Board of Education, Regular Meeting

1. 2:19Here Graham kuston here Lauren Jones Jones Calvin Lewis Here lucky Walker
2. 2:31I'd like to make a motion to accept the favor great brings us to the student we have mock trial have upcoming getting prepared for that Multicultural do a talent show March 27th student tournament March 8th and on the same day teacher we be taping is Mr Turnbull the for today.
3. 3:10What happens in tape a teacher um basically um before the dodgeball Turnbull um have students like tape him kind of get him get them excited and them go to the dodgeball tournament so while he's tap no he's not going to be on the outside of the gym We'll tap him time all right can't stand basically wall like a a piece of paper okay.
4. 3:48I'm asked um at this time we do not have and that brings us to the presentation board members thank you so observations and take away superintendent.
5. 4:40I want to start off where revisiting the outcomes I proposed in my plan and to begin we cannot do this work community. My first goal was to engage shift our Focus towards our entire schools. I believe over the course of my to engage and activate our community and and Outreach I and our team have led community.
6. 5:26Second I promise to Prov findings few majority of the following presentation outlining third I promise to outline look to review to review our current plan where the end of the presentation and I will that.
7. 6:12So before we get into my with you the six keys for school for our success here in Hudson first strengthen the instructional practices promote a positive inclusive stakeholders strengthen the capacity create a tiered approach to increase monitoring and accountability.
8. 7:02We must strengthen the instructional includes where this are supported and what they teach with success. We must also Implement our time on doing must be backed up by and evidence that it will work in our succeed and we must also promote a all students cannot ability of our instructional leaders to their building in in implementing strong practices.
9. 8:03We must meet our students are and tear our supports to schools and finally we must increase monitoring and are in order to effectively of action for how we can improve as a students. I'll spend a little time on my in achieving each and I'll also discuss journey in effectively implementing them.
10. 8:58Now onto my findings observations months the first key we discuss is core we must prioritize high quality succeed and in terms of challenges we're seeing in this area is high quality curricular level teams and they may not be aligned standards. However challenges create area is to adapt and Implement high out of Eureka Matt Square through consistency in and then develop students critical skills.
11. 10:10The other challenge here is a classroom instructions there's a lead to inefficient use of instructional 21st Century Learning through technology instruction improve technology support teachers with cuttingedge build Partnerships to bring stem noticed I didn't say steam.
12. 10:48I strongly currently have great programs around the enhan enement really needs to come in stem. We' have already started to make conducted an audit and review of our where we are and where we can go we've we offer our teachers and students with increasing and offering supplemental organizations like RPI to supplement experiences.
13. 11:44We also have a tremendous Grant to increase access to technology Educators to use it so these are just our this slide reiterates we've made what we have done in the area continued curriculum and instructional learning Grant application that's are approved the grant will provide students instructional coaches and into the teaching and learning experience.
14. 12:44Key to in the area of capacity what are some challenges key to leadership capacity throughout the in this area first we do not have the practices in supporting organizational professional development and learning their vacancies in our schools are also back by driving instruction through known plc's and peer coaching models we collaboration and peer observation that instructional leadership across our retention.
15. 13:47We can also very quickly district and fill these gaps so what are additional structures are needed to lack of consistent expectations for instructional coaches are not been they lack high quality professional opportunities there's always an opportunities are to drive instruction communities or plc and Leverage The expertise of teaching collaboration and peer observation that among grade level teams and vertically teams.
16. 14:51A challenge we also have is inequitable number of students in shortages programs such as the blue hawk have unique staff and needs based on populations. The opportunity here is to Retention plan to attract and retain and to strategically invest in a growth for employment within the district.
17. 15:40So what are some progresses so far we have begun to make progress in instructional coaches to work more curriculum development and increase principals to take more responsibility the time that they're in classroom finally we are norming on what highly align on the leadership practice that we some of our progress we've made.
18. 16:18So instructional coaches work with teachers implementation and instructional building the principles are now related to their instructional schedules in collaborating with their for classroom visits and to create and Lead professional needs and this is happening student times.
19. 17:01So the district and the school to create highly effective schools and a strategic planning process and Target district now key practices. One Challenge we have is practices launched and retained over leadership strategic planning process incomplete reset the strategic planning process a provides opportunity to build structures decision.
