SSCSD BOE Meeting 7/28/2022

001program initiatives and some of them were talked about um in the previous presentation and also we talked about some of the ones in red caitlyn mentioned our second step curriculum at the elementary level we also have moved from parsons mental health clinics to the behavioral health services north and then that's a change again i know we've had discussions on uh let's see there's also a piece in here that talks about training and again we went through and talked about the different drills that we do also training for staff recognizing threats of violence self-harm and then the practicing of our safety drills with students and staff and then it talks i think the last part of it talks about is um funny i think it's right here i guess it's developed the following policies and procedures

002lead to school building so the school security practices uh so our visitor management uh mark leffler talked about our new raptor system and that policy the security cameras we have and the safety audits that we did and then we're also in the process of doing a new one so any questions on section two okay so section three gets into response it focuses on how do we communicate in a situation focusing on internal and external communications there's also a chart that talks about situational responses and again those are many of the things that we try to plan for it's not a comprehensive list there are always new things but there's quite a bit there and you can see just in red instead of active shooters that was something that was recommended was active assailant armed intruder

003this lists some of the drills that we do painting assistance it talks about working with um a painting emergency assistant from our local government and also our emergency partners that's it for three procedures for obtaining advice district resources available into section four so anything on section three you'd like to questions on okay so section four talks about declared state emergency involving a communicable disease this was added two years ago last year um so again there's an appendix in this document now that has a pandemic continuity of operations plan and again i'm not we don't have time to go through all that but that's at the end of this that's something that we created during the covet equivalent times that it's specific to cove but it talks about code because it's not let's say code specifically

004it could be any kind of future pandemic then we also also included in that plan it does mention talk about essential versus non-essential employees that time the plan also talks about identifying work and learning strategies to keep the buildings our school district open and functioning as possible that's just a quick summary of that section five is recovery anything in four or okay section five is recovery district support of buildings using the post incident response plan that's something that um saratoga has created i think it was seven this is written document 17 i'm trying to work out memory so in 2017 we kind of revamped that um that's also been updated a little bit over as a district response team that's an area that we are going to look at and bring that plan back look

005at some of the resources look at some of our processes a large part of this you can see talks about the mental health services that we covered in the previous presentation section six talks about safety security and resources and this gets into defining some of the roles um not in detail that you you had in the previous presentation but roles of the sro our hall monitors and then our grounds monitors there's a reference reference one and two and then i won't get into the appendixes but the appendix is basically we have the contracts of our sros so the sro from the city of saratov springs and then the sro from saratoga county and then that pandemic continuity of operations plan that's something that was new as of last year that's the other appendix that we

006have in the document there's a lot of there's quite a bit in the contracts that's why it's like 50 pages all along you folks that's really quick overview of those different sections of the document there's something that a change that you saw in red or something that you'd like me to talk more about or okay and we're going to close the public hearing any other questions in the comments so again next step uh based on any feedback that we receive uh the next board meeting is when the district safety plan is adopted by the board all school districts in new york state making directly from all have to have their plans made to the state by september adopted by september 1st submitted by actual workers so we'll be way ahead of we'll actually if it's

007adopted on the 26th we're kind of just where we need to be oh yes i'm sorry go ahead oh that's okay um my first question is officer moore returning to the can we before we i'll answer that best i can but is there anything on the safety plan before we are we okay with what that's falling to the safety plan i have some questions about the safety plan can i take those first and i can go ahead so i read over it a bunch of times and tried to make sense of it and i was when i was looking at page six which is the implementation of security talk about the cameras the uh that but scientists and i think this was brought up in the workshop a little bit the elementary schools so vulnerable

008and in an elementary school office you have two clerks a secretary and a principal we're in charge of everyone who comes into that school and if somebody were to get into the school some other way front door and that should have been something like that a teacher if they go to somebody who shouldn't be there to where two clerks and a secretary are now supposed to handle that situation so i as a parent and i have kids in the high school the middle school and the elementary school and i'm happy there's an sro there's hall monitors i feel that they're definitely more safe so to speak but why is my elementary school student is his safety different from my older sons um i guess you could say we we want them to be safe no

009matter what building they're in i have to kind of listen more and maybe see more of what you're saying again it's it's more than just a principle and a couple of clerks there's a whole building team that helps with bringing in bringing in our students and dismissing our students yes no i know i get that but you know you come to the high school and you have a boxer bear and a whole security table elementary school you do not have hall monitors you do not have grounds monitors you do not have an sro not at all not all of them you're right that's correct has frequented them often this year division street i think if we see a police officer a police car in front it's more alarming than not because they're so individual aside

010from the month of june so to say that they pop in all the time i mean that's kind of an overstatement of the relationship of a police officer inside the elementary schools so i'm just saying that it just looks it does it's on paper and in practice at the elementary schools are being left out of it's great but why why is there more in these other schools and so is it because folks students are more likely to incite violence okay but don't we live in a time where violence is all of our schools are targeted with violence doesn't matter if they're a high school or kindergarten classroom so i just i hope that before you adopt this plan that that is a conversation that could be had is how to help these elementary schools not

011be as vulnerable and if the resources are available as said that it could be a possibility why aren't we having that conversation why isn't that open why aren't we asking the teachers and the staff and the parents how they would feel about having sro in the elementary schools and again that's something we can look at so again going back to your original comment i think it was sro moore i had it right yes he was in june so the and it's good that glenn is still here the police department and i think the conversation that mike had with chief crooks was the last month of school a month and a half of school um was doing again to your point we should try to keep that that's what i'd like to see is keep that

012relationship and keep that presence there um but that he was kind of there for that month and a half in response to what happened right and which is great and yeah you know definitely was if i know what you're saying we'd like to see we'd like to see that all the time exactly right we should not have to wait for something to happen elsewhere or document something to happen so then we can all say well why didn't we have more safety measures in place at the elementary schools okay thank you i get it i get what you're saying yes yes hi um i'd like to make a comment also that is that if there were additional police there in response to what happened in i can totally comment on that again it's a training component

013i'll just leave it at that and i know how new york state trains working with them and it'd be a different and again i have police officers standing right behind you it would be a different response in new york so that's as much as i can saying i don't know all the specifics had there but i do know i've read that and saw that as well anything else before i go back to the board i guess i just i have a response which i don't want to get into a debate or anything but they did not have a dedicated sro everyone knows that response was a disaster but this is really not the place to kind of a debate like that so all right thank you thank you for a moment um my name is

014jennifer taylor at two daughters of state captain elementary it's necessary to speak tonight because i feel like our is in favor of uh i recently learned that the continuation of an sro request question i didn't know that they were not there all the time transparency is is and communication is a problem um i think i've watched four meetings i read the literature i've read the proposed safety measures but it this is not available to parents to know what is going on in the schools and this could be on administration this could be on levels you know just a failure of communication but that being said parents have the right to be heard and to at least make a judgment call on what they feel is proper for their child um the agreement that an sro

015is for all public schools that the district would recognize the trust in the benefits for students particularly the students my understanding now is that we're added in july sort of as a reaction now that the district is being proactive why would we take steps backwards um you know that parents deserve an explanation if the board is looking at removing something that is benefiting the children that is documented in multiple sources and i i just need to clarify because that was not yeah there's there's a lot of misunderstanding and again uh after the tragedy in texas i received three phone calls and had three conversations the next day one was with the chief of police of the saratoga springs police department one was with our local commander new york state police department new york state police

016and then the other was with the county sheriff's department all three agencies offered to every school district in saratoga accounting their support to increase the visibility of a police presence in our schools so there was no agreement to add an sro at the elementary level so that was never part of the conversation we've always had they were present then in june correct than they had been in the past yes correct so but but there was no sro assignment at the elementary school the individual who was acting on behalf of the city police department was a law enforcement officer yes who happened to be trained by the city of nassau but he was not deployed by the school district or by the city as an sro to work in our elementary school so i put a

017message out to the entire community to say we are going to see an increased presence of police visibility in all of our schools by the city police by the state police and by the county police department so at no point did the city deploy an additional school resource officers to our elementary schools so i just want to make sure there was nothing added and so there's nothing that's being taken away we've always contracted for two full-time school resource officers glenn who's with us today who serves our high school and then mike martin was with us previously who serves at the at the middle school from the county's perspective so i understand that the parents appreciate that additional visibility and support that we received from the county the city and the state police but again that

018was no formal contract that was ever brought to the board of education for approval that was just a mutual response that we very fortunately heard from all of our partners in law enforcement so again if there was a misconception that the board had authorized additional sro as a telemetry school that is not accurate okay then i might have spoken unfortunately when there is not much communication i feel like depending on what channel you get your needs from that's all you have to go with so in moving forward um and acknowledging that in your draft safety acknowledging that it is a beneficial practice correct why not include elementary school students um i stayed up did a little bit of research and yes there are mixed feelings on this however we are looking at multiple sources finding

019the program's built on careful selection of the right officer within this training in a well-defined role which you do so in your document are beneficial the sros focus on prevention education early intervention these are recommendations from congressional resources that should not just be ignore when it comes to the younger students because we feel like oh the principal hasn't requested that my child's safety is not up to what the principal's going to request officer moore who was gracious enough to um make a presence at lake avenue uh received training and certification as a resource resource officer he has a stronger career service he's a parent that can relate to other parents and the fears that they might have and the concerns that they might have i have family that teach in connecticut at the elementary level

020their schools have sro officers they are received well by staff they were requested by parents and they are well liked by all of the students i have a friend who teaches locally and she is hoping that her school increases the number of the uptick and problems she has been having so i would urge you and i would urge the city to continue this program and make it at the elementary level outline all the positives why not apply them to all the kids and as i'm reading through this and realizing that there's sort of a lack of one source to go to in our city you can't really go and get a clear idea of what the sro officer does you can't go to perhaps we should look at other examples and then try to communicate

021better to parents in the community what their role is san francisco they have a wonderful page and they outline what the officers are doing questions there's plenty of examples that we can use to help better communicate with parents who are concerned about the safety of their children thank you a little over time so thank you everybody appreciate your time tonight thanks dave thanks mickey any other transitions for the business meetings thanks mickey [Music] here can you please join me in standing for the pledge into the republic for which it stands one nation under god indivisible with liberty and justice for all [Music] ah there are no minutes to approve so um can i get a motion to accept today's agenda john second connie uh all in favor that's uh eight unanimous joe um and uh

022that brings us to our first public comment period i do not have the script in front of me so i'm gonna go from memory on some of the ground rules here and anyone else can jump in and tell me what i missed but this is our first of two public comment periods the first public comment period is limited to 30 minutes total each speaker has a maximum of three minutes we do not refer to students staff or board members individually or by name please help us model polite and constructive behavior for our students by always engaging in it while commenting we do ask that you state your name and address and just reminder that this board meetings are meetings held in public they are not dialogues at the moment with the public if a topic

023requires a response the appropriate person will do so separately anything i missed angie good all right i nailed it um that's what i forgot to do mike was traveling aaron leary come on up okay i think if you stand there the michael will catch you thank you um last year i came to this meeting to express concern about the nature of our school board elections and specific campaign financing and disclosure as you may recall last year's forums indicated that a shell corporation donated five thousand dollars to a single candidate because that corporation was formed just prior and through a clearinghouse the source of those funds including any dark money or funders outside our district remains purposely opaque we know there are people outside of our district who are trying to sway elections but we still

024do not know why last year i called on this board to take proactive steps to protect our elections and with that are public schools so what has happened since we have the formation of yet another purposely opaque organization excellence in education for saratoga springs members of which come to speak here at meetings but when it comes to the documentation reveals no names their website was formed by a proxy and the nearly fifteen thousand dollars they raised and distributed to three candidates this year is only traceable as excellence in education is this an individual doing business as is it a non-profit is it a pack it is not is it the nonprofit that was formed on long island because there is one in that bank is it a front for outside actors albeit with participation from

025our own community members why won't people assign their names to their beliefs and why when professing specific policy interests do they not enact them when called for academic excellence they ignored academic integrity though they called for budget transparency this group chose to provide none why firstly it's because they do not and secondly it because it benefits each of the people involved to obscure their financing but it does not benefit the district the voters the parents the teachers and most importantly it does not benefit the students in the last two board meetings there has been conversation about examining election forms namely the code of fair campaign practices because people have been apparently signing this document without knowing what an appeal to prejudice is i feel confident i know what that is but it requires review because

026it goes unenforced i do not feel confident i know who is behind half of our school board campaigns and many of our trustees here documents are important but please consider reviewing the procedures associated with our elections give them teeth and hold individuals accountable encourage transparency in our democracy this likely requires a multi-pronged approach including collaboration with the district's attorney nysid nisba nisa and other entities to ensure our schools reflect the community and to help protect public education that so many rely on and is the basis for opportunity social mobility and its core our democracy thank you thank you okay on to reports and recommendations oh okay anybody else who didn't sign up i want to do have a second public comment period at the end all right seeing none um the uh first report and

