[6:50] Good evening everyone. Uh, welcome to
tonight's board meeting. If you would
[6:54] all please stand and join me in the
pledge.
[7:16] like to have a moment of silence for the
following individuals. Archie Green Jr.,
[7:21] a graduate of the North Syracuse Central
School District. Beverly Girth, a
[7:25] graduate of the North Syracuse Central
School District. Sharon May, a graduate
[7:29] of the North Syracuse Central School
District. Peter Beron, a graduate of the
[7:34] North Syracuse Central School District,
and Leonard Leonard Mowens, a retiree of
[7:39] the North Syracuse Central School
District.
[7:48] » Thank you.
[7:53] Um, I want to talk about one of these
people because it's really history in
[7:57] our in our school district again and
that's Leonard Mowens. Lenny Mowens says
[8:03] everybody knew him and called him coach.
Um, he coached at North Syracuse when it
[8:09] was North Syracuse High School, the
Northmen from 1967 to 78, 11 years. His
[8:14] record was 136 wins, 75 losses. He
coached his very first year, John, who
[8:22] later became a coach um for CNS. Um he
won the Anadog County Championship. We
[8:30] used to call it that long time before
you guys were born. Then they would have
[8:33] the city county championship and then um
the section three championship.
[8:39] Started his career in Liverpool but
ended it in North Syracuse. But if you
[8:43] read what he said, he was a lifelong
educator, a mentor, and a good friend to
[8:50] everybody. And I talked to a few
teachers because I wanted a little more
[8:53] information. So yes, he was the
basketball coach. And when we had North
[8:58] Syracuse in Cicero, we had doubled the
teams. So getting gym space was very,
[9:03] very difficult. But he always shared
gyms. Even though it was basketball, he
[9:09] would share with the track team, with
the volley team. you know, he didn't say
[9:13] somebody, "Oh, I'm sorry. I've got this
gym." Somebody that really, and I was a
[9:18] young person teaching in this building,
and I would go to the games, and you had
[9:23] to be at the junior high
school by 4:00 for a 7:00 game because
[9:30] guess who we played? We played
Danny Shayes for JD and Pete whole
[9:36] handfuler. There were great people that
we played from other schools. And Lenny,
[9:42] if you know anything about Georgetown
and the white towel, Lenny had a white
[9:46] towel and boy, it hit the floor a lot of
times, but he was a great guy and thank
[9:51] you for a moment of silence for him.
>> Can I just add something because I just
[9:55] I have a connection there because Go
ahead. I'm from a little, you know, I
[10:01] but I had the opportunity. He was my
coach at uh basketball. I I won't say
[10:06] what year, but it's in that span of 68
to 78 that you met. So, u I did get to
[10:13] know him and we had some
time that I won't drop their names, but
[10:19] one of them went on to be a football
player at SU little while and they took
[10:23] the number 44 out of retirement for him.
Trivia question. Do you know who that
[10:27] was?
>> Robinson. So, our job was to get a
[10:31] rebound and give it to Mandel.
[laughter]
[10:35] » Yes. He was football, but he played
basketball also. So, yeah, he was a he
[10:39] was a great guy. I got to know him
there. Yep.
[10:44] » Thank you, Bob.
>> Um, I have two uh proclamations that I'm
[10:49] going to read and then we'll hand out
some certificates for those that are
[10:52] here. First one we have is mainten
maintenance and operations appreciation
[10:56] week. The appearance of our buildings
and grounds has a significant impact on
[11:00] the environment for suitable learning
for our students, working conditions for
[11:04] district employees, and as a sense of
pride for our community. The maintenance
[11:08] and operations department employees
contribute to the school, family, and
[11:11] community by upholding professional work
standards, receiving timely training,
[11:16] and approaching all tasks in a strong
collective spirit of teamwork, which
[11:20] contributes to their overall work
effectiveness. They exhibit diligence,
[11:24] patience, and professionalism in
adjusting to new challenges and
[11:27] situations that occur in the school
buildings and grounds. To honor the
[11:31] maintenance and operations department
employees of the North Syracuse Central
[11:34] School District and their
accomplishments, I'm Michael Morizio,
[11:38] president of the Board of Education of
the North Syracuse Central School
[11:40] District. On behalf of the board,
express our deepest gratitude and hereby
[11:44] declare the week of September 14th, 2026
through September 18th, 2026 as
[11:50] maintenance and operations appreciation
week to be celebrated with appropriate
[11:54] educational activities. Do I have a
motion for that proclamation?
[11:59] and Mark. Any questions?
[12:03] Animous.
Next, we have our IT professionals
[12:08] appreciation day. The effective use of
technology has a significant impact on
[12:13] the learning environment for our
students, working conditions for
[12:15] district employees, and the ability of
our schools to effectively serve our
[12:19] community. The information technology
department employees contribute to the
[12:23] school family and community by
maintaining reliable and secure
[12:26] technology systems providing timely
support and training and approaching all
[12:30] tasks with a strong collective spirit of
teamwork which contributes to the
[12:33] overall effectiveness of our district.
They exhibit diligence, patience,
[12:37] professionalism, and adaptability in
responding to new technologies, cyber
[12:41] security challenges and in many
situations that occur throughout our
[12:44] schools. To honor the information
technology department employees of the
[12:48] North Syracuse Central School Districts
and their accomplishments, I'm Michael
[12:52] Morizio, president of the board of
education of the North Syracuse Central
[12:55] School District. On behalf of the board,
express our deepest gratitude and hereby
[12:59] declare September 15, 2026 as
information technology professionals
[13:05] appreciation day to be celebrated with
appropriate educational activities. Do I
[13:09] have a motion for that? Bob and Paul.
All those in favor? That's unanimous. Uh
[13:15] if we have anyone from M and it would
please come
[13:49] Again,
[13:57] thank you guys for all that you do.
Next, I'd like to invite Jason up for an
[14:02] AI update on what we're doing here in
our schools.
[14:10] Welcome, Jason.
[14:50] How's that? All right, here we go. Um,
before I get into AI, I want to
[14:55] reiterate how much our team does for
this district. Um, they make me look
[15:00] real good. Um, I tell them all that a
successful day is a day that they that
[15:05] we aren't thought of. Uh, which can be
kind of lonely sometimes. So, I do
[15:09] appreciate the board recognizing the
team and everything they do. They do a
[15:14] tremendous amount to keep this uh to
keep this place running. So, thank you.
[15:19] Um, all right. So,
humans, [sighs]
[15:23] we are a very inquisitive bunch, aren't
we? We're always looking for the next
[15:27] big thing. We're always inventing new
things, discovering new things. Uh, and
[15:32] when I started thinking about talking
about this, I kind of went back to, you
[15:36] know, when we discovered fire, I'm sure
the social webs at the time were saying,
[15:41] "That's hot. It can burn you. It can
destroy things." And other people were
[15:45] saying, "Yeah, but if you try to stake
over that or brought some of it into the
[15:48] cave on a cold night, like, you know,
fire can be good and it can be bad.
