001Good evening. Let's see. Coming to order. It is 6 o'clock. The only board member not in attendance is Mrs. Madison. Please stand and join us for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Does anybody have any questions on the agenda or were there changes? >> Yeah, there were two new things added. um the approval of the long-term sub in the elementary UK classroom teacher and the approval appointment of the boost education lesson position. So 15 and 16. Any questions? If not, could we have a motion to approve, please? >> Thank you. I'll second. >> Thank you. All in favor? I opposed. Abstain. Motion passes. Anyone sign
002up for community comments? >> No, >> it's just you pass. We do have a few presentations this evening. >> First up, Mr. D. >> Hello. How's everyone? >> Yeah. >> Tired. >> All right. I'm really excited to tell you a little bit about distance learning, which is a new endeavor for us here at the junior senior high school that we embarked on really around this time last year. we started working on this but um officially started at the beginning of the school year and three of our teachers been working really hard to implement that here. So I'll give you some details about what's been happening. The key components of distance learning are um really state-of-the-art technology on both ends. So when I say both ends, I mean here for us, we're teacher sharing. So, our
003teachers are delivering instruction to students in other districts remotely. And so, we've got to have really, really good technology here and then they've got to have really good technology there. Uh, gone are the days of setting up a laptop in the back corner of the room and hoping that the students on the other end can see you and hear you. Uh, these these learning technology labs are really uh high-tech and um they make it possible. So you you'll see things in the in the rooms such as microphones in the ceiling so that they can catch up any am catch any ambient noise in the room. Um cameras on both sides of the classroom. Two really really big TVs about this size, two of them next to each other so that um the teacher, our teachers
004can see the students on the receiving end, but then they can also share a screen with those students. So, it allows for technology integration as well as supervision. Um, another key component that I didn't mention here, but is worth sharing is that uh all of the receiving schools provide a staff member to supervise those students in person. So, for example, for Spanish, Mrs. Alba is working with Williamson students. Williamson does have a staff member in the room because it would really be nearly impossible for Mrs. but to really supervise those students remotely. So there is a staff member present that's also trained in the technology uh so that they can make sure those students are doing what they need to do. Speaking of that staff is uh a key component of this was professional development
005and uh this is all run through a coser with city boseies and uh they provided the professional development for our teachers. They also provided professional development for those staff members at receiving schools. So that was critical to get this up and running. Uh that happened back in August and it's kind of been ongoing. Uh there's been support for our folks as we've worked through some of the kinks with this programming. Uh one of the biggest barriers to doing this more and more, which we'd like to do it more and more, is scheduling and bell schedules. Everybody's got a different bell schedule and everybody loves their bell schedule. So, like, you know, we love ours because we got the midday time when students can have intervention and enrichment. We don't want to give that up, but
006nobody else has that. Um, and I'll also say nobody else has the same bell schedule. It's not like everybody else is running the same bell schedule and we're not. No. No. It's it almost feels as if no two schools have the same bell schedule. So, that makes it tough to um share teachers, right? Because if our eighth period is 45 minutes long and that lands right in the middle of another school's seventh period, then it would require two periods for that student to kind of zoom into our eighth period. So it can be tricky. The best case scenario is for us to do that teacher sharing in the beginning of the day because that's when we see the bell schedules are best aligned. Most schools start around 7:45 and most schools have about 40 or
00745 minute periods. So if we can have that teacher sharing happen in the first and second period of the day, it's more successful in aligning with Bell schedules. I mentioned teacher sharing and uh one of the really cool things you'll see in a moment in some of the pictures is that this does not disclude Marian students from sitting in the classroom. So even if a teacher is were teacher sharing and they're instructing students remotely, they can also have students here in Marion in the classroom. And these these distance learning labs are really set up to allow that to happen seamlessly. Um seamlessly is a a loose use of the word because you know there's there's hiccups and there's challenges for the teachers. They've been great working through that. But we are able to have Marian
008students here and virtual students somewhere else all learning in the same room at the same time which is really nice because some of those you know physics for example is one of the ones we'll talk about we have one student in our physics class right now and you could debate does it make sense to run this class for one student but then when we add a couple students from North Rose Wila now it does make sense so it makes maintaining programming here despite our declining enrollment more feasible because we can share with other districts and then make it more sustainable for for those teachers to offer those courses. Um, and I just said that, right? An intentional way to offer additional programming to students from other districts. We really have to think about this as
009as everybody's kind of going through these these budget problems and um declining enrollment. We've got to think about this regionally that we want all of our students to be able to take physics. We want students in other districts to be able to take American Sign Language. Um so what can we do regionally to work together and uh offer more programming? not only maintain programming for our Marian students, not lose things, but then I'll also offer it to other students as well. So, I mentioned physics. This is Mr. Feifer in action. Um, so he's actually he doesn't teach in one of the distance learning labs because for physics that would be challenging because it's a lab. So, he's got to have his science lab. So instead of making his classroom one of the distance learning labs,
010we actually have a remote cart that can move down to um his classroom. And so this is the cart. You can see it's on wheels. Uh it's got those two really big TVs that I talked about. And it's got camera and speaker on the top there. Uh so the way he sets his classroom up, this is his traditional Prometheian here. So he's teaching in front of his traditional Prometheian. And then over here, this is the the distance learning setup. So he's got a camera here that allows him to see the two students from Northrose Wilk. It allows those students to see his screen on a camera and him if he's standing in picture and also allows the students to see a closeup of his screen. So he's screen sharing on this television. He's watching the
011students on this television and the students are watching him on this television. So, it kind of gives you all the angles and all the views. And that's not even really the state-ofthe-art. That's kind of the mobile unit that we can move from room to room if needed. As of right now, it just stays in Mr. Feifer's room because he's the only one that needs it. His quote about distance learning, it's like the remote students are there in person. They participate in the classes as if they were here in Marian. He said to me, "Sometimes I honestly forget that they're not just with me because it's very seamless. The give and take, the back and forth, the conversation, it all happens very easily." So that's Mr. Feifer teaching FLCC physics to Northro Wilkit students. This is
012Mrs. Alba and she is offering two sections. She's doing two full sections. So full roughly 20 students from Williamson actually. Um, so they had a a Spanish teacher shortage and so they reached out and said, "Hey, we'd like to utilize some teacher sharing for Spanish and Mrs. Alva was able we were able to make that work in her schedule." Um, she's traditionally an ENL teacher for us, but she's also certified to teach Spanish. So she is teaching two sections of Williamson students, Spanish two, full sections, full classes of about 20 students. And none none of our students are participating in these. These are just full virtual, which I think makes it a bit easier for her to just manage the computer and not have to worry about because, you know, 20 kids is a lot.
