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Good evening, everyone. I'd like to call to order the Wednesday, April 12, 2023 Board of Education Special Meeting, and I'd like to ask Trustee Gailiff to start us on the pledge.

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Yeah,

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I can first of all, I just want to share a few things if that's okay, yeah, superintendents. First of all, like it's been a long time since we've been together.

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But because we had a break, that's Kudo number one.

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I'll share a few things. First of all, I just want to share as part of an update, just a number of things that happened.

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And since we've convened first, I just wanted to note that our OHS robotics team on the state competition will be advancing to the world championship in Houston, which is outstanding.

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and we want to wish them a good luck.

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I think they're leaving on the, I think it's next week,

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but we're very, very excited to see them

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and you may have noticed some of the accolades

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and recognition they received on Channel 12.

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So Kudos to our educators and our students.

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We have some of our science research students

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on a record number at Regeneron, the West F

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and there's actually an evening celebration tomorrow night

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that Mr. Hancock and I will be joining.

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So congratulations to our students.

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We have a youth lacrosse camp

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if some of you were watching and observing,

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that was sort of a, I would say a pilot,

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but very well,

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they had a number of students that participated.

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And I have to say just as an anecdote

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because you never know when differences will be made,

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I ended up going to the REC department one evening

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during the break and the parent of a child

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that was attending,

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told me a side and said,

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my son's never played lacrosse,

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but he loves it and just wants to keep going.

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and so we maybe sparked some interest in a particular sport.

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And those are some sports related.

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Prior to the break, we had a kindness parade

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at Park School, and about social media and others,

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it was really exciting and celebratory.

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Our spring sports have started.

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We had some Roosevelt scholars that participated

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in the SHIELD program, which is a leadership program

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that is supported by the Bryant Youth Alliance.

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And we just wanna congratulate those students

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or about 14 students that participated,

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and there was a culminating activity that took place.

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We just watch out for some of the transition meetings that are going to be taken place,

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meaning those meetings that are being held, Mr. Hancock had at the high school held some

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for incoming ninth grade parents, but those are all being scheduled, and those are important

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meetings as we think about the transition of students to not only new grade levels but

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new buildings.

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We had four of our OHS students have their artwork on display at the New York's legislative

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art exhibit.

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And then I referenced before, we received a planning grant in partnership with Austin

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and Peak Skill for a pre-apprenticeship program, so we're excited about what that might entail

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as we look forward to exploring new options for our scholars.

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Some upcoming events just want everyone to be mindful of.

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We have our Saturday Explorant Learn Program that's starting on this Saturday from 9.30 to 11 right here in the middle school cafeteria.

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Our PTA event that evening, so it's a busy Saturday in Austin.

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There's our Magic Masters event will take place at 7 p.m., so if you have any more tickets.

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And if you have, please consider joining us.

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You'll see some of our staff members along with the Magic Masters competing on the court.

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We are confident that the

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Senate will prevail.

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Moving forward to the 28th of April,

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there will be an

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Arbor Day event celebrating,

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and as a collaboration with the

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town village and the school district

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and various other entities as we

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honor and recognize Arbor Day.

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Important day in our calendar.

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And some other components that I think

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are worth noting, we have three of them

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here with us.

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but it is National Assistant Principal Week.

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So we want to thank our principals,

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please join me in giving our three principal,

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the other system principals.

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And certainly we want to thank all our assistant principals

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for their dedication to our staff,

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our students, and our entire community.

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And we've also, as a school district,

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recognized World Autism Month as well.

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So just want to note that it's in our efforts.

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of some other pieces to consider.

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In my updates, there'll be an MBK symposium

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that's taking place in May.

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We have some of our students in our next set of fellows

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joining us up in Albany.

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And in addition to that, our Emily Macias reminded me today

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that we should note that the pre-K screenings

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are gonna be taking place very soon.

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So you'll get information related to that.

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And on a celebratory note too,

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and we haven't really talked very much.

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You know, Brookside has started an after-school program

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through the United Way and received a 21st century grant

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to support some of those efforts.

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And it was reported today we have about 160 students

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that are participating in the program about four days a week

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and it's been going really well.

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And we're looking to expand the hours next year

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and provide transportation and potentially even a meal

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at the end of the day as well.

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So more to come on that as well.

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And then lastly, I know that some of the facilities committee members get a report on the facility

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broader planning but just a smaller board committee to talk about the various efforts and

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things that are taking place or haven't taken place as relates to just the work of our buildings

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and ground staff.

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You may have noticed that OHS, the fabric on the shade structures who now are students

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can utilize the exterior and just a nice outdoor space that can be utilized.

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We've updated.

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We actually added six new benches outside.

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So this is all work.

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Just want to complement our buildings and ground staff for that and a number of new signs

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have been added.

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We actually improved.

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They improved the staff bathrooms at Brookside and various other projects throughout.

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And then later on, Jared reported that we're still awaiting approval for our energy performance

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The insurance contract, but everything seems to be ready for the installation of the lighting, solar insulation and unit ventilators once they are approved.

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So, and we're on target to start our summer projects.

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The Roseville Path Room, the A&D site improvements and the OHS railing, OHS library railing and circulations, those are improvements that we anticipate during summer months.

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So that was a quick update, but all important items in terms of our student achievement,

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and also some of the efforts of our buildings and ground staff. So that's my report.

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All right, great. Thank you very much. I think we have on our first item on our work session tonight,

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the AMD Action Plan. All right, so it gives me great pleasure to introduce our leadership team.

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that's with us here today.

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I'm going to turn it over to Ms. Tillman, our principal and

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and donor middle school.

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Every building at the beginning of the year sets forth an

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action plan as it relates to items that they hope to achieve

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over the course of the upcoming school year, this current

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school year.

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So they're here as a team to provide us an update on the work

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that they've done and continue to do as we seek to close the school

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year.

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So with that, I'll turn it over to Ms. Tillman.

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Good evening, Dr. Sanchez, board members, district cabinet, and I'm sure families virtually.

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My name is Kisha Tillman.

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I'm the proud principal of NM Joining Middle School.

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And I thank you for this opportunity to discuss our action plans tonight.

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Our theme for this school year is the magic is in you.

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And this theme is rooted in our Portrait of the Learner as it focuses on the goal of helping

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students to be competent problem solvers and decision makers.

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I'm going to play for you, it's a really quick slide.

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As always, we are AMD rocks, we are respectful, organized, cooperative, kind and safe.

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This year we included a new segment in our old blasts entitled Spotlight on Instruction

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This is an opportunity for us to celebrate instruction in our building.

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Here we're highlighting Mrs. Javed's English classroom as she is celebrating her geology project.

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This project is a project where students conducted research on natural phenomenon and they did a really great job.

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And Mrs. Javed invited various teachers and other administrators into her room to see this project.

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So

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now we're going to start and talk about our smart goals for our action plan.

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The goals of our action plan were created based on the district's long range plan,

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New York State's requirement as a designated school and need of school improvement,

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and also the feedback that we receive from students and staff.

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In our action plan, I will now turn it over to Dr. Josephs who will talk about MCSS

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as one of our highlights of our action steps.

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evening, everyone.

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Sorry, I have to swap classes to see far.

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Okay. So here at AMD, our multi-tiered supports system, we'll first meet for it.

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Let me just say thank you to all the district leaders and such that have helped us

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let this work this year. You know, we really appreciate your support

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and your guidance as we're looking to implement the programs that you're about to review.

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But really, more importantly, the continued conversations that we've had in the building.

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So I just want to start in that and just say thank you.

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So one of the things we want to make sure that we bring to your attention is we worked

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on three specific areas this year in our multi-tier systems of support.

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We looked at academics, we looked at attendance, and we looked at behavior.

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We worked together with our leadership, district leadership, to come up with our targets,

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which range, but our green areas are where we wish to go, right? So we want about 100% of everything, but you know, 90% of our students passing 90% or all of their classes, right?

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And then with our attendance target, we want 90% of our students coming to school 90% or more of school days.

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And then for behavioral targets, swaps a little bit. Our target theirs have 10% of our students, 10% or less.

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to have three, we have no more than three behavioral referrals throughout the year.

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And so that's what we're going to look at moving forward.

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So at AMD, our MTSS system consists of, we use houses, and our houses consist of assistant

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principals, guidance counselors, and our social workers.

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We meet every week to discuss students who perform at our Tier 2 or Tier 3 with regard

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our two academics, attendance and or behavior.

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As a team, we review our data,

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we meet with students, we assign goals.

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Taking a look at our current data,

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we'd like to point out some of the glows

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so far for us this year.

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Looking at the sixth grade cohort,

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we have 84% of the students passing all of their classes

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and attendance, we have 87% of the students.

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Coming to school 90% or more of their days. I also want to point out, we'll take a look down at our seventh grade cohort with 84% of the students. They're passing all of their classes. And we want to also kind of highlight for you the glows in terms of our eighth grade cohort with only 2% of their behavioral concerns. And so we also notice that we have areas of growth in the building. So particularly things that we're looking at to target. We're going to talk a little bit more about tonight.

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is that we're looking specifically at our seventh grade cohort in terms of academics and attendance and we're also looking, I'm sorry, our seventh grade attendance and we're looking at our eighth grade academics and attendants.

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So some of the things that we're doing to address those areas of growth and academics and attendants have been the following.

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We send home attendance letters to students with moderate or chronic absences.

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We use our check and connect program in the building when the students are present

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to see what they need in terms of support.

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We also provide parent and family calls home to determine any level support needed there.

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In addition, in terms of academics, we send home celebratory letters to all of our students

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who pass all their classes, but to specifically address the areas of growth, we also send letters

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to students who are having trouble or have not passed one, two, three, or more classes per quarter.

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In those letters, we try to link our parents to the building levels of support that we have.

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Additionally, we use our parent teacher conferences, our check-in connect program here,

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FEV tutoring, and our after-school homework help, and also offer Earth Science, algebra,

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and world language support there for our students.

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So in all, we would like to just take a look

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at our building totals where we have 80% of our students

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passing 80% of our total building,

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passing all of their classes.

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79.3% of our students attending 90%

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are more of the days of school

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and 3% of our students with three or more referrals.

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At this time, I'm going to pass it back

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over to Mrs. Tillman and Mr. Sharvey to speak further about the programs that we're offering.

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So as you saw in our action steps we are focused this year specifically on building a positive

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community and we do this to our daily announcements. So on we have themes every day and so

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Monday's we are mindful and we encourage students to do positive affirmations that they write in

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the agenda books. On Tuesdays, we put smiles on students faces, we play Tuesdays tunes. On Wednesdays,

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we stress the importance of physical activity and wellness, and we have students at time stretch

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and even do breathing exercises. On Thursday, we're thankful. We celebrate gratefulness, and we

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actually tell jokes, corny jokes that students say they like. And then on Friday, it was one of my

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favorite days, Fridays is Flex Fridays. Fridays we have celebrations to celebrate student

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academic achievement and success in and out of the classroom. Flex Fridays we also stress

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our word for the quarter. Every quarter we have a word of focus and this quarter our focus

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is being intentional. And so we talk about that word throughout the week.

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Also Flex Fridays is a time

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where we celebrate one of one of the things that we love to do is every quarter we have an

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assistant principal for the day. So this is criteria that's created by students, students vote on

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that students vote for that student and every quarter we have an assistant principal. So when this

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particular slide you see our student Ethan Morrison who is our who was our previous assistant principal

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for the day, he actually has a walkie, he shatters an assistance principle and the kids really

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love it.

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And now I'm going to turn it over to Mr. Charbet, who will talk about some other areas

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that we are doing in regards to culture care.

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Thank you, Mr. Mangutti, everyone.

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One of the new initiatives which AMD has been able to gradually implement has been resorted

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for justice practices.

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We're using this protocol as a tool to increase a positive school climate here at AMD.

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We are using this approach to empower students to resolve conflicts on their own and also

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in small groups.

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We're looking to be able to bring students together to peer mediate, because they're

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differences and ask questions in a safe space.

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We're also beginning to build a foundational approach to providing knowledge and peer-to-peer,

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learning opportunities for staff in order to experience the circle process.

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We do have a few trained staff to have been able to support students and staff with the following conversations but referrals between student and student or teacher and student.

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Restortative circles within classrooms, norms set in circles within classrooms, classroom community circles as well.

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We also use these practices with our re-entry meetings.

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As students come back to school, we're always thinking about how to reintegrate students back to class with minimal disruptions.

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This year, we had different activities to support our culture of care, such as Spirit Week, as you can see in this line.

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We'd have Jersey Day, Pajama Day, Superhero Day, among others.

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we had the joy of getting everyone involved from school monitors, teaching

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assistants, teachers, and students really had a fantastic time. We also do our

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checking connect on a regular basis throughout the day. Either our arrivals,

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always, cafeteria, recess, or dismissal time. This is a quick opportunity to

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checking with our students, engage how they're coming into school, and if there's

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need to address something as soon as possible. One of our goals this year was to provide more

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structure activities for students during lunch or recess. We have utilized our restorator's,

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excuse me, restorator's facilitator during different lunch periods to meet our students

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with different needs, either individually or in groups. We have also been able to have the

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As in police department, as you can see on that slide show,

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come in different lunch periods and play chess with our students.

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The type of service is pretty good, but the game has solid game.

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And I believe he's looking into recurring students

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to join a chess cup of the library.

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AMD also the opportunity to host Elvis in the building.

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Elvis, as you saw in the previous slide,

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was our rock star for a full hour here at AMD.

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Every Elvis was our therapy dog at AMD. Students and staff had the opportunity to pet Elvis as a transition from lunch or from class to class.

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I'm going to turn it over to Ms. Solution.

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Thank you. Good evening.

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I help lead the work with our Culture of Care Committee that has actually joined forces with our equity committee.

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So I'm going to talk a little bit about Unity Day and our work has a group.

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So, this year we continued the longstanding tradition of Unity Day here at AMD with our

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organized by our staff and due to the large-scale efforts on our goal of calling on our students

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to not just be kind but upstandards.

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It was considered an official event as we worked we need in no place for hate school.

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In our work with the anti-definition league, we have provided a training for a cohort

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of teachers and will also provide a training for a cohort of students.

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Our Culture of Care Committee is now working with our Equity Committee and Dr. Daley combining

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our shared efforts.

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All part of our community support, all culture of care supports all part of our communities,

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leading our staff leads a relationship building and opportunities for students.

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Our community members engage with our students and our students work to hold each other accountable.

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And we would like to then share a conversation in regards to PLFDs.

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So our next mark goal, we're focusing on the implementation of professional learning communities.

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and this is a great opportunity for staff members to have conversations around trends in their

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classrooms.

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Monthly, we use a professional development period with a PLC-plus consultants

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who works with teachers and cohorts. Teachers use this time to collaborate on teaching practices

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and classroom trends. This year the teacher chose to focus on student

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engagement with an even more of a focus on student choice leading to student

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engagement.

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Our last smart goal was the implementation of AVID. I'm going to

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bring up Dr. Joseph to talk about AVID but again we are very excited about AVID

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And again, also very excited to learn what the acronym stands for, which is advancement via

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individual determination, which took us very long to remember.

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One of

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my favorite topics. So, Appet rolled out in all three great levels this year with a total

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for us now a 733 students now enrolled in an Appet class. Appet provides our students with additional

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supports using a writing inquiry collaboration organization and reading or

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wicker if you've heard it strategies. We know you're very familiar with OVET OHS.

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To support our teachers in this work, we provided a various number of professional development

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opportunities, including intervisitations with OHS. We've also had ongoing support from our regional

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avid facility coordinator. We've invited avid teachers to participate in curriculum development,

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and as seen here, our new avid coordinator, Mr. Joe Beriano, co-facilitated some sessions with

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one of our instructional coaches, Mrs. Acchiankler. They use a professional period, day-of-professional

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periods, as well as a faculty meeting to kind of lift this work building wide. Excuse me,

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Long day. In addition, members of the avid team were able to go in attendance on the

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national conference this year. We learned specific ways that we can help make a difference

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in our avid work here in Osning. Also, at the classroom level, we've had the pleasure

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of working with Mr. Jeremy Dukos, as he's presented non-violence to our eighth graders, as well

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as most recently we had guest visits from our community partner, the Mid Hudson Valley Credit

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union who came to do a presentation on being money smart in our

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advocacy class.

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I will turn it over next to our next initiative. We'll talk a

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little bit about.

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So this year we implemented the art program as many other

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schools in our district and this time we are presenting our early data and the

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teachers are using the early and the anneal to assess student reading levels and

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And as you can see, we have some glows and some bros in regards to our data.

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So as you look at our data, you'll see that we have some of our glows where we are

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seeing in the sixth grade, we're seeing a decrease from 6.4% in regards to at-risk students.

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We're seeing seventh grade a decrease of 9% in at-risk and eighth grade we're seeing a 0.1%.

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We're seeing an increase in proficiency for 6th grade and 1 percent, 7th grade, 1.1 percent,

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and 8th grade, 0.8 percent.

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We are seeing some also, some grows, and now we're seeing some glows.

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So in regards to grows, we're seeing that as far as 6th grade, we have emergency level,

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we have 6 percent increase, 7th grade, 8.1 percent increase, and 8th grade, a 1.3 percent increase,

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as well as in an eighth grade as far as press presidency,

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we're also seeing, well, that should be an increase.

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So with that being said, this is a great data for us

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to look at the needs of students

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and how we can assist students.

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We've seen trends in regards to our students

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as they come back from being out of the classroom,

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now in the classroom, during COVID,

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that they have some needs that we need to address.

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Teachers are working to conference with students

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to encourage reading logs

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so that we can move some of these grows and to grow.

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Next, I'm going to discuss family engagement.

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Here you'll see a picture of sixth grade orientation.

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And during sixth grade orientation is a time

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where we opened up the building for students and for staff,

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excuse me, for students and for parents to come in

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and to get a feel of the building

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and get used to this schedule and also get a routine.

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Next, we have a presentation

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that myself and Mr. Sharvey did during one of our Saturday and more Saturday community

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days, where we focused on digital, safety and responsibility.

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This is a great opportunity to connect with community partners and to focus on SEL, a

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mental health, as well as on digital responsibility.

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We also like to highlight another one of our happy moments, where we partnered with our colleagues at OHS and invited families here to this space to review the health and safety of marijuana use as well as chemical consumables. The presentation was well received by the community, and we look forward to participating with our OHS colleagues in future events.

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We also like to highlight a moment that we love. Again, we just had our student, student of distinction ceremony, which is a great time to celebrate students.

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and we also want to celebrate our partnerships with the PTA.

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This is also a time that we are, as we focus on,

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what we want to work on in the future.

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We want to focus and work on our family partnerships,

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especially our partnership with the PTA.

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So I will say that is something that we will continue to work on

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and to continue to partner and learn the community.

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So as we conclude our presentation,

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this is the future of AMD.

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We are looking forward to continue partnership with the anti-defamation league as we know

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that our work is not done in regards to educating students and we know that we want to continue

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our family and community partnerships.

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We also want to have more grade level academic celebrations.

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We don't want to enhance our AIS opportunities during and after school and lastly we want

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to increase passing time to four minutes so that students have more time to transition throughout

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the building.

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Thank you.

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All right.

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Thank you.

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Okay.

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So I have some clarification questions.

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I'll just go through my list and then we can go around from there.

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I appreciate the time and effort and the presentation and all of you being here this evening.

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It was nice to hear from each of you.

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So thank you very much.

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I did have, let's, I'll start with number slide number six, which is the academics attendance and referral slide.

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How does that data compare with last year's data?

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Because it's difficult to evaluate it when I don't know what the progression is.

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So I don't, I don't know if these percentages are worse than last year,

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better than last year about the same.

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So I was wondering if you could comment on that and then just general questions.

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the interventions that were discussed, just wondering if there has been any improvement shown

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based on the interventions, and if you could give me an understanding of when those interventions

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are done. For example, specifically the interventions for reaching out to parents with the one, two,

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or three, or more bailing classes. I'm curious as to what quarter that's done in, and then I'm

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also wondering if when we are reaching out to parents, are we combining that with giving them some

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sort of tutorial and infinite campus and encouraging them to check it because they,

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this shouldn't be a surprise, right? Every parent can go on infinite campus and follow along and

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figure out both attendance and grades. So I'm wondering if we're connecting that at all.

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I don't know if you want to, how should I do this? Should I stop there? Is that a good stopping point?

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Absolutely. So to your first point, to your first question, we focused because we are a school,

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again, a need of improvement. Part of our focus was on restorative justice for our first goal.

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And so we looked at last year's behavior data as well as this year's behavior data,

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which we have seen in regards to, as you saw on our MCS slide, we have students that have three

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more referrals and so that has improved in regards to students having three more referrals

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from last year to this year. And the other question you had was in regards to letters,

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letters home to parents. We send out letters home to parents quarterly. As we review our report

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card data, we send out a letter, a celebratory letter for students that have passed all of their

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classes. We send out a letter for students who have failed one class. We send out a letter for

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students who fail two classes. We send out a letter that has three, you fail three or more classes.

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So absolutely, we have those conversations. We have had parents come in because we, and we've

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actually as a system principal talk with parents, and also some of our clerical staff, we have had

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them come in to help them to get on to Infinite Campus because there are some parents who still

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are not on Infinite Campus. During the summertime and our summer mailing, we included directions

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on how to get on to Infinite Campus as well. But we do that by case by case, as we speak to parents

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We're encouraging them to make sure they access it, access the information, and also feel free to email their teacher, their guidance counselor, if they want to pick up data on students.

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There was another question. I think you asked. I want to make sure I answered it.

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I think I was wondering how our attendance data and our academic performance data that's in this slide for this year's comparison, for example, to last year.

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So, I would say that our focus was behavior, but in regards to our attendance data, as we

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are looking in meeting in our houses, we're seeing that there are certain students that

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are having, that they have the same progress, they've made, they've made no real changes

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from last year to this year, and then we're also seeing certain students individually that

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are making progress.

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So, we are looking to see how we can improve those efforts in regards to attendance.

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There are some students where they are connected in the building, whether it's through

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STAR or through sports or any other activity, however, they're still not coming to school

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and that's something that we're working on.

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Okay.

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But just generally speaking, it sounds like we don't know if these numbers are like drastically

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different from last year or about the same.

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I don't want to give a clear number without making sure that it's accurate, but from our

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understanding, there's been improvement.

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Okay, but I don't want to I don't want to pull out a percentage that we can work on an analysis.

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I just some general terms. I'm curious.

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And then in terms of restorative justice, I had some questions about that.

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I think there was a mention of a restorative justice facilitator and I wasn't aware that we had one.

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I'm sure I was made aware and it's just I didn't process it.

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Um, but I'm wondering if you can address what that person's role is a little bit and how many

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restorative justice exercises are typically being conducted, let's say per quarter.

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I'm presuming that those are involving our school clinicians, but absolutely.

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Right. Okay. So we're in regards to restorative justice, we're all hands on Zach. So first of all,

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whenever a student has, and I'll just start from the, from the more extreme, whenever a student has

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the out-of-school suspension, the student has a re-entry meeting. That re-entry meeting

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happens the day that they return. When they return, they have that meeting with the dean

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and usually the assistant principal and or the dean and the social worker along with

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the parent and the student. And during that time is when we have restorative justice, conversation

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in regards to the student's re-entry back into the school and how they can improve and focus

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on why they were suspended. Also in school suspensions, whenever the student has an in-school

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suspension that counts as sees that student during that time that they're in school suspension

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to have that same conversation as far as restorative justice. If there's any incident between

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a student, a student to student situation, not all situations would be best clinically to have

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students together and have that conversation especially in a situation where there's a power play,

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but there are times when we have mediations and we have counselors do that as well.

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Restore our restorative justice facilitators knew for us this year, and so it's a great

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help, especially when I'm during lunch periods where we have found that students get into

443
00:38:05,640 --> 00:38:10,780
the mix of a lot of different situations, and we had specifically a seventh period class,

444
00:38:10,780 --> 00:38:14,900
excuse me, a seventh period lunch period, where we had had some students that are having

445
00:38:14,900 --> 00:38:18,920
specific, some girls having some issues where there were times when that restorative justice

446
00:38:18,920 --> 00:38:20,740
the facilitator met with those students.

