001Algiance to the flag of the United States of America and to the stands one nation under Godful liberty and justice for all. >> And I have a recommended motion to approve the revised October 14, 2025 board of education meeting agenda as presented. >> I'll make the recommendation. I'll >> second. Any discussion? All those in favor? >> Opposed? Motion passes. >> Everyone join me in a moment of silence for some boss staff members from the past year. Please join me in a moment of silence for recognizing Dan Maruchi, Barbara Davenport, and D Thank you. >> Next agenda is oath of office for our new student board members. You want to go first? >> Yeah, sure. Raise your right hand and you should read your >> correct. I do solemnly swear that I will support the Constitution
002of the United State, the Constitution of the New York of the state of New York, and that I will faithfully discharge the duties of the office of student board member according to the best of my ability. >> Congratulations. Yeah, that's >> I do solemnly swear that I will support the Constitution of the United States and the Constitution of the State of New York and that I will faithfully discharge the duties of the office of student board member according to the best of my ability. >> Congratulations. >> Thank you. Congratulations. That's >> Nicholas. just sign. >> Thank you uh thank you Madison and Zach for uh being elected and serving >> as a student government this year. Look forward to working with you. Next on the agenda is again a spotlight. We have Miss Vanosco the
003principal of elementary school to recognize some someers. So, while they're getting that ready, I just want to thank everybody for coming out tonight we're recognizing tonight and everyone here is so deserving. We also have so many staff members and students back in our building that could also and I can't wait to talk closer here and a little bit better. Okay. So, at Carson Elementary School, our northstar, the thing that we believe in um most dearly is that we want to engage learners by identifying their interest and learning styles. Um we want to promote universal design for learning as a mindset that we all believe in to engage students and challenge them to develop a strong foundation. Uh we want to be flexible. We want to incorporate choice as much as possible. And we want students
004in our classrooms to develop personal responsibility so that they have agency over their own learning. >> And our goal is for staff and students to use data, universal design, culturally responsive tier one instructional practices for continuous improvement of student performance and reading right feedback. And there's one of our staff members we're going to be recognizing today. So teamwork makes the dream work. That's kind of our theme for tonight. I have a couple of instructional teams that I want to talk about because um of the work that they do. Another theme tonight is quiet leadership and the the folks that we're recognizing tonight really demonstrate that quiet leadership style where they come in every day with a positive attitude, a positive mindset no matter what else is going on around them. and really come in to
005do their very best every day. I'd like to start with Allison Fiser and Jen Vanelli who over the last I would say they can correct me if I'm wrong, but I would say over the last four or five years have really been leaders in developing growth mindset with their students and really making that a culture in their classroom. uh they really represent that well and when we can do classroom visits when staff get an opportunity to do those visits I hope they'll choose to go see Mrs. Fischer and Mrs. Helli so I'd like to start with All right. So, kind of going along with that group mindset theme, I also want to recognize the Johnson and Eric because they are a teaching team in our 151 grade. mindset and that quiet leadership style. They are
006again just like Alison and Jen teachers that maybe sometimes fly under the radar but we are doing exceptional work every single day. Next up, we have Angela Flanigan. She's one of our speech language pathologists. And again, that perpetual enthusiasm, positivity, growth mindset, and as well for that for that quiet leadership. doesn't matter what's going on. Um, you would never know if there's anything bothering Angela because the way she presents herself every day. Um, and she just shows up perfect. So, I want to thank her for doing it. Nice picture of that team. All right. I think we're frozen. There we go. All right. So, Mrs. is Robin Clearwater. She is our head secretary. Again, recognized for an exceptional start in a new role and making an impact out of the gate. I don't know if
007if all of you know this, but last year we had to make an impromptu trip to the firehouse during the during the day. Um, and that was this is Clear Water's third day third day of work. I said, "Oh my goodness, she's she did >> and we love her." Thank you, Mrs. for sure that with good water. There we go. Okay. So now we have some student recognition and again quiet leadership ensuring peers have a safe and inclusive experience at school and during play. I think that's something that really stood out to me this year especially in this first group of students. Um, these are kids who other kids really look up to and when they are outside and they are making sure that everybody on the playground has somebody to be with, that they
008are including every student in their group and really making an effort to make sure that things are handled fairly, that needs are played fairly and in the classroom carrying over that same leadership style. Um, making sure that lessons are running smoothly, that they are being the role models that everybody looks to. So, I'd really like to thank first Mr. Richard Smith just and Penn short Mr. Jonathan Landy and Hopper. >> And again, just for perseverance, hard work, leadership. I know in Mrs. Spoon Maker's class and Mrs. Schwarzenegger's class, Mrs. Johnson's class. These are kids that our teachers look to to really set the mark and to just be there to be hopeful. Um, quiet folks. You guys don't draw attention to yourselves, but you really really stand out in the way that you carry yourselves
009in each and every day. So, thank you, Miss Chloe. A penis. It's not You want to do that, Mr. President? Every everybody who was just um involved, just the kids or do you want Come on. >> Where do you want to do? >> Say again. Congratulations. This is just a on a week night. Um, and thanks for sharing your kids with us every day. It's also important to know these kids are all third graders, so it's been a real pleasure watching them for for you on the board. Just a quick review of our practicing priorities. Um, social emotional learning is something very important to us. Um, we practice that by really paying attention to student attendance practices. Um, teachers leader circles at least once a week to make sure everything's going okay with their students.