20. 18:06Improving data driven practices is learning needs at the elementary level appropriate data collection it is intervention and create comprehensive Success. But again to every challenge opportunity to revise the kindergarten data collection and communication among intervention and prepare for our classes key datadriven practices and we don't.
21. 18:59We've been moving too quickly between strategic planning process we can build we can measure and effectively long to identify student learning needs ourselves in where our students are but take action. As such one of our ongoing said before to revise the kindergarten communicate information on how our for a strong start.
22. 19:47What progress have we made so far for datadriven decision making among the and Leadership Retreats are being Values and goals we're reviewing and there's an analysis of how grant money and alignment with our strategic plan will be through surveys and additional.
23. 20:28We are implementing data inform approach prioritize next steps the Dei committee inclusivity goals based on stakeholder data we've began gathering information and alignments in the daily practices by building the capacity of led a staff Retreat and I want to shared Mission VI Vision Values and spending our money how we're seeking feedback to support datadriven data inform approach to our new drafted um engagement goals and learning.
24. 21:39Also began a process to collect data on the how we can improve our datadriven district Key four student support and
25. 22:07In this area is that student learning or declining achievement Gap data points the lack of student City school as a Target an opportunity so the opportunity here datadriven multi-tiered system of practices to build Student Success teams team education the the nice said and stronger individual student academic and social needs. Another challenge is reports point students with individual learning differentiation in instruction there's points to individual learning needs not an opportunity is to creatively address maximize inclusion for students with teachers to investigate flexible deficiencies and to expand our Pathways.
26. 23:51Key4 is a critical one support and observed first obviously our achievement for student groups and we've been again District the red box report also pointed with disabilities and the reality that there are clear opportunities for progress in utilizing improving social emotional learning addressing the individual needs of our and differentiated supports.
27. 24:54What progress have we made so we're building a comprehensive mtss working across all building leadership framework will address age appropriate outcomes with cohesion and for a team approach to successful strategies. Our district leadership team Innovative School model at Blu Hawk opportunities to student to a student leadership team as the Blu Hawk Academy. I also want to reiterate that despite me is developing a new proposal for have the Blu Hawk staff involved um so involved but we are leading the process level and a crisis plan was is developed needs and the district leaderships team meeting with um some counselors social athor intervention plan and this has coordinator and some of the counselors schools and social workers.
28. 26:45In in terms of progress we've we've worked together across the framework we've also set up blue hawk approach to leadership as well as Cheryl's support right path Cheryl is real good about consultants and and and we're all just inclusively to really make um Blue Hawk finally we've developed a crisis plan significant mental health needs we have off to a great start.
29. 27:44Key five centers around promoting environment what are some of our concerns around teaching and learning some students and families identify and there's curricular resour and the sensitivity some advisory team which I involve students sense of community and belonging in the sense of Pride to be an HCS challenges increase in parent concerns well-being student advisory teams cited some curriculum resources lack cultural coordinated approach to Services for Learners.
30. 28:51The opportunity here is to and respond to harmful Behavior build on training to staff and students around prevention and positive resolution tools will have with blue hawk uh with our practices so promoting a positive and critical and this is one of the areas urgent and critical we can begin to make progress very to community members and parents have wanting to build a culture of teaching Schools attendance among students and and work on that students and families isolated and they also feel that there division in in based on socioeconomic um community parents have also expressed well-being challenges.
31. 30:30We can take action now to a student advisory team to involve their perspective we can also quickly building our PBIS work offering training resource. Oh wait we're not there sorry so our to lead to a few students altercations Leadership is in place this will drive responsiveness to students and families implementation is on the way in our for K12.
32. 31:33So here are some progresses that key5 WE investments in safety leading to sites stop it was implemented an online mitigate bullying cyber abuse and other school safety officers who are hired in equity and inclusiv inclusivity to propel change Dei manager Dr prey lead the district building a more staff book study and professional responsive teaching in the brain by zer H so positive interventions and support implementation at the Hudson Senior High recognized for being respectful and 2023.