[15:53] Let's let's kind of learn how to use
it." Um, and then I, you know, kind of
[15:56] fast forward a little bit to cars. Very
dangerous. Probably the most dangerous
[16:00] thing I do on a daily basis. I got a
20-mi drive back to Marcellus after
[16:04] this. And it's probably the most
dangerous thing I do. We invented cars.
[16:08] It wasn't one person. It was a lot of
people. And probably at the time, people
[16:12] were saying, "Ah, those go real fast."
And they can be dangerous. And probably
[16:17] other people were saying, "Yeah, but it
saves a lot of time. You can get there
[16:20] faster and and do other things with your
time." So, you know, fire cars and now
[16:25] we got this thing called AI. Um, if you
paid attention to the news recently,
[16:30] there's a lot of conversations around
AI. Um, both good, both bad. Uh, last
[16:36] week I saw that they were saying, you
know, in in 10 years there's a 10%
[16:40] chance that it'll wipe all of us out.
That's pretty bleak. Um, I look at that
[16:45] same stat and say, "Yeah, but maybe
there's a 90% chance that it cures
[16:49] cancer or does something similar." Um,
so I don't really have any ability to
[16:57] control any of those things around how
fast we go, what we're looking at. You
[17:02] know, right now what I've seen with AI
in the world is that there's a group of
[17:06] people saying we need to slow down. And
personally, if we slow down right now,
[17:11] AI is pretty good for what I do. And I
could be entertained and do a lot of
[17:16] things pretty quick, you know, pretty
well. There's other people that say we
[17:19] have to speed up. And it kind of reminds
me of the Cold War where it's like, oh,
[17:23] we have to stay ahead of someone else.
If we don't stay ahead of them, then
[17:27] we're going to fall behind. So, you
know, again, that's all nuanced. What I
[17:32] can control and what I can work with
folks on here in this district in this
[17:36] moment is the assumption that AI is
here. It's here for as long as it's
[17:43] going to be here. And our children that
we have in our district are going to be
[17:48] living in a world with AI.
I didn't invent it. I can't get rid of
[17:53] it. All I can see that it's here and
it's something that we need to help our
[17:57] children understand to drive rather than
hide in a closet and pretend that it's
[18:02] not there. So, we've been working for
ever since AI became a thing a few years
[18:08] back. I worked with Chris Ley. We put
together a guiding document. I've worked
[18:12] with the policy committee. We put
together a board policy. So, we're doing
[18:17] all kinds of work around AI and it's to
the point now where I can't hold it
[18:22] back. I don't have an AI switch on my
dashboard anywhere. Every company,
[18:29] every, you know, every company out there
is embedding more and more AI into what
[18:35] we do. And it's not an easy flip of a
switch. It's become very like baked into
[18:41] everything that we do and everything
that we have. So, our my plan that I put
[18:46] together, so this is a website that I
put together to share with folks um
[18:50] around how we as North Syracuse and this
wasn't only me. I didn't do this in a
[18:57] vacuum. We have the steam team that
we've had conversations around how we
[19:02] work with AI. I've been to district
steering a number of times to talk about
[19:06] AI. So, this isn't Jason Clark just
putting this up there. This has been a
[19:11] lot of people involved in the
conversation. Switch hands here. Um, so
[19:18] our approach to AI is it's here. We have
students that need to understand how to
[19:25] use it because it's here to stay for
now. If it takes us all out in 10 years,
[19:31] I my crystal ball is cloudy on that. I
have no idea if that's the case or not.
[19:35] But I don't want to spend the next 10
years not teaching people for that
[19:40] inevitability or whatever happens. It,
you know, we need to be aware and and
[19:44] look at it and be proactive. So,
we need to prepare our kids for a world
[19:51] with AI, but we cannot forget about the
human piece to AI. We're all
[19:56] inquisitive. We all learn things. We all
learn how to do different things. So my
[20:01] big thing with AI is we should all keep
in mind the human side of this and make
[20:07] sure that we're addressing AI with and
so I I put this together.
[20:38] All right. So,
our focus with AI is um putting the
[20:44] human first and
I put together three commitments to
[20:50] guide the use of AI. One is human
thinking comes first. uh AI should be a
[20:55] thought partner and a collaborator not a
replacement for human thinking and and
[21:00] student thinking. We need to use it
responsibly. So protect follow
[21:06] assessment expectations and be very
transparent with your use of it. I am
[21:11] very unapologetic with when I use AI.
This website it was a collaboration with
[21:15] myself and chatbt. Um but we also the
third uh commitment we have to question
[21:22] everything. Uh, I don't know how many
videos I've seen recently where I'm
[21:26] like, "Well, that's AI. That's AI." And
to the point where I don't, it's gotten
[21:29] so good, I don't know what's AI and
what's not. It's basically whether it's
[21:33] funny or not or entertaining, I guess.
But we have to question everything,
[21:37] verify, and improve. um when we use AI
with students and in the classroom,
[21:45] we also the the group also developed a
kind of a a way teachers in the
[21:51] classroom can identify what assignments
are able to be done with AI. and we put
[21:59] together uh this graphic
[22:05] that is kind of a gradient of when and
when not to use AI. So red light, no AI
[22:11] at all, just the students working
together, thinking and coming up with an
[22:15] answer. And then it's a gradient because
you have some nuance between that and
[22:20] the green light. The green light, full
open AI, no problem. Go for it. Um just
[22:25] site your sources and and be transparent
about it. So this is something that the
[22:30] steam team, myself, other administrators
put together as kind of a a guiding
[22:34] preced, you know, guiding document
around how to use AI
[22:39] um in the classroom
as an approach to AI
[22:45] kind of a crawl, walk, run, drive
scenario where we are a our and I've
[22:54] said this before, our AI of choice in
this district is Gemini
[23:00] just because it's Edlaw [snorts] 2D
approved. None of the other AIS will
[23:06] sign off on the student privacy piece
around um AI like JBT won't do it.
[23:13] Claude won't do it. Gemini is our only
one that is approved for use with
[23:17] students and it fits nicely into our
Google Workspace uh area. Google has
[23:23] said we can turn on. So when I say AI,
I'm pretty much referring to just the
[23:28] Gemini chat box that where you type in
your questions to Gemini. I can turn
[23:33] that on at the kindergarten level if we
deemed that to be the case. I don't
[23:37] think that's necessarily the right call
um just yet or ever. Um we put together
[23:43] kind of a a guidance around how this
would be rolled out at each of the
[23:49] building levels. Uh so at the youngest
it's teacher driven teacher-led teacher
[23:54] experience with the students working
alongside them. In the the middle
[23:59] schools more of a structured approach
maybe using some more things like uh
[24:04] Google gems um Gemini notebook things
like that. The junior high a little bit
[24:10] more freedom and then the high school
eventually you know having access to the
[24:14] chat box and and interacting with them
with uh AI that way.
[24:23] Um I can I think yeah go ahead.
>> I want to go back to what you just said.
