001Okay, we're going to call the meeting to order. You stand amazing 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. All right, first item of business is the acceptance of the agenda. Motion, please. >> Mike, there second. >> Any discussion? All those in favor? >> I oppose. Agenda is accepted. Next item is the consent agenda, which is resolution 024 2025, approving the items on the consent agenda. >> Motion. Second >> Justin. >> Any discussion on the consent agenda? >> I'd just like to point out the appointment of Dana Wilson as the transportation assistant bus driver. Unbeknownst to us as uh Dana's interested in um being the transportation director, uh transportation assistant is not considered in line
002to be the transportation director. and being a transportation assistant does not qualify you to take the transportation director test for civil service. I kid you not going I kid you not. So this is the same exact position but if we are able to label it as transportation assistant bus driver which she in fact has her license to drive buses as a requirement of her position to be able to drive for us. um she will now qualify in order to take the test. >> So this is simply a a title change. >> It is simply a title change without any change in responsibilities. So that now she qualifies to take the civil service again. >> Did we not have a conversation about civil service needing to get into the modern times? >> Right. Okay. >> That
003that's that's really interesting. I I wondered why. I think there was a reason, but that that even >> that's why. Yeah. >> Uh, anything else on the consent agenda? >> Those in favor? >> Really quickly, >> yes. >> Went to South Africa with Natalina. >> Yes. >> She's incredible. I'm really happy to see this. That's it. >> Okay. All those in favor? >> I. Any opposed? Consent agenda is approved. I believe we have some people want to address the board tonight. So, we'll just go over the session rules and then we'll turn it over to those folks. Uh the board of education encourages public polar participation on school related matters board meetings. The board is here to listen during this period of the meeting. Persons wishing to address the board should state their name and
004organization. Uh we usually uh grant around three minutes to each speaker. Speakers are to conduct themselves in a civil manner. Uh the board cannot permit public session discussions to involve individual district personnel or students. So, please don't use the names of of any of our students or staff. Persons wishing to discuss matters involving individual district personnel should present their comments and or concerns to the board through a written statement. Um, the public session is not generally a Q&A period. We're here to listen. Board will not address specific questions or respond to specific concerns from the public at tonight's meeting. Persons with specific questions should address those to Mrs. Dian Fox superintendent schools and the board president shall reserve the right to discontinue any public comments which violates his policy. Okay. Who would like to speak
005first? Anyone? >> I'll go. >> Perfect. Uh, hi everyone. I'm Andrea Armstrong. Most people call me Ann. I come to you as a parent of two elementary students. And first off, I want to thank you all for your service to the district and the important decisions that you make. I am here to voice concerns over the elimination of the Petroa Elementary Library program. Uh last week week I shared a letter with many of you co-signed by 11 other parents regarding this matter. Uh to my knowledge the library program has seen a decline over the last two uh prior to school years in terms of uh funding and resources and now the program has been reduced to a book exchange only. Uh I'm thankful to the faculty and staff who have dedicated their time to keep
006the library program alive in this transition period, but I think it's safe to say that the educational experience of our students is not the same as it would be if a certified trained librarian was in that position. Uh a strong li program uh teaches the skills that our students need today. Information literacy, selecting sources, finding out what interests them in this world. I think we all use information literacy every time we look at our phones to decide what is credible, what is information we want to draw on. And those are skills that begin at a very young age. Uh using the library as a space is also a skill and an important habit that that we would like to see students continue well into middle and high school and into their post-secary educations. Um, I
007asked the board to consider restoring library services for this year or if not fully for next year with a certified librarian in place. Thank you. >> So, it's interesting to know we will be discussing this under old business later in the meeting. >> Thank you. >> Because sometimes after public comments people out the door. Anyone else? >> Okay. So, stick around. We're going to talk about it. >> Thank you. >> Okay. Okay, next up is our financial report. >> Um, everything is saved on the share drive and this week there are very few transfers. Nothing is over $10,000, but wanted to present it to you anyway. So, that's all I have for the resolution. >> Okay. So, resolution number 026 2025 approving the current budgetary transfer report as presented by the school business executive. Motion
008on the resolution, please. >> Sorry. >> Second. >> Joe. >> Any discussion? All in favor? I. >> Any opposed? Resolution is approved. >> Thank you. >> Moving on to old business. Resolution number 027205 approving the updated facility use form. Let's get it on the on the floor and then we'll discuss it. Motion, please. >> Second. >> Zack. discussion. Anyone have any discussion on this? We talked about it last time. Um I think Diane made some of the the changes that were asked for and >> are you happy with it? >> Yes. >> So I think uh I'll restate what was stated last time on this. Um there is quite a bit of discretion on the school side for how we allow our facilities to be used because I think someone asked if you fill us
009out. Well, that's not exactly the only thing. So, I think I just point that out that there is discretion on how any of our facilities are used. Correct. >> Correct. >> Any further discussion? All those in favor? >> I. Any opposed? The resolution is approved. Thank you for your work on that, D. >> What's up? >> I'm going to have a request on your desk tomorrow. >> I already have soccer and football. You'll be number three. So, here we go. So good. >> Uh capital project update. >> Uh I really don't have anything specific. We're chipping away at the last pieces of all of the projects. We are uh back and forth on some additional work here at the field. Not sure where that will land. We're in the thumb wrestling stages right now. >>
010Did the uh schoolboard speaker sound system guys come up? >> They have not been here yet. >> Just wonder what they found. Um what's going on with the pickle ball courts? Is that happening? >> Uh the answer is maybe. >> Okay. >> Uh the answer is maybe. So um we we have some things. We had to look at how cold it is >> and the quality of the tarmac that we could receive at this time of the year. Who's actually whose plants are up and running? What highway departments already have their hands on it? how far it would come from. So the question became when was the close out of the project? Is this something we could put off till the spring? We won't need over the winter anyways. Um and so we just got
011that answer earlier this week and now the question really is what the cost will look like. So, this is always the spot where I sit back and watch the emails go over my desk because they want $500,000 to do the $50,000 project. And then we volley back and forth and back and forth. So, we're in the volleying stages right now of what that will look like. Uh we have some options. It actually is not in as bad thought a shape as we thought it would be at the end of the the rest of the project. We could actually do a top coat and then paint it. Um, so because the pickle ball courts will fit on there in the size that it currently is. Our concern was also that the that the slope between the