010In class, weekly school counseling lessons, lunch bunch program. We're currently working on a schoolwide predominant as well. Um, we also have very high PDI expectations for being safe, respectful, and responsible in school. This fall, we had our pin wheels for peace ceremony. No place for hate pledge to keep citizenship again peaceful was was um multi-tered systems of support and data driven decision making. This is something that, you know, I I think it's a real strength of ours is >> our work with instructional support team, school improvement team, and student response >> and all of our different data sources that we use. Our third priority, culturally responsive and sustaining educational practices. Making sure that every student feels a sense of that belonging and that our school is represented in our walls >> and curriculum instruction as
011well as universal design for learning. These are really important pieces. What you see in the picture are student graphs where students are setting goals for their learning and charting their progress. We really want students to have agency and ownership over their learning >> and again really working on project based learning, purposeful play, goal setting, identifying barriers and overcoming um efficient use of meeting and planning time. Um making sure that teachers and students are getting what they need. >> So thank you very much for letting me come and present to you. Thank you board members for coming and visiting our school and we hope to see more of you coming to visit us in the future. >> Ones that got awards are free if you want to escape the rest of me by all means you're
012more than welcome to but if you want at this time they do so I'll transition to the next agenda item. Thank you for coming. Yeah. All right. Next on the agenda is the presentation of our state testing data from our director of state data, Mr. Alexander. All right, good evening everybody. Thanks for coming out. Sorry to all the students that are here. You didn't know that I had a 97 slide presentation coming for you. Try to be out of here within at least an hour. Um, just going over some of our gonna go over some of our 2014 New York State Assessment. attendance and suspension data. I was asked to disagregate some of the information. So, we did that as well. So, got a lot of good things to report. Um, some of the members
013who were on the curriculum committee saw similar slide in the past. I was asked to add a third year. So, now this is a three-year trend report um for our ELA results for grades three through eight. Um, so as you'll see, for the most part in pretty much every grade level, we saw increases last year. Third grade at Ghanston scored really well two years ago, 63%. I think uh 63%. They did have a drop off to 53, but they're still maintaining a pretty high level. Um, and as you can see, they were down at 39% two years ago. So all the great things that Miss Finley was just talking about is is shown there in their improvements. Marble Town 60% proficient. Um combined we went down to 57% but again it's still pretty pretty good
014overall. Um and then massive increases uh in fourth grade and sixth grade. Uh a 6% increase in fifth grade. So the intermediate school did a really great job last year uh with their instruction and also increases in seventh and eighth grade. So yeah, every grade level except for for third grade went up, but third grade has been consistently standard. Sorry. So disagregating some of the information. Uh again, the board members got some more breakdowns a little more in depth, but just going over some of the highlights uh to keep the time moving. Um some of the highlights for for the 3 through8 BLA data, the multiple racial and ethnic subgroups uh led their grade levels and proficiency rate. So, it wasn't one subgroup leading the way all all the way through. Um reflecting strong and
015equitable academic outcomes um across diverse student populations. So, that's something that's really great to see. Our male and female proficiency rates in ELA remain relatively balanced. So no big significant widening gender gaps uh and indicates equitable access to literacy supports and instruction. Um and then students with low absenteeism demonstrated marketkedly higher proficiency shouldn't come as a surprise to most people. Being in school is important to make sure that you're getting your information and making sure that you're staying up to date with password. Um some areas that we need to investigate. Some we we already had identified but some were new. Um a large performance gap persists between general education students with disability groups. Uh pointing to a need for stronger tier two and three intervention, co-eing effectiveness, and targeted literacy support. Students with chronic absenteeism
016scored significantly lower proficiency. And that goes with the highlight there. Um and then lower proficiency rates for economically disadvantaged students suggest uh opportunity gaps that may relate to access to resources interventions in the summer. So just some areas that we're investigating to make sure we can improve those outcomes for all of our students. And then the cohort trend, there's a lot going on here. Um you can look at this report in two different ways, right? So the trend report before was looking this way. So, eighth grade year-over-year, here's how the results were. But you're not really comparing apples to apples there. You're comparing apples to oranges because eighth grade students are different every year. Um, so this chart here when you look this way looks at the eighth grade students. This was last year's eighth
017graders. Here's how they did in eighth grade, seventh grade, sixth grade, fifth grade, fourth grade, and third grade. So, you can really start to compare apples to apples to see those trends when you look distance. Um so here was our current third our third graders from last year were at 57%. We do see continue to see a slide from third grade to fourth grade. Um but overall you know the trends were trending up in pretty much every grade level last year. Um both when you look uh just by grade level and by cohort. Some really great growth that we've seen uh the past year. some test some testing glows and grows uh increased efficiency rate over year-over-year in five of the sixth grade levels um year-over-year increases 22% in fourth grade 34% in sixth grade