[24:28] So
access to the
[24:34] not what I think people like AI is in a
lot of things. When somebody says AI,
[24:42] I've had a hard time getting a
definition of what people think that is,
[24:45] but the best I've come up with is to
turn on AI is to allow access to the
[24:50] chat feature in Gemini.
>> That would occur in high school.
[24:56] » Other not on right now.
>> The other but it would that's where the
[24:59] plan
>> that's where we're headed.
[25:00] » The other ones I just wanted to make
sure I heard it clearly are teacherled
[25:03] experiences. I know it says that for K4
but Yep.
[25:07] » Five, seven, and eight, nine.
I know eventually go to the high school.
[25:11] » Yeah.
>> Um
[25:14] » guided.
>> Yes.
[25:15] » Not turned on for their access.
>> Well, there there's I there are little
[25:19] things that I can turn on in different
programs to give a little bit more
[25:23] access, but as of right now, we're
looking at just the like chat feature
[25:28] with Gemini at the high school level and
then various levels of accessibility um
[25:35] at the younger grades.
>> I'm sorry to interrupt. I don't want to
[25:38] have you roll back after I ask a
question.
[25:40] » Not a problem. Not a problem. So, like I
said, it's kind of a tiered approach uh
[25:44] where we're not going to flip a switch
and turn it on, turn everything on, but
[25:48] again, like I said, it's it's hard to
not turn not to have some bleed uh into
[25:54] this. Um AI is part of
um
[26:03] standards. The computer science and
digital fluency standards have an AI
[26:06] component and I just put those in here.
Those standards are funny. They're
[26:10] actually old um and came out before AI.
So there there is a piece there are
[26:16] pieces in there about how to use AI with
students. Um and I and I link them in
[26:21] here. And again, this site is something
that is going to be a resource for us.
[26:25] Probably one of the biggest uh things
with using it in our district is that
[26:32] our version of Gemini is different than
the Gmail version of Gemini. So right
[26:40] now our students are using AI 100%.
They're using AI. They're using it with
[26:45] their personal accounts unmonitored,
unfiltered.
[26:50] If we have students using our instance
of Gemini, it's built into our workplace
[26:56] environment and it's monitored and it's
treated differently. None of that
[27:02] information that our students use is
used to have the the model grow. And if
[27:09] students happen to be in there and ask
about violence or self harm or things
[27:14] like that, it will actually put the
brakes on that conversation and give
[27:18] them resources saying, you know, this
this isn't something that I want to
[27:23] engage with. Here are some resources.
Find an adult. Like there are definitely
[27:27] guard rails in place with our version of
Gemini compared to the Gmail.
[27:36] And basically, you know, again, it
doesn't have to be used in every
[27:39] assignment. So, that's kind of where we
are with AI. It's it's and I've I've
[27:45] never done this before. None of us have
ever done this before. Uh we're having
[27:48] conversations in a lot of different
places. Um but it's really what I what I
[27:54] will leave you with is I really want to
focus on keeping the human experience
[27:57] part of this and using the technology to
help learn and grow alongside
[28:02] uh that.
Well, that's kind of where we are with
[28:07] AI. Questions, thoughts?
>> Jason, can you just talk a minute about
[28:13] uh the offerings that we've provided uh
for people to be trained and things like
[28:19] that over the last maybe two, three
years and where we're with that?
[28:22] » Yep. So Danielle Barrett, our uh
instructional technology coach, over the
[28:27] past three summers, I've basically told
her to focus on doing AI training. And
[28:33] she has offered um numerous trainings uh
over the summer. Basically, she's put
[28:40] together, I think, four trainings each
summer and then given those trainings
[28:45] twice. So, eight trainings over the
course of the summer. and she's really
[28:50] focused a lot on how to use AI well with
students and how to actually teach with
[28:57] AI and put together some amazing uh
programming. I don't have the numbers
[29:00] right off the top of my head, but um
every one of her sessions are
[29:06] booked. They're, you know, weight list
full. And um it's they've been very
[29:12] popular summer trainings. I've sat in
and I've learned some things. um she
[29:16] does a she does a wonderful job at
putting those together. So, we have had
[29:19] a focus on that. Um and you know, she's
gone out and she she meets with teachers
[29:25] one-on-one. There's been a lot of uh a
lot of different people we've worked
[29:29] with that are interested and want to
start using it a little bit more and are
[29:32] eager to find out how best to do that.
[29:39] Yeah,
my ignorance is going to come out when I
[29:42] ask these though. I've dabbled with
Gemini because I have
[29:47] um
so you can ask Gemini a question but
[29:51] then we have the notebook where he can
load in.
[29:55] » Yeah.
>> Is that what we're talking about using
[29:56] or are we talking about?
>> Yes. So So with Gemini there's there's
[29:59] three three parts of Gemini that I I
would I would say Gemini has three parts
[30:04] that we can use with students in
different ways. So there's notebook uh
[30:07] sorry it used to be called Notebook LM.
This summer they rebranded it to uh
[30:13] Gemini Notebook. And so what Gemini
Notebook is is that's kind of the
[30:17] training wheels of using AI where the
teacher puts in all of the information
[30:23] that they want the AI to use. It
leverages the technology for all of
[30:30] world the world's knowledge to just
those documents that the teacher put
[30:34] into that um notebook. So, it's a it's a
a closed system where you can upload
[30:42] five PDF documents and students can ask
questions of those five PDF documents
[30:46] and that's the only information that's
used by the large language model to get
[30:51] a question back. So, it doesn't go to
the world. Then the other next step
[30:57] which would be the, you know, you kind
of take the training wheels off and
[31:00] they're riding a bike which would be a
gem. So, a gem is something where a
[31:06] teacher puts in a large um prompt
telling the gem what it should do. So,
[31:15] you know, for example, you could have a
a gem that is a Benjamin Franklin and
[31:20] students could interview Benjamin
Franklin based on the prompt that the
[31:24] teacher put in to that gem. And that gem
only does that job. it will only pretend
[31:31] that it's Ben Franklin. Then the next,
you know, the the keys to the car would
[31:36] be a full open chat with Gemini. That's
like the most open it can be. And then
[31:43] that's prompt generation back and forth
and they they ask questions of the large
[31:48] language model contained within our um
sandbox. So within our Google workspace,
[31:55] which is not the same as it's still
protected more than like a regular G um
[32:01] you know Gemini through Google would be.
>> Um
[32:06] » yeah,
I just I have I I launched the U
[32:13] yesterday the report you referenced it
earlier the three what is the you know
[32:17] it wasn't just anybody it was the three
CEOs of the largest upfront AI
[32:20] companies. Yep. all expressing this
caution.
[32:24] » Yeah.
>> And kind of, you know, freaks me out.
[32:26] So, I'm I'm assuming, [laughter]
>> you know, I I watched those movies from
[32:31] way back when.
>> Yeah.
[32:32] » Uh even Star Trek predicted this in '
66. So, u
[32:39] I don't want to say we're going to slow
walk it, but we're going to slow walk
[32:42] it. [laughter]
We've we've been Yes. We've been talking
[32:45] with all people involved, and you know,
we are moving slowly. Yes. We are moving
[32:51] slowly with this.