012new tarmac and the the um space was going to be so significant that it wouldn't be ADA compliant. If we wanted to put some sort of a concession at the end, people wouldn't be able to get to it. But actually the slope is more of a slope out towards the field, but as you come back in uh towards the parking lot, there's really very little slope at all. So it's it would be ADA compliant, which we didn't think was going to happen. So So we're really going to look at what that cost would be. At most, we would just top coat it with an inch and then bring it right down to match the other. Um or if we can't agree on a price, then we'll we'll just top it to seal it and then
013paint it. Okay. So, >> yeah, the seal coat would freshen it up >> and use paint already. >> Yeah. And use the slab that's already out there. So, so the pickle ball courts are coming. I'm not quite sure what they'll finally look like. >> The top coat would preserve it to last a lot longer, right? that would really make it new again and it would have a much longer life. So, >> that's all to be determined. >> Anything else on uh project capital projects? >> That's it. >> Perfect. Okay. Uh next item, item C is elementary library sciences. >> So, Betsy came and talked to us last week uh last meeting and Ann, thank you for being here tonight. Uh I do completely understand. I've read your letters and in fact uh Jake from the
014library also sent a letter that if you haven't seen yet is in your in your inbox for today. It's the core of the library media specialist. And I I think Ann when you said that what's going on in our libraries now is not the same as what would be going on in the libraries if we had a library media specialist in there. That is absolutely true. I can't question that. Um, I do think that we have pretty robust libraries here. Interesting. I did send you all a uh an article that was in the Times Union yesterday about libraries and what's happening all over the state with school libraries. And one of the quotes was, well, a few a few racks of books does count as a library. does not need to be a room and
015a space. So, it's just very interesting what the perspectives are on libraries where our libraries um have all been redone in our last part of the project um and brought up brought up just enough. So, they do play a role in keeping uh helping our students with curiosity, research skills, and a love of reading. And we know that that's fundamental to learning. uh when our elementary librarian retired, when when Lori uh hit the road in her RV, we uh didn't fill it the first year, but the the following year she she retired mid year. The following year, we filled the position with a very experienced elementary education teacher. Not the same, but still she came with a lot of experience. She wanted a role. She asked for it. She came to us, wanted to fill
016that role, and she took it seriously and provided our students with strong and meaningful learning experiences. She did a really nice job. Um, this year, however, as we entered an extremely tight budget cycle, staff reductions were unavoidable. We know we had significant staff reductions. And one of my guiding beliefs is that you can do anything, you can't do everything. Um, so we had to make some difficult decisions about how to sustain core instruction and student supports within the financial limits that we had. And we moved that teacher. She had been an AIS teacher. We looked at our priorities, our our student needs, and we moved her back into an AIS role and out of the library. So we >> just explain what AIS is for >> academic academic I'm sorry, academic intervention services. So she
017works with small groups of students who are struggling to meet state standards. Yes. So we we do have a full-time aid in that library. There's also a full-time aid at Bloomingdale. So both libraries are staffed with an aid. They do have book exchange. They are open for teachers to use um bring their kids to the library and use that space. Um, but we did not fill the library media specialist position this year. Um, another reason for that was that I I also often say I don't hire to fire. Everybody says, "Oh, one year is fine until you get to May and that person then is without a position." Um, and we are busy right now uh with our facilities planning looking at what reorganization might look like for next year and future years. So, we
018do have a full-time technology integration specialist uh who works primarily at the elementary level, not completely, but the majority of his time is spent with elementary uh students and teachers. and he does provide instruction, research, dig digital lead, leadership, uh, try that again, digital citizenship and safe technology use. So, a lot of the information that would be part of that LMC, we are delivering in a different way as far as the ability to be um, savvy on your phone. Middle school also has uh, done a lot of work on that and provides direct instruction on that. >> Does he push into classes? He pushes into classes. Yes. >> Not not on a not on a rotation like a special where you do it once every six days, but teachers invite him in. Sometimes he trains
019the teacher to be able to deliver the lesson. There's a lot of different ways. Sometimes the teachers want him to come and actually deliver the lesson so they can watch it and feel comfortable with it. So, he delivers it in different ways. But, >> is that a full-time position? >> Full-time. >> Okay. >> Um, it's full-time and he's busy. Yeah. >> Well utilized. >> So as we look at the possible configuration changes um we could see some realigning of our staffing. Uh we could see a change in the number of libraries that we utilize um coming for the future years. And I I know that we have people here tonight who are talking with us about library. But uh we've had people who have talked to us about home and careers in the high school
020that we don't offer home and careers. We've had people concerned that in this world of computer literacy, we don't offer computer classes, direct computer classes. Um health education in the high school right now is being taught by our uh world language teacher rather than a health teacher. So um we and we used to have literacy and math coaches um at the elementary level that we don't currently have. So, everybody has their passion and not that one is better than the other. Uh, but in the current state and federal realities of the funding that we're looking at going forward, we're not going to see an increase in what we're receiving in aid. So, unfortunately, we're going to be making some decisions moving forward and prioritizing some of what we've got. So, I think I I say
021back to Betsy and to Ann and the people who signed it, you have done the right thing and that you brought this to the table in front of the board so that when we're making decisions for next school year and everybody's coming with their priority list, your priority has made the list and you beat the rush. So, it'll give them some time to think about it and uh reflect on it as we go forward. So, our goal remains the same, right? Our goal is always to be student focused and provide as many opportunities as we can and um we can we continue to try to do that even in our uh realities that who knew last year we'd be looking at this year for time moving forward. So that's that's a little history of our
022of our library time. >> Well, there's definitely something that we should be putting into our facility use committee. So I was going to say >> agenda >> we will be talking at some point programming right >> and so whether whether we are closing schools keeping schools open going uh away from a middle school model to a junior sen whatever that ends up being at some point in that committee work we do have to talk programming >> because that'll be handinand with everything >> right >> and I would guess this is certainly an item that would be uh in that discussion >> you know >> what is that can you remind everybody including myself with the state regulations around this. >> Sure. So, the state requires a librarian for a high school and the actual full-time
023equivalent, we call them FTEES, is based on the number of students in the high school. So, our our minimal state requirement is that we have a half-time librarian in the high school. There's no requirements around librarians at any other level. Um, that we have at the high school. >> So, we have a full-time librarian and a full-time teaching assistant in the library. We have a full-time librarian and a full-time aid at the middle school >> and then just two aids, one at each elementary school. >> Correct. At the elementary. >> Correct. >> And even with uh Bloomingdale structured just K2, there's still full-time aid. It's it's one of those things where like how would her day really be back at some point >> split with doing different things. >> Yes, I hear what you're saying