33. 32:50Key six increase monitoring and area is the teacher evaluation process report feeling their observation and opportunities for the teacher observation and feedback for professional observation and feedback protocol to can go in to a classroom and you can they're doing that but there needs there districtwide initiatives going forward example next year we um can be working through our PLC work when we go into the the data that's coming out of that grade instructional um also provide targeted professional identified through professional development.
34. 34:14So if the if grade that they're already enhancing and our professional development for our to differentiate for our students so the targeted and based on what the data is subject area.
35. 34:44So a challenge is technology in the an ongoing updating progress so the need response to a growing website is our district website is Clarity for our continue to update technology in the and protocol to assess our cyber response plans update student technology update the district website for ease of engagement.
36. 35:36So what are the progresses members Express excitement around Communications that's leading to more engagement I've engaged the stakeholder feedback and gather input input for Schools staff and community members into the schools to pennyman's pen is a newsletter to keep and then leadership team developing and given significant progress made to and improve districtwide technology risk is significantly diminished across had hardly any incidents this year take now plans are focused on embedding instruction.
37. 36:53Last but not least in terms accountability I have observed a few reiterate one the teacher evaluation and to improve teaching here are some to be addressed we can quickly begin to practices across the district and and professional capacity I've also observed both improved and better update and our practices and how they're update and modernize our system.
38. 37:53So the path forward opportunities to lead towards the path forward here are some short-term instructional short-term priorities these should be no practices and the solutions that the priorities will inform our end to this beginning to our next school year these and vision for the future.
39. 38:51One of my other commitments to strategic planning process first off did not deeply and was only set for one year due deeply enough with both community and buyin of all priorities as outlined are not clear and we need to increase Clarity to lead to have not made efforts to implement the effectively there needs to be more plan in order for it to succeed.
40. 39:53So there on 125 day uh plan deeper engagement with both community may need to get more specific to ensure desired by stakeholders and then limited and so the priority areas you plan is here based on the community of Education and Leadership teams here priorities so just looking at the past next so here's an strategic planning process to review plan of implementation to outline a strategic planning process community lead to more specific future of the spring beginning to engage with community events and surveys we can get community really wants us to prioritize focus.
41. 41:29We would then spend time as a the plan based on the feedback and fall we would come back to the community.
42. 41:49finalize our plan for moving forward so community engagement focus group plan revision and revision as you can see from July to the final Board review and revision will October so thank you so much for your feedback from the board if you have very just two two questions you targeted by New York State Are there highlighted yes so we it's in in our language Learners um that's that's one and then um also um sub subgroups um so really a lot of it is in the subp area and and so we've already been on those mentioned just the the multi-tiered just give a quick sure explanation of we've been do sure a multi-tiered or mtsm a proactive model it's not a model it's education so we find the tier that a he or she gets the instruction at that severe the the neediest tier tier one general students that may just be right there and it could be in the area of social academic needs so this tier will allow with a a student and align those need of the stud of the student both and so we sit down as a team you have an any student our goal is to make sure to in tier students that are in tier one and our students getting staying in tier one and your question yeah yeah okay thank you very much you're welcome next we have a special education
43. 45:12[Applause] presentation what am I clicking the bar okay thanks thanks thanks appreciate that
44. 45:32hi Kim liol I'm the director of student District and I was asked to do kind of a presentation um I'm happy to come back in depth as I've done in the past so um student numbers we're going to talk programs um our New York State um data uh reports to uh New York State the high budget impact items and then um ahead
45. 46:14all right so our counts for 2324 it's um the October data that was of a three-year trend here um and you students out of 156 or percent of special ed students is has 19.5 um we uh are down to 13 students they've um closed a couple programs and into Bose programs as you can see even 24 um and our number um of students in is the number of um residential students school so um and as you can see the both these programs has decreased um and placements has kind of has more or less students that moved into the district in residential students our number
46. 47:33um so do you that kind of student so a residential student is a they attend and it's a CSE placement so like DSS or the court these are our the least restrictive environment for attend usually those are are most Global area of need
47. 48:07so then when we look at our counts the age groups down and I said by this only school age students though I did count of four and five it's all the still have been four and or five breakdowns and you can also see the category you will know you will notice a little bit older the number of and language impairs drops um generally able to be um recouped captured and then or sometimes um we see a learning um students with multiple diagnoses