447
00:38:21,200 --> 00:38:24,000
And then also that restorative justice facilitator

448
00:38:24,000 --> 00:38:27,340
goes into classrooms and does restorative justice circles

449
00:38:27,340 --> 00:38:29,320
with teachers and the students.

450
00:38:29,520 --> 00:38:31,620
Sometimes teachers reach out to that facilitator

451
00:38:31,620 --> 00:38:33,080
and then they schedule their own time

452
00:38:33,080 --> 00:38:34,940
or we bring in that facilitator

453
00:38:34,940 --> 00:38:37,120
because there's something a bit that's going on.

454
00:38:37,600 --> 00:38:39,620
Now is that person a clinician or?

455
00:38:39,680 --> 00:38:40,700
That person is a teacher.

456
00:38:41,260 --> 00:38:43,080
So in our building, it's Mrs. Ward,

457
00:38:43,240 --> 00:38:44,920
she's actually trained in restorative justice.

458
00:38:45,200 --> 00:38:47,100
And so that's the reason why we utilize her.

459
00:38:47,100 --> 00:38:56,120
Okay. Great. Thank you. You know, I know like we just say it out loud. We're all aware that middle

460
00:38:56,120 --> 00:39:00,860
schools tumultuous times there are behavior issues that are here in Austin. There are behavior

461
00:39:00,860 --> 00:39:05,840
issues that are across the county, across the country, across the world, especially with this

462
00:39:05,840 --> 00:39:12,720
population of students as they're still coming out of COVID. Do we have plans in place to address

463
00:39:12,720 --> 00:39:17,720
not only the trauma when you have students that are involved in altercation individually but

464
00:39:17,720 --> 00:39:23,640
do we have plans and how do we address sort of a collective trauma of students who maybe

465
00:39:23,640 --> 00:39:31,000
aren't involved but are aware, are scared and have seen something. Absolutely. So we also have

466
00:39:31,000 --> 00:39:36,680
restorative conversations in a classroom setting. We utilize sometimes Mrs. Ward, also assistant

467
00:39:36,680 --> 00:39:40,980
principals and social workers going to that classroom and then have a converse sort of justice

468
00:39:40,980 --> 00:39:47,100
this conversation at classroom. So we've had this year one or two times where we also utilize

469
00:39:47,100 --> 00:39:55,060
that as well. Thank you. And then going on to Avid, is there any part of Avid that includes

470
00:39:55,590 --> 00:40:01,240
sort of evaluating internet safety, social media safety and critical thinking about content

471
00:40:01,240 --> 00:40:06,720
that our students we know are exposed to on social media and I don't know YouTube, other platforms?

472
00:40:06,720 --> 00:40:12,080
have it can be a place for that but actually our tech teachers also have a unit

473
00:40:12,080 --> 00:40:16,960
where they do talk about digital safety and in previous years they actually

474
00:40:16,960 --> 00:40:20,980
had a video that was created by students in AMD and they still show that video

475
00:40:20,980 --> 00:40:25,020
and I've actually talked with one of the you know tech teachers to see about

476
00:40:25,020 --> 00:40:29,060
maybe creating another video in the future so we can have an updated video where

477
00:40:29,060 --> 00:40:31,840
students can see themselves talk about digital safety and responsibility.

478
00:40:32,480 --> 00:40:41,640
Okay. Thank you. And I think that my last comment was about the Urla data, which, you know, I'll just say out loud that the data is disappointing.

479
00:40:43,160 --> 00:40:53,460
And I know that we are trying to tackle this as a district and it's not unique to AMD, but I would be remiss if I didn't say that it is disappointing.

480
00:40:53,460 --> 00:40:56,160
So I'm trying to understand it a little bit better.

481
00:40:57,740 --> 00:41:00,440
I think there are two early examinations

482
00:41:00,440 --> 00:41:01,540
that we're comparing, right?

483
00:41:02,880 --> 00:41:04,720
What are the approximate dates of those?

484
00:41:05,880 --> 00:41:07,600
The approximate dates that we're showing,

485
00:41:07,720 --> 00:41:09,400
I believe, is November to March?

486
00:41:09,900 --> 00:41:10,100
Okay.

487
00:41:11,360 --> 00:41:13,760
So, and then I guess my next question is,

488
00:41:15,040 --> 00:41:17,560
and we have invested in the ARC program, right?

489
00:41:17,640 --> 00:41:19,080
And we want the ARC program to work,

490
00:41:19,220 --> 00:41:22,000
because we know that we need to tackle

491
00:41:22,000 --> 00:41:30,980
this specific issue. But it does concern me that using this ARC program we have seen

492
00:41:30,980 --> 00:41:37,940
very minimal movement here. And now I know that ARC program, any off-the-shelf program,

493
00:41:38,160 --> 00:41:42,940
that you get for reading, isn't that going to necessarily work sort of off-the-shelf for

494
00:41:42,940 --> 00:41:48,940
osning. There's always a process of taking that program and molding it into the unique needs

495
00:41:48,940 --> 00:41:54,880
of a district. So can you speak a little bit, and maybe there's a question for Jessica as well,

496
00:41:54,980 --> 00:42:03,160
can you speak a little bit about that process and how that's happening at AMD, and if they're

497
00:42:03,160 --> 00:42:07,940
curriculum of ARC, have we looked at that in relation to these early scores at all?

498
00:42:10,120 --> 00:42:12,740
I'll just need to you. Yeah, Jessica.

499
00:42:13,560 --> 00:42:19,380
Okay, so I'll just chime in with some to answer some of your questions and make sure

500
00:42:19,380 --> 00:42:22,720
that I answer, all of them that I heard, right?

501
00:42:23,200 --> 00:42:26,520
So there's two things, remember, when we think about ARC,

502
00:42:26,660 --> 00:42:30,300
there's a core curriculum that teaches thematic units

503
00:42:30,300 --> 00:42:32,400
where students have access to text

504
00:42:32,400 --> 00:42:35,780
on their specific grade level or a reading level rather.

505
00:42:36,320 --> 00:42:40,280
So that would be what we teach in the traditional period

506
00:42:40,280 --> 00:42:41,400
in some of the eighth grade.

507
00:42:41,980 --> 00:42:45,240
And then we added that period every other day

508
00:42:45,240 --> 00:42:48,620
for the 30 minutes for differentiated instructions

509
00:42:48,620 --> 00:42:55,240
small group. When we purchase ARC, we didn't have the data that we have access to now. So our

510
00:42:55,240 --> 00:43:01,140
original purchase gave us toolkits or small group work for third grade reading levels through

511
00:43:03,040 --> 00:43:08,320
bronze, which would be our eighth ninth grade reading levels up to 10th grade kind of reading level.

512
00:43:08,940 --> 00:43:15,800
And then this year we added gold when we saw that students were reading beyond and we needed to

513
00:43:15,800 --> 00:43:21,920
address that and we are also adding as we get data, the lower levels. So when you look

514
00:43:21,920 --> 00:43:27,820
at the levels across that continuum on that slide, if we were to back up to that slide

515
00:43:27,820 --> 00:43:34,980
for a second, we have a first grade and second grade. So, you know, the yellow and the green,

516
00:43:36,720 --> 00:43:41,400
the yellows kindergarten, you know, and then we have the first grade moving into second grade

517
00:43:41,400 --> 00:43:47,660
across that green and the red. We have purchased those toolkits and they are on

518
00:43:47,660 --> 00:43:52,560
their way and in some places we had them in the building but because and

519
00:43:52,560 --> 00:43:58,160
teachers have access to them online. So we do have the ability to intervene but

520
00:43:58,160 --> 00:44:03,440
I think one thing that we're working on and I think incentering us around this

521
00:44:03,440 --> 00:44:10,360
work is that teachers in grades six through seventh grade have not had the same

522
00:44:10,360 --> 00:44:18,080
years of experience in teaching phonemic awareness and other skills that you see in those yellow,

523
00:44:18,500 --> 00:44:25,720
green, blue, and red toolkit lessons. So we are still having coaches come in and help our students

524
00:44:25,720 --> 00:44:31,480
through that process. So I think another thing when we look at this data and we frame it around

525
00:44:31,480 --> 00:44:39,540
reference, if our students in sixth grade have a gap that begins in first grade, they will still show

526
00:44:39,540 --> 00:44:48,440
up as emergency area until they become a grade level. So a six, purple is six grade. For example,

527
00:44:48,680 --> 00:44:54,360
if we're starting in grade one and the teacher is working diligently and move them, I'll say 1G,

528
00:44:54,780 --> 00:44:59,580
move them to 2R, there's growth, but they're still going to show up as at work.

529
00:45:00,000 --> 00:45:29,980
and proficiency. So, as we have our students moving up and close our gaps, we'll see those shift, but in the middle school, it takes a little bit longer than we might be seeing it in elementary school where the gaps are smaller and we can close them faster. I guess, so that's an interesting point though about the like actually seeing, you know, rather than just a category of like at risk or, you know, emergency or whatever. If we could try to look at the

530
00:45:29,980 --> 00:45:35,300
the actual numbers and see if, even if they're still at risk, is there a progression? I think

531
00:45:35,300 --> 00:45:41,640
that might be useful information. Just as, you know, I'd like any board of ed anywhere

532
00:45:41,640 --> 00:45:46,680
would continuously work with admin to evaluate effectiveness of curriculum or how do you tweak

533
00:45:46,680 --> 00:45:52,740
it or whatever you do. And as we continue to look at this, I think, I think that might be more

534
00:45:52,740 --> 00:45:56,920
helpful actually seeing if there's a progression rather than just the categories.

535
00:45:56,920 --> 00:46:05,320
So can I interject for a second just because I know the ARC conversation comes up and it's an important one here and I appreciate the data that is still

536
00:46:05,320 --> 00:46:26,460
minute shared. I don't want to lose focus of what led us to move to this, right? There is a reason why we moved in transitions with the, you know, to align our work to provide our educators with tools, but I would encourage us to look back and the district has taken action to try to address it.

537
00:46:26,460 --> 00:46:32,420
there's research around Lucy Cawkins, all the work that, you know, that we've made some

538
00:46:32,420 --> 00:46:38,840
edits on. So I am not necessarily defending the question. I think the question is really important,

539
00:46:39,220 --> 00:46:44,340
but I do want us to caution and not necessarily think about what led us to make these changes,

540
00:46:44,340 --> 00:46:49,580
which are significant. We understand what we need to do to improve our literacy. We're taking an

541
00:46:49,580 --> 00:46:55,940
aggressive step as a district to do that. ARC is a tool. It's not the pedagogy, right? So we got to

542
00:46:55,940 --> 00:46:59,020
And remember that the teaching practices are very critical.

543
00:46:59,700 --> 00:47:05,600
So I can give everyone the tools, but it's important that the practices within those classrooms

544
00:47:05,600 --> 00:47:06,420
also change.

545
00:47:06,600 --> 00:47:10,060
So I'd say that with great trust and respect for the educators in the classrooms that

546
00:47:10,060 --> 00:47:10,600
are doing that.

547
00:47:11,220 --> 00:47:13,220
And if they feel the need to make some changes, they should.

548
00:47:13,380 --> 00:47:14,940
And we should have conversations with that.

549
00:47:16,260 --> 00:47:20,820
But we're here and we're using art because of the fact that we need to improve our reading

550
00:47:20,820 --> 00:47:21,140
scores.

551
00:47:21,140 --> 00:47:28,120
And kids need to become even great, have increased literacy skills as a transition to the high school and on.

552
00:47:28,600 --> 00:47:32,000
So, you know, that we've identified it and the district has supported.

553
00:47:32,160 --> 00:47:40,260
I appreciate the board support, but I think it's important to really understand that we can't lose focus on the movements at the middle school or harder.

554
00:47:40,480 --> 00:47:48,960
And if Mr. Hancock presents art data at the high school, it's going to be even harder to make the movements once the kids get to that stage of their academic career.

555
00:47:48,960 --> 00:48:18,940
We need to get them earlier and we need to see that pyramid that which we've talked about we're 80% of our students are reading at grade level, you know, if in a healthy system, we're not there yet, but these are the steps that we're taking we've had a yes teachers and others to really make those inroads it's seriously the efforts that we're putting forth so I just as a community sometimes we're pointing to the program and it's not the program, you know, there's other issues that we've, you know, that have arisen that made up

556
00:48:18,940 --> 00:48:24,460
us to make this change and certainly in year one, we're going to have to make some tweaks

557
00:48:24,460 --> 00:48:29,980
here and there but we had, systemically, we had, we have to take some aggressive steps

558
00:48:29,980 --> 00:48:35,760
and we've done that universally and not only just adding ARC, there's other tier two and

559
00:48:35,760 --> 00:48:39,640
tier three programs that we've added that we sometimes are remiss in bringing those up

560
00:48:40,220 --> 00:48:46,360
that are really critical, even you know, you know, phonymic awareness where we actually years

561
00:48:46,360 --> 00:48:48,700
years ago when some educators would attest.

562
00:48:49,360 --> 00:48:53,500
We have foundations in the district and foundations wasn't necessarily being utilized with efficacy

563
00:48:53,500 --> 00:48:54,500
across the district.

564
00:48:54,500 --> 00:49:01,400
We had to sort of reboot and bring that back to life within our system, a core element

565
00:49:01,400 --> 00:49:03,120
of literacy for our kids.

566
00:49:03,420 --> 00:49:11,060
So I feel like I need to say what I just said because it's a real important element that

567
00:49:11,060 --> 00:49:15,780
you know, the middle school is working, the teachers and the educators here are working

568
00:49:15,780 --> 00:49:20,620
hard to lift this, but I would say to everyone we've got to give it time as well. We've got

569
00:49:20,620 --> 00:49:24,680
to give it, you know, people feel more and more comfortable with the utilization of resources

570
00:49:25,300 --> 00:49:29,960
as time goes on. It's not so different than mathematics or anything else, which, you know,

571
00:49:30,040 --> 00:49:34,140
the data is not there, but there's efforts that we're putting forth to help support that as well.

572
00:49:35,000 --> 00:49:40,020
Thank you. And just so we're clear, I'm not an, I am not anti-arc.

573
00:49:40,020 --> 00:49:42,780
I'm not an anti-arc board member, okay?

574
00:49:43,140 --> 00:49:47,560
I am interested in arc, I'm interested in seeing where it can take us.

575
00:49:47,660 --> 00:49:52,140
One of the reasons why I like it is because it gives us very detailed data, right?

576
00:49:52,720 --> 00:49:57,160
And so that's sort of what I was kind of getting at, which is, what is this data showing us?

577
00:49:57,380 --> 00:50:01,440
And you know, you gave me a good answer, which is, it's showing us that we need more data,

578
00:50:01,960 --> 00:50:02,360
essentially.

579
00:50:03,460 --> 00:50:04,760
So that's good to know.

580
00:50:05,060 --> 00:50:07,560
But I just wanted to make that clear, I am not anti-arc.

581
00:50:07,560 --> 00:50:11,620
work. I know that there have been a lot of community conversations about the program

582
00:50:11,620 --> 00:50:18,660
and exactly what Dr. Sanchez said is and you know what I said early, there is no, never

583
00:50:18,660 --> 00:50:22,860
going to be a one size fits all, but we knew that we desperately needed to do something.

584
00:50:23,360 --> 00:50:29,100
So this is what we are working through and one of the reasons why I'm asking all these

585
00:50:29,100 --> 00:50:34,060
clarification questions is because I think it's important and that's what we're here to do.

586
00:50:34,060 --> 00:50:41,960
Just one other piece to build and just I do want to we are seeing improvements like we are and we should celebrate those as well.

587
00:50:42,260 --> 00:50:48,060
Like we're talking here very honestly about the middle school but we I could look at the data in the early grades.

588
00:50:48,660 --> 00:50:52,500
And I think the foundations getting stronger and stronger which speaks well to our system as we move.

589
00:50:52,940 --> 00:50:58,120
But I'm not missing what we need to do for the students in the now at the middle school high school and other grades so.

590
00:50:58,120 --> 00:51:04,440
All right, great. I'm going to open it up to others. Anyone wants to jump in?

591
00:51:05,660 --> 00:51:08,300
Ryder, trust about attorney. I mean, go ahead.

592
00:51:10,960 --> 00:51:19,200
Thanks. Appreciate the time you guys have taken to put this together. And I have some questions

593
00:51:19,200 --> 00:51:25,660
as we go through some of the data slides, particularly. So if I'm reading this correctly, so if I look

594
00:51:25,660 --> 00:51:36,300
at just slide six. So it's roughly about 200 kids across the houses that are kind of

595
00:51:36,300 --> 00:51:43,620
that are below that are not passing academically. And roughly about 200 kids that are also having

596
00:51:43,620 --> 00:51:54,540
the attendance issues are not in attendance at the 90% or above. Do we have any cuts of

597
00:51:54,540 --> 00:52:04,280
this that tells us what are these the same kids? Are they different kids? Is there some sort of

598
00:52:04,900 --> 00:52:11,000
deeper dive that you go into in some of this that might be a little bit more telling and

599
00:52:11,000 --> 00:52:18,420
helps to enrich the data a little bit more? Because I think there's probably I'm guessing because I

600
00:52:18,420 --> 00:52:24,160
don't really know the answer. There's probably some correlation to those kids that, and if you look

601
00:52:24,160 --> 00:52:29,500
at particularly eighth grade as these kids are about to embark upon high school next year.

602
00:52:30,160 --> 00:52:36,860
Roughly about 90 kids who are not passing, roughly about 90 kids, or also not in that attendance

603
00:52:36,860 --> 00:52:41,140
and I don't know if they're the same kids or not. So that's one piece of that and I think

604
00:52:41,140 --> 00:52:41,480
it's important.

605
00:52:41,880 --> 00:52:46,380
I just want to make a clarification that I'm hearing you correctly. So when we look at

606
00:52:46,380 --> 00:52:53,840
the data, we're looking at presenting, these are 84% of our cohort for sixth grade are passing

607
00:52:53,840 --> 00:52:58,620
all of their courses. No, I get it. Right. I'm looking at I'm looking at the kids that are not.

608
00:52:58,980 --> 00:53:05,580
Okay. So that's 12%. Right. So if I if I if you do the math, right across all of the

609
00:53:05,580 --> 00:53:12,500
the grades there, it comes out to roughly about 200 kids across six through eighth grade.

610
00:53:13,380 --> 00:53:21,740
That's not passing their classes. And and then there's roughly about 200 kids that are not

611
00:53:21,740 --> 00:53:28,380
in attendance at 90% or above. I don't know if they're correlated or not. I can't tell that. It's

612
00:53:28,380 --> 00:53:34,380
probably as wild a guess as any, but it'd be good to kind of understand a little bit more in terms

613
00:53:34,380 --> 00:53:40,180
of causality to the effect of the infant. And I know the data is kind of at the high level here,

614
00:53:40,740 --> 00:53:51,720
but there might be a little bit more anecdotal or other information that you guys might have as you

615
00:53:51,720 --> 00:54:21,700
I wonder though, it's just how much of this is driven by post pandemic, how much of this is driven by other circumstances that are in the household because I heard you say you're sending home letters, one, two, and three, the parents, but there might be other underlying conditions that are in this that create that where there's, you know, a need and I often wonder whether or not these are more in the, in the kids were particular.

616
00:54:21,720 --> 00:54:23,980
where equity is an issue, right?

617
00:54:24,420 --> 00:54:27,180
So, and it's hard to tell that through this,

618
00:54:27,240 --> 00:54:31,320
because I can't really make heads or tails of that

619
00:54:31,320 --> 00:54:31,920
from that perspective.

620
00:54:32,360 --> 00:54:35,320
I can only tell you 200 kids are not passing

621
00:54:35,860 --> 00:54:40,360
and 200 kids are also not attending across all three houses.

622
00:54:41,520 --> 00:54:44,040
So I would like to speak to the eighth grade data

623
00:54:44,040 --> 00:54:45,900
because I am the eighth grade assistant principal

624
00:54:45,900 --> 00:54:50,120
and I like to think that I live with my kids' information

625
00:54:50,120 --> 00:54:56,500
in my brain and it motivates me daily. So I would say there is a correlation between attendance

626
00:54:56,500 --> 00:55:03,620
and academics. That is pretty, we're consistent across schools, across grades. However, eighth grade

627
00:55:03,620 --> 00:55:10,880
is particularly affected by their first high school level course, a high school regents course,

628
00:55:11,160 --> 00:55:18,160
that 320 something of our students may be a little bit less take. The only exception to taking

629
00:55:18,160 --> 00:55:22,700
this region's level course are our brand new students, students who are new to the country or

630
00:55:22,700 --> 00:55:27,520
maybe they came to us from a place like South Carolina. I'm sorry, I'm missing the connection between

631
00:55:27,520 --> 00:55:33,900
the region's course and the attendance and academics. So there is some space for the connection

632
00:55:33,900 --> 00:55:41,080
between academics and attendance. However, over 50 students have failed the Earth Science class,

633
00:55:41,540 --> 00:55:45,960
so they account for a big portion of that number of students. But that's all courses.

634
00:55:47,700 --> 00:55:51,560
That's not just to earth science, but that's why I'm saying that's taking a look at total

635
00:55:51,560 --> 00:55:52,020
courses.

636
00:55:53,020 --> 00:55:56,720
So the question, the academics is percentage of students passing all courses.

637
00:55:57,140 --> 00:56:03,540
When you have 50 students failing or science, that takes away that 50 number from that 359.

638
00:56:04,140 --> 00:56:09,640
So that some of those students who are failing may not also be attendance concerns.

639
00:56:10,500 --> 00:56:16,080
a few of them. That's brilliant. Like the eighth grade with the numbers, it's higher.

640
00:56:16,600 --> 00:56:21,700
Part of the reason that it's higher is because of those 50 failures in our science.

641
00:56:23,980 --> 00:56:29,120
I'm struggling with that. I'm struggling because I'm just thinking here.

642
00:56:31,000 --> 00:56:36,620
Earth science, because that's going to take you, but that's taken in the eighth grade.

643
00:56:36,620 --> 00:56:41,540
right and it doesn't count for six and seven right right so I'm with you I'm

644
00:56:41,540 --> 00:56:46,900
with you on that so that would be roughly about 90 kids right that in in

645
00:56:46,900 --> 00:56:51,640
there they have seven or eight classes during the day earth science is one and

646
00:56:52,260 --> 00:56:56,620
if you fail earth science you don't you don't fail your entire grade no so

647
00:56:56,620 --> 00:57:00,740
this is all courses oh when we say failing they're not failing all of their

648
00:57:00,740 --> 00:57:04,700
courses that means that they they failed a course whether it's one or more two or

649
00:57:04,700 --> 00:57:09,620
more. Got it. That's yeah. That's okay. So this is okay. So this is not the students are

650
00:57:09,620 --> 00:57:13,260
failing all their classes. Right. That's what I was trying to understand. Okay. That's your

651
00:57:13,260 --> 00:57:19,760
percent of student passing all courses to me. That means that they they failing in all their classes.

652
00:57:19,880 --> 00:57:24,500
No. Okay. That's no. No. No. No. No. Absolutely not. Okay. Thank you for that clarification. So

653
00:57:24,500 --> 00:57:28,880
basically. Okay. Okay. This is letting us know that so in those percentages of say, for instance,

654
00:57:28,880 --> 00:57:35,200
for six grade, that's 12%. You may have a student that failed one course. Okay, all right, so that's

655
00:57:35,200 --> 00:57:41,140
student fail two courses. And that's the data that we talk about in houses. So six grade seven grade

656
00:57:41,140 --> 00:57:46,480
eighth grade as we have our weekly meetings. We have and as we focus on our data quarterly is when we

657
00:57:46,480 --> 00:57:51,280
have those conversations about the students that are failing one class, two classes to be classes,

658
00:57:51,280 --> 00:57:57,800
why they're failing those classes. And also tennis is just okay. All right, so then this is probably where

659
00:57:57,800 --> 00:58:05,900
Okay, so then the other question related to that is, are there instances, particularly

660
00:58:05,900 --> 00:58:11,580
where it could be an ELL student, right?