>> Well, obviously we're monitoring it and
[32:56] » Yep. Yep.
>> most used all over, but I also have read
[33:00] and again what am I reading? Is it
accurate? Is it reliable? I don't know.
[33:04] But there's been
>> curious there have been
[33:07] » decisions and actions of governments
that were based upon AI interpretation
[33:12] of data.
>> Yep.
[33:13] » To make decisions on certain actions.
I'll leave it at that because I don't
[33:16] want to get
>> Yeah. But
[33:18] » no, I I I agree with you. Like like I
said, I if if they if they pump the
[33:22] bricks a little bit right now, I I
wouldn't be too upset other than
[33:27] they're, you know, the other side of it
where if we slow down, other people
[33:30] aren't
>> like it's it's always the you know,
[33:32] » they're worried about right
>> China and they're already far ahead of
[33:36] us
>> or or some you know,
[33:38] » they're very different too.
>> It's like like I referred to the Cold
[33:40] War like it's it's really similar to the
Cold War. Um, you know, I was I I I
[33:45] remember the oh, we got to stay ahead of
Russia. We have to stay ahead of Russia.
[33:48] We have to stay out of Russia, okay? And
and we had a large buildup of nuclear
[33:54] arms. Cooler head prevailed though. Like
they everyone was saying the nuclear
[33:58] weapons are going to end humanity still
here.
[34:02] [laughter]
Like you know, and that's the thing with
[34:04] with anything we don't we don't know.
But again, I you know,
[34:09] » that's
>> I can't fix that. So, I can't fix that.
[34:13] I'm
>> sure we'll hear more down the road.
[34:14] » Oh, I'm sure. Yeah.
>> Yeah.
[34:17] » All right. All that aside, I've read a
gazillion articles and everything else.
[34:21] So,
>> all aside for students, is this an
[34:24] add-on cost or is it part of the
educational
[34:28] » included in our workspace?
>> Okay.
[34:29] » Yep.
>> So, there's no because I know that there
[34:31] is an added cost in the work.
>> We have not we have not moved to the AI
[34:36] um Google licensing for AI. We have we
have a little bit better than free,
[34:42] » right?
>> Because we're we're workspace pro. The
[34:46] next step would be work workspace pro
with AI add-on. And that's a whole
[34:51] different we don't we're not ready for
that. We don't need that.
[34:54] » Oh, right. I just Yeah. And believe it
or not, there is a big difference
[34:58] between using this Gemini and this Ge
and this Gemini.
[35:01] » I agree.
>> Because Google gives you the AI. That's
[35:03] not true Gemini. Google's actually
become dumber as Gemini came on board.
[35:08] But that's okay.
>> Yep. Yeah. Every new project that I
[35:11] start, I hit uh I have all four AIs as a
tab group in my Chrome. I hit that AI
[35:17] button and I hold job interviews for
every project that I am doing and
[35:22] whether it's Gemini, ChatgPT, Claude or
Grock. I basically hire a consultant
[35:27] based on their initial prompt and go
from there. So I I I encourage people to
[35:31] use all of them because finally it's the
same process for all the different
[35:36] programs. like if you know how to use
one, you know how to use all four or
[35:40] five or perplex, you know, there's a
bunch of them out there. But yeah, I
[35:42] hold job interviews on a regular basis
now. Um they're just AI and who gives me
[35:47] the answer that I'm looking for
[35:52] uh information. Um Paul and I go to a
summer workshop every year and I
[35:57] remember Paul two years ago we walked in
and it was AI and there was a school and
[36:02] I can't remember what the school is but
Dr. Ward had a superintendent here for a
[36:07] retreat. I did not go, but his tech guy
was part of this. Whatever school
[36:11] district that is, his tech guy, but
Grand Island superintendent. Um, you
[36:16] need to go into his program. He is big.
This is the superintendent that we went
[36:21] to a presentation, not just the tech
person. The superintendent was gungho at
[36:26] his district with this. So, I'm
wondering how far they are and what we
[36:30] might learn from them.
>> It's a good resource. Thank you. And
[36:33] » island granella. All right. Yep.
Yeah.
[36:46] So, um I'm just wondering what this
would look like in the perspective of
[36:50] students because right now there is a
literacy crisis with um the younger ages
[36:55] and I guess this would be a generational
thing because obviously I went to I went
[37:00] throughout all the school levels without
AI and this is a fairly recent thing.
[37:03] So, how do you think you would implement
AI in the school district without having
[37:08] students fully rely on it and not just
on like the school sanctioned devices
[37:13] but devices at home?
>> That's a very good point and that's a
[37:16] good question. That's why the uh you
know kind of the walk crawl run um where
[37:23] the
can't get my scroll to work here but um
[37:28] so this I would say approach where at
the younger grades teaching to literacy
[37:34] is very important and so that's why you
know we're not going to be putting in
[37:38] prompt students won't be putting in
prompts in fourth grade to get
[37:42] information spit back to them um they'll
they'll be working with more the like um
[37:49] notebook uh Gemini notebook things like
that that are that are AI light and not
[37:54] fully like write me a paper on this
topic. So that's the tiered approach.
[37:59] That's why the the crawl, walk, run,
drive type of thing to to slowly as
[38:04] their skills build as a human and their
learning builds that way, then we
[38:09] sprinkle in a little bit more as they
learn throughout the years. That's kind
[38:14] of the idea. Yeah. And then um one more
thing. So obviously this isn't a
[38:18] district policy. It's a state policy
with the phones and everything, but do
[38:22] you think um kind of implementing the
use of AI for high schoolers at least
[38:28] like when you're um starting this plan,
do you think that will clash between the
[38:34] no phone use and using AI during school?
So at that we it would still it wouldn't
[38:40] supersede the phone policy but it would
they it would basically be used on the
[38:45] Chromebooks. So we we would use the
schoolisssued Chromebooks um as the
[38:50] access point not phones
>> right but do you think it would affect
[38:55] like the effectiveness of the phone
policy with using AI and kind of just
[39:00] where that is because it's already very
hard to enforce that already. Do you
[39:04] think the use of AI would make it more
difficult?
[39:08] » Um, I guess it's all on how you how the
how we use the devices really. It comes
[39:13] down to like if you misuse the device
for what it's not intended for, then
[39:17] that's why we have, you know, the cell
phone policy in place. So, it's it's all
[39:20] in how the technology is used and how
it's, you know, you're taught to use it
[39:24] over the over time. Like, you know,
distractions aren't new. It's it would
[39:29] it's it's a new distraction we'd have to
deal with. But yeah, that's entirely
[39:33] possible, but I I don't know what that
looks like.
[39:35] » Thank you.
>> And you know to understand right that
[39:40] you have a lot more control over what
happens on a Chromebook than you do on
[39:43] somebody's cell phone. You can't
actually control somebody's cell phone.