013So she's doesn't have to worry about the kids here in person. Um, this is in one of the distance learning labs. If you look closely, you can see one of those microphones hanging down there. Um, she sets hers up with a standing desk. So, she's right in front of her screen. This is our Prometheian here. And then these are the two distance learning screens. So, if you look closely on the left, that's all the Williamson students in their classroom. That's their vision of her as a teacher. And then this is her sharing her screen. She's doing a an exit ticket in this photo. And she's really, really well versed. She's always kind of set her classrooms up digitally anyway and so those students, you know, can access schooly and all the things that she's using
014for her digital platform. And then finally, I mentioned ASL. We are sharing ASL as well. This one actually happens 8th period, which uh you know, the stars kind of aligned to allow this to happen. I'll say there's a strong desire for this in the region, so I think folks were a little bit more flexible to make it work. Um, but we have students from North Rose Wila and a student from Bloomfield joining our ASL1 class. And as you can see, this is really neat. We've got a bunch of students here in person as well. So, this is our Marian ASL1 class as well as a student from Bloomfield and several students from North Wil. So, she's she's the only teacher currently working with two different sites at the same time and then a third site
015being the inerson site. So, and and also I think ASL presents some unique challenges because the microphones aren't so handy for ASL, right? It's all about the them being able to see her clearly. She said in the beginning of the year that she had to really focus on what color she was wearing because she wanted students to be able to see her hands and if she wore too light of a color, they couldn't see her hands and what she was signing. So, she has to be thoughtful about her wardrobe and she also has to really stay very stationary, which for me as a teacher would have been a huge fail because I'm like all over the room, right? But you have to stay in the camera. Now, the camera will follow her, but there sometimes
016can be a lag. So, she stays very stationary right in front of her board. And you can see the students there can see that view of her. And then she's got the view of the Bloomfield student and the view of the North Rose Walut student. and of course the view of her students here. Now what's really cool is our students can also see those remote students. So now we've got Marian students interacting with North Rose Wil and Bloomfield students virtually as well enriching their program as well by you know getting some different perspectives and some different interactions. So those are the three courses that we're offering right now. We're of course looking to grow this and I know there's a regional push to align as many bell schedules as possible but like I said at
017the beginning that that does offer some challenges because everybody really loves their own bell schedule. So um that is the status of distance learning and again want to give huge shout out and kudos to those three teachers that have been willing to embark on this and try new things and really have come at it with a great attitude. Any questions about distance learning? >> Very impressive. >> Yeah, that's very interesting. >> We have some kids who are homeschooled for various reasons. The ones who maybe it's more of a social. Would this be something that Could we ever have a student who never comes into the building but does it this way? >> No. Not anybody who's homeschooled. No. Um, City Boseies does offer like a virtual learning academy, but that's something that our region has
018never offered. >> Thank you. Excuse me. All right. So, um Kyle Rich and myself have a quick budget update for the board. We have a lot of things uh for the board to think about in terms of like budget and our overall budget discussions. So, um, first we'll give you just a budget planning overview, like a look ahead at what we'll be talking about at the, um, upcoming board meetings until the budget vote. Then we'll talk a little bit about the biggest factors impacting the budget this year. Um, based on last uh, schoolboard meeting, we're bringing back the SRO discussion so that the board has a chance to talk through that, maybe set a little direction for the SRO. We have um s some suggestions for the board of things to think about in terms
019of cost and paying for the SRO. Also, we're circling back to a couple of meetings ago. We um brought up the shared border conversation like exploring a shared border with Gananda. Amber attended that meeting to look into that a little bit more. So, we have some information for the board to discuss around a shared border. And then like we said, our hope is that we'll move into some discussion specifically around like the SRO shared border so that we can make have a direction for moving forward. So uh starting off with our budget planning outline and this is just our timeline looking up until our budget vote. So, um, tonight we already talked about what we'll be discussing. On the 24th, uh, the majority of our meeting will be taken up by Rick Tims. He is
020the person who has done the five-year big picture like financial outlook for the district. So, he'll be here. Well, he's attending virtually, right? >> Oh, no. He's going to come >> Oh, he is going to come in person now. um he'll come and give the board just the results of his look into the budget and kind of give you the overview of looking five years at a time. How does it look for Marian? Then on the 7th, we'll do another discussion of the budget um talking about the SRO. We're going to talk a little bit tonight about a potential tax cap override. And then on the 22nd, we'll have our final bud um budget presentation. And the 22nd is when the board adapts will adapt the budget for this square. All right. So, I'm gonna
021turn it over. Okay. So, I'm going to cover the budget factors part two. So, here's a graphic illustration of uh what our new revenue currently looks like. Um the governor's proposal is a 1% foundation aid increase, which is equivalent to $94,000. Our tax levy cap increase is at 2.48%. Which is $192,000. That's the new revenue side. On the new expenditure side, healthc care is up 14.5% which is a $319,000 increase. Um our retiree healthcare increase is $292,000. Uh we'll talk more about that in a minute. And then utilities. I'm sure everybody's been feeling a little pinch on utilities this this winter, especially January, February. So just as one example, um our electric so each building we have a supply bill and we also have um uh the carrier bill. And just for the supply for
022one month at the junior senior high, it went from 7,000 to 14,000. It basically doubled. And that's because the rates the supply rates almost doubled. Um that that's just one aspect of the utilities in one building. Wage increases on average, you know, it's a roughly a 4% increase. Um so that's about $350,000 increase. Um and then um the cost of an SRO is about $120,000 annually. So if you leave the SRO out, we're at over a 3 to1 ratio of new expenditures to new revenues uh to deficit ratio. So here's the one of the main culprits. Um so legacy cost. So this is just showing a little bit of history of our legacy cost along with um what's going to be projected based on what we're told. So you'll notice um in 2022 that was
023very significant because the healthc care consortium did an RFP um and that RFP came back. Um Excelis was um our carrier and they essentially cut the rates in half which tells you that it was overpriced to begin with. Um but they did that um to retain the business. So they obviously outbid everybody else. So you'll notice, so Medicare runs on a calendar year versus our fiscal year. It's a six-month offset. So in 23, uh, for the 2022 23 year, we saw a partial savings for that new RFP. So you'll notice that there was, um, about a $100,000 decrease in the 2022 23. But then when you look at 23 24 we saw the full impact of that reduction. So then there was another almost another $200,000 reduction. So the total reduction was almost $300,000 as
024a result of that RFP. So part of the RFP was that there was a guarantee that the first year was a 0% increase, second year was five, third year was 10%. So for 2026, we're on that final year of the RFP. So for 2027, they're telling us that in order to write the rates, there would have to be a one-year adjustment of 240% increase, which obviously is not acceptable. So they're proposing that they phase it in over three years. First year would be 80% increase. Second year would be a 60% increase and the third year would be a 40% increase. When you factor those rate increases in along with the under 65 retirey healthcare insurance using 14.5% which is what it is for 2627 and then estimating 12% for the following two years. You'll see
