Dissertation Juridique Le Juge Et Le Contrat
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Dissertation juridique le juge et le contrat

Dissertation juridique le juge et le contrat do my sipa capstone 2018 thanksgiving writing prompts for high school students - [Together] I pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation, under God, indivisible, with liberty and justice for all. - Glad to see you all tonight, it's a nice turn out. The exits are over back that way and right behind the screen. Hopefully, we won't need them. At this point, the recognition of visitors. Lynn, any items on the agenda or for any other concerns? No, well then, we'll just continue on, thank you. Correspondence reports presentations. The recognition of the Foreign Affairs Club members. - Yes, we are so excited to have this group with us. They are high achievers and they have done some miraculous work, we're gonna hear more about it and I'm gonna introduce Mrs. Imperato to start things off. - Our Foreign Affairs Club for the past few years has gone up to FDR's library to participate in a competition. And Ms. Larkin has been the advisor of that club. She volunteers her time, she does a fantastic job. And this year, we actually, have won regionals. Which means a trip to Washington DC, so, I'm gonna let Ms. Larkin introduce those involved and maybe tell you a little more. - Thank you, thank you. Hello, I am Nancy Larkin, the advisor to the Foreign Affairs Club. I am very proud to be here tonight to recognize our students who as Mrs. Imperato said, have participated in the regional competition which was held at the FDR library earlier this month. They came in first out of 17 teams so, next month, they will move on to the national competition. This is the World Affairs Council of America and they have a national competition between 50 and 60 teams from throughout the country will go to Washington and compete on April 27th. And as Mrs. Imperato said, we've been doing this since 2011. We've always finished very strong but only the first-place team gets to go on to the national competition. So, we're very excited about that. We have five students, three seniors. We have Tara Rowe, Katy Frey, Ethan Davis. Two juniors, Jessica Wu and Sydney Hunt. (audience applauds) And I know Mr. Miller and the Board of Education wants to recognize them as well. (audience laughs) - Well, thank you. A little later on in the program, Tara will be talking to you, a little bit about, more about the club and the competition, so, you'll hear what the categories are, I hope. So, you'll know what type of questions to expect. - This is for you. - Oh, thank you. - For great work. And if I could have Ethan come up. Maybe you can-- (audience applauds) Congratulations. (audience applauds) - Thank you. - And Jessica. (audience applauds) Jessica, congratulations. And Katelyn, Katelyn. (audience applauds) congratulations. - Thank you. (audience applauds) - Tara. (audience applauds) Multi-talented, very good. (audience applauds) - Congratulations. - Sydney. (audience applauds) - Sydney, congratulations. - And we congratulate you, we are rooting for you when you go to Washington and I would ask you a question, if I knew what questions to ask, and I don't. I'm sure you wouldn't know the answer though, but anyway, congratulations. (audience applauds) - Yes, tonight, we're gonna have a presentation from Mrs. Polumbo, our middle school principal. She's gonna talk about the middle school child, and I think you're gonna hear a lot of things that might surprise you, but it will enlighten you. Mrs. Polumbo, I'll turn it over to you. (audience applauds) - Thank You Mr. Miller. I'm gonna talk to you a little bit tonight, about adolescent development. There are three stages of adolescent development, but we're going to talk to you today, about what adolescent development is, because middle school really, is the time when kids start to go through the changes, from childhood to adulthood. And adolescent development is defined as a period of developmental transition between childhood and adulthood. It involves multiple physical, emotional, intellectual, personality and social developmental changes and it starts when puberty starts. There are three phases, early adolescence, which is what we're gonna focus on today, 'cause that's what really happens in middle school and that's from ages nine to 14. Middle adolescence, which is ages 10 to 17, so that really spans through most of high school, and then late adolescence, which is kind of the end of high school and into college. But we're gonna focus on early adolescence, this evening. The four major areas that we're gonna talk about today, which are four separate areas but they're really intertwined, are physical, brain development, intellectual and then the social and emotional component. Physical development is the first area that we're gonna talk about. The young adolescent body undergoes more changes than at any other time in a person's entire life, than from birth to age two. Which when you think about how much your child or your baby changes from when they're born to age two, that's pretty staggering, to then think about then, how much change a child goes through during the early adolescent phase. That's a lot. They learn to talk, they learn to walk, they learn to go to the bathroom by themselves, they feed themselves, they learn to talk, there's a lot of stuff that goes on and then we're gonna say that that same amount of change goes on from ages nine to 14. So, that's a lot of stuff. Physical development occurs for all kids at accelerated rates and it's completely uneven from one child to another, and then, within one child's own life. I may grow, no pun intended, five or six inches in one year, which literally happened to me, but my best friend might not grow more than an inch and a half over that five years. So, that growth is completely uneven. Their bones grow faster than their ligaments and their tendons, and their muscles which is why, if you've ever been to the middle school during the day, they give out boots, those walking boots to kids like when they come in the door, because their bones that can't be protected by their muscles and their tendons and their ligaments, so, they're subject to injury. They have fluctuations in their basal metabolism. So, quick health lesson, basal metabolism is your resting metabolism. That's the energy you need to just function sitting on the couch. That fluctuates from month to month, from year to year, and from person to person. So, sometimes they will be exhausted and sometimes they will be bouncing off the wall with energy and it doesn't make any sense. That's because the amount of energy they need to just be a human being, is fluctuating so much. They have a significant increase in their height, their weight, and their internal organ size, and they have a ravenous appetite. The greatest variability in size and development, actually happens at age 13 which is right in the middle of the end of seventh grade and the beginning of eighth grade and there can actually be a six to eight year span in physical development. So, if you went to the play this weekend, you would totally notice that. If you saw our kids on stage at the play, you couldn't tell who was a fifth grader and who was an eighth grader and that's because of this phenomenon, of how different kids grow at such staggeringly, different rates, that there could be a six to eight year span in how they've developed physically. And we're not just talking about height and weight, we're also talking about their sexual reproduction and all of their physical attributes that come along with puberty. So, what does this mean for our kids? They are super, super self-conscious about the way that their body is changing at that moment in time. Imagine Kate Polumbo, at seventh grade, at six foot four. Like now, I think it's awesome, but when I was 12, I wanted to crawl in a hole and die. Because my friends were like five foot two. Just imagine all of those different kinds of changes that are going on. Girls are developing breasts, boys are getting taller, some boys are getting acne, and that stuff is so overwhelming to kids at that age, when all they wanna do is fit in with their friends. They're very uncomfortable about the differences between them and their peer group as well, and that is just totally consuming to them in their day to day life, and then we would like them to learn something. Their brain is developing and that's something you can't see on the outside. By the time a child is six years old, their brain is actually 90% of its adult size and right from six to about nine years old, all of their connections start to form, but then from nine years old until about 14, what happens is your brain starts to prune. So, if you are a kid, imagine like a tree, if you're a kid who sits on the couch and kind of, is on iPads or phones and all that stuff, any connections that you have for music or the arts or reading or exercise or any of those skills we want kids to have, they kind of, get cut off. Whereas, if you have a child who's active and involved, those connections form really, really, really strong and a myelin forms over them and they become a permanent connection. So, we encourage parents to keep your kids engaged even though it's a really, really difficult thing, because they're kind of difficult. I'm not saying you guys are difficult, you're awesome and I love you all. (audience laughs) The amygdala is the part of the brain in kids and adults that has, it's control of fear and aggression and that's the part of the brain in teenagers and in preteens that makes the majority of the decisions. That's the number one controller in preteens and in young adolescents that's making those decisions. That's why they tend to make quicker decisions, they don't seem to be in control, and they seem to make foolish choices right away, because the amygdala is the part of your brain that is making that initial decision. Their prefrontal cortex is actually the part of the brain that allows you to make smarter decisions, to think through your choices, and to have a concrete process for the way you should do things, and that is not actually developed fully until you're about 24 years old. So, when you think about it, kids who are in college still don't have a fully developed prefrontal cortex and aren't able to fully make good, wise decisions which is why kids drive too fast in a car, might try drugs, might make decisions that you can't possibly understand even though they're on the dean's list attending the best colleges in the country and doing the right thing, they still might make those snap judgment, that you can't possibly understand why they would do something like that. It's not always hormones. We tend to turn around and say, "It's hormones. "It's all the hormones, they're going through puberty." It's a tiny bit to do with hormones, but it really is a lot to do with brain development. What does this mean? Their actions are guided more by the emotional and reactive amygdala, and less, by the thoughtful, logical, prefrontal cortex because it's not developed yet. And exposure to drugs and alcohol at a young age, which is why the drinking age is 21, will delay important development of the prefrontal cortex. So, that's why the drinking age is 21, and by allowing kids to consume drugs and alcohol or having kids who consume drugs and alcohol, you can delay these really important or completely stunt these really important developments of the prefrontal cortex. Intellectually, kids are intensely curious at this age. If you're talking about something, they want to be intensely curious about. If you're talking about something they have no desire, they have no desire to learn about it. They prefer active over passive learning experiences most of the time. They enjoy arguing and challenging to try to think through, it's not just for the purpose of arguing and challenging you, it's to try to think through and talk through the thought process and their learning experience. They start to move from a concrete to a higher level of thinking. They don't just wake up one day at 11 and have an ability to think some crazy, high order thinking. It's an evolution over time. And they have a crazy short attention span. Kids can in general, have one minute attention span for every year of their life up to 12 minutes. When we talk to teachers, we tell teachers, as I'm standing up here for way more than 12 minutes, for your 12 minutes of life, that they should keep every activity to 12 minutes max. So, if you're teaching 10 year-olds, every activity should be 10 minutes, and then you should switch or you do something in the middle to kinda pull them back in. Things for pre-adolescents and for young adolescents are super black and white for them, until they start to develop their higher level of thinking. And it's really important to relate things to real life and provide a variety of approaches. Sometimes it's really hard because as teachers, we want to make sure that we give kids these super-engaging, crazy stations, lots of things to do, and that doesn't work for every kid. Some kids need to sit and listen to somebody talk to us and we need to write down notes, because we're not all, just like we don't all physically develop at the same rate, we don't all intellectually develop at the same rate either. And a seventh-grade classroom, there's a six to eight year span in academic achievement, as well. Socially and emotionally, this is the part that lags way behind physical maturity. So, you could look at a kid who looks like they're 25 and acts like they're seven, and that's not sarcasm at all. They have the physical outside of an adult, but emotionally, they're still a young child and that's because their body has physically developed, but their insides are still functioning like a young child. And that's the hardest part about dealing with kids in middle schools, is 'cause you have to remember, they're 10 or they're 11. They have an intense need to belong to some group and they will do anything that they can to find a place in that group and find their status within that group. They're super-easily offended and sensitive to criticism and at that very moment, you guys are all laughing! Why are you laughing? At that very moment, it is the most tragic thing in the entire world and the most, you guys are laughing! I think this is so super-funny, now that you're in high school, that you're recognizing this. And at that very moment, the most important thing you can do as a parent or as a teacher, as an educator, as an aunt or uncle, is to honor exactly what they are going through because at that moment, it is the most tragic thing that is going on in the entire world. They are incredibly egocentric. The entire world has to run through them and they are the only person experiencing this moment in time. Nobody has, you definitely haven't as a parent, there is no way. They are very vulnerable to outside influence, so we as educators, and we have to talk to parents about, you have to be very careful of who you allow to