[39:46] » No, I have no control over everyone's
cell phone
[39:48] » other than the Google if they use it for
their Google email. That's about the
[39:51] only time you can control.
>> But yes, the Chromebooks, the
[39:54] Chromebooks and Gemini Ncsd I have much
more control over than any personal
[40:00] device. Definitely. Yep.
>> I I loved your questions because I think
[40:05] that's what every educator is asking.
Um, you know, once 2011 hits on a
[40:11] weekday, everything that we do in this
sandbox goes out the window. And, uh, I
[40:16] think the biggest the biggest thing that
we have to do, uh, AI is unavoidable.
[40:21] And I think we all know that. I think
there's there's nothing that we can do
[40:24] to slow that down. I mean, the genie's
out of the bottle. Even if we slow down
[40:28] development, it's not going away. You
can't even do a Google search now
[40:31] without AI telling you what the search
is, you know. Um,
[40:37] do we have any guardrails in place or
assignments that are inputed into a
[40:44] classroom for homework assignments such
that, you know, whatever that detects
[40:48] any sort I know the AI detection is bad,
but is there anything that we're doing
[40:52] that that that does that? I, you know,
having guardrails on during class is
[40:57] great because you're you're doing what
you can to make sure the student is
[41:01] absorbing what they need to absorb. But,
you know, once you're outside of that,
[41:05] you know, I find myself just asking a
question to Claude or to to Grock and
[41:09] and I don't I don't research it anymore.
I just ask it and it tells me and I'm
[41:13] done. So, you know, I I know that's
that's got to be happening. So,
[41:17] » are we trying to
>> So, I what I would say to that is yes, I
[41:21] you always have to, you know, question,
reason, you know, all that stuff. Um, as
[41:25] far as the AI checkers,
those are they don't work. Um, the flat
[41:30] out they they don't work. What I've been
asked Danielle and for in talking with
[41:36] teachers is use other detection clues.
Um, Google Docs has a great feature.
[41:42] It's a basically a time machine. It
gives you the whole history of how the
[41:45] document was written. If you go into the
history of a document that was turned in
[41:48] and it was a three-page paper done in 20
seconds, it's probably they're probably
[41:53] cheating in some way. Um, use those
other cont, you know, bring the student
[41:58] in and have a conversation with them and
have them explain their paper. if they
[42:01] wrote the paper, if they did something,
they should be able to defend it and
[42:04] explain it to like so the AI checkers
are not they're very fallible and I
[42:10] would hate to put the the level of
scrutiny that would come to that student
[42:14] based on something that doesn't work
well. Um, so using other tools like the
[42:19] history, the conversation with a
student, other like detective type clues
[42:24] to see if they're using AI or not
because they could put it into AI and
[42:27] then put it into another AI and say make
it sound like it's wasn't written by AI
[42:31] and like you know, it's it's a never-
ending.
[42:33] » Sure. You know, I think I think writing
assignments there are some telltale
[42:37] signs if you're reading it if you know,
you're not gonna
[42:40] » Absolutely.
>> You know, but I worry about, you know, I
[42:42] worry about math assignments. You can
just take a picture of a formula and it
[42:45] will tell you, you know, I just things
like that. I, you know, if we're
[42:49] teaching people how to use this
responsibly, doing what we can in school
[42:53] to make sure that
not using AI when they shouldn't be.
[42:58] » Yeah.
>> And I think the approach that you have
[43:00] is is good start.
>> Yeah. And I I want to teach them how to
[43:03] use it appropriately because the second
they walk across the stage, they're
[43:06] going to be using AI in their daily
lives. Like their boss is going to
[43:10] expect them to use AI. So, I'd rather
have them learn how to use it ahead of
[43:13] time than walk across the stage and be
like, "Oh, what's this new thing?" Like,
[43:17] I'd rather have them know how to use it
appropriately now than when they walk
[43:21] across the stage and become adults. So,
>> like we used to we still strive for
[43:25] creating
>> Yeah. Yeah. Absolutely.
[43:27] » global digital citizens. This is just
another piece of that.
[43:30] » Another piece of it. Absolutely.
>> Teach them how to y
[43:32] » how to use it in a in a
>> Exactly. Absolutely.
[43:36] » Thank you, Jason. Is there
>> anything else?
[43:39] » No, I just want to thank you. um and
your team for this is not an easy
[43:43] problem to tackle. Everybody has an
opinion and um it's uh something we're
[43:49] working through as a district. Um it
really is a collaborative piece uh back
[43:53] and forth and uh so at the same time we
want to make sure our kids are prepared.
[43:58] So that's where that's what we're trying
to figure out.
[44:02] » Perfect.
>> Thank you.
[44:03] » I'll give you a microphone. Can you can
you leave it there, Jason? On the Jason,
[44:07] can you leave it on the table, please?
Thank you.
[44:16] Okay. Um, next we'll move into our
comments from the audience section.
[44:20] We've got three speaker this speakers
this evening. I'd just like to remind
[44:24] you to please keep it at the three
minute mark. And if you have any
[44:28] comments in writing that you want to
submit to Jill, um, please do so. And
[44:32] and if you have any digital comments
that you want to submit, if you email
[44:34] them to her, we will all receive those
as well. Uh, first up we have Danielle.
[44:47] Welcome. Sit, stand, whatever. If you
can just turn the mic on there and uh
[44:52] you're going to stand if you can just
hold it a little bit.
[44:56] Welcome.
[45:00] » Good evening and thank you for allowing
me a few minutes to speak. My name is
[45:04] Danielle Piol. I'm here tonight not only
as a former North Syracuse early
[45:09] education parent, but as the mother of a
little boy who was life was profoundly
[45:16] impacted by the program. In the summer
of 2020, during the height of the
[45:20] pandemic, Logan was just three years old
when he was diagnosed with epilept
[45:25] supposed to start UPK that fall.
Instead, our lives became about
[45:30] seizures, medications, hospital visits,
trying to and basically trying to keep
[45:34] our little boy safe. Initially started
at Northster, but by the end of
[45:40] September, Logan was asked to leave due
to behavioral concern. After an
[45:44] evaluation, we learned he qualified for
special education, and in November, he
[45:49] began ma attending Main Street. I will
never forget how difficult it was to put
[45:54] my four-year-old on the school bus and
walk away.
[45:58] Logan had uncontrolled medication
resistant epilepsy.
[46:03] Never knew when a seizure would happen
or how severe it would be. And sending
[46:07] him to school required an enormous
amount of trust. And the people at Main
[46:11] Street earned that trust. Von, Gail,
Kristen, Jill, Sarah, Hammy, and so many
[46:20] other staff members didn't just see a
child with that blood. They saw Logan.
[46:24] They learned him. They understood him.
They supported him and they celebrated
[46:28] him. There were terrifying moments.
Logan had seizure clusters at school and
[46:34] the school nurse had to administer
rescue medication and call an ambulance.
[46:38] But I reme but what I remember most is
knowing he was surrounded by people who
[46:42] knew what to do. Generally cared about
him. And that is what makes the North
[46:48] Syracuse Early Education Program so
valuable. It isn't simply a building or
[46:53] a preschool classroom. It's a community.
therapists, aids, administrators, and
[46:58] families working together to meet the
children where they are.