018and 13% in seventh grade. So some really great growth uh double digit increases in four five four out of the five cohorts um highlighted by 31% seventh grade. So those seventh graders they scored 30 31% higher in proficiency than they did at sixth grade. those same students increased 31%. Um, some grows, we did see that decrease at Ghungen year-over-year and we continue to see that that third to fourth transition slide. So, switching over to math. Um, again, some really fantastic results for Honen went from 54% to 62%. uh Marble Town, which has been very consistent at 61% over the last two years, jumped all the way to 79%. Um and then overall for for all the third graders combined, we were at 72%. Um it's even more impressive because that was the first year we've
019done computer-based testing for our third grade students. Um there was a lot of anxiety going into that. The teachers did a lot of great work um using Datamate, the program that we district purchased to help uh them practice for state exams. um and we saw some great results. So hopefully we'll continue to see that and obviously as we build that base at the younger levels that should translate to to increased scores at the higher levels. Um but we did see increases again uh all throughout the intermediate school, fourth, fifth and sixth grade with some really great increases. 26% increase there in sixth grade. Um and we did see a little bit of a slide in seventh and eighth. Um part of part of what we're doing to help with that is we've implemented the envision
020math program now in seventh and eighth grade. We we've had it for this is year two now for K through six. This will be year one currently for seventh. We identified we identified that and we're working to. >> So getting back into the disagregated information, um some of the highlights, 50% of our third grade students with disabilities who were proficient. So half of our special ed students were proficient, which is great. Uh much like we saw in ELA, multiple racial and ethnic subgroups led their grade level and proficiency. Um and then several subgroups demonstrated steady or improving proficiency rates across multiple grade levels. So we did see some good things there. And then again some areas to investigate. Um a large performance gap persist between general ed and special education students. Um that was the
021same as in as in ELA. Um students with chronic absenteeism scored significantly lower and pretty common thread there. Um and lower proficiency rates for economically disadvantaged students. So there are some subgroups that we we do need to target and work on our improvements. And again the cohort trends um again 72% in third grade really fantastic third to fourth grade slide still there um but increases all along the board through all the grade levels uh until you reach that eighth grade group. But there is the note there that the eighth grade advanced students don't take that test. So 31% of those students uh sorry 37% of those students included all the advanced math students last year. So dropping to 35 when you take out 30 of our highest achieving math students you are probably going to
022see a little bit of a decline but uh overall some really great math growth as well. So, increased proficiency rates year-over-year at the elementary and intermediate levels. Um, year-over-year increases 8% at Khan, 18% at Marbletown for 14% overall in third grade. Um, 11% in fourth grade, 17 in fifth grade, and 26% increase in sixth grade. Um, the fifth grade cohort increased their proficiency rate by 22%. Um, and while the seventh grade saw a decrease year-over-year, that cohort increased by 7%. So, that sixth to seventh grade group increased 7% which is great. Um, some growth, seventh and eighth grade saw a year-over-year decrease of six and 8% respectively. And we still continue to see that third to fourth grade. For science, the science tests are offered from the state in fifth and eighth grade. Um so
023in fifth grade we were 43 43% proficient. The state average was 45 and for eighth grade we were 46 and the state average is 44. Um and then just comparing from last year to this year fifth grade went from 35% proficient to 43. So we increased 8% and 8th grade went from 48 to 46. So we went down 2%. Um the state hasn't released all the county numbers so we can't usually there's comparison charts to all the other schools in the county which I'll get to you as soon as they release it but um we were first in the county last year at 48% so even at 46% which is relatively high looking some of our regences um this one includes all exam uh administration so the August exams from last summer January exams in
024June. Um, and this is for all the students that are Rondout's district students. So, even our out of district students, so we don't control their educational outcomes. They're out other other placements. They're included in these charts. Um, so the next chart you'll see there are some differences in some of the numbers, but the next chart is only our students. Um, algebra one regions, we are 53% proficient. Um, Coach Malik asked me to include the number of students tested, so I did add those columns for you, coach. Um, algebra 2 86%. Geometry 53. Uh, do you want me to read them all? >> May just give us a a minute or two to get closing. I'll just go to the next one because really these are the ones that are more important. This is the high
025school only. So just our students, the ones that we control their educational outcomes. Um and for the most part it's just the June administration because we really get really wanted to get a feel of the students who were in the classes for the most part. There are kids that are making up exams as well. Uh the only caveat to that is we offered the English readings in January for the first time this past year. Um so that is the result from the January exam. Uh so 78% of our students who took it in January were proficient uh compared to 71% the year before. So we did see some increases. Uh global went up 8%. I'll touch on some of the other lows when we get to it, but I'll let you read that for a
026minute. Algebra went up 10%. Good. >> All right, some glows and grows. 100% pass rate for our living environment and algebra eighth grade students. So, all of our advanced students all passed the reading exams in both score in both subjects. 10% increase in algebra, 8% increase in global, 11% increase in learning environment, and a 66% increase in physics. Mr. Be is doing a fantastic job in our with our physics students. um and it's reflected there. Um some of our grows, we did see a decrease in the geometry regions. It was a new assessment offered for the first time, so um something we're going to keep an eye on. And then an 8% decrease in output. ENL news, our ENL students did a fantastic job this past year. Um, on the nicest slide exam, eight out