025what happens to the legacy costs. Right? And so for 2026 27, which we already have shown, it's almost a $300,000 increase, but then it just magnifies from there. The following year in 2728, it's up another 450,000. And then 2829, it's up over 500,000 for that year. So this is a problem. So because we had an idea that some of these um financial issues were going to be popping up, we started looking at things proactively to try to put us in a better position. Some of those are with loss of funding from federal sources and things like that. We've been moving towards some grants such as the Boost grant, um the learning technology grant and the ESL grants, uh which we we also have a couple new grants that Dr. Lloyd is working through as well
026trying to get us some more money. Um, and we've started to move things to coasters, which are co-ervice agreements with Boseies, where we will get aid back on them for those expenditures, but we won't get them back until the next year. These coasters come in really two different forms. Things like the um enrichment coaster and the community schools coaster are really being utilized to help get us funding back on things that we lost grant funding for or federal funding for. So, our midday stipens and our community schools individuals that we use for community schools for all of the programs that they're helping us with. And then we have things like the distance learning that um Mr. Dean already presented to you and the early college coaster. These are things that we were already doing that
027we found we can run through a coaster to help get some aid back on. So, the early college accesses all of our um advanced classes that have FLCC credits attached to them. We can get reimbursement on salaries and things through that. It's just a way to keep some income coming in. >> Uh back in 2023, we started an integrated UPK class. So, we have kids that are four years old who come in and we get reimbured from the county for providing special education services for them such as speech, um special education teachers, things like that. We're also looking at moving some students back from consortium placements to in-house placements. Um so we have more self-contained classes and uh consortium placements. So in the UNI integrated UPK class, we have two students from other districts who
028are currently attending. We also have two students in our high school integrated classes and we're looking at I know a couple districts have reached out about next year if we have availability for some of our other self-contained classes. So then we would get reimbursed on partial salaries and benefits based on the number of kids in that class from each of those districts. So, it's kind of it's not really income, it's more of a offset of the cost that we already had. And then we also started up our Agra path this year. We have four students from other districts currently enrolled. Um, and hopefully we're looking to grow that program over the next couple of years. Uh, we also looked at some staffing considerations. This year we had a couple of positions become available or open
029that we decided we weren't going to fill because we either found ways to do it with the staff we already have or there was no longer a need. Um we're look moving forward we're going to look at is there a way that we can fill positions. It's not oh somebody left. We're definitely going to fill this. We need to take a look at how closely do we need that position and its impact on student enrollment with teacher student ratios as well as the impact on IEP needs. Uh and then we're also looking at being creative with dually certified people. So teachers who have multiple certifications, how can we better utilize them? So maybe instead of teaching science for six periods, you're going to teach science for five periods and then you can do special ed
030for a period if you're dy certified. So utilizing some of those to help us fill some of those um staffing cuts through attrition. >> All right. So, next up, we're going to move specifically into talking about the SRO. So, um you know, we had an initial like overview of the SRO pro uh program and then uh Detective Ens came in last time to meet with us. So, reviewing in terms of costs, a 12 month SRO is about $127,000. Um, a cost of a 10-month SRO is about $106,000. Um, and those figures, we don't have an SRO budgeted for for next school year. So, we're looking for board input on moving forward with the SRO if we want to do that. And if we do, how is that going to be paid for? So, this just
031as a review is a chart of the costs for the SRO. We looked at this, I think, two meetings ago, in terms of the overview of what it costs for the 10-month SRO, the 12-month SRO, and then a twomonth of summer SRO. So, that's where those figures are coming from in terms of cost. >> So, when we're looking at how are we going to fund the SRO, because it's currently not in our budget, we came up with three ideas for how to do this. Um, one would be staffing reductions. And this is not taking into account the ones that we've already had through attrition this year. This would be additional cuts that would have to be needed in order to get that um money. The other is to reduce some student programming. Um things like
032multio for boseis one. We have a bunch of students that go there. Um looking at the number of students that we're sending to Wayne Tech. Um as well as things like new visions would have to be looked at as to how many kids we're sending if we're going to send kids to them at all. And the other one that we came up with is a one and a half% tax levy um increase which is $120,000 which is pretty much what the cost of the SRO would be. But this would be in addition to the 4.8% tax cap that we're looking to go out on. So we would do a tax cap override and I'll talk more about what that process looks like in a minute. But that would put our um tax rate increase at
0333.98%. Uh the other thing I wanted to point out is that we can't use money for reserves to fund the SRO. There's no reserve we have that we can just pull money from so that we can fund this position. So those are really the three options we're left with. As a team, uh we're leaning more towards the tax levy increase as a way so that we can maintain our programming and have the most opportunities for our students. So, if we go with the tax cap override, some things just to be aware of is a tax cap override requires a supermajority, which is 60% of the voter approval. Um, if it were to fail, that does not necessarily mean you go straight to a contingency budget. We would have the opportunity to go back out for
034another vote in June or we could go back out at the existing tax cap. Uh, if that second budget were to fail, then we go to a contingency budget. would be a 0% increase in our tax levy. There would be no capital outlay projects, which are the projects we use to do some upkeep and maintenance on our schools. We cannot get bus purchases, which will then mean that we have older buses when it comes time and needing to replace them with electrified ones. And there are no equipment purchases allowed under a contingency budget. So we'll circle back at the end so the board has time to discuss the SRO piece. But just to get all the information out at one time um the border sharing discussion is the other thing we'll ask the board to
035think about tonight. Again this is the potential border sharing with Gananda. Um so we had talked about this a few meetings ago. Uh Amber met uh with Mr. color house and some representatives from Gananda to talk through um is this something the boards maybe want to consider moving forward with. There is a process for this. So, state ed has a boundary alteration process. Um and what it requires is board approval um from the boards that are involved. So if you we were altering a boundary and it was part of a different district then that district would have to approve the board would have to approve a boundary change and whoever is technically like accepting that land into their district. Um that board of education would also have to approve and it has to go through
036the Boseis district superintendent for approval. Um, like we talked about previously, if this was something the board cons would wanted to move forward with considering, we would be considering it just as a proactive measure. So, not something that the would be saying that either Marian or Gananda had any interest in moving forward with a merger, but as our board knows, we can't consider any type of merger without a shared border first being in place. So, this would be considered a proactive measure so that we have one more district that we share a border with. Um, and again, tonight we're hoping the board will have a little discussion of if we want to move forward with uh looking more into border sharing and the process to make that happen. So with that, it's our time for