48. 49:07yes the yeah yeah so students who um have impair um they may be multiply disabled disability
49. 49:24okay so if you explain that get they get moved out of because they autism um the students that have a that's not ever taken away um some of severely developmentally delayed will students that have autism that have um specialized instruction so those rather than a full you
50. 50:02all right our program breakdown and broke it into primary and then writing of this um in February of this to2 uh we have one pending evaluation the last couple coup of days um and we going to kindergarten that are awaiting who in the last few months the parents evaluation done and so we don't know going to be in terms of whether they're they're going to be eligible at don't typically have um 11 new referrals are based on the parents or a suggestion these are students who are not in school be in our upk or tpk class they may be daycare we have good relationships with daycare so like they may give us a call parent what's the process um and then we about what the process is um sometimes referral so those referrals can come student um ends up in foster care and they come from a lot of different places
51. 51:42all right so um in each of our have one co- te section um we just have consultant teacher Services um which 1.13 of a teacher or an more than five students um in any speaking we don't we try to keep our general in classes as much as we can we resource room because we want them to curriculum but there are students resource room support um um and many of for speech or OT or PT or counseling so they're pulled out when they're the a part of it is cut off at the bottom
52. 52:36oh can fix that um I have it printed though the side I don't know if I think it'll okay
53. 52:56it was our related Services only so students with IEPs and eight students in speech or OT only um we have one student that those are some of those speech and they might not need a special ed teacher base um and so these are kind of our second grade our classes below that are that is uh students with severe social emotional successful in a general Ed classroom um or first graders in there we have third and then our 8814 is our communications those are students that are typically they're on a class of 814 other questions
54. 54:18all right so next year's go so and these are project early early started our csse and a review process at looking at the Inc incoming sure where some of these are going to go students we already kind of know we've the same program or go less restrictive challenges is that um in our 814 we significantly um delayed coming in from and we already have three first and count more than eight students and New class with more than eight eight after the school year starts but not to programming area we have to take a look of those students we're always looking if we can bump them down to a less is my little star is like alert alert we particular class right now as we're projecting what's it
55. 55:53that that suggests that I have fine capabilities that are better than they planning speaking of Occupational to five um in 3 to five as of the couple weeks ago um we had 55 students are kind of the breakdown of our
56. 56:22have one third grade caught we have one number of code teaching students in with two of those to co talk classes that say you can't have more than 12 class and you can have no more than at 12 students in a class you would have to know kind of in keeping so and that last year it was two fourth grade kids moved up next year they'll be at we you know we'll go back down to our integrated and then um similar class second graders that needed do a K1 a 2 three and a 4 five but with year year we had um like 17 or 18 having to to take that big group of alone this year next year we'll take a and see if we can go back to doing a a to need to continue to have an extra that group of kids um so um that's kind we're look well I haven't gotten to next that as the students move into um the and we potentially can have more students in that class um so what so when we if we start our year with um ratio so we don't need to have for that out and we just have to make sure three students per adults in the room sense all right so and the other thing needs consultant teacher which would be that child or um if the student needs teing um where the teacher in there a day those are decisions made on an projections for 3 to five um we're students in this um as they roll up not which sometimes happens mostly in like projected that moving on to that should be all uh our Junior High school we have 80 classified students in have two pending either by the um SST process or by we offer um right now with the junior more integrated than consultant teacher our model of uh integrated at the junior not and whether there's another way to of our students um so you can see right class we have um we have a sixth grade are 13 in it plus one who comes in just from the life skills class so he is in a an area of deep interest for him and he looking at the students to see you know on the needs of the students um and then seven eight nine um one of them is an who was originally our student who moved Columbia County did not have a similar willing to have that student back under has been coming she actually moved going been a partnership that has worked the the school district is willing to pay and we are the out of District program her so we're also looking at the to have some Revenue if we don't have districts and then curriculum support um sixth grade all students have a different teachers to get support with and 8th grade it's by either IEP process so if we have a student who a struggling or a 504 student who's really curriculum support class and it's it's that special ed teacher can help them of students really struggled one year it struggling with measurement and so the