027of the 24 students uh scored well enough to test out of the ENL program. Um, seven scored commanding and one scored expanding along with getting a three the ELA exam. So, seven out of our 24 ENL students are no longer in the ENL program. All the great work that our ENL teachers have done. All right, so now getting into some of the absenteeism numbers. Looking at chronic absenteeism over the last three years, uh just some different trends to note here. So you can see uh we did see a little bit of an increase in chronic absenteeism overall as a district. Um stayed relatively flat in most of the buildings, some some minor increases and some others. Uh for anybody who doesn't know, chronic absenteeism is anytime a student is absent more than 10% of enrolled
028days. So a student's here the entire school district. If they're absent more than 18 days, they're considered chronically absent. But if a student's only here for part of the year, it's only 10% of those days. So you can be absent less than 10 days and still less than 18 days still be considered chronically absent. And we did disagregate some of this information as well. Um, some notices and wonderings. Notices. Uh, our homeless students are by far most impacted by chronic absenteeism at 65%. 65% of our homeless students were chronically absent, which is understandable for a lot of reasons, but it's something that we need to work on. Um, ENL, our ELLL students attend school at a higher rate than their peers with only 13% chronically absent. Um, and in grades 9 through 12, Hispanic students
029or 40% students with disabilities. Sorry, >> what does L stand? >> Uh, English language learners, ENL and ELLL are um so in grades 9 through 12, Hispanic students uh were 40%, students with disabilities 46% and economically disadvantaged students 46% or chronically absent more often than the average study. Uh some wonderings just based on the information that we had. Here's some things we're going to look at. um which interventions are in place, home visits, mentoring, uh transportation supports, stuff like that. Um what's the estimated instructional time lost and its potential impact on achievement uh metrics? Are there spikes around holidays, weather days, testing windows, or schedule changes? Um are particular days of the week driving a higher rate? Are they higher on Mondays or Fridays? Um, and which subgroups are the largest show the largest gaps
030and are those gaps widening or narrowing the last couple. And then getting to the end here, some suspension information. So, um, again, it's broken down by the district and then all the buildings. Um, our enrollment did drop a little bit. Our number of students with ISS is here. So that did go up from last year along with the number of days overall as a district. We did see some decreases uh in some of the buildings. So with the high school, we saw a decrease in the number of ISS students and the number of sorry the number of ISS students and the number of OSS days um went down. and then some disagregated information. So, ENL ELLL students have exceptionally higher OSS rates far above the overall average. That's something that we noticed. Um, black students
031have a marketkedly higher OSS rate than the school average even though average OSS days per suspension student suspended student are relatively low. So they're being suspended more often but for less fewer number of days per incident. Uh homeless students exhibit elevated ISS and OSS rates indicating both frequency and v vulnerability. Um economically disadvantaged students have substantially higher OSS rates than their non-disadvantaged peers. Um students with disabilities have higher much higher suspension rates than general general education students. Um and then just two things to note. Total instructional days lost for the economically disadvantaged students was 390 total days lost and students with disabilities was 203. So then some wonderings um are certain infractions or codes driving the higher OSS rates for L students, black students and homeless students. Uh are these subjective offenses defiance or versus
032objective like fighting? Um do timing patterns exist? their spikes clustered at around certain times, certain periods, transitions, lunch periods, dismissal, arrival, um after breaks, things like that. Um are students receiving tier 2 and tier three supports before OSS and our interventions documented and implemented with fidelity? How do repeat suspensions uh vary by subgroup? Are small number of students driving a large share of OSS days? Um, are there disparities in consequences for similar infractions by subgroup, different responses to the same code or infraction? And what are the attendance and achievement impacts for subgroups with higher days loss? uh is there a measurable link between course failure and chronic absentee a lot of things to look at pretty much it >> 97 slides >> question a lot of work and we really appreciate conversation at the curriculum
033discussed it really in depth. We'd really appreciate it and the information I really like the the flows and grows that helps us kind of make meaning of the data. So I appreciate your >> also we we improved a lot. So >> it was a lot of growth. >> Yeah, a lot of growth. A >> lot better than how I feel. >> Yeah. Yeah. Thank you. All right. Next on the agenda is the superintendence goals. So at the last board meeting the board uh created their goals and then from those goals superintendent goals will be created. Uh so the board goal was first one is strategic planning and vision alignment. Uh the board goal was to review and approve a three to five year strategic plan that aligns to the portion of the graduate. uh superintendent's
034goal is to lead the development, communication, and implementation of a three to five year strategic plan that infuses the district's portrait of a graduate and most star values. Key actions that we're going to get a facilitator facilitate stakeholder engagement sessions, get feedback from our stakeholder, student, staff, parents, and community members. We're going to develop measurable indicators align student outcomes, organizational effectiveness. We're going to present, draft, and final plan to the board of education by June of 26 for approved for a strategic plan. Uh second goal is academic excellence and instructional leadership. The board goal is to continue on the pathway of being a world premier school district by promoting academic excellent excellence. The superintendent's goal is to ensure consistent high quality instructional practice that drives academic growth and excellent across all grade levels. Again, our