037questions, feedback, and I know the board has um under their reports and discussion, school resource officer position and the creation of a school district border. So we're happy if the board has questions or feedback on any of this to answer that now and also have those SRO and shared border discussions now or we can wait till a little later in the agenda. I have a question on shared board. We identify property that could be utilized for this. >> So, we've taken a look at some maps. Um, the easiest way to do it would be to uh take a look at property that's currently within Palm School District border that could become either part of Marian or part of Gananda. Um, it's a very small strip that we would need to share. Some of it is
038currently in Palm School District. Some of it is actually um owned by Wayne County Water Sewer currently and you know they don't pay taxes anyway. So I think it would be maybe a minimal impact in terms of thinking about a district that might have to like give up some tax revenue. >> How long does it take to do it from the time you say yes, we want to do this to it's done? Yeah. Well, there's nothing specific from state ed on like an amount of time to do that. So I think like what we would need to do is agree um to have maybe the board or a subset of the board sit down with members from Gananda board and kind of timeline out how do we want to move forward and think about all
039right what should it be in terms of like investigating what the property would be like where what districts that property currently lies within and how we like get another district on board because we would need to have in the example example I gave PALMac school board also be involved in that discussion >> okay sounds like a process >> yes >> how and I'm just curious um at what point do we or do we um get parental kind of feedback do we ever do that is a survey at point on either one of these topics, how people feel about it, how the staff feel about it. >> For the shared border, >> both. >> Oh, and the SRO, >> we could do that. Like we for the shared border specifically. Um, thinking about that, that would
040be like a board decision if they want to move forward with thinking about uh creating this new border that we don't currently have. Certainly, you know, the board could at any point solicit community input on that. >> Depending on what district takes over that new piece of land, we might not actually have to say over. If the land was brought into Gananda, we don't do anything. >> Yes. PMAC, >> it would be Palm makes a motion to allow Gan to absorb it would accept it. And therefore we have no we don't we don't necessar depending on how that would all work we don't necessarily have any option for that piece. >> Yeah. >> Um and really if it's just moving land around like if we're not moving a house around like if the land that's
041being moved doesn't contain a house there's a lot more less of an impact. Like I hate to move a piece of property that has a house on it and now that student now has to go to a new school. That would be fair. >> like the water authority property. No one lives there. No one's ever going to live there. It's really inconsequential >> and they don't pay tax. Correct. They're in value. >> Yeah. Not that I know. As far as I know, the water authority does not pay tax for property. >> That's what I thought Jason said before. >> So, if that's something the board thinks they want to move forward, I can talk with the Gananda superintendent about some potential next steps and bring those back to the board. Yeah, I think we need
042to know that because to Rob's point, we might not even be >> and I think one of the key things we just have to communicate is that this is not for the intention to start a merger process with Ganda. That's not this intention, but it would >> offer opportunities down the road. It should open up one more border school that we could talk with down the road. We definitely want to move forward on that. >> I think it's worth having another conversation. Yeah. Okay. >> Have that conversation. What would the property be? Who would absorb it and figure out who has responsibility in it? >> Sounds good. We can move forward with that. >> Yes or no? So again, just so people can take a look like those are the costs that we got from
043Wayne County Sheriff. And again, like Kyle said, it's currently not in the budget. Some ways to pay for it would be through staffing reductions or student programming reductions or considering the tax cap override. Um, so I don't know if the board has any questions, feedback, initial thoughts. >> I know when we started looking at this, there's very strong strong town support for it, but it's been a few years since we've sought town input on it specifically. I wonder if it's worthwhile doing a survey on this topic of some sort that says if this is what it's going to cost. Would you still want to do that if it meant we were reducing program? Would you still want to do that if it meant that you had to do a tax cap over? Would you still
044want like put out what it's going to cost the community? >> Do they still want us to move forward with it with those costs? >> And it's not a perfect like rich looked at it by households. So, in terms of cost by household, it's about about $46 per household. You know, that's different depending on people's >> Yeah. >> taxes. But just a straight >> the other thing over number keep in mind this year with looking at potentially taxing override is how many people are upset that their assessments have gone up a lot. >> I'm aware of that. >> Yeah. Despite the fact you can have multiple conversations saying how that actually impacts their taxes and which it impacts them very little for most people, they still look at that assessment amount and they're like, "Oh,
045my taxes are going to skyrocket." Not really. So, but so that's just something we have to think keep in the back of our minds from the political aspect of if we want to override the tax cap, we're already going into a kind of negative territory. with a lot of our community members. >> Yeah, that's something that like Rich has given some thought about like do we dedicate part of our budget newsletter to talking about the >> reassessment and how that impacts tax. >> I I really think you need to um because there's a lot of people who refuse to accept the fact that a doubling of their assessment does not equal doubling of their taxes. So I think that was one of the things I was going to mention too in many ways. But also
046it kind of gives us a preview if we were to figure out how to ask the questions like are you willing to do accept uh this much of a tax increase over the tax cap. Kind of gives us a way to get a preview of people's opinions and what our chance of getting it to pass is. >> Sure. Obviously, answering a survey for us doesn't commit them to vote one way or the other, but it's kind of like straw poll of sorts. >> Yep. We can certainly put together something like a straw poll that we would put out. We could send it out to parents via parent square and then we could put it on the Facebook page to try and get some community member engagement of people who might not be parents >> because
047we have a whole lot of people who don't have students in the school. Yes. >> So trying to get input from the rest of the district would be I think important on this one and I just don't know the best way to do it but >> which means parent square is not the best tool. >> Parents square itself. No >> because that's not going to go to those two that are not >> well it is getting out to the parents. So but I think we need to figure out how to get it to >> more than one. The problem with more than one avenue is did they reply twice? >> Sure. I mean there's going to be lost no matter what we do. >> Well, if we have one avenue, >> we could do it
048through like a Google >> a Google form >> like Google form. >> Can they can they can they go in and answer it 10 times? Yes. Like but they're probably >> you can restrict it to one answer per email address. Yeah. >> So, if you got five email address, you can send them five times. Like, there's no way unless we unless we somehow made them come here and answer the poll in person, there's no way to keep anyone from scamming it. We just have to hope that it's obvious enough, >> right? >> I certainly think that's a good way to start conversation. >> I just we have we haven't gone out and had that conversation with the community in the last few years. I think the world is different. People are thinking of things differently.
