001Allegian 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. >> Thank you. You all either turn your phones to silent or turn them off, please. We have the sheet in here if you guys want to come in. [laughter] Can you just come sign this for me really quick, please? I know in front of everybody. I'm sorry. Blame your mom. [laughter] So, you live here and I assume you don't want to talk. [snorts] Okay. >> All right. Thank you. Just want to make sure you get credit. [clears throat] >> Okay. Seeing that we don't have anyone for public forum. Mr. Wman, did you >> Great. I'd like to uh welcome up Miss Ventora uh who will be
002here to give us a presentation on our special education department uh up updates from the special education department. So, turn it over to Miss Ventura. Okay, we're going to skip the really exciting red MVPs for a second. Promise we'll come back to it. >> So, last year when I was up here, we talked a lot about classification, where our students were at, like writing a lot of the wrongs that were in our compliance, all those sorts of things. This year, I thought it would be great to talk about our current continuum. It has expanded a little bit. Um, so we still have consultant teacher in kindergarten through 12th grade. Some of you might be saying, well, what do you mean we have a UPK program as well? It's technically a self-contained setting, but it's self-contained
003in an integrated setting. So, that should be up here. I'm sorry. But we do have self-contained in prek. We have consultant teacher in kindergarten through 12th grade. Our newest addition is our 12131 classroom in grades K through two, which I'm going to talk about in a little bit. Um, we still have our 12131 classroom in grades 3 through 5. We do have 151 classrooms in 10th and 11th grade. That we've kind of minimized a little bit because it was grades 9 through 12 last year, but we've really kind of focused in to make sure that the classes being offered in the self-contained setting are for the students that truly need it the most. Um because we really want to keep kids in the gened setting as much as possible in the least restrictive environment. And
004then of course we have our out of district settings that are available for UPK to 12 um and those are not in the general ed. So currently our out of district placements we have kids going to several Wayne Fingerlakes Boseies placements. So that's Red Jacket, Midlakes, Newark Education Center, and Wayne Education Center. We also have kids going, one student going to Williamson, a couple of students going to the Hillside High School program, Norman, Howard, Hannibal, and North Rose. It looks like a lot, but it's actually a reduction since last year. We're going to three less placements than we were last year simply through graduation or bringing kids back. So that's a win on our part. our new self-contained class. One of my favorite classes to go to. This is the breakdown of what our class
005looks like. So, we have one classroom teacher. We're in the process of hiring a classroom TA for that setting. And we have two classroom aids in there. Um, we have two students that are in kindergarten, two students that are in first grade, and one student that is in second grade in that class. So, as you can see, dressing up for Halloween, making applesauce, doing all of the fun things, going to the library. It's been a really exciting year for them so far. So, so far we've done a lot. It's only November and I cannot believe how much we've done this year. Um, we have held a variety of professional developments for our staff to help continue to build their capacity and working with students with disabilities. So, we've offered fetal alcohol syndrome training, um, a
006training on working with students with autism, a training on signs of dysregulation in students and co-regulation, and specifically dysregulation and co-regulation in non-verbal students. um using the unique curriculum for alternately assessed students in our self-contained settings, function based thinking, and navigating student behaviors. Um we also have some new class offerings this year. So, we have Red Creek Catering. This is awesome because it can be used as either a math or a science credit for our high school students. They get to go hang out at the Opera House Cafe every now and again. They've gone on a lot of different field trips. They've gone to Scranton. They've gone to um Natalie's. and those kids are doing a lot of really awesome things. And then we also have our district-wide autism consultant. So he is here twice
007a month. He is here for any student with autism that we may need more support on. So it's not just one student twice a month. It's any student that needs support. He can come in. He can do consultant hours. He's provided feedback for several of our teachers, met with teams. It's been a really great service to have for our campers. Some goals for the future. We're looking for additional opportunities for students. So, continuing to to explore different pathways for graduation. Um, so especially with like the new portrait of a graduate and what it means to get to graduation, we're really looking towards how can we get our students with disabilities to walk on time and with a high school diploma. Um, we've been partnering with steady work more to help students achieve gainful employment. So