time with those kids that were intact skills they needed to be successful in technology so our early projections for at four fewer students as the eighth roll in four fewer students that we have students who are moving um so for the stands when I did this a couple weeks they are but we're looking at you know I out of the box thinking about how we can high a lot of our students are why why are the numbers here so look at two through five it's like 50 80 so there's a few reasons for that um lot there is is many more services built um can be a general ed student and get a get a lot of service available when the kids get up to the struggle um so sometimes those referral sometimes it's behavioral the students classes all day at the elementary school come up here and they have nine you know to move every 42 minutes um and they those students will be referred to see an educational disability um or what you it's also a little bit of a bubble um pretty pretty large number of special ed interesting to see if that Trend stays historically there's been more numbers thing is if students get classified as time get to the high school sometimes no longer need the extra extra support declassify them when they get to the eth is a tough tough time for all kids have school we have 74 students currently have one actually we determin her eligibility determin we had the CSC is a really capture because we don't well we don't consultant teacher we do have resource be in a self-contained for math because regular classes for everything else so like they do as the kids are younger um in a couple of classes and not all of periods that we have self-contained numbers right last year that the regs now require that through the end of the school year they 22 so um right super seniors but we have five potential choose to go onto Adult Services they have five seniors who would be super stay but that impacts our ability to any super seniors and we were able to skills class at the high school because cannot have more than a 36- month span 10th grade of students and so we may end additional class should those students do the 22 year olds that are in school um adulting life life coaching any kind class or our 16 to 21 year olds typically um they are off campus several classes those micro credentialing they are um working at different work are working on budgeting and um life they are working on those on on skills potentially to live in supported housing so our FTE at the high school are a teacher that's a point two at the high junior high but because of his seventh grade teachers have to have in order to teach a special class um and duly certified but sometimes we need to some of our teachers have been um uh work earn that they they submitted all their coursework and they teachers who classes in the past in the content were certification so that they could teach away so now my last couple of hires certification it's special ed only and can't teach self-contained classes to a regular um regions diploma type of figure out whose certifications are teachers to in in in order to stay in our duly certified math specialed generalists is taking the math content next week so hopefully she'll be maximize what our teachers can offer so flexible nope wrong one all right so idea and New York State indicators um so the State per rotating basis so in 2022 23 we reported
57. 1:09:22outcomes is is when a student comes into several areas their social emotional preacademic and then as they leave cpsc and so that's what's reported whether that um it's all captured through our um this year is the parent involvement um and reviews we ask our parents to um was one language that we couldn't access were able to access Bengali we were able access for except for one family we were able English is not her first language and we the teacher will work with that parent and um she understand what does that Vietnamese speaker yeah so the parent first language and she's not she's not translator no problem it's the Reading yeah okay so um but the teacher and that relationship and um so you know we we'll read it to her because it's obviously school's performance in terms of parent she's not comfortable then we would find with her to to sit down with her and do have had um parent members do you still the um one of the releas from state that required member now it's optional so we if a parent asks for a parent member um Independent Living Center and have a think they're called um but we do have of of current special ed students who at a CSC meeting at a parent request how they know about that it's on their um letter thank um all right and then next year um it'll report whether or not we followed all of released the schedule Beyond 2425 but I and I figure that this is the pattern then repeats separate from our indicators are from different various sources they look special ed students they look at State suspensions and expulsions and that is we are um we report that separately than Dropout and state assessments that's all data reporting the starred ones are ours suspension expulsion which we don't restrictive environment school age least disproportionality and special ed by and classification by race and ethnicity all of that data and then the state compliance or whether we are outside of those so right now the state of our assessment we have too many altern federal uh regulations Essa um the 1% well states can only have 1% of their the alternate School District's number of students who if you have too many you become a no more than 1% and when it gets above support status we are in year three of bubble of students I said we have moving we may not be on that list anymore um 3rd to one time in high school so 11th grade so 8th nth 10th grade may help us get out had um a review um on February 9th and all aspects that they review so we're for having a higher percentage of alternate assessment um because I'm not regent exam if it's not appropriate to numbers are higher so you know we we are have to use to determine do a so 4 a um reviews the number of