661
00:58:12,380 --> 00:58:18,340
Or a general ed student, is there something in there that kind of tells us that, because

662
00:58:18,340 --> 00:58:25,360
I know that anecdotally, that there are classes and where there are kids that are ELL that

663
00:58:25,360 --> 00:58:33,060
are put into general ed and it's a pretty huge uptake particularly I don't know what age

664
00:58:33,060 --> 00:58:37,640
or grade that they're necessarily it's let's say they come into the eighth grade right that's

665
00:58:37,640 --> 00:58:44,320
that's tough particularly if they're put into a class where they'll it's all in English and

666
00:58:44,320 --> 00:58:49,200
there is nobody to support their ability to be able to translate from one to another.

667
00:58:49,460 --> 00:58:52,280
Is some of that in here and if so how much of that?

668
00:58:52,280 --> 00:59:05,700
Yeah, so those of it, those are the conversations we have in our houses, and we've been talking about how we can support our ELL population during our star program for that very reason, because we realize that we need to create more supports for our ELL students.

669
00:59:06,000 --> 00:59:16,680
And again, when you talk about the issue of equity, again, when you have attendance and you have academics, they actually go hand in hand, and they affect some of our students specifically, our students that are more vulnerable like our ELL students.

670
00:59:16,680 --> 00:59:28,760
So do you do we know how much of that is ELL roughly is it half is more than half do we know roughly I don't believe is I believe we're talking about like 25% it's not half okay, but it's around about that number.

671
00:59:29,620 --> 00:59:32,560
Okay, but if you want specific numbers we can actually give you.

672
00:59:32,620 --> 00:59:41,420
It would just be great just to kind of understand like the breaks of that because some of the things that we're saying about phonemic okay, there might be those kids who.

673
00:59:41,420 --> 00:59:44,760
who need that support in that particular area.

674
00:59:45,360 --> 00:59:47,820
But I'm also concerned particularly given

675
00:59:48,580 --> 00:59:50,860
that the students who actually are,

676
00:59:51,240 --> 00:59:54,380
they have that potential to really incredibly well.

677
00:59:54,660 --> 00:59:55,700
But they're kind of like,

678
00:59:56,400 --> 00:59:59,180
are not able to just be thrown right into it, you know?

679
00:59:59,400 --> 00:59:59,780
So absolutely.

680
01:00:00,000 --> 01:00:06,920
Then the flip side of that is the resource is needed to support that. So, that's one thing. Just

681
01:00:07,240 --> 01:00:11,560
if you go to the, the, the, in the ill slide, or sorry, the oralist slide.

682
01:00:13,920 --> 01:00:15,900
So, if I'm reading

683
01:00:15,900 --> 01:00:22,380
this correctly, if assuming everybody, all things are the same numbers in terms of everybody

684
01:00:22,380 --> 01:00:31,760
being tested at the same time. Is it saying that in sixth grade and eighth grade that basically what

685
01:00:31,760 --> 01:00:39,320
the amount that's at risk while that's good, that's gone down, so that's good. But that same exact

686
01:00:39,320 --> 01:00:45,120
amount on the emergency side has gone up. So one's kind of like cancel the other in a sense.

687
01:00:45,460 --> 01:00:49,760
Well, I think we're doing ongoing testing. So we started off with the baseline testing.

688
01:00:49,760 --> 01:00:56,300
We started with baseline in November and then as teachers discretion as they see that it's

689
01:00:56,300 --> 01:01:00,240
time for a student to that they maybe possibly that student can move, then we're working

690
01:01:00,240 --> 01:01:01,840
towards testing students.

691
01:01:02,280 --> 01:01:04,780
And so we look at power goals and how we can move students forward.

692
01:01:04,780 --> 01:01:09,660
So therefore is where you may see those discrepancies of those movements as teachers are doing

693
01:01:09,660 --> 01:01:09,880
that.

694
01:01:10,160 --> 01:01:10,240
Yeah.

695
01:01:10,420 --> 01:01:16,500
I'd like to kind of, if the data exists, which I don't know if it does, get a cut of how

696
01:01:16,500 --> 01:01:21,940
much of this is impacted by students whose language is not English, right?

697
01:01:22,280 --> 01:01:27,320
Because that's a pose of the challenge, and there are students who actually need the

698
01:01:27,320 --> 01:01:31,960
additional reading supports because of the challenges they have to face day and day out

699
01:01:31,960 --> 01:01:35,120
and trying to be able to read normally like the other kids do.

700
01:01:35,680 --> 01:01:40,520
So that would be great to see that because, you know, and there's probably a plan that

701
01:01:40,520 --> 01:01:41,020
needs to be had.

702
01:01:41,460 --> 01:01:46,060
The other piece too that also I think about, and I don't know this not in this one, I think

703
01:01:46,060 --> 01:01:52,800
that's going to be an anneal which is the proficiency in Spanish and I think you know if I just

704
01:01:52,800 --> 01:01:58,900
reflect just on one kid and I'm only a sample size of one with my son he's been in dual language

705
01:01:58,900 --> 01:02:05,200
since pre-K and you know I wonder how many other kids are out there that perhaps have not gotten

706
01:02:05,200 --> 01:02:12,740
there at the at risk or the emergency space because of the level of what's being asked in these tests

707
01:02:13,260 --> 01:02:17,440
don't correlate to the way that they've learned it all, you know, if that makes

708
01:02:17,440 --> 01:02:20,920
sense. Absolutely. Okay, I appreciate this. Thank you. I just want to say I

709
01:02:21,320 --> 01:02:24,940
appreciate you helping me to clarify the way I was reading. Yeah, no worries. Thank

710
01:02:24,940 --> 01:02:29,340
you. Thank you, Trustee Bhattacharya. Anyone else who want to go next?

711
01:02:33,050 --> 01:02:33,370
I have some

712
01:02:33,370 --> 01:02:39,250
questions. Go for it. I have one quick question. I think Dr. Joseph's brought up the

713
01:02:39,250 --> 01:02:43,310
FEV tutoring. This is something the board has recently supported. I know this

714
01:02:43,310 --> 01:02:54,010
is a new program, I was just curious quickly if demand is being met or if demand outpaces

715
01:02:54,010 --> 01:02:55,650
our resources for that right now.

716
01:02:56,290 --> 01:02:59,510
I mean, that's a pretty straightforward question.

717
01:03:00,190 --> 01:03:00,350
Absolutely.

718
01:03:01,530 --> 01:03:06,770
So, right now we have students, well, we have Beth Tudor, we're offering it Tuesdays and Thursdays

719
01:03:06,770 --> 01:03:11,770
with two teachers and Tuesdays and Wednesdays with one teacher, I think that in the beginning

720
01:03:11,770 --> 01:03:15,190
you of course we start off strong and you have students coming and then their times when

721
01:03:15,190 --> 01:03:19,570
it fluctuates. Teachers have been doing a really great job of reaching out to parents

722
01:03:19,570 --> 01:03:26,330
and encouraging participation and we are seeing that students are coming and they are

723
01:03:26,870 --> 01:03:30,930
you know getting what they need in regards to the instruction, the virtual instruction.

724
01:03:31,210 --> 01:03:38,430
We work with FAB tutoring to not only give us some type of skill-based tutoring but also to again

725
01:03:38,430 --> 01:03:43,150
have students be able to go in and say, I need help with this and I'm doing this in class

726
01:03:43,150 --> 01:03:46,690
and the student types it in and then they're able to get that feedback right away.

727
01:03:47,510 --> 01:03:50,150
We don't, there's not like a long waiting list of kids.

728
01:03:50,230 --> 01:03:51,430
Oh no, there's no long waiting list.

729
01:03:51,610 --> 01:03:52,010
No, we're open.

730
01:03:52,210 --> 01:03:56,170
Yeah, that was my like, are we devoting appropriate resources?

731
01:03:56,230 --> 01:03:56,710
Oh, absolutely.

732
01:03:56,970 --> 01:03:57,870
Kind of an absolute question.

733
01:04:00,550 --> 01:04:05,380
President Crossling had asked about restorative justice circles and she actually kind of

734
01:04:06,180 --> 01:04:09,080
I've already got you kind of explained the training that goes behind that.

735
01:04:09,520 --> 01:04:14,960
I was just curious, if there's been any challenges with student or teacher buy-in,

736
01:04:15,060 --> 01:04:18,320
because I know that that's really foundational to the restorative practice system,

737
01:04:18,600 --> 01:04:21,600
and if that has been a challenge at all, or if you're seeing success in that way,

738
01:04:21,760 --> 01:04:23,180
or if there's more work to be done there.

739
01:04:23,780 --> 01:04:24,940
I think it's a glow and a glow.

740
01:04:25,280 --> 01:04:31,860
I think that we had the opportunity to present restorative justice activities virtually

741
01:04:31,860 --> 01:04:33,480
in a sense virtually are asynchronous.

742
01:04:33,700 --> 01:04:36,420
We use our professional periods to give teachers time

743
01:04:36,420 --> 01:04:38,360
to watch videos, to do activities,

744
01:04:38,360 --> 01:04:40,680
and we also have had a presentation

745
01:04:40,680 --> 01:04:42,620
in faculty meeting with restorative justice.

746
01:04:43,060 --> 01:04:44,880
I think what's great is that restorative justice

747
01:04:44,880 --> 01:04:45,880
is not new to Andy.

748
01:04:46,160 --> 01:04:47,740
This is something that they've done.

749
01:04:47,900 --> 01:04:49,520
We do have new teachers and we want to make sure

750
01:04:49,520 --> 01:04:51,620
that everyone we have a common language.

751
01:04:52,060 --> 01:04:53,340
And I think our goal for next year

752
01:04:53,340 --> 01:04:56,120
is to close the loop in regards to

753
01:04:56,120 --> 01:04:58,560
when an incident happens in our school

754
01:04:58,560 --> 01:05:02,840
and we have a sort of justice circle with the student and counselor.

755
01:05:03,240 --> 01:05:05,500
We want to make sure, especially if it's something that happened in the classroom,

756
01:05:05,860 --> 01:05:10,060
that we close a loop and we have students be able to talk to teachers and repair relationship.

757
01:05:10,360 --> 01:05:14,700
I think it's very important to have that conversation and that is something that we want to work on.

758
01:05:15,040 --> 01:05:18,740
And so I think that it's a glow in a sense that we're doing it.

759
01:05:18,940 --> 01:05:22,420
It's a glow in a sense that we want to do it more when we want to include our teachers.

760
01:05:24,020 --> 01:05:25,540
Okay. The other thank you.

761
01:05:25,540 --> 01:05:30,180
the other question I ask with appreciation because I know that there's a lot of works

762
01:05:30,180 --> 01:05:34,760
to be done and I know that you guys are rolling up your sleeves and doing it every day and

763
01:05:34,760 --> 01:05:39,420
that this what you've described here is does not fully capture what you do day in and

764
01:05:39,420 --> 01:05:45,640
day out. And I'm seeing a lot of the the glows as you're calling them, but I want to be real

765
01:05:45,640 --> 01:05:50,720
that there are challenges. So I want to ask you in your opinion what you feel like is

766
01:05:50,720 --> 01:05:52,620
is the biggest challenge that's specific to AMZ.

767
01:05:53,480 --> 01:05:54,540
It's a great question.

768
01:05:55,420 --> 01:05:58,580
I think that we're in the business of educating students

769
01:05:58,580 --> 01:06:01,600
and I think that we need to talk

770
01:06:01,600 --> 01:06:04,560
have more conversations about instruction across the board.

771
01:06:04,920 --> 01:06:07,020
I'm very thankful to have professional learning communities

772
01:06:07,020 --> 01:06:08,640
to give teachers a space to do that.

773
01:06:08,880 --> 01:06:10,460
I think we need to do that more ongoing.

774
01:06:11,280 --> 01:06:12,780
And so, as we go into classrooms,

775
01:06:13,400 --> 01:06:16,560
we see areas of growth, right, and we see growth.

776
01:06:16,900 --> 01:06:19,920
And I think that that's something that is a focus

777
01:06:19,920 --> 01:06:22,600
that we want to continue to focus on is instruction.

778
01:06:23,120 --> 01:06:24,940
And so having those spaces to have conversations

779
01:06:24,940 --> 01:06:26,820
to help improve instruction I think is something

780
01:06:26,820 --> 01:06:28,660
that we want to continue to focus on.

781
01:06:29,300 --> 01:06:29,800
Thanks.

782
01:06:31,220 --> 01:06:31,720
Anybody?

783
01:06:32,320 --> 01:06:33,000
I'll pass the baton.

784
01:06:33,840 --> 01:06:34,020
Sure.

785
01:06:34,360 --> 01:06:34,660
Thank you.

786
01:06:34,780 --> 01:06:35,200
Trustee Mellie.

787
01:06:36,760 --> 01:06:37,540
Trustee Schnecker?

788
01:06:39,140 --> 01:06:41,300
So it's a very comprehensive presentation.

789
01:06:41,860 --> 01:06:42,260
Thank you.

790
01:06:42,440 --> 01:06:43,580
There's a lot to cover.

791
01:06:44,660 --> 01:06:47,380
I think there's a lot of interesting challenges

792
01:06:47,380 --> 01:06:54,460
at this time coming back from a pandemic and replacing toolkits and curriculum or work

793
01:06:54,460 --> 01:07:00,100
at any time is a big challenge. And I just know from talking from others in the region that

794
01:07:00,100 --> 01:07:05,460
this is not a unique offending problem. And I think any time you start off on a new trend,

795
01:07:05,800 --> 01:07:10,480
you're likely to see some of this data. And I appreciate the transparency in the honesty of it,

796
01:07:10,500 --> 01:07:14,820
because I think it identifies the issues and what we're going to need things to address.

797
01:07:17,380 --> 01:07:22,240
I guess the one thing I'll say and then the closing grows is like the pre-behavior data

798
01:07:22,240 --> 01:07:28,320
actually looks impressive, right? In terms of what I know adequately and what I've seen from

799
01:07:28,320 --> 01:07:33,960
others, I really think that that's a great trend in terms of we're knocking referrals down and

800
01:07:33,960 --> 01:07:39,460
really keeping students in school because it's just so important. And the efforts that you're making

801
01:07:39,460 --> 01:07:45,680
across the board just really need to highlight and note them. You know, the structured lunch activities,

802
01:07:45,680 --> 01:08:03,400
I mean, I've had kids go through the middle school of kids who've not yet gotten the middle school and one time's always been kind of a tough time and I think the efforts to bring in, you know, the detective chavis and others to really sort of give a structure and a purpose during that time is good in a way that's not content delivery, right?

803
01:08:03,540 --> 01:08:07,800
I think kids really need that that opportunity, especially in this middle school age.

804
01:08:07,800 --> 01:08:17,720
Um, I think, you know, one of the, you know, two questions I really have around is just, I think it's, I'm glad to see we're doing with avid at the scale we're doing.

805
01:08:18,200 --> 01:08:27,140
What are the grows and what are the glows that we see with avid? Like, you know, we're in a few months in such a wide scale. So could you give us a little insight into that?

806
01:08:27,940 --> 01:08:29,080
We have our avid.

807
01:08:30,700 --> 01:08:33,300
Okay, thank you for that.

808
01:08:34,260 --> 01:08:41,620
Glows, some of the glows of the avid where I am always often surprised to hear some

809
01:08:41,620 --> 01:08:45,520
of the things that the students are learning in avid across the building, right?

810
01:08:45,660 --> 01:08:50,080
Even we just heard it in the students for distinction, and I don't think that the students

811
01:08:50,080 --> 01:08:51,780
haven't realized the things that they're saying.

812
01:08:51,920 --> 01:08:55,680
We're also seeing it from teachers in terms of, oh, they already know how to do this notes

813
01:08:55,680 --> 01:08:59,800
taking whatever it is or their organization and so you can kind of tell those that have made it through.

814
01:09:00,880 --> 01:09:06,180
So, glows. Some of the girls, I think some of the things they're looking to do is narrow down

815
01:09:06,180 --> 01:09:10,320
the number of teachers that we have doing avid just so they can have more of a department structure

816
01:09:10,320 --> 01:09:17,160
so that that team can be a team and really just work with one another in terms of how they want to

817
01:09:17,160 --> 01:09:22,520
lift avid, especially for those that are loving it. They really do enjoy it and so I think

818
01:09:22,520 --> 01:09:28,360
looking at it like a department like we do all others would be helpful and also just making sure

819
01:09:28,360 --> 01:09:32,760
that we're able to reach capacity, right? It is a really good tool or resource for our students

820
01:09:32,760 --> 01:09:38,460
and looking forward to creating a space and a way in the schedule that we can have as many students

821
01:09:38,460 --> 01:09:45,100
that want to have it or may need it to have access to it. Other than that, I mean, I can go on and on,

822
01:09:45,100 --> 01:09:51,160
But I think and I'll also share that again with our partnership with mid mid Hudson federal credit

823
01:09:51,160 --> 01:09:57,000
credit union that was a great experience but and also with Jeremy coming in to talk about

824
01:09:57,820 --> 01:10:03,500
Naviance we want to use that space so also encourage students who think academic minded and career

825
01:10:03,500 --> 01:10:08,780
oriented and so how can we do other things where we're focusing on some of those skills so we can

826
01:10:08,780 --> 01:10:13,200
close the gap between middle school and high school we want to do that in all of our classes but

827
01:10:13,200 --> 01:10:15,200
that is a space where we can have those conversations,

828
01:10:15,200 --> 01:10:17,660
we can focus on those 21st century skills,

829
01:10:18,060 --> 01:10:21,220
higher order thinking, some of those areas where we can focus.

830
01:10:21,360 --> 01:10:23,400
And then also we know that these are great strategies

831
01:10:23,400 --> 01:10:24,680
for every classroom.

832
01:10:25,080 --> 01:10:27,020
And so this year we did again,

833
01:10:27,440 --> 01:10:29,600
a faculty meeting as well as professional periods

834
01:10:29,600 --> 01:10:32,220
where we then introduce worker strategies

835
01:10:32,220 --> 01:10:35,660
to all of our teachers challenging them

836
01:10:35,660 --> 01:10:37,660
to try to use one of those strategies.

837
01:10:38,040 --> 01:10:39,760
Our avid looks very different than a high school

838
01:10:39,760 --> 01:10:41,480
because we have more students taking it.

839
01:10:41,480 --> 01:10:47,200
And so we're looking to see and monitor to see how this helps, but again, having teachers

840
01:10:47,200 --> 01:10:50,780
who want to teach AVID and are passionate about AVID is very important.

841
01:10:51,180 --> 01:10:54,240
And so right now we have a lot of teachers teaching AVID and we have a lot of new teachers.

842
01:10:54,600 --> 01:10:56,280
Some of them very new to AVID.

843
01:10:56,640 --> 01:11:00,800
And so how do we look at next year being more strategic about who's actually teaching AVID

844
01:11:00,800 --> 01:11:03,660
so we can get the most info experience for our students?

845
01:11:04,540 --> 01:11:05,800
No, I mean, that's great.

846
01:11:06,000 --> 01:11:09,580
I mean, I think, you know, one of the hopes of the program, you know, and they'll just speak

847
01:11:09,580 --> 01:11:15,120
for myself and like my own children and just someone else working with them on how to study

848
01:11:15,120 --> 01:11:19,980
and how to organize themselves at this age and not being a parent is just so invaluable.

849
01:11:20,280 --> 01:11:24,320
And so I'm glad to hear that you've seen that because that was I think part of the hopes with

850
01:11:24,320 --> 01:11:31,120
that program. And I'll echo the Naviance and Financial Literacy. I think it's just really great

851
01:11:31,120 --> 01:11:35,280
to be starting at middle school so that the students know going into high school all about Naviance

852
01:11:35,280 --> 01:11:39,060
because I think, you know, it's, there's been a lot that's going on in the last few years,

853
01:11:39,320 --> 01:11:43,620
and Naviance probably hasn't hit the radar of everyone going through the through the high school,

854
01:11:43,640 --> 01:11:46,700
and so the fact they're learning about in the middle school I think is just really great,

855
01:11:46,840 --> 01:11:52,300
and I commend you around that. The second question was really around AIS, and so I think it's great

856
01:11:52,300 --> 01:11:57,560
with the tutoring and the after school help, and you know, not really necessarily a question for tonight,

857
01:11:57,580 --> 01:12:01,620
but you can answer it is, you know, and I saw you had some things for enhancements for next year,

858
01:12:01,620 --> 01:12:06,220
Like, how much do we think we're reaching the students through an AS program?

859
01:12:06,480 --> 01:12:10,080
So if we had a slide that showed, you know, the students that we think should be getting

860
01:12:10,080 --> 01:12:14,980
AIS services and how many are we reaching, can we put some kind of quantity around it so

861
01:12:14,980 --> 01:12:19,640
we can understand clearly there's areas we want to make gains in, right?

862
01:12:19,900 --> 01:12:23,740
But what are the resources we're using that you have in place to get there?

863
01:12:23,920 --> 01:12:29,060
And so I like talking about after-school programs, but I've been on the board for a long time

864
01:12:29,060 --> 01:12:33,640
and after school programs were this and then down to this and so you kind of lose track of like,

865
01:12:33,640 --> 01:12:38,340
well, who's really getting the services? So I just would like to get maybe a follow-up on just

866
01:12:38,340 --> 01:12:43,060
that, where we're at today and where we think we would be next. Sure. I think that you can see for

867
01:12:43,060 --> 01:12:47,800
my data that we have a lot of students in need academically. And so I think that we are doing

868
01:12:47,800 --> 01:12:52,300
managing and doing the best we can to service students in school and out of school, but that is

869
01:12:52,300 --> 01:12:57,820
something that we need to just continue to focus on. And we have some support. I think ARC is a great

870
01:12:57,820 --> 01:13:02,300
support in our classrooms that students receive daily, right, in order to get assessed

871
01:13:02,300 --> 01:13:06,780
in order to work on what we need to work on. I think that, you know, going forward in

872
01:13:06,780 --> 01:13:11,980
regards to the schedule as we're planning for next year, we're looking at how we can have

873
01:13:11,980 --> 01:13:17,620
support students better by even putting more AIS classes into the day. I think to your point,

874
01:13:17,920 --> 01:13:22,280
we have after school help sometimes there's conflicts with sports and etc. that'll be better for

875
01:13:22,280 --> 01:13:23,960
students to have that access during the day.

876
01:13:25,060 --> 01:13:26,020
Yes, especially in that.

877
01:13:28,360 --> 01:13:29,400
Thank you very much.

878
01:13:29,480 --> 01:13:30,400
I appreciate presentations.

879
01:13:30,820 --> 01:13:31,080
Thank you.

880
01:13:33,650 --> 01:13:34,590
Thank you, Trustee Sugar.

881
01:13:36,650 --> 01:13:38,590
Do you have any other comments or questions?

882
01:13:40,510 --> 01:13:40,690
Yeah.

883
01:13:41,170 --> 01:13:41,610
Trustee Brun.

884
01:13:42,890 --> 01:13:43,770
So, thank you.

885
01:13:43,790 --> 01:13:45,350
I really appreciate this presentation.

886
01:13:45,550 --> 01:13:47,990
There was a lot in this presentation.

887
01:13:48,010 --> 01:13:49,270
There's a lot going on.

888
01:13:49,490 --> 01:13:50,830
And a lot of work being done.

889
01:13:50,830 --> 01:13:57,090
and you know, reminded of the challenges that all of our students have had through COVID

890
01:13:57,090 --> 01:14:02,350
and the learning loss but also the emotional loss and not being with their peers for a certain

891
01:14:02,350 --> 01:14:06,450
period of time. We're seeing that. We talk about this at every board meeting and every time

892
01:14:07,750 --> 01:14:13,430
our schools come and give us the action plan and where we are today and where we're going.

893
01:14:13,670 --> 01:14:19,170
So absolutely understand that and really appreciate it. And you know, most of my colleagues on the

894
01:14:19,170 --> 01:14:20,390
The board have asked a lot of questions.

895
01:14:21,250 --> 01:14:30,490
I want to really give you a real applause for the AVID program of number of students like

896
01:14:30,490 --> 01:14:36,910
as Trustee Schnecker shared, being able to have that available for our students is huge.

897
01:14:37,390 --> 01:14:42,030
It's foundational and when we first put the program in, the goal was to make it foundational

898
01:14:42,030 --> 01:14:47,330
where, you know, AVID was the way, you know, foundational for all students and that was

899
01:14:47,330 --> 01:14:47,930
the approach.