be their outside influence, because the media, other adults in their lives, the students that they hang out with, are super, super impactful on them during this really important part of pruning. There's people that have this impact on them during pruning. They test limits, against you mostly, 'cause you're a really safe person who's always going to love them. They hope. And they always want to conform to social norms. Now remember though, they don't really have an idea of what social norms are. They get their social norms from media and social media. And their social life is the most important thing, way more important, than anything we're trying to teach them in school. There was a psychologist, Erikson, and he divided adolescence into stages. The goal of adolescence as an educator and a parent, is that between this age of nine to 14, when we have kids in middle school, you want them to gain confidence, which means that they are not egocentric and don't feel like they are the most important person in the room, but that they feel confident in the skills that they have. They recognize that they can have weaknesses but that they are competent and successful. And that they start to begin to build their own personal identity. That's the goal. I'm confident, I have some weaknesses, but I start to build my own identity. As a school, we strive to establish best practices to allow students to find connections with peers and adults and we do that through teaming, through clubs and activities, through our flex time in our home rooms, so that every kid can try to find some kind of adult or program that they can find a connection to. We provide repeated support and education about social and emotional skills to students and to parents. We provide support in the area of executive function. Which, executive function is a child's ability to get organized, it's study habits, it's creating social skills to deal with a social situation appropriately. And it's to find, when I find and recruit faculty and staff that truly embody a middle-level philosophy, 'cause you have to really love to work with kids that have all those things going on, to come to work and truly embody it and like it and love it. Any questions? Alright. Anybody wanna come work in a middle school? (audience laughs) - Mrs. Polumbo, with about 1100 middle school students, it sounds like you have a pretty easy job (laughing). But thank you. I wanna say something. Those middle school parents who are fortunate enough to attend one of Mrs. Polumbo's principals' coffees, she talks about the middle level child, she talks about social media, transitions to middle school, lots of things that are really important for our middle school parents to know. So, Mrs. Polumbo, thank you so much. (audience applauds) And now, I'm really excited to introduce Mrs. Imperato again and we're gonna hear about extracurricular activities at the high school and we have some students participating, which is always a treat for us. So, Mrs. Imperato. - What a great lead-in, thank you Ms. Polumbo, 'cause you left off with that, we want to leave those 14-year olds with this idea of identity and I really think that the extracurricular activities that we are able to offer at CCHS, really help to hone and develop that some. I don't have a whole lot to say, believe it or not, most of this presentation is gonna be done by students, but I did just wanna point out, up on the screen, what you'll see are all of the clubs and activities that we currently offer at CCHS. They're varied, there are a few that are volunteer status, there are some that are involved in teams, some are more for social, the social, there's competition, there's volunteer, there's lots of different kind of categories that the different clubs and activities fall under. As you can see, we do have a lot, we have, thank you very much to the board. We constantly look at the process, try to get new clubs as interest arises. And so, that's one of the things, there is a contractual list, I'm always talking to students when they come to me about a club idea. They get a lesson on, what I always tease them with, is the bureaucracy of how do we get things going and what is the process that's involved. So, there are some that are on a contractual list but at other times, students come to me with a proposal of what they're looking for. They have to write, kind of a mission, for what that group is. They have to show that there is a dedicated group of individuals that would like to do it. They have to find a faculty member, somebody within the building that is willing to support it to get it started on a volunteer-basis. And once we see that it kind of runs for a little bit, we do our best to make it something that can be funded if that's the desire of students. The following groups, just this year, have approached me. I just like to, kind of throw out there. I did have people come to me about starting an electronic gaming club, about a science club, a Math Honor Society, a foreign language Honor Society, peer mentor group, Foreign Affairs Club, Dungeons & Dragons and history in a day. The last three, we actually have going on right now. But those are different clubs and activities that kind of have popped up. At this point, this first group is really about performances. I have a few students and I believe that Ms. Sharp could not make it and is Kiana, oh yes, are you gonna talk about drama? Come on up. Or whichever one, Mr. Ravinsky is sending you for. - Hello, my name is Kiana Batista, and I'm currently the vice president of the drama club. These last four years, I have participated in drama club and in each and every moment, I have enjoyed myself immensely. I have seen both sides of the spectrum in which, extracurriculars have never been offered, and the other spectrum which, a bunch of curriculars have been offered. I never really knew what I was missing, till I came to the high school and the middle school. Drama club provides a place for students to come together in such an amazing way, and such a diverse crowd of students and we all come together in a way to perform. With the drama club, we have two parts to it. We have the fall show and we have the musical. The musical, I have had the pleasure to be a part of, my junior and senior year and it was definitely a fantastic experience. And my four years I've done the musical. The fall show is a little bit more selective and it's through an audition process in which you perform a monologue. And the musical, anybody can join, that's really what I love about it. It doesn't matter what your talent is like, you can be amazing or you just love to perform. In addition to drama club, there are other opportunities such as NYSTEA. NYSTEA is the New York State Association for Theater Arts in which students from sophomore and up, are allowed to spend the weekend and go upstate to Callicoon, New York and stay at the Villa Roma. During the weekends, you are able to take classes in various areas, such as musical theater, dance, acting, playwriting, directing and so much more. Every time I've gone, I haven't had the pleasure to go all three years, but I've gone junior and senior year, I have enjoyed myself immensely. I've been immersed in so many areas that I didn't really even know about. And it's really helped me in choosing my career. And I'm so happy, and I'm so very grateful, I'm so grateful to have been a part of this club that gave so many opportunities to so many students. So, thank you. (audience applauds) - When high-schoolers prepare, we get different people and we cover for each other when there's play practice, etc. So, before I change slides, I wanna make sure I'm not missing someone else from a group that was talking about performing. I don't see anybody, but I wanted to make sure. Other things that we do, besides the performing side, we do have some of our clubs and activities that really are about socializing. They are about doing things that we love to do. It might be the varsity spirit club, that runs our pep rallies. You like your picture, I'm sorry (laughing). It could be Dungeons & Dragons. I'm not sure, did Kyle make it? You're in for Kyle, perfect, come on up. We have a brand new Club, Dungeons & Dragons. (audience applauds) - Hi, I'm Hendrik. For those of you who don't know, Dungeons & Dragons is a, kind of a cooperative storytelling game and one of the hardest parts about playing it is, actually getting a group of people who wanna play and have the time and a place to set up and actually do it. The school giving us an opportunity to play, get together after school is amazing. The club itself is great socially because, a lot of the kids who play Dungeons & Dragons think, "Oh, nobody else plays. "Nobody will understand if I ask, "Hey, you wanna play?"" So, it's a good place for people who wouldn't normally be associated with, with the larger social groups to get together and kind of, form their own friend groups and get to know each other and other people who have a common interest. (audience applauds) - Same, socializing, under just one category, obviously, every single extracurricular activity has a large component dealing with socializing. Volunteering is something that is close to many students heart and I'm very proud of the amount of volunteering and giving back that the students at CCHS do. This is just a few, there's representatives as NHS. In one picture, we have the SGO, the student government organization, we have SSA, safe school ambassadors, the environmental club. Just a spattering of pictures, but I do have a few people here that wanted to talk and I do believe that Belle and Anna were gonna talk about NHS to start. - Hi, my name is Belle Ishman. I am secretary of NHS, Anna would be our president of NHS and together, we do a lot of work. We go to a bunch of our meetings for officers where we come up with the different agendas and what's gonna happen throughout the whole organization. But most of the stuff we do is a lot of volunteer work. One of my favorite volunteer activities that we did was in the beginning of the year, our sergeant at arms, Max Rice had set up this Alzheimer's walk. And what we did was, it was out on the school track and everyone who was a part of NHS, we went around and got sponsors and raised money for this Alzheimer's walk and we just walked, I think it was 13 laps or so. And it was just a good thing, it was for a good cause. We all hung out with our friends and talked, there were snacks and there was a raffle at the end. Whoever raised the most money got the raffle and it was a good thing overall. I think it was my favorite because, I knew that what we were doing was important and it was going to a very good organization that would help people who suffered from Alzheimer's. I do know Max came up with it because someone in his family had also suffered from Alzheimer's. It was one of those good things that we just decided, that let's go with it and let's just make something out of it. Another one would be Tara, who will be talking later. She had come up with a shoe drive and that was for the (mumbles). No? Oh yeah, sorry. Soles4Souls. We set up boxes around the school for people to donate any old, like, barely worn shoes that they had outgrown. Of course myself, I had very many shoes, so, most of the boxes were filled by my family and I but a lot of people had donated, and it was just a good cause overall. I like being a part of NHS because I know that we do good things for the community. - Pretty much what NHS is, it's an organization made up of students who excel in the four pillars of leadership, scholarship, service and character. The organization tries to encourage students to make a commitment to our community. For example, Belle gave a couple of examples of what we do. Our latest one that we've done, is to trivia night, and that all the funds from there, went through the Hudson Valley Food Bank. So, it's just a really fun event where the community can come together and we can all join together to support a good cause. The biggest impact NHS has probably had on me, is that it's given me the opportunity to give back to my community, and really be able to do so with a group of really talented, group of people. How it works is, we form committees, and then we focus on an area of the community that we wanna improve. We make a plan and, it's just, I have been able to meet such incredible people who are really motivated, driven and they want to help. And so, I've become close friends with people like Belle. So, it's a really great time. (audience applauds) - And again, they do learn the whole process. They run all of the fundraising and things on their own, they meet with me, all of the different groups, we discuss ideas, they do paperwork, they figure out the finances. It's a kinda soup to nuts experience for them. We do have a number of groups here that are gonna talk about some of our teams that compete. I will have no particular order, Tara, why don't you come up and start us off with foreign affairs. (audience applauds) - Hello, my name is Tara Rowe and this is my third year participating in Foreign Affairs Club. The Foreign Affairs Club spends much of the year studying foreign policy and events in order to compete in the Academic World Quest, a competition hosted by the World Affairs Council of America. Some of the topics of study we do are, this year, were Saudi Arabia and nuclear security, and American diplomacy. We usually carry out our meetings by making a slideshow and teaching our peers the topic that we chose to take on. This year, we won the local competition for the first time and we'll advance to the national competition in Washington DC. However, Foreign Affairs is more than just participating in a competition. As a sophomore, I entered foreign affairs, with no perception of issues and conflicts that stretch past Cornwall. My first topic was food security. The sobering facts of worldwide food scarcity was just the first step in opening my eyes to a whole new world. One filled with great innovation and peacekeeping, as well as chaotic and destructive wars and conflicts. Foreign Affairs Club has not only helped shape my mind to a more globalized perspective, but also inspired me to pursue a future in international relations. The Foreign Affairs Club plays an integral role in the high school community and shapes students in to more globally-conscious, young adults. I hope Cornwall will continue to show its support for this wonderful club that has greatly impacted me. Thank you. (audience applauds) - Eliana, if you would come up to talk about National History Day. (audience applauds) - My name is Eliana Barth, and I'm from the National History Day Club. In National History Day, each participant, individually or in a group, researches and builds a history project based on an annual theme, which this year is, Conflict and Compromise in History. Students have the opportunity to build a website, documentary, live performance, exhibit or paper to display their in-depth research. The process generally takes about six months from September to March and culminates in a regional