for more than 10 days in the school year behind so we were under review last year data and when we got when we found out that we had some work to do it was processes for to affect change just for they know that but it is what it is so federal government has to review the District's performance and they out of the regulations were asking for um and compliant doing all of the processes pulled out a couple of pieces that were and so we were out of compliance for the disciplinary change of placement we um have a corrective action plan data to the state for this year um to with the new regulations or the new was that compliance what was it called that we're the you said corrective corrective action for so the corrective where we weren't we weren't properly placement when a student got more than went to a manifestation determination it was considered a disciplinary change and in any past review we've done in the were 100% compliant because we made sure they're saying no no you didn't document and placement decision so that has to be manifestation so um that is one of the thing was we had a student late late and a sent home counts as a day of so my office did not have a action plan is making sure we have all um that we're keeping accurate data in things so um yep the documentary uh documentation and then a student has to being suspended Beyond day 11 so if day 11 a suspension and we have a manifestation if he three weeks later he recommended for suspension it doesn't to have a disciplinary change of over 10 and a manifestation of again so there's some misunderstanding that the your 10 or 11 then you start again and one and unfortunately that's been a misunderstanding um with many many many always done manifestations right after disciplinary change and placement well so or how often does that happen or more so it's rare that a student um that it would be 10 days in a that consecutive or cumulative in a egregious that goes with superintendent days right um and we had one of those at brought something into school that they cumulative and the whole point of the look at what those suspensions are for pattern so um we we actually just got a targeted skill or targeted group for and we had 20 we had 20 special Leed 30 14 I think that were suspended for of our dilemma is that there aren't challenging bosis doesn't accept our very few private schools the closest one don't have space um they have waiting they can't get stopping um so we're historically might have been an at a student if a student does something that they already have a social disability is same ruler as a general ed student so 10 days then so what happens is um some manifestation of a student if a student in a fight that's not necessarily a disability they can't be suspended to their underlying dis educational was um orthopedically prepared um and wouldn't be related to their Orthopedic general ed student but any student who's an IEP has to have a manifestation so we look at their disability we look at any services we're providing um and then we not it's substantially related or not yeah all right this information on there at um Dr determines behavior is a manifestation exhibits similar Behavior again the behaviors again if it's the required to do an FBA and a bip and uh Behavior assessment and behavior plan before we make that evaluation we don't out for five so if if a student is of principal can do is five and within superintendent hearing and the always at day five or before day five in for the all right budget considerations so help with our Medicaid billing which on
58. 1:22:49$375,000 a year um we use complete otpt evaluations and supervision of our in occupational therapy assistants that do employees but they need to be under the so we contract for that service um as service connections partnership for evaluations if a student needs a special evaluation or evaluation um and then we also contract Teacher of the visually impaired and CD Beginnings does the T tvi and bosis death and then Dr pennyman had said we full special ed audit um by an outside kind of streamline our services and them um then we talk about our students four students who are on home of appropriate successful programming a grader and 12th grader first grader's out all year the 10th grader no sorry the parents pulled him from his um ing him or homeschooling him but they and then a 10th grader and the 12th super senior um but has significant for our meeting he had a panic attack so into our high school of hundreds of kids as well we have one deart a hearing appropriate deart a hearing program is district and a cost to trans teacher of the deatha and um his um day um I mentioned before we have significant delays um and so we have to students currently in District psychiatric needs and significant manage that don't we don't have programs student who is currently not accepted in school in Pennsylvania and the only referrals every year the only school this year is in Massachusetts but it's a school so we're in the process of trying that he can be closer to home is it beun Pennsylvania no it's Foundation.
59. 1:25:56And then other events and Trends so have a student a student who needs a might have a student who needs to modify our building for a student bilingual speech right now we don't have working on trying to bring one on board bilingual speech evaluations um to have one-on-one or shared Aid Services transportation is the biggie the actual great our nce bubble so we made an always retro billing but they are anymore they've kind of caught up and so those Pro programs that we send students because the rates usually go up and then billing um is certainly impacts the ahead The increased prevalence of demonstrating trauma and mental health increase um we're you know we definitely training um you know better way to increased the number of students with multiple um we've had students that have to 18 months in patient psychiatric work on re-entry plans because they may continue to monitor the use of all when our ratio is down we have fewer use them.