900
01:14:47,930 --> 01:14:55,830
and then it was built on. I think, you know, what I'm seeing and what I'm hearing is the work that

901
01:14:55,830 --> 01:14:59,930
you're doing to engage the students and make them feel connected to the school.

902
01:15:00,000 --> 01:15:29,020
Just a lot. It's a huge lift. And I see the efforts with family engagement bringing in therapy dogs. We met Elvis last board meeting, very nice dog. We had a whole presentation with him. And, you know, the culture of Karen, all those things matter and things have shifted from 10 years ago. And so the work we're doing. And then on top of the work that we have to do because of what has happened with our students and, you know, our faculty through COVID. So it's a really big lift.

903
01:15:29,020 --> 01:15:36,940
So you have so much going on and I really appreciate all the work that's going on and with our teachers, our staff, and the leadership team.

904
01:15:37,560 --> 01:15:43,040
I was really pleased to see also the behavioral improvements and it's really hard.

905
01:15:43,120 --> 01:15:48,540
But I think all these things were starting to see family engagement, student connection, project-based learning,

906
01:15:49,160 --> 01:15:55,260
what motivates students to come to school. So that's really big. So thank you for sharing that.

907
01:15:55,260 --> 01:16:01,940
I hope others see that in the presentation. I definitely see that and, you know, just

908
01:16:01,940 --> 01:16:07,980
in terms of even eighth grade, you know, I was trying to think back, you know, students

909
01:16:07,980 --> 01:16:15,300
maybe not passing one or more courses. I was trying to think back. So the students two

910
01:16:15,300 --> 01:16:21,860
years ago were learning virtually. So, and the work gets harder. So it's just, you know,

911
01:16:21,860 --> 01:16:27,480
the efforts that I actually thought I was going to see lower numbers so you know while I know we're

912
01:16:27,480 --> 01:16:33,620
improving it um um you know the positive is we know where we need to offer supports for

913
01:16:33,620 --> 01:16:38,180
agency right that I need to offer we need to offer supports in our science and foreign language

914
01:16:38,180 --> 01:16:44,380
so that we're able to see the trends and those are rigorous courses right if that may be

915
01:16:44,380 --> 01:16:50,340
required different skills too than previous ones and skills that require in-person learning

916
01:16:50,340 --> 01:16:57,620
So it's it. Thank you for recognizing that and the positive as our team is focusing are even great teachers, right?

917
01:16:57,760 --> 01:17:01,220
Guidance councils and social workers are focusing on closing that.

918
01:17:01,500 --> 01:17:09,760
Yeah, and the learning and the learning loss and it continue, you know, as you're trying to close the gap on on that and the gap that does exist with some of our students.

919
01:17:09,760 --> 01:17:16,240
And then as they go to our high school, you know, all the AIS and the tutoring and all that work is important.

920
01:17:16,240 --> 01:17:23,000
but you could only push so much on a student to learn and you just you know we're just hoping that

921
01:17:23,000 --> 01:17:27,440
with all of the things that we're doing that we're they're going to catch up but we have to

922
01:17:27,440 --> 01:17:33,040
appreciate where they are and we know that we can't fulfill everything in one necessarily even one

923
01:17:33,040 --> 01:17:39,640
year it's taking time so I just sending my appreciation for all the work that you're you're all doing

924
01:17:39,640 --> 01:17:46,340
So thank you. Thank you. Great. Thank you. Trustee Bradley. Trustee Gailiff. Trustee

925
01:17:46,340 --> 01:17:55,780
Brata. Trustee Brata. Yeah. So good evening and thank you all for being here sharing your

926
01:17:55,780 --> 01:18:01,480
time with us today and thank you for your dedication to our students. A lot of ground has been

927
01:18:01,480 --> 01:18:06,740
covered in the questions that have been asked already, but just thinking in the lane

928
01:18:06,740 --> 01:18:14,640
you know, girls and glows and also looking back and acknowledging, you know, certain roads

929
01:18:14,640 --> 01:18:20,480
and pathways to where we end up just kind of inspired by what Dr. Sanchez said.

930
01:18:21,040 --> 01:18:29,900
I know back before the pandemic, AMD was identified under the every student's disease act by

931
01:18:29,900 --> 01:18:34,540
by NICE as a targeted school of improvement.

932
01:18:34,780 --> 01:18:36,680
So that's something that you and your team inherited.

933
01:18:37,440 --> 01:18:41,980
I'm wondering if there's any particular approaches

934
01:18:41,980 --> 01:18:45,420
that are already baked into what you presented to us tonight

935
01:18:45,860 --> 01:18:48,560
that, because you have so much going on already,

936
01:18:48,780 --> 01:18:51,400
that the pandemic added to what already existed before,

937
01:18:51,640 --> 01:18:53,340
you know, going into the pandemic

938
01:18:53,340 --> 01:18:54,300
and then what you inherited.

939
01:18:54,600 --> 01:18:57,920
So I'm wondering, are there any specific avenues

940
01:18:57,920 --> 01:19:04,140
that you utilize to address that, like is that a conscious kind of approach you're taking,

941
01:19:04,220 --> 01:19:10,080
is it baked into the cake of everything? Do you have the support you need to fulfill those

942
01:19:10,080 --> 01:19:14,760
obligations that you inherited, along with everything else that you're trying to manage?

943
01:19:15,220 --> 01:19:17,760
So I'm just curious about that, if you were able to speak to them.

944
01:19:17,800 --> 01:19:26,060
Absolutely. So I think that we know that students do well when they are connected to staff members

945
01:19:26,060 --> 01:19:31,640
to the building and so we spend a lot of time trying to, you know, make sure that students feel

946
01:19:31,640 --> 01:19:35,900
welcome in the building. So that's why our culture of care is really heavy because we want to make

947
01:19:35,900 --> 01:19:41,020
sure the students can come in and they can, you know, have that connection. I think that that has

948
01:19:41,020 --> 01:19:44,780
been a theme and we're seeing that students feel more connected. I hope that they feel more

949
01:19:44,780 --> 01:19:49,560
corrupt. I see some of the evidence of that and I think that may also contribute to some of the

950
01:19:49,560 --> 01:19:53,260
things that we're seeing. I think also there are things that this, like you said, there's so many

951
01:19:53,260 --> 01:19:58,320
different pieces of the puzzle. I think that adds to it. I couldn't say one specific thing is

952
01:19:58,320 --> 01:20:02,880
adding to it. I think that we have a lot of efforts going forward and I think that, you know,

953
01:20:03,080 --> 01:20:07,840
seeing arc, you know, seeing some of the other things that we're doing that helps. I do I feel like

954
01:20:07,840 --> 01:20:12,380
we have enough supports. Yes, I feel like we have enough supports as we plan for our schedule for

955
01:20:12,380 --> 01:20:16,880
the future for next year and the things that we have going on. There's things that are working that we

956
01:20:16,880 --> 01:20:20,900
want to continue to see work and there's things that we want to implement, but we've been very well

957
01:20:20,900 --> 01:20:32,860
supported. Okay, thank you for that. So basically, there is a cautious effort, basically, especially given the subgroup that was identified as needing supports for that targeted school improvement, right?

958
01:20:33,020 --> 01:20:49,880
There's supports that have an issue fill. Yes, and I think, and I think that we're seeing the subgroups. We're seeing issues with issue in regards to the subgroup that was identified, but also we're seeing those same trends as issues of academics for all of our students issues of attendance, but specifically that subgroup, yes.

959
01:20:49,880 --> 01:20:51,060
Okay. Thank you.

960
01:20:57,380 --> 01:20:58,660
Thank you, Trustee Bantas.

961
01:20:59,380 --> 01:21:03,800
Just a couple observations and a question and thanks for the presentation.

962
01:21:05,280 --> 01:21:06,960
I guess I have to comment on avid.

963
01:21:07,200 --> 01:21:08,580
They're handful of us that were in the room.

964
01:21:09,020 --> 01:21:13,140
There's a different room when we approved the first 25.

965
01:21:13,740 --> 01:21:15,520
I think it was a class of 25 kids.

966
01:21:16,540 --> 01:21:19,160
Some number of years ago and then that went to 75.

967
01:21:19,160 --> 01:21:22,640
And then so it's now to be at 700 here in high school.

968
01:21:22,640 --> 01:21:34,300
It's fantastic. I guess at some point we should ask the question if you haven't already of how do we measure like that? It's, I don't know if it has something in there, but once we do it and do it all, we should.

969
01:21:34,680 --> 01:21:40,640
You know, for just intent, you know, it's intuitive and we can't really measure it as possible, but if there's something measure measure it.

970
01:21:41,800 --> 01:21:44,920
I do, and I've said this the number of times,

971
01:21:45,400 --> 01:21:46,760
and I'm not an educator.

972
01:21:47,220 --> 01:21:50,020
I don't really know what a kneel and all this stuff is,

973
01:21:50,260 --> 01:21:51,760
and I'm like, you know, I generally know,

974
01:21:51,920 --> 01:21:56,100
but I think anecdotally what I've seen over the years

975
01:21:56,100 --> 01:22:00,040
is how hard it is at the middle school level

976
01:22:00,720 --> 01:22:05,220
to make changes like this, and I don't know the right analogy,

977
01:22:05,440 --> 01:22:07,760
but when you get a kid, when they're a kindergarten,

978
01:22:07,760 --> 01:22:13,460
and you send them on one path, they start on that path and you can mold them when they're

979
01:22:13,460 --> 01:22:19,420
in sixth grade and you change their path while they still have earth science and math,

980
01:22:19,640 --> 01:22:26,460
like other stuff they have to learn. This is the first time we've tried to do it and other

981
01:22:26,460 --> 01:22:34,380
districts today. Just anecdotally, I've seen how hard it is. I don't know what the answer is

982
01:22:34,380 --> 01:22:37,340
I mean, we still need to do it and try and make your best effort.

983
01:22:38,220 --> 01:22:43,700
I don't know if that makes the measuring maybe need to be different in some way.

984
01:22:43,840 --> 01:22:44,500
I think it's trusty.

985
01:22:45,140 --> 01:22:51,260
Crossing was saying, just kind of mind like, you know, in the red, if like, you know,

986
01:22:51,520 --> 01:22:56,960
one, two, and three are red, but a student has gone from one to three and they're still red.

987
01:22:58,080 --> 01:23:02,920
You know, I'm just talking about like maybe that's the kind of insight that would help us.

988
01:23:02,920 --> 01:23:06,560
like I get that it's easier to see when you go from red to yellow, like, you know, yay.

989
01:23:06,860 --> 01:23:07,520
What are you seeing?

990
01:23:07,680 --> 01:23:10,920
They continued growth that they, I guess, I don't know the answer.

991
01:23:11,040 --> 01:23:16,800
But if there is some way and it's talking with our team of just how does this work in middle

992
01:23:16,800 --> 01:23:21,960
schools versus when you get a kid in first grade, like it just totally seems different.

993
01:23:22,000 --> 01:23:27,000
So I just want to acknowledge that I think it's tough task.

994
01:23:28,240 --> 01:23:34,880
I guess to make sure we set the record for the number of times glowing row or used in

995
01:23:34,880 --> 01:23:35,180
a meeting.

996
01:23:35,800 --> 01:23:36,840
You'll never forget it.

997
01:23:37,580 --> 01:23:37,840
I do.

998
01:23:39,040 --> 01:23:45,980
I guess I asked on the topic of bullying, it's another one in my years that kind of goes

999
01:23:45,980 --> 01:23:50,160
through different phases of focus and incidents and training.

1000
01:23:50,560 --> 01:23:56,920
I'm just curious where we stand currently in terms of like where it fits into our, it's

1001
01:23:56,920 --> 01:24:00,000
not an avid, but is it somewhere kind of ingrained in what we do?

1002
01:24:00,120 --> 01:24:01,680
Is it not as needed?

1003
01:24:02,540 --> 01:24:05,500
So I think that we spend a lot of time

1004
01:24:05,500 --> 01:24:09,120
as administrators with students having conflict

1005
01:24:09,120 --> 01:24:10,200
and how do we address?

1006
01:24:10,420 --> 01:24:13,200
How do we teach students how to deal with conflicts?

1007
01:24:13,600 --> 01:24:16,420
And we want to make sure that students are problem solvers

1008
01:24:16,420 --> 01:24:21,000
and that when they can basically disagree without being

1009
01:24:21,000 --> 01:24:21,640
disagreeable.

1010
01:24:21,940 --> 01:24:24,040
And so these conversations that we're having

1011
01:24:24,040 --> 01:24:26,260
when we have issues with students

1012
01:24:26,260 --> 01:24:31,700
is obviously that this is not the man on which you should behave and then also what are the alternatives.

1013
01:24:32,380 --> 01:24:38,400
We're seeing that there are times when students use the word bully, but it was I was mean to you, you were mean to me,

1014
01:24:38,580 --> 01:24:43,800
and then that was the only time and then there are times when there's obviously an issue between two students.

1015
01:24:44,300 --> 01:24:50,400
I think that as any time it's reported, we address it and that we also, when it's necessary,

1016
01:24:50,660 --> 01:24:54,980
we have a restorative justice conversation or mediation between students as necessary and applicable

1017
01:24:54,980 --> 01:25:01,780
because not all times should that happen and I think that that is just

1018
01:25:01,780 --> 01:25:04,280
definitely something that we're concerned about we want to make sure that

1019
01:25:04,280 --> 01:25:09,480
students feel safe and so I think that during lunch times were times in the

1020
01:25:09,480 --> 01:25:13,300
beginning of the year that were times when we wanted to there were hot spots

1021
01:25:13,300 --> 01:25:17,160
where there were times when the students having that free time not knowing what

1022
01:25:17,160 --> 01:25:20,640
to do with that free time and that's something that's just a continuous we want

1023
01:25:20,640 --> 01:25:24,340
to make sure that students are you know feel innovative creative that they

1024
01:25:24,340 --> 01:25:29,760
have fun spaces that they feel safe and so we look to next year in looking at our hotspots,

1025
01:25:29,980 --> 01:25:34,900
right? And so again, in hallways, right? So this year we were supported to have security guards.

1026
01:25:35,200 --> 01:25:40,280
That was a great addition to, you know, AMD this year where security guards, we've been blessed to

1027
01:25:40,280 --> 01:25:47,340
have really three great security guards as well as our SRO officer who has, you know, build relationships

1028
01:25:47,340 --> 01:25:53,200
with students, you know, SR officers apart has spoken at, you know, different events in

1029
01:25:53,200 --> 01:25:59,140
play chess and again, you know, MBK, he's been a part of that. Also, our security guards

1030
01:25:59,140 --> 01:26:02,920
have the relationships with students where they know students by name and we have conversations

1031
01:26:02,920 --> 01:26:07,640
while this student is still doing this and let's have that conversation. So I think that, you

1032
01:26:07,640 --> 01:26:12,340
know, some of those supports help as well and I think having eyes on, I think teachers are

1033
01:26:12,340 --> 01:26:16,060
definitely, you know, well informed and, you know, they let us know when things are happening

1034
01:26:16,060 --> 01:26:20,720
in the classrooms. And so that helps as well. And we try to work with parents and partner.

1035
01:26:20,860 --> 01:26:25,120
There are times when it's a situation, it's a bullying situation where we are talking to that

1036
01:26:25,120 --> 01:26:29,180
student and to that parent and saying, how do we want to proceed with this? So they feel that it's

1037
01:26:29,180 --> 01:26:32,960
not happening to them, that it's happening with them, that we're partnering together to help

1038
01:26:32,960 --> 01:26:36,920
solve this problem. And then we try to close the loop and repair the relationship. But that is just

1039
01:26:36,920 --> 01:26:41,400
that as I think as far as middle school and school in general, you have those times. But we're looking

1040
01:26:41,400 --> 01:26:45,860
forward to seeing what we can do next year to help students learn that they can disagree

1041
01:26:45,860 --> 01:26:46,900
without being disagreeable.

1042
01:26:50,240 --> 01:26:54,720
Clinicians, social workers, they're on like every time we call them, they're always

1043
01:26:54,720 --> 01:26:58,340
meeting with our students to have conversations as well.

1044
01:27:03,670 --> 01:27:03,810
All right.

1045
01:27:04,070 --> 01:27:04,430
Thank you.

1046
01:27:04,810 --> 01:27:05,730
Any other comments?

1047
01:27:06,270 --> 01:27:10,130
Can I ask the principal a question in the team?

1048
01:27:11,030 --> 01:27:18,010
To what extent does the physical plant of this building and the space impact your work?

1049
01:27:18,010 --> 01:27:26,210
huge. I think that is huge. So, again, right now, we are in our

1050
01:27:26,210 --> 01:27:30,490
cafeteria, which we would love to have a cafeteria space and a

1051
01:27:30,490 --> 01:27:34,430
gymnasium space. Our hallways, again, are part of what the

1052
01:27:34,430 --> 01:27:36,890
security guards do is that they help students to make sure that

1053
01:27:36,890 --> 01:27:40,610
they're working to the right side of the hallways. And that

1054
01:27:40,610 --> 01:27:43,590
is definitely something that is a concern, staircases, or

1055
01:27:43,590 --> 01:27:47,510
concern. I think, and that's the reason why part of my focus has

1056
01:27:47,510 --> 01:27:53,790
been to look at for a minute passing times. I think that having teachers share classrooms,

1057
01:27:54,010 --> 01:27:58,750
so many teachers share classrooms, definitely impacts instruction. I think that having

1058
01:27:58,750 --> 01:28:04,550
better space for our music department would be also beneficial. So I think that's huge.

1059
01:28:04,910 --> 01:28:09,690
That's huge, especially when you have so many teachers sharing spaces. And so we struggle

1060
01:28:09,690 --> 01:28:14,330
with office space, we struggle with just empty rooms throughout the day so that teachers

1061
01:28:14,330 --> 01:28:20,090
can, you know, meet and have conversations. So that's, that's, it's huge. It's a huge impact.

1062
01:28:23,180 --> 01:28:27,640
I'd love to have it, but where does we have the classes if we don't have the empty space?

1063
01:28:30,720 --> 01:28:34,960
I appreciate that because I think that kind of answers my question about whether you feel you have,

1064
01:28:34,960 --> 01:28:39,740
you know, what you need to kind of accomplish some of those, right? I would say that there's kind of

1065
01:28:39,740 --> 01:28:45,820
a loop where it just affects overall your attempts to try to make improvements where you

1066
01:28:45,820 --> 01:28:47,460
We definitely see there needed.

1067
01:28:47,580 --> 01:28:48,020
Absolutely.

1068
01:28:48,880 --> 01:28:49,280
Definitely.

1069
01:28:53,410 --> 01:28:56,110
Thank you very much for your presentation this evening.

1070
01:28:56,430 --> 01:29:01,430
A lot of thought went into that, so we do appreciate the time that you spent with us and the

1071
01:29:01,430 --> 01:29:04,790
dedication that you clearly put into this effort.

1072
01:29:05,550 --> 01:29:05,870
Thank you.

1073
01:29:06,170 --> 01:29:06,510
Thank you.

1074
01:29:06,990 --> 01:29:07,430
Thank you.

1075
01:29:16,070 --> 01:29:16,490
All right.

1076
01:29:16,590 --> 01:29:22,830
We'll now continue on to item 3.2, which is our equity item, which is our continued budget discussion.

1077
01:29:22,830 --> 01:29:23,770
All

1078
01:29:29,370 --> 01:29:39,930
right. So this is going to be an update regarding the budget. There's been a number of conversations that have taken place. We've dedicated time for the Board of Education, community to dialogue around the budget itself.

1079
01:29:40,710 --> 01:29:50,630
This is our latest recommendation related to the overall number and the positions that we anticipate filling for the upcoming school year.

1080
01:29:50,630 --> 01:29:57,790
It's a very abbreviated PowerPoint, but nonetheless, it has our said recommendations to this point.

1081
01:29:58,130 --> 01:29:59,970
It should be noted, though, that, you know,

1082
01:30:00,000 --> 01:30:29,920
We're still awaiting a state budget that has, and that clearly hasn't been adopted to this point. We're hopeful. We have to adopt a budget on the 18th. So if we can have something concluded in, you know, by Monday will be in good shape. Otherwise, we'll provide some details for the Board of Education in terms of our path moving forward. But I do, and Ms. Zuber and I have talked about, you know, where we've received our

1083
01:30:29,920 --> 01:30:34,380
our state aid is better than we've received in the past where we've been sort of on hold.

1084
01:30:34,900 --> 01:30:39,300
It's a better projection than a better starting point than where we've been in years past.

1085
01:30:39,700 --> 01:30:44,940
So with that to say, I just want to remind her and these are just some summaries.

1086
01:30:45,300 --> 01:30:51,260
Our budget is built around our long range plan, multiple literacies, culture of care, and

1087
01:30:51,260 --> 01:30:52,020
relevant learning.

1088
01:30:52,320 --> 01:30:56,560
And we spoke about that just a little bit earlier as the middle school team was sharing some

1089
01:30:56,560 --> 01:31:01,680
of the details, but throughout our budget, you'll see and have heard that much of what we're

1090
01:31:01,680 --> 01:31:05,380
doing is aligned with these three goals of the long-range plan.

1091
01:31:06,100 --> 01:31:10,540
In addition, throughout this process, we have continued to consider enrollment.

1092
01:31:11,280 --> 01:31:17,080
We have worked hard to be physically responsible, to address staff needs, to retirements, and

1093
01:31:17,080 --> 01:31:21,920
programming, address the ongoing impact of the pandemic on student mental health.

1094
01:31:21,920 --> 01:31:23,700
That was discussed just a few minutes ago.

1095
01:31:23,700 --> 01:31:28,340
So consider programming to support various academic needs in the lining with our strategic

1096
01:31:28,340 --> 01:31:30,020
efforts, which I referenced before.

1097
01:31:30,540 --> 01:31:38,440
At this point in time, we still remain with a recommendation to reduce some of the positions

1098
01:31:38,440 --> 01:31:45,040
that we initially recommended to the Board of Education and to our community that includes

1099
01:31:45,040 --> 01:31:52,360
the Transition Council or OHS English teacher, 0.5 music teacher, special education, ICT likely

1100
01:31:52,360 --> 01:31:57,840
in the area of elementary education, transition specialists, and a point by our teacher.

1101
01:31:58,540 --> 01:32:04,380
Just to point out that we are still in discussions and, you know, because of needs of students and others,

1102
01:32:04,980 --> 01:32:10,740
you know, right now, I would say that these five are, you know, our recommendation, but we're still, you know,

1103
01:32:10,820 --> 01:32:20,040
in the end, what we're recommending is a reduction of five, and then using some reserves to balance our budget.

1104
01:32:20,040 --> 01:32:29,860
So overall, our recommendation on a fiscal end is a proposed budget of $167.3 million.

1105
01:32:30,500 --> 01:32:37,460
A proposed tax levy had zero and appropriated fund balance uses of about $4.5 million.

1106
01:32:38,180 --> 01:32:47,260
The use of reserves of capital reserve of $5.1 million and the use of the unemployment liability reserve of $1 million.

1107
01:32:47,260 --> 01:32:55,260
dollars. These are some reminders. I apologize. I thought it'd show up a little larger, but nonetheless,

1108
01:32:55,660 --> 01:33:01,600
we have the 18th, which is the date in which the budget needs to be adopted. That is our final date.

1109
01:33:02,960 --> 01:33:08,460
And then we have our statutory hearing that'll take place on May 3rd, 2023.

1110
01:33:10,040 --> 01:33:17,900
Lastly, and very important, well, a very important date is May 16, 2023, where we will have

1111
01:33:17,900 --> 01:33:21,520
our district budget vote and the Board of Elections.

1112
01:33:22,000 --> 01:33:27,340
That will take place at 7 a.m., traditionally till 9 p.m., in the OHS gymnasium.

1113
01:33:28,740 --> 01:33:31,880
And that concludes our update related to the budget.

1114
01:33:32,060 --> 01:33:34,680
But those are our recommendations to the Board.

1115
01:33:34,680 --> 01:33:41,200
at this point, based on the feedback we've heard, you know, over the past few weeks and months.

1116
01:33:46,080 --> 01:33:52,200
All right. Thank you, Dr. Sanchez. I guess I will open it up to my colleagues for a board dialogue.