008steady work works with students to not only get them a paycheck now while they're in school, but it also kind of provides an incentive to come to school more often, get your grades up, like do all those things, and it's another adult having eyes on our students. Um, and then this year I've been working more closely with agencies such as AccessVR and OPWD for students to receive the need of services that they need to help get them through that transition period once they enter post high school life. Um, some future considerations that we are looking at don't necessarily know how we're going to navigate those yet are reviewing our middle school continuum and programming available to students to see if we need to expand that continuum as well. Um and then increasing opportunities for students
009with disabilities to have access to higher level courses. So some of our students we know are very capable of doing like some of those AP or college level classes. How do we get them the needed support so that they can do that? because just because they have an IEP or a disability does not mean that they shouldn't be appropriately placed within those classrooms. Um, social emotional support staff is always something that I like to touch on with you guys. We have a very lengthy list of social emotional support staff across our district. Um, so we have counselors at every level. We have our district-wide social worker in behavioral health. We do have a new counselor this year and we have a new Delta Rise counselor this year. We have community schools coordinators. We have a
010social emotional learning interventionist and we have our school psychologist and we're fortunate enough to have two psych interns this year um which has been phenomenal because they've been working closely with our building level teams to provide even more support to our students. The school counseling plan is something that you guys were given today. Um it's been reviewed and updated based on district needs and our advisory council has been developed and formed. I'm really excited to say that I will kind of be like the chairperson for our advisory council for the district and our first meeting is actually in December. So, we're looking forward to that and kind of figuring out what that looks like for our district. Um the MTSS teams are up and running. They're, you know, meeting regularly on students and they have
011begun to review student data to make sure the students are getting the interventions that they need. And lastly, I host mental health team meetings once a month. So that is with our counselors, our social worker, our way behavioral health counselor and our deli rise counselor to make sure that students are getting the best fit. So we don't have a student seeing a building level counselor but then seeing a social worker but then seeing the main behavioral counselor on top of it. We want to make sure that we're really appropriately meeting their needs. That's all I've got. Does anyone have any questions? Okay. >> Of course, our uh MVPs, there's our uh two-sided list for this month, right? So that uh the the quantity continues to kind of stay high. I like, as I do most
012months, I try to highlight a handful that that I thought really kind of strike accord. So, I'd like to to read one uh on Steve Bachis, who's our transportation director. Steve is always willing to go above and beyond to support our students and families. Whether it's providing transportation to students outside their regular bus runs or assisting with food pickups for families in need, Steve is always ready to help. It's wonderful knowing that our district and community can count on steam. Uh and a second one, uh one of our high school math teachers, Bridget Johnson. Mrs. Johnson was my daughter's math teacher last year and le left a positive impression on her. As we were touring colleges and having conversations with college coaches, the question came up time and again, what classes do you like in
013high school? My daughter shared with the coaches that for her it's not about the class or the subject area, it's about the teacher. Prior years she loved science and social studies, but last year her favorite class was math. She told them that although the class itself was challenging, the teacher, Mrs. Johnson, made it fun and went above and beyond to help her students. So, just kind of a a testament and a shout out to two different areas of folks that just kind of continue to to rise up and do the things, you know, that the reason we have this program is to recognize the folks that are doing those kind of things. So, um, two good examples this month. >> Great. Thank you. >> Okay, we're going to move on to, uh, see the minutes
014from the regular meeting for October 15th. Could I have a motion, please? This is Kaiser. and a second. Mrs. Ducker, any corrections, questions? All in favor? >> Any opposed? Any abstensions? Okay, moving on. Please, the board, would someone possibly give me a motion for all of the financial reports? Mrs. Allen through. >> Thank you. And a second by Mrs. Kaiser. questions. Okay, when you're ready. >> Mrs. Kaiser, >> yes. >> Mrs. F. >> Yes. >> Mrs. Dingman, >> yes. >> Mrs. Decker, >> yes. >> Mr. Joyce, >> yes. >> Mrs. Allen, >> yes. >> And Mrs. Madigan, >> yes. Thank you. Okay, moving on to the consent agenda. I have a motion, Skyer. Um, E1 through five and seven. Okay. Could I have a second for that, please? Mrs. Allen, >> questions about E1 through