competition with other schools at the FDR Presidential Museum and Library in Hyde Park. Winners move on to the state competition, and the strongest projects, could go to Nationals. The purpose of NHD is to teach students new skills as well as to expose them to new ways of being creative, all while being able to handle heavy research. Personally, this experience has given me access to many skills for the future. For the first two years, I built websites which is a technological skill that I will definitely need in the advancing world. This year, I put on a live performance, which gave me the opportunity to strengthen my presence in front of others. I've written annotated bibliographies and process papers which are skills that I will need in college. In-depth interviews with the judges have given me experience prior to future college and job interviews. Most importantly, I love learning about history and NHD gives me the opportunity, to research whatever topic I might be interested in, branching out from just the curriculum taught in class. Although it may take a significant amount of effort to complete the project, I believe that the process and the outcome are extremely rewarding for any high school student. (audience applauds) - Jessica, I believe you're gonna talk about Math Team. Are you both, Katelyn too? Okay. - Hi, I'm Katelyn Frye, and this is Jessica Wu. She's the president and I'm the secretary of the Math Team. We've both been a part of it since our freshman year and we've grown together with the team, starting from the lowly C Team, going all the way up to the A team now. Not only how we learn new math skills, but we've learned how to apply them in other ways that you don't usually see in classes. We have had to use different resources to learn different math skills that you can't find in any other classes in this school. So, it's definitely a cool experience and here's Jessica. - The way that Math Team works is, throughout the winter we compete against other teams in the area. For example, Washington Vale, where we'll participate this. And this year, we actually placed third at the sectional meet, which is actually the best we've ever done. And this weekend, this past weekend, I had the opportunity to go to States. It was really a humbling experience and it's always a great opportunity, when you get to expand beyond your own circle. Math team challenges you in ways that common core and the standard curriculum just don't, and it teaches you to think creatively, and do a lot of problem solving. And I've actually found that AP chemistry is a lot easier for me because I have this Math Team training. And yeah, it's a lot of fun, it's really nice to be a part of a community that shares the same interests as you and that's not very common, which is Math. (audience laughs) (audience applauds) Thank you. - The last group we're gonna hear from, is actually four individuals, so, if you guys wanna come up, that had signed up, oh, three tonight? Okay, three, that's fine. Jacob, Roxy, I'm not sure... - Michelle. - I'm sorry, and E Club, yes. Okay, we'll do E Club when we're done with Film Club, thank you Ms. Whorley. You're going to see, we're gonna end the night with a special showing. I came to the Film Club, early into the school year as soon as I was given tonight as the date for the high school to highlight something. And I basically turned it over to them and said, "We would like to highlight "what the extracurricular activities in the building do." And they then took it and ran. This is a newer club, kind of getting up and going, and they have created and edited and done their magic behind the scenes that is way beyond me. Some of you saw Roxy fixing things before I got here. - As she said, at the beginning of the year, we were given this opportunity to take a little peek into our own high school. See all the magnitudes of clubs that we actually have here that I actually didn't know existed in the first place. So, if you don't mind, can we lead with that? Does that sound good, everyone? - What yo you wanna do? You wanna do the video now? - Yes. It all begins here, at Cornwall Central High School. We're more than just a school that only believes in academics. Students come and go all the time, but when they give their time to enjoy something more than just academics, they create a community that is amazing. Just listen to this one student and her beliefs. - I wanted to wanna have a chance to make the school better. Not only like emotionally, like having a plan to be like hyped in, improving the attitude at school, and just trying to make (background interference drowns out speech) - One of the things that we're very proud of here at the high school is our music department. I mean, Just take a listen for yourself. ♪ Sometimes I give myself the creeps ♪ ♪ Sometimes my mind plays tricks on me ♪ ♪ It all keeps adding up ♪ ♪ I think I'm cracking up ♪ ♪ Am I just paranoid? ♪ ♪ Or am I just... ♪ (graceful music) Let's say musics not your thing. Maybe you wanna do something a little more intellectual. Well, we even have Chess Club. Mr. Stack is really good at it. He can even play two games at once and still win. (inspired music) And let's say Chess Club isn't your thing. Maybe you want a space to show off your creativity. How about Art Club? They make amazing pieces of art. I mean, just take a look at the one right here. (inspired music) Let's say you don't have a hand for art, but you have a green thumb. Join Environmental Club, they help saved the world by making sure that unwanted waste goes to the right place. (inspired music) Even if you just wanna join a simple LGBTQ support group, we even have that here at the high school. But there is one thing in common with all these clubs. When we asked them, "What are we?" They all gave us this one simple answer. - Dragons. - [Students] Dragons. - Dragons. (inspired music) (audience applauds) (inspired music) - As you can see, we went all the way in on this project. We tried to get every club that we possibly could and we're glad with the outcome that we could bring to you in such a short amount of time. Now, I'm gonna talk a little bit about our club. Originally, we were Cinema Club or Film Club and we have evolved. We've kind of, took a deep into... Sorry. A dip into digital arts. We are not only in the film realm, we go all the way across many different topics such as photography, filmography, cartoon creating, things like that nature. - 3D printing. - Oh yeah, and 3D printing too. Jacob was our former Film Club president, and I'm very glad that he's stuck with me and helped me, help and I guess, bring on this new Phoenix which we call, Es-tes, your brand new Digital Arts club. - How's everyone doing tonight? Really bad, okay. (audience laughs) Hi, hello. My sophomore year, I went to Ms. Imperato with a petition. And I sat down with her and explained to her what I wanted the original Film Club to be. We were going to dissect movies and make a Film Festival and it was, essentially, everything that we wanted this year to be. We were gonna do our sophomore year. Ended up not happening. Mainly because, at the time, it wasn't Mrs. Whorley who was the advisor, but, we still had a lot of fun. We watched movies, we dissected them, we understood why these films were so critical to the time period in which they came out and how they shaped society as a whole. And then the following year, we cut back from filming, mainly because it got out of hand a while. But we continued to dissect these movies, understood more about how our society was forming, and why it was developing in such a way via these movies. And then Roxy came in and was like, "I believe in this club," which he did, he absolutely did. Now, this year, we are now Es-tes. As this club is one of my babies, I'm going to miss it as I leave this high school, my senior year. I'm proud. (audience applauds) I am proud Of how all of you hit the ground running when it came to this project. I thank you for putting up with so much of my stress and so much of my unwillingness to believe we would actually get this done, but, it's on you guys now. So, please do take care of my baby. Michelle. (audience applauds) - Hello, I'm the secretary of Film Club. I was here from the very beginning with Jacob. My freshman year, was when I first joined Film Club. I had a very fun time analyzing all the films, performing in all the little skits we did, so much fun. And I honestly can't thank everyone enough for letting me participate in this club. It has taught me so many valuable skills, leadership skills, connecting with other people, sharing my passions. It's been such a great experience and I'm very glad, I've been able to participate. (audience applauds) - Thank you to all of my students who, I'm sorry, Environmental Club. Sorry. - Sorry to put in with this, but my E Club, all have other engagements. First of all, I wanna thank Mr. Miller, Harvey, Walter and my champion right here in the corner for the Environmental Club. We have approximately 25 members and we'll be having 50 members if spring ever comes. It's coming, I promise. I took care of that gofer, he's gone. I just want to express to the community, their support. The new garden is in plan. We are, this shy of the full budget that we need, the kids are ready to rock and roll if the snow ever goes away. We have wonderful support from our buildings and grounds and our administration and a very generous donation from Senator Larkin, and I just want the community to know that we have collected over $2,000 in bottles. We have saved so much recycling from this school and put it in the proper place and unfortunately, this school throws out about 300 gallons of water a year in plastic bottles. So, I would just like to tell you, to pour it down the sink, on the grass or drink it, you paid for it. And please look forward to this garden, there will be a special element in there, left from the French honor class last year. It is going to include a peace garden where one may go to contemplate, to meditate, to pray, to do whatever it is that you need to do to center. The food we'll go to the cafeteria, and any surplus food will go to the food garden. And yes, volunteers are needed, E. Whorley, cornwallschools.com. Thank you. (audience applauds) - That's all I have unless somebody has a question about extracurricular. - There seem to have (background interference drowns out speech). - Basically, what I do is, towards the end of every year, I ask advisors to provide me with information about the number of students that have been participating in this year, kind of, some attendance information, etc. I take a look at which clubs have staff members that are willing to work with the students. Sometimes kids come with an idea but there's not necessarily, somebody to support it, and then I have to make some decisions 'cause there's an X amount of funds and then I have to see what we can afford to do. Most of the time, we've been able to get things going because sometimes when one club is interested, another club might be kind of, dying out and there might not be as much interest in running it. Luckily, I've been able to slowly bring stuff on as needed, but always very appreciative for additional support (laughs). We do, I didn't mention in the beginning, in September, the second week of school, we do hold a Activity Fair, for all the incoming freshmen and any student new to the district. And they come in for about 15 minutes out of one of their classes to walk around and all of the clubs that were listed, have a table with information so that they can kind of, find out. I'll jilt back to Roxy, we didn't have it when Roxy was a freshman, but we've had it for the last two years. So, that is something new that we've instituted so that kids are aware of what opportunities are out there. Thank you. - I have questions. - Oh, sorry. - I'm sorry. First I just, would like to commend all of our students. You really, truly inspire us by your passion. This is commendable, what you've done here tonight and you've demonstrated that these are the pillars of good citizenship, so, I applaud you all. I have some questions and you may have answered some already. Is the faculty involved in every club or is it just selectively? - No. It's part of the contract. So, all of the after-school activities are owned, so to speak, by the teacher's contract. - Okay. Do the students, do they get credit or is there possibility to get credit for some of their work or is that part of the curriculum? - None of the extracurricular activities are credit-bearing. They get the good feel of knowing what they have been involved in. - Do we have a count on how many of our students are participating in the clubs right now? Do we have an idea? - I have that information from the end of last year when I collected. It's not a number I can, it would probably be a bit of a false number, and I say that because if I were to ask the students here right now, "How many of you are involved "in more than one club?" You're gonna see a lot of hands go up. So, the number might be a false number 'cause one student could potentially be in three or four different clubs or activities. I'm going to say it's a lot. That at 3/4 of the population, I would guess, is involved in at least one club or activity. - I see. I just wanted to commend you all again and encourage you to continue exploring the possibilities inside and outside the box. I see the future cinematographers here, scientists, writers. Again, thank you for the presentation. (audience applauds) - I'd really like to thank, maybe the unsung heroes even though our students are the heroes, but our advisors, Mrs. Larkin, Mrs. Whorley, thank you so much for what you do and all of our advisors. And then again, Mrs. Imperato, because she is the one who, is the champion for these clubs. And it's so exciting when she comes to us with new opportunities. And what's so important tonight to our students is that, this Board of Education ultimately supports these clubs and so, for us to hear what you do, and see the energy, the enthusiasm, wow, it just knocks us out. It really does and we are so glad you're here tonight, thank you so much. (audience applauds) - They don't wanna stay for fun part of the meeting. What's happening? - Talking about energy and enthusiasm, we're gonna talk about our professional development which, (laughs) which Ms. Duffy gets very enthusiastic about, and so do I, so, take it away. - I do. We just heard some wonderful opportunities for students, so, I'm going to take a moment to share with the board our wonderful opportunities that we've had this past school year for our teachers and administrators. On the board Docs, you have a document, it's a couple of pages long. I'm not going to read it in verbatim, but just give you some highlights. One opportunity that I'm really proud of this year with the district, is our partnership with the Hudson Valley Writing Project. And this is a K-12 opportunity and we have teachers in all five buildings working with these coaches. We're going to have a presentation from the Hudson Valley Writing Project