1117
01:33:52,360 --> 01:34:00,680
We've had a lot of dialogue on the budget already so far. I think everyone has a sense of where everyone

1118
01:34:00,680 --> 01:34:05,680
else stands. I don't expect that we'll all agree, and that's okay. I think the board's done a

1119
01:34:05,680 --> 01:34:15,300
a really good job of having space to discuss this, so I do appreciate that. And with that,

1120
01:34:15,660 --> 01:34:19,700
I will just, I guess, ask if anyone else has anything to add.

1121
01:34:27,070 --> 01:34:28,130
Oh, yes, Greg's down here.

1122
01:34:29,730 --> 01:34:37,010
Dr. Sanchez can go back to the slide, back to the financial picture slide. Yeah.

1123
01:34:37,010 --> 01:34:56,630
Yeah. So, I think, you know, where we left off, I don't think I know where we left off was there was a consensus around what we all wanted in the budget, even your proposed budget before reducing it by five positions.

1124
01:34:57,730 --> 01:35:02,950
So, but this budget amount reduces it by those five positions, right?

1125
01:35:03,390 --> 01:35:03,590
Correct.

1126
01:35:06,130 --> 01:35:08,030
So, that's number one.

1127
01:35:09,270 --> 01:35:19,150
Number two, we all discuss how do we want to finance this budget, right, through reserves,

1128
01:35:19,470 --> 01:35:24,610
through tax levies, through unappropriated, unbalanced, and what have you.

1129
01:35:25,990 --> 01:35:34,150
So, I know that my colleagues met with, you know, facilities committee, financial advisors

1130
01:35:34,150 --> 01:35:40,590
regarding our potential bond and how it can impact, I don't know if they brought that

1131
01:35:40,590 --> 01:35:45,210
up in the conversations, but I know Mr. Uber has borrowed up a number of times the concern

1132
01:35:45,210 --> 01:35:50,750
of drawing down reserves other than capital reserve can be an issue.

1133
01:35:50,750 --> 01:36:04,370
and are we, you know, going to hurt ourselves interest rate-wise if we do come out with a bond down the road by getting a lower rating and so for it.

1134
01:36:04,510 --> 01:36:14,550
So, if we were to go back and not use the million dollars in reserves and would you have you considered reducing the budget further?

1135
01:36:14,550 --> 01:36:19,790
If we didn't use the reserves, we go back to reducing positions.

1136
01:36:20,530 --> 01:36:20,690
Okay.

1137
01:36:24,860 --> 01:36:28,140
I mean, one has to remember that the majority of your budget is personnel.

1138
01:36:28,740 --> 01:36:33,740
So, you know, when you, we've, I think as a district, we've worked really hard board and

1139
01:36:33,740 --> 01:36:38,280
others to really reduce in areas that don't impact the classrooms.

1140
01:36:38,540 --> 01:36:43,760
So this one, in this case, we, you know, we'd come back and reduce 10 probably on our, you

1141
01:36:43,760 --> 01:36:47,560
know, with, you know, maybe one or

1142
01:36:47,560 --> 01:36:51,980
thing, one or two things here that aren't, you know, staff and related.

1143
01:36:52,580 --> 01:36:58,900
Right, and I think the reductions from the proposed budget, you know, I thought there

1144
01:36:58,900 --> 01:37:07,040
was were really needed and when it was presented by the various areas, you know, it's just

1145
01:37:07,040 --> 01:37:07,860
really disappointing.

1146
01:37:07,860 --> 01:37:13,360
So I think we have two things going on here is, you know, how we want to finance our budget

1147
01:37:13,360 --> 01:37:21,720
in our needs. And you showed us what you needed. The leadership team and the educators came together

1148
01:37:21,720 --> 01:37:26,900
and decided and discussed what their needs are. We just heard from our AMD staff and the needs

1149
01:37:27,500 --> 01:37:29,200
and leadership team. So,

1150
01:37:32,520 --> 01:37:36,840
you know, I don't want to, you know, I know we have a high tax,

1151
01:37:38,020 --> 01:37:45,060
high, sorry, we have high taxes all over Westchester and we've been very physically responsible

1152
01:37:45,060 --> 01:37:55,940
with a low to negative tax levy for many years. And I know that we got hit really big

1153
01:37:55,940 --> 01:38:03,540
with the health care insurance hit a 5 million dollars. So, you know,

1154
01:38:06,860 --> 01:38:11,340
I'm just disappointed that we're at this point. I thought your original proposed

1155
01:38:11,340 --> 01:38:20,200
budget was probably very fair and physically responsible and taking other things into account.

1156
01:38:20,500 --> 01:38:26,300
I do think that people would support your budget and the needs, and we all sat here and

1157
01:38:26,300 --> 01:38:30,700
we discussed that there's needs, and I probably could put more, we could, we appoint needs

1158
01:38:30,700 --> 01:38:37,080
them even what you put in the budget, so, or the leadership team included. So, I don't know,

1159
01:38:38,160 --> 01:38:46,040
I'm not, you know, in the majority here with, with this, so we're folks want to go, so I just want to make sure my comments are on record.

1160
01:38:46,460 --> 01:38:47,220
Thank you.

1161
01:38:47,840 --> 01:38:49,560
I appreciate that, Trustee Rudley.

1162
01:38:50,160 --> 01:38:52,380
Does anyone else want to say anything?

1163
01:39:00,400 --> 01:39:04,600
All right, Dr. Sanchez, what, what is it that you need from us tonight in this moment?

1164
01:39:05,020 --> 01:39:09,500
Well, not hearing anything else from the board.

1165
01:39:09,500 --> 01:39:23,990
We'll presume that this is the budget that we'll ask you to adopt on Tuesday the 18th, so we'll present these numbers and ask you to finalize it because we have no choice but to finalize it.

1166
01:39:24,610 --> 01:39:38,070
Okay. That's actually a good point. I'd written down a note. How are other districts managing this, I guess, lack of a finalized budget from the state? And is there any indication to think that that's education related at all?

1167
01:39:38,070 --> 01:39:41,890
The final budget at the state level?

1168
01:39:42,110 --> 01:39:42,270
Yes.

1169
01:39:42,950 --> 01:39:50,930
What I've heard is that it's not related to education that there's other areas of the governor's budget and that legislators are debating.

1170
01:39:51,790 --> 01:39:55,210
Housing or farm, those are some of the issues that I've heard.

1171
01:39:56,090 --> 01:39:58,950
There may be more not in the room with everybody.

1172
01:39:59,950 --> 01:40:08,050
But I think education is pretty much, there's a lot of consensus around the support of foundation aid and potentially some other areas that were

1173
01:40:08,050 --> 01:40:13,910
not fully aware of. The one area that I do know from the educational and the governor's proposed

1174
01:40:13,910 --> 01:40:20,630
budget which are some debate and we're hoping and remain hopeful that it's actually removed as

1175
01:40:20,630 --> 01:40:27,370
a contingency is that a portion of our foundation aid number or money would be set aside for tutoring.

1176
01:40:28,330 --> 01:40:35,590
That was in her current proposed budget there was a requirement for that. So I don't agree with

1177
01:40:35,590 --> 01:40:40,210
With that recommendation, we've advocated against that being a contingency.

1178
01:40:40,330 --> 01:40:44,070
I think we at the local level, with the school boards, our educators and

1179
01:40:44,070 --> 01:40:48,870
others should have the wherewithal to utilize the foundation aid as we see fit,

1180
01:40:48,970 --> 01:40:50,570
which in essence is what we're doing.

1181
01:40:51,110 --> 01:40:55,650
This budget is built on the presumption that that will not be part of the final budget.

1182
01:41:00,210 --> 01:41:01,190
Okay, thank you.

1183
01:41:01,690 --> 01:41:03,770
Just a clarification on that.

1184
01:41:03,930 --> 01:41:08,750
So this budget's built on the million dollars won't have strings attached.

1185
01:41:09,430 --> 01:41:20,810
So if the million dollars does have strings attached, that may change some of the recommendations and we may not know that until after the budget actually it could prove.

1186
01:41:21,630 --> 01:41:34,710
I mean, what we're seeking also, although we've had some some definitions of that, you know, the governor put put this out, but there's not clear language as to what that specifically means.

1187
01:41:34,710 --> 01:42:02,830
So, I would just share with, you know, at a broader sense, I have definitions of when I have small group instruction, when I have AIS, I would say those are, you know, maybe not what we would say is traditional forms of tutoring, but those are intervention services that I think in essence speak to the spirit of the work, but lacking some of that or that final decision as to what it has to be to your point could lead to some changes.

1188
01:42:02,830 --> 01:42:09,770
So if the governor comes out with a different definition or perspective, we may need to make some changes on our

1189
01:42:10,870 --> 01:42:12,430
operating procedures moving forward.

1190
01:42:14,150 --> 01:42:21,570
Yeah, I mean, and I guess, you know, the the after school programs and places where we would deliver tutoring today are on the order of

1191
01:42:22,150 --> 01:42:26,230
a couple hundred thousand dollars right at the end of the day in the broad school. Yeah, that's right.

1192
01:42:26,310 --> 01:42:28,370
And so that would be like five times the amount.

1193
01:42:28,370 --> 01:42:34,550
And so, if the definition of tutoring was after school, that sounds like it would be

1194
01:42:34,550 --> 01:42:38,690
a very challenging thing to implement, unless we were given some flexibility to do it during

1195
01:42:38,690 --> 01:42:43,930
the school day and do there. So, okay, there's one. There's an error too, because for those

1196
01:42:43,930 --> 01:42:50,390
that are waiting for the board, the approach we've taken is not unique. And speaking to colleagues

1197
01:42:50,390 --> 01:42:52,690
across the region, we're all taking a similar approach.

1198
01:42:54,970 --> 01:42:56,710
And their numbers regarding tutoring

1199
01:42:56,710 --> 01:42:58,890
is quite different based on their foundation aid number.

1200
01:43:00,310 --> 01:43:03,490
We're required to vote on this on the 18th independent

1201
01:43:03,490 --> 01:43:05,390
of what's going on with the state, right?

1202
01:43:05,590 --> 01:43:06,230
A lady, do you want it?

1203
01:43:06,310 --> 01:43:07,210
Yeah, the answer is yes.

1204
01:43:07,770 --> 01:43:07,970
Okay.

1205
01:43:09,870 --> 01:43:12,510
The 18th is, I know we have the meat on the 18th,

1206
01:43:12,530 --> 01:43:16,250
but if hypothetically after the 18th we get the numbers,

1207
01:43:17,650 --> 01:43:19,190
and there's a question we could just think about,

1208
01:43:19,370 --> 01:43:22,870
could we schedule meat on the 19th or 20th just to get,

1209
01:43:22,870 --> 01:43:27,470
figure out what to drop. Yeah, I look at the calendar, but I can get back to you.

1210
01:43:27,670 --> 01:43:32,710
Okay, it's just I thought. I mean, there's a couple of things on the other side. I appreciate

1211
01:43:32,710 --> 01:43:37,790
what you're bringing up in terms of flexibility and wherewithal and making sure that our final

1212
01:43:37,790 --> 01:43:42,110
number is the right number and anything else associated with that. But there is an essence

1213
01:43:42,110 --> 01:43:46,110
of communicating this eventually with our community, you know, with everyday counts in terms

1214
01:43:46,110 --> 01:43:50,510
of, you know, our newsletters, the prints and everything else to make sure that folks have

1215
01:43:50,510 --> 01:43:55,070
good information, you know, when they go out to vote, that it's all clear and detailed.

1216
01:43:56,890 --> 01:44:02,390
So we're prepared. We just need to have the final decision and something that's adopted

1217
01:44:02,390 --> 01:44:06,150
so we can go to press and start communicating this with everybody.

1218
01:44:09,520 --> 01:44:11,340
All right. Thank you.

1219
01:44:12,300 --> 01:44:12,920
Thank you.

1220
01:44:18,310 --> 01:44:18,790
Okay.

1221
01:44:23,740 --> 01:44:26,260
Do we want to discuss anything else? We're going to public comment.

1222
01:44:27,900 --> 01:44:28,640
Public comment?

1223
01:44:28,640 --> 01:44:35,300
Okay. All right. We're going to move on now to item 4.1, which is our first public comment section,

1224
01:44:35,440 --> 01:44:39,940
which is on any of the presentations this evening, as well as any item on the agenda.

1225
01:44:41,000 --> 01:44:46,380
I'm going to first take any in-person public comments. You'll have three minutes. Please state

1226
01:44:46,380 --> 01:44:52,440
your name and address and make sure that you are not student or staff specific in your comments.

1227
01:44:53,400 --> 01:44:57,240
Do we have anyone in the audience who would like to make an in-person public comment?

1228
01:44:57,940 --> 01:44:59,740
Mr. Melstein is walking up to the mic.

1229
01:45:00,580 --> 01:45:08,980
Trustee Banta will keep time. Time starts now. Hello, Melstein, town of Austin, excuse the

1230
01:45:08,980 --> 01:45:12,820
attire. Now, it might be hard to take me a little bit seriously at Cardinal Schoets, but

1231
01:45:13,520 --> 01:45:18,860
wanted to take advantage of the weather. Trustee Crossling used the word disappointing

1232
01:45:19,520 --> 01:45:25,900
to refer to the data that was presented around Erla today. Actually, there's a different slide

1233
01:45:25,900 --> 01:45:31,200
that's in the other presentation, which is different that was presented. And I

1234
01:45:31,200 --> 01:45:37,420
approached this with support. To me, it's pretty shocking. It's pretty shocking.

1235
01:45:37,720 --> 01:45:44,020
You see that on the eighth graders, for example, only 29% are proficient. You

1236
01:45:44,020 --> 01:45:51,420
have 46 that's 7, 33 and 6. Of course, there's a lot of factors that go into this. So

1237
01:45:51,420 --> 01:45:53,260
So and a lot of data was presented.

1238
01:45:53,680 --> 01:46:01,020
So I guess my question is, the 80% on grade level goal, I guess that is for all grade

1239
01:46:01,020 --> 01:46:07,380
level by the time we get through the art program for years, is that correct, is that the

1240
01:46:07,380 --> 01:46:08,740
bold goal there?

1241
01:46:09,000 --> 01:46:12,720
So we don't have to answer just right now if you need a solid answer.

1242
01:46:12,900 --> 01:46:17,640
I'll answer it because in previous meetings we talked about the MTSS process.

1243
01:46:17,640 --> 01:46:24,220
So if you look at the MTSS pyramid, that is basically the state slash national perspective

1244
01:46:24,220 --> 01:46:26,160
on your academic programs.

1245
01:46:26,700 --> 01:46:31,900
Your core programs should be meeting 80% of the needs of our students, right?

1246
01:46:32,060 --> 01:46:35,740
And then you have a tier two to that, so that would be referred to as tier one.

1247
01:46:36,500 --> 01:46:42,280
Tier two would be your, you know, those students that need some academic support, and those

1248
01:46:42,280 --> 01:46:45,940
will receive a, you know, mostly AIS in some form of additional programming.

1249
01:46:45,940 --> 01:46:49,460
and then you have that extra 5% that are tier 3,

1250
01:46:49,480 --> 01:46:52,540
those are students that are really significantly in need.

1251
01:46:52,880 --> 01:46:55,240
So that 80% goal is something

1252
01:46:55,240 --> 01:46:58,300
that is just a sort of a national perspective

1253
01:46:58,300 --> 01:46:59,580
regarding the pyramid itself.

1254
01:46:59,940 --> 01:47:00,680
Got it, thank you.

1255
01:47:00,820 --> 01:47:03,100
So I hope that Mr. Erner, you know,

1256
01:47:03,320 --> 01:47:05,220
you know, I've spoken for high,

1257
01:47:06,100 --> 01:47:08,140
that we have benchmarks and check-ins

1258
01:47:08,140 --> 01:47:10,540
over the next three years that are left on this contract

1259
01:47:10,540 --> 01:47:12,420
to make sure the teachers have what they need,

1260
01:47:12,420 --> 01:47:16,080
that we are on track to meet that potential goal.

1261
01:47:16,700 --> 01:47:19,700
And if we're not, whatever we're doing to support

1262
01:47:19,700 --> 01:47:22,280
through additional arc support, whatever it is to hit that.

1263
01:47:22,460 --> 01:47:24,580
I'd also look to potentially line this up

1264
01:47:24,580 --> 01:47:26,520
to see what other districts who have,

1265
01:47:26,720 --> 01:47:28,580
in the specialty in Westchester, who have arc,

1266
01:47:29,680 --> 01:47:32,720
I believe, Portchester, the Portchester on it as well,

1267
01:47:32,960 --> 01:47:34,640
whatever other districts are on it,

1268
01:47:35,120 --> 01:47:38,200
is this an anomaly or is this more of an ossany thing?

1269
01:47:38,400 --> 01:47:40,460
And I think that's an important data to see.

1270
01:47:40,460 --> 01:47:45,660
be like, okay, there's a little bit scary data, but are we sort of on track comparatively

1271
01:47:45,660 --> 01:47:47,140
to where this has been implemented?

1272
01:47:47,620 --> 01:47:51,180
Last quick thing about the budget, this is for probably a next budget cycle thing.

1273
01:47:51,680 --> 01:47:54,020
I do think all the good questions are not around data.

1274
01:47:54,380 --> 01:47:58,980
Look to have maybe a data analyst position if you don't already have or even more than one

1275
01:47:58,980 --> 01:48:00,800
that could help with some of this going forward.

1276
01:48:01,400 --> 01:48:02,400
But that's my comments tonight.

1277
01:48:02,720 --> 01:48:02,980
Thank you.

1278
01:48:03,220 --> 01:48:07,720
So just to clarify, there is a position in the budget for a data person.

1279
01:48:08,060 --> 01:48:08,340
Love it.

1280
01:48:08,480 --> 01:48:08,760
Thank you.

1281
01:48:09,700 --> 01:48:16,200
Thank you, Mr. Melcino, are there any other in-person comments before we switch to virtual?

1282
01:48:18,890 --> 01:48:24,050
Okay, I will now ask our lovely clerk, if there are any hands raised virtually.

1283
01:48:26,480 --> 01:48:33,420
Okay, no show of hands virtually. We'll continue on now to the rest of our agenda,

1284
01:48:33,420 --> 01:48:36,300
which I seem to have lost. Just give me a second.

1285
01:48:39,630 --> 01:48:40,830
Okay, all right.

1286
01:48:40,830 --> 01:48:49,510
Continuing on now to item number five. Is there anything anyone wishes for me to break out between 5.1 and 5.3?

1287
01:48:51,790 --> 01:48:54,330
I'll take a motion for 5.1 through 5.3.

1288
01:48:55,970 --> 01:49:02,130
Second. 5.1 resolution to a point additional consultants for the 2023-2024 school year.

1289
01:49:02,790 --> 01:49:07,130
5.2 resolution to approve the minutes of the regular meeting of February 15, 2023.

1290
01:49:07,130 --> 01:49:11,550
5.3, resolution authorizing the county of Westchester to agree to hold harmless and

1291
01:49:11,550 --> 01:49:15,770
indemnify owners of any and all polling places to be used by the county and connection

1292
01:49:15,770 --> 01:49:22,950
with the upcoming 2023 elections. Any discussion? All in favor? Aye. Aye. Opposed?

1293
01:49:23,450 --> 01:49:32,270
Stent. Item 6.1, resolution regarding interfund transfers. Can I get a motion for 6.1?

1294
01:49:32,270 --> 01:49:32,990
So moved.

1295
01:49:33,390 --> 01:49:33,890
Second.

1296
01:49:35,070 --> 01:49:36,170
6.1.

1297
01:49:36,290 --> 01:49:38,430
Resolution regarding Interfund Transfer is any discussion?

1298
01:49:39,630 --> 01:49:40,730
All in favor?

1299
01:49:41,470 --> 01:49:41,670
Aye.

1300
01:49:41,810 --> 01:49:42,030
Aye.

1301
01:49:42,610 --> 01:49:43,170
Opposed?

1302
01:49:43,550 --> 01:49:43,950
Abstention.

1303
01:49:45,210 --> 01:49:48,130
Going on now to Section 7.

1304
01:49:48,730 --> 01:49:53,670
Is there anything anyone wishes for me to break out from 7.1 through 7.10?

1305
01:49:56,100 --> 01:49:58,460
I'll take a motion for 7.1 through 7.10.

1306
01:49:59,180 --> 01:49:59,800
So moved.

1307
01:50:00,140 --> 01:50:00,580
Second.

1308
01:50:00,580 --> 01:50:06,500
7.1 resolution regarding professional staff resignation, 7.2 resolution regarding civil

1309
01:50:06,500 --> 01:50:13,020
service staff resignation, 7.3 resolution regarding professional staff appointment, 7.4 resolution

1310
01:50:13,020 --> 01:50:17,960
regarding support staff appointment, 7.5 resolution regarding professional staff appointment

1311
01:50:17,960 --> 01:50:22,760
before after school program, 7.6 resolution regarding civil service staff appointment

1312
01:50:22,760 --> 01:50:27,920
before and after school program, 7.7 resolution regarding support staff appointment before

1313
01:50:27,920 --> 01:50:34,220
for and after school program, 7.8 resolution regarding support staff appointment, summer

1314
01:50:34,220 --> 01:50:40,580
program, 7.9 resolution regarding per-dium substitute appointments, 7.10 resolution regarding

1315
01:50:40,580 --> 01:50:45,080
approval of school volunteers. Any discussion? All in favor?

1316
01:50:45,640 --> 01:50:46,100
Aye.

1317
01:50:46,660 --> 01:50:47,300
Opposed?

1318
01:50:47,580 --> 01:50:50,880
Sention. Thank you so much to our school volunteers.

1319
01:50:51,580 --> 01:50:58,880
All right, continuing now to board policies, I'll take a motion for 8.1.

1320
01:50:59,780 --> 01:51:00,800
So moved.

1321
01:51:02,140 --> 01:51:03,120
And I get a second.

1322
01:51:04,040 --> 01:51:09,020
8.1, resolution to adopt policy 1500 public use of school facilities as a first reading.

1323
01:51:09,740 --> 01:51:12,160
I am anticipating that there is discussion on this.

1324
01:51:12,540 --> 01:51:16,320
I think there are a lot of thoughts, so I'm looking forward to the dialogue.

1325
01:51:16,320 --> 01:51:18,480
You know that answer for a second?

1326
01:51:18,700 --> 01:51:18,880
Sure.

1327
01:51:19,180 --> 01:51:21,880
The 18th is the drop-to date.

1328
01:51:21,960 --> 01:51:23,260
Oh, it's the absolute last date.

1329
01:51:23,360 --> 01:51:29,280
It's tied to the military ballots having to go out three days before, three days after.

1330
01:51:30,000 --> 01:51:30,320
Okay.

1331
01:51:30,540 --> 01:51:30,900
Thank you.

1332
01:51:32,340 --> 01:51:33,000
All right.

1333
01:51:33,560 --> 01:51:40,040
On the policy 1500, is there any, maybe someone from the policy committee could give us a quick

1334
01:51:40,040 --> 01:51:46,360
background of this and then we can go into thoughts or does anybody not need the background

1335
01:51:46,360 --> 01:51:49,980
at this point. Does anybody need the background? Anyone need it?

1336
01:51:50,740 --> 01:51:57,060
Sure. Okay. So I guess I'll go ahead. Christine, since you're new, you probably want to

1337
01:51:57,060 --> 01:52:02,520
please you to the policy committee. Greg, go to the policy meeting. Your committee because of

1338
01:52:02,520 --> 01:52:08,760
probably. Anyway, the challenge is that we had and bringing policies forward sometimes and

1339
01:52:08,760 --> 01:52:13,240
discussions. But I think we've actually done a really great job this year bringing a lot of policies

1340
01:52:13,240 --> 01:52:21,960
forward. And so for the facilities policy, we had left it where it was somewhere, the goal

1341
01:52:21,960 --> 01:52:29,840
of the policy was to have auditing residents if, you know, we use our facilities. And to

1342
01:52:29,840 --> 01:52:38,640
be most of our, most of our residents use our facilities. Most, if not all, was the language.

1343
01:52:38,640 --> 01:52:45,880
And Ms. Zuber, who would be implementing some of the facility requests and overseeing

1344
01:52:45,880 --> 01:52:50,540
it, was having some challenges in looking for a percent, which made us go back to the

1345
01:52:50,540 --> 01:52:52,500
drawing board and discuss the policy.

