001All right, good evening everyone. I got to say that was like the best response ever. You guys win the award for best audience cuz I I maybe it's because you're all performers yourself and you're ready to, you know, pay attention. So well done. Congratulations. So, we will begin this evening's meeting, please, with the pledge to the flag. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Can we just have them all the time? Also, best pledge. >> Yeah. Best best pledge of allegiance support as well. Just saying. I'm going to I may request you guys come all the time. Just saying. All right, we will now uh move on to our report of
002the superintendent. Oh, no, we won't. I'm lying. Special acknowledgements. Dr. Murray. Good evening. In 2012, we introduced our student recognition program, the Ry Recognition of Excellence Awards. Tonight, I am proud to congratulate 90 outstanding music students who are who we are commending with this honor. Tonight's award recipients are music students from elementary to high school who participated in the NISMA solo and ensemble festivals this year. Please come up to the podium to receive your award as I call your name. And we will be starting with our youngest musicians. So when I call your name, you'll get your award and then you'll go all the way around shake everyone's hand so I can congratulate you. And we'll be starting with the students of Anna Dagmar Johnson. Louisa Airheart, fifth grade, voice soprano. Anika Shandrascar, second grade
003piano, received a perfect score. Ethan Chang, fifth grade violin. Arya Dela Carpini, fifth grade voice soprano received a perfect score. Congratulations Zadeie Garcia, fifth grade, voice soprano. Anna Gulia, third grade piano. Congratulations. Ren Oyama, fourth grade piano, received a perfect score. Congratulations. Levvenia PZ, third grade violin. Avery Slater, fifth grade cello. Deckard Stein, fifth grade cello. Adeline Sue, fourth grade violin, received a perfect score. Ingred the third grade piano. AJ Hupal, fifth grade cello. Stellan Venyansky, third grade piano, received a perfect score. Maruka Watanabi, first grade piano and violin, received a perfect score for violin. Jonathan Wlham, fifth grade piano. Karuma Yamaki, second grade piano. Congratulations. Ryan Yao, fifth grade piano and cello, received a perfect score for cello. And now the students of Yan Shim Kim. Emily Bristo, fourth grade violin. Is that AJ?
004AJ Opal, fifth grade cello. Cecilia Def, fifth grade violin. Congratulations. Sia Okawa, fourth grade violin, received a perfect score. Shunya Okawa, fifth grade violin. Viola, sorry, viola. Ivy Sipsma, fifth grade violin. Congratulations. Maria Vasuda, fourth grade piano. Congratulations students of Matthew String, Ella Broznahan, fourth grade, baby clarinet. Jasper Childs, fifth grade snare drum. Matt Goss, fifth grade trumpet. Congratulations. Luca Garnier, fourth grade snare drum. Congratulations. Kaio Kagami, FIFTH GRADE SNARE DRUM. KYLE MANTEL, fifth grade trombone. Congratulations. Mackenzie Shel, fifth grade trumpet. Students of Liz Beth Burrow at Ry Middle School. Brando Abate, eighth grade violin. Congratulations. Dylan Chong, sixth grade piano. Rosalia Def, seventh grade violin. Congratulations, Venant Dash Dix. Sorry. Dakamakamina, sixth grade piano. Congratulations, >> Sophie Gamand. >> It's Vanti. >> Vendant Desami the Vanti. >> Thank you. Thank you. Sophie Gamman, seventh
005grade viola. Sasha Paul, eighth grade, double bass. Owen Picker, eighth grade piano. Benjamin Vanzant, sixth grade, piano and viola, received a perfect score for piano. Meen Velmore, eighth grade piano. Kinsel Walsh, seventh grade, violin. Victoria Wolfkolk, eighth grade, piano and violin. Congratulations, >> Bella Yang, eighth grade cello. Eve Bulger, eighth grade, voice, soprano, received a perfect score. Annabelle Beha, sixth grade voice, soprano. Congratulations. Alexander Brand, eighth grade, voice alto, received a perfect score. >> Congratulations. Thank you very much. >> Anna Johnson, eighth grade voice alto. Eleanor Smith, eighth grade voice soprano. Congratulations, Scarlett Warren, sixth grade piano. And students of Tyler Schwarian Ryan Middle School, Liam Brown, 8th grade, Alto Sachs and Clarinet received a perfect score for Alto Sax. Congratulations Ethan Bubac, seventh grade piano. Kevin Chung, seventh grade piano. Archie Durkin, sixth grade,
006Alto Saxs. >> Congratulations. Katie Gulia, sixth grade, flute. Micah Gallup, eighth grade, alto saxs. Congratulations. Anise Hul, sixth grade B flat clarinet. CONGRATULATIONS Hakura Hakagami, seventh grade flute. Okar Mandere, sixth grade flute. Congratulations Philip Napolei, sixth grade, Alto Saxs. Sasha Olovit, seventh grade, Altos Saxs. Congratulations. Rehea Shereai, sixth grade flute. Aim song, eighth grade trombone. Angelica Song, sixth grade flute. Vivian Therrell, sixth grade flute. James Thomas, seventh grade B flat clarinet. EMMA VALDEZ, seventh grade flute. Congratulations. Students of Dan Brown at Ry High School. Graham Durkin, 10th grade, Tener Sachs. Congratulations. You're welcome. >> Congratulations. >> Arman Joseapian, ninth grade, Alto Sachs. Aliana Malcani, eighth grade, classical guitar. Congratulations. Evangelene Malcani, ninth grade, Bflat clarinet. Isan Menda, ninth grade, Alto Saxs. Congratulations. Cole Pagan, 11th grade. Tuba Susafone. Congratulations, Justin Q. 10th grade snare drum.
