Board Work Session | March 10, 2026

001Good evening and welcome to the Rochester Board of Education's work session. Today is Tuesday, March 10th, and we will open the meeting at this time. Before we move forward in the meeting, I do want to acknowledge that we have uh Superintendent Roser as well as Commissioner Fineman that they are joining us online this evening. And I want to uh start by calling of course the meeting or the work session to order. Also, um at the top of this session, I'd like to take a moment to recognize our code of conduct committee. Um this code of conduct committee just for our uh folks who may not be familiar um is a legally required committee. This is legally required by New York State and annually they come together for a two to three month period. This year

002they came together for about two months and they met each week to go over and assess our code of conduct, identify um opportunities to bring forth some recommendations. And they did that in concert with our board clerk's office. I'd like to acknowledge our board clerk, Charisma Travis this evening who's standing in um from the clerk's office who was the person that worked with you all this evening and we have a couple of members who did in join us uh this evening. So, we do want to take a moment uh to recognize you all. Um I'm going to come on down or what have you. Um, the first person Tom, I'm not sure how we want to do this because I don't see the podium set up or what have you, but um, since I'm already

003on the mic, I want to have uh, Chrissy Miller come on up as well as Rosemary Wilson. Just please come on up. The board is going to join you on the floor. We do want to present you with these certificates and to take a picture as well. So again, many of you are not strangers to the district. Rosemary, internally, and we see you everywhere, Chrissy, I think I just saw you in Albany. And so again, we want to thank you both in the code of conduct committee. All of you could not be here this evening, but for the hard work and dedication. This is not for not and we appreciate it. We're looking forward to going over those recommendations. And I'm going to hand you your first certificate, Chrissy. Here you go. Thank you, Miss

004Miller. And Miss Wilson, thank you again for your time. And so, we're just going to take a picture and then continue with the meeting. Thank you for joining us. Okay. And with that said, again, um what has taken place is recommendations have come forward at this time formally from this committee and our clerk, um Charisma Travis is going to go over those recommendations. I do want to just level set and remind folks that around I think it was February 8th, 9th or 10th somewhere around there um she was able to send over the recommendations from the committee. So you'll see in front of you we have a hard copy as well. It's also online for us for us to um take a look at. But back in February, we received the document which showed the

005current language that existed with the code of conduct along with the recommendations that have come forth u from the committee. This evening we have the administrative recommendations and I'm going to turn the mic over to you now uh Charisma to go over that with us. >> Thank you, President Simmons. Good evening. So just excuse me just a quick um overview. The code of conduct was adopted on June 16, 2020 2016 as the document that um is annually review at this time. It was last amended on June 26, 2025. Um and as uh President Simmons mentioned, it is the legal requirement of the board to review annually. Per resolution 2223 number 13, the individuals and groups named um on this list have the opportunity to appoint members to the Kodakana committee. It's not a requirement. It's

006just uh an opportunity. So the Kodakana committee was chaired by RCSD real team member Fred Tensley and co-chared by RCSD parent Shereipa. Um and all members listed attended on this list at least one meeting. So there are about 14 members currently listed. Um however altogether we had 21 members appointed. Based on the previous slide, some groups may not be represented on this list because either the group declined recommended members or the members recommended did not attend any meetings. I would like to um take a a moment again a huge shout out and thank you to the committee for all their commitment and hard work during this process um for them to work together to get um these recommendations to the board. Unlike the board's normal pro policy review process, the code of conduct followed a

007different process. So between December 2025 and January 2026, the code of conduct committee met weekly in person to to review and make recommendations to the policy. And then once the committee finished its review, the recommendations were sent to the administration to review which are now in front of you. So first I'm going to start with committee findings. So overall um the committee found that the school climate survey does not provide so let me pause for one second. as part of the code of condonic committee's uh review, they received data um that that would that's based off of one of the pages in the policy that calls out what type of data such as um our our um reserve practices, our suspension data, attendance, dropout rates um and so forth. And so based off of um

008that data, they review that as well as the policy um and if they needed additional stuff as requested, you know, I went to get that information for them. But based off of all those things, these are their findings. And so they found uh one of the data that they looked at was school the school climate survey. So they found that the school climate survey does not provide data on why respondents feel unsafe at school. Based on the data, students are receiving suspensions for behaviors that are not eligible in the matrix. So for example, absences, academic dishonesty, class cutting, skipping, technology violations only allow only cause out maybe a level one or two. However, um there was data that showed that students are actually suspended, which would be a level three or four. no data to

009determine the district's efforts in code of conduct dissemination to asssure awareness for students, families, staff, and community. Based on the student panel during a committee meeting, so there was a student panel that was put together for the committee committee members experience with the district and the data packet provided to the committee. There is implementation and consistency across the schools. Increased efforts are needed for staff to understand the policy. Within the policy, it is not always clear to parents who they should go for for help and then need stronger da d d d d d d d d d d d d d d d d d d d d data collection around the effectiveness of intervention and prevention strategies. And so as President Simmons mentioned, you all have a packet in front of you that

010give you the overall um recommended changes. However, for the listening audience as well as commissioners, if you look online at tonight's boards meeting, you'll see many attachments. Um, one being a memo that just give overview. However, you also have the findings that's in front of you attached. There's um the code of conduct track change document and clean copy. And then um there's also the last the current school year's versions listed as well for those who want to compare and contrast the difference between the two. And so as a disclaimer, due to the length of the policy, it is recommended that you that um you may want to compare the current code of conduct with the recommended changes. Um and all documents, the highlighted yellow in the documents are the recommendations for the board to consider.

011So those are the new things that are not currently in the policy. Um and then as I mentioned, the overview document is attached. And so the overview of the recommended changes were clarify the type of language not allowed when reading out loud to students under the principles of staff expectation section. Clarify disciplinary response parameters under the guidance for interventions and disciplinary responses section. Revise the range of interventions disciplinary responses in the delineation of authority section by adding a note in the beginning and updating bullets three and six. Revise the levels of interventions and disciplinary responses chart. Align the codes in the matrix table of contents in the matrix with the district's internal reporting system. Re revise and alternative instruction section about virtual instruction. Revise the prohibited and permitted physical force section to align with the

012law. Revise the data collection section. Revise the annual review dissemination regulation section to align with state legislation. revised paragraph 4 the appendix D students with disabilities section also revised the definitions in appendex G glossery section and then um exhibits 1400 E1 and E2 was a reflection of the code of conduct. So any um changes that was that were made um to the code of conduct is also reflected in exhibits 14E and 14 um E2. And then finally, the committee had recommendations for the superintendent. A separate committee is needed to further focus on school climate and the school climate survey results such as maybe creating a school climate committee. Adding why questions to the school climate survey to better understand why respondents worry or do not worry about safety in school. Increase awareness of the district's

013family services website to help families better understand who or where they they could go for assistance. and then look at the effectiveness of intervention and prevention strategies, especially with long-term suspensions to determine if the list of strategies needs adjusting. And so if the board votes to forward the policy out of the pol out out of the um work session tonight, uh definitely a error on the PowerPoint, but it's a work session meeting tonight. Um, it would go to the March 26 business meeting to follow the policy reprocess outline of policy 2410, which would be the goal vote in May. And then, just as a reminder, the code of conduct public hearing is scheduled for Tuesday, March 17th, which is next Tuesday at 5:30 p.m. Anyone interested in speaking at the public hearing or submitting written

014comments should email public hearing rcsdk12.org org or call 2628525 no later than noon of the public hearing. You will need to provide your name, telephone number, email address, home address, and affiliation. Um, President Sims, this concludes the presentation. Thank you. >> Thank you, Charisma, for your review of the policy. And again, just a reminder, this is a policy. So um we have an opportunity to take a look at and discuss briefly if we would like the policy recommendations um from the administration. We have the again the current policy as it states. We have the recommended language from the code of conduct committee and then we have um in response uh recommendations from district administration um responding to the code of conduct recommended language from the committee. This is treated as a policy. So, if we

015go through that conversation this evening and choose to forward this into the board business meeting, just want to make sure. Just doing a um a technology check. We're good. >> Okay. Okay. Thank you. Um if we move this to the board business meeting, it would then enter the policy review pro process for first, second, and then third readings. So, there's no definitive decision taking place this evening. So, we do have time to unpack. I do want to validate that. Um, with with that said, uh, you Thank you, Tom, for the letting me know about the hand. Is that >> a hand? >> It is Dr. Feman. And before I call on you, I I did mention that Dr. Roser is online. I want to make sure that I, um, also state that Dr. Roser, Superintendent

016Roser is online as he is attending an education conference right now. So, that is why he is online for those who may be viewing. And Commissioner Feman, >> I I just want to make sure I did read the entire policy and I have a couple of questions and there are some things that I think need to be addressed in this policy. Is this where they should be addressed or should it go wait till it goes into the next meeting? >> Uh yes. So we do have an opportunity to have some I would say some light discussion and depending on you know our pulse if we feel very strongly we can either push it forward to the business meeting if we feel like there's something totally wrong we can have another discussion um I too have

017some questions so if you have a couple um I think we can open that for example one of my questions would be with um point number 16 I think it says page let me just get back up to it really quickly for my example. Um it's the first one. It says page 16 in the far uh right column on page two of the document. And there's some language that talks about um offensive language, right? And so we know words mean things. Does it turn into um subjective language, right? How do we determine what is considered to be offensive um in regard to instructional freedom and all that kind of stuff? So, uh, go ahead, Commissioner Fman, with your question. >> I have three things that really hit me when I was reading the policy. On

018page 12, um, it says that uh, for detention, when speaking about detention, and I would like to make sure that when we talk about detention, it says it can be taken away and all different times. I want to make sure that we address that rec recess should never be taken away for children who have behavioral issues. A lot of time they need that recess and currently in the school setting um recess is being taken away as a behavioral modification and I want to talk about that. Um on page 14 it um number seven, sorry let me get there. Um it says to be aware of available education programs under responsibilities of students rights and responsibilities. Number seven says to be aware of available education programs in order to use and develop one's capabilities to their

019maximum. And also number nine says to be aware. And I I think especially for students that to be aware is not appropriate language. That may be something like to inquire about. Like if they have something that they would like to do, they should inquire about. But I think to be aware is not fair language because if they don't know about it, that's not going to help. Mhm. >> And then all the way on page 67, I know that the bill is being is it may have already passed. So, this may actually already be not appropriate, but it says school district administrators should not contact parents or guardians unless specifically advised to do that by CPS. There is currently a bill, and I believe it is passed, that that is no longer true, that we should

020be contacting parents. And I really feel strongly that we should be able to contact parents when CPS is involved. >> Okay. Thank you. And so what I'm thinking might and these are strong points. And so what I think for the purposes of policy development is we can all briefly state maybe some concerns or thoughts that we've seen in this document. Um, and with the plan of presenting those things to the board clerk's office so that as we continue to work through this policy, those recommendations or or concerns or questions we have are captured for further discussion to make sure that the document is a policy that we're comfortable um with, if that makes sense. Um, Commissioner Griffin, >> I have um um and first I want to say happy belated birthday to Madame President um

021Camille Simmons. >> Thank you. >> All right. >> And then I would like to say I know the code of conduct is a policy and has a lot of information in it, but what I'm finding is that it's getting bigger. Um it's we're adding more to it and I think that some of it is like convoluted and it's repeat. A lot of the information is repeated throughout the policies in in our book in in in the policies that we have already that we already govern. So it's a lot of redundancy basically. Um and and that can be kind of confusing to one or just you know it's it's not what we should have in there. So I think we're adding to but not taking away. And I think that we need to look at that

022as well. It's a lot of good information that the new the group came in with this time, but I'm I'm concerned that we are adding to and making it more repetitive. And those are issues and concerns that I have when I compared to our to our demographics. And I've read the dem read the policies, the code of conducts, I'm sorry, in like the Gates district or the or the Greece districts. I'm seeing that we're we're we're we're really wordy in in in the city school districts when we look at our code of conduct versus the code of conduct in these other areas that surround us. So, I think we probably should bring it in, but I don't know what what that looks like and I I really don't. Um I know it's a lot of