[47:03] Children with disabilities and complex
needs. Having those professionals
[47:06] together creates something incredibly
important. Consistency
[47:12] matters. Today,
Logan is a completely different child
[47:18] from that scored that scared
four-year-old little boy who walked into
[47:21] Main Street in 2020. He has overcome
more than most people will ever know.
[47:26] And I truly believe NC was a part of
that foundation that helped him get
[47:30] here. I'm not saying the building can
never change. Buildings ch buildings can
[47:35] change, but the program should not be
lost. Please don't divide the community
[47:40] among multiple elementary schools and
lose a centralized inclusive model that
[47:45] has served so many children and
families. Keep
[47:49] the therapist together. keep the resour
keep the together because when you're
[47:56] the parent of a child who needs that
kind of support
[48:01] knowing your child is surrounded by
people who understand them and believe
[48:05] in them is priceless.
Building may be old but with built
[48:10] inside those walls it's anything but
old. It's a foundation. It's a community
[48:14] and for families like mine it's a part
of our child's story we will never
[48:17] forget. Thank you.
>> Thank you.
[48:25] Next we have Derek.
[48:35] Welcome.
[48:42] » Push the button. Push the button there.
Thank you.
[48:46] » Hello, my name is Derek Mloud. I'm a
North Syracuse alumnist and a high
[48:50] school teacher in a different school
district. I'm here today to share the
[48:53] story about my daughter's first day of
UPK. We knew our daughter was ready for
[48:58] school, but for weeks leading up to her
first day, she had been saying that she
[49:01] was nervous, and understandably so, as a
kid's whole world is now changing to
[49:04] something that they're not even
completely sure of yet. I was sad that I
[49:08] couldn't be there for drop off due to it
being my first day of school. But I got
[49:11] the green light to leave school early so
I could be there to pick her up. I
[49:15] arrived well within the pickup window,
met up with my wife, and we excitedly
[49:19] went to our daughter's classroom. I had
this vision of my daughter running over
[49:22] to hug us with a big smile on her face
and tell us all about her first day. We
[49:26] went to her classroom, but our daughter
was not there. Our stomachs immediately
[49:30] sank. We were told they put her on a
bus. We started asking questions and we
[49:34] weren't immediately given an answer as
to where she was being busted to. After
[49:37] a few minutes that seemed like an
eternity, they finally told us that she
[49:41] was sent to a nearby elementary school.
We raced over there and had to had to
[49:46] wait in line at the main door to explain
the situation to the school resource
[49:49] officer. We were eventually let in and
met up with our daughter who was in the
[49:53] main office with her head down sobbing
uncontrollably. Our daughter, fighting
[49:57] through tears, told us that she spoke up
and said she was not supposed to go on
[50:00] the bus. Our daughter told us that she
pointed out that her mother was right
[50:03] there on site waiting for her. Our
daughter told us that she recited her
[50:08] address, her mother's name, and phone
number just like we had taught her to do
[50:10] in the case of an emergency. Somehow
between two teachers, four adults in the
[50:14] main office, one bus driver and one bus
attendant. Our daughter's words were
[50:18] ignored and she was forced to get on the
bus. As parents, we teach our children
[50:21] to have a voice. But unfortunately, my
daughter's voice was immediately ignored
[50:24] by numerous adults the very first time
she was placed in the care of strangers.
[50:29] I'm scared to be alone and I don't want
to go to school is not what I was
[50:32] expecting to hear from my daughter after
the first day of school. Following day,
[50:36] our daughter sadly informed us that
nobody even apologized to her. I would
[50:39] have thought that it would have been
addressed and she would have been
[50:41] reassured that it would never happen
again. For me, the immediate fix was to
[50:45] rip out the bus pass that for some
reason was placed in her backpack and to
[50:48] replace it with an index card that says
no bus in big red letters. However,
[50:53] after sharing our story, we became aware
that this also happened to other
[50:56] students, some as young as three years
old at that same building, as well as
[51:00] students in other buildings. I realize
this is a large district with hundreds
[51:03] of students at each grade level, but I
was very alarmed that something like
[51:06] this could slip through so many cracks
and for it to happen to multiple
[51:10] children in different buildings. What a
way to make a small child feel like they
[51:13] don't matter right from the get-go. We
need to be more diligent in making sure
[51:17] that students transportation information
is accurate and confirm that accuracy
[51:20] before the first day of school. Parents,
guardians, schools, and the
[51:24] transportation department all need to be
on the same page. One possible solution
[51:28] is perhaps a simple spreadsheet with
students names, transportation
[51:31] information, bus number, and transfer
school as a way to catalog this data and
[51:35] for staff to quickly and easily look up
a student's information if needed.
[51:39] Hopefully, we can figure out some sort
of better system to avoid traumatizing
[51:42] our students in the future. Thank you
for your time.
[51:46] » Thank you.
[51:51] » Next, we have Melissa.
[52:00] Welcome.
[52:06] » I'm going to um speak about
[52:14] Good evening. My name is Melissa Lewis
and I'm here tonight as Hudson's mom.
[52:20] out in the hallway right now, but he was
excited to come. Um, Hudson attended the
[52:27] North Syracuse Early Education Program
from 2021 to 20.
[52:33] And we really can't say enough about the
impact that that experience had on his
[52:39] development and on our family. Um,
Hudson is autistic. When he was
[52:44] preschool aged, he was bright, curious,
and eager to learn, but many parts of
[52:50] the school day were very challenging.
Support with communication,
[52:57] social interaction, and managing an
environment that could oftent times feel
[53:02] overwhelming to him. Early intervention
matters because the pres are not simply
[53:08] a waiting period before the child begins
their formal education.
[53:13] They are a critical window of
development. The skills children build
[53:18] during these years become the foundation
for how they communicate, learn, develop
[53:23] relationships, and participate in school
life. What made Hudson's preschool
[53:29] experience so powerful was not one
individual service. It was the
[53:34] surrounding him. his
therapist, occupational therapist,
[53:41] speech therapist, school psychologist,
vision therapist, teaching assistants,
[53:47] and other wonderful school staff were
able to work together, share what they
[53:52] were seeing, and support the whole
child.
[53:56] Person brought a different area of
expertise, but they work toward the same
[54:00] goals. That kind of collaboration is
incredibly valuable. A therapist might
[54:06] identify a need. The teacher could
reinforce that skill throughout the day,
[54:11] and then Hudson could practice it
naturally alongside his peers. His
[54:16] progress was not limited to an isolated
therapy session. Support was woven into
[54:21] his classroom, his routine,
and his relationships.
[54:26] Hudson learned how to participate in a
classroom community, practice
[54:30] communicating, following routines,
[54:36] and becoming more independent. At the
same time, his peers learn
[54:42] and experience the world in different
ways. That is one of the strengths of an
[54:47] integrated school environment, and every
child benefits. Today, Hudson is seven
[54:53] years old. He loves school, reading, and
animals, and thrives when he has
[54:58] structure and adults who understand him.