007Sahil Velmore, 10th grade Bflat clarinet. and students of Elizabeth Burrow at Ry High School. Dario Abate, 10th grade violin. Andre Anastasian, 10th grade cello. Congratulations. Thomas Chen, 11th grade cello. Congratulations. Sophia Ekllov, 10th grade viola. Congratulations, Tito Diego. 10th grade viola. Philip Kerianis, 11th grade violin. Timothy Morell, 10th grade violin. Jonathan Ratundo, 11th grade cello. Rosa Shamasu, ninth grade violin. Tiger Var, 11th grade cello. Maline Wington, 10th grade piano. Kiana Yang, 10th grade violin. We have our students of Tom Snowden at Ry High School. Julia Carbalo, 11th grade piano. Amalia Harris, ninth grade voice, SOPRANO. Ana Prasad, 10th grade voice alto, received a perfect score. Congratulations. And finally, I have to add that the Ry School District was just given a best communities for music education designation by NAM, the National Association of Music Merchants,
008a trade organization for the music products industry. We are one of just over 10,000 school districts, independent and private schools that have demonstrated a deep commitment to music education. And congratulations to all of you on your outstanding achievements in music this year. And now we'd like to will you please join us with your teachers for a photo a few photographs here. Okay. Y So teachers, you can get in as well. Okay, a few more seconds. >> Okay, awesome. All right, one more TIME, A ROUND OF APPLAUSE. CONGRATULATIONS students and thank you so much for being here with us this evening. Yeah, let's go. Heat. Yeah. Heat. pretty good. We're ready every No. Where's Val? Okay, thank you so much everybody for joining us. If you're staying for the meeting, we'd love for you to stay
009and join us. If not, we would encourage you to go to the gym and make sure you vote uh or just enjoy the halls and enjoy uh reconnecting with people you may not normally see. So, thank you. And so, now as we transition to our business for the board of education meeting, we will continue with the superintendent report. Dr. Murray. >> Sure. Thank you. I'd like to begin by congratulating our fourth and fifth grade students on their outstand outstanding orchestra, band, and orchestra concerts this spring. These performances reflected not only Yep. Excuse me. If we could move our conversations to the hallway, that would be great. Thank you. Okay. Sorry, Dr. Murray. Go. I'll start over. I'd like to begin by congratulating our fourth and fifth grade students on their outstanding band, orchestra, and chorus
010concerts this spring. These performances reflected not only musical growth and talent, but also the confidence, collaboration, and joy our students developed through the arts. I also want to congratulate our middle school students who starred in this year's musical review. Their energy, creativity, and dedication made the performances truly memorable. At Ry High School, our academy students recently held their annual action research symposium. students presented research on a wide range of meaningful and timely topics, demonstrating strong analyt analytical skills, thoughtful inquiry, and the ability to engage deeply with complex issues. Experiences like this exemplify the critical thinking, problem solving, and communication skills we strive to cultivate through our Ry commitment. Over the past two weeks, we have also successfully administered the New York State grades 3 through eight mathematics assessments, as well as the grades five and
011eight science assessments. I'm pleased to report that all testing proceeded smoothly across the district. The results of these assessments along with our grades 3 through 8 ELA assessment data will be shared with the community this fall as part of our annual assessment data presentation. And finally, I would also like to extend my sincere thanks to all of our PTOs and POS for hosting our community budget conversations. We have truly appreciated the thoughtful questions, meaningful dialogue, and engagement from community members throughout this process. These conversations are an important part of maintaining transparency and helping our community better understand what this proposed budget will bring to our students and schools. Thank you. >> Okay. Thank you, Dr. Murray. It's always a great time of year where we get to see lots of student showcases and really get
012to appreciate all the work of our teachers and our uh students. We will now move on to presentation and discussion one with a conversation presentation on our school counseling advisory council. Yep, that's fine. I'm actually gonna give a little bit of an intro. Um, so tonight you're going to hear from Seth Bushing. He's our director of school counseling and student wellness and he's going to be giving you an update on our school on our um advisory council. Um, and this advisory council um meets uh two to three times a year and they go over our school counseling plan and they do revisions um throughout the year. And so Seth's going to give you an update on what those revisions um were, what the big takeaways are, and what kind of adjustments we're making to our
013counseling program because of it. So Seth, >> evening everyone. Good to see you all. What a fun way to start our night. So I'm going to start with kind of an overview of what the advisory council is. It is something that is statemandated, but it is something that we've taken and run with and really turned it into something well beyond a mandate and really part of the mission of the school counseling department. Before I do that, we have to share what exactly is the state needs from us. And that is the school counseling program plan. That's a required document that every district has in New York State uh that gets published to our website. And in that plan, we go through in detail all aspects of the school counseling program from K to 12. So
014the plan itself, there's a hyperlink there, and that's just a sample of the high school section. There's a section for the middle school and the elementary schools as well. The purpose of the plan is to highlight specifically what we do in terms of our interactions with students from curriculum to personal one-to-one meetings. Then highlight who actually carries out that task and how we assess whether that task has been complete. And each year part of our goal is to review that plan and first check to make sure that it's in alignment of what's really happening. and secondly consider how we should modify that plan moving forward to push the program. So the advisory council is the committee that meets to do this process. It's not solely school counselors or myself involved in this advisory council. The
015advisory council consists of administrators both district and building level all the school counselors in district uh clinicians teachers and other members of the community who have volunteered to be part of this conversation where we're looking at how we can specifically push the school counseling program. Now I'm going to get into in just a moment how this ties into the seal committee which is related but distinctly separate. So these are just the requirements. We have the mandate to meet twice a year. Our district voluntarily meets three times a year. Uh I'm also a member of the Westchester department uh directors of school counseling group which meets uh by yearly and we talk I don't know three times a day just sharing all the school counseling information and updates. Interestingly, even though it's my first year here,
016I've informally been tapped as the expert on this because most districts unfortunately are not currently meeting this mandate. And because we've ex exceeded the mandate, a number of directors around the county have reached out and looked for adisement on how to not just complete it and what the expectations are um but also how to make it something more than just a meeting. Uh I don't like having meetings for the sake of meetings. when we get that many bright people in a room together who care about this program, we actually have really interesting results and that's something that I've been helping to share with the rest of the county. Uh, currently we have 23 members total and we meet again fall, winter, and spring. So, we just had our last meeting. My brain is not functioning
017within the last two weeks, let's call it. So looking into partly my role and why I'm in charge of these two committees hopefully we can see a little bit of a connection between the committee and the advisory council which serve distinct roles. The advisory council again is focused specifically on school counseling. However the committee is inextricable from that work. So the committee analyzes the climate data and then we look at trends and we make building and districtwide suggestions as to how we can improve and implement new things to move seal districtwide. Me being the leader of that committee then make sure that that is turnkeyed over to the advisory council where we take that data and that analysis and we say as a group what can we do as a department to help this process.