024and we did talk about that but at at some point the value of driving in now we have lunch periods. It just it didn't it didn't seem worth the what is it the juice isn't worth the squeeze to split her between buildings. >> Yes. >> I had a few questions. you kind of address them all and you know I back in 20101 I was somebody was on maternity leave and I got to work as a library media specialist at Prova for a half a year and I had a I had a library aid I wasn't licensed in it but I had a library aid most of you may know. >> Yes. >> And so I saw kind of the power of that position. It was great. I loved it. I mean I thought about not
025leaving and going back to school and doing that but I didn't. Um I had a few questions you kind of address. just kind of going over the history of kind of how we got to this point and it sounds like you're saying that some of the ways you're trying to address learning gaps as Joe the technology integration specialist um and then as far as facilities use studies so you know we've been talking about that for years obviously and we're pressing so I guess one of my questions is to what extent could we resolve the library issue like how ti how tied in is the library media specialist or any other positions folks might home at whatever into facility usage and like if is there a way that were we to wrap that up sooner than
026later. I'm not rushing. I'm just curious like how sounds like we can't make decisions on stuff like this until we wrap up that facility use study. And I'm curious how realistic we think somewhere on that subcommittee it is that we could make a change for next year. I know we don't know. I know it's evolving, but it seems to me like we're in this place where some of the financial limitations are beyond us, federal, state. I still think a lot of folks don't understand how limiting they are, but a big reason for doing the facility study and possibly reconfiguring is we we're afraid of losing programming and that's happening in multiple areas. So, I guess I'm just curious for us to discuss a little bit about like how how realistic it is we could wrap
027that up this year and make a change for next year. Not that I'm saying we need to. I'm just curious how realistic is that? And I missed the last two meetings so I didn't get all the updates. >> So I think uh you know we've just barely begun, right? Yeah. >> So we'll know better a little bit down the road, but uh um it's it's a huge task >> and uh my guess is that when we come out the other side, there's going to be a lot of uh good ideas about how we can restructure. and how we choose to restructure um will directly impact the staffing needs that we have whether we're adding deleting staying the same potential could be adding in some areas and deleting in others. >> And then staffing obviously will
028impact curriculum and uh offerings and >> is there a is there a date this like do we have kind of like a once we cross this timeline we don't have enough time to make a change for next year or is that still evolving like is it like we don't know by >> No, we're not there yet. Uh Josh Dan spoke on that at the last meeting. >> I thought I saw it >> pretty pretty eloquently and uh um you know we've just barely begun putting some structure to it. Our next meeting we're going to finalize some structure um and and and you know get a blueprint added forward and get our topics lined up and uh we'll have you know we may have to add meetings. I don't know. >> Sure. >> I'm in favor
029of adding meetings but it accelerates it but I'm just one member. >> Sure. I mean I I think so. I mean really we're right now just looking at our agendas of what we want to discuss and everything else. We're at six months of meetings with all to to gather all the information together. Right. So >> you mean you laid out six months >> almost. Yeah. So I mean based our talking this meeting that it's coming up is when we will lay out all of that. You know what I mean? But based on all the topics we want to cover and the thoroughess of what we want to do we're probably looking at six months of meetings before we covered all that. >> Yeah. Sounds about right. >> You know, you know, I mean, that's >>
030this reorganization could be a phase in too. There might be a first year, second year, third year or we don't know. >> Yeah. And just I say I'm not pushing at all to any good just more like you know thinking about a new superintendent coming on next year as well and thinking about regardless they're going to be involved in like I just I think it would be more dangerous for us than necessary maybe to have a to have no changes made next year if if we don't phase in or do it completely and then have a new superintendent have learning that and being involved in the restructuring and all that from the like I think entering if we hire a new superintendent we and there's like hey here's the restructuring plan we're doing and you're
031going to be obviously a part of that as opposed to the government behind me. Yeah, it just seems >> that gives me pause. >> Good luck. >> I'm Yeah, it just I mean some of this is beyond our >> We don't want to rush it. >> I think definitely after the next our next facilities meeting I I definitely think that we'll have more answers for that. You know what I mean? At least have a better picture of where we're at. >> Right. Yeah, >> it would be my feeling that um we proceed with the committee work for the direction and whoever gets hired as superintendent, we'll have to get up to speed. >> Sure. >> I don't think we can wait for that person for a year or whatever. Right. >> So, think I think
032this this is you've heard me say this over and over again. It is the most critical thing we're doing for the next decade. We got to get that direction, that bus moving forward. >> And one place or another, superintendent's going have to jump in whether it's next fall or a year. And it could be a person who is not very familiar with our district >> and will need guidance anyways, >> right? >> Could be. >> I was just wondering when we have when we kind of have our idea with the births and rates and everything coming in. Is it April, May that we kind of get kind of an idea for next year? I know we don't get the the enrollments for prek and kindergarten that early, but do we have someone here at least
033on birth rates at that point? >> We've actually done UPK for so many years now that we have a pretty good handle on what next year's kindergarten class is going to look like. We have really good working relationships with all of the daycare providers. Okay, we have so many kids in UPK. So, we can already kind of tell and we often ask them about what's coming. So, we also know what the three-year-old population looks like because we want to know what's we start early looking at the UPK sites. They have a whole process in order to apply to be a site. So, we need some understanding of how many spaces we need um moving forward. So, we that work is pretty ongoing. I see Katie shaking her head. They do quite a bit of work
034for us. She and Emily at Bloomingdale and then Erica. It just gives us an idea you know going forward what are >> what are we looking at right >> so I think it's safe to say that uh you know this topic will will make its way into our committee um for discussion it may be a discussion of needs to get included under this model or it may be part of this is why this would be good because we can do this >> so when when do those so is that thank you for that question Tori is that generally when the staffing conversations start to happen around next year. >> They start >> or are they already starting? >> December. >> Okay. >> Yes. >> Because I'm thinking I I'm sensitive to the point about not
035hiring to fire somebody. And I I think that's a wise move. You don't want to set somebody up who's like moving here, buying a house, starting a career, and then see you later, right? Um, are there and and I guess I'm I'm like I hear all this conversation around like the long-term planning and I think that's all good conversation but it doesn't really satisfy the kind of like immediate and like midterm need for this position. Are there ways that is there any slack in the system or are there ways that we can get creative with the community about this position in ways that we do otherwise like doesn't Aderondac Foundation has an early reading program if I remember correctly I may not be remembering correctly but is that the kind of thing where there might