023information in here though to to to receive and want to read. So, I think that's something that we maybe need to look at. >> Okay. Thank you. Thank you, Commissioner Santiago. >> Um, I just want to to also add that, you know, some of the recommendations that was given from our community um, committee is is really on point, definitely around parent engagement and things of that sort. Um, I think that's extremely important. I'm surprised that it wasn't in the code of conduct uh before their their recommendations this year. But I also want to add part of my concern and it's part of what the the committee presented to us is that our code of conduct is not researchbased um and and part of that is because the research or the finding of the data is

024either not shared with our committee members um put under the cloak of governance um although it should be part of their conversation as they're trying to create a code of conduct that's most effective for our children. Um, so they're not given the information that's needed to to decide what's best for our students and what's best in this conversation. Um, but also in many ways, even the language in here is very demeaning to our students. I mean, you see misconduct. You see like words that's like, but these are kids. At the end of the day, these are kids. And um I don't think that that this code of conduct has been presented to us. Um I think that there's a lot more that we can do. Um I think that it's urgent. It's not something that

025we should put to the side before we vote on this. I mean, I think we see in our school climate. I think we see with the status of our young people across the state that this is something or across our city that this is something that we have to take uh time with something that we really have to look into and not just off of what we think that should should be added in here but there should be research behind that uh what we're supporting and research that's tailored specifically to Rochester, New York. Um and Rochester is one of the first districts to really implement a code of conduct as far as the urban districts. um a couple years ago and I think that we kind of have a responsibility to do this with fidelity

026for our students. Um and I don't think that that's been being done uh both with the code of conduct as far as what we're writing and what we're presenting to our students. The education that we're giving to our community, our parents and our students, they're not educated on their educational rights in the RCSD. Um, and also the way that we're writing this without the research behind it and then the push of governance and and trying not to be in the weeds, but the reality is with this, you have to be in the weeds to make sure that we're as effective as possible. And it's not even the board members. These are people that we're delegating to do the responsibility. And so I think that there's a lot more opportunity and I think that uh it's

027urgent that we pay attention to this to support our students in the best way but also for it to be implemented with fidelity that every principle in RCSD is following this that every principal in the RCS and every student should be having the same rights inside of this RCSD district. And so uh I don't think that we should move forward. I actually think that it should go back to the committee for deeper conversation. they should be given the information that they need to make the right decisions and to write this uh code of conduct as best as possible uh because right now it's needed uh more than ever and we have a decision that we have to make for our children and for our staff and for our parents. I think that we have to

028do it the right way and right now I do not believe that is prepared for that. That's just my opinion. Thank you. >> Thank you, Commissioner Santiago. Um so I'm also looking at um number 22 on page two when we talk about restorative practices and the recommendation from the committee utilizing certified practitioners or what have you. Um I see that the um response was restorative practices to also include teachers and school counselors. And so that does bold me to think about training and how are we ensuring that that would be aligned that type of thing. Um, when we talk about sharing the information, Commissioner Santiago, I think you made a good point. I know at one point when we talk about manifestations of a student's um, exceptionality, if you will, um, we would get, if

029there was a long-term suspended student, the board would get recommendations or we would have an opportunity to take a look at um, what was happening. And I don't know if our school communities are fully informed or parents fully informed that that process can happen because I haven't seen one of those in a in a long long time. If the practice has been done away with, somebody let me know. But um I think those are things that we need to >> delve into. Commissioner LeBron >> use Isaiah's because Oh, there's my mic. Um I do want to point out to your to your uh point we have not seen an appeals and it is a very long process but in the past we have uh staff allocated and we knew exactly who was responsible for it

030and I can't tell you who that person is right now. I cannot tell you on the administration team who is responsible for that. It used to be Dr. Rof Turner. It was her department. Um but to your point uh even though it is a very delayed process, school has been in session since September and this is perhaps my first year on the board not even seeing one appeal. No appeals have come through. So I am hardressed to believe that kids are not getting suspended. I think it is more that parents don't realize that as soon as a suspension happens that they have a right to submit an appeal and what that process looks like. >> Thank you, Commissioner LeBron. and and I I would agree. Um well, this year we haven't seen any. Last year

031we didn't see any. And I don't even remember if we saw them. It started to trickle and go away back in 2024. And because I remember asking way back then, so it's been a few years now. And I was like, "Wow." I mean, I'm I'm really big on restorative and I want to see our students in and our educators in a space where restorative practices are lifted. Um but we do know long terms do happen and I haven't seen them in a in a little while now. Um Charismo, did you I saw your hand. Did you were you okay? So, so with that said, I think I'm going to allow for a little more discussion on this and it based on this pulse, it sounds like we need to have some continued discussion before we

032move forward with this. So, we have a game plan and Commissioner Santiago, for example, what you brought up, if you want to submit that information for consideration to the clerk, we can um unpack uh how we want to move forward with the code of conduct so that we know we're in a in a good place. I do see your hand, Commissioner McCulla. >> Thank you. Um I I agree with what you all were saying. We do need to look at this a little more. Um when I read through it, I looked at the findings. I was reading through it and what I saw was that a lot of the things that were identified were practices were problems with practices, not necessarily the policy language, but it was the practices of how they were being done.

033And so I while I came up with a number of different concerns and questions, but I think what it boils down to is um what what is our core governance responsibility when it comes to the code of conduct and how do we implement this with fidelity? And my question to the administration would be what specific district systems will we ensure consistent application of the code across all levels when it comes to suspensions, restorative practices, interventions and the other parts that were identified by the by the um team. These are the questions because what we're seeing is the practices of it being done with fidelity are not there. We're seeing discrepancies between how our students are being dealt with when it comes to the code of conduct and that is an administrative thing. That's a systems

034thing. So that is the question that's really at hand. >> Right. And that's been that's been ongoing. So what I want to do before we continue with this particular conversation is recognize that we do have superintendent roster online. Um and what I want us to avoid is getting into the the nuance of each point because there's a million of them that we're about to come up with. So I think we need to continue it. But Dr. Ross, I would like to give you an opportunity to um discuss the document in front of us or what have you. >> Yeah. Thank you very much, Madam President. And also, commissioners, thank you very much for bringing up salient points that we recognize as administration we need to make some improvements on. Um we do still have in

035the process um or in place a process by which um each long-term suspension is being reviewed. Um, while Deputy Turner was responsible for reviewing those, now Deputy Wright is responsible for for reviewing those. And she most certainly looks at each case um with equity and also fairness to students, ultimately looking at how might we still be able to support students who may have made decisions that may not have been right for the school environment, them personally or collectively, the entire school um community. Um there are some things that we need to do and in my presentation of course um later on this evening I will be sharing you know my assessment of um the mental health ad hoc committee and some of the recommendations um that were proposed um for me to review and how

036we are going to be addressing those recommendations. But those recommendations in part also speak to um what we will be utilizing um as a method for making sure that the code of conduct is is um forefront in everyone's thinking and and operation through the office of school culture and climate that will be happening much more next year. And um there's a lot of things that we still need to do as a district to make sure that we are moving the code of conduct in a way that is reflective of our values and what we know is best in the best interest of our children, our staff members, and our school district. >> Thank you. Uh Superintendent Roser, I did miss a hand uh from Vice President Malloy. >> Thank you. I just wanted to quickly

037say I agree with um all of the points that my fellow commissioners have made and I would support um having us go back and and look at this a little bit uh more carefully. >> Yeah, I think we're in a space of intentionality. It's important that we are and this is, you know, this is part of governance being being intentional. We can still stay out the weeds, but be intentional. And so, um I mess with that and I like that. And so, we will do that for sure because we as a board have decided that. And let's do it. Chris, you got us. Where is the next step? Since we're not going to move forward to the board business meeting because we do want to just really lay with this document um submit information to

038you, I would like to kind of come up with a timeline or of something of that nature so that we're >> That was my question. I would recommend first motioning the current um the current um policy language in terms of like table it until when you all feel you're ready. >> Okay. And then my other question is in terms of next steps because I know I also heard Commissioner Santiago mention something about giving back to the committee then I also heard you all saying you want to work on it together. So just clarity around that. >> What I think what we can do is um when is when do you have our next board session scheduled? That's April. >> Um our next business meeting would be the next um board meeting which is uh March

03928th I believe. >> Right. Now, now is there a like a deadline that has to be by the business meeting? Cuz I'd like if can we push it to this work session so that we can >> the April the April work session? >> Is that too far out? Do you all think? >> I think honestly speaking, I think it should go I think none of that. >> Well, they've given us that. >> None of that was heard just so the mics didn't pick up any of it. I'm sorry. I'm sorry. Um, Dr. Feman, u what I was saying was that um I think it should be given back to the policy if we have if they if we have time to do that and let them bring it back and let them go through it

040because that is we want we want their input strongly and I think that would be conducive. >> So you do know that that's on the um this document, Commissioner Griffin. So they there's there so what this document in front of us has and because I just want to make sure I'm understanding you properly is it has the current language which is what the code of conduct was and then the recommended language in the middle is what they they went through it for 3 months >> but what yes I know that but what I'm saying to you is is there's a lot more to digest here. Okay. So, what I'm saying if you take it back to them, they can be they will be able to go through because it's a lot of duplicate information in

041there and and and then um with that being said, we'll be more it'll more be directed from our coming from our community and our stakeholders and then we can go see and see what they what they what they feel is the most important. I think that that's that's crucial. >> I do think we need to hear from the committee directly. Um but what what I would want to do is this and I thank you for that uh Commissioner Griffin is let's Why are you recommending the board uh meeting because I'm I'm thinking the board work session is there a timeline on this where it needs that >> I was just telling you the next meeting all I wanted to just mention is that um unless you all decide like no recommendations legally you have to

042I just want to make sure we stay in the timeline that by your June business meeting that some kind of vote happens if if you are looking to do um revisions. Okay. With that being said, if you all are looking for the committee to give input, I would I would I can work on that behind the scenes. I just want to be clear about that task. >> That's what I want. That's where I'm going with it. So So this is what I think because we got to unpack it is the ne not the next board business meeting, but the next work session. Can you give me the date of the next work session? >> Uh I think it's April 2nd. >> April 2nd. Okay. um whenever that I want to just put it on record.

043>> April um 7th. >> April 7th. Thank you so much for that. So I'd like to push it there and between now and April 7th, I think it would be advantageous for the board to identify what it is we're asking of this committee if we're going to pre-presenting it or requesting any work be done with them that we are clear on what it is we're requesting of them. And so this will give us time to have a nice concise re ask by that time. Um and any other recommendations or concerns we have. So >> if if you don't mind, it would also be helpful if as commissioners are thinking about what they want if you could email um us so that way when you all come back on April 7th, whatever whatever we did receive,

044we can at least start with that um versus every you know, we all coming back here. >> That's exactly what I'm saying. Yes, we are on the same page. We boom. Thank you so much. And then Commissioner, thank you cuz I'm I'm I'm fighting for my life again. Commissioner Santiago, I see your hand. >> Yeah, I do I do agree with that. I do believe it should be sent back to the committee, but with intentionality as far as what what the committee will be doing, but not just the committee, but I think that there should be conversations with the administration as far as what data is being presented to um to the committee. I know that we have uh different um sources of information. Um but there should be information given to our committee members

045as they're making these decisions. Um and I know that that wasn't available beforehand. Um I'm sure all the commissioners on the board knows because we've definitely been getting calls about how the meetings were conducted. Um but they need the information uh for sure as far as um some of the conversations with the code of conduct. Thank you. >> Okay. So, no, we're going we're going to move on. So where we are I'm sorry. Um Tom did you what did you say? >> I was just saying you have another hand. >> Okay. Um so what I have and I'm just going to try to make this finute again as we've April 7th board work session between now and then the board will be presenting concerns suggestions if there's data requests that we have um as a

046collective board that we would like u we can come up with all of that to pre present it or discuss further at the April 7th board work session which then we can determine our plan for the committee. Y'all hear us? Thank you for sticking around for that. Uh Dr. Feman, you had a question. >> I just have a clarification. So, the concerns that I brought up this evening, do do those need to be put in an email? Um, and those that email should be directed to um Charisma directly. >> Correct. If you Yep. to the board clerk's office and that way they can compile all of our different thoughts. I have a list myself here of a of a few um pieces. So, we're going to submit all of that stuff to Charisma or the

047board clerk's office and they will compile those things um for further discussion. And Charisma, >> are we we good? Okay. Did I capture everybody? All right. Thank you so much. And that'll conclude that. So, this uh policy 1400, the code of conduct, we are still in review and that means that we are committed to making sure we get this right. That's Thank you. So, it's you again, Charisma. We have multiple policy presentations uh that we're going to move forward on the agenda with. And it looks like it's policy um to policy 4710. Correct. >> Uh so, it's a mix of them. These are require these are the ones that that have a required um timeline. Um, so it is 0110, 0115, 1900, 4314.3, and 4710. And so as always, um, the policy followed this process.