018While school counselors are not solely responsible for the district they are certainly fundamental to how students perceive the social climate of the district and making sure that there is someone that they have that they are connected to directly who can support them if they need it. Um so when we meet we always use the plan as the central document to guide what we're discussing and this year we have a number of updates. When we met at the beginning of the school year we looked at what are the priorities and this thankfully was coincided with the committee meeting where I was learning quite a bit about our district and where we really have room for growth. So in the K to5 area, we looked at providing more timely targeted classroom interventions and enhancing the teacher and
019counselor feedback and collaboration piece. Um as we know school counselors can thankfully ours don't try to do this at all can get buried in office work and feel very separate from the teaching staff and from students in the classroom. Now, our I'm going to share a bit about our curriculum and how we've really taken a lot of steps long before I got here to circumvent that problem and get our school counselors in the classroom. But having a sacred time when teachers and school counselors can communicate directly about what supports the teachers need in the classroom and how we can implement that is something we've talked about extensively this year. In the 68 6 to8 area, we looked at improving student transitions to sixth grade. Um we've done already, I think, a wonderful job of making
020sure that our students get tours of the building and connected um with administration and school counselors from the middle school. The school counselor from the middle school, the current eighth grader, eighth grade school counselor, that's currently Dina Farewell, visits the elementary schools regularly both for meetings and also just for engagement with our students. But even with those things in place, the middle school counseling team and the parents involved in that level uh discussion were really interested in enhancing that process even further. And these tie in together, which I'll share in a moment. But the other piece was looking for peer mentorship opportunities and finding ways that we could enhance student leadership for some of our older students and see how we can really make sure that those sixth graders are supported not just at the
021administrative or counseling level, but also by their peers. Lastly, in the 9 to12 category, we're looking at again improving student transitions. That jump is significant. Even though the buildings are adjoined, the and I've discovered this very much through the committee work, the internal emotional shift that our kids go through from I'm in middle school, this is fun to I'm in nth grade, this is serious work is a significant shift. They may only be a couple hundred feet away from where they were the year prior, but that transition piece is really critical to their success both academically and socially. Um, and so we've looked at ways that we can improve that. And additionally with the amount of information and deadlines and just I'll say it twice because that's how much information at the high school level
022providing more more timely information to parents so they do not feel that they're in a state of catching up or falling behind but are well informed in advance. And we're going to share a little about how we do that below. Just for your review how this aligns to the RC RCSD strategic plan. You'll notice that across all three categories, it's about essentially about empowering students. Um the school counseling department K to2 really focuses uh philosophically on giving students voice and the ability to make decisions on their own and in a tiered approach that we become more and more handsoff in terms of by the time they're graduating seniors and making their final decision for college career or any post-secondary plans. they ultimately are driving the conversation. So, in terms of our updates, the elementary school
023counselors, we've decided that for next year's school counseling plan, one of the updates, uh, is the counselors themselves participate in bimonthly grade level grade team meetings. Um, I believe they're sometimes lovingly referred to as glam. Is that accurate? Glam. Is that um, it's wonderful name. Some people don't use it. I'm going to pick it up. level meetings. >> I love it. So the goal here is that the already there is an established meeting that happens monthly with the grade level meeting uh team meeting. What we saw thinking through the existing structures of how do we get the counselors face to face in a conversation not just about individual students that's already happening um in our IST. The question was, apologies. It's a warm day and I never take my jacket off. The question was, how
024do we get them discussing with teachers grade or classwide issues? The I don't want to take too much time to explain the specific reasons why this is the thing that we focused on. In short, we used to have a survey that was shared with teachers where they would respond and give feedback on what their grade or their class needs. The trouble with that is with the implementation of DBT, which was a complete curriculum, it became very challenging to shift around the the curriculum ad hoc to fill in specific teacher needs for a class. The goal here is to actually just in a every other month format have the counselor sit down and say what does your whole class need and get that directly. That can either lead to tier one interventions where the counselor provides
025recommendations and support to the teacher themselves. Why don't you try this and we can meet up at a later date outside of this meeting and see how it's going. And then with the two-month window, that gives us a reasonable amount of time, 60 days to check and progress monitor if that intervention is working. It also creates a natural natural MTSS or escalation process where at that check-in point two months later if it's still not working whatever the classwide intervention was the counselor then can elevate that and say either I will come in and do a lesson specific to the needs of that class or maybe we'll talk about something else we can do in combination with administration to support your class or if it happens to be gradewide issue. So, uh, at the middle school
026level, the Shine Brightite Youth Leaders is how we came up with, well, what we came up with to in concert look at how we can improve transitions for our sixth graders while also empowering our older students and creating leadership opportunities for peer mentorship. So the purpose here is to elevate our current rising eighth graders or rising well seventh graders rising eth and we are going to do an application process in the coming week that uh teach parents rather are going to have communication shared with them and then we're going to do uh visits to classrooms myself and Gabby Thomas the new seventh grade counselor to share this opportunity with kids give them a time to ask questions about what is specifically involved. The goal here is to train them to understand citizenship not as a
027global issue only but as a local issue and how we look out for those around us, how we help to support our community and be called upon for any type of community interaction that the building administration might need. Um there are so many opportunities in any school building where we have a need for kids who we can rely on who have an understood identity and responsibility to show up not just for the school but for their peers. Um, and the goal of this program is to meet ultimately at least once a month for training and check-ins, myself and our school counseling team with the support of some of the teachers uh that has gotten in touch with to help these kids understand what that rule role and responsibility looks like and then following that meeting
028with students directly in small groups. Initially, our goal for this school year is ultimately to have connection time where students who are older can spend time either playing games or activities to break the ice so that ultimately even if no magic happens in that 30 minute or approximate session of checking in with sixth graders. more importantly throughout the day when they see someone that they recognize who's older throughout the halls. Not only do they feel more comfortable, that those kids are like me, they're not scary or intimidating, they're people that I can relate to, but also we have a whole other layer of eyes and ears around the building with kids who understand that it is a collective responsibility to take care of one another. And so our eighth graders in our discussions with them