015five and seven. >> Yep. You don't have to [cough and snorts] >> Okay. Oh my gosh. >> Change. Okay. One through two and four [clears throat] through seven. >> Wait, what? One, [snorts] two. Okay. >> Everything in E except for three. >> There's nothing in between one and two. So, it can be one and two. [laughter] Okay, >> it's not just me today. >> One, two, four, five, six, seven. >> Are all the seniors writing this down? This is what a board meeting is like in case you're wondering. Mrs. >> Not all of them. >> Yes, I will do that. >> Okay, >> I'm gonna stop raising my hand. [laughter] >> Questions? [clears throat] >> Was there a second to that, >> Mrs. Allen? >> Oh, sorry. >> She was willing to do one for
016two. Okay. When you're ready, please. >> Mrs. Decker, >> yes. >> Mr. Joyce, >> yes. >> Mrs. De, >> yes. >> Mrs. Kaiser, >> yes. >> Mrs. Alen, >> yes. >> Mrs. F. >> Yes. And Mrs. Madigan. >> Yes. [clears throat] >> Thank you. Um, could I have a motion, please, for E3? Not you, >> Mrs. Allen. Can I have a second, please? Mrs. Decker. Okay, Mr. Ven. >> Yes. Uh, unfortunately, we're getting to the start of the time during the school year where we start to receive uh resignation letters from folks as they as they start to contemplate look towards the end of the year. So, uh, in front of you, you have a resignation for the purposes of retirement for Mrs. Donna Brooks, uh, high school English teacher for us. Um, we had
017the fortune of hiring Donna back in 21. So, she has worked for us for the better part of four years, but of course, anybody that knows Donna knows that it it she has spent a lifetime in education. It's not it's just the the last four years have really been here and and um you know she she started back in North Rose Wit neighboring to us uh back in the early 90s and has really remained pretty close to this region both at North Rose Main Finger Lakes Boseies now at Red Creek on a number of different capacities for the last uh you know 30 30 years. Um, so in my conversations with Donna recently, she has kind of disclosed how fortunate she feels to be able to end her professional career here at Red Creek than
018a place that that really has meant so much to her. Um, so I'm glad glad for her uh and for our students that have had the fortune and benefit to learn under her leadership and guidance. And um I I uh through some conversations with Donna, I know the the board we had received a small amendment to her resignation which will bring her through the end, you know, as opposed to middle of the school year, which for sustainability and and consistency purposes will be great for our kids. So, um, thank you to Donna for for, uh, her work with our students and and, uh, good luck in retirement years for hers. So, >> thank you. Any comments? >> Please wish our, um, our best and I mean, just explain to her that most people don't really
019retire the first time around anyway, so [laughter] see her back. >> Perfect. >> When you're ready, >> Mrs. Yes. >> Mrs. Al. >> Yes. Mrs. Kaiser, >> yes. >> Mrs. Dman, >> yes. >> Mr. Joyce, >> yes. >> Mrs. Decker, >> yes. >> And Mrs. >> Yes. Thank you. >> Okay, moving on to new business. I have a motion, please. >> Oh, let me uh one through six. >> Thank you. I have a second. Thank you, Mrs. Folultz. >> Sorry. >> Any questions? Sounded like a flashing. >> When you're ready. >> Mrs. Alen. >> Yes. >> Mrs. Damon. >> Yes. >> Mrs. Decker. >> Yes. >> Mrs. BS. >> Yes. >> Mrs. Kaiser. >> Yes. >> Mr. Joyce. >> Yes. >> And Mrs. Madigan. >> Yes. Thank you. >> Any uh questions on the administrative
020reports? This month I made sure to kind of separate the administrative reports from uh board member Nash's report just so that it didn't get blended in there. So hopefully that is helpful. >> Okay, thank you Mr. Veno. Uh yes, as I had alluded in my transmittal to the board, um you know, seeing seeing where we are with some trend data regarding student enrollment, I've uh elicited the the help of some of our data specialists to kind of audit where these where these students are coming in, like what grades are they coming into, but really more importantly, when students leave, where are they going? So, uh, are we are students going to homeschool? Are students going to another school? Um, and then when we dive deeper into where if they're going to another school, how long
021have they been in Red Creek, did they come to Red Creek for six months from North Rose Wilkit and now are going back to North Rose? Like, was it just kind of a a placeholder quick? Uh so just not that it'll solve the problem but I think it'll help us to better understand internally where some of those um pieces are going. Uh independently from that, I have asked our uh regional superintendent for some feedback around homeschool numbers just to to kind of see maybe where we stand in respect to the amount of homeschool students that we have and if if they are seeing some trends locally in their schools as well. I've gotten a little bit of feedback on that. And in the feedback that I've gotten, we're kind of we have we have about