048And we're currently at step five. Policies were sent to any relevant advisory group. So BC, um, CPAC, uh, SOC, and plaque all received the policies for their recommendations and review, and then they were sent to the district administration for review. And so final recommendations are being forwarded tonight. And so with policy 0110, sexual harassment, um, NESBA recommendations was pursuant to a recent court um, decision vacating the 2024 federal regulations. So there was some updates um to the policy because of some federal regulations and so uh the decision was made to add relevant NESBA recommendations to policy and other legal requirements and then also updated the policies deliverable. 015 student harassment and bullying prevention and intervention policy. No significant changes or no NESB recommendations. parent and family engagement 1900 updated the the deliverable and then the

049recommendation for recision of exhibit 1900 E2 and as reminded to commissioners exhibits are not necessarily board don't need a board of vote um it's they can be amended as needed or rescended service learning policy 4314.3 removal of deliverable for annual review of the policy and then grading systems 4710 no significant changes And again, NESB did not make any recommendations to any of the other any of the policies except for 010. In terms of the liberal review, um policy 010 has a review that is not legally required. And so, um again, if you look at the policy document, there is a recommended change to that deliverable. Um and then with 0115, there is that legally required 1900 also have a a um requirement. The only difference with this is that the deliverable have been um consolidated

050because of some redundancy. And so you'll see in the attachments how um it has changed and then policy 4314.3 and 47.10 do not have required deliverables. However, 4314.3 I mentioned the recommendation recommendation for for recision of that which would be the annual review 4710. Even though it's not legally required, it used to be part of the state monitors plan um a few years ago. And so if the policies were to to be forwarded out tonight's meeting, it would be forwarded to the um March 28th business meeting and follow the process to be voted on in May. Thank you. Okay. So, we have these policies in front of us. I want to open them for discussion if there is any. I do have a U discussion point for parent family engagement policy 1900. Um, and so

051I do like that we're going to be remain consistent with the evaluation process that that'll be reported to the board, the analysis and um, information regarding our parent engagement efforts. There was um, request to resend the student academic achievement parent compact and I just wanted to get clarity on that. Um, I'm sorry. Oh, comm um Chief Wilson. >> Yes. Um thank you, President Simmons. There was an addendum attached to the policy. Okay. >> Um that was a draft addendum. It is not an addendum that um was actually mentioned in the policy to use and so it was confusing um that we do not as a district use that particular addendum and so the recommendation was to pull it out as to not confuse Okay. I think I saw that it didn't where it was the

052actual contract itself. So, so the rescending you're not saying not to um we'll still use that. It's still something that'll happen in the school communities or >> Right. That's not the process that's used. Gotcha. And that's not the language that's used. So, it was just a draft. >> Understood. Understood. Thank you for that clarity. >> Any other questions regarding Oh, I also had one on the grading systems 4710. um when we talk about and I understand the need for standardized grading systems so that folks are you know we get the same reporting you can't have uh what they say a district of schools versus a school district so I do understand um aligning those things I but I do consider places like school without walls or um early college and wondering does that change the

053way they do things or am I thinking about that um the wrong Sorry, I'm trying to open my screen just shut up. I'm trying to open it. >> And when I'm referring to I'm thinking about specifically the early college has the semester uh approach to to the work. And then we know that uh School Without Walls has historically had um not the GPA grading system, but they use a different type of uh portfolio system um to measure student progress. And so are we standardizing where those type of schools that that'll change there or am I thinking about that wrong? I believe um in the policy it speaks specific to program initiatives >> and that the grading systems align with the districts uniformity and also um the program initiatives which would cover school without walls. >>

054Okay. So they so they'll still be able to have their unique approach as well or >> the policy does allow for that. >> It will allow for that. Okay. So Okay. And then are we going to have progress reports? That's the last question. We we need progress reports. I We're talking about standardized. I don't know if that's if that's a standard practice. I know some some classrooms may do it. Do like parents need to know. >> Can I get back to you with that? >> Yes. Put that in questions on my team, but I'll get back to you on that. >> Awesome. Thank you. Thanks guys. I just wanted to get those questions out. Do we have any hands online before I go to the deas? Okay. Any hands here at the DEAS? >> No.

055>> I I just want to reiterate something. Um I think every time we come on this on the DAS and um we asked the question regarding today, it's like it's almost in the air and you can't grab it and you can't it's not tangible like no one ever has heard of the word data. What do you guys go by? What do you what what do you what what do you look at to to make to address the concerns of this district? And what have you been addressing? How can you address anything? If you don't have data, so I don't I just don't kind of understand it at this point. I'm just kind of dumbfounded in trying to figure out what we are doing here. >> I mean, is is that make sense? >> Uh yes,

056Commissioner Griffin. >> I just want to know I just want to make sure that we make sense here. I'm not just talking to to Miss Wilson. I'm talking to everybody in general that >> for the day it has anything to do with data. How are you making your decisions if we don't if you don't if you don't have data what are you going by? >> If I can interject Jack for a moment 454 I have I have to ask you something. I would like you to provide clarity. So if you could provide clarity so that because I think most of us are trying to just make sure we respect the question you have. What question are you posing regarding specific data that you'd like to know? >> Any any program information, anything that is going

057to help us make our meet our meet anything that we need to do as commissioners in reference to goals just in general. It may have been off the off the hinge right there, but I just had to get that out because at the end of the day, at the end of the day and at the beginning of the day, >> it's very frustrating for anybody if they're sitting in this seat to do their job effectively if we don't have these the program things. We don't have we don't have data. We don't have anything to go by. You guys see it, >> okay? Okay. No, not singing on anybody, but if the shoe fit wears it, how are you addressing the needs of the children and our teachers at the real at the helm of this?

058If you don't have anything you're looking at, how do you look at the diversity in HR if you don't have everything that you need? Kind of curious. So, how you doing it? >> Commissioner Griffin, do you have a specific question that you told it was random? >> Okay. So, I just I just want to follow cuz we're trying to have a specific conversation right now. >> Just on on my tongue. get it out. >> All right. Thank you for your concerns. Any other questions or statements here at the uh Commissioner Santiago >> being asked, >> are we rescending uh policy 1900? I did see that inside the list. I didn't see it in the presentation unless I missed it. >> We were sending 1900 is no the exhibit 1900 E2 that um Chief Wilson referenced.

059>> Okay. Got it. That was that compact that contract and we have a hand online. Dr. Feman, Commissioner Feman. >> So, um I just want to come back to we were talking about the code of conduct and it talking about whether or not kids feel safe. And when we talk about um 15, what is it 1015 provisions for students who do not feel safe at school? I'm just wondering if we can look into some data on to what that whole safe looks like. I understand bullying is that they don't feel safe, but I I'd like some clarification on what that actually means. >> Okay. Was that for the code of conduct? Um, Commissioner F for >> No, but it just brings it back to talking about where >> kids don't feel safe. >> Which one

060were you talking about? I just lost my spot. Can you tell me which one you're looking at again? I'm sorry. provisions for students who do not feel safe under the bullying Rochester. >> So again, we're talking about uh student harassment and bullying prevention and intervention policy. So in this policy, it talks about students who do not feel safe. So I think that that is just very very broad >> and I think that maybe we should figure out why kids are not feeling safe. And that has been brought up by the code of conduct also that so it's an ongoing theme of why kids don't feel safe at school, >> right? And I think that speaks to also if you look at the um code of conduct to your point, Commissioner Fineman, I think that's really

061good. Um because I think I believe I saw recommendation to have a separate school climate piece. So as we unpack that, I think this could be that a conversation that's relevant to that. Um I do believe there's a hand online and it must be Superintendent Roser. Am I correct? Yes, it is. Thank you very much. So, there's a couple different data pieces that we use when we can um seek to answer the question around why students don't feel safe in school. Um each January, we put out what we call the school culture and climate survey. Um that survey is um um administered annually um in which we can most certainly put together a presentation for the board um to be able to have that information in presentation form. We also this year are doing the

062YRBS survey. um that YRBS survey does provide a greater level of detailed and information around a number of different topics including um safety and and other concerns students might have which is specifically the voice of students. So the YRBS survey is administered and provided to students for students to then elevate their voice. Um once that survey is completed, we most certainly can share the results of that survey with the board and our community. >> Thank you. Thank you. Okay. So, uh looks like we have u have our discussion on these particular policies and again I believe we're in a space where um if we move forward with these these would go to the board business meeting for first readings. We would then have first, second, and again third. We have ample time to continue unpacking

063these and gain clarity before a final vote. Uh with that said, uh I'd like to entertain a motion. >> motion by Commissioner LeBron, seconded by Commissioner McCulla, uh for to push policies 0110 115 1900 4314.3 and 4710 to the board business meeting. Um all in favor? I. Any opposed? Motion carries. Okay, we're going to move right on down the road. Ease on down the road. We're going to the board guardrails and norms. Um, as you all see attached here are the board guardrails and norms. The guardrails were developed um in concert with CGCS during our January 7th uh retreat. We have the four uh guardrails there and then underneath you see the general governance norms. This was developed with NISBA. Um, I do want to just acknowledge because there are folks who are like, "Hey,

064they're they're getting this training from CGCS. Oh my goodness, how terrible they got to get trained from CGCS." And I want to just validate that the C uh Council for Great City Schools um has worked with school districts across the nation and has remedied a lot of great results uh based on that work that focus on student outcomes. And so I hope that uh our community that is viewing recognizes the efforts that are being made to ensure that our board comes closer and closer to student outcomes. It'll never be perfect, but it can always get better. And so that is our objective is to work with folks who um have been doing this work across the nation to help us get better with how we uh govern. And I think it's coming along okay with

065this particular document. We uh the purpose of it is for us as a board to take a look at and just confirm the alignment between the two because we are kind of getting um supports from both ends NISBA as well as CGCS and uh let's take a moment to um just really unpack that to determine the direction we want to go in. So this is more for discussion point. If there's anything glaring, we can bring that out now. But uh we do want to um take a look at this as we move forward because these these things will become somewhat of our north star as we move forward. Commissioner Santiago, >> it says that I recommend I recommend under communication norms adhere to the surprise rule and ensure that all district related communications are shared

066with the board and superintendent. I do not fully understand what that means and I don't remember recommending this but I don't think that the board should be getting all communication all district related communication and so that might be something good to remove it says I recommended it I don't remember recommending it but maybe we should say important uh under communic communication norms on the second page >> okay I didn't go for it down far enough okay >> fifth bullet >> okay >> maybe we could say you know major changes is or major communication instead instead of just like ensure that all district related communications are shared with the board because I don't think that that needs to happen >> right >> I like that okay so that's something charisma were you able to capture that

067um just for space of refinement >> under page two communication norms bullet five it says ensure all district related communications are shared with the board I think that we should change that to major district rel related communications are shared with the board. Of course, a superintendent already gets that information. So, >> I like that. Right. And, you know, so it's going to be important that we interpret these things well and that we're we're clearly defined and aligned because what may mean one thing to me may mean something different to someone else respectfully. You know, even with number two under the board guard rails under the CGCS recommendations, um, which I agree with, right? The board should not perform or appear to perform any responsibilities delegated to the superintendent including in interactions with staff, outside individuals,

068groups and other entities. But you know, how do we define that and what does that truly mean uh when we break that apart? And so I do think that you know again we have policies that are our northstars. um those policies can be used to inform our standard operating procedures as a board which would then perform how we create our governance handbook. If we look at our governance handbook, I think it was last updated back in 2017. So that may be due for some leaning in. Um and that handbook would include our goals, our guard rails, how delegation to the superintendent, how we our standard operating procedures as a governance team so that we are in alignment. there's a lot of ambiguity and um I don't want us to be so strict and tied up