027recommendation is i'm going to report on the composition of board committees for 2022 and 2023 the finance advisory committee and the audit committee will be chaired by angenetta mecca and erica borman will also serve on those the policy advisory committee will be chaired by john brugerman natalia laktakia and connie boytovich will also serve on that committee property administration advisory committee will be chaired by dean colligan john ellis and amanda ellithorpe will also serve on that committee and the superintendent and board self-evaluation committee will be chaired by natalia laktakia i and kanye tovic will also serve on that committee dean colligan will remain the board of ed liaison to dirt which is into today and um i will be the nisba representative from the board and steve grandin is the boces representative it's not really a

028district committee but it's on my list stuff i'm reporting on it um are there any questions on that from the board all right board committee reports are there any board committee reports just brief i just wheeled my chair over to double check with dave because i forgot to send uh john tuner my my text that i usually sent him prior to our meetings but uh i'm sure he would report the same thing that they've just whispered to me and there's a lot of work going on in a handful of the buildings within the district with respect to the legacy project no news is good news when it comes to stuff like that things are progressing as they should be they probably have three weeks or so left as they start to wrap some things up

029so things are proceeding as expected and as scheduled as far as the legacy project is concerned thanks any other board committee reports or association reports no um it is a pleasant surprise to see the student representatives here i honestly didn't think you'd uh be at this point this is extra credit i think this is really good and i don't expect a report if you want to give one uh it's kate thompson and ryan mcphee correct yeah well thank you very much for your service congratulations for being elected uh we really look forward to working with you this year and yeah above and beyond to be here in in july in the middle of your summer thank you do you have a report to me we do not we're just going to introduce ourselves go ahead

030why don't you why don't you eat my name is kate thompson i'm a senior at saratoga high school i'm excited to be on the board this year i think it's really interesting environment and i think it's going to be great to really connect the students and the board and all the teachers together my name is ryan mcphee and i'm also a senior at heritage springs high school and very excited to work with everybody and be a part of the board likewise i can speak for all of us i'm sure that we're excited to work with you and uh thank you for serving uh your your fellow students this way you're surprised all of us because i'm going to be reaching out to you here in a few weeks and we'll do some orientation before the

031start of the school year and then um we usually give you the first meeting because it's like the second tuesday that school starts it's just really as an opportunity for introductions uh and then we typically kind of kick one of their student representative reports the second meeting in september so i'll be reaching out to the multiple schedule time that we can all get together but welcome and you do get extra credit for being here this summer and you're the first that i can remember my four years that we've had student representatives in somerset you're following in the great footsteps again of awesome student representatives who served are born in the past so we know you'll do a great job thanks for coming here it's on to you mike all right uh so we have a

032few updates some of them are follow-ups based on previous requests of the board but at first it's my pleasure to introduce dr heather reynolds heather is a familiar face to many of you um heather served on our board of education and did just an incredible job uh as a board trustee uh and in heather's full-time role um she works at suny empire state college and heather reached out to several of the area saratoga county school districts at the beginning of the year that she had the opportunity to be awarded a grant to do some research and some study on social emotional health and safety and evaluating program and policies that affect school districts not only here in our region but really across the state and at the national level so we were very enthusiastic we

033agreed to work with heather over the course of the school year so she just wanted a few minutes to be able to update the board of education on her research uh some of the findings and recommendations uh and we're just excited now that we have uh her report uh to be able to share uh with our teachers and our administrators our student support service staff really when you think of the work that lisa has been leading with the principals and with our student support service providers on mtss that multi-tiered systems of support the work that dr reynolds has led both here as well as in southwest falls are going to be very helpful to school districts as we kind of continue to help address our student needs so i'll turn it over to heather um

034i'm really happy to be here tonight um was very fortunate to be awarded a fellowship from the empire state college foundation he supports a faculty member every year to do so um my interest is in how researchers and school decision makers can work collaboratively so i mentioned i end up working with saratoga springs and southwest falls i was also going to be in schenectady but there was a new superintendent and a lot a lot going on and actually this ended up being plenty of work if i had been there as well i don't know what i would prove something i would have had to have never taken a weekend off so after consultation with mike in the fall and basically with the broad question what safety related issue would you like to look at that's

035sort of my when it is my background it's what i've been researching for 25 years um and both saratoga springs not [Music] are the things that are available on so this is a summary of the outcomes this is really a very sort of high level look at what's going on um and i'm going to try to talk about a 30-page report in five to ten minutes um so again if you have any questions from the report after the presentation or even a week from now okay so it's always important from a racer research perspective to start with sort of the umbrella of what drives things in the district and in that case that is the pathways vision which you're all very familiar with i don't even need to mention the components um and so for

036me assessing how these social emotional health and safety programs policies initiatives how they link to this is critical if you look there isn't a core value that relates to mental health or social and emotional health some districts do have that um but again it seems you can also look at how it's sort of woven through outcomes or four different values the most important thing um and district stakeholders recognize this is that social emotional programming needs to be connected and embedded does which means it needs to be part of looked at through the pathway vision so this presentation is going to include some strategies of how to reach this goal for a period of time so how did i collect data it was just me i had some of the funkier slides um and data collection

037but over the course of the 21 22 academic year i used surveys interviews over zoom because right when i was doing a lot of the work uh coven kind of took a went to a sort of peaked again um and but i also had in-person meetings so i talked with a lot of district level and building groups and to gather information about programming that's a good place to start ideally though it's a first step student teacher and staff data are really important but beyond the scope of what i was doing in this case so i have two different slides on the programming presentation i heard i walked in towards the end of it i heard dave talk about yes so i asked the open-ended questions of can you identify what program supports social and emotional

038health and safety so these are the programs that were brought up so this was emergent data from conversations and what i look for is continuity over time and across settings so how are these programs connected over time and across the k-12 experience and also particularly at the elementary level are things sort of happening consistently or there are different things happening at different elementary school so as you know second step is a k through eight social and emotional learning program it's a very packaged curriculum it comes with everything comes with training um and it's used very pretty regularly at seamed level the middle school it's been complicated a bit by schedule change and it comes during flex time which gives means it's a couple times a month rather than four times a month um and again

039k through eight uh second step and pbis are both k-rate programs um so those aren't applicable at the high school but there didn't seem to be any sort of formal programs at the high school i knew high school had been looking at pbis but they were developmental you know whether it's developmentally appropriate so that's why there's an n a there counseling and mental health services is something that's been um we've been over time hiring folks to deal with ongoing mental health and behavioral issues um and when i met with the district-wide committee um what came out was that many are tied up right now really just dealing with crises we have a lot of kids in crisis which leaves fewer to deal with other things but anyway that that moves across all three schools generation

040ready is an approach to dei that had some unfortunate timing in terms of the pandemic um it kind of got off to a strong start and then there's been some in school inconsistencies that's something again it's at all three levels but it's really unclear where that is headed and hopefully that's something that is ongoing work that is consistent and assessed in terms of where it's headed some of the more by informal that's not a value judgment or evaluation it just means that these came up but they didn't come up in every school the elementary level seems to have the strongest interest in trauma-informed practices there was an elementary grant again i'm sure you've heard about it some of the elementary schools have a book club discussions other informal work in terms of continuity at the

041middle and the high school there doesn't seem to be from the information i gathered anything formal there's interest but nothing more restorative practices is a another program that came up it's a way to teach problem solving conflict resolution skills um and it actually would fit well with pdis and second steps several people mentioned that that it seems like we have programs that are discrete but really could complement each other with another another piece again currently nothing formal there was some work being done at the middle school that was really interrupted again by the pandemic but in this area there's a lot of room for student leadership and students taking on leadership roles in this is the only thing i'm going to mention about southwest falls but when i was in south bruns falls they have

042restorative practice integrated throughout the school and students really lead these great and i mean it could be they could also leave other things but in this case they were leading it so there's a lot of room for that within those programs that is not currently happening in the district school climate's a really important variable looking at home school links at the elementary level this is pretty much more evident you have strong hsas ptas you have one teacher you have who knows their students it's easier to create stronger bonds and relationships in in terms of being with kids all day but it's not that this can't happen at the middle of the high school either again there's a consistency for what initiatives at the secondary level but interest in doing so um also the district is

043going to be administering the comprehensive school climate inventory next year which looks at student teacher staff parent and administrator perspectives on climate which is basically whether kids feel welcome uh emotionally and physically safe i'm sorry anyone feels welcome emotionally physically safe engaged and supported and so gathering this information is going to be a really good place to start once that's been analyzed it's a national survey um and so it it has some decent reliability and it's a good tool so hopefully you guys will be looking at that data in the in the fall so i keep on track here [Music] i have a few recommendations again this is hard to do with the lengthy report in a few minutes but a really important thing is the connections continuity and consistency asking the question are seo

044related skills expectations and behaviors that students learn in elementary school and continuing on in high school again in a developmentally appropriate way they're not going to be exact they're not going to look exactly the same but that's how you build a strong culture of um in the district of uh you know sort of social and emotional support or behavioral support or i mean there's so many things within this but making a school a welcoming and safe community for all kids so other piece is um i didn't find a lot of evidence that this was happening but administrators did talk about a desire to try to build on these things um i know someone i i got information from the high school that they're trying to come up with a common language consistent ways of dealing

045with things my only recommendation would be that's fantastic that that's happening at the high school but make sure it links back to the middle school and then make sure it links back to the elementary school again in in developmentally appropriate ways that's the jumped ahead the second um and again mentioning that um with the common cultural norms um that conversations should be district-wide conversations about um to ensure that everyone is that that we're dealing with common ones and values provides a structure for that also it's important resources are really important we don't have finance we don't have infinite budgets so there's a need for more coordination and leadership at the building level for some of these programs pbis has set coordinators so that is one one that has that expanding that rule to look at

046some of the other social and emotional programming everything otherwise without these individuals really these programs are going to stay in pockets you're going to have a teacher at maple lab middle school doing amazing things with restorative practices a teacher in an elementary school who's got trauma-informed practices fully integrated into the curriculum someone else doing something at the high school i know there's a mindfulness club at the high school but how is it all connected the piece that's really important uh student and staff voices are critical and programs should grow from grassroots discussions that are led by teachers staff and students grassroots programming based on interest in need is sustainable and as a board of education you want to invest in things that are going to stick around and be effective and that's a key piece

047to programs generally but definitely these programs in particular so regular assessment programs in the district does not seem to be happening in a systematic manner people were quick to talk about anecdotal data in terms of oh my gosh i see kids doing x or i see kids treating kids and solving problems this way and i think that's directly tied to sex but it's not it's anecdotal it's not you know data collected in a systematic way so there are things that are about the district in the right direction one is the hiring of the new district level director of assessment but um thank you because she is trying to coordinate that and again i bring up the climate survey that's going to provide a broad perspective on school climate and directions where work is needed okay

048so so in terms of the key outcomes we have um the programs need to be driven by identified areas of need again by soliciting broad input from stakeholders we coordinators who have release time and resources to take on the development coordination of these programs and also to meet across settings to make sure when kids leave elementary school well what are they going to bump into in terms of what they've learned about social emotional learning and learned about restorative practices in elementary school um program uh should be district-wide meaning that uh their common goals and outcomes and training in pd for this is another really important piece the most successful programs in districts all over the country are programs where every member of the school committee community is trained and aware of what the program is

049what the outcome should be what the procedures are pbis is the closest thing to that as over time everyone's gotten a train i remember hearing that bus drivers are turning in pbi nets which means that it's not just the thing that teachers are doing in school but kids have the same expectations in the classroom and the same sort of responses to the classroom the hallway in the cafeteria on the bus and their families are aware of it and that is critical is not easy to do it is not inexpensive to do but it works and then goal setting and outcomes are critical i mentioned anecdotal data and really a need for direct assessment of what's working what the perceptions are of what's needed and uh that that is still in its infancy here but hopefully

050it will continue so hopefully that is helpful and um yes um my question might be more for joe than for you um but i know we've talked about the aroi and looking at that academic return of investment i'm just wondering are these area like the second step in pbis are those some of the things that we're looking at through that or is it not formally but it's certainly when we're looking at all of our initiatives those are things that we can organize ourselves to collect data on that i absolutely agree that anecdotal there's really there's good evidence for a lot of our programs but we need to dig deep action and attach the dollars to that and make sure that we're making a good investment ourselves to collect the data in a certain way that's