029will start to understand that when I see something happening with one of our younger students either I help them and intervene or I share that with administration or a trusted adult to turnkey that information so it can be intervened early. Uh lastly we have uh parent orientation and student orientation. What's new in that two phrase combination is parent orientation. Student orientation has existed for I'm sure many years. I'll start there because there is still a change in student orientation. So the 9th grade student orientation has fallen upon the building administration almost exclusively to go through the brass tax of entering 9th grade. What we recognized when looking at our year-long roadmap for counselor interactions, which I'm going to share shortly, it's in draft format, is that in no very specific and targeted way did our
030school counselors have the opportunity or the students have an opportunity to meet their school counselor in anything other than a completely general format, meaning a casual wave during a large assembly until approx. approximately late October, early November once applications slow down a bit. They don't stop at all, but they slow down a bit. And then after November 1st is when our school counselors set aside time historically to meet individually with students. The goal with the student orientation is to give the school counselors a specific role within that student orientation. Not to simply be present, but in actually in in reality to do breakout groups as a specific component of the orientation where after the main presentation, the school counselors take their students go to a separate location and do their own kind of mini introduction,
031orientation, and icebreaker. So, it's clear from day one who is my school counselor, what is their role in my life, where do they live, and how do I get help if I need it? Uh, it was it's an unfortunate reality in many schools that you'll even check in with a 10th or 11th grader and say, "Hey, by the way, who's your school counselor?" And say, "Name not coming to me." That's a problem that is totally solvable and we need to solve it as soon as possible. So taking that step to make certain that our students know not just who is my school counselor but also have the community element of this is my group of peers who also shares that school counselor is another connective point which will automatically help kids to connect. Hey do
032you also have Miss Bacon? Why don't we stop by her office at lunch today is a much more comfortable approach as I've learned for our students than on their own going into the school counseling office. Um, so having knowledge of who you share that counselor in common with apparently, so speaking with our students would alleviate some of that stress or anxiety of I don't want to go in there and disturb them. I haven't met them yet. Uh, more uh monumental, I guess, is the parent orientation, which is truly new. uh in uh collaboration with Andrew Hara, we looked at the year-long road map of counselor touch points and recognized that there was one key component missing, which is the parents being oriented to high school. Um while students receive orientation, all the information directed towards
033parents was generally digital. Um and there was the first moment that the school counselor got an opportunity to sit down and actually speak with a parent in any capacity unless the parent reached out on their own accord was mid October which was the first freshman meeting of the year. So that created a very visible gap of information and connection between parents and school counselors of about a month and a half every year where their their child is in school but the first time they get information from the school counselor is well after school began. So this parent orientation we've not set date yet. One of the challenges uh of setting a date is we wanted it to be before the student orientation which would mean a couple days before the start of school. Obviously travel
034travel challenges could be a factor. So we are being very mindful of the best date for parents to be able to be in attendance. But the goal is similar almost identical in format to the student orientation. There'll be a broad presentation uh led by myself and Andrew Har of course and the building administration and then breakout groups where parents can also as their children did connect with other parents who have that school counselor be able to share information and then know exactly who their school counselor is from again don't quote me day one but very very early in the school year as opposed to a couple months in. I apologize for the wall of tiny text. Um you're welcome to zoom in later. This is a draft. Um when we look at 9 to2 quickly,
035we've talked quite a bit about uh K to 5 and then in the uh implementation of the 6 to8 DBT curriculum, we talked a lot about really the K to8 curriculum spectrum. But the 9 to2 has for myself as the director has been a bit of a challenge initially to understand what it is that we do. I've been putting this together over the course of the year and I'm actually quite amazed by how much our high school counselors do in terms of curriculum. Now when I say curriculum on the parent side of things, I mean primarily our evening presentations which are designed quite intentionally with a scope and sequence of what does a 9th grade parent need to know, 10th grade parent, so on. And if you were to take the time to zoom in
036on this very complex looking map, you'll you're able to see where the touch points are. Now this is the updated map which introduced I'll see you see see if my mouse will be useful here struggling with it. This is where the rising ninth grade meeting exists which is in January sometimes February for 8th grade student parents. So this is the first time they get to meet school counselors but at this time part of the issue that we saw is school counselors are of course not yet assigned. So while parents are meeting school counselors, they're not meeting their school counselor. There was then prior to this, ignore the green box for just a moment. We're going to come back, but this was the next time that parents got to meet with their school counselor, which was
037somewhere between, depending on exactly the year, November, December. And we wanted to plug that hole so that parents know who their school counselor is immediately. And that's where the ninth grade parent orientation comes in. So they meet in January with the rising eighth graders when they don't have counselor assignments yet. Then at the immediate beginning of the school year, meet with their counselor. And now that gives us the opportunity to push back this 9th grade meeting to January, which happens instead of in November where nothing particularly is happening with 9th graders. It's too late for orientation, but it's too early for the next big pivot point in a ninth grader's life, which is course requests. So, the January meeting then allows parents to get direct information from the school counseling team about c the course
038request process about the transition to 10th grade, what they need to know for the remainder of the school year, and provides a mid-year check-in point where we met with you in J in September. We're checking to see how it's been going. We'll give you an update in some things that we've learned, done, changes, and now let's start the process of planning for next year. Uh and the goal in all of our presentations which thank you so much to board members for whether out of interest or for your children and need for information joining some of our evening meetings. We've made a concerted effort to roadmap more and make very clear timelines so that parents in 9th grade understand what is going to be coming down the pike in 10th, 11th and 12th. even if they
039don't need that information right now, having a general understanding of what does 10th grade look like for my child because our parents are planners and the reality is they're not living in the moment with their children. They're thinking long term and the school counseling department is responsible for giving them the long-term road map. Even if right now our goal as a school counseling team is to keep you in the present because that's how we support our kids living here, not four years down the road. Um, I'm not going to spend much more time on this particular slide. You're welcome to look through it, but the rest of this continues in the same pattern that we're planning to move the parent meetings to the January February time of year. So, it's a midyear check-in and the
040focus is here's what's been going on and here's how we start planning for the next step. One other meeting that we are reintroducing to the district. This down here, I'm sorry that the projector is a little bit hard to read these words. This is something that we've been doing. This is the um the college fin we changed the name and focus of it. It used to be called financial aid night, but really it's we've broadened the purpose of it. Not every student is searching for financial aid. So, we've changed it to college financial planning night and broaden the audience because there are many families. We're anticipating actually broadening it next year all the way down to sixth grade because obviously the college financial planning process does not start in high school for many families. Um