069that we can't move, but I do think it's going to be important that we're kind of moving in the right direction so that uh we have some alignment. Um so I'd like to maybe suggest um that we consider um an ad hoc committee of sorts among commissioners to just kind of piece that out and we all come together to, you know, bring some shape to that. Commissioner McCull, I see your hand. Yeah, I was going to say you just you you hit it on what I was going to say anyway. So, but um yeah, I was looking at how these are going to align with our handbook like where where does where do we have these at? Where is it there? I've read over the whole handbook and I didn't see a whole lot. Um

070so, how do we actually go back in and get this done? But then I have also another question about the board guard rails for number one that board shall not invest less than 50% of its minutes each month into monitoring student outcomes and goals. um in order to do that right because we need the data and that's where we look at communications norms where it says make requests for information only when necessary applicable to the work of the board >> for us to do that we have to have what we need in order to make the work applicable to us >> right absolutely >> so I just wanted to throw that out there to make sure that we're all on the same page with that >> we are 100% on the same page and I

071know we've had this conversation with CGCS a few times as because that is Their ultimate goal is that as that progress monitoring uh gets developed and we have that that that data will be our northstar that we'll get those those data inputs on a very regular basis to inform that we are having that 50% of student outcome goals um discussions happening. I think what our frustrations are um and what I'm hearing on the board tonight and Commissioner Griffin expression is that you know we we want the data now yesterday right and so but certain things if we want it done right we'll be complaining later saying we didn't have the right data so we've we let let's um figure out also some of the data that we can maybe ask for in the interim that

072will give us a pulse on some things as we continue to build out the progress monitoring. So I do hear everyone. Um I see another hand. See Vice President Mallaloy. >> Thank you. Yeah. Thank you so much Commissioner McCulla for bringing that up. Um I think just similar to what uh President Simmons just said once we actually implement the progress monitoring and have that calendar, we are going to be receiving regular updates from the superintendent and their team with the relevant data that we need to actually do progress monitoring of our student outcomes. Um, and so I I do support some of the recommendations, all of the recommendations up here, but especially um, where was it? Under norms, we all made Yeah. making requests for information only when necessary and applicable to the work of

073the board. That is the work of the board is monitoring those outcomes. So, I'm looking forward to working more. I don't know if CGCS is online tonight, but having them um just as we continue the implementation of the governance model, we're going to start the progress monitoring piece. >> We'll go over that timeline as as well. Before I call on you, Commissioner Griffin, I was u brought alerted that I believe Commissioner Feman may have a a hand online. >> Thank you. I just wanted uh just for transparency for the general audience that we were given a list of things that we would like to see. So we did not come up with these terms ourselves. We did not come up with this wordage ourselves. This was a if you had to pick one of these

074guardrails, which would you prefer? Which would be your top? So this is not our language. This is just guidance so that we can put things in a handbook just for transparency. >> Okay. Thank you. Or clarity. Um, Commissioner Griffin. >> Um, I I just want to I just for the record, I'm just trying to gain a little bit of clarity and maybe I'm missing the point here. Um, but I I just I have to go back to the fact that I know they're saying that we need to wait for data. So if they're if we need to wait for data, what data is actually being reviewed now for them to come up with all these answers or the the trainings or what h what are people using that we don't see? I guess that's the

075bigger question. So if they're seeing something as commissioners, I think we should be seeing it first. So where where do we lie at administration versus commissioners? Do the administration the administrators get to see all this information and then we just sit back and wait for them to bring it to us? How does that work? I mean, I don't know. I thought we were in this seat to make a difference, but if we're not seeing anything, how are we here to we're just flying by the seat of our pants. I think I've said that many of times. I get CGC. I get all of that. I don't get the fact that we are making changes and using money and we're and I don't see how where the data is that shows that we need to do

076this. So, where is the data that we need to say see so that we're making constructive and and decision? We have a fiduciary duty to know what what we're dealing with and we're not getting that. So, I have a very big concern with that. So, I I just want to put that out there for the record. >> I appreciate that. And just again for for the the clarity, I think we've acknowledged that um we've we're changing how we're going about some things, but we all do believe that data is going to be helpful. Anybody who knows how that ESA committee was running, there was a lot of data there, right? And so we are moving toward what I think the last piece of this conversation was is that we should come together to identify some

077key areas of data that we as commissioners are interested in seeing in the interim. So I'm not saying let's sit on our hands and wait until the progress monitoring comes, but let's be uh come up with some priority information that we're looking for. I know we have I Ready data that comes to us and things of that nature, right? We're going to get the graduation outcomes. So let's have that conversation. And I would I would think offline a little bit and come together, you know, we can do maybe it's 322, whatever the case is to get clarity on what is it that we as a collective board would like to see while we're waiting for that progress monitoring to kick in so that we feel that we have a pulse on things because when I

078see someone in the community, I want to be able to say, "Yeah, these the children are the progress is happening or you know, so so let's get some clarity on specifically what that is u while we're so we can do two things at one time." I don't know if that's making sense, but I I do hear what you're saying. So, yep. So, let's let's do that. And um the board and guard rail norms. I'm going to table this conversation at this point in time, but further unpack and just confirm alignment um with it. And again, let's revisit the uh opportunity for an ad hoc committee and uh among commissioners where we have some alignment. Again, um we've got board policies that we can pull and assess to inform our standard operating procedures to further inform

079uh our handbook. And Commissioner McCull, I heard you say that you've kind of gone through that in totality, some of those things. So, let's um keep that work going and and see what we can come up with to bring some shape to this. If you all don't mind, I would move on with the agenda. I'm doing a time check 705 and wanting to recognize that at this time u we're going to move into executive session. This meeting may recess into executive session closed to the public to receive the advice of the general counsel as permitted by section 105 of the open meetings law. Entertaining a motion. >> So moved. >> Moved by Vice President Malloy. Seconded by Commissioner Griffin. All in favor? I. Any opposed? All right. The executive session will be here on the

080second floor conference room. Thank you and welcome back to the Rochester Board of Education work session again. This evening is March 10th and we are moving forward with consideration of resolutions. At this time, I'd like to entertain a motion to wave the requirements of the 48 hour submission rule required in the board bylaws. >> So moved. This is in regard to resolution 477 moved by Vice President Mallaloy, seconded by Commissioner Santiago. All in favor? >> I. Any opposed. Motion carries. And so, uh, consideration for walk-on resolution 477. Entertaining a motion. >> So moved. >> Moved by Commissioner Griffin, seconded by Vice President Malloy. All in favor? I. Any opposed? >> Resolution carries. Okay, we're at the academic portion of the meeting and we have a presentation for summer learning at this time. Um, okay. It

081appears Chief Wilson will be presenting on this. Superintendent Roser still on the Okay, Superintendent Roser, did you want to um state anything? I'm going to turn it over to Deputy Wright who's sitting in mystead and I know that she and her team have worked um earnestly to evaluate um how we have provided summer learning opportunities um and how we are um structuring summer learning opportunities for this upcoming summer. So, I'm going to turn it over to Chief Excuse me Deputy Wright to to sort of um lead the conversation and facilitate the conversation. Deputy Wright. >> Wonderful. Thank you. Thank you, Superintendent. Uh, good evening, President Simmons, Vice President Mallaloy, commissioners, colleagues, community. Thank you for the opportunity to provide an overview of our summer learning 2026 strategy, inclusive of lessons learned from last year and

082the structural improvements we are implementing to better support student outcomes. I want to give accolades to our research team and our extended learning time team personnel who provided information and deep support for this presentation. In summer 2025, the district operated 31 separate programs across 22 sites. Now, while these programs provided opportunities for students, our evaluation of the programs showed that they lacked uh coherence, alignment, and intentional planning for academic growth. Additionally, 273 students were identified as potential August graduates and 116 ultimately graduated. This represents 74% of students who could uh who consistently attended the summer programming but approximately 43% of the students identified as potential August graduates. So that means we started off with 273. At the end 116 graduated however many of them dropped out of the program. So only 43% of the 273

083students who started were able to graduate at in August. So now these data highlight an important conclusion. Summer learning works when students attend consistently and when programming is focused. So national research supports this finding. Studies from the RAND Corporation in NWA show that structured summer learning programs can significantly improve student outcomes, particularly for students who are behind academically. However, those benefits only occur when programming is coherent, targeted, and well attended. Our work for 2026 focuses on building coherence. Now another key finding from 2025 was the fragmentation of programmings across grade levels. So if you look at that infograph you can see there's no strategy there's no plan for how we decided to implement our program. So we have one site that did K1, another site that did 2, three, another site that decided they wanted

084to do five, six. So it was just fragmented across the district. Now this structure created operational inefficiencies and inconsistent instructional experiences for our students. Now, from an instructional leadership standpoint, it is difficult to maintain curriculum alignment, staffing, consistency, and academic accountability when programming is just widely distributed across the district. Now, research for the Learning Policy Institute indicates that summer programs are most effective when they follow a structured grade band level and aligned curriculum with instructional expectation. Now, this insight, these lessons learned informed our redesign. When we examined credit recovery outcomes, we found that students earned approximately 65% of the credits that they attended during our summer school programming. So, this is great, 65%. I would say that it's not good enough. So, it lends an opportunity for improvement. So, our credit recovery programs uh demonstrate

085higher success when the instruction is focused on priority standards, extended instructional time, consistent attendance monitoring, the attendance is critical, and targeted academic supports. So, there's research done by John Hopkins University that shows that well-designed credit recovery programs can significantly re improve ontime graduation rates when these elements are present. This research and the data from the past is incorporated in our 2026 model. So to address the challenges that we experienced actually historically over the years for our summer programming, we are implementing a coherent and strategically aligned model for 2026. The program calendar is structured as follows. K through six, 20 instructional days. Middle school 7 and 8 20 instructional days. High school 9- 12 26 instructional days. Extended school year 30 instructional days. So this type of structure allows for instructional consistency, operational efficiency, and improved

086access for our families. And so we developed this time frame because research says that 20 to 30 days of structured summer instruction can significantly reduce summer learn summer learning loss. So when kids are out of school, it's important to know that that is not learning neutral. So you don't stop you don't stop uh uh progressing in you stop progressing in June and you actually start regressing if something strategically is not done. So kids being out of school usually experience about a one month learning loss. So what we want to do is target our most vulnerable students and ensure that that learning loss does not uh increase their gaps. So our vision for K8 summer programming for K8 our focus are on foundational skill development and secondary readiness. So our programs will emphasize literacy development, numeracy

087skills, language development, academic readiness for middle school. Now, research from the summer learning in association shows that early literacy and numeracy interventions during the summer months significantly improve long-term academic outcomes. So, we are also strategically locating elementary sites based on zone accessibility, ensuring that students across the city can have access to programming. The goal is to provide focused highquality instruction supported by a by fully staffed sites. Our vision for high school programming shifts to ensuring graduation readiness. So when we have our kids in high school, our young adults in high school, we want to make sure that they are able to accelerate their credit acral and um increase their regents acrruel. So the more we can do to get them across that stage on time, the better their chances are of graduating. So instruction will

088focus on the most impactful standards and skills needed for graduation. So as we look at this chart, this is about consolidation of program sites. So in 2025, we had 31 programs that were like scattered across 22 sites. For 2026, we are reducing to 13 sites. This allows conse uh this allows us to concentrate on staffing and resources, improve instructional oversight, ensure consistent program quality. So we are organizing programs by clear grade bands. Centralizing programs in this way supports better supervision, stronger academic alignment, and more efficient uses of district resources. Operational research in school systems shows that strategic consolidation improves program quality while reducing administrative overhead. So when we're talking about enrollment and projections, our strategy is also data driven. Registration will occur in two phases. St. Step one databased recommendations. Principles and teachers will use

089multiple measures including mid-year IR assessment, CFA data, course completion data to identify students who would most benefit from summer programming. We really want to target our kids who are at least two years behind first. Offer them the the spaces first and then open up the enrollment. So after priority students are identified, enrollment will open to the broader student population to fill remaining seats. This approach will ensure that we prioritize students with the greatest academic need while maximizing program access for summer 2022. We project that we we want to be able to reach at least 3600 students. approximately 3,000 students in general RCSD summer programming and about 540 students participating in our extended school year programming. Our targets include 20 students per elementary 200 students per elementary sites, 300 students at the centralized middle school sites,

090500 students at each high school site. These pro these projections allow us to scale programming while maintaining manageable studentto staff ratios and high quality instructional delivery. Our calendar the final program calendar ensures that students receive consistent instructional time across all grade levels. Elementary and middle school student uh school students will receive 4hour instructional days. High school programs will operate at seven hours of instructional days. That doesn't mean a student has to be there all seven hours. But if he is able to access uh credit acral regions prep and for seven hours that is their privilege. Our extended school year operates on a six-hour instructional day. So now these structures, we were very intentional. These structures balances academic instruction, student engagement and staff sustainability. Now, in closing, summer learning 2026 reflects a strategic shift in how

091we approach summer programming. Rather than offering a collection of disconnected programs, we are building a coherent system of academic support aligned with our instructional priorities and our district goals. This redesign focuses on three key outcomes. First, strengthening foundational literacy and numeracy for our diverse learners. Second, accelerating credit recovery and graduation readiness for our secondary students. And third, ensuring equitable access to high quality summer learning opportunities across our entire district. By concentrating our resources, aligning programs by gradeband, and using data to guide enrollment, we are positioning summer learning as a powerful extension of our academic strategy. Ultimately, our goal is very simple. to ensure that every student who participates in summer programming returns in September better prepared, more confident, and closer to achieving their academic goals. I appreciate the board's continued support of this work, and

092I welcome any questions and feedback. >> So, thank you very much, Dr. Ray. You presented very well the information that you and I and the team have been working on. At this point in time, board president, I turn it over to you, um, and commissioners for any questions that you might have of myself or Dr. Wright. >> Okay. Thank you, uh, Dr. Rosers and Deputy Wright. And I'm going to I'm going to go this way on the desk. I do see a hand from Vice President Malloy. Work my way down, come back. >> Thank you so much for uh this presentation. I'm really excited to see the implementation of this new model. um it's targeted and it's aligned with our district goals. So, I'm very excited to see where this goes and it's data driven.