035new reality is 46% of our students are meeting proficiency on the 25 ELA state assessment. It's a 13% increase from last year. And our new goal this year moving forward is 51% of our students in grades three through eight will meet proficiency on the 26 ELA state assessment. On math, our new reality is 48% of our students in grades three through eight are meeting proficiency. According to the 25 math state assessment, that's an 11% increase from last year. Our new goal moving forward is 53% of our students in grades three through eight week proficiency on the 26 math state assessment. How are we going to get there? You know, we're oversee full implementation of our districtwide math and ELA curriculum including readyy with fidelity. We're going to monitor student performance trends and get grades K
036through 12. We're going to expand UDL PD across all schools and integrate into classroom walkthroughs and coaching cycles. And then we're going to integrate project- based learning PBL to promote deeper learning and student engagement. that's aligned with the New York State Inspires. Our next goal is school culture, climate, and belonging. Uh the board goal is to ensure a positive school culture and sense of belonging for everyone in our school community. Superintendent's goal is to foster an inclusive, respectful, and supportive school environment that prioritizes student well-being and belonging. How we going to get there? We're going to research and select a systemic K through2CL curriculum across all buildings. We're going to analyze and respond to disagregated climate survey data to to identify strengths and areas for improvement. And we're going to strengthen the school strategic goals
037and Northstar initiative to promote respect, kindness, trust. Next board goal was uh fiscal responsibility and transparency. Board goal is to maintain sound fiscal stewardship stewardship, consistent workforce policies. uh superintendent's goal is to ensure transparent data informed financial management practices that balance fiscal responsibility of program excellence key actions. We're going to facilitate public budget workshops to ensure transparency with budget communications. We're going to conduct state public budget feedback surveys, integrate findings into final recommendations, and we're going to maintain a tax levy uh at below the state cap without reducing poor instructional services. Uh fifth board goal was uh safety, security in capital project execution. Uh board goal is ensure that all school buildings and grounds are safe and secure and superintendent goal is implement the code of conduct with fidelity including our new cell phone our
038new cell phone policy. Uh we're going to lead implementation of the districtwide safety plan including any training drills prevention programs. We're going to oversee the capital project design and execution for example with our easy bus storage new local run and we're going to use safety and incident data to inform continuous improvement and communication with all stakeholders. And then the last board goal have to do with policy alignment govern governance. Uh we're going to align the policy and practice with state and federal laws and the strategic plan as a board goal. Superintendent's goal is to ensure the district policies and admin procedures are current, compliant, and align with the strategic plan. Key actions to carry this out. We're record an ongoing policy review cycle with the board's policy committee. We're going to ensure all updated policies
039are reflecting the district practice, staff communication, and all policies and updated for federal ethics. Any questions about the superintendent goals that were a reflection of board goals for 2526? I think they look great. Impressive. I'm really really happy with our progress that we've made from one year to the next after your first year of plan leadership. So, thank you. And I think these goals reflect um what the board is, you know, where the board and our community hope will go. So, thank you. >> Anything else? Again echoing Nicole, thank you so much for that and we will review those. Thank you so much. >> Public comment uh as a reminder if we have public comment uh please uh keep your comments uh to a three minute time limit. We offers. There you go. Um please
040refrain um from uh mentioning any any individuals uh personally or anything that could be identifiable uh of any students or faculty or staff. Um and all speakers and observers please conduct yourself. With that being said, do any I said >> so I just want to pass this out so everybody could follow along with what um presenting everybody just would be enough for everybody. >> So I'm going to try and keep it to three minutes. This is in relation to what's going on um in Boseis right now. I'm not sure if the board is aware. Boseies is under extensive construction. They move to a new building this year. I park 87. Uh my granddaughter attends Boseies as does several of her friends. Um my uh my granddaughter's mother, my ex-daughter-in-law, uh sent an email to the
041director of Boseies to bring forward some concerns regarding construction that's going on in the building and some things that are uh still going on in the building. She sent that email to uh Joe Salamone, who was the director there on September 30th, followed it up with an email copying um Dr. Sporro the next day just saying, "Hey, didn't know if you were aware. I know it's not Rondout's blame, but didn't know if you were aware." Um, she didn't hear no response from either of those emails. Um, Joe Salamone did contact my son at work uh one time and my son said, "Hey, you know, my ex is the one that sent this email. She's the one that drafted it. She would appreciate a response in writing. Communicate with her. Her and I are on the
042same page, but communicate with her. She never heard nothing. And my son heard nothing else after that. So on October the 9th, uh a week and a half after sending the initial emails, she emails the BOSI superintendent who almost immediately within 20 minutes gets back to her um you know with her concerns and he says, "Hey, you know, give me a phone number." She says, "No, I said in my email I want a written response, especially now because she's a little upset not getting any response for so long." uh and he indicated that he was going to CC uh Joe Joe Solomon even though she's that's who she sent the email to in the first place. And then you'll see as you get a little further in finally on October the 10th just not finally