in April, so, look forward to that. We also have two high school teachers, Colleen Santoli and Ashley Schebesta, who are trained by the Hudson Valley Writing Project. So, in addition to the full-year of coaching, they also work with middle and high school teachers on writing across the content areas, introducing creative writing across the content areas, so, just some topics that teachers across the board have maybe struggled in when our new standards came about a couple of years back. These two teachers along with the coaching opportunities we have, have really helped to infuse a passion of writing back in the classroom, so, very proud of our teachers and administrators working in that. We've also done a number of opportunities for teachers who work with students who are brand new to this country in learning English as a second or third language. And so, some of those topics have been on literacy, technology and strategies for helping achievement in the classroom. That's some work that we've had our ENL teachers attend. And then another big project has been STEAM. We have done about five different site visits to different school districts in the county and other counties including; Wappingers, Tuxedo, Port Chester and Monroe-Woodbury. And the goal of that has been to really learn best practices from other districts and we will be having a report on what STEAM is going to look like here in Cornwall in June by our STEAM captains. We've also done things like exploring Blackrock, yoga and mindfulness for educators, on-going curriculum review of different standards, and then a good amount of Technology through Keith Baisley and Tina Kakascik. So, we are continuing with our Google classroom level one and level two, a lot of STEAM work, in terms of technology benchmarks, break out of the room activities, and that's something if the board recalls, you had an opportunity to participate in that during the board retreat over the summer. Trailblazers, you had a presentation at the last meeting with regards to our one-on-one Chromebook. So, a lot of training there. And then, just really also educating parents with regards to technology. This is just a brief overview of all of the professional development opportunities. In addition for that, for administrators, we also do try to send out our administrators. Kate had an opportunity to attend a conference on middle school education. Tonight we saw a nice, kind of, insight into her background knowledge but we're continuing to find different opportunities for our administrators to also learn. Meagan, myself and a couple of teachers from Lee Road attended the Ron Clark Academy, and you also have an opportunity to learn about what that is, in an upcoming meeting. And then as always, we send teachers and administrators to NYSTEA and Lynn will be attending a STEAM conference as well. We try to really have a nice diverse range of activities, a lot of professional development and thank you to the board for your continued financial support with that because all of these cost money in some capacities. Just a nice overview right now of what we're offering in professional development. - Thank you, thank you Gail. Margaret, you've got another short report on the Orange County School Board Report? - No. Yes, the March 7th meeting was canceled, once again, because it was snowed out. I did want to say, on April 4th is the BOCES budget dinner and presentation, so, there won't be a meeting then. My next meeting will be Wednesday, May 2nd. If anybody does want to attend the BOCES budget dinner and presentation, you have to RSVP by tomorrow. That is all. - Just to piggyback on that a little bit. It's more than just a budget presentation, the culinary students make a phenomenal meal and there's demonstrations of all the various learning academies at the BOCES. So, it's a real eye-opening experience, it really is. Neal. - Thank you. I have to say, I sit corrected in my introduction to Ms. Duffy, when I called her Ms. Duffy, and it's Dr. Duffy, so, I apologize, I'm still not used to that. That was too great of an accomplishment to just dismiss like that. I'm gonna change things up a little. Normally, I do this after we approve a person but Katelyn DeSalvo is one of the people on our personnel sheet tonight, and I promised her when I talked with her that she'd be out of here in five, 10 minutes, easy. It's eight o'clock, so, Katelyn, I'm going to introduce you now and understand, you haven't been approved but you certainly can leave after this introduction and just guess all night. Or you can stay, but I did wanna introduce, so, Katelyn, if you could please stand, Katelyn DeSalvo. I'll tell you, good fortune has really come to us in Katelyn. She and her husband have recently moved here to Cornwall from Pennsylvania. Katelyn's husband grew up in Cornwall so she has come or he has come back and brought Katelyn with him, and we're so glad that that's happened because Katelyn will be joining us, as a leave replacement of special education at COH, if she's approved. (members laugh) Katelyn's had six years of teaching experience in special education for leave positions. This is quite a few years, a lot of great experience that we're so excited about. Katelyn, besides teaching in Pennsylvania, also participated in the statewide initiative, Project MAX, which is a very high-level initiative of the Pennsylvania Department of Education, she's been a part of that. We're just really fortunate to have Katelyn with us. She earned two teaching certificates in elementary education K-6 and special education Pre-K to 12, from York College in Pennsylvania, and she earned her Master's in Education in Educational Leadership, from Shippensburg University. Katelyn, we're so happy you're with us, we welcome you and look forward to working with you. Hopefully, congratulations. Thank you. (members applaud) I thought it was really interesting tonight, the way we heard about the middle school student and then we got to see high school students and it was, in their minds we could really see a progression. I know I was fortunate enough to have taught both middle school and high school and been a principal both in middle school and high school. And I have to tell you, I loved every minute of every level because the middle school students are, actually, that was my life for so long and I just loved it. And then I went up to the high school and I loved that too but I have to say, this whole connection of their growth and maturity from middle school on, is a tremendous thing and to be a part of as an educator. I thought that our board got a good look at that tonight and that's really great. Now, talking about students who have just taken on something that is kind of, beyond, almost our comprehension, we had a, what they called, a walkout last week on the 14th. And both our middle school students and our high school students participated in different ways. In middle school, students came, if they chose to, to the auditorium and they talked about, together as a group they talked about things they could do to make this world a better place. And they made the promises they wrote these down and Mrs. Polumbo has a full selection of these that are just outstanding, they're gonna be posted and they're really special. The students did an incredible job of really focusing in on what's important to them and how to make life better. And at the high school level, it looked like fully half the students came outside and I couldn't have been prouder of what I saw and it was a real tribute to those who lost their lives in Parkland, Florida, but also just the feeling that, our students do matter, all students matter. And they couldn't have made that clearer, from the Love Notes singing, just a very emotional song that fit perfectly, "If I Die Young" and that was by The Band Perry and that's a beautiful song and they sang it beautifully. And I really want to commend Anna, who a month ago, read her statement right after the shootings. She read it again and it was just an incredible moment as everyone just felt her passion, her strength and her... It was almost, something you just wouldn't expect to see except maybe in a movie, but it was real. And that's what was so neat about this, it was real and it was real emotions, heartfelt and Anna, congratulations, thank you for what you did. I just wanna say, and I told the board this, I wrote them that they would have been so proud, had they seen this, I know I was. At this point, speaking of our students, I'm gonna turn it over to them and just, we're so glad you're here with us. - Cornwall Elementary school kicked off, Partners in Reading this month, for the Kindergarten created for Reading Expo. After reading their favorite book, students created wonderful book Expo projects including home-made or games based on their books, dioramas, posters, team projects and much more. It's all a group meeting. CES participated in a school-wide DEAR, drop everything and read time, on March 2nd. This is always a special time in our school, where for 20 minutes, everyone in the building, literally stops what they're doing, to read a great book. Even the students in PE, lay down on mats, kicked off their sneakers and took in a good reading. Family Reading night on March 9th, was a well-attended event. This tradition at CES is very special, as parents come into the library at night with their children and cuddle up to a good book. It is really so nice to see how many of our families participate in this event. Screen free week was a bit tricky this year, seeing as two of the screen free days, are days that the students were home due to snow. Instead of looking at a screen, our students and their families were encouraged to participate in family activities instead. We love hearing about the board game competitions and snowmen that were built instead of watching TV and/or heading to the video games. CES posted our second Annual Multicultural Night this past month. This truly has become one of the most special nights at CES as our families come together to share their culture and traditions with others. There are nations from all over the world represented. Students have the opportunity to move from country to country, while having their passport stamped and beautiful dances from students with Indian and Irish backgrounds, entertained us as well as a karate demonstration. The night was complete with the amazing variety of traditional dishes that were presented. It's a beautiful event, it really highlights the uniqueness that we all have and the importance of sharing what makes us different, to gain a larger appreciation of one another. A big CES thank you to our PTO and parent volunteers for serving pizza and dessert to over 300 families this past Wednesday evening. Grandparents Week Pizza is such a fun week for our grandparents and their dates. The kids are excited to show their grandparents where they go to school and to enjoy a special dinner with their very important grandparents. The Harlem Wizards are coming to Cornwall this Thursday night, March 22nd. Will this be the year that the CCSD faculty and staff win? We shall see. Good luck to our staff, representing the CES, Ms. Arguello, Ms. McGuire, Ms. Lynn, Ms. Duffy, Mrs. Younie, Ms. Krishi and Ms. Chelsea. Games starts at 6:30 p.m., Cornwall Central High School. Thank you to Mr. Miller, Ms. Duffy, Ms. Raberger, Ms. Robinson, Mr. Moran and Ms. Quinn for taking time to come visit a fourth grade wrong car transformation lesson. Students in Ms. Noonan and Ms. Harter's classroom enjoyed a math fraction tribute lesson today that transformed Italian restaurants. As students solve problems hidden in pizza boxes, thanks to Grandparents Pizza, the students work in pairs to solve and had a lot of fun while reviewing for an upcoming assessment. They enjoyed showing up for it as well for their special guests. - We'll have good news. Well, it's fourth grade and orchestra students to showcase their talents on March 6th at the COH auditorium. It was a wonderful display of instrumental skills and we appreciate our parents for supporting these children and our music program. Mrs. Su-vi and Ms. Ma-ca-ri are commended for their support and encouragement that was on full display the entire evening. On March 9th, Willow Avenue held its annual town show. Our students were front and center, as the only 50, A through four students displayed their talents. It was an evening enjoyed by all as students played solo instruments, sang, danced, told jokes, displayed magic tricks and performed gymnastic and soccer skills. The night was kicked off with a band performance in their rendition of the song, "Thunder" by the Imagine Dragons. Congratulations goes out to all of our student performers and Ms. Mandy who coached the students with help from our PTO parents. On March 16th, our students celebrated the Irish culture and their school spirit with a green and white day. Our Friday morning opening also featured a history lesson of the Medal of Honor day that was presented by Kim Cashman and Richard Mendazzo for the local American region. Lastly, we continue to focus on acts of kindness to our Peace school day. Mrs. Lynn shared with the school, that our students and teachers who were taught this way over 100 acts of kindness during the week. Each act of kindness was made into a paper ring that was added to our chain and hang in the auditorium. We will continue to grow our acts of kindness in the months ahead to see how far our chain will reach. We completed our morning celebration with a performance from three of our very own Irish step dancers. Good news for COH. Cornwall Elementary school students were challenged to dive into a good book during, Pick a reading partner. 104 students took the plunge and read 30,975 minutes in total. 