093So, I I really appreciate this presentation and I can't wait to see the results um from this programming. It looks like it was very thoughtfully prepared. Thank you for providing us with all of that data. Um this is the type of information we we love to get. Um so much appreciated and can't wait to see the results. >> My pleasure. Thank you, Vice President Malloy. Commissioner Santiago. >> Yeah. Um I just I just have two questions and then just a quick comment, but um I know that in past years we've had programs um at college locations. I'm just wondering uh what happened are those um programs in this presentation or is the plan to consolidate them? If so, I think that um we should keep in mind some programs that are collaborations. Uh for example,

094Dr. Dr. Martin Luther King School. Um they have their program at Sunni Brockport during the summer with over 100 students that the Ferris Foundation invests into also. Um and so our only requirement is transportation which which rounds to around $50,000. And so that's something to keep in mind. Um but let's say other programs that aren't as um aren't really partnerships, but more we're just giving money to them and they're not, you know, really uh working with us. I understand if those have to be cut, but I think that we should keep in mind some of these programs that's been longstanding and also um there's more hands in it than just the school district supporting it. >> Thank you. >> Yeah. And I >> Commissioner Santiago. Yes, Dr. Roser. >> Yeah, I can speak to that.

095So, one of the things we're doing is we're evaluating um the impact of all programs, those that are longstanding, those that were sort of created um just last year and this our typical programs. One of the things that we need to be extremely mindful of is the financial commitment of the district. As I have shared and as we all know, you know, we are challenged financially as a school district and we do want to make sure that our children continue to receive the supports that they need in order to excel. That's not to say that we're not going to support certain programs over other programs, but we need to make sure that as we are operating as a school district, we're doing so in a way that is equitable across all programs. Making sure that

096students who are participating in program A are being treated and having access to students who are being who are participating in program B through Z. It's just it's just that important. One of the things, and we can talk offline about the MLK program, we are looking for additional dollars to be able to help supplement that program. Um, but there's some some challenges at this point in time as it relates to the financial obligation of the school district um to that particular program. We are very much concerned about how the programming has been done in the past and some of the inequities that the district has supported. Um, and as it relates to college campus visits and being on the college campus, we're 100% supportive of that and looking at other models that we might be

097able to um implement that would get more students on college campuses moving forward. Thank you, Superintendent. And I just want to follow up very quickly just for us to keep in mind um that summer programs in the RCSD, although we do want to focus on academic outcomes, uh we're also working with students. Um and during the summertime, there is a large increase of uh youth violence, youth involvement, and crime. And sometimes these programs um although we do focus on academics were also there to support our children's lives period. Um and so I think I just want us to keep that in mind and I think it'll be important for you guys to have a conversation with the city of Rochester as far as the programs that they're planning to do this summer and things that

098we've partnered with in the past. Um because we are here to focus on academics, but we're also here to focus on the lives of our children. Um, and we don't want to remove things that uh could be detrimental to our our young people in Rochester. Thank you. >> Thank you, Commissioner Santiago. Commissioner, I'm sorry. Um, I was going to call you President uh Roser. Superintendent Roser. >> Yeah, I was going to say point well taken, Commissioner Santiago. So, we are working very closely with the city. Um we've been having conversations with city um leadership around how might we be able to leverage um the resources that they have um related to the social, emotional and just the physical activity. You know, one of the things that is extremely important to all of us as the

099governance team is to make sure that we're providing greater opportunities for our children to be able to read on grade level as well as have the numerousy skills in order to excel while they're in our school district. So that is our our primary um responsibility. However, understanding that the academics can't go anywhere unless the social emotional and wellness components of students development is in place. We are partnering with other entities to make sure that those things are in place for this upcoming summer. >> Thank you Dr. Roser. And I appreciate your willingness to lean in. I know you and I have unpacked some conversations and around exposure and student opportunity and the importance of college campuses and and green spaces and and so being open to maneuvering and being creative and finding options and partners

100um is is exciting to hear. Um and we know that that is a lot of work to be considered. I do see a hand online but from Commissioner Fineman I believe. >> Yes. Um, I am losing my voice. So, I am glad that I am not there getting anyone else sick. But, um, I do want to just put out there that I know some of the issues is while it's nice to have somebody on a college campus, it took 45 minutes for me to pick up my daughter from her school from her summer program because the bills were there. Um, so it was very very difficult to actually get her to a doctor's appointment and so sometime sometimes we have parents who can't get their kids and that may be why they're not sending them

101to a summer program. I just wanted to put that out there. But I do agree that this um college campuses are also important. But I also wanted to talk something on what um President Simmons said about progress reports. I had to fight for my daughter to go to summer school last year and I know that you were not involved and the administration is different and I'm very excited that there is such planning in this because I think that knowing ahead of time and like it was presented um and thank you for that presentation that knowing ahead of time offering it early is something that is very important and I look forward to seeing how this plays out. Thank you, Commissioner Feman. I'm going to move to the other end of the deis. Um I'll move

102to the outward and then move inward. Uh starting with Commissioner Griffin. Uh hello. Thank you. Um Dr. Wright, you mentioned um issues and concerns with the attendance um as one of the concerns within the district and we know that we have a lot of initiatives currently with increasing our attendance. Have we looked into the cra the cash transfer program that's offered in many cities? I know it's offered in New York City. Um and it basically pays the students to come to school and it seems to be working in in in several different ways. It increases it helps with the homelessness. It helps with social emotional. It helps um of course with their grades and them attending the school. and and I just wondered if we have have addressed that as a possibility to increase our

103attendance seeing that it it it has worked over in other cities. Is that something that Dr. Roster may have Dr. Roster this may be for you to answer? But it it's definitely something that I know that our city could and our schools and our children could benefit from seeing that we it could it could help prevent a lot of poverty and hunger as well. So along with them getting a solid education and be able to um pivot out of out of their um the environment that they're in into a much more successful life. >> Yeah. So what you bring up um Commissioner Griffin is something that has been discussed on a national level and there are some certain communities um particularly those communities who have philanthropic backing um to be able to um compensate students

104for a number of different things in some instances as you mentioned you know to go to school. Um that is something that you know we most certainly as the administration are very open to hearing what the entire board may think about that and if the entire board thinks that we need to move in that direction then most certainly we will um spend time with approaching some of our philanthropic organizations to see whether or not they would be interested in supporting um such of initiative. I will share with you that in our conversations particularly with the city, you know, we are also looking at ways in which we can provide greater opportunities for our children to be connected for those who may be attending summer school, for those who may not be attending summer school to

105um summer youth opportunities. And we've been having conversations with a number of different entities from the city through Rochester Works and some other entities around how might we be able to connect our children during the summer months to employment opportunities that will most certainly support their needs and in some cases support their family needs as well. >> Okay. Um I I appreciate your work with the city. Those those entities have been here for a very long time. Um, but I guess my concern is during the school year, not so much focus on the summer part of it because those we do we do well with the city already with the summer programs and the summer initiatives. We got Rochester Works and all of those that work collectively together. I I don't see that being much

106of an issue as I see the attendance being an issue during the school year. So, what are we doing collectively to work and drive that up? I know, like I said, we had the strive for five. I don't hear about it that much anymore. like it it goes up on a big high and then it comes down and crashes. So I'm what my what I'm concerned about is like the consistency with attendance and what are we doing to be more consistent with our children coming to school and wanting to be in school collectively and and it's not just just the cash transfer program but also too making sure there's certain things within the schools that want make the kids want to come to school like like I wanted to come to school when I was

107in school at that time. So I I think that we not we need to focus on for me in my opinion focus on I know you want to work with the city. I know we work with the city that's a beautiful thing but what can we do Rochester City School District do with our leaders to drive our kids to come to school. What are we doing in our leadership to do that? We don't need the city to do everything. We because we never had it that way. What is RCSD doing? What are the initiatives that we have in this district that we're pushing to advocate for our children so that they are coming to school? That's what I want to do. That's what that my job is here as a commissioner is to make sure

108that we are moving the needle. What are we implementing? What processes do we have to implement? Not the city. Thank you. >> Commissioners uh McCulla. >> Okay. So, I I did have a couple of questions. Um overall for this presentation um one question is about access. So I noticed that it went down from 22 to 13 sites that you were looking at. So how do how are we ensuring that transportation and location are not going to limit student participation. >> The goal from moving from uh 31 to 22 is not to eliminate access is to build coherence. And so what we'll do, we'll increase the number of students at the site and just like the regular school year, we'll provide transportation, ensure that they can get there. >> Okay. And so also for the overall

109like once the school year is done, once the summer school program is done, what measurable outcomes will we receive as a board to know that this initiative, this this program that you have put together actually worked and moved students forward? >> That's a great >> Yeah. And I can answer that. So, one of the things that we're planning to do as we um as I I historically have done whenever summer programming has taken place, what we will do is collect data and as a part of our reporting to the board, it will probably just simply be a report because I'm not certain if it will fall under the umbrella of the um of the reports that we give under the council of great city schools model, but we most certainly will provide a report to

110the board sharing the outcomes which would be inclusive of attendance, which will be inclusive of student academic success um and also which will be inclusive of um student disciplinary um issues during the summer. >> Okay, thank you very much. I don't see any additional hands with no further dis discussion. Oh man, >> it's a real quick one. It's a real quick one cuz I had it. It was separate from my notes that I did earlier. I wrote it down when Dr. Wright was talking. >> Um cost. >> What is the cost looking like for summer school? And you may not have this now. So this might maybe go into the um log, but the cost like I hear all the great things and you were doing a new program. What is that going to look

111like for us when it comes to cost? >> So right now we don't have the cost because we need to understand what our population will be. So once we understand enrollment, we will be able to do a better job at projecting the costs. Last year we spent somewhere around $3 million. Was we're teasing that out and this year we're attempting to at least reduce that by a million dollars with this plan. >> But you have identified your target enrollment already, right? >> Yes. Thank you for that. And so we're going to continue that conversation as as it goes forward. And I'm going to move forward on the resolution or excuse me on the agenda to our resolution review. These are the academic resolutions in front of us. Uh the academic resolutions are resolutions 451 through

112471. Uh again, uh we're going to open this for discussion or questions for clarity or what have you. Um if we once we're done with this portion or this conversation, if we're comfortable, these resolutions would move forward into our um business meeting consent agenda for voting on the next board business meeting. So again, this is in regard to academic resolutions 451 through 471. I'm want to open that for discussion at this time. And I do see an eager hand by Commissioner Griffin. Good a good evening guys. I have a couple of questions in reference to um the academic resolutions. Um I guess I just want to understand where we're getting the professional training from where where's that coming from for our teachers? And that's on 452. So is this on 452 is uh not a