60. 1:27:51Looking like is there a way that we have could bring back and what might that like and I already mentioned that some program for K to 6 that have two empty them so they're approved to have two staff um and then we've got postco many language and find motor skills as they not been in a daycare or preschool um um swamped and they frequently will give billing time to see kids for our kids Career Academy they closed two weeks before school started that for juniors our seniors could stay but we planned on and those students need a don't have self-contained programs for had a scramble and we had some Stu we students we didn't expect to have to at the last minute um so that's kind of questions does the other Quest Stars send students to those do you me to of them are also but like the closest capital region Bose and that's bus ride so we can make those referrals has one also they don't have a self oh Academy is Questar yeah so when we make programs we we request what program we have um a program that will fit the needs and about 70% of the time they're and don't they're not required to give a program for the student or the students for but they won't give us specifics I mean when I questioned it um have self-contained classes so if they they won't work in ours and I'm like no in them yours has 50 it's a different they get to see the students portfolio intakes they'll even do an interview decision from there.
61. 1:30:49Questions we do a lot of work like you sort of g gauge like how people feel district as a whole like are there any community of special education doing that survey because it's required to parents usually every other year do that we can provide some parent training kind of thing right so when's that survey is being presented to parents at CSC meetings so they're here they're in the students and their language and are coming in and if not we will um send know we have to start informing parents to be doing and and even if you say bad surveys in order to count collected August it's due in August so we know how many we have to have it's then we'll do kind of a real push in the numbers that we need otherwise we have parents who did it the first time aren't so any other questions no all right um next we have a 2022 2023 risk wolf.
62. 1:32:42Here I'm Michael wolf from Michael wolf internal auditor here for about 10 years mind everybody you actually have three external auditor that does your finances 50,000 foot level they're looking world uh I as your internal auditor I'm level I am looking more at the at the uh financial side and then claims auditor your claims auditor that goes out of the school district and be paid that person is actually working if you didn't appoint a claims auditor approve every single bill which you can risk assessment is a required audit that 1500 students uh along with in an school districts in New York state that requirement is a risk assessment update the risk portfolio of the school from other are part of the internal audit is a deeper dive into a specific area of risk assessment uh I can tell you it's report relatively clean report um the predominantly because of the major RIS that's the risk due to change the uh we're looking at for this report uh changes in the business official the HR transportation department Food Services different people change throughout the them were people that were here like the person now they became full-time the was um or the trans the cafeteria person doesn't the same same it was the person that's so the major risk was just all those Personnel or you have changes in of losing Poss possible procedures and here with what we saw for the most part.
63. 1:35:46Risk assessment is you know as a board be transparent uh the I one of the your minutes for the year we go through receiving the information that you s finding came about and again it was
64. 1:36:07There were times where you guys weren't, uh, sometimes like the treasurer's report, report would be late. Um, those were the know for you guys to be able to make, uh, the information in a timely manner. Um, I stuff this year and it is already recommending that you do have put district, uh, clerk along with the what are the things that should be quarterly basis just so you guys are are items.
65. 1:36:53Um, the other areas that we looked clerk hasn't changed, actually when I was years the only person in the business your payroll split, uh, the the other the course of my time here. Um, and one of do have a lot of changes, we do look like environmentally wrong with management. We've never found that, we've interviewed got the the indication that people are environment, anything else like that, most know people taking jobs elsewhere, so the people that are changing cash throughout the the year seeing that findings there.
66. 1:37:47And actually one of the audit had been cleaned up and fixed that, because we're Capt capturing your your accounts payable department, we're earlier we had no major findings there. Again, they, I don't felt, I didn't feel have to report them and do a corrective. Good, you guys are making making good concerns right now is with interest significant amount of money you guys are mentioned before, it's outsourced, so a the district, however, you were take place fixed assets, you guys do an of the recommended best press practices look at to see that the, uh, policies and things that you guys have as you a good portion of the risk that's been you have to monitor the people that you doing your job.
67. 1:39:10Uh, from the testing we in place for handling, we we viwed the, uh, director technology procedures there. Um, and actually I've classroom activity fund, that's another um, and we don't do any any major testing in that's your Club, your your Club types of clubs. Uh, because you have are, we do Elevate the risk of it a nature of the reminded, uh, the board that you guys are corrective action plans that the that recommended since you guys do Outsource Cate controller's report that they 5 years ago just to kind of do a self in compliance with that.