93 students who completed in all three weeks were receiving free book from our generous PTO during the book fair this spring. All participants were rewarded with an extra book at checkout, Ocean-themed pencils, book markers and stickers, bracelets and certificates. But the best treat of all, is always reading something special. On March 9th, the third graders at Washington's headquarters, the students enjoyed seeing the difference between living conditions then and now. Kindergarten registration was held on March 14th and 15th for Cornwall Hudson. We're looking forward to working with the many new families come September. The PTO, Mother-son dance on March 16th. The turnout was fantastic. Everybody came here set for the occasion and a good time was had by all. The kindergarten and first-grade traveled to the Va-ti-val theater on March 16th. They saw the performance of Switzerland's Moment chance. The show had thrilled audiences for decades with their purely visual theater circus using only masks and movements to create astonishing and magical images. The PTO kids drama club held their performance, Oh Seussical Jr. on Saturday, March 2nd. They casted two shows, one at 2:00 p.m. and the second at 6:oo p.m. Both performances were sold out. Congratulations to all members of the casting crew, it was truly a magical day. On March 9th, the first grade participated in a virtual reenactment of the Boston Tea Party. The students played an active role in debating taxation without representation and other issues that pushed Massachusetts to a revolution. Via Skype, students climbed aboard an 18th century replica vessel. The third and fourth-grade teachers have been working hard with their students to prepare them for the New York State exams in English Language Arts. The test will be administered on April 11th and 12th. Good luck to all. Good news from middle school. The CCMS drama club had another spectacular season. The drama club performed, Meet Me in Saint Louis this past weekend. Congratulations to the cast, crew, staff and parents for four amazing performances. It was an amazing, high energy extravaganza. Students at CCMS had an opportunity to walk out of class and take part in March 14th national walkout. Students engaged in great level discussions led by Mrs. Polumbo on ways they could enact change. They start with a partner and then moved to a small group. They then create a great level of promises to take part of actions that will create change in their school community, state, country that will be posted outside the main office. Students also took part in a building-wide moment of silence. The seventh and eighth grade are also selling T-shirts and our hearts as a fundraiser for Marjory Stoneman Douglas High School. Students in seventh and eighth grade took a part in the Pulsera Project. Students at the middle school sold brightly colored hand-woven bracelets, or Pulseras which were made by artists in well-paying, fair trade jobs in Nicaragua in Guatemala. The students also learned about trade and the economy in Latin American countries. Proceeds from the project are invested in Latin American countries. - High school good news. For the very first time, the Foreign Affairs team won the annual, Academic World Quest competition that is held at the FDR Library in Hyde Park. The World Quest competition is composed of almost 100 questions derived from a series of articles specific to greater worldwide issues, and the entire club of 50 people work diligently over the course of five months to make this victory happen. The A team was a club that secured the victory will now be traveling to Washington DC to compete against foreign affairs teams from all over the country. We wish them the best of luck. National Honor Society hosts a Trivia Night at the high school. It was a fun event that tested your knowledge and even included a special formal high school section. All proceeds went to the Hudson Valley Food Bank and it was a wonderful night where were able to support a community. Along the lines of fun events, the high school also had it's annual Acapella Night. Students and parents came to cheer along our different groups, such as Treble, Love Notes, Concert Fire, and Treble Fire. In case you attended. Last week, the senior class of 2018 gathered for an ice cream social in the cafeteria to celebrate 100 days to graduation. It was a great turnout and a great opportunity for the seniors to reflect on the last year and the progress they have all made, thus far. We're all excited to see which school and area city everyone commits to in these last 100 days. On March 14th, our high school student solidarity with at least a thousand other schools for a nationwide school walk out. The event took place at 10:00 a.m. and lasted for 17 minutes in memory of the 17 victims of the Parkland shooting. We had students speak, Love Notes performed, a moment of silence and we read the names and gave tribute to those whose lives were lost. It was an emotionally packed morning as students gathered together showing exactly what it means to be a student. We'd like to thank all those who put in the work and effort to ensure the success of this event and we'd like to thank all those who attended. Well, this specific event may be over, but we hope that this is only in the beginning to a larger conversation, that young people all over the country will continue to engage in. For most students have an opportunity to engage in this kind of dialogue, this chief hazard and understand the safety measures and exact operations that ensure the safety of every one of us at the high school. The conversation will continue because the voices of so many students around the country, just like us, here at Cornwall, will keep shining a light on issues that matter most to our safety, security and well-being. - Thank you, thank you Anna, thank you Sam. Committee reports. The handbook committee. Well, first of all, I'd like to thank Margaret. You all have on board Docs, a draft copy of the handbook. If you could take a look at it, if you notice anything, yes, we do know that some names are spelled wrong and there's a few little things here and there, but if you could point them out to us, we will have it corrected and we'll get you, email you directly a final draft, I don't know, a final draft? It's kind of an oxymoron, before our April 9th meeting where we will discuss it and possibly adopt it. Jim, SBAC. - Yes, thanks Larry. A week ago, this past Tuesday, we had our second SBAC meeting, and through discussion, we came down with some ideas of how to edit both the exit poll and also the bifold that is a take home by our elementary children. And the work that has been done and feedback that has been sent to me by different members who were in attendance is really great. Essentially, the exit poll is completed at this point in time, other than just some numerical information that I need to get from Harvey, and it's the same with the bifold, I do need pictures from different administrators and program coordinators plus the information will be coming along a little bit later probably in April, so that I can insert it into it, but we're moving along quite well with that process. Harvey and Neal I'll labor, submit to you the exit poll soon. - Thank You Jim. Peter, outreach. - We had the final meeting of the Outreach Committee on March 11th this past Sunday. It was open for free for all because we'd already had the elementary, middle school and high school, so, it was just a lot of people bringing in questions, a lot of discussion. It was good to see Dick Rendazzo and Peter Russell from the town council there. They brought in their own perspectives about budgets and so on, I thought that was good. A lot of discussion. I think people are, they were very concerned about the budget so we had a lot of budget discussions. At the same time, I think we just talked about the kind of quality we have here at school too and I think that was appreciated. These minutes will go up on the website, I think within a week. - Thank you Peter. Melanie. - We actually had a wonderful visit today at Lee Road and Margaret, Larry, Dave and I were able to go to the classes between Mrs. Noonan and Mrs. Harter. It was just a terrific example of how engaging learning can be. They did a wonderful job, it was math by way of pizza in a lovely little restaurant that just popped up in Lee Road, overnight. And it was great to see these kids interacting with each other, helping each other, discussing the problems and reworking the problems, coming to a conclusion, correcting them if they were wrong. It was great to watch kids doing it. It's really the way they learn best and I commend these teachers for all the extra work that goes into doing this and their principal for encouraging them. Thank you. - One of the things I noticed at that class, is there were two full classes and every student was engaged. I purposely looked around to see if anybody was, kind of, nope. For that whole hour, every student was engaged. It was exciting to see. Communications Committee. - We are working hard on getting our communications plans set for the capital project. So, the day after the budget is voted on we can start pushing out information. I have a number of community volunteers who are helping and that have signed up to help to spread the word which is fantastic. And in the meantime, we can help with, maybe with Jim's group, if there's anything that the Communications Committee can do to help you get that stuff out, but we're working hard and continuing to build a plan that's gonna knock everybody's socks off. - Great, thank you. Policy Committee, Peter. - Once again, I defer to superintendent Miller who's running the show behind the scenes here. So, I would ask him if he could give us an update. - Well, we have a meeting this week on Wednesday and before I left for this meeting, I looked at the weather report and just so you all know, from 6:00 a.m. until 6:00 p.m. on Wednesday, it's supposed to snow, we're supposed to get about five to 11 inches. So, we may not be having our Policy Committee meeting and if not, we will reschedule that as soon as possible. But we're already set to go-- - Much anticipated. - Yes, it is much anticipated and I'm hoping that the storm actually tracks somewhere else and they're still not quite sure. So, we hope to get that in, but we are looking at the facilities policy, as well as our technology policy and we're getting very close to the end. I keep saying. (member laughs) - Facilities Committee. - I anticipate that once we get past the April 30th meeting for the bond that the Facilities Committee might work hand in hand with communications to help get information out to the community. - Thank you. - We have some questions on the committees. And we're putting it up for discussion. - What's your question? - First, is Nancy Brian now the chair of the Facilities Committee? - Yes, David, he has to step down and I appointed Nancy. - I think with all due respect to Nancy, and I welcome the change, but should that have been a discussion? - No, by policy, the board president appoints the committee chair. - On what basis did you appoint Nancy as the chair for the Facilities Committee? - Her willingness to serve and her availability. - And the availability. Nancy, I make myself available to you, you know that I would like to help you with this process. I hope you take me up on that offer. - You are on the committee and I've served on the committee as well so yes, we will all certainly look to work together. - Alright, I appreciate it. I just, I was taken a little bit by surprise by this nomination because it was never discussed. I think that this is where my experiences could be best used. I have another question on the committees. I know that we're gonna be losing Dr. Duffy over the summer. Will we be commissioning a committee for the search committee to undertake that task? - We're in the process of doing that. We're real close, we're gonna be interviewing shortly after the spring recess. - Is the board going to participate in that process, that's question? - The board will meet with the candidate prior to approval. - Well, I think, I would strongly recommend that I personally as a board member, would like to participate in the research, in the search and in the parameters that we're gonna be identifying in that search. I would hope that we're participating in that process. - Well, that's not the process that we use for for hiring in this district, we've never done it that way. - The mission of the Board of Education and the one person that we do hire is the superintendent. And it is the superintendent's mission is to recommend to us, hires under-- - I'm sorry, but I would like to delineate those key traits that we're looking for in our new assistant superintendent for curriculum. I think it's our function as a board, if I read it correctly and I can go back to and reference it again, that we give those parameters to our superintendent, then our superintendent performs this search based on those parameters. And of course, I would hope that, that we have a joint collaborative search. - Well, I have a question. Do we have the parameters already, do we have the qualifications you're looking for, for maybe-- - Yes. We've advertised the position, we've gotten our responses and we're in the middle of determining who we're gonna interview. - I don't recall seeing the, It would be just good to share with us, what are the characteristics you're looking for. Good, between break free and reverent. - They were in the posting. - One of them. - Yeah, they were in the posting. I can share that with you, absolutely. - That would great. - Yeah, that would be great. I just think it's important for us to be a part of that process. What is our goal in this search? By when are we looking to identify the final applicants. I'm sorry, Dr. Duffy, that we're having this discussion, you're gonna be very hard to replace. - Excuse me. Don't ask Gail. If you're asking the process, could you please ask me. - I'm apologizing, excuse me, that we're having this discussion, but I think it's a discussion that needs to be had. Has anyone on this board been part of this process that we don't know about? No one? - Mr. Ortiz, I would just say in my 35 years in education, no board member has ever been a part of the process, until that final interview at the end. - And that's-- - That's how it works. - That's how it works. - Thank you. The consent agenda. There was a little confusion at the last meeting on consent agenda so, I'm going to read what it is again. Consent agenda. Use of the consent agenda, permits the Board of Education to make more effective use of its time by adopting a single motion, to cover those relatively routine matters which are included. Any member of the board who wishes to discuss individually, a particular piece of business on the consent agenda, may so indicate and that item will be considered and voted on separately, thus preserving the right of all board members to be heard on any issue. It is recommended that the Board of Education approve following consent agenda as submitted by the Superintendent of Schools, items two through nine. Do I have a motion? - So moved. - Second. - All those in favor? - [Members] I. - I have a question on the March 12th meeting on the budget. Oh, the March 5th minutes, I'm sorry. - Then we'll pull out the March-- - We'll pull it out. - Minutes. I apologize for not hesitating for a moment, to give you a chance-- - I'm sorry Larry, it's the March 5th, is that what I said? - February, March 5th, March 12th. - There's three sets of minutes. There's February 26th, March 5th, and March 12th, which one? - Oh, the March 5th minutes. - As amended, do I have a motion? - So moved. - Second. - All those in favor? - [Members] I. - Any opposed? Okay, the March 5th minutes. Do I have a motion to accept the March 5th minutes? In order for us to discuss, I need a motion to-- - So moved. - Second. - Thank you. Now, the question. - When we're discussing the budget, if we raise any questions as individual board members, are those questions to be included in our minutes or should those questions then be reserved for our final comments, because, the questions that I asked are not reflected in these minutes? - Can I, respond to that? I think that we were told, because we are videotaping the meeting, then therefore, there's not gonna be exact verbiage in the