02270 homeschool students right now, up from 65 at this point last year. So, we're up a a a tick. Um, but we're in the bottom half of the responses in terms of overall homeschooled student populations within other districts from the feedback that I've gotten currently. Um, >> is that number or percentage? >> Number. >> Okay. Sorry, did you say we're within what? Say repeat that again. I'm sorry. >> We're in the B we're in the lower half >> of numbers. Uh I haven't dove into the percentages, you know. So some schools are above 100 uh those kind of things, but to Miss Madigan's point, if if the school is twice our size and has a 100 kids, the percent would be uh greater for us, obviously. So that's early on in our numbers, but just
023trying to to to track where those students go and you know if they um you know Mr. Gaffne and Miss Blasco, our high school counselor, if some of them as a cohort have dropped over the course of of time, you know, is it appropriate for us to try to get them back? You know, instead of a dropout, can we can we do something to to get them to come back into our programs? Those kind of things. So, um I guess more to come on that just to try to dive in a little bit to around the numbers and what what we're looking at there. Uh questions on that. >> Wonderful. >> Uh next up was the budget development calendar draft. This time last year, uh brought you folks a a draft with some of the
024important dates. Um We always like to bring this uh forward to you as a draft in case there are some conflicts or folks might not be able to make some of the different things or if um uh if there are questions around it. Some of these dates are hardened by uh hard fast dates by the state terms of where where we go. But uh you know we are already on our end beginning our budgeting process. uh you know typically this the governor [clears throat] won't really come out until January with her numbers. So at this point it's just kind of getting a an understanding from our side where where we are and what things are looking like. Um I know we say it every year, right? It's kind of an uncertain time with with budgeting
025of course uh you know uh with some with the shutdown stuff at the at the federal level uh the impact possibly on some grants going forward in the future. have we positioned ourselves to be able to sustain some of the work that's associated with those grants uh or uh and the value of that that work or or you know do we have to make some t difficult decisions on those things. So I think um you know you kind of see if if you get a chance to dive into these dates and you have questions or concerns we will be bringing this back for an action item at the December board meeting. Um and uh you know typically our board adopts uh uh this is an action item in December. So any feedback between now and
026then would be welcome. So, >> thank you. >> Uh, the third thing that I'd asked uh to throw on here was was a uh discussion or uh maybe approval from the board to to move forward with uh some discussion or some work internally on our end at the high school level around what our practices and protocols are associated with graduation. Um, in my conversations with other schools, they have policy around graduation. We do not have a policy on graduation. We have long-standing traditions and histories on how we have done graduation, but there's nothing memorialized in policy to to to set that out. Many other schools have been moving towards putting some things in there. Um, other districts uh recognize students at graduation in other ways. They use the the Latin system. They do top 10%
027versus five. Uh, you know, there's there's a number of different things. Um, and and I was really just trying to get some flavor from from the board of education on in my head working with Mr. Gaffne and his leadership team to really d begin to dive into are we recognizing the students in a meaningful way. Uh um are are we missing the boat on other ways to to recognize students but also celebrating things that we do recognize them for that maybe other schools don't and really kind of trying to promote some of those things. you know, in the last couple of years, seal of biiteracy, seal of civic readiness, those are the kind of things that have that have jumped up on our end. Um, you know, and I think one of the long-standing tenants
028for for us because of our size and and uh how personable we we really try to relate to our school parents, students, and community. We really make our graduation ceremony meaningful um and trying to recognize students. So looking for maybe some thoughts or feedback or information on like does that seem like something the board would be interested in us internally kind of bringing something back to the board. I I don't even know what the timeline for something like this would be. You know I think oftent times if you're looking at making I don't even know if we're making changes to something right but you kind of phase that stuff in over time. you can't can't really mess with graduation so so abruptly. Um but >> mess with that was a good good phrase. Yeah, >>