051extractable and consistent will contribute to being able to assess the effectiveness so abigail's done a lot of work how are we recording things are we having the same understanding of uh what things mean well is there always a piece of or always a notation or is it just have a break here um that sort of thing yeah that's essential and such an undertaking yeah go ahead ken hi dr reynolds how are you i had a question so i just want to make sure i understand this so we do not have any professional development currently for seo so here for second step i like it i heard second step do we have pd for second step because it's not on this other related report [Music] my understanding is that second step has its own pd i

052think you take video your teachers can watch its own self-paced so it's a self-paced um professional development and i think the superintendent's days and the report i mentioned you know there's some comment from stuff there there's different somewhere in the 32 pages that it's superintendent conference states many of these topics are um are covered and you know will be a good place to sort of assess interest more people attending so in your research when second step and generation ready came up because those were the two that i saw on your slides as far as effectiveness of those programs when you were talking with the staff i know it's a probably it's not a big sample size but did you get a feel for so the information i think the second step was really and this

053was not from teachers so it could have been different but the feedback was teachers seem to like it because it's packaged it comes with books it comes with videos it comes with you know i do it on every morning and then the question is because it's so individualized is it then integrated into i mean i'm sure some teachers probably take that one teacher does it their own way another day yeah so i think there's a lot of a lot of that ready um again just really got interrupted by the pandemic i think there were things going on before and then there were things going on sort of over zoom but i believe like the student piece is still yeah so like the assessment piece um just at the end of last year the culture and

054climate committee did administer assessment uh so they're you know using the summertime to kind of review those results and that'll help you know kind of drive some of the next steps from a student engagement perspective and then some of the outcomes this past year from the district level committee was how do we get kids kids more involved you know at this point it's more district level conversations and then our building equity teams have those conversations from an instructional perspective uh and that's a lot of the pd that's been focused on and now it's kind of that student engagement conversations is what would take that to the next level where it's going to have an impact at that at that student level right and everyone sort of mentioned who was the contact person [Music] and then

055second step actually we do have a team of teachers and social workers administrators that meet pretty regularly to evaluate and there are some assessments tied that the kids can take for you know how do they transfer some of the lessons into uh characteristics of good citizenship and actually being with a group of principals this morning they were able to share their end of the year data as to how much you know the kids were able to comprehend and then obviously it's lessons what they're having the interactions the classroom to how does that apply to you know the reductions and you know the number of incidents or number of referrals you know at the elementary level so they're they're collecting and analyzing that data quantitatively and qualitatively there was the initial training for the second step

056um three years ago now that was done in all the buildings and now the social workers are the people of the building so as new people come in they do get that training and it is a very i'll say um there's two there's two assessment pieces in general if you wanted to take the more formal ones for sdl at k5 one would be um the bz us talk about with counseling which goes through and the kids that's something that was new this year for kind of taking the temperature on how they're feeling with dealing with a lot of different things and then there was the connections that was one piece and then the other piece is second step does have an end of the year assessment that asks kids about the different lessons they've had

057and kind of is a built-in evaluation okay what's the application of it besides just knowing it that's what the conversation is um with that committee at this point and then my last question was on the survey you mentioned it was a national survey yes that had many different so is there a is there a survey for parents to take and a survey for students to take or is it one survey it is one survey but there are separate they there's a lot of overlap but they're separate they're separate surges trying to administer that for the last two years but again it's been difficult to do so we created our own condensed version and that's what the ei committee had been working on okay so it's just a matter of um working with boces to see

058if we can administer that for all students staff and parents i think one other only one other capital region school bethlehem was able to do a pre pandemic now we're starting to get back into it now you know so this was um a lot of it was tied to the essa you know information that at least at first at the end of the school year is having that culture and climate tied to it and having some kind of a nationally norm survey that school districts can get administered and start looking at longitudinal data to gather that information so and parents would be able to see those questions and it it's online it's an online it's an online survey so it's my paper survey and national um school climate center the ms sc there's so many

059actions but if you look up it's a whole website i think it's actually in i have some references in the it is the national school planet center so it's in the middle uh it's like just some research-based recommendations so that's in there you can download all the surveys i have um all of them that i've used in my classes thank you so much john you want to give her a last question um first of all thank you for being here appreciate all your work um the surveys with the students like from this past year being that they're you know coming back to school after a pandemic so do you think the data will be different from like from this past year like to next year so students are more at ease of coming back to

060school then you know there'd be different emotional will be different you know i think uh answers from the kids are you thinking of the um the climate yeah yeah and i think that mike and i talked about that over the course of the year um actually southwind's falls did it been a tough you know it's been a really tough time kids don't feel connected a lot of building leaders talking about parents feeling very disconnected i mean but um i think that's why my decision and other districts made the decision like let's look at it next fall when it gets when kids get back and things are hopefully more wrong at least something there's something either they're normal or like the crazy is not normal so you know it's not you know parents can talk about

061their perceptions of the school i think we have one more sorry one more question yes um is the survey accessible to students with differing abilities you're saying because it just sounds like it's such a long undertaking so it is only six through 12 it's not i think you can but because of the nature of the question so in terms of developmentally there's not that problem in terms of learner diversity um i am sure because it is a national survey if you go on that website it will say that i can check i can talk to you our culture and climate community from our local level differentiated it at a elementary language level too so they did give it to elementary kids yeah we did yeah but again it was ours it was our own own

062created surveys i guess i was thinking more in terms of be taken a certain way or can there be a scribe can there be somebody's um kids with different learning abilities and styles meaning is it read to them is it since this is a government-funded survey it's part of the u.s so again i think throughout the course of the school year the board has heard from all of our stakeholder groups you know the the importance of sel and again as a region and again you can't go to an educational conference these days without having this be a primary focus of of the support uh in the early interventions to be able to provide to students and families so it was awesome to have these ongoing conversations with heather you know throughout the year and knowing

063that other districts in the area where we're interested in kind of participating and again this is great information for us to kind of continue our planning and the feedback and how do we improve the level of assessment and gathering information not only from our students but from our teachers and parents as well um so again it's it's something that continues to be a priority and if you looked under personalization and what our our targets are for this year that mtss again sel there's a lot of these you know educational jargons but those multi-tier systems you know up support the social emotional piece as well as the academic and behavioral pieces all do tie in very well with each other so but to have this kind of data and have some you know research um you

064know based findings and recommendations is going to be really helpful i think to to the district and to our partnership and again working with neighboring school districts to identify best practices and and then focusing on what professional development that our teachers need to continue to help support our standpoint student needs so i will um i'm presenting with uh janelle woods who is the director of counseling and sdl at southlands falls at nisbach so the next topic actually uh ties under those uh those mtss goals of of the district and so uh the board had previously asked um that we had presented some school safety and educational and private data information back at the end of april and so again a lot of kudos to abigail to all of our building level administrators and again this

065is a kind of a goal of each of the building teams that as they present to the board over the next few months is to kind of dive deeper into building level information as it relates to student contract student behavior but every school district in new york state is required to submit their ssec this used to be the old radar information that schools have again have been reported to the state for many years the definitions and the types of incidents that school districts report annually each year is amended within the education the commissioner had asked you know where does this information come from and it comes from commissioners regulations through the department of education so i don't know who's got the clicker if i can just grab the clicker and i don't know if i

066can do it here or should i come up here okay um so again we just submitted on monday and again abby works very closely with the building principles all of our information is compiled in school tool and as incidents occur throughout the course of the year principals have to code incidents again that would align with the definitions or the characteristics of each of the incidents um so the first one um is assault and physical injury and you can see that the previous definition from 2017 to 2021 uh was updated this previous year for 21 22. um so again as these definitions are updated we get some legal interpretation from school attorneys and then it's then sharing with the building principles uh to go through and make sure that we're appropriately categorizing incidents that again that

067that get reported to the state so you can see over the last we try to keep it uh to information for the last five years so to kind of build upon the uh information that we shared with born back in april um so assault with physical injury we had just one incident at the high school this year uh and zero incidents at the middle school the next category is the use possession or sale of drugs and again this kind of relates to the increase that we've been seeing in the use of the dab pens which is the liquid marijuana and so back in 1718 we were about 15 incidents then 26 incidents in 1819 we got about half a year's worth of data from 1920 when um again we had to go fully remote in

068march uh again down last year to nine and then we saw definitely an increase uh in the number incidents at least at the high school for 29 so that's going to get been been a real focus of the conversation amongst the high school leadership team as well as the high school staff and some of the supports as well as interventions that we want to put in place for the upcoming school year and again we saw three incidents this year with the use and again each one of those cases primarily is that use of the liquid marijuana with the dab pens in school so something that we want to obviously focus in on from an educational perspective and making sure students families the community is fully aware and then the supports that we can go ahead

069and provide and with our partnership with bhsm we're actually going to be starting some substance use prevention and education as well as some counseling components that would be available to students 14 years and older right here in the district that we have not been able to do in the past so that's going to be something that we're really looking forward to being able to offer to our students and families alcohol is again is another reported incident that the state looks for so fortunately we've not had many incidents of alcohol so actually this past year zero at the high school but we did have four incidents at the middle school and those incidents typically are individual cases but sometimes at a school function you have a dance you have a football game on a friday night

070one incident typically could involve many students so but again we actually had more incidents of alcohol-related offenses this year to middle school than we did in high school so then just a disciplined data overview just to give a sense of total student referrals so as a district of six thousand kids over the course of the school year referrals obviously can be generated at almost all levels they can be office referrals you can get a teacher referral a hallway monitor to write a referral a bus driver can write a referral um so we track uh within school tool by month uh the total number of student referrals and then you can dig down into actually the type of incident and again you can break it down by categories of students uh so in our professional development

071days with administrative team last week abby was working with the building principles uh again by building and then to track the number of incidents referrals so uh when you know when you heard the report say that we're seeing an increase uh in overall student behaviors to referrals um even compared to where we were in our last normal year with 2 800 referrals over the course of the entire district for the court for the entire school year k-12 we did have a jump from if i agreed that number correctly 100 up to about 3 400. total referrals this year so you know now the the the principals with their leadership teams have a chance to kind of look at you know the types of incidents and referrals um and then you know plan appropriately what would

072be the interventions and plan for the school year to see what we could do to help reduce those incidents across this course of school year so abby was able to actually pull i said hey what would be the top four types of infractions so if you took all that data over for four years k12 and then the number of referrals that typically generates actually student attendance is our number one challenge so missed assigned class would be again a student was scheduled to be in math class second block didn't report teacher marks that student is absent so again it's usually period attendance in the cases more so at the secondary level that you wouldn't see that necessarily at the elementary level and not as much even at the middle school and then tardiness again the challenge

073of getting kids to school on time is one aspect of tarnish and also getting to class on time so when kids come in the front door late to school they are mark tardy in the attendance office and administrators in both buildings are interacting with the students as they're going into the building but even as the day progresses uh you know how do you encourage uh students movement within the building so when they're going from one class to another class you know they're getting to class on time and then the disrespectful behavior and insubordination again ranked third and fourth over the four year period as the type of incidents have generated the most referrals and again whether that comes from the classroom teacher from an aide a monitor a bus driver you know so that helps

074kind of give us some kind of direction as to when we think about pbis we think about second step we think about what's appropriate behavior and how do we set expectations for our students and share that with our parents um you know what areas obviously we need to continue to work on and then you align four years worse a day worth of data to just this past year it's interesting those same top four categories are still areas that rise rise to the top so so in the next few few weeks you're going to hear presentations from each of the building administrators and they're going to kind of focus a little bit more on developmentally we don't see as many obviously disciplinary referrals at the major level i don't think any of those ssc sscec reports

075i don't think we if we had won at the elementary level in all six schools that that may have been it uh in the total report itself so again most of the reportable offenses here in central springs and for most districts occur at the the middle school in the high school level the top four infractions are pretty much the same in the last two slides and i don't know if you can answer this right now but would what would you say are those also the ones that had the most growth like if that if you were to look at like last year this year yeah again there's there's about total codes within our student management system of which a staff member can select a referral discipline referral on these are the ones that are probably

07650 of our infractions follow within these categories the remaining again are spread over several different codes so what abigail's been doing is working with the principals to see if we can consolidate you know because sometimes you know as a classroom teacher do i pick this or do i pick this you know as how did you describe it what's up those are my favorite like yeah right right um so again proportionally actually um uh mgl does have the data as the percentages of the total number of referrals i didn't want to get into that you know much of the detail here so uh but again i think you're going to hear from the from the principals at each of the levels you know for this past year and then how does that compare the last few

077years where are we seeing improvement and then what were the areas that we really want to make sure that our our building leadership teams and the culture and climate you know committees and the buildings are really working on and again i think it's important from a student perspective you know especially when you look at this and we say hey you know how do you help improve the culture of a high school i knew as a high school principal if i could get kids to school on time and we were all on the same page and we had bells ringing and kids in the classroom where they need to be that really has an impact on the culture of a building when you've got everybody working on the same page it's tough when you've got kids