036be temporary creativity where we could build something with the community? I I don't know the answer to that, but but I I just wonder like is there a creative solution here that's like a short medium-term fix until we know what we're doing with the rest of the stuff? Because I like I was reading that article that you sent from the Times Union and it's and if you haven't read it, board members, and in the in the community, it's one of the points it makes is that there's like really serious state aid issues here. And so like we don't get reimbursed very much for library services. And the districts that suffer the most with this exact problem are rural and urban underresourced districts. And so you have a kind of like statewide inequity that it goes
037on in school districts. And I think that's something that needs remediation, right? Like we talk about diversity, equity, and inclusion and providing equitable services to people. Is there a way that we can get creative around that either with current staffing or with some sort of public partnership? I don't I just asked that question. You look at you were >> Well, um my train of thoughts in line with what you're talking about, Joe Diane, if I may just um Mark it, maybe it's you told me, but what's the taxpayer contribution um to the district in in terms of like state aid and stuff like that? about twothirds. >> Yeah. Right. So that's like 60some percent is coming out of taxpayer pocket. >> Correct. >> For our district and the state aid is about onethird then >>
038approximately. >> And the one-third is drying up. And then in health insurance is exponentially going up. And so what was already a tight budget is is just I mean significantly different at this point. Right. >> Correct. And so if we were going to add any positions to the school district, this is really going to come out of the taxpayers's pocket at that point. Right. >> Correct. >> I think I'm close. >> Proh prohibited by the tax gap. >> Well, so that's the other point though, right? We can only cap as far as we go. Unless we go to the community, we say we need a lot more money because this is going to be like a little bit more. We're going to need, right? So I guess for me part of part of that complexity
039along with the facilities use and everything else is really kind of saying to the community what do you want to do because we can't do everything and as much as I appreciate and I think it's good points and if I had the choice myself I might do something different but I don't and I guess my point is is like between now and whenever the decisions made I would really like to hear from more than the 15 people that we've heard from so that we know what the community says is a priority or not. And I don't I'm very grateful for those of you that show showed up tonight and anyone that shows up. This is kind of the point though, right? Like show up and show us what that priority is. Um, so that would
040be something I would encourage the community members, everybody that's is like is we got to prioritize stuff. So help us understand what's a priority. 14 or 15 voices doesn't sway me very far. And that's just me talking and I mean no umber for disrespect, but like that's where we are. We're at a point where it's either going to be the constituencies going to say, "Yeah, we want to spend more." or they're going to get creative with us to find solutions. I mean, I I appreciate what Jake is saying, but I've sat at a table where I've seen Jake's budget exponentially grow the last three years. Maybe Jake has a resource that he could offer locally, you know, or someone like the Aderondex or something. But I I really think like this might be something that
041if we want to do something sooner than later, we might need some partners. >> So, it's not just cut the check and it goes. Here's here's the procedural issue that that I have a problem with all the items that that have been uh left out of the budget. We've all valued if we start adding things midstream. So if we say, well, we'll figure and we put this position in next week. The home and career skills groups are going to be in, right? Well, you did this. This is important, too. Everything's important to somebody. And and we make these decisions for a a year plan. um and then reevaluate evaluate every year. If we start doing this stuff midstream, every constituency that wants something that was left out is going to want the same thing. And
042where do we say no, your thing's not important, but yours is? We've recognized these losses are critical and important. >> Yeah. >> To your point, we're trying to spend the money the best way we can >> and and these decisions are going to get more heightened next year. When we got the initial report a couple years ago, we everybody went we went around to all the different community groups and said, "Hey, this is not good." And we tried to get that message out. I think to your point, Zach, around kind of like communication with the community, right? I get I still grow frustrated with people who think that like we built a turf field where we cut a bunch of academics, you know, that I think we need to get however we can get our
043message out better about like where our priorities are in terms of education. And it's like I agree, Mark. Like there's all these different buckets that we couldn't fill and people just understanding that like the turf field had nothing to do with any of that. Like >> so I get asked that frequently and here's how I explain it to people. When you're doing your household budget, all right, and your checking account is short to pay some bills and you go to the savings account and you draw it over. You can use your money any way you want, right? In municipal funding, in school funding, that's not true. Our savings accounts are by topics and must by law be used within those topics. So we can't just take from here to cover that. >> So that's one
044of my point is I feel like we and we've said that in many meetings, but it doesn't get we don't have enough people attending to hear that. We don't get coverage in the paper that reports that. And to Zach's point, kind of Joe was about like community, like I don't know if it's time for like a letter from the board and the super to the community to say, "Hey, like let's clear up some we're all hearing the same misconceptions around town." First of all, about the money for the turf field. Second of all, about the the um you know, the toxic issue, which is not an issue because it's the most state-of-the-art field you can imagine. I think addressing some of those concerns would like then get people ready to think about, okay, I'm not
045hyped up about that anymore because I know that's not true. the stuff I was hearing about turf and now like a letter soliciting feedback on this like I don't know how to do it. We've been talking about for years but like getting the community to talk to us more and it's not always realistic to expect someone to come to a meeting or watch it on YouTube. I get that. Um but just if people truly understood those village boards understand maybe a little bit more after we spoke to them, but I still had this sense the community at large doesn't fully grasp what we're facing in terms of budget cuts and what the implications are. So, we will be holding some public hearings with our subcommittee. >> Okay. >> Um, and there will be ample opportunity
046to weigh in on all these issues because guess what? The reorganization will include everything curriculum, facilities, staffing, programming. >> So, can we blast out like a message about >> facilities? Can we like blast out a message on on both like parent square which says all people who have kids in the district, but then some other medium too to get people I didn't hear about that. I didn't know about that. And so how do we reach everyone that we can to say, "Hey, here's opportunities to come and talk to us." >> Tori, >> um I've actually been to two seminars on this and I spoke about it last year um twice in that many other districts larger than us um they have media specialists that help. They're basically PR people. Now, obviously, the smaller districts can't