029keep that in mind. >> So just just thoughts or opinions maybe from the board on is that is there is there a temperature check around you know would it be helpful to have some language down um not helpful? >> What do we think? >> I think it would be helpful. Um I think about those students that maybe take the traditional path um that you know we're um finding ways to make sure that they're recognized um in a special way. I know we do a little bit of that um but overall I do think it's worth a conversation and to get things down in sort of a policy so it's clear >> I would agree. >> Okay. all all students like all seniors whether they're international students based students whatever I think there needs to be
030something put into place so nobody's scrambling a week before graduation or the day before there needs to be something to meaningfully recognize everyone >> so so are you referring just to that process or the gradu graduation ceremony >> I I I I think my my conversation would would start kind of around our graduation protocols and then our ceremony protocols, right? Like >> Okay. So, we're we're dealing with two different things. Is there a typical policy for each? I guess like >> I'd have to dive into to exactly I haven't spent a lot of time because I really wanted to start uh at this level with that conversation um around what those policies contain. Uh these would not be a required policy from Erie one or from a legal standpoint. So, we have a lot of
031>> local control over what can or can't be in in a policy like that. >> Just from what you're describing though, it sounds like a lot of what you're looking at be more procedures policies. So, is it something that's really a board level? Like I don't mind looking at it if >> as a board if you want feedback on things, but it sounds like you're talking more about procedures at the administrative level than policies. and it could be right. But I also think if there's um some feedback to increase something or to make a change, I would want that conversation, even though it's a procedure, not a policy, to be communicated in a public sense um before we would do anything. So maybe it doesn't end with a policy, right? But just to kind of
032study it and to examine it and and take a look at what we what we do and how we recognize are we getting um the right opportunities for our kids uh across the stage? Now is a good time with New York Inspires and the Blue Ribbon Commission as they're moving away from advanced regions with designation to to one diploma. Um and some of these different seals and recognitions, different chords, those kind of things, you know. Um as Mrs. Kaiser alluded to, we have international students. where do they play into our graduation ceremonies? Those kind of things, right? Like it's really broad right now uh in my mind. So we I mean it it certainly and I agree. I don't think it needs to be a policy but you know we've attended graduation all of us
033on the board and in my opinion we don't focus on the whole child. We focus on we already have a award ceremonies for the folks getting awards, but then we still recognize the same group of students during the ceremony that's already outlined in the program of why are they what cords are they why are they having them but um I would think focusing on the whole child instead of individual but it I don't feel it has to be a board policy. >> Yeah. So my thought was to to work with Mr. Gaffne and his leadership team around uh gathering some input. Um and I think it's another uh potential opportunity to involve our student board member, right? Uh Aiden happens to be a senior. What like what's important to seniors? Uh what do they talk
034about? Does he talk to other schools students, you know, and how do they manage their ceremonies? [snorts] Um, you know, I just I think it's a worthwhile conversation from my perspective. I don't know what the outcome is, and I think that's okay at this point, not to have a predetermined outcome, but really to to dive into what opportunities are out there and are we doing uh representing the best for our kids during our ceremonies? >> It's a student graduation, so the question is what do they want? Do they want to have instead of your bail and sale, do they want to have or you know to make a speech, maybe they also want to have um a class president have a speech or changing up. Do you really I know it's been a long-standing tradition
035to have um a graduate from 30 years prior, but this is the time for the students to say, "Hey, let's change this up. What could it look like? What do others do?" Have you had any conversation like this? Like >> he's just going to be happy talk about this? >> Not really. Point. Why? I don't know if we want to change it every year because then everybody it's like you have a different plan every year. So I know it benefits the students to get what they want, but I would want to try to stay more tradition what has been done in the past. >> This is your opportunity though to work with it. change the future for all. >> Yeah, I was just going to say I think think maybe it's maybe if you have