078running in the front door and they're you know arriving late to class and so those are just things i think working with the kids and then again schedules that are manageable and realistic and you know making sure that we're kind of all working together to see hey what can we do to help you know reduce some of these infractions that each year tend to kind of rise to the top so just looking at the data how much would you say that while we were most of the students were out like march 2020 uh through when we had remote learning the input of that data do you do you feel like it was skewed a lot could be because they would have to like the rules would be a little bit different and what would constitute

079tardiness or would it be excused or for certain so really if you look at 1920 if you look at the last two years of the day so you look at 1920 and 21 you see significant drop you know a third right in 2021 because the kids were hybrid you know and some kids were fully remote the entire year so again i i when i know we heard from our teachers and we heard from administrators this year you know even though last year the kids were back from being fully remote the struggle of readjusting to what the expectation of being in school every day on a full day schedule you know that that transition back i think was much harder than any one of us as adults could have anticipated so you know those fights that

080you see certain months look at the difference in march now march is always the most challenging month in any school but we went from 404 in 1819 up to 554 so 150 more you know student referrals incidents just k12 overall um so and again that's when i think things really start we're starting to set in that we did see that peak in the number of cases back in in january and february um you know and so kind of working through you know again digging into those referrals like what were the types of things that kids are really struggling with um at that time of year is something that we can plan for that you know it's coming march is coming how do we help alleviate some of that stress you know uh that typically comes

081that time of year sure would you say there was a little bit there would have been some more leniency or depending on what was going on in the home environment for remote learning or would it just be if you're tardy or tardy you're absolutely absent or would certain circumstances uh affect those numbers would you say just depending on what was going on well this year the kids were fully in person right the previous years tardiness it would have been very difficult for teachers when they were signing in remotely you know they were keeping track of absence based on student participation but again i think getting the kids back into that formal routine of being a student coming to school every day you can see last year was k-12 was a challenge so so again we'll

082we'll get into a little bit more thank you i wanted to clarify something just on the next slide or the one after either one so this is for k through 12. all students yep but you said that there's almost none of these are from elementary no no no i'm saying that uh miss class and tardius now again we've got a few my teacher representatives here you you can have kids that are tardy at the elementary level but you don't have kids missing assigned classes if a child is late to elementary school for sure no i just wanted to clarify that elementary tardiness is kind of nice correct but this is our local school tool uh disciplinary information that again you're going to hear a lot more by building level that is separate from sscc sscc

083okay are the are the heavy hitter items that every year there are specific things that we have to report to state my comment was there are very few if none sscc incidents that rise the level being reported the elementary level majority of those sec reports are coming from middle school high schools gotcha and that's that's where i got that's typical of that's typical most schools thank you so again just wanted to follow up because again that was a request just to get a sense of when we started collecting information to share it as soon as it was available uh you know to us with the board any other questions we can keep moving all right so next uh next presentation lucas so um at this point i want to turn it over to lisa i

084think there's a handout in your folder i don't i don't think guys i don't it's not up there i think it's just going to be the handout that during our budget development process there's requests for information about district partnerships and some of the service providers or consultants that the district works with to help provide professional development that align with our district initiatives you know and again every time that you hear from whether it's teachers or professional development committees you know the the connection to the the district pathway so tim and joe from the kind of the financial perspective did an evaluation of all of our contracts and then lisa went through uh just to provide a quick kind of definition or a reference as to what the level of participation and involvement is and you

085can see some of them are just annual one-year supports and others could be potentially multi-year so so lisa's just gonna do a quick summary and then again answer any questions that you may have about uh any of the consultants that we work with over the course of the year great thank you so um it might help to think about this chart on a continuum in that the majority of the items on here don't exist in a vacuum that they're and i'll go through some of them here that some training may have occurred either internally by administrators by teachers on some certain subjects and then we brought in a consultant or we brought the consultant in first did turnkey training and then there's ongoing follow-up and i think as we mentioned in one of the other

086uh reporting outs might have been during the professional learning one that um we don't intend to keep people on indefinitely the desired outcome is to build capacity here so that we don't have to keep somebody on for years and years so just to go through quickly there are some of these that are directly related to some digital tools and resources so curriculum associates the one that's at the top that was iready training k-8 so you've heard a lot of talk about that in the data those are our benchmark assessments that we implemented across all six of the elementary buildings in ela and math and at the middle school so in order to not just administer an assessment um but be able to use the data to inform instruction and conversation in plts that's what some

087of that training is for so that was one that again that's related to that online as well so that's a digital resource i'll go down to american reading company arc as you've heard us refer to it that is that a part of it that is also related to the digital component of your curtis talk about this thing called school pace which is how we put data in and record information about students and then we get reports out and i think if you've talked to any of the elementary principals or teachers in k2 from this year that was a very big learning curve too and as you know when we spend so much money on these programs we don't in the research the course you don't just say okay here it is without the pd component

088it's critical um and again we've listed some of the the time frame next to it for you to give you more context um if you go further down to the houghton mifflin parkour piece the read 180 that's another um digital resource um that we had for quite some time and then did some work this year assessing whether or not we were going to continue with that and we are not and that was working with our special education bulbs and then um core amplify knowledge coupled down from that and class dibbles um training so if you see that falls under the 2020 2021 school year that was our benchmark testing package for back lack of a better term that we used prior to arc so you won't see that one again in the future some of

089these other pieces uh berkelmeyer consulting back up at the top that was assistance in working on a an appropriate middle school schedule in addition to pd work on classroom management climate instructional practices so that was where he worked kelly brock was our consultant you've heard that name and it goes right along with uh what dr reynolds was just talking about um recognizing from the pandemic that this multi-tiered system of support was even more important she's helping us create that k-12 system of looking at academics student engagement programs um let's see generation ready we spent a lot of time talking about this year uh with our diversity equity and inclusion training um that is ongoing but again i think the other presentations we talked about again as you increase the capacity of our administrators our teachers

090our our staff we decrease in terms of what we need from the consultant so i anticipate that going down on in the coming year casta is a professional development support for the capital region region school districts so they offer a lot of different services workshops etcetera and consulting on the maple avenue alternate schedule as well and you'll see that berkelemeyer and casda which were both attached to maple avenue occurred in different years so again helping to get mabel avenue through but not having a repetition of services um high five adventure learning you heard us talk about pe class revamping the curriculum and instruction during our curriculum renewal over the past few years one of the units is an adventure unit so making sure that all of our teachers were trained in how to use the

091high ropes and giving context to them that's something that we had i think it was a six day training on they came on site that sort of thing so as you know safety etc in addition to content uh the next one uh we offer cpr and aed training yearly the there's a significant difference in cost between 2021 and 20 uh or and then 2022 uh 20 last year there was not again as much going on with coaching or activities or things this year we felt it was a really good thing that more people wanted to take that course uh thinking in common um oh i skipped national center for civic innovation again that's connected to the curriculum renewal support for work that the science teachers did as part of implementing new new york state learning

092standards and the three-dimensional science so part of that work is looking at resources that directly support that way of teaching and looking at curriculum and resources for that and i think last year you saw the sixth grade example of sixth grade hands-on lab work that was the result of of that thinking in common a little bit further down that was some co-teaching training so you've heard us talk about the integrated co-teach um at k-n-1 always having the two adults in the classroom so that's what that is and again there was some baseline professional development provided by our special education folks and then this was additional follow-up and support throughout the year building better futures was jennifer rashad a consultant she set up a lot of parent university workshops that were all recorded and available online

093over the past couple of years part of this was also paid for through a grant she also worked with our teachers in i think all of the buildings now have received trauma informs training she's been the consistent consultant and that's happened whether it's been in faculty meetings or superintendents conference days and then last one bozeman science again that was in support of the when new york state science standards the next gen science standards came out and this i will say the response from science teachers on this this was some of the best professional development that they've ever had and um i will say we got him in 2019 um in 2020 that day his day on site was the day before we closed down so um yeah that was a little crazy but the teachers

094um 6 through 12 were they were ready for him because of the work that they had done understanding and this was really how do i change my classroom lessons and practice to reflect those standards so um that's just a fast run through some of them will be falling off and some other supports come on but we're scrutinizing all of the money in terms of how do we really support folks where they need it so does this information help some of the questions anyone else have some questions but i just want to make sure everybody go ahead guys no that's okay i just i i didn't look up then this is more of a process question and i don't know if it's for like tony as you were on finance committee records for joe but as

095a board member and especially now that we have board docs which is new but when we get our like packet and we flip through everything i don't recall like seeing these contracts so like where are we approving them typically we haven't had them part of the agenda like we do now okay so now we're moving more towards a full transparency okay some of them too we would have approved before you were on the board so yeah and i totally understand that i know since i've been on the board so like over here i just don't ever recall yeah they didn't like slide in arc that was full transparency we heard about it for a year before you voted on it and like so it's like though there's two that are ongoing and one that's yearly

096so like the i imagine the cpr will always have yes right yeah and that that's been every year and i think it'll wax and lane a little bit yeah and then the berkelemire and the generation ready both are ongoing but they're the end date is and i there's nothing on uh building better futures right so some of so a couple of the ones um the berkelmeyer i will go back to that i have to make sure i say this that maple has been teaming but they did not have formal team training since they've been teaching so so that's why it's one of the heftier ones um but it's ongoing for the next couple of years again but then i see it tailing off when we have made sure that okay we can internally train people

097yeah onboarding um and jen actually that's what we're partnering with for a lot of our parent universities yes yes yes so as we have the opportunity to reopen our parent university for in person i think the the streaming capability and the video recording capability was great um but again the diversity of different sessions and workshops that we can offer to parents so it was great for jen to help facilitate kind of a year-long um so there just may be other opportunities to have other local professionals involved in those parent university programs and i will say kind of the um you know the macro process that we go through includes of course the finance committee is more aware of it but we report out on to the board our expenses are audited as part of every

098um every year um and i think at least the way i look at this um [Music] i look at some of these things and say well this is you know the entire spend in 2021 was less than one percent of the you know the of the budget of the school district how granular do i as an individual board member uh how granular do i want to get and am i supposed to get is is our per you know it's a question is our purview a more macro view of larger expenses large ones as angie pointed out our um large ongoing contracts are brought in front of the board but would a you know is it appropriate that you know what sixteen hundred dollar line item uh is individually brought in front of the board in

099my opinion no but um so i i have a i look at this i break it down by large and small and then also are our processes audited uh successful are you know do we feel do i feel like our our professionals are are doing their oversight job well and so that's just sharing the lens that i i do want to apply to this and another example disposal of student desk i'm not saying that i see that i'm not saying that's the right i'm just sharing my from a finance committee member that's the that's the lens i use to to look at this type of thing and how are we measuring the effectiveness of the feeding like how do we know if it works is that like something abigail is working on so we have

100um usually follow-up surveys um it depends on what it is like the pd when you bring trainers in people tend to be honest when we have that feedback and say whether or not um they got a lot out of it like there's always an objective and a preset for when you're bringing someone in so like curriculum associates for example at the start of the year um that was you know planned out that okay the first pd uh for the year for the grade levels was how do i administer and how do i read the results and if it was not clear or effective like there's that after or even during it we will furiously get something else um this is not confusing or can you go back or this is confusing can you go back

101or with coaches with some of the american reading company who were able to discuss more effective coaches in certain circumstances and have different people come in and as an example for that again one of the things that teachers do is they have to administer these formative assessments throughout the trimester and they can't do it unless are applying the pd and so our principals have been trained too to be able to go in and know who has or hasn't done it um and can follow up with them to say okay you know why isn't this in there do you need more help or so um that's something we're always looking at is okay did we get i had two pretty quick questions but i wanted to respond to what you said tony because i agree i

102feel like it's kind of inconsistent what we hear about we spend like we talked quite a bit about the i think it was 6 500 to spend i could be wrong but i know it's under 10 thousand dollars to spend to start the girls hockey team i really enjoyed hearing about that i thought it was good use of my time but we didn't hear about i mean finding 6 500 on that so maybe it is something that the board it would be a good use of our time to discuss maybe at the retreat if there's like a sort of threshold that we feel as a board if it's over a certain amount you know we want to hear just be updated or provided something in board docs but i just wanted to to say i

103feel it is something that sort of inconsistent um the second piece was i assume since these contracts have been signed for the coming year we know that the at least anticipated costs for 22 23 is that correct we do is there a reason why that isn't on here or was that what was not asked for i don't remember what exactly you didn't i didn't ask for anything okay probably last month so some of those things have now started to kind of shape up getting those contracts and so you can certainly provide forward update okay thank you and then the last piece you had mentioned mike about parent university now it being an opportunity to go back to maybe the way it was or evolve am i right to remember several years ago you would partner