113professional learning res resolution. It's related to uh curriculum develop curriculum development work that's being done uh by the department of ELA and integrated literacy. It includes things like revising scope and sequence curriculum uh work to revise CFAs and curricular assessment. So it's not professional learning. It's actually staff who are doing that work. >> Okay. So we don't have like we don't have any examples of what that actually would look like. We just have we're just going by what you're saying here. Is that correct? Because it what I'm seeing is a repeat of the same thing. So I'm just I want clarity on it's just like it's duplicated. So I want to know if there it this is just a that you do every every year and it's the same thing and we don't see anything

114that governs it and how effective it is. We have the work that has been done for any of the past resolutions. So that is evidenced in our curriculum. The CFAs that were currently um being developed, we've gave CFA 1, we gave CFA 2, we have those assessments. We are moving into giving uh the third endofear CFA and so again the work is continuous and we are engaging in that continuous process getting feedback from folks. So the work will continue to be cyclical. And you said how were the how were the teachers selected? >> So these particular teachers were selected based on their understanding of English language arts as well as the next generation standards um and use of effective instructional practices. >> Okay. I just noticed that they're all teachers on assignment. That's why I

115asked. Okay. And and can you give me an explanation for resolution 5455? what information and what what is that consist of as well? >> Sure. So, recently we um as upper level leadership reviewed the emergency remote instruction plan that was put in place for this school year. That plan calls for us to be able to provide three days worth of learning materials. Um, if there were to be some sort of emergency situation where we had to pivot to at home instruction, um, those 3 days worth of written materials would give us time as a district to then go through the motions that we needed to ensure that all students had access to digital instruction. after which point we would pick up with digital synchronous instruction. So the resolution 455 is for uh teachers to actually

116create 3 days worth of materials that would include all core content as well as some specialized activities for art PE things that students would be able to be engaged in for up to three days of instruction. A separate packet will be created for each grade level and include those activities for that particular grade level, pre-K through grade 12. Those would then be deployed to families to be used if again for some reason um we were to be uh in an emergency situation where students had to remain home to maintain continuity of learning. And the last one would be uh 458. And you 458. Resolution 458, I believe. Yeah, resolution 458. And these are after school programs. >> We'll let one of my colleagues whose resolution that is come to the podium. Good evening. Um, >>

117good evening. >> That that resolution and there's two others that are similar to it >> are school are are funded by um a New York State grant. It's a New York State expectation that our schools that are just going into CSI take the time to build their school level plans after school with their teams, admin and um coaches as they plan out their strategies for school improvement. >> Okay. And um these again are there these are after school programs during the day. >> Okay. I'm questioning these because I have the same teachers on three of these at the at the times that you're giving. It says from 4 to 7. Um, and the times are overlapping for these teachers, but they're getting paid. So, I'm just trying to question how they're going to be at

118these places during these times. Uh, the same teacher at the getting all these different trainings. So, I'm just trying to get clarity on how we are auditing our information and ensuring that we don't have duplicates here because I've only telling you three >> that I see, but there is about 15 >> there. That's a really great question. >> Okay. >> When you look at the um what the state is requiring us to do, they're asking for >> every school team to meet multiple times over the course of the year. So you'll see it's not just a one a one day kind of PD. It's happening over multiple times. And that's why you'll see teachers getting paid on different days. >> It's not on a different day. It's so let me just be clear. It is

119it's a section. So we got 3272026 to 630 20226. And then we if I go back to February, we got some of the teachers on here that's getting paid from 22726 to 6:3026. And then if we go to another one, we have 33026 to 22326. And there's Monday through Friday 4 to 7, Saturday 9 to 12. Then we have one going from 12 to 2. The same people. So I'm just trying to understand how we have the same people getting getting this training during this time frame duplicate the same person getting these train trainings all during that same time uh time or or the date. I just that's what I'm just trying to understand. So I I guess to me it's I'm looking at this thoroughly and I guess I shouldn't be auditing right but

120I'm I just I just can't happen to see the names and I'm like I just seen this. So, I just have a concern on how accurate our records are. >> Commissioner McCull because we're we're all trying to follow along and and just um remedy this conversation. So, can you you're closer to it and no, I apologize. Thank you. I'm calling on Commissioner McCull at this time. Um did you was there something you you were giving me clear on? >> You What was happening? I was explaining but my reasoning was I was >> right but was it I'm trying to follow you because I want to make sure that I'm supporting what you're saying. So I think we as a board are asking as yourself. >> So >> yeah do because you don't know collectively if

121they have a if someone has a concern just gave me that collection. I'm I don't speak out of turn. No, I'm just But in all due respect, President Simmons, I was I was basically asking why there's duplicate names on the same train. >> That's understood. That's what I was saying. I didn't think I was not clear about that. That's why I >> That's understood. >> Okay. >> Commissioner, before you continue, Dr. Morian, I'm going to finish what I'm saying if you don't mind. Um, so we were down here trying to follow along and so that is a collective wanting to just if you can give um and I know you're not going to share a name. I just want to make sure I'm following so that I can support the understanding or whatever um you're

122looking at. Was this among multiple resolutions or just one resolution you're looking for? I to be clear is it's for the record it is resolution 455 um um resolution 420 from February u business meeting. >> So those are the ones and so >> those are just some of them that I have some that is all I needed the clarity on and I appreciate you leaning in to give me that clarity. Dr. Morin, you were going to say something apologize for different you from what I'm seeing they're different um different pieces. So it's not the same professional development that's happening for these three. So if if I'm following you correctly, I'm looking at four that is um that that's professional development that's being done with a with the department of teaching and learning. The three that

123I mentioned with school 4, school 25, those are professional developments that are being done with the school team developing their set plans. So ultimately they're just different professional developments that they're working on. >> Yeah. But they're happening at the time they're inter the times are overlapping. How are we doing that? I just I'm just trying to get clarity here because if I'm looking at this, that means that somebody is doing two things at one time. We have Do you understand what I'm saying? I don't understand. >> Pretend Roser is going to lean in. Um before you do, Superintendent Roser, um Commissioner Lauron also has a hand and then I'm going to um do that. I just need to clarify cuz and I don't want to be here all night grudgingly uh because people can't comprehend

124what they're reading. So I just want to point out to the audience listening on on TV world out there. >> The resolution specifically gives a number of hours it and a time frame for those hours to be completed. So 18 hours that a teacher has to uh that we're authorizing for her to do professional development over the course of 3:3026 through 62526. That is a total of 18 hours in that time frame. If that person shows up three times, they are still within those months still able to do those professional development hours on top of, you know, the notion that we miss that we're going to overpay the same individuals working the exact same hours. None of that is stated in this resolution. Again, for the listening audience, and it's very frustrating that folks can't

125comprehend because it puts misinformation and confusion to the public. All due respect, I was trying to get clarity from a good relationship and a trustworthy relationship with our community about the decision to give everybody a chance. >> Was she giving a hand with that? Thank you. I just want to clarify. Thank you for the clarity. Nobody said nothing. >> These are not set hours. Set a time frame and different professional development. >> We're going to chill on that. He gave Dr. Ros. So, we're going to we're going to stop there. There was a question. I'm trying to get clarification >> and now Dr. Roser um if you if there was anything that you wanted to add to that or we've got the clarity there. So thank you Dr. Morian. Are you Dr. Moran Dr. Morian

126tonight? >> Thank you so much. >> Okay. So my next my last question is my last question is since I was rudely interrupted. So my last question that part of my reasoning for asking all of this is because I also wanted to know why it is that it seems like we're repeating the same thing every year and not and not and not moving the needle in the district. When I went back and looked at the previous years, what it seems like we're doing is taking these same resolutions with the same people and we're repeating the same thing. So I want to know why other teachers are not also given the opportunity to get this if if if it's quoted the the expanded learning or additional training. Why and all the other teachers getting the same

127opportunity to do so? And why are we just selecting a certain few? That's that's another part of my question as well. >> Thank you so much. And I want for the purposes of of time to also recognize >> I think the public should have an answer to that. Commission with you. I'm taking the floor right now. I'm taking the floor. This is not a conversation. What I am saying at this particular time is that I do want to remind the question you should answer the question. >> I do want to remind commissioners that when you're called on the floor, we have a time limit of five minutes and that five minutes is enacted once you are officially called on. And so I do know that sometimes we have fastm moving conversation uh but we do

128want to be in alignment because I know that policy and practice and protocol is extremely important to us. We we talk about it a lot up here. So we do so let's make sure that we are in alignment with that. Um and that's what I'm what I'm saying and this is u thank you for the clarity that we have. don't have clarity on everything and that's what I believe we might need to do for additional clarity because we can't sit here all night for that is let's revisit that and we'll put some um followup into the log uh for you that maybe there's some additional pieces that you need. >> Um I I'm sorry. Are we okay? Commissioner Kumakulla, did you have another question? Okay, I'm going to move forward on the on the next

129question and then we we can talk further. >> Yes. >> Okay. So, I did have a couple questions about a couple of resolutions. Um the first one was 453 and I believe this was for special education. So I would just like a little clarification on um in the actual resolution itself it it lines up who is responsible based on the justification of this resolution but in those doing the work it doesn't line up and it doesn't line up in the executive summary summary either. Um, so I'm curious on why do the identified staff not line up with the staff indicated in the actual resolution. I have the name I have the names um of the staff members who will be the administrators for that extended school year program. And I'm sorry, Commissioner, I might not

130be looking at the same thing, but those are the administrators that are going to be the administrators for the extended school year. >> Oh, so the director of special education, these different directors of special education are going to actually be the serving principles and assistant principles for this extended school year. >> Yes, they are. >> Okay. Okay. Cuz that wasn't that that wasn't clear in the resolution. That's why I was asking cuz it didn't say that cuz I'm new to having the the the um central office staff come in and work during the summer when there's potentially unless there was no assistant principles or principles that wanted the work. >> Those are those those um associate directors and we have one teacher. They are actually appointed now as the principles and the assistant principles for

131the extended school year program. >> Right. Right. So, right. So, what are they now? This is their titles today. Correct. I'm just trying to get a my head around the titles to make sure today um the majority of who is listed are associate directors. So, they work within our different buildings and one staff member is an actual teacher and then over the summer uh they will serve as the principles and the assistant principles of the extended school year program. >> Okay. Okay. Yeah. So that definitely was not clear in the resolution nor was it clear in the um executive summary. So thank you for actually clearing that up. So for clarity purposes I would say and this is has to do with all the resolutions and I I'm thank you. But this has to do

132with all the resolutions for administration is I believe that we might need some more training and some more information given to us as a board to understand how these resolutions are being written um to understand the process that is going through. I did sit down and talk with um Chief Wilson and um Adrian about this process, but unfortunately I at the point when it gets to us, we're still seeing some a lot of issues with some of these resolutions. And considering it's gone through so many eyes across so many desks by the time it gets to us, I would like to understand a little more why there's still so many issues with some of these resolutions. So I think um and I you know if I don't know if it's an appetite for the board

133but for me I would like to see a little more training or at least some information or a presentation something from the administration on how these resolutions are coming across and getting to the point where they're at with us. I think if there's folks that are struggling or we have some questions around the resolutions, we can get a pulse on um so that we do have an understanding because I want these conversations to be fluid, productive, and um clear >> and so it's not to silence anyone, but it is to >> some of us are seeing things and then others are like, "Wait a minute, what is this?" And I think there needs to be consistency in our understanding across the board. So, I do think that's a good recommendation. um given the appetite of

134the board is there. I see a nine. >> I second that. >> Yeah, >> Commissioner Fineman. >> Good idea for also renewal, you know, even for the board members, even for myself. I mean, I've been here for two years now. Um and so, of course, there's still things that, you know, that I can learn and catch up on. So, >> from the superintendent team, I think it's a good idea to possibly have something like this. um we have we have some things already currently cut and dry in language and then a lot of times we're not seeing the correlation between both and so it also might be an opportunity for us to expand and uh work together uh to make to make some of these resolutions better for us. Thank you. >> Yeah. And what

135we can do, we'll work with board staff to then figure out a time and and a place for us to, you know, provide um additional insight on our process for developing and then presenting resolutions to our board. >> And and if I can add >> I'll call on you now. Go ahead. >> Okay. Thank you. If if if I could add to that, you know, a big thing with this is because me a person's been sitting in this seat, hasn't seen the data that covers this and and governs this, it's a big issue. So I think that if we seen a positive movement and and with all these trainings and all these, you know, and all the expanded learning and all everything that you're doing, a lot of these questions wouldn't even be here. But