043but the next day it was it was a pretty quick response from uh the superintendent uh he responded to her concerns and you'll see uh his response outlined in in that email to her. Um again given 3 minutes I'm not going to give you get get you know give you the chance to get through it but she you know she raised several concerns of things that are going on in Boseis and that was his response. Uh and you know in relation to his response I'm going to stop short of calling him a liar. Uh but I will say many of the assertions uh are not remotely accurate from what he is indicating in his email is saying that there's no construction and no painting going on when the kids are there. That's not true. There
044is active construction and active painting, not touchup, but full painting, full walls going on while those kids are still in that in that class uh in that building. Um, you know, he indicates that Solomon contacted my son several times and and contacted her with several messages. No, it was it was it was one phone call. Uh, and my son advised him, you know, answer my ex. She's the one that set the email. Um, the building's not ready. The building is not ready to hold class there. Um, there's air quality concerns. you have uh you know grown men routing a floor while while in the the girls bathroom while there's girls in there not even announcing themselves um which you know the superintendent from Boseies indicates that's not acceptable um but how they got their CO
045I don't know really don't know uh there's there's doors that aren't even on classrooms there's classrooms that they're calling classrooms that aren't even classrooms they're just big open rooms with no doors, no anything. Um, and again, it's not Rondout's fault, but I did, you know, nobody knew if Rhonda board and superintendent was aware. Uh, but our kids are going there. You know, our kids are going there in an environment that none of their supplies are in their classrooms despite the superintendent from saying that they are and and they are as needed. They're not. Um, and if you, you know, you go go on to the to the final page, you know, these are some of the things that my granddaughter herself has since are still going on. Uh, fire alarms are going off, uh, due
046to construction. Her classroom doesn't have windows, which I don't know if that's a requirement or not. They do have egress doors or no doors. I guess it's just open. Um, the lights in the classroom don't turn off. The double doors in the classroom will not and do not lock in the event of a lockdown. Unfortunately, something that we have to be concerned with is is lockdown situations. Um, there's another classroom. It's just an open space. And when they had a lockdown drill there, they had to send kids to another room to do the lockdown. That room that they sent them to don't even have doors. So, I don't know how they're doing a lockown in a in a classroom with no doors. Uh, the bathrooms flooded on multiple occasions. Um, you know, there's a there's
047a counselor, I won't mention the name, it's in it's in the print here. um that you know questioned my granddaughter and and her friend um you know say hey how how's Bosey's going everything that's going on particularly with dude grout in the floor while she's in the bathroom and uh you know and and a lot of these workers don't speak English not that that has anything to do with any of this but that was just an aside that she had mentioned to the counselor and his response dismissing her was well how could they announce when they don't speak English how are they going to announce that they're coming in they don't speak English 30. >> Okay. Um it's it's not acceptable. It's not an acceptable environment. Um the superintendent's response uh to um my my
048daughter-in-law, my ex-daughter-in-law um is false. And I think you should check with the kids that are going to Boseies and find out what's really going on there because this guy isn't telling the full story. Thank you. Good evening. I'm Marggo Sanchez. I live in Marble Town. I have a ninth grader in the high school this year. I want to talk tonight about the impact of expanded ICE activity on our community. Though ICE has existed since 2002, the latest federal budget increases its funding by $170 billion for enforcement, detention, and deportation. The Supreme Court has recently authorized ICE to target people based on appearance, language, and employment, essentially authorizing racial profiling of Latinx people and others. Individuals of all citizenship statuses are being taken from street corners, bus stops, vehicles, graduations, job sites, apartment buildings, and
049courouses in big cities and in small towns. This is not business as usual. I understand and very much appreciate that all New York school districts are already required to protect students student information from ICE and the districts don't collect information about students or family citizen citizenship status in the first place. In this moment, I would like to ask the district leaders to go further than this to address students and families fears and needs related to ICE and to ensure concerned community members have the resources they need to respond. The most recent New York State Education Department data says students who identify as Hispanic or Latino make up 9% of our district population. That is a lot of families whose right to due process at the very least is at risk right now. As I mentioned,
050my last name is Sanchez. I took this name from my husband who's of Puerto Rican descent. As you probably know, Puerto Rico is part of the United States, though this fact isn't even relevant to his citiz citizenship as he was born in New York. This hasn't stopped him from feeling like he needs to carry his ID to walk down our driveway to the mailbox. The other day, he pointed out that my son, who's 14 and sometimes spends time in Kingston with his friends, some of whom also have brown skin, is a Hispanic person who couldn't prove his citizenship if he were to be stopped. Should I be sending him out with a copy of his birth certificate? I hope these fears are unnecessary, but I know they are not unfounded. We know ICE is in
051Ster County, and I know it's always better to be prepared. I've been following along as the Kingston City School District expands their training and response to ICE, and I hope Rondout is also seeking to connect to new resources, many of which are are available for free from organizations like Immigrant Defense Network. I also hope the district will continue to seek ways to connect families to resources and equally important to show their care for those who feel threatened by the possibility of detainment and family separation. Thank you. I'm sorry to be bringing this heavy topic to this room tonight, but I appreciate your attention. How does it feel? Nothing. >> So, I'm in electrical class at OSIS and the ventilation system is actually from when they were painting. What it does is it sucks it all