104with sometimes with local organizations that would help sponsor these okay and that's something maybe we could go back to i remember i enjoyed it there was one i think that's wall door for one of the other private schools okay so that might help defray the costs and get it diverse yeah yeah i think in the past because again maura did so much of the coordination of it we would have volunteer presenters you know but um jen's work also tied into staff professional development on some of the trauma reform work so she came and actually worked with the staff during the professional you know superintendent's conference states the things in addition to her work with parent university so okay so the last thing i don't have on here but i wanted to add because when lisa

105and her team presented on the essa data i think again another request of the board so in your folders uh you'll see there's grades three through eight uh 2019 through 2021 ela proficiency and math proficiency so again one of the questions we typically get asked is after we have presented our data the local data is you know how do we compare whether it's regionally um you know to other similar school districts or you know to the new york state average uh so lisa again based on that request it compiles it for some information that you wanted to again to share with you to kind of give you some perspective um at least for the two years because obviously in 2020 there were no state assessments given so i don't know is there that research it's

106just a range it shows the free coping and then it shows last year that the interstate three through eights were offered we don't have bye now what we don't so we'll update that when we do these are the typical schools that we get compared to which is the ones that we use when we compare graduation rates as well um you know you can take some time to look through the trends um but you'll you'll see that we are definitely in the ballpark and typically in the upper ballpark as far as the nine data points we are typically always well above the new york state data point for both ela and math and so you take time to look to play on top and then the math on the bottom but again it's consistent with what

107we're seeing for our current local data for three through eight in terms of students with their ela growth and achievement and now that we have our own internal benchmarks as well as with math too with math being the bigger concern that there's more unfinished learning so now that we have and we just finished going through some data this week at the elementary levels and looking at okay so what's the um what is the additional support looking like so so uh right now new york state has embargoed all 38 and the region's results so as soon as we were kind of issued even though we have our high school results that are back at the regions we can't share them publicly um so we're hoping by the time we get to our program presentations in september

108second meeting in september the high school is planning to present and then after that the middle school announcers will present so we're hoping by the end of september october state will they have lifted the embargo and we'll be able to share publicly this last year's results i think they were just trying to release well like all of the the new york state summative data at the same time um so we get we get it we just can't share it out publicly so to come i think you're trying to hurry up with the three through eight data which typically would have come in august sometime but then it delays the regions on that we'll share all right so that's it for for my update so again a lot of that was just request of the board

109so is there anything on our to-do list i tried to do this with lisa earlier because last meeting as we knew this would um you know we wanted to respond to the questions that we've received over the last few meetings i think that took care of that majority of them took care of it all right uh so next up uh just the one formal presentation tonight so uh dave is joined here on time with alessawi uh val does again an incredible job first of all should know this right there in the front row uh great job uh as our district register so this is a very busy time of the year and it picks up over the next several weeks as the closer we get to the school year starting with new students enrolling and

110registering into the district so again the board has seen this presentation uh each year so they're going to go through again just updates the registration process you know some of the changes the efficiencies that have been uh made some of the challenges that we continue to see um you know talking about the attendant zones because obviously that's a hot topic at this time of year as we continue to educate the community about how flex zones work uh and then where we stand with enrollment um as it relates to class size targets and kind of what our trades are so i'll turn on david there's been a lot of changes this year i also want to talk about the importance of registration when our families come in the first stop a lot of times in our

111district is called the registrar's office because my house and maybe lake zone or something really to do that so and allow families to ask questions when they move in how do i enroll how do i get scheduled those kind of things so it's a super important component of our whole education system so again i want to get valerie and her team for that during the covet time we kind of were forced to move stuff as much as we could to an online component and we did and we were doing a lot of it through forms microsoft forums this year has been another significant change um again i think i've heard abby's name playing about 20 times he's done a lot with moving again we were ready we're electronic but we moved it from forms right

112into school so that has not been a perfect process for us you'll see some positives of it but there's definitely still challenges with it we've also been and again i think this is related to abby grow looking at some of the different processes and procedures that we've kind of maybe moved to the register's office that maybe wasn't in the register's office so that's still a work in progress as well so again gallery will talk about some of those challenges as well so i'm going to hang over and talk about it so as dave mentioned we are the registration process is done online completely online now which we had started to do during the now we've got the process where they will go online stir through school tool which also gives them the chance to upload

113their documents at the secure server there's been some changes to the registration process but so all the forms are submitted online and that includes the kindergarten through 12th grade it includes the students that want to be evaluate special education the cpsc cse registration is done as well through that through the school tools private school enrollment and universal pre-k that we started doing through the school tools as well as parent instructed at the moment upload the documents to the secure server their in-school tool and password are you ready um so the efficiencies of of having it be located in the school tool is the right the all the documents are located there so that that is helpful the parents can complete when we were having in-person appointments parents being upset because they had to take time

114off from work to come in and do that or the schedule was you know convenient for them this way they can do it in the evening after the kids go to bed so it's been very helpful with that and the new student information when they go on online we can pull that into the school tool from what the challenges or opportunities that we have for that is we have heard some of it can be confusing to parents i think in general because there's so many different um you know wpk cpsc some people get confused as to what forms are supposed to be filling out but abby and i have actually tried to work on no way to organize that the previous system that we used we could go in and we could mark that we

115had seen the registration and if there was any questions or concerns that we had we could put that on there back and see where we left off with this one they kind of just all sit there and we're ready to complete them and sometimes there's documents that the parent had to add later of that once we go back in and look to see did they do this process so upon uh completion of submitting the forms the parents are going to hear from the registrar's office if we have any questions or if there's been some documentation that hasn't been submitted you know in touch with them and welcoming them to the district a lot of times we will have talked to the families before they've submitted the online registration because they're maybe not sure how what

116the process is so we explain that to them so we welcome the families we get notify the school where the child is going to be assigned to and then the school reaches out to the parents to during the school year to have them be able to come in and maybe do a tour i just sent out her emails yesterday to our incoming paid families regarding their placement a very busy 24 hours lottery responses back and forth back on that but the process is underway so um i'm just going to quickly talk about the lieutenant zones at saratoga we have six elementary zones and we created five flex zones so i'm going to go through this really quickly um i think the board we kind of put a bit of detail last year but the why

117i don't have the years to blend in my head now but i want to say it was three four years ago we had an elementary school on the board with three thank you we had an elementary task force which included boarded by trustees and teachers parents and administrators and we kind of went through this whole process and out of that process to help with class size and balancing of resources for the flex zones so again what was the purpose of the flex zones it was help us to utilize uh be able to balance our our resources we'll talk a little bit more about that process but also looking at transportation staffing resources special ed programs all those kind of things we were trying to introduce for administrative transfers here in a few minutes that we

118still have administrative transfers but it is a smaller amount again we try to keeping keep our families together through this whole process and you're going to talk earlier from some of the previous presentations about trying to limit targets and attendance issues these were the five flex zones that were created so there was one flex zone one for dorthy nolan and lake avenue flexzone two which is kind of the caroline street dwarven lake question three which is kind of the city flex zone which is caroline division lake flex zone four was division and geyser and then flexible five was the only one we get greenfield in which is division street uh geyser growing in greenfield and i'll just very quickly leave the presentation and hopefully still i will go through the whole interactive tool but maybe

119that was me sorry all right so i will go through this you'll probably be it's better on the screen and then on there but this was the interactive map i showed everyone last year and um again we've changed some language to it but basically we direct our families to go to this this is their first stop they can put in their address um and it comes to put a marker and it tells you what school you're in again there are five flex zones so some of the languages was a recommendation we had last year please know those residing in an indicated boundary will be assigned to one of the elementary schools the flex home uh based on available resources so that's common language we kind of strengthen that with our flex zones but it actually

120tells you if you're not in the district so it's a very valuable tool we on the website it also says we encourage families to check with the registered office just in case because there are some really tight spots like what school are you in or in the boundaries of the district so we still encourage families to check with the registrar's office but hopefully everybody remembers that last year we spent a little bit of time going through that tool we get a lot of good feedback from our families um we continue to try to build our community connections we had a presentation i think it was in uh january um where we had to do it through zoom there's still kind of a little bit of coping there but we had 53 realtors that joined us

121through zoom in the saratoga area which was awesome and again we go through and we talk about enrollment we highlight some of the nice things about our school we also talk about when families move in that it's not please don't tell the families that you are going to lake or you're in a particular school or that's that's the stuff we've heard for years was a very upset family i bought this house because i want to go to caroline i was told by the realtor that i am going to hairline and that's just not how it works so it's a very good discussion it's educational and this is we had to stop it because of coker i think it's either our second or third year valerie doing this so it's been very positive we also um

122trying to get when we look at enrollment projections look at housing developments come in we made two trips this year one to town villain and went in and talked with them um there's a i have a manager i think it's forest grove so talking about 320 units so again there's a lot of pieces to that and we're finding that with some of the developments that put in it's not all families coming in with young children that's going to impact sometimes families are coming in with older children it's actually more about enrollment numbers it's impacting our our secondary schools more than our elementary and in some cases in some cases um we also had last year if you remember we added an extra section of kindergarten i think across two days in the audience last year

123at greenfield so we decided it made sense to talk to with mike and i went up and we got to talk to the town of greenfield as well and just said hey is this an anomaly like what's going on it's really interesting how the towns zone differently and how wilton kind of has much more zoning set up for housing developments where greenfield kind of has layers in place there still are some housing developments in greenfield but it gets tougher you have to have more land so it's it's fewer and farther between so that's a very interesting discussion but again anything they're hearing anything that they're seeing that's just some of the information we get we also had a demographic study that was done when we started the legacy stuff if people remember that i think

124it was 2019 i have my notes and i could be wrong on that date but we also look at that and that's where some of our projections come from which is based on birth rate census data and those types of things so those are only good for three four years and they start to become unaccurate so at some point we'll go back to it those are the things that we look at these are our class size targets so this is the third year um that we have gone and implemented the suggested class size targets that have changed so this being our third year so now we have kindergarten first and second grade that are now um that we are following those size targets for um of 20 20 and then 20. the goal was to

125reduce these kind of gradually and you'll see some of the you know the flex zone concept is working as far as balancing your class size targets when we get you know we're halfway almost but when we get here we'll have some of the lowest class size targets in the capital district so it's been a process i just want to talk briefly about admin transfers just a quick review what are they basically it's a displacement of student and i believe it's a displacement of the family when they come in and even with flex zones there are certain areas that are not in plexos they're still you know solid geyser zone or solid ortho or especially greenfield we don't have a lot of flexilant area in greenfield so if a particular grade level is full or is

126that class size target then we have to look to add and transfer that particular student and family to the closest school that we can maybe it's division maybe these guys here depends on the situation sometimes a family will come in and there's certain special education services that require us to they typically go to caroline but they're going to be going too late because that's where the specialized service is and then our angle our english language learner ell services that's been a little bit better for us this year because it's been spread out a little bit typically if you remember in the past it's been division only so this is the first year that we've expanded that to caroline and geyser for kindergarten only but still is it it's a good start and it does it

127does help kind of balance those resources out but those in the past have been reasons that we've had to do administrative transfers so 21 22 we had seven families nine kids uh 2021 we had six families eight kids that was kind of during the pandemic before that we had 21 families um this year we i think we're only like three or four kids we're low so far which is great this is a very difficult tough process with families they're never happy when you tell them about it so it's something we'd like to eliminate as much as possible thank you if the parents may request changes for reasons for example daycare we've got uh the service that they found in the geyser zone they live in northern norman so they can put in a request for

128the job to go to geyser and so there's some people who have a child that's attending maybe lake or geyser for special ed and they've got a so they will ask to be able to go to the same school and try as much as possible um that can also involve like if they live in the dorothy own zone and a child goes to geyser but they take a small bus then we're not able to send a big bus also to that north american home to bring in the guys so you know then it becomes okay to transport so there's you know a few different things that we will clear we will typically let them i just would highlight that the daycare beast is really hard for a lot of families and depending on what zone

129you live and where you live thinking it's easier to get so we really try to take that very seriously we really try hard to honor daycare or give people as much as possible it's not always possible but i just know how hard it is we've talked to a lot of family who have been heartbroken so these are just some enrollment numbers um again most of them except for 22 23 are from bets day which is the basic educational data system which is the last first wednesday of every october basically that's data that all schools have to kind of report to the states like baseline data they use for like enrollment and staffing and they take a whole bunch of other stuff so in our chart we just wanted to go back a few years so