136it I don't see any I don't see any growth in our children's educational platform for me to say, "Okay, this is okay. This is okay. This is okay." And then when I look back two years, I'm seeing the same things being produced. The same thing with the same verbiage, the same I got one 15,000 kids, 11,000 kids here, and I I don't see and I don't see anything that has increased the dynamics or helped our children in any way in this district. Thank you. >> Thank you. Um first, uh Travis, this was the academic resolutions, correct? >> Okay. Does anyone have a not a statement but a question of clarity regarding the academic resolutions before us so that we can make a decision on if they go forward to the consent agenda? I'm going to

137table this in just a moment. You got a question? >> It's a question. That was just a statement because it's all resolutions. But this one by um Chief Swan, while you're still up here, it's for um resolution 467. This is just the um the report that you give for um the the special education department and recommendations. And my question, I'm going to just give a real general question for this one. Um, how does the district determine which students um require um extended school year services and how does the extended school year population compare to um similar districts when you do do that? >> Would you like me to answer that now or is that >> if you can if you can answer it now. If if you need to answer it later, I'm fine with

138that, too. But I'm just curious because I did look at the report. I went through it and I saw that there were um roughly out of the 200 and something students that were on there, there were roughly about 119 that had extended year. However, some of those extended year programs were just um um was just from what you call it again support services and the other ones were actual academic instruction. So, I was curious of how these are made the determinations are made. So the um the monthly information that you're receiving is special education data on a monthly basis. So we've been holding our annual reviews for a few months now. Um it's actually the committee on special education that approves a student to receive extended school year and that is based on data um

139of the students goals and objectives and if the student is showing substantial regression in their skills. So during certain points during the year, we will measure a student's progress towards their goals and let's say um like over this last February break when a student comes back to school, we look to see if they've regressed in their skills at all and we collect data in regards to that. It's all of that data that the committee on special education then will review and we'll have a conversation if the student meets the criteria for extended school year. So when you're seeing the approvals for extended school year, it's those students who've had those conversations during their annual reviews or the re-evaluations and the committee on special education has made that specific recommendation. >> When you're as a quick

140followup, when you're doing those, do you um do you look at your alternate alternate assess students? Are they prioritized over your standardized students? Like how is that decisions made? >> They're not they're not prioritized. If a student receives uh or is eligible for the alternative assessment, we still look at substantial regression. But in the regulations, there's also uh a caveat. I'd say that's my language about students who require uh habilitation and support for daily living and life skills. So those students, again, that's just another data point that the committee on special education would review. And then ultimately it's the committee's recommendation to either approve or not approve extended school year based on all of that data. >> So is it safe that we are following transition plans for our alternative students? >> Absolutely. >> Okay.

141That's the last question. >> Not really, but I can move on. And that's okay because what I want to do is, you know, I know we're going to unpack the standard operating procedures and I think that this is a great opportunity to acknowledge that um we want to just get clarity on the use of the board question log, how we can access administration prior to these meetings to gain clarity prior to this so we can have, you know, come in with some understanding, you know, what does that look like? Because we've got all of these different things we're trying to navigate. how do we reach out and have those conversations ahead of time, gain that clarity, enter the log if that's an option, what does that look like? And so we have obviously won't unpack

142that tonight, but I think this is a good demonstration of why those things are needed and and how we can move forward. Um, with that said, um, that was the academic resolutions at the time at this time and again we can entertain a motion. Motion >> motion by Commissioner Santiago, seconded by Commissioner Lebron to move the academic resolutions forward to the consent agenda at this time. Um, if there is an objection to any particular items, you can make that known at this time and they will not move forward to the uh consent agenda if there's if there's a resolution that we uh someone needs to get clarity on. >> Can I can I ask for um more clarity on the CTE? Um it's 451. Um I know that we have uh and you can put

143that on the board log and if that information can get to me, I would appreciate or get to us uh collectively. I don't know who else wants to have that information. My concern on on this is that um with the CTE and the CPPS, I I'm trying to see where how much growth we've had in this and we we seem to be like a little stagnant on on um creating more CTE and CPS programs, completing them out. Um and I know that that's a big issue. So, can we get some update on that and can that be put in the board log? So to your question, Commissioner Griffin, it's resolution 451 is the is the resolution, >> right? 451 in pertaining to the CTE initiative. And I just want to clear up one thing um

144if I if I may for the listening public. I'm what my what my issue and concerns are is um the allocations of monies and getting clarity of what they're actually being used for in this district. And and I think that is very important because I am a taxpayer and I'm a parent and I think um that you need to know just like I need to understand. And if you don't understand, I'm just trying to get clarity as well. Thank you. >> Okay. Yes, we definitely want to get clarity on the decisions that we're making and make sure that we are providing factual information because we don't want to, you know, sometimes our lack of clarity can create misinformation. So, I'm glad you're seeking the clarity and I do note that 451 what we're going to

145make a decision on is that it won't move forward to the consent agenda so that we can unpack that or get that clarity prior to the vote. Were there any other resolutions from commissioners outside of 451? Uh with none being stated, um I'm going to move forward. We have a motion on the table for the academic uh resolutions. I think I'm in line and I don't need to rescend anything and move backwards. So um all in favor of moving academic resolutions 45, excuse me, 452 through 471. So this is what the exclusion of 451 forward to the consent agenda. I >> I. >> Any opposed? Motion carries and 451 does not move forward. Uh we're going to move on to uh administrative supports. I think I need this committee real bad right now. Uh but

146we're going to have a conversation regarding the mental ad mental health ad hoc committee recommendations and I believe is that yourself uh superintendent roster? >> It is. It is. >> Thank you. So on December 18th at our business meeting um it was uh requested of the superintendent to review the mental ad hoc committee's recommendations and provide an update by the March 10th 2026 work session. My update of course includes assessing um the recommendations and identifying a plan and timelines for next step. So what you have before you is just my obligation of of doing just that. I will share with you just as an opener that I appreciate the work of the mental at health ad hoc committee. Um much of what they articulated is aligned with what I know to be best practices providing

147greater opportunities for our children um to be able to have their mental health um and wellness needs met. Um, that's very important in our school district, particularly as many of our students are confronted with issues outside of the school environment that that lead them um in places where they they definitely need the support. So what you have before you is definitely the my assessment of each of the recommendations and I will share with you um just as a a point of um of um recognizing that that this has been a um a um process that each of these recommendations I do support. Um, I have articulated um to our board commissioners and publicly that we are looking to create um additional funding, not create additional funding, allocate additional funding to the Office of School Culture

148and Climate and really create an office that um can most certainly be the support of our children as well as supporting developing the capacity of each of our teachers, administrators, and other staff members. So, in looking at the recommendation, the first recommendation amending policy 5405. You know, as I mentioned, I very much support amending the policy to include mental health training for all district staff should the board determine that such revision is appropriate. Understanding that the superintendent can most certainly provide um recommendations for policy. when it comes to actually amending policy that is the work of the board providing consistent training for district staff families to strengthen district culture and effectiveness. As I mentioned I support this recommendation. Um I just mentioned that we will be allocating additional funding to the office of school culture

149and climate. In addition, the structure of the office will be modified to enable the provision of direct services to students as well as training and support for staff, parents, and community partners. The revised structure will also facilitate more strategic connections with community- based organizations to better support student well-being and success. under training contractual employee employees. um the same recommendation is supported and as a part of our district's strategic plan um and strengthening our district strategic plan as I mentioned we will be adding additional funding to the office of school culture and climate as well as structuring it in such a way that will most certainly be beneficial to our school community under mental health awareness campaign develop a year-round mental health awareness campaign examples, schoolwide mental health moments, instructional music, students sharing what type of

150music helps them cope with their hardship. I support this recommendation as well and as a part of the support for developing our strategies for implementing priority two of our strategic plan. The budget will reflect additional funding for this effort and this effort will be that of um the office of school culture and climate. It's very difficult as superintendent for me to dictate um what should be in place as it relates to a mental health awareness campaign. So therefore the leadership of the office of school culture and climate and the participatory process by which they engage in now uh will most certainly be instrumental in determining what the guard rails will be for the mental health awareness campaign. The next one connection strengthening the connection between the district parents and community resources with measures of accountability.

151As I mentioned, this is a recommendation that is supported by myself and under our district's central office reorganization initiative and the community schools initiative, strengthening the connection between the district's parent and broader community is central to this reorganization work. Uh we understand that in order for our children to have their needs met inside a school as well as external to school that we must certainly must employ a school home and community approach leveraging of course those assets that we find not only in our school but in our school in our community as well as in our homes. The last um set of recommendations uh re-engagement program at the hub, rise and return, mental health transition program, youth and justice transition and re-engagement. This recommendation is supported and alignment will occur wherever practical. And the reason

152why I state it that way is because there's certain things that certain departments cannot do. Um, and there's certain things that we may not want certain departments to do, but we most certainly want to make sure that there's greater alignment between the departments and that the departments are speaking to one another. So when it comes to their bodies of work that our students, our community, their families most certainly have a seamless um set of supports that are in place under mental, excuse me, mobile mental health team. Um, the funding for the mental mobile health team does expire June 30th, 2027, and we've begun identifying new funding streams to sustain this team. Um, while also exploring other additional supports that we might be able to bring into the school district such as mental health clinics. I

153had a conversation with county exec Bellow um last week in which we were talking about the tele mental health supports that are provided and supported through funding through the county. So, as we work to make sure that our students are supported, we will be looking at multiple revenue streams as well as looking at opportunities for us to be able to connect to resources that currently exist in the community. And for where there isn't resources or programming, we will be working with community- based organizations and others to identify opportunities for our children. And then lastly, mental health training for students, district staff, and parents. As part of our leadership efforts to execute priority two of the strategic plan, as I mentioned, there are going to be greater investments um into school culture and climate and student

154mental health services. The proposed preliminary budget includes additional funding for the Office of School Culture and Climate providing increased resources, responsibilities, and support to strengthen these efforts. And then lastly, I just want to show a uh infograph of um what we've been discussing in collaboration with Jessica Norquist, who is the director of the Office of School Culture and Climate. Um she has been given um uh a place at the table to collaborate um with district leadership such as myself and others to really develop a office of school culture and climate that will most certainly address the social emotional needs of our students. Provide capacity building for all staff members in our school district as well as our community partners. make sure that restorative practices is a part of the work that we engage in and

155making sure that the work we engage in also is trauma responsive. So that concludes my presentation for this evening and I open it up for any questions that commissioners might have. >> Thank you, Superintendent Roser. We've got some eager hands. I'm going to start with Commissioner Santiago. Yeah, I just want to start off by uh of course saying thank you to the board for accepting uh the mental health uh committee. Thank you to all the committee members who put uh hard work into this and thank you to the administration uh for examining um the recommendations and finding ways to make it happen in RCSD. I just want to uh just some quick points. Just want to reiterate the importance of having our young people involved in this process throughout um with creating the campaign with

156talking about training for students. There's nobody better that you can find in this district. No matter what degree, no matter what experience that will be better than the feedback of the young people who are living the experiences right now. And so I just want to reiterate the importance of keeping them uh involved with everything that uh that we can legally. Um, and then also I remember inside of the recommendations was ALS there was also conversations about emergency plans for mental health crisis situations. I'm not sure if there's already something uh implemented or already something created, but it is something to keep in mind um you know as we move forward, but thank you superintendent, thank you to the mental health ad hoc committee members and thank you to the board of education for accepting this

157and bringing this into motion. >> Thank you Commissioner Santiago. Do I have any other hands or questions or queries regarding this, Commissioner McCulla? >> Okay. Yes, I do have a question for the um employees training for contractual training. Which categories of contracted staff are we including in these trainings when it comes to mental health? Are we talking about just teachers? Are we talking about um SEOs? Like who exactly are going to get this training? >> So, one of the things and let me just make sure that I understand clearly. So when I look at that particular recommendation um and I see contracted employees, I'm thinking about individuals who are not members of our school community. Um, and what I mean by that may not be staff members, employees of the district, but are contracted out