68. 1:40:23Like I said, it's it's relatively risk was just all the changes M. Um, we kind of glazed over some stuff.
69. 1:40:40Um, you mentioned that we weren't getting said about the policy that the policy put monthly the claims order report order is doing your work, and you know committee is when you, um, when you gave up your right to approve claims superintendent can't, you can't actually purpose in New York state law, so that well, you know, the claims auditor said I'm just going to vote talk Bo, they've can't be circumvented. So one of the claims order who's doing the work on are they finding problems with the way getting quotes, um, are people going out getting a PO, so this way you are are, so this way you can tell people we need fixed.
70. 1:41:51Um, because if you're getting a if what she found in October, you know the information, but the audit committee it, it would appear on our agenda like report, we' get a a report from the claim an these things that you found throughout they were given to us? Yeah, they were them was like the August in in January, and really there should reports. Yeah, we met last audit committee, they were changing the way they were to Ste then. Um, and T was working on referring to, so that moving forward we at the right some action items like having somebody transportation department to help with these recommendations.
71. 1:43:07How do we, do we session?
72. 1:43:12I actually one one of the things I break things down to Observation, which when I did about it, then I have comments they're Fringe problems that I'm seeing major policy violation, they're not losing money on um, but it's efficiency, right? There know it may not be the biggest priority try to put a the importance of, uh, what where it says recommendation, that means was serious enough that you really need. Only thing I felt that Rose to that timely information.
73. 1:44:08The thing about the Transportation used to be used to have a thing, has always been, you know, is that make sure it isn't too much on the official inherited that. So that was just we have a consultant this year who's, but they're not doing the schedules and person need to do, right?
74. 1:44:38No, they're doing evaluating, um, placement of buses in in from a Kento, he's organizing those little things if there's a parent the thing. So he's kind of functioning in me to make efficient make the whole. Has he been introduced to the to community?
75. 1:45:08He's just a consultant, he's district, he works for another Bose, but talk to the parents, so he talks to the so like if a parent's complaint comes to ask him if it's not something he can, so up at this stop instead of that stop, he to talk to the bus company, because I feel that they're being bullied, I have get the video footage so that we can on the situation. But he does talk to my kid to switch buses cuz we're moving. His contract goes through June.
76. 1:45:59The transportation area is is an you're aware, you know, I I did an audit transportation, and I can't tell you how you know, I'm I'm running late, you know know, what are you going to do with the? So imagine you're dealing with contracts day-to-day stuff, so they're like an because that's what the parttime they helping. And we we knew the name of that to that person.
77. 1:46:34I think the community sure you may have met him already, and Lee, he's very, um, he's is that right? He's outgoing, very warm and welcoming, yes, happy.
78. 1:46:57The audit committe, we did talk about the I don't know if you guys are going to it's going to be extra class if you guys decide anything me know, thank you.
79. 1:47:18Oh, no, that's.
80. 1:47:25I'd like to make a motion to accept.
81. 1:47:29Second.
82. 1:47:29All in favor?
83. 1:47:34I can't see you out of the I have the print out, but it's it you have a breakout? Yeah, he see he you, sorry folks.
84. 1:48:09You said you're doing a through I I guess, okay.
85. 1:48:31Public participation TR, anybody sign up?
86. 1:48:38Um, I just have a request, in the past dates, the dates used to actually be meeting, like if there's an audit there on the public facing one, yeah. Goa also District website, if you go to the board committee meetings, it says check click. When you click that, it takes you meetings, and then if you scroll down to says, um, board committees, you know, see.
87. 1:49:23here click here and it takes you back to you around and it doesn't show any dates community and the staff all know what's yeah absolutely thank you thank Youk you feedback
88. 1:49:48agenda um make a motion to accept agenda G second all in favor
89. 1:50:29bring us to public participation nobody's fast
90. 1:50:42the following meetings are scheduled Workshop Board of Education meeting 6 March 26 2024 policy committee meeting Tuesday March 26 2024 Community budget high school
91. 1:51:08second executive session and make a p.m. second all in favor
92. 1:51:48what

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