047afford to have a full-time PR person, but one of the things that the Rural School Boards Association, um, now that I'm with the Center for Independent Living, I'm finding the Rural Center for Independent Living Association is working on is teaching school boards how to be more open. Now, the average person in the public does not know how a school board works. It doesn't know our purviews. It doesn't know that we get zero dollars. We do not get paid. It doesn't know how it works. I still have people and I know we've argued about this. I still have people who rent in the village of Sarin Lake that think that they can't vote because they rent don't. This is a common thing. It's not something to laugh about. It's something really serious. >> Yeah. >> And
048one of the things that I have said after both of the seminars that I went to was we need to be doing we need to be educating the public. And I that that was where everyone disagreed with me. But we need to be educating the public. We need to have something in the paper once a month, not reactionary, so that when people do come out, thank you for coming out. Because we don't get people to come out. We get people that are that run into us in the grocery store and say, "Hey, I'm worried about this, but you guys took the time to come here. You wrote letters. You got signatures. And you've taken the time to talk to us." And you can see it's actually getting discussion. The thing is we need to be
049proactive about this. I've been saying this for two years now. Once a month, we need to talk to the paper and we need to say, look, we want to set up something once a month where we have a topic. Okay, maybe maybe in April the topic is who can vote on the schoolboard elections and who can vote on the budget? Well, there's 9,000 people that can vote on our those things every year. And the year of the turf field we had,400 I think. So >> around 1,400. The rest of the time it's five or 600 people that vote on these things. And it's not always, yes, some people don't care, but there's a lot of people out there that don't. So when we come to these issues, we need to tell people this is these
050are the constraints that we have. I got on the school board ready to fight the world and we're going to accomplish all of this. And I spent the first year going, "Oh my god, if I read anymore, I'm going to lose my mind." And every time you think you get a grasp on the acronyms and how much you don't know at the end of that year, it's overwhelming how much you don't know. So, how can we possibly expect every all our community members to understand all of this stuff if we're only dealing on a reactionary basis? Turfield came out. We we responded to we tried to be proactive. We responded to a lot of things. Um, we talked about closing Bloomingdale a few years ago and there's a hubbub and we talk about it and
051then it goes quiet again. Whereas if we start dealing with these issues that are only going to get more complicated like you know staff is 75% of our budget you know what does that mean you know maybe next month we explain okay go in have an article that's a deep in detail have it on the newspapers have it on Facebook have it on parent square find all the places that we can get go to the Alex club go to the moose club go to all these local organizations that want to help, but maybe if we explain it to them, that's that many more people that understand. But it has to be proactive. We've got to stop being reactionary. And I've got two seminars worth of powerpoints, contacts, and resources um that I will share again
052on this topic. And then we aren't so much dealing with individual issues. We want you to come. Please keep coming. Please keep talking to us >> because people don't want to. And the fact of the matter is a lot of people come here. They go away. They don't know what else they can do. They're one little people. Maybe you all didn't know that everybody else in your group existed. But once it gets going, you find out there's more people. And the other thing that I'm finding last month has been the major eye openener for me is we are going to have to be more creative. We are going to have to use things like mentors. We are going to have to work with volunteers. We are going to have to because it's the only way
053we're going to keep these things going. >> Yeah. And that's I think that's Thank you for that Tori and I agree on the the need to be more proactive um and how to do that with scarce resources. And I I agree with you Justin. I don't think the community quite understands the funding crisis. >> They definitely >> the the hostility that the federal government has had towards New York State and also then the um the way in which that is and really I mean health insurance costs next year are going to have are going to force a lot of issues around conversations with the community around how taxes and things like that. And so, um, coming down the pipe, I guess I'm just I'm just trying to think out loud around like there are longer
054term conversations to be had around structure and staffing and programming. Are there creative solutions in the short term and medium-term that we could tap into, not just on this issue, but some of the other things that people are requesting? Right? I don't know what the parameters are around that, but like we have community schools programs. We have lots of people in the community who want to support the schools. Is this one of those areas where we could ask for that? I don't know the answer to that. And so like one challenge I would throw out is are there creative solutions to this issue in the short term, right? Knowing that we're going to have long-term issues as well with declining enrollment and lack of affordability in this community. And and and I think the struggle
055that we have and we've talked about this for years in this board is is how do you maintain programmatic diversity and rigor given the structural issues that are that are facing this district. And it would be really nice to not have those structural issues and to have problems with growth. >> I would love to have those problems. And so I like not to turn it back on you all, but that's a question like are there creative ways that we can fix this issue? Now I don't I mean I don't know. This >> is not at all something I'm competent in. So >> you don't have the answer to that, >> but we have all sorts of school community partnerships around all kinds of things. And so is there something out there that that the community
056could come to us with a proposal and say here's what this might look like, right? Is that a possibility? >> Sure. >> I don't have additional staffing, right? >> In fact, what made this work was that uh we had elementary special area staff that did not have full schedules. And with the reduction in the elementary, they really went to halftime positions. So the way in which we kept the people that we had and kept them whole that our students are receiving art or music depending on their grade level and area twice in the cycle which by the way has been a priority that they've asked for for a long time. that only seeing a student once every six day cycle and throwing in the vacation periods and holidays means that their kids can go sometimes
057um over two weeks before they see a they start a project and it's it's another 14 15 days before they see the project again based on so so where we have a problem that's been created we also have people who like the solution that we had with making full schedule. So again, it's just that ying and yang of all of our different pieces and we we can't do it all. >> Yeah. And so we don't have any slack in the system this year. Unlikely to have it next year, TBD based on building facilities use. And so and absent any sort of state law, which one of the things the article talks about is how New York State hasn't even really supported this stuff. And so I mean it would be one thing if there was
058law passed that said you should have library specialists K12 and we're going to fund it. New York State doesn't have unlimited funds either. So, >> we've talked uh forever about in many areas how we do more than the minimum >> and that's what made this school pretty neat. But the fear is that we're moving back towards the minimum because of forces that we don't control. >> Um you can't go below the minimum because that's edited law. >> Yeah. >> And so that makes small schools less unique like ours. uh our special ed we give way more than the minimum services. U my fear in special ed has always been I've said this right along if we start losing all that title money and the federal money that moves more towards the minimum and not the