1346
01:52:53,660 --> 01:53:02,460
And we sort of landed the last time we talked was around 90%, I mean 75%, 90%, and our

1347
01:53:02,460 --> 01:53:09,900
Our policy committee discussed it this last one and we basically said it should, the

1348
01:53:09,900 --> 01:53:16,240
spirit of the facility's policy and the usage of our facilities, the spirit is to be 100

1349
01:53:16,240 --> 01:53:22,560
percent Ossoning residents, Ossoning taxpayers, Ossoning residents, and that the exception

1350
01:53:22,560 --> 01:53:26,760
would be left with the superintendent if there were to be any exceptions.

1351
01:53:27,060 --> 01:53:31,340
And we all came together and we all felt that that was the best way to go forward.

1352
01:53:31,340 --> 01:53:38,140
And it wouldn't mean that if there's an exception, if there's a team, if the facilities haven't

1353
01:53:38,140 --> 01:53:43,280
been, you know, aren't being used, and it's been exhausted in the use of getting our

1354
01:53:43,280 --> 01:53:48,560
students to use this and adult community members to use our facilities, that then there could

1355
01:53:48,560 --> 01:53:49,300
be an exception.

1356
01:53:50,380 --> 01:53:58,020
So I think that's a very fair policy, so this is what we're presenting to everybody tonight

1357
01:53:58,020 --> 01:54:04,480
or colleagues and my other colleagues on the committee want to share anything that I might have

1358
01:54:04,480 --> 01:54:11,320
left out or could explain better. Please feel free to do so. You did a nice job. Thank you.

1359
01:54:12,100 --> 01:54:16,040
Thank you Lisa. I do have a clarification question for Ms. Subur.

1360
01:54:17,240 --> 01:54:25,560
If we wanted to amend this to add like superintendent or his designate so that Dr. Sanchez

1361
01:54:25,560 --> 01:54:28,040
wasn't faced with making all of these decisions?

1362
01:54:28,280 --> 01:54:29,000
I like that one.

1363
01:54:32,080 --> 01:54:34,180
I'm just wondering if that is not the only thing that can be

1364
01:54:34,180 --> 01:54:34,800
orally amended.

1365
01:54:35,040 --> 01:54:36,140
I actually saw that language.

1366
01:54:36,420 --> 01:54:39,820
I just want to, does Nickney would be in his absence, right?

1367
01:54:40,680 --> 01:54:42,540
That's the spirit of that language, right?

1368
01:54:42,780 --> 01:54:46,040
So we have language, if the superintendent, you know,

1369
01:54:46,100 --> 01:54:46,760
isn't available.

1370
01:54:47,200 --> 01:54:47,740
Oh, getting aside.

1371
01:54:48,800 --> 01:54:50,040
We can laugh a little bit.

1372
01:54:50,360 --> 01:54:54,100
But, you know, my most case is these, you know, when there's

1373
01:54:54,100 --> 01:54:59,080
items related to designees, there's a clear collaboration between the two. So, you know,

1374
01:54:59,240 --> 01:55:08,720
I wouldn't presume that this is one where there's probably cases and initially there might be

1375
01:55:08,720 --> 01:55:13,340
more of them, so we probably have to collaborate and talk more so around what those decisions are,

1376
01:55:13,440 --> 01:55:18,520
but ultimately, you know, it's going to be viewed as the decision of the superintendent, so.

1377
01:55:19,520 --> 01:55:25,420
Okay, so I'm more confused than what I do with that question.

1378
01:55:26,340 --> 01:55:33,060
So if you wanted to delegate this duty to someone, you could, because anytime you weren't

1379
01:55:33,060 --> 01:55:37,280
available to make a decision, you could just designate, like is that, that's how these

1380
01:55:37,280 --> 01:55:37,840
policies work?

1381
01:55:38,320 --> 01:55:44,820
Or do you have to, like, no, it gives me, it gives a superintendent the flexibility to work

1382
01:55:44,820 --> 01:55:50,900
with the team and have someone be the primary in this case and it's not okay. Again, once again,

1383
01:55:51,000 --> 01:55:56,720
kidding aside, it's not uncommon in various policies that, you know, it does

1384
01:55:56,720 --> 01:56:06,460
unique could be used as an option, but it's always done in consultation with the superintendent.

1385
01:56:06,940 --> 01:56:11,680
I know. I'm just wondering, do we have to specifically say that language in this or is it implied?

1386
01:56:12,380 --> 01:56:13,940
I don't know the answer to that question.

1387
01:56:15,060 --> 01:56:19,640
I thought there was a policy we reviewed earlier in the year that kind of spoke to that

1388
01:56:19,640 --> 01:56:27,060
language about, I don't know if that was a specific task, but I remember us going over

1389
01:56:27,060 --> 01:56:31,680
that language and another policy about the design, because I think we had to be worded

1390
01:56:31,680 --> 01:56:40,040
to be less specific because it actually had a title in there that it doesn't exist currently.

1391
01:56:40,040 --> 01:56:45,100
So I don't technically know, but I could have sworn we explored that.

1392
01:56:45,740 --> 01:56:47,420
I think I'm sorry.

1393
01:56:47,840 --> 01:56:48,340
I'm going to go ahead.

1394
01:56:48,860 --> 01:56:56,120
I think that by having it be at the superintendent's level, it's final.

1395
01:56:56,600 --> 01:57:00,900
Like when you start putting a designated down, then they still think there's an appeal process.

1396
01:57:01,840 --> 01:57:05,060
Obviously, he's not doing a day-to-day work related to this.

1397
01:57:05,060 --> 01:57:13,960
I would be the design, but I wouldn't be talking or making decisions without his approval.

1398
01:57:15,460 --> 01:57:20,640
So that's the only thing that I would say, they want to talk to somebody next, when I

1399
01:57:20,640 --> 01:57:21,040
say no.

1400
01:57:21,440 --> 01:57:22,300
Okay, got it.

1401
01:57:22,480 --> 01:57:23,500
I think I'm with you.

1402
01:57:23,700 --> 01:57:24,120
I'm satisfied.

1403
01:57:24,360 --> 01:57:24,860
Thank you.

1404
01:57:29,710 --> 01:57:31,330
I'm on the list and it's late.

1405
01:57:31,650 --> 01:57:31,790
I'm not.

1406
01:57:32,310 --> 01:57:33,370
I'm with you all now.

1407
01:57:33,370 --> 01:57:45,090
Yeah. All right. I mean, it seems like Greg and maybe Trustee Schnecker from past conversations probably have the strongest feelings on this. So do you guys want to let us know where you're at?

1408
01:57:49,330 --> 01:57:49,810
Did something.

1409
01:57:54,330 --> 01:57:58,490
I'll start and I'll try and give the summary version also tired.

1410
01:57:58,490 --> 01:58:03,550
I do have opinions and I did, I think it was during the fall, there was a couple of Yankee

1411
01:58:03,550 --> 01:58:09,290
games that I was watching and I took out board docs and looked at a bunch of other board's

1412
01:58:09,290 --> 01:58:13,490
policies to see what they were doing. I put together a document that I share with the board,

1413
01:58:13,650 --> 01:58:19,930
I think I'm completely on board with the essence, as you called it, of asking residents

1414
01:58:19,930 --> 01:58:31,410
to use our fields. So 100% there. I think where I'm coming from is just the reality that I've

1415
01:58:31,410 --> 01:58:39,690
experienced with youth sports where it's become increasingly hard or local talent, you know,

1416
01:58:39,870 --> 01:58:46,370
what we use the term town teams in the sports world versus club teams. So I'm increasingly hard

1417
01:58:46,370 --> 01:58:50,890
for town teams to find enough kids to have a team

1418
01:58:50,890 --> 01:58:51,770
a league or whatever.

1419
01:58:53,910 --> 01:58:57,090
And it's because you know, you can go,

1420
01:58:57,170 --> 01:58:59,070
if you have money, you can go play for a club team.

1421
01:58:59,190 --> 01:59:01,050
You could feel like you're going to go to college.

1422
01:59:01,290 --> 01:59:03,910
You'd like to, you know, they're selling you on this club

1423
01:59:04,850 --> 01:59:05,290
experience.

1424
01:59:07,790 --> 01:59:10,470
And it's makes it really hard for the kids

1425
01:59:11,470 --> 01:59:15,010
who either don't have money and or the skill

1426
01:59:15,010 --> 01:59:24,550
to keep playing. And just my anecdotal, just being involved in sports, I can tell you just about every

1427
01:59:24,550 --> 01:59:33,350
sports program in Ascending would not be in compliance with the 100% rule. For years, Ascending

1428
01:59:33,350 --> 01:59:39,530
and Brightcliffe have run a football program here at AMD together. I coached a quote in

1429
01:59:39,530 --> 01:59:43,110
kid through the record, and birecliffe kids through the record department.

1430
01:59:46,370 --> 01:59:51,170
Ocneen now has emerged little league with birecliffe and

1431
01:59:51,170 --> 01:59:54,830
Crotin, which was just the matter of there were enough kids.

1432
01:59:55,130 --> 01:59:59,970
And if you have not enough kids, even if you have enough for two teams, you don't want to

1433
02:00:00,000 --> 02:00:29,160
Play each other every Saturday and Tuesday, like it just, and Briacliffe didn't have enough kids, so they would call us and he'd say, hey, we, you know, we can't fulfill teams. Let's merge and everyone's happy with the merge. But they got to play somewhere because it's a merge and they, they play an Austin, they play Briacliffe, putting, quote, I mean, I would, my son was on a, I mean, a team for a couple of years that wouldn't existed without two, quote, and kids be on the team because the two, quote, and kids.

1434
02:00:29,160 --> 02:00:33,820
kids, dads, coached, and there was no one in Austin who would coach that age group.

1435
02:00:34,560 --> 02:00:40,840
And Monday found two Austin dads who happened to be from Croton and they played and otherwise

1436
02:00:40,840 --> 02:00:44,800
the other, whatever it was, ten Austin kids wouldn't have had a team.

1437
02:00:45,580 --> 02:00:49,320
We had a community member back in the fall and we talked about this, we talked about the

1438
02:00:49,320 --> 02:00:55,180
girls across league, they're working on starting right now that has kids from other programs.

1439
02:00:55,180 --> 02:01:01,120
And so I just, and that's even what, you know, that's without going and asking around of what other things are going on.

1440
02:01:02,820 --> 02:01:07,880
I just heard, you know, I just mentioned teams are joining with other leagues.

1441
02:01:08,780 --> 02:01:15,360
You know, I've heard, I have heard stories of, you know, kids who grow up in Austin and live in Austin and move.

1442
02:01:15,580 --> 02:01:17,500
And they're in fifth grade, sixth grade, ever.

1443
02:01:17,600 --> 02:01:21,340
And they, a team one sometimes needs them to stay with the team.

1444
02:01:21,360 --> 02:01:23,160
And sometimes they want to stay with the team.

1445
02:01:23,160 --> 02:01:34,200
So they do it. So it just, I mean, we could, we could dig deeper, but it just seems like there are a lot of issues with a hundred percent there.

1446
02:01:35,360 --> 02:01:44,140
And as I looked at other districts, my criteria to start was districts who were near us and similar size.

1447
02:01:44,140 --> 02:01:47,520
And I just kept going with any district I could think of.

1448
02:01:47,520 --> 02:01:57,200
I looked at 24 districts, 15 of them have no percentage specified at all, 9 have a percentage

1449
02:01:57,640 --> 02:02:08,520
that ranges from 5 to 80, 80 was one that was 80, that was white planes, and I shared

1450
02:02:08,520 --> 02:02:15,780
the language in snippets that people use, but basically the essence of language seems

1451
02:02:15,780 --> 02:02:23,640
to be some version of, you know, the fields can be used by community programs for the benefit of the community.

1452
02:02:27,140 --> 02:02:34,780
And there are many exceptions, you know, some make it clear like it's okay if not everyone's from the community.

1453
02:02:35,340 --> 02:02:39,060
That's why we have the 70% rule or the 50% rule or 75% rule.

1454
02:02:39,480 --> 02:02:42,780
And some boards do it differently. Some boards approve each.

1455
02:02:42,780 --> 02:02:47,080
the board does the approval sometimes the superintendent and you can look

1456
02:02:47,080 --> 02:02:49,100
at them at their lists and you can tell they have

1457
02:02:51,380 --> 02:02:56,400
you know sank somers is you know the Teconic Road Grummers Road Grunners Club

1458
02:02:56,400 --> 02:03:00,820
and Special Olympics and the New York Blood Center like I don't think all of the

1459
02:03:00,820 --> 02:03:04,560
members of those clubs using somers are from somers

1460
02:03:05,120 --> 02:03:11,480
was one that I noted so I mean I sort of cut into chase it seems to me like the

1461
02:03:11,480 --> 02:03:16,280
The issue started with, and we've talked about it over the years, is we don't want

1462
02:03:16,280 --> 02:03:21,020
asking kids excluded because of the inclusion of a non-asking kid.

1463
02:03:22,100 --> 02:03:27,100
And to me, it seems like the percentage isn't the way to solve that problem.

1464
02:03:28,040 --> 02:03:32,600
Because one, I think it creates a new problem, and that most programs would be in violation.

1465
02:03:33,480 --> 02:03:38,020
And I know the wording says, you know, special circumstances, I would say, it's more like

1466
02:03:38,020 --> 02:03:42,660
to make an exception in most circumstances, which to me isn't a policy.

1467
02:03:44,280 --> 02:03:49,380
I think what we need is language that basically says some version of, you know,

1468
02:03:49,520 --> 02:03:53,040
we expect organizations using our fields not to exclude eligible asking

1469
02:03:53,040 --> 02:03:56,420
residents from participation in favor of non-residents.

1470
02:03:56,820 --> 02:04:02,940
Like to me, it seems like that's the essence of what I think we're trying to address is

1471
02:04:02,940 --> 02:04:10,400
You can't go try and create a super team and cut the kids from Austin who you think you

1472
02:04:10,400 --> 02:04:12,180
can find better people for.

1473
02:04:13,480 --> 02:04:19,880
So I think that's to me how I would suggest we head on this policy is some version that

1474
02:04:19,880 --> 02:04:28,570
focuses more on thing you can't exclude Austin kids but bring another kids.

1475
02:04:28,770 --> 02:04:32,730
If you need to bring other kids to let Austin kids play, that's okay.

1476
02:04:33,390 --> 02:04:42,350
And I guess lastly, for the way it sunk in with me, we've talked about this adult football

1477
02:04:42,350 --> 02:04:48,050
team example, and I don't know every detail, but my son is a college-based well-player.

1478
02:04:48,870 --> 02:04:53,910
In the summer, he plays, has played last year's locally in a college-based well league.

1479
02:04:54,410 --> 02:04:59,170
And the reality is, when you get to the college level, and I think after college, like there

1480
02:04:59,170 --> 02:05:03,450
There just aren't enough kids in any one community to feel the team.

1481
02:05:03,810 --> 02:05:08,630
You have to, you know, you need pitchers, you need people to play catcher, you need first

1482
02:05:08,630 --> 02:05:08,810
bait.

1483
02:05:08,890 --> 02:05:10,250
You need great positions.

1484
02:05:10,630 --> 02:05:18,670
And so he's been on teams that are, you know, two osning kids, four bryoclif kids, kids

1485
02:05:18,670 --> 02:05:19,330
from the city.

1486
02:05:19,830 --> 02:05:24,450
I mean, you just kind of, you're going anywhere you can get to have teams and they're playing

1487
02:05:24,450 --> 02:05:24,970
teams.

1488
02:05:25,950 --> 02:05:29,750
There's a summer-based team, there's a broccoli-based team, but they are not by any stretch,

1489
02:05:29,990 --> 02:05:31,110
like all summer is all broccoli.

1490
02:05:32,590 --> 02:05:38,330
And I think, and this is probably a secondary issue to the policy, but I think we need

1491
02:05:38,330 --> 02:05:42,350
to figure out with something like, and if the superintendent was looking at it, you'd

1492
02:05:42,350 --> 02:05:48,170
have to look at something like an adult group where I just don't think there are a tremendous

1493
02:05:48,170 --> 02:05:52,050
this number of young adults looking to play football,

1494
02:05:52,730 --> 02:05:54,450
and they may not be, you know,

1495
02:05:54,610 --> 02:05:58,010
you may not be able to find enough that's all from one town.

1496
02:05:59,650 --> 02:06:02,970
And I know we have, and a lot of districts

1497
02:06:02,970 --> 02:06:05,630
have the priority list that says youth get

1498
02:06:05,630 --> 02:06:08,930
field parity over adults, which makes a lot of sense.

1499
02:06:09,810 --> 02:06:14,890
But if we have a team that's 40% young,

1500
02:06:14,890 --> 02:06:16,410
asking adults to want to play football,

1501
02:06:16,410 --> 02:06:22,970
And the only way they can put football is to get 60% non-ositing people involved, and

1502
02:06:22,970 --> 02:06:26,110
we have dilly field, which is empty at the time.

1503
02:06:26,610 --> 02:06:33,530
Like, I don't know why we wouldn't make that exception to let asking kids use it.

1504
02:06:34,510 --> 02:06:37,090
But that policy would allow that.

1505
02:06:39,070 --> 02:06:45,310
If there's an exception, so the goal is to have the availability of all of our facilities.

1506
02:06:45,310 --> 02:07:03,250
That's including inside the buildings and the fields and not just the fields, so and I, you know, and when I think we talked about this in the committee because I do Greg, I really appreciate that because I was thinking like how's that going to work with teams, but I think the key is is what you said earlier is that

1507
02:07:03,250 --> 02:07:13,110
Austin students or residents were being excluded and we haven't, you know, we're still seeing that.

1508
02:07:13,750 --> 02:07:23,270
And so the, I guess a lot of students, we have students here that we have plenty of families here that can

1509
02:07:23,270 --> 02:07:27,650
And the other thing is, you know, we do want our fields and facilities to be used.

1510
02:07:27,790 --> 02:07:32,150
But there's a cost to that too, beyond the educational day too.

1511
02:07:32,390 --> 02:07:37,650
So, you know, it's not going to be necessarily 24 or 7, where people are just using facilities

1512
02:07:37,650 --> 02:07:40,470
as not like logistical or logical.

1513
02:07:41,190 --> 02:07:46,770
But I guess the point that you were bringing up, I think that would be solved with the exception.

1514
02:07:48,840 --> 02:07:49,320
Right.

1515
02:07:49,500 --> 02:07:53,940
I mean, but that's an exception that I'm saying you got 40, you know, hypothetically 40%

1516
02:07:53,940 --> 02:07:54,240
osc.

1517
02:07:55,180 --> 02:08:01,540
I'm suggesting, and if that, if that's a valid exception, I'm just pointing out that

1518
02:08:01,540 --> 02:08:07,340
I think almost every league in osc would need an exception to meet this policy.

1519
02:08:09,740 --> 02:08:14,700
I would say as being on this committee and kind of going back and forth with this policy

1520
02:08:14,700 --> 02:08:20,020
and hearing all the dialogue around it, I would also add that yes, there's not anything

1521
02:08:20,020 --> 02:08:26,180
in here that's excluding specific scenarios. In fact, it's open to the fact that depending

1522
02:08:26,180 --> 02:08:31,840
on the situation and the scenario, there may be an exception that can be given. I would also,

1523
02:08:32,000 --> 02:08:38,820
I'm just thinking in terms of a couple of things here, like, especially as a district and as a community,

1524
02:08:38,820 --> 02:08:44,420
as we're acknowledging the need to kind of tighten up our purse strings and be a bit

1525
02:08:44,420 --> 02:08:48,820
more stringent about how we apply our resources here.

1526
02:08:49,180 --> 02:08:54,260
I'm thinking about that as well and making sure that we have a system in place where we're

1527
02:08:54,260 --> 02:08:59,240
always going to be applying our resources first for our community and for our students, especially

1528
02:08:59,240 --> 02:09:06,320
remembering a few meetings back when Dr. Sanchez told the board that he did make a commitment

1529
02:09:06,320 --> 02:09:11,980
the youth bureau as well to be a place where they can utilize space when they, if a time comes when

1530
02:09:11,980 --> 02:09:17,080
they need it. So there's a lot of different moving factors that are already tight facility needs.

1531
02:09:17,900 --> 02:09:23,380
I think this gives us what we need as a district and as a community to make sure we are fully

1532
02:09:23,380 --> 02:09:28,760
realizing our resources for our community first, and then we have the caveat in here that we can make

1533
02:09:28,760 --> 02:09:35,780
certain exceptions to make sure that, you know, certain students and community members are able to

1534
02:09:35,780 --> 02:09:41,180
also utilize those fields of those exceptions are acceptable by who's ever reading them.

1535
02:09:41,620 --> 02:09:46,940
So personally me, when I was making speaking for myself, when I was going into this last meeting,

1536
02:09:47,260 --> 02:09:51,000
I came to that conclusion based on all of those different factors, because I think it makes

1537
02:09:51,000 --> 02:09:56,740
sense, financial sense, to be just as strict in other areas when we're talking about utilizing

1538
02:09:56,740 --> 02:10:01,960
our resources, especially when we want to, you know, I said on the CTC meeting where the youth

1539
02:10:01,960 --> 02:10:09,180
Burrill Director said that space needs was a really big factor for them to be able to provide

1540
02:10:09,180 --> 02:10:14,980
community services for our youth. And so being able to have that window open to make sure

1541
02:10:14,980 --> 02:10:20,520
we can continue supporting our students whether it be academically or just extracurricular

1542
02:10:20,520 --> 02:10:25,620
and community I think is a really good perspective also to have. We're looking at the goal we're

1543
02:10:25,620 --> 02:10:31,600
trying to accomplish with this new iteration of policy. That's just my perspective I'm sharing

1544
02:10:31,600 --> 02:10:33,920
there's a member of the committee.

1545
02:10:35,880 --> 02:10:42,780
Can I? Yeah go. So part of the language that changed from this time to last time was

1546
02:10:42,780 --> 02:10:46,320
shifting that responsibility from the board to the superintendent. I think the idea there was

1547
02:10:46,320 --> 02:10:54,520
to make it a little bit more of a smoother process and you know make be able to make changes on the

1548
02:10:54,520 --> 02:11:00,940
fly or without you know having to wait to the next board meeting. So Trustee Gailiff is supposing

1549
02:11:00,940 --> 02:11:06,780
that there are so many organizations that would require an exception to be made for them.

1550
02:11:07,840 --> 02:11:13,880
But my question is for Alita, if you have a sense, because I don't know who's signing

1551
02:11:13,880 --> 02:11:17,120
up to use a field and how often and what these groups are.

1552
02:11:17,600 --> 02:11:20,760
Does that sound like a big concern?

1553
02:11:21,300 --> 02:11:25,300
If we put it at 100%, do you feel like you're going to have to be constantly going and asking

1554
02:11:25,300 --> 02:11:28,760
for exceptions or not?

1555
02:11:31,180 --> 02:11:40,620
So by the time when they come to file their permit, they don't have the name of all the children that are going to be on the roster.

1556
02:11:41,220 --> 02:11:50,800
So I tell the person that handles it at the front desk that before they can get the facility used finally approved, we need to see the roster with the addresses.

1557
02:11:50,800 --> 02:12:04,040
says she knows that right now we're using a certain percentage, but going forward, I told her that we're going to be changing the policy. So I'm not sure what the outcome is going to be.

1558
02:12:04,600 --> 02:12:09,720
But I'm not as familiar with sports as any other.

1559
02:12:11,100 --> 02:12:18,640
I just assume I'll be looking at the roster of children that are playing for the school district and not the students that are competing.

1560
02:12:20,920 --> 02:12:32,280
I'll be looking for the students that reside in a school district that are part of the team in the district, but not looking at necessarily the teams that they're playing and ensuring they are residents.

1561
02:12:32,680 --> 02:12:38,140
But if we, if we like, if we pass this as it is, let's say, you'll know.

1562
02:12:38,140 --> 02:12:56,180
I don't know relatively quickly because the seasons are coming up, so I can I can you know and if it doesn't if it's not we're practical. Yeah, so we can't adjust it, but I do I need something right. Yeah, I get I'm I'm retired from that. I can just tell you.