041so that happened this year. Uh we had a great uh representative from Yale who I hope to have back next year, Katie Brett. But the reintroduction, not reinventing the wheel, this did used to happen. We're going to reintroduce the college admissions officer night where we get in contact with a college admissions officer from a school that we feel is appropriate and relevant to our students. Um, and parents will get the opportunity to interact directly with the college admissions officer, ask questions about the application process, their views on current trends. Um, I am also considering this will be run by me directly as was the college financial planning night. I'm considering switching this to a virtual format both for convenience and to broaden our ability to access schools across the country. Otherwise, we're located we're relegated
042to people who can drive here in the evening. Uh so, uh I mean I've been in touch with someone from Chicago. I think might be a great reintroduction or someone else. Um and certainly she's not going to fly out here for one hour, but she might jump online with us. Last, the 9 to2 curriculum map. And they make more sense when you view them at the same time, but that would really be a lot. The goal in some of these changes is to align the timing of parent information with student information. One of the things that I learned this year in looking at how things existed coming into this role is that the most successful night or most successful pair of meetings was the rising 9th grade meeting. It seemed that it fell there because
043of happen stance. But ultimately the parent meeting happened right before literally the week before school counselors push into classrooms and meet with students to discuss course request process and transition to 9th grade. We had a lot of positive feedback on the timing because parents felt equipped to have those conversations with their students both prior saying, "Hey, next week school counselors, I met with them last week and they told me that they're coming in. Here's some things I want you to ask them or think about." And then when the students came back home with more information of their own and opinions, the parents, I've been told, felt more able to guide them through those conversations because they had the information recently as opposed to a couple of months apart. So the goal moving forward is to
044as best as possible align parent meetings so that they occur prior to or at least within very close proximity to the related student meeting where we either do a senior assembly or do classroom pushins so that there is an understanding between parent and child of what's going on in the classroom and they can actually support at home the work we're doing in the school. Just one last thing just to show off is the goal of this map and the like the design of it is that you can track from 8th grade all the way from 12th grade all of the formalized touch points. Obviously there are many many informal touch points with school counselors, kids dropping into the school counseling office during community lunch or wherever else. But I will say having been in other
045districts, the amount of times that counselors are expected to formally set aside time for meetings uh to be one-on-one with a parent or student or to be with parents in a community setting is phenomenal. And uh I've actually I've part of the Westchester group talking to other districts about how our program really does while still needs plenty of growth embody a a model that other schools want to emulate. And the little that we needed to get it give it to align it to seamless communication I think is going to make significant changes next year and we're going to continue improving that program. But between the push-in lessons um and all the individualized meetings and then the evening meetings, we do have many times that students get information and the goal as discussed earlier is to
046make it more timely. So it aligns better to the school uh scheduling calendar so that kids are not asking when am I finding out about X. They know beforehand and feel armed to go in and make decisions on their own. feeding back toward the goal of empowering our kids so that by the time they graduate they can make these decisions without our help. Additional DBT training for school counselors. Uh right now we found out that uh they extended the DBT curriculum all the way down to K. So uh our elementary school counselors have signed up for a training where they're going to go learn about DBT at the K to2 grades which we don't currently have implemented cuz it didn't exist previously. and we're going to see if we can implement parts or in whole
047over the coming years and if that's something that we want to undertake. And then we're also working as discussed earlier in the committee wrap-up um increased TA and aid support for Kelso's choice. I've spent a lot of time with our counselors on the playgrounds and in unstructured time understanding what the challenges are and it's become clear to me in the building principles at the elementary level that our TAs are very much our first line of defense and they need a lot of our support. So, I've been working with the counseling team. We're meeting in uh next week I guess to discuss what kind of training materials they need and plan for next year. Thank you. I don't know exactly who or whom's in this room found space in the uh TA and aid calendars to
048provide that training but thank you. Uh that's going to be pivotal in terms of getting time formally on the calendar to sit down with them and go through some of their concerns because even informally going around they're asking for this very much so I want to help these kids but I got 200 and they're all coming up with different things and I need a quick way to meaningfully address it. And so Kelsa's choice is our our approach. Excuse me. There's actually a typo. Kelsea's choices. Um that was my typo, but making sure that they understand those tools and can quickly implement them uh the way that the counselors have been teaching the kids. Now we need to teach similarly to our adults. 6 to 8. Uh we've been conducting responsive classroom inter visitations. While I
049do not believe there's a current plan to fully implement responsive classroom in its structure and morning meetings because it doesn't really fit with the middle school schedule, the framework of communication with students is really critical to our work and carrying that up from the elementary schools and our middle school team leaders have been phenomenal in terms of their feedback on visiting the elementary schools. both because it's fun and because um seeing what our kids are being taught and the way that we approach SEAL at the K through 5 level and making a welcoming environment for those kids coming into sixth has been awesome. Uh and I believe very last is 9 to 12. Um we have a new automated college app data collection tool which is so exciting and everyone is really talking about. I'm
050kidding. It's not it's an invisible thing that no one would know exists. That's fine. But while a lot of my role obviously focuses in SEAL, I never ever want to forget the critical role of college admissions and making sure that our kids have every advantage possible in that extremely challenging mess of college application season. Um, one of the biggest challenges in any district is collecting meaningful data on college admissions. Um, this comes as a surprise to many people. Colleges do not tell us who was accepted and who wasn't. So, if a kid sends out 23 applications, we are relying entirely on that student to tell us which one they got into. Understandably, from the side, many kids do not want to tell us which ones they got rejected from. But that data is just as
051important and informative to our college process as acceptances. Historically, while counselors have absolutely tried to get that information, um it's like pulling teeth. So, we've made an automated system where it actually sends out individualized um application audits to students so that they can update it. It's shared with their parents directly. Uh if we have any senior parents, you've got one of these and they can automate it automatically communicate that information. Doesn't get shared anywhere else. It goes back to the database. That all gets uploaded directly to Naviance. and really I I mean significantly enhances the accuracy of our scatter plots and college admissions data. We rely on that. Um it is it is one of the biggest things that private college counselors do not have, which is our data. And if our data isn't accurate,
052then we don't really have it either. So, we spent a lot of time figuring out the best way to do that. And I'm looking forward to a much more accurate application process uh next year. And lastly, the reintroducing college admissions counselor night. Parents want information. We have connections and we want to share those connections. So hopefully um some of you will jump in next year and see what the college admissions counselor has to say about new trends cuz things are constantly changing and hearing it directly from the proverbial horse's mouth. Um the process looks one way on paper and on the internet and looks a very different way when you actually talk to people who are flipping through stacks of papers every day. And just last plug is the importance and the amazing thing we