059other way. >> Mhm. >> So uh I think to wrap this up I think this is going to be a different kind of budget year than any of us have gone through. And I think uh to support Tori's voice here, I think we need to do a different uh process than we've done in the past as well. And we we need to be a little more proactive about trying to solicit input and to the best of our ability. And if it comes, we'll we'll take it under adisement. If it doesn't come, we'll have to do the best we can. Um, the thing that is frustrating for me is trying to solicit input and receiving very little, but then massive amounts of criticism when we don't do what people wanted us to do that they didn't
060tell us they wanted >> consistent. So, that that's frustrating for me because I want to I want the community to have input. We strive for that. So, we're going to have to do a little better outreach, I think, this year and and and then let let things land where they land and then work through the process and hopefully the subcommittee can have some answers sooner than later so that uh that can be part of that that planning. >> I think we have been I mean I'm not saying we're perfect, but I think we have been somewhat proactive on some stuff. I mean like so even the facility study planning committee, we did not need to do that. We could have just said this is a board decision. We're doing what we want to do. That's
061a proactive measure. Um I mean it's silly, but even the the mascot thing I had I held three public hearings. Nobody came. I got plenty of not nice emails about it, which is what you're describing. >> Um so we can't force people to show up or anything like that. But I think that we I'm sure we can do better and to the knowledge you have would be helpful and be more proactive. >> I think we have tried I think where we've moved in that direction more than most poor education would. Um we do try to really involve the community on big decisions and as you've said before this is a the facility study is a huge decision and so the biggest one we're ever going to make. So >> we had deliberative process for the
062turf field. >> Yeah. For the turf field we held public hearing voted on that. Yeah. So, Mike, uh, help me remember, uh, for our next, uh, committee meeting, we should talk about, uh, some sort of public hearing for that sooner than later so that we can, you know, get the information out there, see if we can get people to come in and give us some thoughts, even if we only have four or five items identified for that particular hearing. >> I just want to remember to talk about that. So, anything else on that before we move on to the uh, the solely planning committee? Thank you for the conversation. Thank you for coming. It's a course for us. >> No, thank you guys. >> We appreciate it. >> And please follow up if any of
063this has stimulated ideas >> and I am Yeah, I'm open to helping brainstorm and creative decisions and creative solutions. There's a lot of different multiple districts before. So through >> All right, we're going to move on to item D, which is our >> Thank you. um district facility plans subcommittee update. Um basically it was an organizational meeting went pretty well. We meet again next week. Uh we're going to transfer some topics together. We had some principles coming in to uh address us with some of their items. Uh committee members wanted to see some some building maps and floor plans and and class sizes, things like that, you know, kind of that kind of thing. So we're going to move in that direction. We want to identify our topics and um we wanted to tour all
064the schools. Uh originally we were going to do that coincide with the meeting but then it was a good point was brought up that you know that might take too much time all in one night. So we're going to plan a a schedule where everyone on the committee can get to each building get a tour see what they look like physical plants how things are managed how the space is utilized. Uh so that as we talk through these things, these committee members, like some of us are familiar with it, but not everybody is. So they'll be able to see just what they look like and ask questions and looking forward to the principles talking about their schedules. And so that's all on tap for next week. >> Transportation, >> I think. I was just going
065to add Yeah, we're going to have a discussion from >> talking about what the impacts of of uh you know, bus runs could be with different ways to use you know, sneak preview on that would be we've run two bus runs for as long as I can remember since I was a student here in 70s. So, uh, given our decline enrollment, does it make sense to look at maybe one, maybe not? I don't know. We don't know. We've we've done it for a long time to try to keep our younger students kind of separated from older students, but that's really not the norm in most schools. Is that accurate, Diane? Yeah, it does cause problems sometimes, but >> so we'll get a good presentation from the bus department >> um on that. Food for thought.
066That'll go on the subcommittee agenda, I'm sure, how busing will be impacted depending upon which model we go with. Unfortunately, we'll still have that one or two students that are always out on the fringes, and that's the nature of our district. I remember years ago I sat at a board meeting when I was a just a teacher here and the big discussion was why do I see a you know someone spoke from the public why do I see all these buses with three and four kids on can't we just get like a small bus for that and at the time this is probably old dad at the time running the small bus was not much more efficient than the big bus because the small bus was then not available for big bus transportation needs so
067the savings was not like you would think I don't know if that's still true or not, but sure Dave's got some insight on that. >> We we run our buses pretty tight. And so at any time DOT can show up and take few buses off the road to to do their inspection. They just show up in the morning and say, "We want these buses." So we run with only three buses extra really. And so if you have small buses and DOT shows up to take your big B, you you have to have an additional bus or two to cover the small buses because they can't just go into the operation for the day. >> And you wouldn't know that, right? You it seems to make sense smaller buses, but >> in the overall arc of
068things, it's not really as money savings as it would appear. >> And they're not as an expense. Half a bus isn't half the cost. >> Right. So, so at the end of the day, the cost savings on a smaller bus, even mileage wise, >> buying different parts, different oils, parts, different. >> Correct. >> So, learning different mechanic skills for different buses. >> Anything else from the subcommittee folks want to add in? >> No, I think I think once we once we have our next meeting, we have our agenda, we do our tours, and then we get the majority of the committee up to speed on some things, I think that's when we'll have our first public hearing and talk about that. and and so >> and we are going to meet at the different schools
069too. We're going to hold meetings, >> right? >> So, so that we'll give everybody a chance to come to meetings wherever we are. >> Okay. >> Thank you everyone. New business. Do we have any new business? >> I have no new business. >> Okay. Uh superintendent report. >> So, I was speaking with Gina today and so I want to talk a little bit um publicly about how the board would like me to handle my role in the transition process. So Gina reached out to me today because Dale Briel actually reached out to me and then I I wasn't in the office. I was in meeting so he spoke to Gina about um getting some things in place for the thought exchange to begin the process. And so Gina came over and said this is awkward
070but how but how involved do you want to be in your in your replacement? And so what she really meant was Dale has sent for example Dale has sent her a press release. So, do I want to evaluate the press release and put my two cents into it? And so, I thought that was an important topic that we have a conversation around. My answer is yes because until until July 1 when my replacement is seated, it still is a reflection of the district. Whether it goes out through Boseies or goes out through me, it's still a reflection. We do sort of have a we do have a flavor of how we do things. And I would like that that type of item, but I also if you say no, this is a board decision we're