052up and with how they were operating it, it still contains all of the painting stuff in it. So, like it puts it out to all the class. So, they're still breathing this chemicals and all that nasty stuff in. And the classroom is connected to every classroom in the building. So therefore, I can hear anybody's conversation throughout the entire bus. The walls are all combined together. The room isn't connected. So the classrooms, sorry, I can't speak. Classrooms can like they're all one blob. So the teachers were talking. We can't hear the teachers. We can't learn. We have no tools. My classroom has zero tools. We are getting Snap-On sponsorships. So, Snap-On is coming in as they can, but they don't have all the money in the world to give us. So, it's hard for us to
053go on with what we have. So, we are doing OSHA and they're giving us our OSHA so we can proceed with learning. But as who I am, I do all my work. So, I like to get ahead of the OSHA stuff so I can have my stuff for my future. So I have all of my OSHA arts that I could possibly have and offer to me that I already took and completed every course. So I have nothing to do. So I go to Boseies and I sit there for two hours in an electrical class all open that smells like fume with a headache all day and have a hard time hearing each other because everybody's screaming in this building and it's just nothing but loud noises combined together. So, it's just like a really bad
054spot where all these kids are getting put together and they're starting their own activities on their free time. So, I could tell you as a student, I can see other students leaving their classes and leaving the building and going to explore the broken building that's attached to Boseies that has no roof on it at all. And there's videos posted in the area of people exploring while school is going on because of how much construction we are under. So, there's not enough eyes to watch the students in the area of where they're going. There's no cameras. I just had a situation where a kid threatened to stab me or stab somebody because they got shown that they couldn't beat somebody up. And so, they threatened to stab somebody and pulled out a box cutter that was
055in the classroom. And when I brought it to the board of directors at their school, brought it to their attention, nobody had any cameras to get the proof. And this kid was associated with a fake gang in Kingston supposedly. So therefore, there was no student to stand up for whoever saw it because there's no cameras at all and everybody's scared of this one kid. So many things are happening without anybody knowing that is seriously wrong and nobody's ever going to be able to tell. There's no form of communication and no. So it's like really unsafe. That's all I have to say. I didn't know that. >> Uh, next on the agenda, uh, consent agendas. Uh, recommend a motion that the board event approve the consent agendas item. >> Sorry, I'm sorry. It's time. Just before
056we move on, can we look into what's happening at goies and follow up with um those who spoke tonight to let them know what we're doing in order to help support our students who are attending goies >> and they'd like to be on the superintendent's response as truth because it's not >> like to take a visit. >> Yeah. Yeah. Is it ever possible for us to do a walk through and or for you to do a walk through of those weeks? >> I mean I I've done it. >> You've done that before. >> We did it. We did it before there were no students present. >> Got it. >> When we did it, it was right before the start. >> Um we were invited as the superintendent. There were no there were no at that
057>> infrastructure lots of 24 hour shifts the 10 days that they have. >> So, is that something we could maybe try to schedule at some point in the next couple weeks or something? Is that >> Yeah, I'll reach out to Dr. Shanker. >> Yeah. The concerns that were brought forth. >> I appreciate that. >> Next on agenda is uh consent agenda items one through nine. recommend motion that the board of education approve the consent agenda agenda items one through nine as presented. >> I'll make the motion. >> Any discussion? >> All those in favor? >> I opposed. Motion is passed. uh for uh an update. Um next week uh um as board members um myself and Carrie Kasum will be attending the NISPA convention. So that's the annual uh convention for New York school boards
058association and we will be there alongside um Barrett and Dr. Spado uh down um in New York City. It's a It's we get to learn a lot, bring back a lot of information for the rest of our board um and ideas. >> Board time. Mr. Bogart, if I may start with you, please. >> Sure. Um so we had a facilities committee meeting last week. Um myself and Dean attended along with the rest of the committee. Um they were just talking about some some of the leftover monies from the previous capital project and what we can do with that money. And then um with the current capital project that we voted on last year, we're looking at some design work for the um entrance to the music wing, which is pretty impressive. It'll be pretty awesome
059when that's done and uh some of the other stuff going on. Well, you saw you had the presentation of our our curriculum and uh congratulations. But the programs are really soaring. Kids are doing very well and to the walkthroughs the elementary we've only done two elementary. It's it's amazing the engagement, the excitement um by those staff and it's But really those danders are >> I also got to go elementary school walk through all of you as well. It was great. Lots of happy kids. It was picture day so it was a little bit you know not lots of happy kids, great teachers. It's really nice to be there and um Nicole will talk more about the curriculum community data. We saw very detailed disagregated data which was really helpful in understanding what our what story
060the data is telling us in our district. So I really appreciated that. And then um Carrie and I also attended the board the new board member cafe in September. So we had two full days of board member policy responses financial oversight budget jam two days great to be there in person be able to network and just get to know other board members state of New York and this long drive. Um so just everyone touched upon the curriculum the curriculum committee meeting we reviewed fastbridge data in addition to our state testing. So um our fast data is our internal um assessment that it's not the right word. >> It's what screener >> it's a screener to see how our kids are doing. Thank you. Um and overall we saw an increase in those scores as well.