049Um, and I think it's worth trying to get community feedback as much as possible for that one. >> Yeah, we can do that. I think we'll just run into our we'll turn it around quickly. So, if we do that, we'll put it out ASAP so we can have some results back by next meeting because we're >> I I understand. I just don't know. I I have not talked to any community members recently about it or have heard from anyone one way or the other. So, I think we need to at least make the effort to allow some input. >> Yeah, we certainly can do that. >> Sorry, my gears are turning. I would love to actually have people come in and talk to me like not a survey like can you come talk, but trying
050to get people in to do that >> in the amount of time we have, >> right, >> isn't going to happen. when again is the deadline. >> So it just I'll go back to like our >> I think it's more of an internal deadline to make everything work with the budget >> budget >> and everything we have to hit. >> So we have to have like this is the very last day we can adopt the budget. So the April 7th board meeting is really when >> that's Yeah, >> we have to have a decision made by >> How late do we expect Rick Tims to be? >> I think he's an hour and a half. >> So that's too long. Would we be able to have a day where one or two of us could
051sit here and just say if you want to come up and talk to our board members? We'd love to hear your actual thoughts or I'd love to actually talk to people. I we don't have time for some sort of forum, but is there like a something at the elementary school where maybe there's already an event or a concert or something where we can just say someone will be available? >> Yeah, I can't. Do you have any evening things upcoming? >> Evening? No, we have the K2 musical on the 19th, but that's during the day. >> I think spring break's in there. So, >> yeah, >> people I really want to hear from don't have kids in school >> either. So, >> but you also have to get them to >> Yeah. No, because not all
052of them are Facebook people and not all, you know, so >> that's still >> Anybody want to be a town crier for a weekend? >> I guess too. Let me just ask this because I I'm new and I don't know and and we could I know that there was maybe this was came up a while ago. What kind of inspired the conversation? What were the needs and what are still the needs for this? Do you know what I mean? Like I I staff, how do they feel about it? um faculty and of course the community, parents, students. Um >> for me, the reason that this is so needed is what has happened at our sporting events. >> Oh, I'm 100% with you. I'm just >> that >> and it's not just children. It is now
053parents that I don't want any of you to be involved. I want someone who can stop things to be involved. I think there's a point as a district that where we're having parents start altercations at youth sport events, then I think maybe we need to look at our policy and availability because if you want to have sporting events at your school, you have to be good adults as well. Like I don't think that requires >> that's just my one example of like in the last few months >> this level of budget gymnastics when we're already looking at a 3:1 deficit ratio and um you know a financially uncertain future at this point. I mean, unless there is a very strong pull, like you said, from employees and staff and students to be like, "Yeah, we
054have so many problems." Um, for me, it really just doesn't make sense. >> So, my understanding is our senior class, I would say 75% of them are vaping and we've not been able to do anything about it. I don't know if this present would change presence would change that, >> but they go home and talk to each other and brag about the fact they're doing it at school. We have five of them in the room right now. That means most likely three of them are like there's more than just parents are acting bad. The things we're pulling our admin team off of what we expect them to be doing to handle. Yes, it's the parents at a game or the students at a game, but it's also who vaped, who didn't, who turned someone in,
055who is uncomfortable around this person, who is there's a lot of things that don't necessarily make education better here at Marion. That's not what they should be doing in my opinion. Their job is to make education better. And I think like does our admin team like see the value of a SRO? Like absolutely. It comes down to the like how to pay for it. And when we start talking about like legitimately the ways to pay for it include like some programming cuts for kids, some possible staffing cuts, like that's really hard to say like we want to move forward that way. That's why like the admin team's recommendation would be if we're going to do it, put it to the voters to decide as a tax cap override. Uh because it's just hard to say
056like we're going to reduce >> programming. Well, that makes sense. Lydia, do you have some remarks? Oh, um I was just gonna kind of like add what she said that like as much as the teachers like they do what they're supposed to do like but they can only stop so much like they're in their classrooms and like having someone else around like and not only making students feel safer but like having them have that person to talk to if they see something and then um also with the programmings um I guess I mean I know like students don't have that much weight in it but kind of ask them because I know Booy's been has done like a big part of my senior year. Yes. And and have like other people get that experience. >>
057Yes. And I know that's something that like this board specifically like changed a few years ago. Like we used to have a cap on the number of students that we would send to Bosey's programming and the board of education said we don't want to do that anymore. Like we want to make sure that every student who has an interest has the opportunity to attend. And I don't want to come across like I don't see the value of an SRO because I do. And we had an SRO when I was a student here. I graduated in 2006. Um, so I do understand the value that a position like that would bring to the district. I think like you said, I it just doesn't calculate to program and staffing cuts when we're having not a very large
058need for law enforcement per se. Um, so I think I would I would personally agree sending it out to the community for a vote and the tax cap override be the deciding factor and I I don't think anybody's have to pay for it for their with their education or their employment. Well, certainly we can work to put together before the end of this week like a the straw poll idea that we can give to students, we can give to staff, we can put out to the community. I do think like people have pointed out like the challenge will be getting maybe a representative uh set of data back in you know to the wider community beyond people who are like school specifically involved like getting it out to all the uh community stakeholders. But certainly
059we can make an attempt to do that and have some initial data back to the board by the 24th. >> Yeah. I don't really think we should do any you really can't make any decisions till you get that. We need to see how they feel. >> Is there a way to have at one of our building entrances a paper copy of the survey people could fill out? >> Oh, sure. thinking if we have community members that don't like Google form's nice if you use the internet and you have an email and do all that type of stuff. >> All right. Probably military school because you don't come in at the the attendance office isn't there anymore. You have to come from >> Just thinking of another method to collect data. >> Sure. >> Um because
060that's one of the complaints I've heard is our survey say email addresses for internet and not all of our constituents use >> internet. Well, >> sure. >> And if we can do a quick turnar around, like we could put that, you know, library, the cafe, town hall. Do you know what I mean? For both options, like a QR code digital version and a hard cover version. >> Okay, people can figure how to stack it. But I think >> right >> hopefully most of them understand the value of us getting >> right >> accurate information. I don't think there's anyone out there really chopping at the bit in either direction right now to do that. It's more of a Oh, that came up. >> Yeah. >> I don't know. >> Okay. >> All right. Well, thank
061you. >> So, we basically did letter E. >> Yeah, but we're going to go backwards. >> Go to E now. >> That's our last presentation, right? >> Yeah. I just have You're presenting presenting up here. >> No, I just if we're going to skip from E to D, I have some a little snippet from Cindy to share about board reports. >> All right. >> Do you want to finish E? >> That's my question. >> And then go back. >> We didn't really start E. We were still on C, but it kind of ties into E. >> Um, >> I can definitely wait. Let's just do the personal real quick and then come back to this. Just keep it in order before I forget to go back and she can't retire. >> I don't think we're