The child he is today was shaped by the
[55:04] early support that he received and by
the team of professionals who recognized
[55:09] his potential and helped him build
skills one step at a time. So, I
[55:14] understand that the district has
difficult decisions to make, but I ask
[55:18] you to look beyond enrollment numbers
and budget. Um, please consider what
[55:23] early intervention can change for a
child, what a coordinated team of
[55:27] professionals can accomplish and what
may be lost if families no longer have
[55:31] access to this kind of program. Main
Street helped give Hudson the foundation
[55:36] he needed to grow into the student that
he is today. Please protect this program
[55:42] so future children and families have
that same opportunity. Thank
[55:46] » Thank you.
[55:55] Okay, we will move into our
board of education committee reports.
[56:02] Mr. Thorne,
>> thank you. Our first policy committee
[56:06] meeting of the uh school year will take
place tomorrow here at the district
[56:10] office at 5:00 pm.
>> Thank you very much.
[56:15] » Sorry. Um
so very quickly our first meeting the
[56:21] legislative committee will be October
7th 5 to 6 o'clock and we're glad that
[56:26] Mia will be joining us.
Um so for Boseies again I apologize I
[56:33] haven't been here um the last two board
meetings but somehow I am so happy I
[56:40] went to OC's graduation at West Jennese
for adult ed were two best students that
[56:48] I knew and one I really can't talk about
privately but it made a difference in
[56:54] his life that he went to the program.
So, thank you for letting me go to that.
[56:59] Um, we're in the search um September 9th
was the deadline um for applicants to
[57:06] apply for the OCM Bosei school board I
mean for superintendency and um our
[57:13] consultant is looking at the
applications meeting with all the the
[57:17] applicants and then we'll be starting
the process which will take us
[57:21] Christmas.
>> Thank you Bob. Dr. reward.
[57:27] » Um, sure. Um, I just have three quick
things. Uh, the first one, although it
[57:32] seems like it was a long time ago, our
first school week was last week. Um, and
[57:37] I just want to say, um, all the reports
that, and I'm sorry the gentleman spoke
[57:41] tonight had a bad experience, but for
all the reports that I've heard, um, it
[57:46] was a very smooth opening for us. Um,
and there were a lot of happy kids, um,
[57:51] that we had definitely seen. Um, as far
as the other little bump in the road we
[57:58] had, um, we had some lakeshore testing,
uh, being done, um, as far as air
[58:02] quality issues and things like that. And
I just wanted to report to the board and
[58:06] the community that, um, those test
results uh, deemed the air quality safe,
[58:12] but we will continue to monitor the air
quality um, at Lakeshore, specifically
[58:17] when you don't live in a place for a
little while. um there may be um
[58:22] moisture issues and things like that
because HBAC systems haven't been on for
[58:26] a while. So, we think that's really um
part of the issue um at Lakeshore. Um
[58:32] and then I just wanted to mention if you
haven't seen it yet um um there was a
[58:38] Syracuse.com article today um that
talked about the STEMHub
[58:43] um at CNS High School. And we think that
sracuse.com for this particular article
[58:49] did a nice job summarizing
uh the efforts that we have in order to
[58:54] make that a reality for our children.
So, uh if you haven't read that, please
[58:58] do so. Thank you.
>> Thank you. Any board comments?
[59:05] » No.
Go ahead.
[59:09] » Aren't you all glad I'm back?
Um so
[59:15] um yeah the I got a chance um to go over
to Allen Road on the first day of
[59:20] school. Um visited with um the teachers
beforehand. They were excited. Um, and
[59:26] then I stood outside and as the kids got
off the buses and they do have a you
[59:32] what happens to students come to Allen
Road and then they get on another bus
[59:36] and go to the Y I believe for UPK and it
looked like it was organized to me. Now
[59:42] get ready, Dr. Ward. I'm thanking you
for this. Um, you know how I talked
[59:46] about class sizes and I come back and I
am so happy for what you did and what
[59:52] the team did down there at the end. Um,
so I would ask I don't know if it's Sean
[59:57] Fehee who does this every week. Used to
be Chris Ley. Um, it's now a plus one at
[1:00:03] Allen Road. You got to change the
numbers. Minus one at Bear Road, a plus
[1:00:07] one at Gillette Road, and a minus um
five. Still um concerned about a couple
[1:00:13] of them, but class sizes look very good.
And the fourth grade at Allen Road was
[1:00:18] very pleased. Instead of having 25 and
26, they have 17 and 18. And that's the
[1:00:23] way it that's the way it should be. Um I
am very concerned about the other
[1:00:30] enrollment that we're getting each week
because I can't believe that our
[1:00:34] enrollment went up three to 400 kids and
that's what's happened. If you I keep
[1:00:40] all these I rate back five six years and
I look at classes from last year and
[1:00:46] then there's 50 more kids in the next
class. How did that happen? So I don't
[1:00:50] know who does this if it's John Fehee.
Um it I need to know what these numbers
[1:00:56] stand for. It is not kids in the
classroom because this one is that and I
[1:01:00] would ask Dr. Ward um as all other
school districts do after the beds form.
[1:01:06] Paul knows what that is. Um teachers put
that in that we have a presentation by
[1:01:11] Sean Fehee on enrollment after the you
know middle of October November because
[1:01:16] I'm really confused. I talked to Jill.
She's confused about the numbers on this
[1:01:20] sheet. I can't believe that we have a
senior class of 640 when we only had 500
[1:01:27] something in it last year in 11th grade.
So, I'm just very confused about that.
[1:01:33] Um
I
[1:01:37] the buses I understand.
However, I was sitting in my rocking
[1:01:43] chair in the front and the last Allen
Road bus left Friday at 4:27. That's not
[1:01:48] good. I don't want I didn't see it
today. 4:27
[1:01:54] and it's the fourth day of school.
Things should have been changed. I'm
[1:01:58] hearing that good old Micron is making
our buses late on the first run. And if
[1:02:05] they're late on the first run, it goes
to the second run and goes to the third
[1:02:08] run. They were very late the first day
of school. There was not one bus at
[1:02:13] Allen Road at 9:00. There was not one
bus at 5 after 9. The last bus was way
[1:02:18] after 9:30. This should not be
happening. First day of school, I can go
[1:02:22] along with it. But on a Friday, those
teachers after four days, teachers in
[1:02:27] the audience, four days of working with
kids should not have to stay after
[1:02:31] school another half hour because the
buses are late. So concerned about And
[1:02:36] then of course, I'm sure you all heard
that the bus um lights were not working.
[1:02:40] I live at the right place, Sen Road, and
um they are now working. And I want to
[1:02:46] tell you they're excellent. They are
bright. They are 20 bright. You know,
[1:02:51] they're really bright. And so going to
that, and I do know that's not us.