1563
02:12:57,240 --> 02:13:02,460
I mean, I was at AMD, we had a game, our catchers were hurt.

1564
02:13:03,200 --> 02:13:05,520
I needed to, you know, I need to catchers for game on Sunday.

1565
02:13:06,420 --> 02:13:09,260
I'm calling everyone I know in Briarcliffe and Croton,

1566
02:13:09,260 --> 02:13:11,200
because I need to catcher to play.

1567
02:13:11,340 --> 02:13:13,260
That catcher isn't on my roster at the beginning of the season.

1568
02:13:13,480 --> 02:13:16,000
Like, and that stuff happens not all the time,

1569
02:13:16,000 --> 02:13:20,200
but like the roster beginning season doesn't mean that's your full season.

1570
02:13:20,680 --> 02:13:23,440
So I can't, I don't think there's any way you could please.

1571
02:13:23,440 --> 02:13:31,580
Yeah, I can't. You can't even roast 100% or like it's got stuff going to happen. The Rec Center. I think we let the Rec Center pretty much run their own programs.

1572
02:13:32,100 --> 02:13:32,800
We don't.

1573
02:13:33,220 --> 02:13:39,000
We give them our space is what we used to do. They don't submit rosters us and they're there.

1574
02:13:39,180 --> 02:13:40,840
They make their own policy, which is.

1575
02:13:41,220 --> 02:13:42,780
I've been part of it. Like we had.

1576
02:13:43,620 --> 02:13:47,380
in the Austin rec basketball program because we need a kids.

1577
02:13:48,640 --> 02:13:53,500
So it just seems like there's reciprocity that's why because we use their facilities.

1578
02:13:53,820 --> 02:13:55,800
Yeah, no, I understand, but then we get into.

1579
02:13:57,140 --> 02:14:01,620
We're letting the rec department use our program and they don't have a hundred percent rule.

1580
02:14:02,180 --> 02:14:03,780
So we're let that's okay.

1581
02:14:04,220 --> 02:14:07,000
And technically baseball is under the rec program.

1582
02:14:07,360 --> 02:14:08,800
A lot of stuff goes to rec.

1583
02:14:10,300 --> 02:14:16,400
Like I said, I don't know, I just need some sort of final guidance, because they're going

1584
02:14:16,400 --> 02:14:21,100
to start wanting to put in their permits this spring.

1585
02:14:24,260 --> 02:14:29,980
Can I ask Ilyda, because obviously it seems like this exception, you could drive a truck

1586
02:14:29,980 --> 02:14:30,540
through it.

1587
02:14:32,180 --> 02:14:40,720
And I'm, if we're saying 100% unless the superintendent and his team decide that there's

1588
02:14:40,720 --> 02:14:47,620
reason to allow an organization to come in under 100% is that putting you in the same position where

1589
02:14:47,620 --> 02:14:54,660
you have to basically use your discretion to decide what's okay and what's not okay without much

1590
02:14:54,660 --> 02:14:58,940
of a guideline? Well, I didn't have any guideline before. Like, I just was going majority.

1591
02:15:00,000 --> 02:15:29,980
So, with 100%, I could just say no. And then they could say no, please, this is my excuse. But right now I'm being questioned about what a majority is from not everybody for certain people. And I didn't have an answer. And so when I brought it up, I was a little shocked that my interpretation was inaccurate. So I just, again, the clear guidance, if it's 100% the answer is going to be no if they can't meet it. And if they have a legitimate reason as to why

1592
02:15:29,980 --> 02:15:35,220
they can't meet the 100% and we find that's reoccurring more often than not

1593
02:15:35,220 --> 02:15:41,540
than we have to revisit the policy. Okay all right I'm just concerned we're

1594
02:15:41,540 --> 02:15:45,700
going to be back here again in a year but it sounds like maybe between a first

1595
02:15:45,700 --> 02:15:48,860
read and a second read you might be able to give us a little bit more info.

1596
02:15:52,890 --> 02:15:53,330
I

1597
02:15:53,330 --> 02:15:59,810
just I think you'd save yourself some headaches making it 90% or some number

1598
02:15:59,810 --> 02:16:04,910
less than 100 to acknowledge that like some of this stuff is going to happen. I still don't know why

1599
02:16:04,910 --> 02:16:12,290
we're not emphasizing more of the, you can't cut an Austin kid for a non-Austin kid, which I think

1600
02:16:12,870 --> 02:16:19,430
there is language and a policy that talks about the facilities being the primary or it's for the

1601
02:16:19,430 --> 02:16:26,430
primary use of a district residence. And then it goes into what that means as far as I

1602
02:16:36,380 --> 02:16:37,000
have some comments.

1603
02:16:38,880 --> 02:16:45,160
I'm in favor of 100%, and so I'll get to, it's going to be a little time to get there

1604
02:16:45,160 --> 02:16:45,440
why.

1605
02:16:47,560 --> 02:16:52,300
You can't separate the conversation of recreation department and school district

1606
02:16:52,300 --> 02:16:57,160
in this, because in most communities the school district isn't running the after-school programs

1607
02:16:57,160 --> 02:17:05,020
or those programs, the recreation departments are. So my concern is, I think, a lot of things,

1608
02:17:05,020 --> 02:17:07,160
but I mean, we have lack of field availability.

1609
02:17:07,840 --> 02:17:09,760
We don't really have intramural programs

1610
02:17:09,760 --> 02:17:12,260
that we run, we've run intramurals during breaks

1611
02:17:12,260 --> 02:17:13,720
and that's when the school is doing it.

1612
02:17:13,860 --> 02:17:16,420
And there's really not a lot of intramural programs

1613
02:17:16,420 --> 02:17:17,700
being run by the rep community.

1614
02:17:19,500 --> 02:17:23,940
And so if you go to the websites of surrounding communities,

1615
02:17:24,260 --> 02:17:25,460
and I've been out there to take a look,

1616
02:17:26,300 --> 02:17:28,660
you can't register in towns that are in this district.

1617
02:17:28,880 --> 02:17:30,580
There are fields in our school district

1618
02:17:30,580 --> 02:17:33,660
that aren't for use by school district residents

1619
02:17:33,660 --> 02:17:40,320
and these other departments state very clearly through their programs who can access and who can't.

1620
02:17:40,440 --> 02:17:46,800
So, if Rirecliffe and Chapaclaw and Croton and other districts were more accepting of students,

1621
02:17:46,800 --> 02:17:51,400
maybe I'd have a different set point on it, but everything I've seen is they're not.

1622
02:17:52,280 --> 02:17:59,500
And so, that really creates for me, these are taxpayer-funded fields that should be used by

1623
02:17:59,500 --> 02:18:04,200
taxpayers of the community, whether they own a property, rent a property, or whatever.

1624
02:18:06,220 --> 02:18:10,520
And the fact that they can't go into some other communities and participate is a real

1625
02:18:11,060 --> 02:18:17,220
makes it kind of easier in one sense and harder in another, disappointing, but easier for me to

1626
02:18:17,220 --> 02:18:18,420
kind of look at it from that lens.

1627
02:18:20,520 --> 02:18:25,720
And I'm not seeing in a lot of fronts an effort to engage

1628
02:18:26,960 --> 02:18:32,380
community members across the board. It's not just not excluding. It's about actively going

1629
02:18:32,380 --> 02:18:36,580
for students. It's putting things in backpacks. It's putting things in two languages, and I get

1630
02:18:36,580 --> 02:18:41,040
not every community-based organization can do that. I think the school district should use those

1631
02:18:41,040 --> 02:18:44,980
resources as part of an old bless to put it out there. I think Dr. Sanchez, you opened the meeting,

1632
02:18:45,200 --> 02:18:49,100
saying there was a lacrosse clinic, and somebody that didn't know anything about lacrosse got engaged

1633
02:18:49,100 --> 02:18:53,520
by it. And so would we find another, when we find another catcher for the baseball team? We have 5,000

1634
02:18:53,520 --> 02:19:00,060
students. I understand the travel component of this, but I think these fields really are

1635
02:19:00,060 --> 02:19:05,580
about the communities at the end of the day. And I have to say, I don't know at times

1636
02:19:05,580 --> 02:19:10,240
really what's going on in the in the wreck department. I really don't. And you know, I don't

1637
02:19:10,240 --> 02:19:14,980
come to this easily. You know, I'm going to come to, I'm going to talk about things Francine

1638
02:19:14,980 --> 02:19:19,920
Vernon and Catoza Worsley said 1984 and look at it in a current in a current context.

1639
02:19:19,920 --> 02:19:27,500
So, you have a for-profit organization running a soccer program on village fields at Snowden

1640
02:19:27,500 --> 02:19:30,560
Park out at Cedar Lane Park at the end of the day.

1641
02:19:31,260 --> 02:19:35,320
And they are actively advertising as prior cliff area.

1642
02:19:36,160 --> 02:19:41,080
And when you go and you look at the parking lot of cars, you see all the bumper stickers

1643
02:19:41,080 --> 02:19:45,620
on them and it is every affluent community and you don't see a lot of hosting bumper stickers

1644
02:19:45,620 --> 02:19:46,020
on that.

1645
02:19:46,020 --> 02:19:52,400
And these organizations are getting the fields for seven days a week after school all day

1646
02:19:52,400 --> 02:19:53,000
and on the weekends.

1647
02:19:53,620 --> 02:19:55,120
I spent a lot of time at Snowden Park.

1648
02:19:55,760 --> 02:20:00,340
I have seen kids kicked off the field who walk across the street to their homes while

1649
02:20:00,340 --> 02:20:02,640
these other kids are coming in and getting use of the fields.

1650
02:20:04,100 --> 02:20:08,360
And we can't go to Chapa Quad and say, we want to use your field for the right department

1651
02:20:08,360 --> 02:20:13,040
at the end of the day because they're not allowed in, but yet we're renting our fields at

1652
02:20:13,040 --> 02:20:16,860
a cost that's exorbitant that excludes the kids of the community and we don't make the

1653
02:20:16,860 --> 02:20:17,480
fields available.

1654
02:20:21,440 --> 02:20:25,000
I get maybe not everybody is aware of that and maybe that isn't the

1655
02:20:25,000 --> 02:20:29,080
intention when people took things on, but that's the reality. Go out and look at these groups

1656
02:20:29,080 --> 02:20:32,220
and what they're advertising. They're advertising anything but asking, but yet they're using

1657
02:20:32,220 --> 02:20:37,340
asking fields. This is feels like the charter school they tried to open in asking but didn't

1658
02:20:37,340 --> 02:20:42,500
get any letters from anybody in asking. You know, Francine Vernon-Kedosa were the 1984

1659
02:20:42,500 --> 02:20:48,920
Journal News. You know, they talked about how the area was full of youth. Their apartments

1660
02:20:48,920 --> 02:20:53,020
are small. They want to come out and socialize. And what is there for them to do? They closed

1661
02:20:53,020 --> 02:20:56,320
the teen center, they tore it down, and they never replaced it.

1662
02:20:59,130 --> 02:21:00,790
And basically, Kenosa Worthy says,

1663
02:21:00,910 --> 02:21:05,110
we were expecting a replacement for this recreation resource, and there's not been one.

1664
02:21:05,590 --> 02:21:12,070
There never will be. Are we going to make sure that kids have opportunities in Austin?

1665
02:21:13,010 --> 02:21:20,350
When other communities are actively excluding them, our waterfront is rendered unusable by

1666
02:21:20,350 --> 02:21:24,590
a sewage treatment plant that the county owns and put there, but it was put there for

1667
02:21:24,590 --> 02:21:24,970
a reason.

1668
02:21:25,490 --> 02:21:30,010
But our kids can't go swimming, Croughton, but yet they use our sewer district.

1669
02:21:31,390 --> 02:21:32,890
This is an issue of equity.

1670
02:21:33,150 --> 02:21:38,170
This is the issue of access, and if you drive by any of our fields on a given day of the week,

1671
02:21:38,170 --> 02:21:40,970
you will see them very busy by kids that don't have a lot of the fields.

1672
02:21:40,970 --> 02:21:45,530
with the kids that live around Snowden have no other place to go—small lots, no big

1673
02:21:45,530 --> 02:21:52,830
backyards. I am okay with a superintendent making a decision about something that they

1674
02:21:52,830 --> 02:21:56,230
deem and their interest is that somebody has made a good faith effort in their trying

1675
02:21:56,230 --> 02:22:02,850
to make sure that all the kids are concluded, but I do not see enough of it, and there should

1676
02:22:02,850 --> 02:22:07,810
be more of it. I think the 100 percent sends a strong message, and maybe it is a starting

1677
02:22:07,810 --> 02:22:10,710
point with some of the other community rec centers that don't include our kids.

1678
02:22:13,310 --> 02:22:17,810
So thank you for letting me go on about it, but I'm very clearly in the 100% camp and

1679
02:22:17,810 --> 02:22:18,930
things that need to change.

1680
02:22:22,630 --> 02:22:23,550
Thank you, Trustee Schekker.

1681
02:22:25,690 --> 02:22:27,610
Do you have any other thoughts on this particular one?

1682
02:22:29,110 --> 02:22:34,650
I guess, I mean, I could just talk to my own personal experience with just this birecliffe,

1683
02:22:34,650 --> 02:22:41,310
But I've had my own kids and many other kids use briarcliffe for basketball, girls and

1684
02:22:41,310 --> 02:22:48,870
boys, for lacrosse, for baseball, I think they're team very open to school.

1685
02:22:49,550 --> 02:22:54,650
I don't know about the, I don't know how you mix town versus school.

1686
02:22:55,830 --> 02:23:02,950
I think, I know it was Dan Ricky, I don't know who does it now, like we control, just because

1687
02:23:02,950 --> 02:23:07,430
As we approve someone doesn't mean we have to give them field space anytime we want.

1688
02:23:07,650 --> 02:23:13,490
We control who gets what field when we have the spreadsheet that's online and we say

1689
02:23:13,490 --> 02:23:16,850
here's what's available and you can have it.

1690
02:23:19,670 --> 02:23:26,630
We still have the policy aside, we have the ability to decide how much we want to leave open

1691
02:23:26,630 --> 02:23:34,850
for community use, for field use. I know we don't rent our fields. So we seem to control

1692
02:23:37,580 --> 02:23:41,060
that and I

1693
02:23:43,620 --> 02:23:50,840
guess I'm just going to go back to the you know the youth sports

1694
02:23:51,940 --> 02:23:59,560
attack. I mean I do think it's equity because it's easy for kids who have money to go play

1695
02:23:59,560 --> 02:24:04,700
elsewhere. If they can't play an Austin, you find a club team and go play somewhere else.

1696
02:24:04,920 --> 02:24:12,080
And that leaves behind not enough kids to feel the team. And I think this kind of policy with 100%

1697
02:24:13,540 --> 02:24:19,280
requirement, if there aren't a lot of exceptions, it's going to result in a lot of kids saying,

1698
02:24:19,280 --> 02:24:26,660
okay, we can't feel an Austin team. I have a couple thousand to go play on a club team,

1699
02:24:26,660 --> 02:24:53,900
And I'll do it. I've lived it. My kids have done it. I struggled as a coach. I mean, we tried. So I for years, I could tell you every fifth grade boy, because we literally got the list of every fifth grade kid, because we were trying to fill that basketball league and not every kid wants to basketball, but we reached out because we, you know, we wanted to basketball program.

1700
02:24:54,680 --> 02:24:58,400
did the same thing for baseball, and I think that's the majority of what's out there.

1701
02:24:59,300 --> 02:25:06,500
And I have seen, I've heard of some bad apples, but I think the vast majority are looking

1702
02:25:06,500 --> 02:25:12,080
to try and support Austin, like people aren't volunteering tens of hours, hundreds of hours

1703
02:25:12,760 --> 02:25:16,880
to coach, train non-Austin kids.

1704
02:25:17,060 --> 02:25:20,940
They want Austin kids playing in Austin, and that's why these programs exist.

1705
02:25:20,940 --> 02:25:27,640
And the only reason they're getting into non-osminis is to keep the osmin kids going.

1706
02:25:29,400 --> 02:25:35,680
And I think, again, you're either going to be left sticking to 100% rule, and you're

1707
02:25:35,680 --> 02:25:39,480
going to have no one using your fields, or you're going to make a lot of exceptions.

1708
02:25:43,170 --> 02:25:44,890
And that's going to be the decision.

1709
02:25:53,790 --> 02:25:54,790
Any further discussion?

1710
02:25:59,040 --> 02:25:59,320
All right.

1711
02:25:59,320 --> 02:26:04,940
All right. I think it's probably time to put the first reading to a vote. Is that okay with everyone?

1712
02:26:08,600 --> 02:26:15,200
All in favor. And can we raise hands please? So it's easier for Ili to count. Is that okay? All in favor?

1713
02:26:16,000 --> 02:26:16,480
Aye.

1714
02:26:19,530 --> 02:26:20,010
Opposed?

1715
02:26:21,730 --> 02:26:22,210
Abcension.

1716
02:26:23,810 --> 02:26:28,410
All right. We'll come back to this for a second reading once the statutory timeframe is passed.

1717
02:26:29,930 --> 02:26:34,870
And we now have our next section of public comment guidelines.

1718
02:26:35,290 --> 02:26:39,230
I'm going to open it up for any education-related topic

1719
02:26:39,230 --> 02:26:41,930
as long as it is not student or staff specific.

1720
02:26:42,330 --> 02:26:45,350
Is there anyone in the audience who would like to make a comment?

1721
02:26:48,470 --> 02:26:50,590
All right, there being no one rushing to the microphone.

1722
02:26:51,030 --> 02:26:54,610
Is there anyone virtually, Ellie, who would like to make a comment?

1723
02:26:56,090 --> 02:27:03,830
Okay, there being no one in virtual land will now continue on to board discussion and information

1724
02:27:04,690 --> 02:27:12,750
and dialogue. I'll get us started. I think Dr. Sanchez, you mentioned it. There were meetings with

1725
02:27:12,750 --> 02:27:20,130
the financial advisors surrounding the potential facilities bond that several of I think all the

1726
02:27:20,130 --> 02:27:24,170
board members who weren't in the facilities committee attended, so I just wanted to thank you

1727
02:27:24,170 --> 02:27:26,790
for that opportunity was very informative.

1728
02:27:27,650 --> 02:27:29,250
I did want to highlight for our community,

1729
02:27:29,250 --> 02:27:30,670
anybody who might be watching,

1730
02:27:31,170 --> 02:27:34,190
there is a new academic in service morning program

1731
02:27:34,190 --> 02:27:35,970
for dual language students

1732
02:27:35,970 --> 02:27:37,470
that's being started at Park School.

1733
02:27:38,290 --> 02:27:39,970
So I know that that's something

1734
02:27:39,970 --> 02:27:42,750
that we've heard about at some of our board meetings.

1735
02:27:43,490 --> 02:27:46,190
And then I wanted to mention something

1736
02:27:46,190 --> 02:27:47,930
that has also been brought up by the community.

1737
02:27:48,050 --> 02:27:51,270
And we've briefly discussed it here at the board table,

1738
02:27:52,210 --> 02:28:00,990
But tax relief for some of our volunteer firefighters, it's not something that can be incorporated

1739
02:28:00,990 --> 02:28:07,250
into this budget season, but my proposal is that we have our assistance superintendent of

1740
02:28:07,250 --> 02:28:11,650
business start gathering some information and maybe getting some guidance from our attorneys

1741
02:28:12,390 --> 02:28:18,010
so that we can look at that issue this summer. I'm just wondering if we can have a consensus

1742
02:28:18,010 --> 02:28:23,990
around that. Is that because we've missed the deadline or just because I don't know how we

1743
02:28:23,990 --> 02:28:28,490
could possibly come to a decision and evaluate the issue and be able to approve our budget by the

1744
02:28:31,510 --> 02:28:40,290
18th? I don't think it's budget-related. I agree. I don't think we can do it by their deadline,

1745
02:28:40,610 --> 02:28:45,750
but I don't with the hearing. It's not, it's not. I don't decision need to make by the 18th,

1746
02:28:45,750 --> 02:28:48,330
but to your point with the budget.

1747
02:28:48,990 --> 02:28:51,170
Right, and we've been through this with different examples.

1748
02:28:51,910 --> 02:28:55,890
I don't think, I appreciate the ask and all that stuff.

1749
02:28:56,230 --> 02:28:58,530
I don't think it's realistic to turn it around

1750
02:28:59,270 --> 02:29:01,330
between now and whatever it is made first.

1751
02:29:01,790 --> 02:29:02,770
And we, yeah, so.

1752
02:29:03,450 --> 02:29:05,770
Right, I guess I'm trying to get a consensus from the board

1753
02:29:05,770 --> 02:29:09,750
when would be a good time for us to start taking a look at it

1754
02:29:09,750 --> 02:29:12,770
because I think we don't want to start anything without information

1755
02:29:12,770 --> 02:29:17,410
and I want to give our admins some guidance as to when to start gathering that.

1756
02:29:17,610 --> 02:29:22,150
And I also don't want to overburden them as they're trying to do all this finalization of the

1757
02:29:22,150 --> 02:29:29,370
budget. Can I just ask is it I think this was a it was a law that was passed an Albany that allowed

1758
02:29:29,370 --> 02:29:36,930
for this correct. Yeah that was passed in late December. Right so if anything that we decide to do

1759
02:29:36,930 --> 02:29:42,750
and if it's over the summertime wouldn't theoretically take effect until the following fiscal year not

1760
02:29:42,750 --> 02:29:45,110
the coming fiscal year but the following fiscal year.

1761
02:29:45,430 --> 02:29:46,350
I think that's correct.

1762
02:29:46,630 --> 02:29:46,790
Okay.

1763
02:29:47,010 --> 02:29:47,430
I just want to explain.

1764
02:29:47,630 --> 02:29:47,810
I just want to explain.

1765
02:29:47,810 --> 02:29:48,030
I just want to explain.

1766
02:29:48,030 --> 02:29:48,270
I just want to explain.

1767
02:29:48,270 --> 02:29:48,370
I just want to explain.

1768
02:29:48,390 --> 02:29:48,970
I just want to explain.

1769
02:29:49,090 --> 02:29:50,350
We missed this May.

1770
02:29:51,030 --> 02:29:52,290
It wouldn't take effect until next May.

1771
02:29:52,630 --> 02:29:52,750
Correct.

1772
02:29:53,230 --> 02:29:57,750
It would be a dilemma of, okay, we don't need to do it right away, and then you're sitting here

1773
02:29:57,750 --> 02:29:59,910
next April, having the.

1774
02:30:00,000 --> 02:30:29,980
So, yeah, I don't want us to lose track, I guess, is what I'm saying. I think given the timing of this, it makes sense to for us to have the conversation of this post the budget. And I mean, because if we're we don't have any wiggle room with the deadline. Talking about this post all of that so this we can put that on our radar. So are we okay with after this budget season and all of the work related to that is passed. And we're winding down the school year.

1775
02:30:29,980 --> 02:30:35,920
We can ask our admin to get us more information so that we can maybe start this dialogue in the summer at some point.

1776
02:30:36,120 --> 02:30:37,100
Is this the firements itself?

1777
02:30:37,180 --> 02:30:37,420
Yeah.

1778
02:30:39,180 --> 02:30:39,900
That sounds good.

1779
02:30:40,300 --> 02:30:40,420
Okay.

1780
02:30:40,600 --> 02:30:44,960
I think we should, I think from a timing standpoint, you want to start looking at this soon.

1781
02:30:45,120 --> 02:30:46,840
Because I think there's going to be lots of questions.

1782
02:30:46,980 --> 02:30:50,940
Like I know we received one, you know, the fire department sent in the thing.

1783
02:30:51,060 --> 02:30:57,820
I think the question is, is would that also be members and other that volunteer that live in town, but might live in, you know, have a volunteer and another one?

1784
02:30:57,820 --> 02:31:14,740
And so what does that number look like across the board is one thing, and I do think while we should gather information over the summer, a decision like this, you would want to do probably in the fall if you're going to take it on because you want to give people advanced notice ahead of the next year's tax rolls and any deadlines that you have.

1785
02:31:16,220 --> 02:31:24,780
But you also don't want to do it in the summer when people are not necessarily present because these things, you know, you'll have lots of viewpoints on them.