061Um and ultimately fewer students are needing AIS or academic intervention. Um, and so we're really excited to see the AIS numbers declining and to see that our tier one core instruction um the new programs that we're rolling out seem to be um having a positive impact. So, we're really excited to see that. We also talked briefly about our PD um summer work and our professional development plan. So, uh Mrs. Hardes is reviewing the professional development plan and they have a committee that's going to come together to discuss that and make some tweaks and that will come to the full board for approval um in the soon. When is that coming next? >> New year. >> After the new year. Yeah. In the spring. Okay. Thank you. >> Um yeah, so did the walkthroughs at Marble
062Town and Khansen. um like was mentioned and I really appreciate really appreciate the opportunity to do that. It is so helpful to see you know we we we talk a lot we look at a lot of data but to really see um students engaged with faculty and staff and to see the communities to see the art on the walls like all of those things is just so so really helpful. Um and I look forward to to seeing the intermediate school and the high school. um equity council. So, we will have I think our our first sort of official meeting on October 30th. Um so, that'll be happening soon. We also did have a policy committee meeting, but I'll let >> Yeah. Yeah. Yeah. Yeah. I know. >> Um and I do really appreciate a parent
063coming and um sharing about um about ICE and how it might be affecting some folks in our community. Um definitely something for us to sort of think. >> Uh so as the policy committee chairperson uh we'll be having a first reading and adoption tonight uh regarding public comment at board meetings and basically uh there was an incorrect email address that was listed for public comment and it is now addressed uh in the new policy. Uh so complaints from the public are addressed in board policy number 1410. So we'll be looking to just adopt uh that and uh striking uh off the incorrect uh email address. Okay. So that's adoption number one. Uh the second one is a declassification of students with disabilities I believe. and and uh Meg, you can also help me with this,
064but uh we uh were uh informed that New York State has adopted or in is in the process of adopting uh students who may maintain uh eligibility to stay in the public school system until the age of 22 or until they receive a regular high school diploma. Uh I believe that uh it says in here the student will be graduating with an IEP diploma. This prior written notice must indicate that the student continues to be eligible for free appropriate public education until the end of the school year in which a student turns 22 or until receipt of a regular high school diploma. Is there anything else you would like to add to that? >> Yes. Specific to the declassification portion of the policy specific to the eligibility age 212, >> right? And that's coming down
065on the state. Okay. So that's that. And uh the third adoption uh that we're looking for tonight from for support uh is the online distance and remote learning. And basically uh we striking uh in this old policy. Uh it says the district may take steps to increase technological capacity during the emergency school closures such as providing computing devices and temporary internet access. And I believe all the students do have the uh techn technological access to computers. Uh so uh we're striking that out of there because we know that they all maintain that ability. Is that correct? >> Yeah. Before co we issued a Chris, we hadund and something my fis that we let out which is a cost to the district. So this mean we're going to have a small amount of MFIs for internet
066access but you know it's a cost district minimize those >> right so we're we're reducing the amount of street >> yeah and that's that and then the last one which is uh will just be the first reading tonight but the budget uh internal budget auditor talked about uh wire transfers that we don't have included in the policy so we're in the process of getting additional information from the state uh with regards to wire transfers uh that our uh accountant can take care of and is there anything that you wanted to add regards to that? >> No, this tech board of school. >> Okay. So, and those are the policies that will be the wide transfer one will just be the first reading tonight. Uh you should have received some information uh regarding that if you
067haven't. we will provide that to you. And that's it for myself. >> Um, as of right now, the only things I really have to share is that the homecoming dance will be on October 25th, 7:30. >> I think 7:30 to 9. >> 7:30 to 9. And the other thing is that me, Madison, and Miss Torak were collaborating on when we would be best for us to get into the middle and elementary schools. We're currently working on uh with our schedules to figure out what time would be best for all of us. >> Um next week's a big week. We have spirit week Wednesday the 22nd. We have college night. That's going to be big. And then we have the homecoming food truck festival the 24th uh Friday next week. It's big night. >> Yummy. >>
068Um I'll just touch upon a couple things. uh poll for the facilities committee. Um so we did just vote on the first contracts for the uh 2025 uh capital project which is 1A has to do with our sound system, our lockdown system locks that are getting replaced. Uh backing up though from the 2019 capital, we did have some extra money and extra funds in that. So, we are uh redoing all the controls at the high school uh so we can actually control the heat and air conditioning over in that building. That should be done completed at the end of November. Um and then uh the second part of the 2025 capital 1B is going out to bid uh in another week or so. Um which includes the uh secure vest of yours, the wait room
069uh and a few other things. bids will be back on the 18th of November. Um, next meeting is December 3rd. All are welcome. >> I want to once again uh welcome Madison and Zachary to the table here as our as our students uh board members. So, welcome. Thank you for sharing. Um, and I'm so glad to hear that you're going to be trying to go to some of the other buildings, too. I think that's that's always great for you to be able to share some of that information >> of what's happening as well. >> Um just one other thing I want to touch on. I probably didn't do it during my time. Um October is fire prevention month and Ron has always been a big supporter of the volunteer fire departments in our district coming
070into our elementary schools and teaching fire prevention. Um I know my fire department which covered Marbletown School was there on October 3rd doing fire prevention. Tragically, this past week, we did have a fire in the district that affected some of our students. And I think it's really important that we um as adults, as students, we we take this stuff seriously. Um the outcome of that fire I was at could have been a lot worse. So, fire prevention is huge. Um you know, the stuff that we we teach to these young kids um is very important and couldn't save >> that. >> And can I just follow up with just a policy? The next policy committee meeting will be on the 28th of October at 400 pm. Day one session recommended motion that the board of
071education approve the board of education for the 2526 school year as presented. Any discussion? All those in favor? >> I >> opposed. Motion carries. >> Recommended motion that the board of education approve consent agenda items 4 through 7 as presented. >> Motion. >> Any discussion? All those in favor? Okay. And we had our first, as Jim stated to us, our first reading policy uh for the wire transfers and electronic fund transfers. >> Any discussion or questions? >> No. Again, just want to reiterate that that's coming down from the internal auditor. Okay. And that's something that we have not had as a policy and they would like us to uh safeguard ourselves so that when we are transferring monies that it's protected. >> Thank you. >> Recommended motion that the board of education approve warrant number
072four and warrant number five as presented. >> Second discussion. All those in favor? >> Motion carries. Recommended motion to adjourn the October 14th, 2025 meeting as presented. >> I'll make the motion. >> Discussion. All those in favor? >> I have a wonderful night. Everybody drive carefully. How do you know if anybody I'll