[1:02:54] That's the town. And the town went to a
diff different company. Um, but I want
[1:03:00] to thank Kate. She's in the back. Um,
because one of uh our parents was very,
[1:03:06] very concerned about
cars going through the the you know, not
[1:03:12] having the lights and not knowing what
it was. and uh he did the right thing.
[1:03:16] He called and got to call, you know,
they told her to call her and she got
[1:03:21] back to him and explained it. Thank you,
Kate. That's what communication is for
[1:03:25] in our district. She got back right away
to the the gentleman because he had a
[1:03:29] little grandson going to Bear Road. So,
I'm sure we'll work on those things. But
[1:03:34] the last thing, and I have to say it in
public,
[1:03:38] taxes.
I'm not going to say it behind anybody's
[1:03:42] back. Um, I live in the town of Clay. In
the town of Salina, what we predicted
[1:03:47] went down and that's what should happen.
The town of Cicero,
[1:03:52] I was bombarded at church on Sunday with
$1,000 on seniors. Now, some of them
[1:04:00] have enhanced star, but $1,000. Others
were 700800.
[1:04:07] Um, again, Don, it's not us. It's the
assessments. Hoping that you put
[1:04:12] something on the um website explaining
that we don't set the taxes as such. We
[1:04:20] set the budget. We do the budget. And
it's the town that does the assessments
[1:04:25] and and they do the equalization. You
have a lot of concerned parents. I don't
[1:04:29] know if anybody's notifying you, but
they're notifying me. They know I'm on
[1:04:33] the school board. um six over six% is
not um allowable in my estimation. Thank
[1:04:41] you.
[1:04:45] » Go ahead.
>> The first week at the high school was
[1:04:48] very smooth. Like Dr. Ward said, I got
to attend all three of the classwide
[1:04:53] meetings that were new this year. So
alongside Miss Hill, I got to introduce
[1:04:57] myself with the rest of the
administration there as well as the
[1:05:01] counselors and other resources there
such as Mrs. Gver in the career center.
[1:05:06] So we were able to um emphasize the
importance of extracurriculars, which is
[1:05:12] what I've been trying to do since I
started this role. So um I'm excited for
[1:05:18] a good year. Thank you.
>> Thank you very much.
[1:05:23] Okay, we'll move into routine action
items. Do I have a motion to take A and
[1:05:27] B together as a group? Paul and Mandy.
Any questions or comments? All those in
[1:05:33] favor?
Thank you. And C, the declaration of
[1:05:38] marketable and non-marketable surplus.
Do I have a motion to take that as
[1:05:41] submitted? Mark and Cheryl. Any
questions or comments? All those in
[1:05:46] favor? That is unanimous. Thank you.
Next, we have discussion action item.
[1:05:51] The first one is to approve the contract
for services with an estimated cost to
[1:05:55] the district of $727,295
to authorize the superintendent to
[1:05:59] execute the contract on the district's
behalf. This is for our Autodoga County
[1:06:04] School Resource Officers. Um, do we have
a motion to place that before us?
[1:06:11] Carol and Mandy. Any questions,
comments, discussion? All those in
[1:06:16] favor?
Thank you.
[1:06:20] Next, we have a resolution to restate
the North Syracuse Central School
[1:06:24] District 403b plan.
I have a motion to place that
[1:06:29] resolution.
[1:06:34] Carol, any questions or comments on
this?
[1:06:37] All those in favor?
[1:06:42] Next, we have a resolution to create
positions
[1:06:46] for
aid uh school monitors. Um,
[1:06:55] this is routine, right? Don, we've done
this. Yeah. Do I have a motion to place
[1:06:59] that
and Carol? Any questions or comments on
[1:07:04] this
favor?
[1:07:10] Next, we have a resolution to increase
substitute pay rates. Do I have a motion
[1:07:14] to approve those new rates as presented?
Bob,
[1:07:20] any questions or comments on this? All
those in favor?
[1:07:27] Next, we have a special board meeting
that we need to set for October 13,
[1:07:30] 2026.
I have a motion from the board to
[1:07:34] approve that special board of education
meeting. Mandy and Mark, any questions?
[1:07:42] All those in favor?
[1:07:47] Next, we just have to acknowledge uh the
appointment [clears throat] of Miss
[1:07:52] Marissa Carbone as an impartial hearing
officer pursuant to part 200 of the
[1:07:55] regulations of the Commissioner of
Education. Do I have a motion to
[1:07:58] acknowledge that appointment?
[1:08:02] And Paul, any questions on that? All
those in favor?
[1:08:08] Thank you. Before we move into
personnel, I just want to acknowledge
[1:08:12] some retirements. We have Barbara
Bilcom, a bus dispatcher, is retiring
[1:08:15] with 28.6 years of service. Barb Kaza, a
school bus driver, is retiring with 33.7
[1:08:22] years of service. And Darlene Nino, a
school bus driver, is retiring with two
[1:08:27] years of service. So, as always, we
thank them for their dedication and
[1:08:31] commitment to their community and school
district and wish them a long, happy,
[1:08:34] and healthy retirement.
We need an executive session before we
[1:08:38] move into personnel A, B, and C.
[1:08:48] I have a motion to uh approve personnel
A as submitted. Paul
[1:08:54] and Carol. Any questions or comments on
this? All those in favor?
[1:09:02] And then Yeah. and two abstensions.
[1:09:08] Next, we have personnel B. Do I have a
motion to accept personnel B as
[1:09:12] submitted?
Mark
[1:09:16] Paul. Any questions or comment? All
those in favor?
[1:09:22] Okay, that's unanimous. Thank you. Next,
we have administrative personnel report
[1:09:26] C. Do I have a motion to place that
before us?
[1:09:30] Paul and Mark, any questions or
comments?
[1:09:41] As I've said before to this board, I
feel sorry for the Fizzad teachers in
[1:09:46] this district. They really had not have
leadership since Tom Tatum left. And
[1:09:53] having uh Lindsay um the principal at at
at Allen or at Smith, she's wonderful.
[1:10:00] she's vis but I feel it takes away from
the kids at Smith Road. Many um
[1:10:07] students with learning needs in that
school and I'll tell I'm going to tell
[1:10:12] the administration right now I will not
vote for another administrator to be in
[1:10:16] that building. She's going to be out of
that building. She she's involved in MST
[1:10:21] if maybe you took her off that. She's
got to go meet with every fizz teacher
[1:10:25] in every building in our school district
and be in charge of a school. It is too
[1:10:31] much. It is too much and I can't. And
then losing um a young man from this
[1:10:37] school district and I I don't want to
know why
[1:10:41] graduated from this school district and
he's not going bumped up. He's going to
[1:10:45] a job that is the same. That concerns
me. So, I'll be voting no.
[1:10:51] All those in favor?
Opposed?
[1:10:59] Okay. Motion carries. Thank you.
Next, I will move for a um motion to
[1:11:06] move into executive session for the
purpose of reviewing one personnel
[1:11:08] matter with no action to follow. Do I
have a second?
[1:11:12] Cheryl, any questions? All those
unanimous. Thank you very much
[1:11:18] everybody.