158um by the district such as center for youth individuals, pathway to peace individuals, Gandhi Institute individuals, um, all those individuals who we contract out for services, making sure that they also have training that is aligned with the training that we're providing to our staff members. Okay. Thank you. Because I just once again I I'm just going to put it out there like I have done these mental health trainings in our schools in in collaboration with U ofR as a mental health trainer and I can tell you that and the reason why I asked that particular question is because for instance our staff who are directly in these buildings are not present in these trainings >> right >> it's not just teach it's teachers it's security guards it's lunch mon every they are not in these

159trainings. So that's why I was looking. I know that those contractual people have to come in, but there is no space for these other people who are working in the buildings with our children to have this training. And I see I've seen it firsthand. That's why I was just curious to see who else was going to be considered in this type of training. >> Excellent question. >> Yeah. So if I can just provide some additional clarity. So as I mentioned, you know, as a part of my the recommendations that we're moving forward that we will support developing a model by which our staff members, be it our SSOs, be it our classroom teachers, be it our pair of professionals, be it our building principles, that they all have access to this training. What we did

160in Buffalo, we strategically planned it out and we indicated that over a number of years because we have over 6,000 or close to 6,000 employees in our school district, it would be very difficult for us to to train everyone all in one year. But what we will do is develop a model by which we will look at certain schools. We will look at areas uh where there is a great need such as let's say we have a classroom teacher who has a lot of referrals for students out out of the classrooms or a high number of suspensions. We will then target our professional learning around those individuals, making sure that by the end of a particular date that will be set at a at a later time, but by the end of this number of

161years, we will have everyone trained in the school district. >> Thank you, Commissioner. Um, thank you, um, Superintendent Roser. I was going to say I do I see a hand from Commissioner Feman on there? >> You do. Okay. Thank you. Um, Commissioner FA, >> I just would like to talk a little bit about some of the trainings that I think should be added in for things like um safe space training, not mandatory trainings, but adding space to allow for um safe space like restore offers so that we have safer um clear spaces for our LGBTQI family to be involved. Thank you, Commissioner Feman. Um, Commissioner Griffin, didn't do I see your hand. >> I just want to um say first of all, this this looks very good. It looks great. Um, I guess my only

162concern is that I want to make sure that we don't let this fall by the wayside and we are not just doing this for show. And it it does it is successful. And and I also want to reiterate that I I don't want us to build up social emotional and not break it down. And what I mean by that is like you often hear that they want to build more detention centers to put our children into. I want to make sure that we're addressing it and we are we are crunching the numbers as far as a social emotional and not and not in and not trying to increase the numbers by making more space available. I think that's very important. We need to we need to meet the children where they're at. And this these

163are ways that we can do it, but I also want to make sure that we're not increasing that number either. So, it's a twofold here for me in addressing the needs for our children. We need to make sure they're that we're crossing our tees and dotting our eyes. This is an excellent this is that the whole thing is excellent. However, I also want to make sure that we are doing what we need to do to not increase the numbers when it comes to our children that have social emotional needs. Thank you. >> Okay. Do we have any other statements on that on this? >> Yeah. No, I'm just excited to see how this will impact every student, every staff, uh, and everybody who works in our district. I think that, um, what the pandemic and

164time has shown us is that we all at times need support. Um, and so it's it's important that uh we take this into consideration for our staff who uh stand in front of our children every day for our children um and also for for our parents around the district and in the RCSD community. I believe with restorative practices, with reflection, with these uh services to support the development of our children, uh we'll be we'll see a successful RCSD and a successful Rochester. So, thank you. >> Thank you. Thank you. And Superintendent Roser, I know you have a pulse on this work and you've you've shared very openly at many of your meetings and and community meetings. Um your heart for this work, your understanding of this work and your body of work. Um so we're

165very excited to see it come to fruition. Um with nothing further, I'm going to move on to the 2627 calendar at this time. Um and just open that for discussion. And again, this is a calendar that we will inevitably be voting on and sometimes we come up with with different things. Don't forget we have um different things that come up. They come up. Go ahead. Uh Vice President, thank you. So, just in looking at the calendar, I'm just noticing that um Eid alit is March 10th of next year and it's not on next year's calendar. We are observing that this year um March 20th the district has off. We serve a population of students that includes a significant percentage of Muslim students. And so I'm just concerned that other school districts have it on their

166calendar. Neighboring school districts do, but we do not. Um and I think that it would be really important for us as a board to consider um recognizing that holiday. >> Absolutely. And we had Eid on in the um last this past year, right? And this year, >> what year we miss what we're what date is it coming up in March? >> March 10th. >> And I still think that puts us within all of the mandatory days that we have as a school year. Um it would bring us down to I think 183 um student days and 184 staff days. >> Last year we did. Yeah. >> Okay. >> But it's not on this draft that I'm seeing. >> Were there any other uh anything else on the calendar that brings us any concern regarding the

167the students? Um Commissioner Santiago, >> I just want I just want to support um for the March 31st um holiday. Um a lot of our surrounding school districts celebrate it and for the diverse number of students that we have. I think that it is important that we support our students um with the the holiday. What was >> March 31st? Are you talking about the March >> and March 10th >> or you talking about are you talking about Eid? >> Yeah, that's what I'm talking about. >> Okay. So, >> I think March 20th is off from school this year and is Eid. >> Sounds like we want to make sure we have the the proper date. >> Are these on hand up? >> These might be separate holidays. >> I'm sorry. Um, what did you say,

168Tom? >> Okay. Um, give me one moment. >> Okay. Yes. and Commissioner LeBron. >> No, I'm driving. But I also just want to um lend also give support to Commissioner Malloyy's recommendation and point out that we've also had Muslim community members reach out in the past to the board also advocating for their families to have this day off. So, I want to honor that. Um and then I also I just have to advocate that we really start looking at alternatives to these half days. I am telling y'all attendance for half days are terrible because it is extremely difficult to plan your day especially if you're working for 3 hours, four hours like in the middle of a workday. Um, when my kid was at in a school that started at 7:30, that half day was

16910:30, right in the middle of me just getting to work and getting going for the day, >> not having folks to go pick her up. Um, and so I keep my kid home every half day, and I'm telling y'all that this is an ongoing district-wide issue, and I think we do have to figure out um an alternative to the half days. I know that this is your solution for professional development, but it really eats into the kids academic year every single time. Every single time. So, I just have to advocate that we re revisit and look at exploring other ways other than having these half days for kids. They're not even showing up on these half days. >> I would have to concur. Our classrooms are are extremely empty. So, I I definitely support that

170um that assessment of of uh finding an alternative to that. And also um want to acknowledge that it sounds very unanimous around the Eid. Uh it just sounds that we need to make sure we are honoring the proper um date. Do we did we confirm the date? >> It it changes every year. >> It changes every year. >> This this coming year will be on the 10th. So we have that definitively. Okay. So we're we're in unison with that. And so >> has his hand raised. >> Chief Miller. Thank you. >> President Simmons. Uh Commissioner Lebron. And just want to point out that um the district and the school calendar committee um have removed half days from next year's school calendar. There will be no half days on the school calendar. >> I was looking

171for it on here, but I just I still agree with them sentiment. >> Come on. >> Thank you. >> I'm applauding too. I'm applauding y'all too. >> Right spot. Okay. Wonderful. Thank you for pointing that out. I was looking for it and thought I was missing it. So very good. So that's that's one thing down. E to go. >> Yeah. So Eid is being celebrated on the 20th this year. Um the Islamic calendar is the lunar calendar and so it changes from year to year. Um and so Eid Mubarak to all of those who celebrate. Um but yeah, next year is the 10th. >> Coming year the 10th. Thank you. Thank you. Thank you. So um yes, I certainly support that. Thank you, Vice President Malloy. Um March 10th as you stated. And um what

172do we need to do? Do we need to vote on those modifi on that modification at this particular time or there's a so we're just good with Eid? We're going to just add that. How does that work? >> No, what what I would recommend is that we bring it back to the committee because I did hear, you know, that we can reduce the number of days in session, you know, for our children. But one of the things we need to be very mindful of, particularly when it comes to building this calendar, is the recognition that some of our winters are not getting any better. So if we were to place that on our calendar, we would then only have three snow days in which we would then be able to operate. In addition to that,

173the teachers the RTA um agreement um indicates that teachers um should be working up to 185 days. Um if we were to reduce a day, then that would bring it down to 184 days. Um and you know, we would not be getting um the services of um our teachers providing highquality instruction to our students for that additional day that's built into the contract. So, what I would recommend is that we definitely return this back to Chief Miller and the the school calendar committee to then identify how might we be able to build um that additional um holiday into this calendar before the board acts on it. >> Thank you. Um Superintendent Roser, thank you. So, that is noted and >> we're all set there. >> I'm just it's just a recommendation in my opinion. Can

174we take away one of the superintendent days or use that as one of one of the days for the um what's his name >> for the Yeah. >> Yeah. We we'll yeah the team will the team will identify an alternative to what you currently have in front of you and then bring it forward. It's not something that we're asking the board to engage in making that decision because we do have a participatory process that we do monitor and our collective bargaining units appreciate. So we want to make sure that we re-engage them in the conversation. >> That makes sense. And we're all noted there. And so we're going to move into the resolution review. These are for administrative supports um resolutions and those are resolutions. >> I'm sorry, Commissioner um Fman, did I miss you?

175I apologize. >> I did. Sorry. I just I'm just curious. I know that it is a very large holiday, but I also know like Diwali is another um large holiday. Dvali falls on a Sunday next year, so it's not involved in this conversation. But I was wondering if there are any other holidays while we're thinking about them, why we're thinking about Eid that are high holidays that we should be thinking of. >> Well, there are holidays there. Yeah, they're definitely um Jewish holidays that that you know are not reflected in our calendar. Um, just keep in mind, commissioners, that one of the biggest challenges with developing a school calendar is that there are certain things that we just need to be mindful of. We need to make sure that students have at least 180 days

176of instruction, which is inclusive of 990 hours um at the high school level, 900 hours at the elementary level. We have collective bargaining agreements that that we need to be respectful of. We also have um dates that that are national holidays that we have to be respectful of. So in developing the school calendar, it's not particularly easy because there's all these different variables that that play differently each year and sometimes certain things cannot be placed in the calendar due to the constraints of you know the school year, the collective bargaining agreements um as well as national holidays. >> Okay. I do >> can I ask a f follow-up question? Um, it is my understanding and I'm wondering if this is more a legal question. Um, if a child takes a religious holiday off, it is

177an excused absence. Correct. >> I would need to get back to you on that. I know it's an absence. >> Yes. Um, I believe it is counted as an excused absence, but don't take my word as gospel right now until such time that I can just check my memory on that. >> I appreciate you. >> Thank you. Um, and and so I got one last question, then we're going to put a pin in this conversation. What I will say is I like the spirit of the conversation. We are the world. We are the children. Anybody remember that song? Oh, yeah. Right. That's what it feels like, right? We want to include everybody and do everything. And I'm glad that we have a heart to do that. Um but thank you Dr. Roser for explaining you

178know there are some technicalities and nuances that don't allow us to um accommodate everything we're looking to do but we will do our best where we can within reason. With that said I'm going to end with Vice President Malloy and move on to the next >> Yeah. Just to Commissioner Feman's point um there are other holidays as well that fall on Saturdays next year. um Lunar New Year uh a Chinese holiday is now recognized by New York State and you know fortunately for RCD it falls on a Saturday but we will be required at some point to recognize this holiday and have it on our calendar. So that will have to be considered in the future as well. So thank you. >> So the AC administrative resolutions 472 through 476 I want to open that

179for discussion or any u clarifying questions. Uh it is 859. And I do want to do a time check on that. Um and again once uh voted on these will move forward to the consent agenda for the business meeting. Um if there are resolutions that you need clarity on we can uh potentially pull it within reason um to avoid the consent agenda for further discussion. At this time I want to open the floor for discussion on resolutions 472 through 476. Any >> what? Listen say less. All right. With that said, uh, uh, entertaining a motion resolutions 472 to 476. Motion by Commissioner Santiago, seconded by Commissioner McCulla. All in favor? >> We have any discussion? >> Right. No discussion. No discussion. All in favor? >> I. Any opposed? >> I. >> Okay. 472 through 476

180have moved forward to the uh consent agenda for the business meeting. And at this time, um, I'd like to entertain a motion to adjurnn. >> Motion by Vice President Malloy. >> Seconded by Commissioner Santiago. All in favor? I opposed. All right. Good night.