036the opportunity you can in could incorporate more no offense Mr. Nash more of the entire senior student body of just feedback in general to see what kind of direction and maybe it doesn't get changed every year but maybe with some feedback that uh maybe no one listens to the speaker who's graduated 30 years ago and they would prefer to play music for 10 minutes. I don't know. Maybe you think about like like Mrs. Damon said, does the valadictorian >> not want to make a speech? So maybe the validictorian has the decision choice of I don't want to. So then it would go to the class president or um somebody else designated. >> Um >> that would certainly be protocol based, right? like those those things would certainly, you know, >> might give the class a
037little bit more opportunity to be involved and and potentially make a difference moving forward. But I think overall I think you have the the go-ahad from us if you you know support from us if you want to move forward. >> Okay. >> With that. >> Um any other questions before we move on? >> Thank you. >> Okay. Um, that would be good feedback because we might have a foreign exchange student in the winter. So, who would be a senior? So, we'll see. >> So, we're quickly Just kidding. Um, uh, okay. Um, next on the agenda, the I1 and I2 are um just going to be on there every single meeting. Uh, Mrs. Folds and I have been [clears throat] um, uh, graciously working with Amanda who's been helping us make updates and changes as people
038have been putting them in. So, like we had talked about before, um any questions or uh comments, shoot us a message, make a note in there, and we'll try to keep making those updates as we go, um to keep that, um to keep everybody's thoughts heard, but it'll continue to appear on the agenda until we complete it. Uh number three, um I think my impression, Mr. Roman, please correct me if I'm wrong, was getting the link for the online version would not be quite as difficult as it ended [laughter] up being. Um, which I I think we got today. >> Yeah. >> Right. Um, >> I Yes, I shared it with you. >> Yeah. So, um, so last we had spoke about this, we were going to get the link for the online version of
039the conference, I don't know, a month ago. Um, that didn't seem to work out. So, I just need some feedback on kind of how we wanted to handle that. there were a couple of options out there that the link would go out. You could um kind of view what you wanted to on your own time and we could come back and discuss that or um we had talked about watching a session as a team together maybe right before a meeting or something like that. So I just what would you guys like to do? >> Watch it on our own. We all have different schedules. I think it would be kind of helpful if we picked a few that we feel could be beneficial to the board and all watch them and discuss at some point.
040But >> watch them on your own note. >> Yeah, I I would agree that if we all watching the same one or two or three or whatever, um that would make more sense than all of us just picking whatever we want. >> Um just because then we would have something to discuss rather than just I noticed this, I saw this, I watched this. But on your own. >> Not as Okay. >> Do we have to pay for additional links though? >> No, we just paid for it once. >> So maybe if we send out the link in the topic choices, we could just get back to >> Yeah, you could just take a look at it and say like >> it looks like a main main menu kind of a page that has like a
041listing and then you would click on each one of those, you know. Um here's here's the listing of all the recorded sessions with a title. >> So, um why don't we we'll send that out. Why don't you send me um your top three by next Wednesday if there's some consensus? Maybe we could just pick a couple. You can watch as many as you want, obviously. But, um then we could make sure that at least all of us had watched those top two if we want to take a few minutes if there was discussion. If everybody watching is like, eh, there wasn't really enough to it. Otherwise, we could we can maybe talk about that. Does that sound all right? >> Okay, >> great. Thank you. >> Okay. >> Um, all right. I will take a
042motion to move into executive for a litigation matter, please. >> I'll make that motion, Mrs. Digman. And can I have a second, please? And but before we go, um I'd like to take this opportunity in the spirit of thanksgiving to express my gratitude to everyone in the district from our administrators to our teachers to the support staff, the bus drivers, the on the aids, the assistants, the food service workers, to the families, students. You give so much of yourself every day. Thank you for your hard work, your heart, and the dedication you bring to our school. And I'll say we see it. We appreciate it and are truly grateful for all of you. >> Thank you, Nancy. Welcome. >> It's very nice. We try. >> Who was the second? >> Thank you. >> Again, seniors,
043when you write this down, you're going to want to write that that came from the entire board, even though Nancy is the one that wrote it very nicely. Okay. Thank you very much. If you did not sign the sign-in sheet, you should come sign that really quick, please.