minutes, that the minutes are a synopsis but for exact questions and answers that went on during the meeting, then you would refer to the videotape. - If we want a specific statements to be included in the minutes, should we reserve those statements then for the end or should we then, maybe, "I would like my statements to be included in the minutes." I'm just trying to understand the process so that way, we can, 'cause I think that, this is the point that I'm trying to make. If we're having a discussion about our budgets and no part of our discussion is included in our minutes, then how can the community, in reviewing the minutes, have any reference point to review the video? For example, I made a comment in one hour and 43 minutes into our meeting, where I requested the actuals. And it was a lively conversation between Margaret, Quinn and I, in terms of, why the actuals could be helpful. And I think that's a substantive discussion that should be included in the minutes. - Let me just say that, the minutes are to reflect the actions taken by the board. The minutes do not reflect the transcript of the meeting. But what Linda does, she does her very best to get a lot of that information into our minutes. That's not really required by law. What's required by law is the, the board would have to probably get a transcriber to shorthand however they might do it now, if you wanted to do that. But again, that would be up to the board. - No, I understand and that's why I was trying to understand the process because, if questions are being asked, then I think that the community needs to know that these questions are being raised and it may answer some of the questions that the residents may have also. It's a reference point and that's the benefit of having the videotape because I was able to go back to the videotape and actually, did I ask that question or did I not. And I understand about, it should not be verbatim but I think that the substance or at least the spirit of the conversation should be encapsulated into our minutes, somehow. That's why I asked the question. So, I guess that the answer is no? - It is possible to reflect the type of actions. - I do try to fill it out, but then, you can speak to me. - But I do see that, if we make our closing statements, then perhaps, that is the time for us then to re-emphasize those remarks, so that way they can be incorporated into our minutes- - As synthesized, yes. - As synthesized. - Okay. - I can't hear you Peter, I'm sorry. Speak into the the microphone. - If you had a specific point you want to make, isn't there some way we could say, "I would like to introduce this into the minutes," as a statement or something like that? In other words, something that we'd try to succinctly summarize what one member wanted to say. For example, if you want to say, "I'd like to put in the minutes, I favor having comparisons "between the actual budget because I think it's a good way "to compare the trends we're going through." Something like this succinct, as opposed to, or you could say, either check that in the minutes at the end or we could do it during the discussion. Could that be possible? Does that the same reasonable? - Well, I think that we could do it at the end. - No, it makes sense. - Yeah, I think that we could do it at the end. Again, as long as it's succinct and not the whole discussion all over again, sure. - Just make something for the record. - Yeah. - I think we should leave that at the end then. Sometimes it's good when, but whatever. As long as we get a chance to put it in. - Yes. - And let's remember the reasonableness of this. With Linda trying to get it all, she's not going to be able to get it all. She'll try, she always does. - And that's why we can always go to the videotape. - We have a motion and second on the floor to approve the March 5th minutes. - So moved. - So moved. - Second. - No, I'm looking for a vote. - Oh, that's what I thought. You confused me. - All those in favor? - [Members] I. - All those opposed? Any abstentions? Thank you. - So now, we've got a piece of this. - We've approved everything. Now it's finished. - Now, for new business not on the consent agenda. The Elementary Code of Conduct Resolution. Resolved upon the recommendation of Superintendent of Schools, the Board of Education does hereby adopt the updated Cornwall Central School District code of conduct regulations. Do I have a motion? - So moved. - Do I have a second? - Second. - Any questions? - Dr. Duffy will take that. - As you know, every year, the Board of Education takes a look at the code of conduct. For the elementary level, what we found is that some of the practices that we use at this level were not accurately reflected in our current code of conduct so we just changed some language. What I'm referring to is recessed attention. We have that in, as one of the options but it didn't really reflect what the principals do at times, so, it's really more of what's called a, timeout. And so, under level one misconduct, as an option, and also level two, we've taken out the words, recessed attention, and in its place it says, timeout. Basically, this timeout can occur any time during the school day. What that means is, when a student is having difficulty and maybe is removed from the class to come down to talk to the principal, it can be any time during that school day. So, if it has to be at recess, it would be a very minor portion of that time but if it has to be during PE class or a music class or during reading, whatever the case might be, it allows the principal to have that option to give that student a very necessary timeout, which is really time with the principal to talk about what happened and then talk about ways for the student to be able to get back to class. Our goal is to always have the students in class. So, that's what you have here in front of you tonight, it's minor language. It says, time out, instead of, recessed attention. - That allows for more immediacy? - It does. - I'm a little unclear. - Push this button. - Who recommends the time out and who actually, participates in it again? - The code of conduct is what we use for students to understand what the rules are that they need to follow and then, it also provides for students, parents, teachers, faculty and staff the different options that the administrators would have in helping the student get back to class or learn from a mistake that he or she has made. The student is the one that would have one of these levels of intervention and the principals or the assistant principals depending upon the building, would be the administrator that would be providing that support. This is something that's based on our federal regulations, something that we look at every year, and the board already voted on this year's Code of Conduct, a couple of meetings ago. So, this is just a minor change to it. - So, it is performed by the administrator, the timeout? - It is. - Any other questions? All those in favor? - [Members] I. - Opposed? Any abstentions? Thank you. Review of the District Wellness Policy. - Again, Dr.Duffy. - We have different district-approved plans and the Wellness Committee met last week, and so, I wanted to just bring to the attention of the board that we do have a Wellness Committee, we do have a Wellness Policy. Nancy is the Board of Education member who sits on this committee with us. Attached to Board Docs is our Wellness Policy, we do not have any changes from last year but we just wanted to bring it to your attention at this meeting. - So, no action on our part is necessary? - Not at all. - Thank you. Any questions on that? Number three, the Capital Reserve Fund Resolution. - I've no-- - No, I'm sorry. Sheriff's SRO resolution. I love when you guys change this. (board members laugh) Yeah, thanks. - Thanks. Sheriff's SRO Resolution. Resolved that the Board of Education is hereby authorized the Superintendent of Schools to pursue a municipal cooperative agreement between the county of Orange and Cornwall Central School District to retain the services of deputy sheriffs employed by the county on a part-time basis. Do I have a motion? - So moved. - Are we gonna have a discussion? - Do I have a second? - Second. - Okay, now, discussion. - Okay. Can we understand better this resolution, how do we reach this resolution, what's the discussion regarding the sheriff services and are we gonna have a presentation on that? - Can't have a presentation. - This resolution really just gives, Neal, the opportunity to start pursuing it with the county. Any agreement or any decision will be approved by the board before anything is enacted. This is just to get the ball rolling. We have already received a sample, contract agreement that the county has for BOCES, just as kind of, a template for them to show us. But as far as the costs and all those nitty gritty stuff, that is what this resolution does. It allows us to now pursue it formally. - What I don't understand is that, there's been so much urgency to safeguard our children. Why do we need a resolution just to even have a discussion, if we're not entering into any contract? - It's a resolution allowing Neal to come back with information for us and that's the way a Board of Education works. - I just wanna understand-- - It does not work like a business. It's a little different than a business in New York City and I apologize for saying that but, this is a Board of Education and we are bound by rules and this is the first step. If we don't take this first step, we don't get to step two, which could be hiring and approving a contract. So, this is the first step we have to do. - And Raphael, please note, Harvey and I have met with Sheriff DuBois, and the 200 sheriffs, we're well underway in this, now, we just need the board approval so that we can pursue it further. - My concern is this. We are now just voting on a resolution. This is three months after we received the original sheriff's report. In other words, this is just for me, just completely unacceptable, that we are delaying this somehow. Let me take this back, I'm so sorry. When should we have enough information that we can start making decisions on how to better protect our children in terms of, if I wanted to have an SRO officer tomorrow at the high school, and we wanted to compare the cost between, let's say, for example, a police force that may be able to provide that service, if I wanted to compare the costs to our school district, how do we go about this to make a decision, like, by next week? - Well, first of all, let me just step back just one second from, you have to understand that, your comment about why did it takes so long. I share that to a certain degree because, we were reaching out to the sheriff's after this report. They are extremely busy. When they finally got back to us, Neal and I jumped on it and we were out there the next week. So, there's no delay, it's just that they are just, overloaded with responding to this kind of stuff. We have met with them, we do have that sample document we're gonna be looking at. As far as the cost, the cost of comparison is quite dramatic. This is a unique program through the County. They essentially told us, it's essentially, $30 an hour and they're allowed to work approximately, not approximately, they're allowed to work up to a thousand hours, because they can't exceed the $30,000 right now. It's a $30,000 cost for us. The SRO, through a local law enforcement, town, village, etc., that is essentially hiring somebody or reimbursing that municipality at their full cost. That includes salary benefits, etc. That is upwards of, north of $100,000. So, it's very dramatic and that's why many of the SROs, if you go around the counties, they're using the Sheriff's Department because they have this program. - This is not a new program for the Sheriff's Department? - Not at all. - This is not a new initiative? - No. - So, in other words, they have staff in place. - No. The process for this is that, they will actually solicit individuals who are interested. They always try to get, actually, people within the community if they can, at which point then, we sit down with the Sheriff's Department and we actually interview them. We wanna make sure the fit is right. If the fit is right, then they would be hired. They're hired by the county, the cooperative agreement is such that, we reimburse the county. They're the employee of the county. - I'm sorry for taking more time on this. I know we're gonna have a private executive meeting on this discussion. Just so I understand this correctly, an SRO need is identified, the Sheriff then recruits to meet that need, is there training process, is there like, a lead time for that? - Yes. Depending on the individuals, because they're retired law enforcement, there's a hiring period, there's a retraining to make sure that they're up to speed and there's a continuous training protocol as well. - Do you know what that lead time may be? - They had told us, somewhere around two months. - They set about a month to do the hiring, do the soliciting for interest, the interviewing and then once the board hires, we're looking at five incidentally, one for each building. Then it takes about two weeks to a month of training. Hopefully, it'll be maximum of two months, but it could be a month and a half. - Are these actually SRO, people as we've been discussing them, in other words-- - They are policemen. - I thought well, an SRO-- - Armed, uniformed policemen. - They were full-time before, I thought, when we used to have resource officers here, weren't they full-time? - Yes. - During the school day? - Yes. - Full-time within the school day? - With these people be, we're talking full-time, I thought they only have 1,000 hours? - Yes, but that equates to what the school is open. - I see. - Yes. - Have we had,-- - Can I just finish my-- - Yes, I'm sorry. - I proposed earlier today, I understand that they seem to have a very attractive offer for us here. But, just to give us the maximum flexibility, I'd also like to introduce the ability to give to Neal, the ability to negotiate also, with town and village as well just in case he found some niche to fill. Just give him the ability. Why are you shaking your head? - Because I'm looking at $30,000 or I'm looking at-- - You've already made-- - $100,000. a decision, now, you've already made a decision, right? What I'm saying is, just in case, just in case, you never know. - We're just exploring. - Just in case, just to have the ability. He doesn't have to exercise the ability but just to have that ability, in case we have to go some other direction, that's all I'm saying. Just to add that, also negotiate with the town and village, if he's so finds that it might be advantageous, that's all I'm saying. That would give you the ability, without having to go back to us, if indeed there was something you found, you couldn't quite, meet with the sheriff or something else. Instead of making it only for the Sheriff's Department, I'd like to see the ability, just to grant you Neal, the ability to negotiate with other bodies, that's all. - I think that's a great idea. As a matter of fact, since we just learned that it takes a special authorization from the board, I would like to give you a carte blanche ability to negotiate with anybody and any entity that can provide us, authorized armed Protective Services for our schools. So, that way you're not limited to just now, in speaking with the sheriff, but you can speak with the town, you can speak with the village, you can speak with the New York State, if they provide, I don't know. My concern is this, do we have the ability to provide a security armed presence at our schools tomorrow? - No. - Can I just jump in here-- - We don't have that? I have to jump in here and tell you that, I find it as an educator, that to use those terms, as armed security, is not what we're looking for. The reason why an SRO or someone who is retired or currently working as a police officer, is because they are not security guards-- - No, I understand. - They are people persons. They have interacted with people through their careers or through their current careers. A security guard, an armed security guard, so when you use that term, that I find offensive and that's not what we're looking for-- - I think that we're not-- - To put in our schools. That's what you said, you said, armed security guards. - I'm sorry. - That's not what we're looking for. - I'm sorry. I know how to distinguish between an armed security guard-- - That's what came out of your mouth. - And an SRO, a security armed, security officer. I stand corrected. When we speak about armed officers, we're talking about authorized, trained, security officers that we've been looking to hire from our Sheriff's Department. - Who are also trained to work with children. - That are also trained. When I speak of a presence, a security presence, I'm talking about a professional that has been trained and prepared to work in a school environment. The question still remains, what do we do about protecting our children tomorrow? Are we exploring every possible opportunity to do that or do we have to insist, are we just simply saying to our children, "We can't help you."