053do every year which is the amount of college adviserss that we have come into our building every year. I think this year we had I could double check the number somewhere around like 130. Um, and I'm going to be working with Andrew to really get the word out to kids of how important that meeting is. Initially, I was concerned about the timing of those meetings because they happen early to late fall all the way from that based on the colleg's schedules from um like early September through mid November where some students have already submitted applications or still, you know, planning to submit. The most important part for me is not so much the learning about the college, it's getting a personal connection with that college adviser. Many of the the admissions people that come in
054are the ones actively reading the applications. So, I want to share information with our seniors at the assembly next year about how to prepare for those meetings. I sat through I don't know 40 50 of them. They're in my office, so it's hard not to. But the students came in unfortunately I I felt a bit underprepared not understanding exactly what it was. It was not they're not the college person is not coming in to make a sales pitch. They're coming in to answer questions even specific answers to questions about hey I wrote this in my essay. Do you mind taking a peek at it giving me some tips? Many of them are willing to do that. Um, and because it's an informal environment, it also creates an immediate connection when that kids if especially at
055smaller schools, if that student's application comes up in the stack, it's hard not to say, "Oh, I remember that student." And that's a valuable connection. So, um, communicating those things to students and parents because I did send out, I think, an email blast to our senior parents like, "Please make your kids go." But I don't know that they understood exactly how pivotal that opportunity is. Not for every college. Some they send out a general rep. Um, but some of those people, I mean, you know, the lead officer from SCAD was in my office for an hour and a half just chatting and hanging out with kids like, "Yeah, what do you want to know? Let's look through your portfolio." Um, and those are opportunities that many students never get uh in the application process. So,
056I want to just make sure that the resources that we already have are really tapped into. I think that's everything for your sake. I think that's everything I have. Questions? >> Okay, great. Thank you so much. Um, questions, comments from the board. >> I will say I am a senior parent and I received the email with all of the data to fill in. The schools were all in there, but then the data to fill in, which I >> appropriately told my child to do, but thank you. But I thought it was really helpful and I and looking at it and opening it up I think it's it is one of those crucial pieces that has always been sort of missing in you know at the end of that whole process to be able to not
057only not only for the data um factor for us but I think actually in some ways it's good for the student to look back and say oh and this was and this was all these places that I wanted to I was really interested in and here here are the various things that may have may may have occurred um throughout the process cuz I think by the time the senior gets to this point in the year, they're they've they're like, "Oh, that didn't really happen." So, I thought it was a great it was very clean, very easy. Um and I I hope that you're getting the response that you were looking for in terms of >> Thankfully. Yes. And it's automated so they'll keep getting little reminders and so >> perfect. And it also includes data
058and creates a future flexibility. Um, Naviance, for example, does not have a method of tracking uh, SAT SAT score submissions, whether they did or not. Obviously, we know that's one of the biggest questions that all of our juniors and seniors have is should I submit based on my scores. We have unfortunately there's just no way to track it. is there is no data that exists to this kid had you know a 1420 did they submit did they not submit and do we think that it had a meaningful impact >> there's no way to track that I mean so it gives us flexibility that we can become more granular I kept it light I wanted to get the key pieces which was you know score submission uh whether or not you were uh you know deferred
059or weight listed also because the weight list piece a lot of kids will submit their final and then there will be an on our end it will appear because we send off but we didn't know they were weight listed and change their acceptance sometime in July. So that confirmation that they are still weight listed we can keep them on a side list to know we may need to contact this family or they may be reaching out to us over the summer and make sure people are aware of that. So um just getting cleaned up in the data and then creating a format that is hopefully if this is the case this is my first formal check in >> hopefully seamless for parents and then we can really get granular in what we're looking for and
060then now we can go into for example Vanderbilt >> what's working isn't working and really look on our own end because there's only so much they're willing to tell us but we can start figuring out that story on our own if we have the data to do so >> and and I would just say just in listening to talk about um trying to introduce the counselors earlier um for the student each for when they first transition to 9th grade and then the consistency over time. I think having that relationship start a little bit earlier and maybe in a um a slightly more informal way if it's you're just kind of getting to know with the group of other kids. It's not as awkward maybe as to go in and have an individual meeting. Um, I
061would hope that that what we'll see out of that is that as students move through high school and then ratchet up to this process, which is it's a a process that is so overwhelming and stress and um that the relationship that they have with their counselor will help to find, you know, help them find some balance in it. I think they they already are doing that hard work to try and help kids have that. But the earlier you have that relationship, the the better off you probably are at that moment when things are really overwhelming. >> Absolutely. Um, one of the things I wanted to say and you mentioned it in a couple of different areas which was communication and working on the communication and clearing up the communication and I think as you've highlighted
062but as you also have talked about there are already a lot of great elements within our counseling program K to2 and sometimes because you just don't hear about it you don't know about it you don't know to know what's so great and what is happening and so really cleaning that up um Sometimes that's the easiest stuff to do and it makes the biggest impact, but it also takes a lot of time and it takes a comprehensive look, right? And so that's what we're seeing here. And I think there's going to be some really great um changes that are going to come of it. And I'm really excited because this is a yearly report, right, that we get. So we get to see what happens next year and how all of these great things um and
063how they impact our program and our students going forward. So thank you. This has been really great. any other Thank you. >> make a quick comment. I just want to say I really appreciate the page about the curriculum map for parents because my oldest is now in college, but I feel like when she got to high school as a as a you know, a new parent, I I didn't know what was coming and I felt like you just were supposed to know. Um and so I really leaned on friends who had um kids that were older to try to figure it out. So, I just I appreciate that you're you know that's a focus and that you have this curriculum map and that you're moving things earlier because as you said you know we're a
064very involved group of parents in this district and we like to know what's coming and we like to plan ahead. So the earlier and the more information that you can give us the better and it's greatly appreciated. So thank you. >> Absolutely. Last little just bonus feature again remember no holding me two things that I say right that's dangerous work is we also have a tremendous amount of international families and we make a lot of just inherent assumptions that they know what SATs are or they understand any number of things school related that are from a native New York or like oh yeah come on you got to get regents on they don't know what the word regent means so we're again please don't hold me to it this year exactly what that looks like.