130you can see some of the numbers i've been here quite a few years and it definitely i'll give you a chart back in 2010 because i have that data um you know enrollment has slowly gone down you can kind of see that trend as we're here um when i first started we always were above like 6 500 closer to 7 000 and now we're you know i'm not sure we're gonna make six thousand this year so you can kind of see us kind of going down you can see the trends may i will read them all to you at that time um just quick i'll give you a quick facts here so this is out of 2010 um k through five enrollment was three thousand ten um our total enrollment was sixty seven hundred seventy

131one and i'll give you some of the elementary numbers dorothy nolan was 872 students caroline was 445. um greenfield was 425 lake was 467 and i don't read them up here but it's just it's we've come a long way i remember i think when i first got here that's before 2010 i want to say george dolan was close to 900 and joe's there before me i think he remembers that that was uh you know that's what i saw in that's close love this is a watered down simple simplified version of my color chart if you've seen me show it before typically there's a lot more colors on it with adding sections taking sections away integrating our special ed students but we try to take all that away but really want you to look at again

132this these numbers are in work look at our section capacity and you can see our kindergarten which is still in process but look at first grade and look at second grade again some of our some of our grade levels that have been impacted by the flex zones so that's working out well you also look at the um i'm not going to more boxes here if you look at the class sizes again looking at k grade 1 and grade two um pretty pretty consistent um grade three and four you'll see there's still quite a bit of difference in some of that as you go through so that's coming it's going to be a process it's still kind of a shock to people when they let's find out where they're going we got a dollar sent that

133email out yesterday but it is working so it's a lot of work but i think a few more years we're about the halfway point i think you'll see very balanced class sizes and again some of the best class size targets in the whole capital district that um on with the registrar's office is the annual contact here out on the beginning of the school year just asking parents to look over their information make sure it's all correct so we have the absolute appropriate information and current information for getting in touch with the parents for you know emergencies that's been a big undertaking for us um it really wasn't done we started it six years ago seven years ago it seems like a big task every single year since i've been here and again more changes we're

134working with abby and mostly through an app component and again i think it'll be more efficient but it's definitely a change process again and then the upa also has come come down to registrar's office so we take the information in for the lab and we gather that information for head start and the ymca and then we was up for event issues that the kindergarten screening scheduled this year we did that out of our office through about like i think it was [Music] we sent the email to all of the parents and asked them to sign up for their time slot so we organized that and then as it got closer to the screening sent it out to the schools and so they would have the list of who was coming and what times we do

135the private school enrollment now and the parent instructor enrollment so we can have that information in the school tool we verify that they are living in the district because private school enrollment sometimes will get a list from both seeds for the textbooks and it will be from a family that does not live in the district so you have to let them know that we've got ours the southwest falls questions we have euros tonight um i have a comment first which is just thank you for changing the um the registration order i know that we talked about this last year but it used to be that you registered by your elementary school but then with the flexo that got confusing confused me um and so i really appreciate the change to doing it alphabetically i think

136that that also reduces another big change yeah um so i just wanted to acknowledge that i thought that was awesome um i am a strong supporter of the flexzones um i like this i like the goal of having the smaller class sizes i think that's important um i uh just want to bring up a situation that's happening in our community which is in my neighborhood where um just by street um in the park my street that only has 27 houses only eight of which have elementary kids is now going to be split between three different schools and so i'm just wondering about i guess i understand that there's so many different things to balance and i do not envy that job in any way um but i do wonder you know now my neighborhood has

137three different elementary school buses that will go through it um and then even just within like six houses in a row there will be kids going to three different elementary schools um i know that last year we had a number of people who were saying that they were concerned about you know they were expecting to lake but they were going to um dorothy nolan or you know i understand that that's just the nature of splitting up neighborhoods um and i also do appreciate that for example if you're in the city core like if you're living right downtown on broadway that many of these schools are equidistant i do definitely have concerns about a neighborhood that i live in which is just right off of grand ave over here having kids that are all so close

138together being split up i do think that smaller class size is essential but i do question you know it's not the only thing that's important and so while i understand that our neighborhood could be zoned for those three schools um what we'll have now is that every second or fifth grader will be going to lake avenue um every first grader from last year is that division and then every incoming kindergartner except for one with an older sibling will be at caroline that's a lot of division within one neighborhood and again just my half of the street only has 27 houses only eight of those houses have elementary's kids so i'm not asking for a solution to my neighborhood i'm just using it as an example but i do i guess question what in my mind

139that goes against part of the spirit of this policy the attendance of policy um because i view it i have viewed the policy as being about evening out things and recognizing these different trends so for example this new neighborhood coming up in the dorothy nolan zone will mean that a flex zone would allow for kids that might have gone to dorothy lynn to now go to lake and that will allow for that shift to happen especially in the district like all districts which are getting smaller but to me this seems more of like a scattering rather than an evening out i already found it odd that my neighborhood was going to lake because we're on so far on the west side um i know that was a decision made in like the 70s um but

140this doesn't seem like it's going to even things out it seems like more of a scattering especially with caroline street being even farther away so i just i guess i'm not asking about my particular neighborhood but rather just how do we make sure that we're balancing this goal of having smaller class sizes which i i know that i assume that everybody in this room thinks is important um but the idea that it's not the only important thing i i agree i guess when we designed the flexzone that was our no systems i've ever been part of enrollment as a hard business is perfect and that was one of the kind of trade-offs was you're going to have your division neighborhood you're losing your you know one school of neighborhoods that was part of the understanding

141or give to get if that makes sense and again this is still relatively new and then maybe it's something we got to look at i don't know if i have because i don't know you know i don't and i thought you know a better way to do it without losing that that capability to balance our students sure and i like i said i really appreciate that balancing i just think too that like yeah you might lose that that neighborhood it might be split between two schools i think three is excessive for a single neighborhood um and that's just my opinion obviously not as an administrator of the district but even with the numbers you know i know that there are still going to be a lot more kids registering myself more than a month until

142school starts but it looked like there were 49 kindergartners at caroline street 51 at division we're talking about two kindergartners in my in my particular situation here who have been assigned to caroline and said of division which is one of the two neighbors or the two schools that kids are already going to so i'm wondering how i guess just with those numbers and with me not being part of this process in any way and not being on the committee at all how does that decision get made you know it's only two it's a difference of two students but now we have an additional micro management down to that level okay we're looking at more from a bigger picture level okay um you know these kids live in a flex zone what where could they go

143and where can we send them and then we look at transportation we look at resources and again maybe that's another factor to try to look at like who's been moved in from that neighborhood just it's not a layer of complexity but right yeah something else we can look at the other criteria that is difficult because once you have eligible siblings already been assigned to a school then you know what the primary goal is we keep the families together right right so you know oftentimes when it's a new family first child um enrolling that's the opportunity that when you're in the flex zone that's giving the first child that we're going to be assigning and then once assigned we keep the family together you know so sure so you're looking at this situation though we've already

144gone through one year when we had the first children be assigned to a new school so last year we already had like this is no longer just a lake neighborhood it's not like a division i love this just to be you know totally honest my kids going to division and i'm really happy with that so i'm not this is not about the specific schools but now we have another set of new families and it's a brand new school so it's three years in a row where the kindergartners are going to a different school and so it does make me i guess then wonder is there value in looking um in at least the flex zones that have the three different options is their value in looking at that more micro level to say now we're

145sending three bus routes through this one neighborhood and kids who would you know we're talking about daycare kids who would otherwise be going to a neighbor's house after school there's now two bus routes and you know kids who have grown up together aren't just going to two schools they're going to three different schools i just am wondering is there room to have that more micro look it's um i mean so one of my neighbors was like we meant to go to the carolinas awesome and i was like that's great i'm super happy for you like all the schools are great not going to miss out on still play together and do their things yes absolutely but for me it's more about middle school anyway yeah for me it's more about like this shifts my understanding

146of the spirit of the policy and to me that was about evening things out rather than you know scattering kids and so i'm just wondering too with something like this i know that last year we did have a number of parents contacting the district saying you know i anticipate going to whatever sponsor whatever school in a situation where you know is there any consideration given to those requests or is it more like the decision has been it's very difficult because unless you have some unless we missed like a specific resource or a medical reason or something we try to stick to the decision otherwise we'd be challenged in every single one sure and then the system just falls apart so the other thing that is taken into consideration that you won't see on the the

147chart is division street they're at 51 but we've got seven kids that are still in the process of completing registration that will catch up there so caroline street has no children pending um and they have a lot of openings it's this year was the smallest i've seen it so when that is a school possibility for students to go to that's where and the same with lake they are they're going to be at capacity as well because there's people who haven't finished the process but have started it and we're aware of them okay let me know does anyone else have a question i think it's pretty quick i um i'm just curious i know the state um enrollment is is decreasing particularly in new york i mean there's various states that are seeing a consistent decrease

148in enrollment new york is exceptional so i know we are not unique in that um and it is helping with this balancing out i'm just wondering if you know either anecdotally or you have data whatever what are you seeing is the reason is it higher enrollment in private schools is it higher enrollment in parent instruction it's trending for most districts i think might probably help me i think your colony has gone up and i'm not i'm assuming maybe boston's 31 districts in our region in our policies the school districts only two have seen growth right we all have been in that state some of it with saratoga again it's you know new industry not coming here but again that that may change there's also for a while and i think it still is cost of

149housing a lot of families trying to start out years ago i think find a place in saratoga but the populations actually i was looking at the numbers populations actually stayed about the same there's been a minor increase looking at the 2000 and just going off the years you've given it stayed essentially flat so there hasn't been a major change in the district and i would say you know that's something you want to see we look at i mean since the pandemic and even prior to there had been incremental increases for private schools and home schools and wonky up and down because of the pandemic but you're not seeing an attributed more to one of those versus the other it sort of just varies year to year it varies here to here i mean you always

150have michelle's here we just had a conversation about enrollment today there's always like a big group of private schools that go into the ninth grade level so i'm struggling because of i.t uh computer devices because we panned for like 500 an hour for ninth grade classes like 525 i think so that's just happened recently and you get that we've seen more i think at the maple avenue too like the sixth grade level we'd see 25 30 students uh get added during the summer i get enrollment data from mostly so i can share that with you just got it in the years what's the 10-year average and where where districts about 4-6 are down everybody for the most part some of the districts are really down no and that's why i preface it saying i know

151we're not unique i was just curious what we're seeing locally is the reason if we even could tell and if it's sort of not able to be determined that no worries recessionary periods where people look at their and they say we can't afford it and they don't decide to have children and wait a few years and it happens and those kids are impacted because it's four years later or whatever yeah you can't we can't control that piece that's for sure good well thanks dave now you gotta do an awesome job this is a super busy time of year very complex uh and again for many of our families it's that first interaction with the school district and okay someone tell me why uh board docs thing is that something that someone's asked for do we

152have to yeah um are we discussing that as old business or is that or because it says okay well unless anyone has an objection we'll go on to the consent agenda all right um and this is where natalya and i have to get some input from you um typically in the past when we've uh we've been presented with a sheet of paper that has modifications to the consent agenda at the beginning of the meeting right now it appears that maybe this is the replacement for that is that correct mike the sort of more expansive listing of it in board docs how do we want to bring that up i mean this is public it's everybody can see it um typically i would ask uh natalia do you want to just read it is that i

153think there's a little bit of uh what are there there are additions as i understand it they would be modifications if there were any there are no there are no specific changes that are listed as modifications there in this case listed as editions and there are four names of um staff members who uh are being recommended for certain appointments and my understanding is their names are probably not in this alphabet soup of names that came through i would say that we continue the practice of having the vice president verbalized in some way just okay well then why don't we do that to the consent agenda so um there's a recommendation that the board approved the following the following appointments so we have jamie daly an elementary teacher at lee avenue with the start date of

154september 1st um i don't do i need to read the position status and certification all right and then christy the wiki would be an ela teacher at maple avenue middle school with a start date of september 1st um then we also have john gettman who is pbis 9 through 12. is that a coordinator they're just um co-curricular hours for the summer oh okay so just adding those co-curricular hours so that's up to 18 hours total nine hours each to be completed by august 26 and the exact same thing for kimberly mcgee isn't that important oh we've got some more no all right yes so this is a live this is live on for docs right now so anybody that can see the agenda so once we get our training done you'll be able to see

155this um but anything we'll be adding them up until the meeting and we'll talk about it yeah so i guess i deal with printouts beforehand to be able to write so okay we're gonna have some conversation when we do our training which is just before the next four days okay so then we also do have some additional um club directors we have derek bull who is the director at greenfield elementary school also orchestra club at greenfield elementary school and safety patrol at greenfield elementary we also suzanne hausen who is the science fair and robotics club director at greenfield these are all at greenfield michael ricobro who's the sports club director and then laura foser who is the mathletes director all at greenfield elementary all right so with all those modifications i mean that we approve