071going to do at the board level. I am perfectly fine with that. I don't I want to have the same awkward conversation that Gina and I had this afternoon with all of you of where I'm not talking about being involved in the actual process with applications and who you're choosing and all. I'm not not interested in that. Just this just this paperwork piece kind of getting us going. my hand in it or not in it. I'm I'm okay. >> It's still it's still the job of our superintendent to run our schools. Even though we're the position is a super position, you still should be involved in the things it makes sense to be involved in. Dale has copied me on all this. I've set up a meeting with him next week to to kind of
072cover these kind of items and I'll be giving I want to meet with him fairly regularly so I can give you regular reports on where we're at with all this. Well, I think you know I think we trust your judgment too. If you feel awkward about it, it probably is awkward, right? So then at that point it can defer to Mark. Yes. Of what? You know what I mean? Be like, well, I don't really feel comfortable with this. Here you go, Mark. Like I think that's >> And if you need to reach out to us, right? >> Absolutely. >> So we were just reading about the press release and you'd like to use the press release to go out on Facebook and I already said to Gina, it's a beautiful press release, but our families
073are not going to read it, >> right? because it's this long and it's just it varies the lead, right? Like let's let's put the lead at the beginning. >> So perhaps I just think it's a little fluffy. >> We could, but I also don't want to step on your toes. You're like, "No, this is between us and Dal and I could you tell me how you want me to handle it and I I will walk that line." >> Here's what I would say in our media space, whether it's our Facebook or our parent square or whatever media we're using. I think you you are empowered to make an a bridge addition that's appropriate to come from us and with the caveat that if you need further details here's my contact >> and I'll run that
074by you Mark and I'll send it back and I'll send it back to D. >> It is a great question. It is lengy though. >> Yeah, it was lovely. >> It's more for a journal than it is for >> for parents where you know more what our families need. >> Yes. As far as correspondents, what are they actually going to read? What are they actually? >> It's also you I think Dane you have I mean it's our job to to choose the next you know superintendent. You know you won't necessarily be part of that at all but but knowing what is in that position and what it takes to that that's where you're you know you bring the expertise to us and you know we can't do it without that. >> Okay. So, I'm gonna
075for that type of thing, I will I will step in, but I I will send it back to you, Mark. >> Okay. >> Nothing will go without you being in. >> Feel free to contact him, but I'll I'll discuss something next week as well, so he's on board with that comfortable. >> Okay. >> Yeah. We don't want to make this uncomfortable for you. >> Well, >> we don't want to miss out on correct your your wisdom on this either, >> right? And I want to be helpful, but I don't want to be in what is your business and not mine either. So, >> all right. >> Since we're talking about that, one of my question is when I thought we were going to start sometime in October. We're in October. So, is is Dale coming
076to speak with us next meeting? Do we have a sense? >> I don't think he No. >> No, >> I thought Octo I don't remember why I had October. >> I had October as well. >> No, the the October thing was to start >> the process which this uh >> thought exchange and this uh lack of a better term this advertisement for the position. That's the start. >> Okay. >> I'll have more for you after I meet with him next week. >> Okay. >> And if you have things you want me to ask about, just send me happy to ask. But I want to uh meet with Dale regularly so I can keep you prized at the process. >> Do you want you know, I mean, I'm not pushing myself into it, but do you
077need do you want another person vice chair to be there as well? Like two of us? >> You're happy to have it. Does >> that What does everybody else think? >> I mean, your vice president. I have no issue with it. Well, it's more just that it's not on. So, I have so much Come on. You got a lot of free time. >> Totally fine with it, Nancy. >> What? >> I'm fine with it. >> Me, too. >> Yep. >> You have a lot of institutional knowledge as well. >> Question tomorrow. >> Thursday 11 a.m. A >> this Thursday like tomorrow? >> No. for tomorrow. >> It's Thursday. >> That's it. >> Thank you all for this uncomfortable conversation. >> We'll try to do this more often. >> It's not like we're firing like >>
078Okay, let's go to uh our admin Amy. >> Um we uh had a great fall family fun festival and open house on Monday. Students and their families joined us uh to share our fall themed meal, meet our staff, enjoy games. uh they made their own trail mix uh learned about our curriculum with school programs and the many supportive organizations in our community. So I'd like to thank our team of middle school staff and our community organizations that came Boseies came the police department and the youth center and of course our 21st century team and community school. So we had a fun night. Uh, I'm also happy to share that we are starting our new middle school workshop series called Coffee with the Counselors. Starts on October 22nd. This is a four-part series designed to provide
079parents and guardians with information and resources to support their middle schoolers well-being. U Mrs. Jackson and Mrs. McHugh sent out a needs assessment asking our families what topics they were most interested in. Um, and based on the parent guardian feedback, we have four sessions scheduled. Um, so the first one is building students self-confidence and self-esteem. October 22nd. January 23rd is managing student stress and anxiety. March 20th is navigating middle school friendships. And May 15th is internet safety. So we're really looking forward to partnering with our families in another way to support their children's success and to continue building strong positive relationships between home and school. So thank you to Mrs. Jackson and Mrs. McHugh for taking initiative to start this program. Okay, perfect. Brian, >> um, yeah, we had a pretty awesome, um, performance at
080Petrova last, was it Friday of the 29th, Katie? >> Monday >> or Monday of the 29th. The Seagull Festival performed Monkey in Francine in the city of Tigers. Uh, Bloomingdale students came in um for this performance. Um, I didn't realize until after that the Seagull Festival is the premier opera and musical theater producing organization in the Aderondac region of upstate New York and the oldest summer vocal training program in the US. >> So, we were able to get them. It was a fantastic performance. Um, the kids loved it. Um, it was loud. I think the kids might have been louder than the than the performers, but it was it was great. I think everybody enjoyed it. Um, just some kudos to the community, the Harriettown town hall. I thought our evacuation drill went um, very
081well. You know, getting over 700 students and staff from the building to the town hall and back to Prova in less than 30 minutes um, safely and all accounted for is is no easy feat. Um, so let's hope we never have to do it for real, but if we do, we'll be ready. Um, and lastly, we had our first ever Pro Petrova family Friday meeting last Friday. Our uh building leadership team or BLT brainstorm some alternatives to our traditional Friday morning meeting that we've done once a month uh in the auditorium. And this is it was a leap, but we decided to give the afternoon a try and meet in the cafeteria to make it more of a family atmosphere. Um, I'd say it went pretty well. Not to say there aren't things that we
082are going to tweak before the next one. Um, but we went over our positivity project element uh for this week. Uh, being present, giving others our attention with an overall message um that strong relationships grow when we're present, open-minded, and willing to listen. And then we had a special guest appearance of Big Red who um recognized a student, kindergarten student um obviously had no idea this was going to happen. Uh with a certificate for already this year accomplishing a pretty lofty goal. Um so the of course the kids loved that when they saw Big Red come in. Most of the staff didn't know that Big Red was coming. Um so it was uh it was pretty successful I would say. Um, we hope to continue to do it in the cafeteria in the coming months.