065Um, but thinking of ways at least in our communications to outline things in a way that someone who is not familiar with the US system and New York specifically, which is a little bit trickier than any other state other than maybe California, Massachusetts, um, what those like even like broad definitions are and creating opportunities for them to connect. Uh, because especially we have a lot of kids who transfer in sometimes mid year in 10th or 11th grade and the amount of catch-up that our families have to play. So even I will lean on parents as well to connect with our uh transfer students especially those who are international to help walk them through some of those things because it is a lot to learn and it's such like a anxietyfilled sphere to come in during
066high school in particular and learn not just how to get into college but the whole system around it um is a lot. So looking at different ways to comm create create communications for international families and times for international families to come and ask questions more privately that might feel a little bit ridiculous to ask in say a whole gradewide parent meeting like by the way you mentioned the ACT what what are ACTs very legitimate question but maybe not something you want to ask there. So just creating opportunities um for people who are really not in the know about all the intricacies of this to ask otherwise kind of silly questions which are not silly. >> Right. There are no silly questions. Right, Mr. Bushing? >> I believe there are some silly questions. Miss Anderson, >>
067I'm sure. Well, okay. We'll we'll agree to disagree because I have lots of silly thoughts, I guess. All right. Thank you so much. This has been super helpful and I'm really excited. um about all the work that you all have done and we look forward to seeing these changes implemented and see what happens next year. So, it's an exciting reason to come back for so many. All right. So, we I think we can get through the consent agenda before we have to pause. What do you think? Yeah, we can do it. All right. Well, I was going to say the hearing of the public and non-aggenda items, but we have no public because I'm sure they are all very busy scurrying to the polls and they want to make sure they get their budget votes
068in. So, let's move on to the consent agenda. Can I please have a motion to approve this evening's consent agenda? Matt Shibonov, seconded by Sean Clapmer. All right, let's take a look at tonight's consent agenda. Consent agenda general. Consent agenda fiscal. Consent agenda professional appointments. Consent agenda classified appointments. Consent agenda, pupil personnel services and special education and consent agenda, curriculum instruction and assessment. Okay, seeing no questions, can I have a vote to approve this evening's consent agenda? That would be seven to nothing. All right. So, on tonight's consent agenda, we have an approval of a gift in the amount of $10,000 from our Midland PTO to support our cultural enrichment programs, which are always a great way to support and extend the learning outside of our classroom. And we thank our parents and our parent
069organization at Midland for supporting their students. We also have the approval of consultant agreements from for the 2627 faculty professional development days. And it just goes to show that while we are closing out one year, we are always looking ahead and being strategic in our planning and looking forward to our next year. So we look forward to having great opportunities for our faculty around their professional development. We also um have the approval of the labor contract with our custodial union. We are very excited that we um are able to manage and find success with our labor groups in our union and work contracts with them. And that is because the diligence of our administrative team and the colleiality and the work with our custodial union. And so we thank both our administrators and our uh
070colleagues in the custodial union for a um fair labor contract between both parties. We also have this evening three retirements. So I will begin with Miss Janet O'Neal. It was it is with sadness that I announced that Janet O'Neal, school secretary at Midland Elementary, will be retiring at the end of the school year after 10 years with the district. Janet joined Midland in 2016. Prior to joining us, she worked for Nature's Animals in Mamarin and Rye Recreation here in Ry. Midland school principal Jim Boland shared the following about Janet. Janet has been a tremendous force for good and a bright light in our school community every single day for the past 10 years. No matter the task, she always brings a positive can do attitude that inspires everyone around her. She takes on every single
071project with great great care, treating each responsibility with the utmost importance. Janet cares deeply for our students and is always ready to lend a helping hand to a staff or child in need. Her kindness, hard work, and supportive spirit have truly made Midland a better place for all of us. While we will miss her dearly, we thank her for everything and wish her nothing but the best in her future endeavors. Miss O'Neal, we wish you all the very best in retirement. We also have the retirement I'm sure I'm going to butcher this and my apologies for Mr. Peter Hawk. Peter Hawk joined the district in 2007 and will be retiring after 18 years. He has worked as a teaching assistant for the special education department throughout his tenure. He has also been an assistant coach
072for modified wrestling and JV boys soccer. Dr. Freriedenburgg had this to say about Mr. Hawk. Peter has made an incredible difference throughout his years of service. He consistently went above and beyond touching the lives of countless students through their through his kindness, dedication, and support. Peter treated every child as if they were his own, creating meaningful relationships, and helping students feel seen, valued, and successful. Thank you for everything, and congratulations on your well-earned retirement. Mr. Hawk, we thank you so much for your time and dedication to the Rice City Schools, and we wish you all the best in your retirement. And we also have the retirement of Mrs. of Ms. Elizabeth Deli Kohley. Yes, Miss Elizabeth Deli Kohley joined the district in 2010. After 16 year and after 16 years, she will re she will
073be retiring. She began her career in the Rice City Schools at Osborne School as a special education teacher aid. In 2017, she moved to the middle school and this is where she will be retiring. Dr. Freriededenberg had this to say about Miss Deloli. Liz brought care, compassion, and dedication to our students every day. She had a special way of making students feel supported and valued and cared for. Her positive spirit and commitment will be truly missed and we are so grateful for the difference she has made in the lives of so many. Miss Deli Kohley, we wish you all the best in your retirement and thank you for your time and dedication to the Rise City Schools. So with that, we have a presentation and discussion two, but we have the budget vote that's going
074to close in 13 minutes. I don't know. Miss Bole, can how fast can you talk? >> Daniel, >> I'm wondering if maybe we want to let Daniel go first. >> Sure. >> Doesn't have to hang out. >> Oh, Daniel, do you hear what they're saying? They're saying you don't want to hang out. What? >> You are more than welcome to hang out, but just in case you have other things that you have to do. All right, Daniel, why don't you give us your your your report, please? >> Uh, recently, Wright High School completed student government elections for student body leaders for the 20 2026 to the 20 27 school year. Congrats to the new student government leaders, Julia Carbolo, Jake Shawnberg, Kate Bazulli, and Ana Prasad. During the weeks of May 14th to May 15,
075students throughout the grades of 10 to 12 took and completed over 1,000 advanced placement tests. On May 15, we held a pep rally honoring spring sports and it featured a unified basketball tournament between Ry and Portchester in which Portchester won. This Tuesday, students gave away free popsicles and bracelets in promotion of the newly implemented see something, say something program at our school. In terms of upcoming events, student class officer elections will be held the week of May 26th. Stay tuned for upcoming results. At the middle school, students delivered an outstanding performance during the musical review, showing showcasing their talent, creativity, and dedication. In support of student well-being, the seventh grade building bridges wellness camp, providing meaningful opportunities for connection, reflection, and personal growth. In addition, garden and black day was a tremendous success, bringing school
076spirit and community pride to life throughout the building. Milton School recently welcomed our in incoming kindergarten students and families for orientation and screening, helping to ensure a smooth and exciting transition to school for our newest learners. Our students also showcased their many talents during the spring concert and art show, highlighting their hard work and creativity across the visual and performing arts. In addition, Milton recognized mental health awareness week through activities and conversations that promoted wellness, kindness, and support throughout the school community. In addition, Midland helped celebrate the talents of our students during the annual spring band, orchestra, and chorus concert, which showcased the dedication and growth in the performing arts. In preparation for next year, we welcomed our incoming kindergarten students and families for kindergarten visitation, giving them an opportunity to tour classrooms and meet
077the kindergarten teachers. Looking ahead, we are also excited to host kindergarten entrance screenings as we formally begin welcoming our newest learners as well as a special visit from Blue Path Service Dogs. In addition, students will also participate in bike to school week promoting healthy habits and environmentally friendly ways to travel to school. Lastly, at Osborne School, people have recently celebrated several exciting events and accomplishments. We hosted our fourth annual Osborne mile which drew approximately 90 participants with with top five runners all completing the mile in under 7 minutes. Students also showcased their talents at our spring concert featuring our growing orchestra, band, and chorus ensembles while recognizing our 22 students who participated in NISMA. Finally, this week we are honored to welcome Miles Forma, who will speak with our grade five students about his experiences
078growing with cerebral palsy and using an alternative and augmentative communication device, helping to foster understanding, empathy, and inclusion within our school community. Thank you very much. >> Okay, great. Thank you so much. Okay, so now it's 8:51. All right, we're going to put a pin in this and we will come back after the uh budget election and school trustee um tabulations are completed. Thank you. Uh can I have a motion to pause the meeting? Sean Cler, seconded by Cali Ericson. All those in favor? Seven to nothing. We'll be back. >> Okay. Good evening. We are back live and in color. >> Yeah. I'm just for the general public. We're back and then I will Yeah. So, to be official, Lauren, don't worry. We're taking our time. You don't have to run. No, no, come, come.