062stopping. >> Nobody wants that. >> So, the board will see um under personnel uh the resignation of Lori Loveless for the uh purpose of retirement. So, those of you who know Miss Loveless know that she's like a dedicated fixture at that elementary school. Um, she's someone when you walk into her classroom, I'm consistently impressed that every student is really like heard and valued and like given the time and attention um that they need. You know, I always am impressed with the fact that Miss Loveless really like has so much care with what she does with every single student. No one ever feels like brushed off. There's never anything like that's silly, we're moving on. Like everyone is thoughtfully considered and really um you know, I think given such caring attention and love and it's just
063a it'll be a big loss to have Miss Loveless move on, but this retirement is very welld deserved. >> Love Alex's teachers. Does that mean I can retire? Okay. So, not that we wanted to, but we do need to vote on this. >> I'll move it. >> Thank you. >> I'll second it. >> Thank you. All in favor? >> I opposed. Abstain. Motion passes. Happy retirement, Mrs. Loveless. >> Okay, back to sort of >> Yes. >> Now we're on E. Would you like to start with Cindy's? >> Sure. So, she's just done a little update about um her legislative committee responsibilities. They met with um Andy Dole, who I believe was the Oh, I'm not going to remember the district. >> He's Bloomfield. >> Thank you. >> Um back in February, and they tackled the
064discussion of EV buses. Um and basically, it's kind of the same conversation that we've been having. The infrastructure is not there. Um and they're trying to advocate for the mandate to be pushed back. and um the legislative committee is going to have RG& and NICAG come to their next meeting in March um to discuss that further. So, and then we also received a link to the presentation that the legislative meeting meeting um committee had. So you should find out who he is the attendance and things but I have a feeling we are going to get somebody else's updates when Mr. Dean did that everything happened up here. Anyone else have any is next? Um, as most people know, we had our Newsies musical on March 6th and 7th, and the two lead weeds went on
065TV to talk about it, which is something everyone always looks forward to. Um, in terms of sports, of course, as most people know, Zack Qing won G2 wrestling states. Um, our bowling team also won sectionals and some of our track runners won sectionals and are headed to states. Um, concluding all of that, we had winter sports awards um, yesterday and spring sports also started yesterday. Um, we also have a BKC March Madness which was thought of um, I'm assuming by our staff which a lot of students have heard talk about it in the hallway. They thought it was a cool idea. I love March Madness so I think that's cool little touch. Um, nights quests. Um, there's like cooking, there's soccer, just new stuff for the students to be involved in. They had tables set
066up. It was kind of like college fair style. People could come up, sign up for new things, and there's a lot of talk about it through the students, so hopefully that goes well. Um, >> what is cooking? >> You said there's cooking, >> cooking, cooking, >> cooking. I'm like, are that makes a lot more sense to me. Thank you. There's like cooking, there's >> How is that a quest? >> There's like cooking, there's a smoothie bar, there's hula hooping, there's soccer, a bunch of things. Um, the senior dinner dance is also coming up soon and so is the school carnival actually on the same day. Um, and lastly, kind of a little shout out to what Mr. Gene said about distance learning. Um, there's someone in my Boseies who is a North Rose student who
067does the distance learning physics and she always has something fun to say. She's always saying something about like fight m or Miss Piper's like good attitude or something and so I don't know just like a little shout out to him for always doing good and making it fun and I don't know she seemed to really enjoy it so I guess well >> shout out and that's all. Thanks. Back to you. All right. I just have a short um update for the board. I think Mr. Wise has Thanks, Mr. Wise. All right. So, two things. Just a quick update on the boost grant and Lydia doesn't know it but she already shared part of this. Um and then an extended school day grant um and actually also a school violence prevention grant that we're considering applying
068for. So the boost grant update um our funding was finally officially released. So we've gotten some programming up and running. Um driver's ed is operating for seniors. So, uh, this is a picture of our inaugural car for driver's ed. >> Exactly. >> Um, we also have our afterchool mentoring and tutoring program operating two days a week right now. Um, so we have students coming in after school to do mentoring and tutoring until 4:30 on Wednesdays and Thursdays. Um we're hoping to expand that both in the number of students and the number of days we offer from now through the end of the school year. Um our study work and workforce development activities are um continuing and are growing. So those are the majority of the work of our boost grant, but also the last kind
069of thread of that boost grant is our night quests. Um, so like Lydia mentioned, uh, those are up and running. Like they're getting kicked off this month for students in grades 7 through 12. This is a list of all of the potential offerings. Um, so adults really stepped up in this building to offer some cool night quests for students to consider. And like Lydia shared, um they had a tableabling event last week so that they could recruit students for their night quests. And just some examples like part of the recruitment were the flyers that staff developed. So they've been on the video boards. Um students were sent examples of the night quest and like a little sign up form via email and then the tableabling event. So, it's just cool to see some of these
070things get up and going. And it's great, I think, to really tap into maybe another side of staff that students don't always get to see. Like, you know, you might not know that your teacher has a passion about geology, but like here it is and like come check out this night quest after school. So, just some examples of night quests for the board to see. And then um we're working in conjunction with TALMAC uh on an extended school day grant. Um Wayne Fingerlakes FOce again is helping us write this grant. They helped us write our boost grant. So uh the application needs to be submitted in April and um it's meant to expand programming similar to what we have operating with Boost to the elementary level. So again thinking about like the three strands that
071we have for boost are that mentoring tutoring the enrichment through night quests at the elementary level the funding would be used to continue and expand mini camps and then also that idea of workforce development. So what experiences are we offering students? So like at the elementary level, they have the opportunity to like explore a variety of careers, like learn about um what it means to be future ready and have some of those experiences. So um we're moving forward with this grant application. It has the potential um to award up to $1.5 million a year for five years. So we're moving forward with that um grant application. The other one we're considering is a school violence prevention grant and that is more focused on during the school day activities. Uh so what are the ways that
072schools can help students um and schools overall like focus on safety and security, focus on things like developing healthy relationships, um being able to problem solve, being able to work through situations utilizing restorative practices. So, that is one we're also considering applying for in the near future that's linked to this extended school day grant. So, just a quick update of where we are with those two, but I'm super excited to see the boost things really like coming up and off the ground. All right. Thank you. you going to be standing or you >> I'll just show you your plan. >> You are up next, Mr. Walker. >> Okay. So on the uh financial report uh the most significant change from last month to this month was that um some of the staff salaries were moved