083The the problem is when recess is done in the winter, getting the floor clean and dry and then getting 320 students and 60 staff in there before dismissal might be a challenge, but so far so good. >> Thank you, Brian. Katie. >> Uh, last Friday we also had our second big red assembly and student of the month award. So, we had family come in for that. We have been focusing on the big red matrix which is our behavioral expectations. It's the acronym big red. And so, every month we focus on one letter and this month was letter I for integrity. Um, so that's been really effective infusing it with the positivity project because we use the same language and it's the same from school to school. So, that's been really nice. Last Friday, we also
084had our 21st century movie night in country line dancing at the new turf field. Um, Eric and I had a discussion after. We learned a lot from that event and so we will be ready for our spring event with some changes, but I thought the feedback from the kids was awesome, but when they got onto a field, what do you think they wanted to do? So, um, it was still great to see a different event at the turnfield other than athletics and I thought it was really cool for the kids and they loved it. So, we learned a little bit and we still had fun. Um, this week it's field the start of field trip season. So, today second grade went to Blue Mountain Lake. Tomorrow, uh, Bloomingdale K through2 is all going to bankers
085and on Friday the Bloomingdale Fire Department is doing its annual assembly and touch a truck in the parking lot and that is for UPK this second grade. So that should be a lot of fun. >> Thank you, Melissa. >> Um, I think last time Zach gave you a quick introduction to Next Ready classrooms. In your folders, you have these two documents. Um, next ready classroom has three shifts. It's next ready writing, next ready habits, and next ready learning. Session one, uh, rotations of curriculum are coming to a close where all teachers are onboarded to these three shifts. So, our students are ready for whatever they choose to do next. um meaning um second grade to third grade but also you know when they leave here whatever path they choose. Um the culminating activity uh um
086staff is identifying where the strategies inherent in these shifts um where they um embed uh DEI in CRS and also support our students annotating the attributes on the New York State um portion of graduate. So on this other sheet you have here kind of how the three are aligned. Um I love that our next classrooms uh you know were born before the portrait of a graduate was adopted. It shows I think that we're ahead of the curve and I think we have been you know right along in terms of you know the DEI work that began before um you know before I you know even considered Sarinet Lake. And um on the back side just a brief overview. Um I think you know when you hear from me in the future we'll be talking about
087these next ready shifts and you know just a little foundation for you. Can >> I just ask I'm just curious know research based instructional strategies. What's an example one of those? You know >> like an example of a strategy using say is a universal design for learning type approach or >> no yes of course that is but at the same time it is um like uh student centered um you know teacher as a facilitator creating an environment and uh learning activities where um students are questioning each other for deeper understanding. There's a bunch of different ways to do that where students are in charge of their own learning to different degrees that they're ready for. We there's a bunch of continuums that um that we played with today uh or you know this um session
088that have to do with student agency. We talked a lot about when you look at there's these um seven or six different um continuums or seven. when you look at them, you could plan the most amazing lesson that is at the far end of this continuum and it would probably fall flat because our students don't know how to exercise that agency yet. And so it's going to take some time to get there. We have to kind of build those training wheels and supports um so that they're ready to take on the reigns. >> Thanks. Perfect. >> All right. Uh, next up are student reps. >> Okay, so we have picture day coming up which is next week I think. And so students got like the things that they could buy their pictures and homework. We
089had SATs today and yesterday. And then we had PSATs coming up. So students took those. And then we had a carbon monoxide leak. And so we the second floor had to shelter in place. So I think it was down in the Whose fault was it? >> Mr. Bennett. >> Right under the bus. >> Wow. Just back it up over. >> Well, okay. So, it might be six degrees of separation, but it's just fun um to give them a hard time. Uh so our marine tech students were working on um winterizing a boat >> and the owner of the boat had allowed the motor the electric part to die down. So they were charging it and they had to be close to the charger. So they started it inside to see, you know, turned it on
090to see if it was charged and that set off the carbon monoxide. And whose boat was it? surprised. >> So therefore, it it all makes sense that because our car, but it was a great it was a great practice, right? It was unexpected for all of us. We had a nice closeup. I won't take their thing, but we did meet afterwards. Um the fire department of course came and we had some discussion like how to handle that in the future. And it was it was a good trial run with uh everyone evacuated except for the people who set off the alarm because they could just move outside and continue their work. So everybody else on the second floor spent some time in the auditorium. >> Um we have our plan football game on Halloween. So
091it's going to be like very fun. And then we also have homecoming last week and everybody dressed up or every day of the week. And then we had the homecoming dance on Saturday last week. Perfect. Thank you, Jen. I'll lead off with the reports. Um, I mentioned that I'm meeting with Dale next week. Uh, I also went to the line dancing movie night and uh, thought it was spectacular. Kids were running around having a great time. Uh, many of the parents were bleacher bound, but uh, they seem to be enjoying themselves. So, uh, hope to see more kinds of uses like that on the new facility. And kudos for you folks for, uh, getting that kicked off. And I did not realize Puss and Boots was such a fun movie. >> It's got some scary
092parts, you know. >> Um Nancy, >> uh well, I don't want to deal with that. Well, we have a DEI committee meeting tomorrow. Um it's an hour and a half because we're switching to meeting less often. It's supposed to be quarterly, but there are five meetings. Five quarters. Um but that's okay. It'll just get >> Well, the first one never really counts. It's true. >> I mean, tomorrow night will be shorter and it just gets us off the ground. I didn't want to just get off the ground and then wait >> right for the I understood it that way as well. So, it's good to get it back because we haven't had a meeting yet this year. So, just get get back into uh the swing of things. So, that's about all that I have
093to say. >> Justin, uh just thanks to the patrol staff, the kindergartener folks who took the kids to the potato farm. I've been cooking potatoes for about two weeks now. Running out of ideas. Yeah. >> Yeah. So, running out of ideas. You got me more. >> And uh and Suzanne wanted me to share she's been going to the future superintendent training. Not because she's applying for the job. She made me very appreciate she said that, but that she in talking to many of her uh colleagues there who are attending the training do the similar role she does. Wanted to just like a humble ride for our board. Thank our board for being our board of superintendent for being supportive of staff. and she had um heard lots of horror stories from her colleagues there about
094how they don't feel supported from their boards and so she wanted me to make sure I said thank you to those so I'm doing that thank you from Suzanne >> Joe >> nothing >> Zach >> nothing to report >> Tori >> nothing >> and Mike had to leave for another meeting okay uh even though it says anticipate executive session we do not need an executive session tonight so if I can get a motion to adjurnn Second. >> Those in favor? >> I opposed. >> We are journal. >> So you're you're buying copy. >> So you know we we do ours through Sim Quest. >> Congratulations. >> We do ours through Sim Quest. It's not a lease agreement, but Community Health will cover service for remote that was