156because that's no there's more so there's more items to add and then you have items to call let's pulse oh so there were no whole okay so we got to do this more live yeah okay so i will definitely need a computer all right so um the following items will be pulled from the consent agenda so um we have the lardy anyways this is a non-instructional appointment so we have legal artie for the position of clerk at maple avenue middle school we're also pulling instructional tech k through 12 um for which kendra aston vorsky and john delayo were approved we are also pulling the appointment of kyle um paul antonio from the elementary teacher position at caroline street elementary that was previously effective september 1st she's actually the items that are pulled you'll see down

157in your consent agenda because they were on your consent agenda we made the agenda live so we're pulling them from your consent agenda and adding those ones that you read out loud are there any modified in the live version no modification okay it's listed as editions pulled modified okay so then i know that we approve the consent agenda as modified do i have a second all in favor do i fail discussion okay just real quick and i probably should have done it before but my apologies um i would just like to abstain from one section of the consent agenda which is in item g number six the deputy tax collectors as the uh as an officer of the adirondack trust company which is the depository for all the tax collector payments through the district i

158just feel like i should abstain myself from that one section of the bill do we have to pull no no no no just note it okay duly noted any privilege i just have a quick question on what was revised on the calendar uh just the adding of the june 1st regenstein okay or u.s history any other discussion okay all in favor so i do have some correcting issues uh because we did have just the board approve the recommendations of several candidates uh so at all levels administratively a number of teacher appointments support staff appointments um and so i just want to congratulate again all the staff members who will be joining the team many of which will be joining us in september and so with us tonight is aaron bennett aaron just give it away

159it will be our principal uh and also megan hamera megan's over here with tina and megan uh is a new kindergarten teacher at greenville elementary school as you can see from the agenda it's been a very busy july so i want to thank hillary for coordinating all of the hr efforts but to our building principals our teachers parents support staff who volunteered to sit on the building level committee it's a ton of time it's a tremendous effort but we are again so thankful and um fortunate to have such a talented group of educators joining the district and so we've got our new teacher orientation coming up the third week of august so we have three days of new teacher orientation and then again several new administrators that will be joining the district in the next

160week or so so looking forward to a great start of the new school year and having the opportunity to introduce everybody to the district opening day and then obviously welcoming them to each of the buildings um when they kick things off in september great um we are at the second public comment period is there anyone in the public who wishes to speak before i go through the list of protocols again i don't see anyone so i won't go through them again we're at agenda planning are there any agenda planning items that board members want to bring up dean thanks tony i just want to thank mike and dave again as well as the dirt committee for putting that little workshop together for us earlier today appreciate the participation from the entire board as well as

161having the opportunity to have some of the outside agencies involved as well and getting their feedback based upon the comment that the commissioner made at the end of it i would love to have consideration for adding additional sros within the district i know that that's going to take evaluation of funds and some other things but i'd love to have that discussion continue i think that based on the information that we were provided i think i think mike even mentioned it at one point to say you know this is a discussion that we should should always be ongoing and uh so i'd like to have that uh as an agenda item as we move forward we're looking to actually start knocking on the door and seeing what the costs would be and what what the temperature

162is the climate is out there from the schools and the ability to add additional so informed active duty sros to our schools so as a motion what are you so i would make a motion for us to continue to evaluate the opportunity to increase the number of active sros within the district both within the city schools and the outlying schools which would be dorthy nolan greenfield as an ongoing discussion continuing to evaluate expenses what does ongoing discussion mean yeah i think that i think that's part of it right i think i think we need to know from the city and the county what the cost would be what role do they play in that call what role do they play in that because right now we know the city charges is about 75 000 directly

163a year correct and this air commissioner says we are here to support you in what way are they here well not only that we understand if anybody understands the city politics he has to you know get the approval of other individuals that are on the city council you know from the county's perspective my guess is it's a little bit easier from their perspective is their budget's a little greater but again yeah what role are they you know it's a cost of goods the the more that you purchase you know can we get the cost of goods lower you know and let's have that conversation let's figure out what they're willing to do if they're really willing to engage with us and participate you know it it does come down to the finances and i'd love

164to learn what they're willing to do with us in that process to better understand i think you sort of said i need to better understand what the faculty and staff is the climate within the schools yeah andrew um last i if if this is gonna go forward i would like to suggest that we wait until nicer does their audit um last time the result was that with the two we were fully covered and so would i guess i'm concerned if we're already so if we have an october date already for this evaluation on our district safety status and what we can do to strengthen it how much work do we want our administration to go through to gather numbers and do this if we're not sure what the recommendation would be i mean i think

165the true work's happening outside the district right now my request of you know looking at what those those uh governing bodies are able to do to support us right but and so that works so we're still asking them if we look to target something for september to have that information our decision is not going to be made prior to that nicer report and i think that needs to be part of the process i would i would not disagree with you that that should be part of uh of the overall process of it you know i just think that it's it's worth continuing the discussion and looking for the ability to add additional sros within our district so just for clarification too i i've heard possible reports requested on budget implications of adding sros i mean

166we kind of know if it's on our dime we kind of know what that is right it's 75k times x um so we're we're so that's comes into the realm of hard to understand for me is then are we asking are we is it a formal ask to ask outside agencies what they're willing to contribute and who's going to do that like i'm trying to figure out how if we know the budgetary implications if it was all on our dying how do where's the request i don't know that this is appropriate i'm happy to take the lead to have the conversation with those agencies to say hey listen if we if we increased it by x we know what our initial cost is what are you willing to do for us if we add one

167additional from each of your agents saratoga springs what are you willing to do 75 000 a year for an sro are you willing to decrease that per person if we add one additional same thing with the county so that's that's my you know that that's really where the the premise of the question of the finance piece of it because my guess is that like mike just said if they're willing to work with us part of it's got to be on the financial end of things and to andrew's piece i mean i would support dean having that conversation to take something off no i'm not let's let me go to john and then well i mean it's hard to do it for like this year because we would have to find 150 000 in this budget

168if we were to do it i don't think he's suggesting this year well well i i potentially would be yeah i think i think that we could be um and my guess is that we could find it if we if we felt like it was necessary i feel like we could find it there was a comment that was made earlier about something that was i think it was based on the curriculum stuff we have 134 million dollar budget we're talking about less than one percent on curriculum information that was important for us to understand we're potentially budgeted we're potentially talking about less than one percent if we increase the sros within the district but not part of it it's not part of the rollover to johnson everything's budgeted that's already budgeted i understand and if

169we get to the end of that conversation and the board decides that it's not something we can do this year i would prefer for the conversation to continue and we'll talk about it next year i'd like to see what the impact would be for this coming year i do think i agree it has to be in the realm of the conversation at this point because i i don't think it's a board members it's any individual board i don't even think it's the board's uh view to have that discussion with like i don't disagree with this that's that's that falls to the administration um but beyond that is the discussion to me would have to include what other safety and non-safety related budget items would be impacted what i mean by that on the safety side

170is that to me um increasing sro numbers is only one small piece of the safety equation right it's there's there's uh social workers and counselors and um psychologists and there's uh you know uh looking at um housing insecurity and food insecurity and substance abuse and you know all these other things that we've heard in in um recent um recent and even today uh presentations that you know hey we need more in this uh in this realm of student support services we need more in providing continuity and sel approaches so i i to me personally not as a as a vote you know not not the board as a whole but to me as an individual board member i would vote i would need to see many other pieces of the safety equation filled before i

171would personally vote for any expenditure on sro so that's my opinion but what i i bring it up because it's indicative of i'm not sure we can go anywhere other than trying to figure out how to have a further discussion and how and where that's appropriate um i don't know is that yeah i i don't know either i made the motion my point is that i want to see additional sros within our district my guess is that if we had to come up with funding we could find it um no one prepared for the pandemic we found funding as far as the pandemic was concerned to have to spend at the 11th hour i'm not equating sros to the pandemic but my point is this is what i would like to see it's an agenda

172planning opportunity i presented it and i i don't you know i'm not diminishing the the rebuttal so to speak from anybody and and i understand that people will have their own opinions on it i definitely agree with what angie said that the nicer report piece of that should be a component i'm not saying that it has to happen tomorrow if that happened in the october time frame or when that report came in then that's that's fine too i just think that we need to have the conversation of preparation of what it looks like to add additional sros to the district and if there's other components to it as well let's talk about the full picture absolutely tony i don't disagree and that's where i'm going to rebuttal it's trying to figure out how to frame

173the motion because it could be a million different things it could be voting right now on specific priorities or it could be you know i heard reporting on budget implications i heard conducting two different surveys of community members i mean it's right now it's only more i just i'm i'm talking i know the school the teachers the administrators right not the community no i i mean as part of our school community those are those folks i also think that before we were to do just to discuss what it would take to increase the sros we should be looking at what the impact of having as more sros is on a particular school community i think that school safety is very widely studied and i think you know we talked tonight about with um second step

174with pbis how what we have is this anecdotal information but what we really need to assess how important they are is this more quantitative and in-depth look at the actual impact and i would ask i guess that we were to look at what the impact is of having sros at elementary schools and what the data shows before we look at increasing uh masters in our district so what would that data include i could say i'm not asking us to do it actually i'm just saying it to me that would be a first step before we look at increasing sros it would be looking at what does the data show that adding an sro to an elementary school does in in districts where they've done that yeah i guess to that end it it feels like

175the cart before the horse like just looking at the money aspect before looking at is it do we want it does it look like it's important which is why i brought up the nicer thing what we're just we're going straight to budget implication when we don't even know if that's something that the board supports or has there's backup information or any of that stuff so i guess i don't disagree that my motion is something that is not supported and if i were to be completely honest with you angie i was trying to sugarcoat it from a budget perspective i really don't care what it costs i really don't care what it costs i know we can get it lower per person but i don't i i from a personal perspective i don't care what the

176number is i know so that's so again it's you know it's all the taxpayers money understood i understand we have to care about the money i get it i get it i'm just telling you that i was sugar coating the initial ask i know so that's this is why i feel like we need more information other than just and i was agreeing with that i was agreeing with the fact that it's a bigger picture that was just the only objection that he was presented when he brought this up during the you know the workshop so that's all i heard did you have did you get your hand up now all right so dean i i admit i don't quite know how to um how about it how about i pull back and make sure that

177as an agenda planning item we continue at our next board meeting to discuss the opportunities to have an increased number of sros within the district if that means that that means having a conversation that includes all of this stuff then let's start pecking away and figure out those that let's figure out what some of the things you mentioned some of the things that natalia mentioned some of what angie mentioned angie's being specifically nicer like let's start pecking away at that information i don't want to we had a fantastic workshop tonight i don't want to lose sight of this throughout the entire year i want to make sure that it's at the forefront of our minds for this school year and we're doing everything we can to make sure that we're providing the most safe and

178secure environment in all of our buildings if ultimately that the reports and the data and the vote says that it doesn't mean increasing sros so be it at the end of the day that's not my opinion and i'm just saying that i want to do everything we can to see what we can do to increase the safety and security within the district buildings again probably right clear as well right and i admit we you know we i probably put a cart before the horse too and having a discussion before you know before a motion in a second but um so if i'm understanding your motion correctly at this point it is a motion to continue the discussion among board members of the safety equation including and specifically from your well to continue the safety equation

179which includes adding sros and discussion of any other additions or supplements to the safety equation that i would agree that other people would say i would agree with that can i just ask what information we need or what are we going to discuss because if we're talking about talking about it at every single meeting when i've already heard like four people say i want it no matter what three or four anyway um what are we spending our time doing so if we're waiting for nicer to look at stuff in october what are we so and everybody wants shorter meetings so what are we going to spend time talking about specifically get each meeting to whittle down that's i guess what i would like to that's i would like it to not just be a debate

180between nine people because i think we already know where most people stand so we're just gonna keep debating it and so so maybe maybe for the next meeting it's identifying all of the aspects of what should be considered when increasing the safety via the sros within the district maybe we have that information right well that ventures into opinion right it's not it's not a that's not a list that you can pull how else do you deal with that what kind of you are all right um i have this conversation i don't know i don't mind having the conversation but right now you know like say if we could wait until like october or something i go the administrators are running around crazy you just heard dave and then talked about how busy they are with

181attendance and all this and i know from my own opinion of working schools and you know principals are going crazy they're getting i mean there's so much work going on just to open up the school and to put you know more of this onto the administrators to be finding this out and you know trying to take a vote i mean i feel like it's always pretty busy for them well again i'm just going from experience from what i've seen in school districts it's really busy i mean we have to get construction done out of the way so the classrooms can be opened and cleaned again you know new parents coming in late minute last minute so i mean this is a big conversation uh you know like the last time it took months of conversations