073from general fund to the grants um which obviously would increase our uh differential between revenues and expenditures. Um so typically when we start off the beginning of the year some be some sometimes it's before the grants are actually set in place. We'll pay our staff out of general fund and then once the grant budgets are set up then we'll move those um funds over to the grant. Any questions on the financial report? >> I do not have any. Does anyone else? >> Okay, we have no questions. We get a motion to approve the financial report. >> Thank you. Second. >> Thank you. All in favor? I opposed. Abstained. ocean. >> Okay. So the second item uh so towards the end of January we had our annual inspection of our inground bus lifts and one of
074them failed which immediately takes it out of operation. Um so at that point um through much discussion with the bus garage with uh pupil transportation with our architects with our auditor um to determine what the next best court uh course of action would be. And so it was determined that um one so any anything through that is equipment purchase through um transportation is aidable. However, a repair, and this is based on the guidelines from SED, um is minimally aidable. In fact, in parenthesis, it says like $10,000, like a limit. So, that was not encouraging. So, um I submitted all the quotes. I submitted a drafted letter trying to convince them that this is in their best interest to approve this. And um I was pleasantly surprised they did approve it. So, the repair is $107,000
075to the lift. A new lift is almost $300,000. So, um the next step is because it's equipment um you can't move transfer money outside of you you have to go from equipment to equipment, but we don't have our equipment budget entirely is only hundred and some thousand. So, we can't afford to pay $17,000 on that. However, um with a board resolution, if we declare it as a an emergency project and it's now a contingency expense, we can transfer money from other budget lines to the transportation. So, that's this is what this resolution does. Um so, by doing this, we get the repair done and then we get the transportation date back on. That's a one-year turnaround. Um, if you were to try to run it through a capital project, it would be paid over 15
076years. >> I was going to ask you about emergency project versus transportation. >> There's no way that they the state would it's very difficult to get the state to approve an emergency project where they aid it in one year. They would approve it probably as a regular capital project, but it'll be aided over 15 years. So the the best course of action is what we took and the fact that we can get all the feedback in. >> Okay. So we need a motion to approve fund transfer >> to approve the resolution. Yeah. >> Okay. Do we have any questions? Do we have a motion to approve? >> Thank you. I'll second. Thank you. All in favor? I >> opposed. Motion passes. We have our administrators. Start with Mrs. Miller. All right. So, back since last
077time we chatted and um the dayto-day life, whatever it is I do. But the main things I've been focusing on um which has been exciting for me is is really reading and and looking at the data specifically since right after we met. I we have the um Marian Elementary School uh data meetings. So we look over the the benchmarking data um from the year all of that data to see growth and where we're at. And so this was really the first time we had both um the full Aadians reading data and Aadian math data to look at um it's a step up in terms of data. I read gives us kind of a good kind of where you're at where a cadence um in the reading and the math shows what part of the learning
078is breaking so that you can better um hone in on the interventions that you need. So, especially with um the reading to know what part of the reading brain is breaking down so that we can fix where it's first um kind of glitching um with kids. So, that has been exciting. But when you look at that, there are some kids that no matter what we are doing, they're not moving. And that's kind of been a lot. I don't know like I I don't know what other trips to do. So, um, Boseies has hired a brilliant, um, science of reading expert and we got to sit down and chat. And so, I brought my dad and my kids and they looked and she said, "Have you tried this? Have you tried that?" I'm like, "No, I
079haven't thought of that." And so, she's like, "This is what you need to do." So, um, I have since met with each of like the teacher teams to go over those individual kids um, and to put some of those things in action um, for our teachers. um and then continuing to meeting with some of the special ed teachers because they tends to be some of our special ed students that just for whatever reason and um I think there's some good things that we hadn't really thought about trying that this kind of will help with the reading system. I also um met with the special ed teachers today, the MEES to talk about as they're getting ready to write their IEPs um how to shift the data language to lex ready data to more specifically for
080this because it will hone in on the cognitive load of where the reading is breaking down so that they can better articulate in IEPs of how that's impacting like learning both for parents to understand um and for classroom teachers to really understand the impact of what's going on with the reader. So that has been exciting. Then also talking about um how you repair the reading while also making sure that access for the thinking remains high because just because they can't read doesn't mean they can't think. So, um, and to really at least for the reading section to to strengthen that up a little bit. Not that we haven't been doing a good job with writing those things, but just when you know new information, you can only make it stronger. So, >> our parents learned
081C-spot run. Isn't that amazing where that's come? >> However, C-spot run is actually back to the very much about decoding and because that was prele language and that was actually on its best. So um um also the state there was a training last week by week um >> having Lydia's week >> they uh had a webinar a state webinar all people access it at the same moment in time and hear the same information um to talk about the assessment strategy moving forward that they want districts to be thinking about as we move to all of the changes for New Yorkers. So trying to understand that and process it. Okay. So for special education annual reviews have started for our oldest students both in and out of the district and there'll be 45 annual reviews this
082month. We currently have six um current CSU referrals that'll happen sometime in the next 60 days. Three of those are for the elementary school students and three are for junior high schools. um of those both in in both buildings, two referred by school staff and one was referred by a parent. And we just had two initial referral meetings, one this week and one last week. One was qualified and one did not qualify. Um Gananda has asked us about space for multiple students. Um they are looking at students that need UPK programs. They would send them tomorrow if we had space. We don't have space right now. Um Mrs. Har and I visited and observed students economy yesterday. I think in total they asked us about five to six students and we really have space for
083one student in our kindergarten to second grade 811 class for next year and then they're looking at some space for UPK students for next year. There are three students that will come to the Marian Elementary School from PALMAC. They're currently PAL consortium students. Two of them are Marian students who have always attended Palmeck. PALMC has said we no longer have space for them and so they'll return here because we're going to have um a self-contained class that meets their grade needs. It works out for us like we would have it open. They will have space. And then one is a student who's moved into the district and lives in Marian now. And then we also have a Marian student who moved into the district and has continued to attend Marcus Whitman as a consortium and
084they'll return to Marian as well next year. Um we started planning for the Special Olympics on May 29th. And then for BKC's we're just about at 3000. This is a good BKC because no one would have thought this before school started but a seventh grader wrote this to Mrs. Taber. Mrs. Taber um collects phones from seventh graders every morning. She locks them up in a phone case and the seventh grader wrote, "Mrs. Taber greets me every morning when I turn on my phone and it makes my day." So unexpected in September that that would how be how someone feels about turning in their phone for the day. That's it. That's um so our big news is that the weather has broke. So our kids are back outside for recess, which has been amazing. I'm sure