? - No, no, let's not go there. - If I understand it correctly, that's basically what we're saying. - We as a board have been taking security very seriously. - I know you are but I just wanna make sure-- - My turn. Every year, there've been incremental improvements as the situations have arised. We've taken a look at our security entrances, we've made sure they're in the bond, we've gone to the Sheriff's Department for an audit. We weren't fully comfortable with that audit, we went then to a private firm, who specializes in school audits. Much of what we do, we don't wanna disclose due to the fact, we might put our kids at risk. And we will go over all of this at the meeting that you have requested in executive session. - And I understand that Larry, I appreciate that. I appreciate our meeting and I'm looking forward to it. I would just like to have a date set, that we could say, Harvey, you've been having these discussions with the Sheriff. Is there anything that we can do, and I understand the cost. I'm not gonna put a cost on protecting the schools. None of us here, are putting a cost, so we're not limiting you, we're not saying, "Hey, I'm sorry but that may cost too much." We're not limiting, at least we have not had that discussion. We're just trying to find out what the possibilities are to provide that protection sooner than later. - And I would like to divert that to later, if we could. And I'm not putting it off, I'm not sinking my feet, I am saying that, we have a meeting scheduled for that specifically this evening, and we do have to get through the rest of this meeting, so, we have time to do what we wanted. - Can we amend the Sheriff Resolution to include any and/or all possible services that are authorized? - Let me start with the Sheriff. - No, because it-- - I just don't wanna come back three months somehow. - It's just a flexibility thing. It has everything to do with, then we'd have to go back for more-- - We have a motion on the floor, could we call the vote at this point? - No, no. I'm just saying, we want to amend, they just wanna amend it to the Sheriff's Department or any other municipality that can provide the same services, that kind of language gives the most flexibility to Neal and Harvey, that's all I'm saying. I think it gives them more flexibility because if they can't get quite what they want, then they can have them some edge. But if the sheriff knows it's the only game in town, that's not a negotiating position to be in. I'm just suggesting that we broaden the resolution. - In other words, we speak with our town, we come back with, and I would like to include a date-- - We understand what he said. Honest to God, you don't have to explain it. - I also would like to include in this resolution, a date that we're gonna have-- - Can't, of course-- - Right now, we're just giving the authority to both, to the administration to negotiate for SRO or other kinds of security personnel that might be needed. That's all I'm saying. - Do I have a motion for the amendment? - I second it. - Okay. All those in favor for the amendment? - [Members] I. - I'll go with that. - Can we see exactly what the amendment is with words? Because I'm not sure I understand what we're changing, 'cause right now, this says, the municipal service or municipal-- - Barbara, could you speak into the microphone? - If we're going to do that with the town or the village, that's one thing or the state police, that's one thing but if we're not doing a municipal cooperative agreement, we need to change what this says. - Okay, no, and I believe it would be a municipal cooperative agreement with the county of Orange or-- - Or any other municipalities in New York State. - So, we're telling Neal that he can follow through on what he's already done with the sheriff's and get all that information, see what they have to offer us, the costs, the personnel and then he can also make a call to our town, our village, perhaps, they have a police officer that they would like to assign to our school and we would say thank you, perhaps. So, that's what we're saying here, is that Neal's gonna follow through with what we want, if what we want in this resolution, what is stated in this resolution and also check-in with any other possibilities? - If needed. - If needed and bring that information to us for a comparison perhaps, is that we're saying? - Just so you know, the State Troopers do not have this program. - So, they wouldn't be someone you check-in with? - No. - Okay. - The sheriff is the only-- - Sheriff and our local law- - Local law enforcement. - Okay, I'm alright with that. - So, you're okay with that? - I'm okay with it. That's what we're talking about, I'm okay with that. I wanna be clear. - All those in favor of the amendment of the motion as amended? - [Members] I. - Any opposed? - Abstension? - Harvey, how about your presentation? - Ready for the budget. - Here, let me see it. - I'm coming around to the others, sorry. - Thank you. - Thanks. - Thank you. - Oh, thank you. - I'm freezing. - Thanks Linda. - I've got a lot of layers and I'm not hurting at all. - Tonight, we continue the budget process and it's important to remind everybody that, this is an ongoing process. It's not ongoing because we wanted to later, spring it out, it's ongoing because, there's a lot of information, that we just don't have available until the very end. We talked about that in each of the other meetings, but we're gonna start first with identifying what has actually been received, what closure can we bring to some of these open items. The very first item there is, we have received five additional staff retirements. That is a savings of almost $170,000. It comprise of three teachers, a social worker, and a nurse. - Are these in addition to what you mentioned before? - These are in addition to what we mentioned before. - Do you know the total is? - The total number of teachers, I believe is eight. One social worker, I'm sorry, seven teachers, one social worker and one nurse. - Thank you. - Yes. - You're saying there's a delta of nearly $30,000 per position? - Pretty much, that's what we call, the breakage. The biggest piece of that, is because you have a veteran teacher who might be making, three figures, and we're hiring someone at the new scale. So, that's favorable. That's a savings. The other thing that's occurring, and this occurs right up until the last minute, and even after we approve the budget. It has to do with the annual reviews for the special needs students. Up to today, we have two new students who are going out of district, which is actually gonna cost us 90,710. So, the saving, the total net savings is, something I'm gonna go over in a minute, but that's new information that's good to have. As you'll see at the bottom, we still have a variety of open items. We still have a couple BOCES coaster rates that we're still waiting on. The staff retirements, contractually, they still have until the end of the month to let us know. So, we do have some time there. The annual reviews as I mentioned, those are ongoing. And perhaps the biggest thing we're waiting for, is the State budget, and knowing what kind of aid we're gonna get. Those are gonna be open. The changes that I just mentioned, this is the sheet that I carry forward each session. It just reflects those changes within here. So, this is just a summary spreadsheet that we've been doing in each month, I'm sorry, each presentation we update it to reflect those changes. I will also mention that the line-by-line budget, every time we have a meeting, its updated on the website, so, it's there right now, for the one, for this meeting. The real question is, where does that bring us? What does that give us in terms of the budget? If you go to the 319, 18, you can see that, we've gone from 106 to 185 in terms of what I call, funds available. These are funds available that would allow us to add a program, to add certain services, etc. We have two more meetings. I can tell you that, hopefully, if our history... That was interesting. (members laugh) The budget at the state level is supposed to be approved by the end of the month. First, we should have information. We're hopeful that they'll do it again this year, be on time, that will give us ample time, to bring a lot of good new information out. 'Cause that's gonna be the biggest change that we're gonna see here. With respect to something that's new, and we're gonna be finally doing, it's something we're very excited about, it's something that's a long time coming, we've been talking about a capital reserve. We have never been in a position like we are now to implement this. This is kind of like a one-on-one for everybody because there's a lot of moving pieces with this and I just wanna make sure everybody's aware of how it works. Capital reserve, what is the purpose of a capital reserve? And I'm not going to read it, but I'm gonna speak toward it. It's basically, it enables us to finance, and that's the key part. It enables us to finance either a part of or all of a construction project. That construction could be, we add an addition onto a building. It could finance reconstruction, we're doing something within the building. Or it could be the acquisition of a capital improvement or an equipment as well. Yes? - You see, but it's harder because, where do you get the other part? - Bonding it. - Oh, I see, 'cause you're combining the bond. - Right. I'm gonna show you how that works and how, you've been reading a lot about districts that are doing capital projects and they are able, it costs the taxpayer nothing. We're hopefully going to be in that position, down the road. There's a brief description of what a capital improvement is and besides the obvious, I just want you to know that, you could actually procure land or rights and lands. The rest of it is pretty much, self-explanatory, what we've come to believe. The equipment, you can basically, when you do a capital project, you might have equipment within the capital project, when you're doing some construction. Or you can actually have, use this reserve for equipment. A lot of districts for instance, we don't have our own transportation department but a lot of districts do this for school buses. So, you can do that as well. That's the purpose. How do you establish it? First and foremost, it has to be approved by majority of the voters. And that's why it's going to be on the ballot in May. There's a couple key pieces they have to have in the notice. The first thing is, the notice has to indicate that a proposition will exist on the ballot to have this. You have to indicate what the purpose of the fund is. You have to indicate the ultimate amount of the fund. We're gonna talk over that in a minute. As well as it's probable to term. Now, probable term, why do we talk about probable term? It's kind of a weird, doesn't, for a certain period of time and the reason is because, let's presume, that you're gonna set up a capital fund for five million dollars. You typically, have to give it a longevity, of say, 10 years. You could though, have the ability to fund that five million in five years. You could fully fund it in less than the full term, that's why they use the word, probable. Yes? - If you don't use up to five million, let's say you had four million, then all of a sudden, you gotta spend 500,000, you drop down, but we could go back up again, that means only a total. - That's a very good question. Let's suppose year five, at our 10 year probable term. Year five, we reach our maximum and then we spend half of it so, we drop the bar. You are not allowed to go back up. You would have to go out with another proposition. That's why it's a probable term. And that's why we talk about, there's an ultimate amount of the fund, it's a maximum amount, it can't bear, you have to put stake in the ground. - Let me ask you Harvey, just to follow up on Peter's question. The reserve fund is only the seed money because we still get reimbursed by the state at 75%, correct? - Right. - So, the reserve fund represents 25% of what the potential capital improvement, could potentially be? - Doesn't have to, it could. - Could? - Yeah. And typically, what you see is, you typically, do not see districts using a capital fund, the capital reserve fund, to pay for the whole thing. It doesn't make sense. It's used for that portion that falls on the taxpayers, the local share. - Correct. - Of course, our aid is 76%. That difference should be-- - So, it's 24%? - Right. - In other words, just to go through an example. Let's say for example, five years from now or three years from now, we've built up our reserve fund. Now, the reserve fund is built up how, again? - I'm gonna get into that. - Okay. We identify a capital improvement, either if it's an emergency or if it's a new initiative, would we then have to go through, since we have the funding, we would have to go through the state approval process still? - That's part of the capital projects before you can even-- - Use that