182to go through i don't expect that this doesn't happen as well you know i don't expect that that's not something we're already talking about something that happens two months three months from now with october that's fine what can we be doing in the interim to gather data and information that helps support the decisions that might be made at a later date i don't want to belabor the conversation i mean the motion if someone wants to make a second they can if nobody does then you know it is i don't want to let's take one more from connie and then we'll have we'll ask for a second on dean's motion i have a motion as well that may clarify this may not may make it more money go ahead i i just wanted to acknowledge that

183there are there was a police presence at schools the last month of school and i think some parents may be expecting that for the beginning of school i don't know what the plan is so i don't know i i feel like that communication would be very beneficial there's obviously some communication communication from the district as to whether or not people should expect a police presence at schools at the beginning of this school year so i mean does that happen for the last month does that have to do with the motion well i thought we were discussing oh i'm sorry yeah yeah i i got the discussion out of it it's not your fault angie it's my fault i i the discussion card was put before the second horse and that was my that's where we

184are specifically somebody makes a motion we vote on it can we chalk it up as protocol error number one of maybe many this year for me um but uh so i think i i wonder if does it boil down to moving your motion is the first one is there a second to dean's motion can you just rephrase your emotions yeah would you just rephrase it a second i i don't even remember completely because we changed that put down so far uh to have further discussion on opportunities challenges and concerns with the addition of sros across the district that what that we haven't that was the continued discussion on the opportunities challenges concerns with the addition of sros across the district motion to continue to discuss things when we get together twice a month i mean

185yes in a way because we we ask agenda planning to be motion based um i but but great based yeah that's the other thing i mean old business or it's really in theory old business i guess we could discuss it so is that is what joe said representative of what yes this is what joe said is representative okay that was getting to him do we need a second for that amanda any discussion i'm with angie and that i feel like it needs to be more specific so i mean i'd love to make a motion right now to make it more specific but i don't want to well let's vote on this first i have another one i have a motion as well to make it more specific but let's vote on this one first okay

186uh all in favor all opposed the names threes in favor were um colligan and orman opposed a mecca lucktakia crackler ellis and abstained and i i oppose not because i oppose having a discussion but i i i don't think the motion is executable in the way natalya alluded to just now easily um and i also agree with angie that i think we're putting the card before the horse so i move that we table this discussion until after the receipt of the nicer security audit when it happens how long does that take well let's let's get let's do it right this time let's see if i can get a second that's right it's my fault no i didn't i mean let's see if i can get a second angie okay uh all in favor well no

187we know i'm sorry discussion now it's discussion right sorry dean all right go ahead dean so how long do we anticipate that that report would take last time we had it in um september or october and we had the results by december so if i remember correctly we had two and a half two two and a half months so it's not going to occur until october so you're looking november january late january yes i think yeah i just uh so i voted so we can't so i just wanted to understand we can't discuss things until we have this report i don't know we we can discuss things plenty but i feel like we have something that we can actually look at that's they last time they gave us great ideas and had all kinds of

188things that were immediately executable that were um we could put into the budget easily that we could add into the next ones it the amount of important information that this report gives us is is invaluable which is why i suggested we do it again and so i feel like then we'll have something to base our discussion on otherwise we're just going to be giving our opinions which we could just keep there's plenty of experts on both sides of this conversation who could be asked if they'd be willing to give their informed opinion based on their research on this i don't i just don't know why we have to continue to delay conversations because of that there's other things that we could discuss in the meantime it's an urgent issue and we don't even know how

189our faculty and staff feel i don't understand the urgency because i feel like we've improved our safety 22 kids just got killed i don't understand the urgency in our district because of all of the implementations that we've made and because of what we just saw presented i see us as being at the forefront like the nicer guy said that we are the example district of how tight we are with our security um and so i i don't i don't know what's changed sorry like she said we know how everyone feels at the table any other discussion all in favor of putting off the formal discussion of sro increasing until the results of the nicer audit are in please raise your hand or mecca latakia crackler ellis and all opposed or orman everyone else who's here

190foreign oh you do have emotion okay well let me just riff on that for one second is there a way we can discuss procedure like we're we're coming to a procedural uh stand still almost as much as we are a one with a specific issue and is there a way we can discuss ways to discuss at the governance retreat which is on in three weeks without discussing an issue without discussing it in the you know under the aegis of security or special ed or whatever can well that because it occurs to me that one of the issues we have here is we don't know how to we don't know where in the in the agenda and how to have a discussion that really doesn't necessarily have an end point or doesn't have one that's really

191readily visible right now yeah can i can i throw out how to throw out a different motion just based upon the fact that the waters were muddied right based upon the conversation oh i'm sorry i'm sorry sorry no dude connie go ahead with your emotions okay i'm gonna try um i would like to make a motion and my rationale is to just get information and i don't know if this counts as continuing the discussion or not of the actual cost after dr patton has had conversations with the commissioner of public safety and the sheriff for adding one more of each of what the actual cost would be i know what we're saying like we think we know it would cost but would they would we get a discount like what would that number be just

192to get a fact just one fact so it's one line cost of sro from sstd and saratoga county and that's it like it so it's like a one sentence report out that is my motion is to just get that information i'll second that that's what i was going to say just break it down into just okay for the next agenda planning item let's just find out the cost discussion mike agreement for the current school year upcoming school year so the price has already been negotiated so it's just a matter of if for you to add an additional resource offer from either the city or the county the numbers aren't the same correct for different numbers so saratoga county works with all districts all school districts in saratoga county so i can't imagine i'm just predicting

193there's not a lot of negotiating because they set us up price for all school districts we're unique that we've had have a partnership with the city that we're there we're the only school district buying school resource officer services too so it's a different dynamic there so so all i can do is reach out to the city and county officials to say if we were to add what the cost would be and they're going to give me a number and that's the number i can report on simple ask right and and it furthers the point of we only had one representative from one of those municipalities here tonight that said they're willing to work with us what's that mean let's find out that's it any other discussion is that an accurate just one you want you

194want two numbers counting number sspd number and you seconded that right any other discussion all in favor of looking into that number one four five six seven eight all eight current trustees that passed unanimously any other gender planning items i'd like to make a motion for the district faculty and staff to be surveyed within the next three months as to how they feel about their level of safety within their building for a second discussion italian i think that's out of the realm of what we're supposed to be doing as a board of education i think that that's getting into what is for mike to do um and potentially lisa or michelle whitley like i think that that's not for the board of education to be determining that staff members be surveyed um just like we

195don't decide that they get surveyed on anything else i mean i think that that's district business and not board business i do think it is our business to understand how our faculty and staff feel in terms of their safety how that's procured i don't really care but we are only open but mike tell us we don't know but our decisions have implications for the entire district we have to approve a safety plan and we have to approve budget implications that are related to safety i don't feel confident doing any of that unless i truly understand how our faculty and staff feel i only know the ones that talk to me and that i don't feel is a very you know fair assessment it could be biased i don't feel comfortable supporting anything until i know

196how they feel well i think i don't have the principles feel i understand that you want to have that information i think that this is overstepping our role as a board of education just ask for our administration to survey faculty again what the how that do it it doesn't matter but i don't feel comfortable what is this what is center around fine you can it doesn't matter we can change the motion but it is under our realm to approve these things i need to be informed to approve these things yeah work has to go into creating a survey my first question is if others don't feel that that is working you ask about fire safety do you want to ask about traffic safety do you what what i mean what questions are you interested in

197yeah we can discuss that more i just feel that since we're talking about safety and we have to approve a plan that has to be submitted and we don't know how our faculty and staff feel i said how safe they feel in their building that i would like to understand that better thank you i'm assuming you're in the discussion yes we are still in the discussion so the climate survey that dr reynolds had discussed are questions like this in that survey and is there a question as specific as like do you approve of having an sro in your building or do you feel safe or unsafe with an sro in your building sort of thing is that no that's not a specific question that will be asked in the culture we're so far out of

198our realm we're in way in the weeds um this is not appropriate for action if i don't have a second then we won't but if you you know uh you were centered this is the business of the district emergency response yeah it's not it's not the business of the board to dictate to the district how to conduct surveys again i should have restated it i want to better understand how our faculty and staff feel so so i think a follow-up would be for the district emergency response team to continue to gather feedback from all stakeholders based on the information that you saw tonight we're gonna do a presentation again to the board in september and then we could start to gather that feedback from all of our stakeholders okay so how should i freeze it

199to make you feel comfortable that i'm not asking anymore than you think is is necessary because you said this continue to have feedback from the district survey what's the difference between feedback and a survey i'm sorry but once once the board is now directing me to survey the staff on specific topics of your interest where does that stop where where does it stop for every single topic that whether it's staff whether students whether parents okay so however you want to phrase feedback or survey i would love as a board member to better understand how our faculty and staff feel how you figure that out and who does it i i don't know but i don't feel comfortable approving things when i don't really understand how the majority of things but again if you had the

200opportunity to participate in the district foreign faculty and staff members they would have that opportunity to be able to provide you with that type of feedback so again i just don't want to jump to the point where now the board is dictating the type of information and how we collected information of stakeholder groups whether it's students parents or our staff on specific topics because i just don't know when where would that stop where would that line be drawn as i say administratively that would be our responsibility to provide information back to you when you say dean would say hey i'd like to continue the conversation related to our district safety and security protocols or our district safety and security plan and then we would could then go about how do we collect that information to

201be able to bring information back to whether it's from our consultants whether it's from our partners in law enforcement whether it's from our faculty and staff but again that's the process that we went through very thoroughly several years ago and we had workshop after workshop after workshop and we gave every stakeholder group an opportunity to report out on so i just would be careful of i understand fair enough i want to understand procedurally then when how emotion is struck i guess from the table who has the authority to do that the person who probably made the motion you can withdraw out the person but if i hypothetically say i don't want to withdraw motion is angie is erica any of us is it within our authority to say that person can't make that motion no

202i don't think so okay well interested sorry in terms of hearing directly from teachers at the very least we do have i mean the teachers do have right in their um you know to bargaining agreement that they can meet with the board up to i think it's three times a year but maybe it's four to discuss topics in the past they've asked us what topics we want to discuss with them so if you'd like to hear directly from the teachers i mean that's an opportunity when we're meeting with the union you can i was never asked if or participated i would love to this year if that's what everyone is out here it's an email that goes to the entire board so if i mean that's an opportunity also to hear from teachers it might

203not be from every teacher a survey is not going to be from every teacher either because people don't all necessarily fill out things i think that as a board of education we need to just remember that we are oversight we're not running the district i don't want to run the district we're not paid i'm not looking to do that i just don't feel informed i also just wanted to understand the procedure of someone makes a motion can someone else remove it no the answer is no i don't think so would you like us to vote on your emotion burdening mike i think it's clear what i'm looking for if dave is going to try to get a better understanding of that and let us know i'm fine with that so you withdraw your motion i

204was just going to throw out and i think there's opportunity with what natalia just said from the teacher's perspective and angie i would ask do you think that that's probably something that at least gets discussed during the nicer audit i don't know it's worth looking into with them as well so there's potentially three opportunities that we can gain feedback from different avenues okay i think i'll withdraw my motions okay are there any other agenda planning items okay um comments how many board member comments i have three housekeeping ones um and that's about it uh i'm gonna pass this around this is um i think it was sent out by lisa earlier and uh we need six of you to okay your contact data or change it so i'll pass that around if it's okay it's

205already written that means you've already gotten back to her and you don't need to do anything on this i'll pass it that way everybody can get one of these as well pass a few this way schedule of the committee meetings and then i also need and this was we approved this as part of the consent agenda we all need to sign individually the uh tax warrant um directions uh which were part of what we approved in today's consensus collection of taxes for this year the formality and each board member needs to sign off and within today's agenda is that okay for me to sign that since i abstain from that section of the vote [Music] yeah how about i do that that's okay with the board i will not sign this evening and if tim

206comes back and says hey knucklehead come here that's right one other comment and this is uh august 30th based on your based on everyone giving me your schedule information and no can do dates and all that for the summer it's been determined that august 30th is a solid day for us to have a governance retreat so please put in your calendars august 30th 5 30 p.m tuesday evening i think mike you would set a an eight o'clock end to that yeah you can make it a working dinner like we've done in the past i have nutella i have um collected over the last two months a bunch of input from all of you on possible agenda items i'll throw those all in the hopper um and we'll have to decide whether we um we need

207another one but based on how this one goes yeah oh sorry yeah in this room so 5 30 to 8 on tuesday august 30 thank you for this and we need to we need to we need to enter executive session quickly can i get a motion to enter into executive session d second so oh i'm sorry to to discuss um matters leading to the employment of particular person's personality uh i gotta say did you get the second name john ellis all in favor okay looks like all eight okay