079I'm just saying you don't run. It's okay. Take a breath. We're good. Uh, so can I have a motion to go back into session? Valerie Lapam, seconded by Matt Shibonoff. All those in favor, we are now six to nothing because we lost a member. We didn't lose him. He had to leave. So, sorry. Uh let's go back to presentation and discussion two. Uh Miss Bole. >> So uh this is a the second uh look at three policies that we discussed at our last meeting. Um all with minimal changes to them. Um we started with student wellness where the changes are centered around um the recordkeeping section and um that we will be updating any any post any updates to this policy will be posted to the health services web web page. That is the the
080gist of the change. Um we then have audit committee as well as audit committee charter. For both of these there's a um change to the uh maximum number of of members that will be part of the committee. It used to be um a maximum number of nine and we thought that was a little un unwieldy. So uh we've lowered that to six community members. Um and then also in um audit committee we updated the title as well and similar in the audit committee charter. So those were the only changes to oh the other thing to the audit committee charter is that we are going to meet for a minimum of two times a year instead of three because that is closer to what our actual practice is. >> Okay. So any additional questions on those
081from our last review? Nope. Okay. So we can move those forward for adoption at our next meeting. >> Great. And so we will roll right into information and discussion. More policy, Miss Bo. >> Yes. >> Uh so we actually had a policy committee meeting today and we're able to bring these forward. Um the first policy is 6835 which is vehicle use. And these were some very uh small updates. These are uh policies that we're continuing to look at. Um so part of our uh regular uh reviews and um we made some updates to um access to uh vehicles and um uh people who have those access for emergencies and things like that. So those were the changes here uh very minor. Um and then the second policy was the employee acceptable use of technology. Uh
082this is updated based on um our uh faculty and staff wanting to use some of their own personal devices for professional use. Um for a while it was mostly uh faculty and staff using devices that were provided by the district. So uh this change is based on feedback from faculty and staff wanting to use their own personal devices. So there's a change in the upper part of the policy and then in um toward the end under mobile devices we deleted some information that was no longer applicable. Um and so you'll see those strikes further down in the policy. Those are the those are really the changes questions. No. Okay. So, we can move these forward for presentation and discussion too at our next meeting. >> Okay. Great. Uh so, communications to and from the board.
083Uh Miss Bole, do you have anything else for policy? >> Yes. The only other um update I wanted to uh mention was that as part of the policy committee, we've been uh having ongoing discussions um about technology use within the district and um we are uh very aware of the conversations that have been being had with parents and community members. Um, and we'll be um watching for the uh any audit results that are going to be collected and we'll be uh looking for those recommendations to see how those will impact our policies in the future. >> Okay. >> And unfortunately, we did not get through all of 2019, but we will in June. >> Well, the year's not over, Miss Bole. We've got two more meetings. Don't don't catch yourself. >> I only have one
084more policy meeting, though. >> I believe in you. I believe in all of my policy committee members. I know you can do this. So, go forth and do. There is a technology committee update and I was the one who was there. So, I'm going to find my notes and let y'all know what we talked about. Uh, nuts. Hold on. I just bollocked. Sorry, I'm really organized. Okay. So, um at the technology committee, um it was they discussed and had conversations and updated uh the technology committee members about the conversations that are happening in the community as they relate to uh student technology um parental questions that they have around technology use for students and of teachers. Um and so there were um good updates that were given there and then also shared that the district
085has one more uh parent conversation that will happen in next week with Osborne and then at after that that there will be some additional communications that come out from the superintendent and so that'll be something I don't want to steal the thunder that'll be something I know that you'll be sharing and then we will also be uh discussing here. So for the purposes of the committee report, I can report that what we were able to do is we looked through and looked at the AI guidelines and discussed what worked, if there were any wonderings, and then discussed any potential changes or additions after one year of faculty and staff and students working with the AI guidelines. Um there was um a conversation that took place about the idea that really what we're talking about is
086instructional time and instructional technology and not just necessarily thinking of it as AI but in a broader context right because AI can have a a negative connotation and in many instances the work that our teachers are doing with the technology is not AI in the terms in the way maybe think about it as the big bad AI but really instructional technology that they're using with their students. uh there was a recommendation made to in to bolster up the introduction of the AI guidelines and to really talk about the why for um this idea that really paper and pencil is the primary focus of the district's curriculum and to make sure that we talk and tie back to our core beliefs and the right commitment to really just uh reaffirm for parents or for community members
087who may read the AI guidelines to understand the why for how we are using instructional technology in our classrooms and with our students. And so the goals uh that have come out are being reviewed and those will be shared as well with the uh board at another date. And so with that now we will turn to Lauren. Do you have some information you'd like to share with us? Okay, come on down as they say on the prices, right? You're welcome. Yes. Uh hello. Um so tonight, good evening. I'm pleased to announce the unofficial results of our annual school budget vote and board trustee election. Uh board candidate Sha Cloffer received 442 votes votes and board candidate Emily Burrell received 461 votes. The budget was approved by 80% of the qualified voters present in voting. Therefore,
088passed with a total of 429 yes votes to 108 no votes for an overall total of 537 votes cast for this election. Thank you. >> All right. Thank you. And congratulations to Sean Cloffer and to Emily Burrell. We are very excited to have you both here with us as trustees for the next three years. And congratulations Dr. Murray and to the administrative team on clearly a budget that was thoughtful, welldesigned, and appreciated and approved by our community. 80% is an exceptional number and we look forward to all the wonderful elements that are in it and what that means for our staff and our students for next year. All right. So, with that, any other communications to and from the board? All right. It is surprising, but our next meeting is going to be on June
0892nd, and it is our tenure reception. I'm not quite sure how we got this far, but here we are in June. So, with that, can I have a motion to uh what are we doing? Ajourn. Thank you. I was going to say leave. Ajourn this evening's board meeting. Sean Cloffer, seconded by Matt Shibnoff. All those in favor, six to nothing because we lost one. Have a great evening.