1786
02:31:24,780 --> 02:31:30,560
and we need to make sure that that is allowed, but I do think I'd like to get the whole fiscal

1787
02:31:30,560 --> 02:31:35,540
impact of, you know, if there's a certain number of members that serve in this department,

1788
02:31:35,940 --> 02:31:40,740
and how many other serving other departments that live within the town, and would they be eligible

1789
02:31:40,740 --> 02:31:44,980
for the exemption as well? And what does that all look like all the end of the day?

1790
02:31:45,280 --> 02:31:52,300
So that's a great question, because I guess that's a question in terms of the technicality of that.

1791
02:31:52,300 --> 02:31:59,820
do you have to be living in the district, volunteering as a firefighter or a first responder in the

1792
02:31:59,820 --> 02:32:04,520
district? I don't know what the answer is. I'm going to have a lot of questions, but I can wait until

1793
02:32:04,520 --> 02:32:10,900
August to ask them. A lot of questions. Yeah, I mean, I'm just going based on like the the time

1794
02:32:10,900 --> 02:32:17,100
water and the veterans. I know those both took a long time, so we should plan a long time. Okay.

1795
02:32:19,640 --> 02:32:23,360
So, in the meantime, what I'm hearing is that we're going to gather as much information

1796
02:32:23,360 --> 02:32:28,780
as we can for the board, both who's eligible, who's not, and then the fiscal impact in

1797
02:32:28,780 --> 02:32:30,020
terms of what it would mean for others.

1798
02:32:30,260 --> 02:32:34,920
We know what it would mean for the individuals, but certainly someone's going to have to, you

1799
02:32:34,920 --> 02:32:41,580
know, the way it works, if someone else has to pick up what's lost, so we can start that

1800
02:32:41,580 --> 02:32:46,020
conversation and try to get that for the board, and then thereafter you can decide on when

1801
02:32:46,020 --> 02:32:50,100
goes on the agenda. I actually agree with Mr. Schnecker. I don't think you really want to do this

1802
02:32:50,100 --> 02:32:54,600
in the summer. If you do, you have very soft conversations, but then you really want to come up

1803
02:32:54,600 --> 02:33:00,900
publicly where most of our community is back and not to say they're not paying as close attention

1804
02:33:00,900 --> 02:33:06,220
in the summer, but more likely to be engaged in that September, October, November time.

1805
02:33:06,620 --> 02:33:07,020
Yeah,

1806
02:33:09,220 --> 02:33:14,000
it seems to be like to be fair to the board that there needs to be a presentation.

1807
02:33:14,000 --> 02:33:19,560
And I've had a fire person approach me and talk about it.

1808
02:33:19,620 --> 02:33:20,680
And we talk for 45 minutes.

1809
02:33:21,120 --> 02:33:23,500
And the more you learn, the more questions you have.

1810
02:33:23,800 --> 02:33:25,760
And there's a lot of details of, you know,

1811
02:33:25,820 --> 02:33:26,920
you don't get it, if you're a renter,

1812
02:33:27,160 --> 02:33:28,880
you get it at your own or we have a lot of renters

1813
02:33:29,340 --> 02:33:31,120
or firefighters, they don't get it.

1814
02:33:31,800 --> 02:33:35,000
So the more you talk, so I don't have that presentation.

1815
02:33:35,360 --> 02:33:36,740
I mean, I think you guys can get some information,

1816
02:33:36,760 --> 02:33:40,740
but I think, you know, maybe the firefighters

1817
02:33:40,740 --> 02:33:49,180
providers can put together a presentation either to give the board a document or a presentation

1818
02:33:49,180 --> 02:33:53,960
or I don't know if it's a three person goes and meets with a subgroup, I don't know.

1819
02:33:54,580 --> 02:33:58,520
Some version of, I think the board needs more information where you know what questions

1820
02:33:58,520 --> 02:33:58,980
to ask.

1821
02:33:59,720 --> 02:34:02,580
Yeah, I mean, I think we probably need counsel on this one, right?

1822
02:34:02,680 --> 02:34:08,020
Because I think like, so, you know, part of what we know is the, you know, one, you know,

1823
02:34:08,020 --> 02:34:12,440
the Austin Fire Department, but if it's the Millwood Fire Department and the Yorktown Fire Department,

1824
02:34:12,540 --> 02:34:18,040
the tax rates are different. So what's the fiscal impact? Is everybody eligible if you just

1825
02:34:18,040 --> 02:34:23,440
live in a community and you volunteer in New York City or wherever it is? What is the bounds around

1826
02:34:23,440 --> 02:34:27,780
it? I don't know what the law can you volunteer in Watertown, New York and live in Austin? It doesn't

1827
02:34:27,780 --> 02:34:35,120
seem practical but what are the bounds around that? Then you can look at numbers and tax rates and

1828
02:34:35,120 --> 02:34:39,420
what this means to cross the board for the other residents that, you know, it's a shift,

1829
02:34:39,600 --> 02:34:43,500
right? The budget doesn't change, but there's a cost shift in this like any reassessment

1830
02:34:43,500 --> 02:34:48,460
or anything at the end of the day. So I would say we should really work hard in the summer time

1831
02:34:48,460 --> 02:34:55,220
to come into September with a good understanding of things and to not let this dwindle on.

1832
02:34:55,220 --> 02:34:59,280
I would try to wrap it up earlier in the fall versus later, but that's just my two cents.

1833
02:35:00,280 --> 02:35:08,760
I agree council is needs to give us parameters on what we can do under the law and we can sort

1834
02:35:08,760 --> 02:35:11,040
of go from there, but that's probably the first step.

1835
02:35:12,600 --> 02:35:19,400
All right, so we'll start gathering information and we'll seek some advice from council.

1836
02:35:19,940 --> 02:35:25,360
If there's any form of presentations or others that's out there, it's probably pretty standard

1837
02:35:25,360 --> 02:35:28,680
at this point in terms of what that might look like, and we'll share that with the board

1838
02:35:28,680 --> 02:35:33,600
and figure out a time, you know, maybe in the summer to solve some conversation, but then

1839
02:35:34,440 --> 02:35:38,940
it's hard in the beginning of the school year, meaning September or not.

1840
02:35:41,560 --> 02:35:47,540
The one thing I just, you know, I think for the board and for, I think we're probably going to have

1841
02:35:47,540 --> 02:35:52,520
to do some personal or determine some outreach to the firefighters to at least explain our timeline.

1842
02:35:53,160 --> 02:35:58,120
Probably better to do it more personally than an email or a store. It's just to explain that

1843
02:35:58,120 --> 02:36:02,820
But there's a lot of nuances, a lot of questions, and the timeline just doesn't, doesn't work

1844
02:36:02,820 --> 02:36:08,260
because, you know, the board wants to make an informed decision versus a reactive decision.

1845
02:36:09,620 --> 02:36:15,340
So I mean, I'm happy to reach out or, you know, Katherine would probably be the best individual

1846
02:36:15,340 --> 02:36:21,680
there after, at least just a word of combination thereof we can determine, to just have, you

1847
02:36:21,680 --> 02:36:23,780
know, I just think the personal part of this is important.

1848
02:36:24,000 --> 02:36:24,240
That's all.

1849
02:36:26,720 --> 02:36:27,600
So we'll advise you.

1850
02:36:27,680 --> 02:36:28,200
We'll let you know.

1851
02:36:30,400 --> 02:36:36,660
Okay. And then I know that you wanted to give the Board of Recommendation and wanted

1852
02:36:36,660 --> 02:36:39,060
us to find a place to land regarding residency ver.

1853
02:36:39,060 --> 02:36:47,860
Yeah, so there was a discussion. We had talked to the link about our policy. We instituted

1854
02:36:47,860 --> 02:36:53,520
the residency verification for fifth grade. We shared the data, you know, i.e. in essence

1855
02:36:53,520 --> 02:36:57,640
yielding nothing to this point based on exemptions.

1856
02:36:58,520 --> 02:36:59,580
We went back.

1857
02:36:59,700 --> 02:37:01,080
There were some questions around the numbers.

1858
02:37:01,320 --> 02:37:03,200
I think we can verify that.

1859
02:37:03,780 --> 02:37:05,960
Our recommendation right now, we heard from the community

1860
02:37:05,960 --> 02:37:10,400
and board is sustained the process one more year,

1861
02:37:10,740 --> 02:37:14,040
meaning the next year was fifth grade with ninth grade.

1862
02:37:15,340 --> 02:37:19,520
And then revisit it at the end of next year to determine that.

1863
02:37:20,320 --> 02:37:22,600
Do I have my hypothesis of what

1864
02:37:22,600 --> 02:37:28,340
But as a result, I do, but with that said, we'll go through it, and then we can determine

1865
02:37:28,340 --> 02:37:30,480
if it all did yielded anything.

1866
02:37:32,140 --> 02:37:37,180
And then be very clear about what this means for us moving forward.

1867
02:37:37,860 --> 02:37:43,920
What the board was provided, and I'm going to thank Mr. Mauricio for an analysis of some

1868
02:37:43,920 --> 02:37:48,360
of the work we gave you a little bit more detailed.

1869
02:37:48,720 --> 02:37:52,200
And if you can see the results of some of the information we've provided you, there's really

1870
02:37:52,200 --> 02:37:56,160
you know, like clear anomaly as it relates to fifth grade versus other grades.

1871
02:37:56,480 --> 02:38:01,580
So it's pretty consistent and the question came up and I think is like, you know, do we

1872
02:38:01,580 --> 02:38:05,240
know why there's a variety of wise to it, you know, student-by-student.

1873
02:38:06,040 --> 02:38:12,600
Ms. Mauricio has figured out the why behind each of them, inclusive of students that, you

1874
02:38:12,600 --> 02:38:16,780
know, move to other countries, students that move to other districts, move students that,

1875
02:38:16,780 --> 02:38:21,040
that actually in some cases, your lower grades

1876
02:38:21,040 --> 02:38:23,260
have my include students at D&WL,

1877
02:38:23,600 --> 02:38:28,040
meaning those kids that are no longer with us

1878
02:38:28,040 --> 02:38:30,240
or didn't complete their high school or dropouts.

1879
02:38:30,700 --> 02:38:32,920
That's not a large representation of that,

1880
02:38:33,020 --> 02:38:35,660
but that's inclusive in those numbers as well.

1881
02:38:36,360 --> 02:38:38,580
So that's our recommendation.

1882
02:38:38,900 --> 02:38:40,280
We went back, we thought about it,

1883
02:38:41,440 --> 02:38:42,980
and I know there was a long comment,

1884
02:38:43,700 --> 02:38:45,400
and I appreciate the conversation with the board,

1885
02:38:45,400 --> 02:38:48,500
but that's where we set up this point.

1886
02:38:48,880 --> 02:38:54,050
So yeah, I just want to, you know, I know the consensus.

1887
02:38:54,050 --> 02:38:58,870
I know we really want to do one more year, but you know,

1888
02:38:58,970 --> 02:39:02,690
it's really, you know, and I hear what Ms. Mauricio said

1889
02:39:02,690 --> 02:39:05,890
about the resources and what it took to do that

1890
02:39:05,890 --> 02:39:10,650
and what it's going to take to on top of registering students

1891
02:39:10,650 --> 02:39:13,450
in the first place that come that are in our district,

1892
02:39:13,850 --> 02:39:15,530
starting in our district, come to our district,

1893
02:39:16,330 --> 02:39:31,090
and the work that's required there and, you know, doing fifth grade and ninth grade, you know, it's just interesting. I just want to make sure we all like are clear that the process that we already have has been working.

1894
02:39:31,710 --> 02:39:43,390
And I think, okay, I don't know if everybody agrees with that because obviously we went with the residency, additional residency layer, re-verification.

1895
02:39:43,390 --> 02:39:50,270
But if you think about it, so a family of two kids that comes to our district that registers their child,

1896
02:39:50,390 --> 02:39:58,210
let's say, both kindergarten, they're a year apart or two years apart, they're essentially registering their kid

1897
02:39:58,210 --> 02:40:10,970
not only twice, two children, two family children, they're registering or re-barifying their kid six times based on our process.

1898
02:40:10,970 --> 02:40:16,770
us, and if they're like three years apart. So you're taking a family of two, and you're

1899
02:40:16,770 --> 02:40:24,970
asking them to verify six times. So I just think that's, I mean, again, I think the

1900
02:40:24,970 --> 02:40:31,630
extra layers, we yielded anything this year, and I heard the community and saying that

1901
02:40:31,630 --> 02:40:39,830
it was never scientific to start this way anyway, so, but I appreciate those comments. But

1902
02:40:39,830 --> 02:40:45,230
I guess the bottom line what I'm saying is that we have a process, it's a strong process

1903
02:40:45,230 --> 02:40:51,470
and I'm really concerned about the extra resources and time that we're putting on, not only

1904
02:40:51,470 --> 02:40:56,510
putting on our staff and asking of our families.

1905
02:40:57,330 --> 02:41:02,390
So I just want this to be on record, I know the consensus here and the board, but I just

1906
02:41:02,390 --> 02:41:09,430
really want us to consider when you look at it next year, again, I have a feeling we

1907
02:41:09,430 --> 02:41:14,370
talk about if it didn't yield this year and if it doesn't yield anything next year,

1908
02:41:14,490 --> 02:41:17,950
everybody can say let's keep doing it again. I just want you to consider the families and the

1909
02:41:17,950 --> 02:41:23,730
resources that it's taking to get this done and to know that these are extra layers of an already

1910
02:41:23,730 --> 02:41:30,310
process that's been working. I just want that on record. Thank you. Thank you, Trustee Bradley.

1911
02:41:30,770 --> 02:41:37,290
Appreciate the comments. Does anyone have anything else? Yeah, a few things.

1912
02:41:39,430 --> 02:41:46,510
Just to kind of pick up from that conversation around the residency, I think makes I guess I can see

1913
02:41:48,250 --> 02:41:48,770
your

1914
02:41:49,830 --> 02:41:56,170
Sentiments around just you know doing the extra here. I'm looking at the whole picture in terms of residency

1915
02:41:56,170 --> 02:41:59,670
The budget discussion all those things were having tonight. I

1916
02:41:59,670 --> 02:42:04,530
Would have voiced my opinion that I'm just troubled by the pattern that I see where we're okay

1917
02:42:05,070 --> 02:42:09,410
Taking money from or we're okay putting money to and what that means and

1918
02:42:09,430 --> 02:42:16,850
district such as Austin, we're okay committing money to residency, we're okay tonight transferring

1919
02:42:16,850 --> 02:42:27,350
60 over $60,000 to SRLs, we're okay saying the field should be open and we're also some of us

1920
02:42:27,350 --> 02:42:33,510
are okay with five positions being cut as a result of us meeting those other needs so I'm troubled by

1921
02:42:33,510 --> 02:42:39,210
that pattern of where we are okay taking money from and where we're okay putting money into.

1922
02:42:40,130 --> 02:42:41,710
And I would hope that

1923
02:42:43,850 --> 02:42:47,290
through this exploration of where we go with residency,

1924
02:42:48,410 --> 02:42:54,130
hopefully that will yield the results that satisfy everyone's kind of curiosities around

1925
02:42:54,130 --> 02:43:01,270
where residency status lies. But it's quite troubling from the inside looking out or from the

1926
02:43:01,270 --> 02:43:07,490
outside looking in. Just the numbers, right? It's just, it's troubling to see that pattern

1927
02:43:07,490 --> 02:43:08,850
that I see developing.

1928
02:43:11,370 --> 02:43:16,430
Separately. We already talked about, you touched on the facilities,

1929
02:43:16,430 --> 02:43:24,710
committee that met. We already talked about the policy committee meeting. I did sit with

1930
02:43:24,710 --> 02:43:29,750
the consultant from Super Eval, the other day I was at yesterday, the weakest melting

1931
02:43:29,750 --> 02:43:37,430
together as to that. Yeah, you know, we've kind of been using it. We were all pretty familiar with it.

1932
02:43:37,530 --> 02:43:42,950
I just wanted to sit and just, you know, I'm a, you know, eager person to learn. I just wanted to make

1933
02:43:42,950 --> 02:43:48,570
sure that there's nothing I didn't miss or any kind of intricate details. One thing he did touch on,

1934
02:43:48,570 --> 02:43:54,590
which we did discuss as a board was the ability to utilize it for board evaluations and how, you know,

1935
02:43:54,590 --> 02:44:00,350
even if we wanted to kind of use it for this year and it closing out this year, we could get a

1936
02:44:00,350 --> 02:44:08,010
pro-rated rate for that being that the year is almost over. So I would employ the board to kind

1937
02:44:08,010 --> 02:44:16,950
of revisit our use of a kind of structured board evaluation tool and one that probably could be

1938
02:44:16,950 --> 02:44:22,890
utilized in a more intricate fashion than we've kind of done board evaluations in the past, which is

1939
02:44:22,890 --> 02:44:26,090
like one little paper at the treat kind of fill it out

1940
02:44:26,090 --> 02:44:28,870
and never really give it much thought again.

1941
02:44:29,470 --> 02:44:32,850
So I think hopefully we can explore expanding our use

1942
02:44:32,850 --> 02:44:35,710
of Super Eval to meet all the needs that we have

1943
02:44:36,270 --> 02:44:40,790
as a board and also I did forget last meeting

1944
02:44:40,790 --> 02:44:43,430
to point out that I did attend the Westchester

1945
02:44:43,430 --> 02:44:45,670
puttin school board associations at law 2020,

1946
02:44:46,430 --> 02:44:48,270
three webinars which was in two sections.

1947
02:44:48,970 --> 02:44:52,390
So it was always good to kind of go to those

1948
02:44:52,390 --> 02:44:59,770
I feel to kind of just learn and pick up on the changing landscape around Ed Law and just even picking up on some things that

1949
02:45:00,000 --> 02:45:29,500
You might have kind of overlooked in the past. Very good discussion. I got to ask some questions as well. Around certain policies and the implementation of that and whose duty it is to kind of follow through with that at a board level. One last thing I will say, because I think this all kind of intertwines between what I learned in Ed law, what I've learned with what we're able to do with super you Val. And then also in terms of money.

1950
02:45:29,500 --> 02:45:35,860
and tightening our purse drains and being intentional about how we spend our money as

1951
02:45:35,860 --> 02:45:45,640
board and as a district. I know we did approve publicly the use of $9,750 for a consultant

1952
02:45:45,640 --> 02:45:50,720
which back in January, which I think we have yet to utilize. And so I'm just posing a question

1953
02:45:50,720 --> 02:45:56,040
because I know we can't get into detail about that but have we consulted with whoever we

1954
02:45:56,040 --> 02:45:59,700
need to kind of move forward. I know we hit some problems logistically with utilizing

1955
02:45:59,700 --> 02:46:07,520
this person's services. And so, in the sense of fiduciary for responsibility, I like to

1956
02:46:07,520 --> 02:46:13,520
know if there's any kind of traction on that. So I have a phone call tomorrow morning to

1957
02:46:15,240 --> 02:46:19,760
to basically find to discuss the next steps and then I'll send it update out to the board on that.

1958
02:46:20,300 --> 02:46:25,160
There is a training component that's been in process. And that there's a training session on

1959
02:46:25,160 --> 02:46:30,140
Friday for those that we're doing it. Thank you.

1960
02:46:30,620 --> 02:46:30,640
Welcome.

1961
02:46:33,210 --> 02:46:40,130
Thank you. Just to be honest, I do. We had all sort of agreed that our board

1962
02:46:40,130 --> 02:46:46,430
Eval was going to be something we're going to take up after the budget season, right?

1963
02:46:47,950 --> 02:46:52,510
Remind me, were there two, there was like a NISBA rubric, right? And then something else

1964
02:46:52,510 --> 02:46:54,110
and we were deciding between the two.

1965
02:46:54,890 --> 02:47:00,390
So, I don't know how the SuperEval works with that.

1966
02:47:00,730 --> 02:47:02,690
Does it...

1967
02:47:02,690 --> 02:47:04,910
They'll put any platform that you want in there.

1968
02:47:05,130 --> 02:47:07,610
So, you can choose some superintendents of that.

1969
02:47:08,410 --> 02:47:10,090
So, whatever that rubric is,

1970
02:47:10,250 --> 02:47:11,850
they have them pre-populated.

1971
02:47:11,950 --> 02:47:13,030
The default one is...

1972
02:47:13,030 --> 02:47:14,150
Yeah, that's all right.

1973
02:47:14,350 --> 02:47:14,930
Okay, great.

1974
02:47:16,530 --> 02:47:17,870
Okay, we can take that.

1975
02:47:17,870 --> 02:47:23,930
But I mean, if the board is good with utilizing that tool, we can go ahead with that.

1976
02:47:24,610 --> 02:47:24,990
Yes?

1977
02:47:25,510 --> 02:47:25,890
Census?

1978
02:47:26,190 --> 02:47:26,310
Okay.

1979
02:47:27,270 --> 02:47:28,490
Thank you for that information.

1980
02:47:31,920 --> 02:47:32,560
Anyone else?

1981
02:47:35,740 --> 02:47:39,440
Just a question does not have to be answered out.

1982
02:47:40,700 --> 02:47:46,020
I know we had the bond, our small group discussion.

1983
02:47:46,100 --> 02:47:49,340
I'm just curious if we have a timeline on when

1984
02:47:49,340 --> 02:47:56,040
And we as a group of seven will next talk about the bond.

1985
02:47:56,040 --> 02:48:08,580
I know that's after budget, but if we have that on an agenda yet, or if that's still to be determined based on budget, I have to review the calendar.

1986
02:48:08,860 --> 02:48:16,640
I actually have with Catherine just to make sure that it's on par, but there's some windows there.

1987
02:48:16,680 --> 02:48:17,600
I'd like to bring it back up.

1988
02:48:21,790 --> 02:48:24,070
Okay. Um, anything else?

1989
02:48:27,080 --> 02:48:31,320
Um, exactly. No, exact. No. All right. Um, there's no exact

1990
02:48:31,320 --> 02:48:35,400
this evening. So I will take a motion to adjourn. Can I ask a question about that? Because

1991
02:48:35,400 --> 02:48:40,140
I know you usually ask Dr. Sanchez, but isn't technically that should be open to the board

1992
02:48:40,140 --> 02:48:48,210
as well to ask if we feel there's a need for one? I do not know. Okay. I think anybody could

1993
02:48:48,210 --> 02:48:53,050
make a motion to go and exactly if it's right. I know, but it's happened so ratified all

1994
02:48:53,050 --> 02:49:01,730
the time. So I wasn't sure. Yeah. Usually the way I, I almost never have anything planned

1995
02:49:01,730 --> 02:49:07,090
to discuss an exact so I defer to Dr. Sanchez. Yeah. So we placed it in there and now I'll

1996
02:49:07,090 --> 02:49:13,270
take responsibility for it. And we think we can probably push off the topic to the next

1997
02:49:13,270 --> 02:49:18,510
board meeting. Got it. I hope we'd end a little bit sooner so we can have more time to

1998
02:49:18,510 --> 02:49:26,830
the Iowa. All right, so our next board meeting is the 18th and we will be voting on the

1999
02:49:26,830 --> 02:49:33,490
budget at that meeting and I'll take a motion to adjourn the special meeting of April 12th, 2023.

2000
02:49:34,010 --> 02:49:42,810
So moved. Second. Any discussion? All in favor? I opposed abstentions. All right, thanks everyone.

2001
02:49:43,270 --> 02:49:52,670
Before the board goes up, a lot of the conversation, and this doesn't have to be a board meeting kind of thing, but Nancy, the other cruise is presenting on the 18th.

2002
02:49:52,810 --> 02:50:01,510
There was a lot of E&L questions, so if there's things you want to hear or see, there's some presumptions around that, so let us know.

2003
02:50:01,510 --> 02:50:05,690
so we can be trying to respond to some of the things that you're thinking about.

2004
02:50:07,110 --> 02:50:11,910
If there's anything that you know you want to make sure are included so that we don't leave

2005
02:50:11,910 --> 02:50:15,070
their voice. Is she going to give any kind of pre-read by chance or no?

2006
02:50:15,730 --> 02:50:17,290
But is she going to provide any pre-read?

2007
02:50:18,150 --> 02:50:22,570
It has the power points we're heading in set. So okay, we chance that she can send it out.