085our teachers would agree with that sentiment. We were getting real nervous trying to keep them caged up, but uh they're very happy to be back outside and get some sunshine on their face. Uh we also I mentioned this real briefly, but our K2 musical is coming up. I got to sit on the practice today and it's like literally the cutest thing ever, which it's going to be the first one that I get to see because they didn't do one last year, but they are doing it this year and it's super cute. Uh it's actually on March 19th in the morning. Um the other super cute thing that happened today was third graders. I went to go see them give some presentations on their country projects which is um they do such a great job and
086you can tell how nervous they are and then they have to answer questions from their um their peers and the other classes and it was both comical and like you know super cute to watch them try to do that and tell them they'll get back to them with the answer. Um our character trait for this month is teamwork. Um, and we actually had mentioned that we were trying to update the sign outside mees to like uh showcase our students that are getting the character train awards. We have officially done that. Thank you to Megan D. Rose. She found a way to get it up there on the sign. So, the kids are being recognized there. We went all the way back to September to make sure everybody got their chance to be um showcased on
087the sign. And um I think that's everything. There's probably other things too, but that's all I can think of for now. um at the junior senior high school, Mrs. Luca and myself brought three um ninth graders to Elevating Student Voices. It was the second conference of the year. So, Ashley Osborne, Jacqua Brown, and Bailey Graham all went and it was just like so amazing to see them in a leadership role and facilitate circles um and really just represent Marian in such a positive way. uh they are also leading our student led circles which we've rebranded as the night's round table thanks to Mr. Dean's um like quick thinking we so basically the students are are partnering up with several grade levels and we're going to be working with elementary school to go down and teach
088some soft lesson soft skill lessons to sixth graders as well as our seventh and eighth graders. So the students are actively planning that right now. Now we're waiting back from for survey results um to begin looking at topics and then what the activity will be. The eighth graders just completed their seal of civic readiness capstone projects. I was able to sit in on those and they were awesome. Um it's like very proud to see them go from seventh to eighth graders and the confidence that they have to present on topics like that is like a really amazing thing to see. So um and then as uh Mrs. Miller was talking about, I've been doing some data diving um specifically um for our like referral rates and I was looking over the past two years and
089what Mr. Keller House did as dean of students and then this year myself as Dina students and we're like super proud to report that in two years referral rates are down 40%. And suspension rates are down 50%. So, um, like the restorative practices that we're focusing on and the relationships that we're building with kids, um, it's like having like a great impact on the building. >> That's amazing. >> Thanks. >> Um, for our community schools, we had a family engagement night last week at the elementary school family Lego night, which was our first family Lego night, and it was very well attended. We had like between 70 and 80 people, like if you count all the kids and adults together. Um, and it was really awesome to see families like working together to build the
090tallest tower and to do all these different challenges. So, that was very fun. Um, we are kicking off a March movement challenge. So you guys know that we have the fitness center open on Wednesday evenings and on Saturday mornings as well as the the halls are open for walking in the buildings um until the end of April. And so anybody who signs in for those will get a raffle ticket put in and we're going to draw a prize winner for some Marian merch um to encourage people to kind of like get physically active. It's been really nice. We've had both students and parents and community members all um using the wait room. So, that's been nice to see it being used. And the other night I was here and there was six people walking in
091the hall. So, I think people are appreciating that, especially when the weather hasn't been so great. Um we were we won a small grant. It's a community garden grant. And so that will allow our farm club to get some raised beds for the garden that they've had out behind the elementary school and for some of our study work students in the summer to help tend to it so it doesn't get overgrown with weeds and so that we can stay on top of harvesting things. So that's kind of a nice one. Um and then we have our community schools advisory board meeting coming up um March 23rd. It'll be here in this space. All right. Well, Lydia did a phenomenal job as usual and stole most of my things. Way to go, Lid. Uh, but it
092they bear repeating, so I'll do so really quickly. Congratulations to our sectional champion bowlers, Yolana, Viola, and Zeba Buckles. Congratulations to our indoor track athletes. Boys team finished second in sectionals and two Ganada athletes qualified for states. A huge shout out to our Zack Huing who is my understanding the first wrestler in school history to win the New York State title. I'll just say it again. He's the first wrestler in school history to win the New York State title. It's a really, really big deal. We're really proud of Zach. And our girls basketball team had an excellent sectional run. I don't think you said this, Lyn. No. but they uh they played really well down the stretch. They had a tough loss in the semi-finals to the number one team Dansville, but proud of them
093as well. We want to welcome Emory and Cody who are two new students into our Agropath program. They both joined us within the last month or so and uh they are enjoying the program so far. and Newsies. Um, just again, I know I'm repeating Lydia, but just a huge, huge shout out to the students, of course, they were brilliant, but also to all the adults that work so hard to make that show happen. Um, folks that are here sewing so many hours a week and working on sets and um, all the things. It's just a really a huge community event and makes me very proud. Uh, congratulations to our FFA members that competed in district 8 leadership development events in Penan in February. There were several strong finishes including first place in employment skills for
094senior Jenna. And we've got mod spring sports starting on the 23rd and spring break coming up on the 28th. >> We also have two people playing basketball game on Sat Sunday, >> right ladies? L lead lid and shash. >> Exceptional senior game. Exciting stuff. >> So for technology, it's it's really nice when I don't have anything to report because that usually means things are working. So there's really not a whole lot extra to report on. um 61 closed tickets in the last month that I did include a February break in there which we don't close a whole lot of tickets during break but um getting ready to start looking at you know what pulling devices in for summer planning for maintenance and things like that. Um the copper transition is is been in place now.
095Um that seems to have gone pretty well. Um new systems for everybody to kind of get used to but other than that it's that's about all I have for us. Thank you. Next up is our policy review. This is our second reading and tonight we vote on them. Did anyone reread and end up with any questions on any of those policies? All right. Then can we get a motion to approve? >> Thank you. Thank you. All in favor? >> I opposed. abstained. Motion passes. Were there any consents that you needed to put? There's no one here, so we don't need to shake hands. Fantastic. Okay. Does anyone have questions on the consent agenda items? If not, can we get a motion, please? >> Thank you. Second. >> Thank you. All in favor? Okay. Opposed? Abstained.
096Motions pass. Let me read this next one. >> Probably can't. I got to get to it though. Okay, >> ladies. Does anyone want to say anything? >> All right. Thanks for coming. >> All right. Can we please have a motion to move into executive sessions for the specific purpose of discussing the collective bargaining agreement, negotiations with the Marian Teacher Association, and other personal matters regarding employment? >> Thank you. Thank you. All in favor? >> I opposed. Motion passes. Anyone who needs a signature can come see these lovely people over here at this table. We will be stepping.