money. - Use the money, there's other requirements and I'm gonna talk about it. - The only difference is now, that there's no increase in taxes because we've already funded. - That's right. So, you have the aid and you have the local share, it's a beautiful-- - Its already there. - Yeah. We talked about, the proposition has to be put forth to the taxpayers. This is the language that you'll see on the ballot. And it goes back a little bit to, we've been talking about how much do you fit on a ballot? That is the required language, specific to a capital reserve. I want to just point out a couple of quick things here. If you read through this, you're gonna see that the top part basically, votes for, for what your purpose is. What can you use it for? And then it moves down, and it talks about how much. Five million. This is actually proposition that we have tonight, to approve. The board's really got two decisions to make, well three. To approve it all and then on the presumption that this is something we wanna move forward with, the two big variables are, the dollar amount and the probable term. Why do I have five million dollars? First of all, you have to be realistic. You can't put up there, 100 million dollars, first of all, you're gonna scare the heck out of people. Five million dollars is probably a realistic number relative to the term of 10 years. And the presumption, maybe, you can put about a half a million dollars away. Why not use 50 years, why do we use 10? Again, you don't wanna confuse and you don't wanna scare the taxpayer. This is easy to understand, this is easy to digest, that we're gonna be looking to raise five million dollars over a period not to exceed 10 years. - Let's say you get this money in five years, what happens is then? After, you don't have to raise till the tenth year, then actually do another five million for 10 years or something. - You have to have a whole new proposition. - A whole new proposition? - Yeah, each one of these is a standalone. - But essentially, if you make your mark by five years then, proposition's fulfilled. - That's right. Again, the five million in the 10 years is, some districts do go 10 million. I think it's important because this is our first, that we really have to take this, kind of, slowly. Nothing says, if we, like you indicated Peter, maybe we fund this thing after five years. The board can then, at that point in time, set up another capital reserve. As far as the use. The use must be authorized by the voters. You have to get voter approval to set it up and we have to get voter approval to use it. So, at which point in time we decide to do that, once we have it set up, that will be another proposition on the ballot. And then the key variables for the board, again, it's the maximum amount to be funded and the probable duration. That's really for the board to discuss. My recommendation is the five million in the 10 years. I just don't want to put 10 million up there or a bigger number to scare people away who may not fully understand it. 'Cause when they're in there, and they have to fill up the ballot, I don't wanna scare them or have them misunderstand everything. Are there any questions on this? - The five million is the number that's going to be questioned by the community. How do we arrive to that? I know that there had to be some thought in that number from you. - Let's think about this, if our aid is 76%, just say 75 for easy, it's a quarter of whatever we spend. You can do a 20 million dollar project and it costs the district nothing. - Correct. - That's part of what plays into that. I'm trying to be realistic in terms of what in 10 years, on the presumption that it's gonna take us 10 years, we're gonna be in the next cycle. All the stuff you've been hearing at the capital project meetings, we're gonna be in our next cycle. I don't think we're gonna be in a position, where we need to do more than 20 million dollars worth of work. - And that doesn't necessarily mean that we use it all, we could use it in increments. - Absolutely. - The only downside to that, is that you can't refund it, you have to start all over again. In other words, to bring it up to that amount. - Right. But let's take an example. We've talking about the capital project and saying, maybe some stuff we're gonna put off. Well, maybe after three years, maybe we'll have two million dollars. We can start using some of that, for those things that we've put off. You don't have to wait till the very end. - I have a question for you, in terms of arriving to that number. I'm doing a study now of all 710 school districts throughout the New York State, and it's incredible. All this information is available online, but there's a column here that says full value for Cornwall and it has it as, 1,694,425,409. What is that value? Is that the value of all of our real estate? Yes, that's the fair market value. It really has nothing to do with us. - But it doesn't... If I wanted to look at that number, does the state use that number because it's there for a reason? Why does the state have it? Do they use that value? - It's used for two key purposes. One key purpose is, we use it when we have to figure out the taxes, it's critical. The other is that, there's a host of formulas that the state uses that provides us aid and there's something known as property wealth, that plays into that. - So, this value is the value of all of our homes not our schools. - Correct. - It's the value of all our homes, today? - All the taxable real estate in the district. - Okay. - Homes, businesses? - Homes, businesses. - Any real estate. Apartments. - Thanks, I'm sorry, I digress. - Any other questions on this? Lastly, as I mentioned, we have two more meetings before the board has to actually adopt. We hope to have the lion share, if not everything by the next meeting, at which point, then we can evaluate, what gets done at this time. - Where did we get this money? Where do we find the money each time, to put into that? Where will it come from? - Yeah, but this is not like, a lot of things. - You're talking about the capital reserve? - Yes. - Yes, that question came up and I didn't speak to it then. If you look at the resolution, it says here that... I'm reading from an angle. Oh, here it is. - Number three. - Unallocated fund balance, general funds. Basically, what that means is that, at the end of the school year, as you know, we have the audit room. We close the books, we figure out where we stand. And let's suppose we have a surplus, about a quarter of a million dollars. We can allocate all or some to this. - We have the 2.4, is it 2.4, we have as our regular going surplus which is the sort of, a rain day fund, is that supposed to be in public, beyond that particular month. - Well, with the 2.4, yes. To answer your question, yes. - One interesting point is raised that are, I won't be treating this yet. There's opposition to this, because, people, approach me and said, "Look, why are taking "our current money to pay for things for the future? "Why do you choose my money because, "if you chose the people who live in this district, "already, they would be paying for things, "that's what I used to think we're getting today "versus this thing we're paying ahead of time "for something we're gonna get." I had to answer them, "If I was you, I'd save it." My answer was, "We really have to start putting money "away now, because we're behind the (background interference drowns out speech) And it's start supporting schools and save for things that (background interference drowns out speech) - Peter, you have start using the microphone, if you want the residents to listen to you. I'm sorry. - Sorry. Because this is a critical argument. Neal remembers this. We were at the library and there was an opposition to having this fund, because, the idea being that, why are we taking money, our surplus today to pay for something we're gonna get tomorrow? That person would rather have the amount bonded, let's say 5 million, have it bonded, and then you could then, the people who are in the community would be paying for it for the next 10 years, to the length of the bond. This way you put money ahead of time, it's like setting aside money today, and then not going to see the movies tonight because you're saving your money. I just made the argument, I said, "We have to treat our, "immediate needs right away "and we don't wanna just save up money "to be able to bond for it." Anyway, we went back and forth and I think it's an argument that people will make. - And I understand that argument. The answer to that is, the district has to start thinking long term. It's not that we haven't been thinking long term, but this is finally where we can put, our money where our mouth is. We have been struggling to get on a good footing, and it's taken the better part of 10, 12 years to do so. We're finally in a situation where, let's suppose that, the surplus is three million dollars. I'm just making that up. What do you do with the extra 600,000? One, you can give it back to the taxpayers, you can allocate three million. That brings the tax rate down. The problem is, if you're allocating three million this year and you can't allocate that much the next year, you're in a deficit situation. And that's why you might remember in past meetings or past years even, that 2.4 million, it's like a love-hate relationship, it helps you out, but boy, if you don't have it the next year, you're in trouble, you're creating yourself a gap. The point is, on a short term you don't want to create peaks and valleys, on a long term, you really need to plan. Because we don't want to be in a situation where, we're gonna have to raise taxes, every time we do a capital project. And if we plan properly that will be the case, and that's what you're seeing with many districts. - Does the reserve fund fall within the tax cap or is that outside of the tax cap. - Outside. It doesn't really have anything to do with the tax cap. You're just taking your surplus and you're putting it in a reserve. - I lost you there. I lost you there. - People make the argument that, you actually are paying for it, because you've accumulated reserve or a surplus rather, but you did pay for it, out of the tax cap at the time. - It comes out of your budget that was under the tax cap, yes. - The tax you raised up the rate somewhat, to meet your 70 million, let's say for sake of argument, but you could have theoretically, as you said, at the end of the year, you could give the money back, that we wanna give back, that 185, that would be given back as a reward to the people who support up the tax cap. Or you could put it into the capital reserve to be able to save for something that's more immediate, and that can be used on the near future. - And what you just said is exactly correct. The only thing I just wanna mention is that, we don't put it into the budget. Budget creates a surplus and then from that, we have some options. Just as we have a surplus, we could have a deficit. You want a surplus. - In other words, if we find efficiencies, and let's say, next year, for the last couple of years we've been having a rollover fund. So, what you're saying, if that rollover fund grows, we can then transfer part of that rollover fund to the capital reserve. - Yes. The surplus that is generated each year, you can put into all or some. - But that amount is falling within our allowable tax cap, correct? - The budget is within the tax cap. If we end up not spending the whole budget, that's the surplus. - Now, we're still within the tax cap. Any efficiencies that we've identified or that we've been able to gain, instead of, we are now allocating that to a long-term capital improvements. So, we're not, again, just for my own edification, we're not saying that we're creating a capital reserve fund that's outside of the tax cap. - Like for example-- - That really has not-- I hear what you're saying. - For example, this year, we have a 3.1% tax cap. We're not saying, we're going to allocate a separate reserve fund that's going to go outside of that tax cap. - It's within, yes. - It's within? - It's within the limits of the tax cap, yes. - The argument people make, well, we're budgeting too much, we're over-budgeting because we keep, having surplus. That's where you get caught in that, except for the fact that, if it's not a great surplus, you have to be conservative at the same time. For example, you have to say, we have a big snow, we're gonna boost our snow removal budget by 10%. Your conservative budgeting, it will actually, normally, produce, a some kind of surplus. On the average, I think you'll probably produce some surplus because you're being conservative. - And I would say yes. There are some, and it's important for people to realize, like just as a comparison, just say, another municipality, like a town or something. If they're getting tight on money, they may not just buy a truck, okay, we'll till next year. We don't have that luxury. If I have a certain number of children come in and need special needs, we are mandated by law to provide those services. You have to budget accordingly for those. If that doesn't happen, great, much like I always say, if that black cloud doesn't hang over district the entire year, we will have a surplus. But I don't ever wanna come to the board and say, "We have a deficit," 'cause that is poor planning. - And Harvey, I think you might have said this at a previous meeting and if I'm wrong, then, obviously correct me, that part of the surplus that we have pays bills over the summer, before we start collecting our school taxes, am I correct? - Correct. - Because without that, in the past, we had problems. - Right. - Okay. - Doesn't it help with our credit rating, don't we have to show them that we have some money set aside, I mean, that's an important piece if we want credit? - Every capital project that we do, that we bond, there is a multi-hour conversation that I have with moo-dis. It's required and they dissect the district and it's like Jeopardy, it's unbelievable. The questions they ask, and at the same time, they're questioning me. I'm trying to get the bond rating up. So, it's a balance and they look at this stuff very carefully. - I think that my, and this is one of the reasons why I had asked for the actuals at our last meeting, because this is the question that is raised. For example, that there's two realities out there. One is the reality that we've been able to save money, that we've built up a real reserve fund, and that now we're also looking at the possibilities of creating a capital reserve fund. That is good from a financial perspective. The alternate reality is that, in the last 10 years, the bottom fell out of the economy, people have been unemployed, and still, there's still a lot of many forces on the market today that are playing into people's and every individual's household income. So, I would like to be completely forward with the community and say, "Listen, these are our needs, "these are our anticipated capital improvement needs. "It's good planning to start building "this reserve fund over time," and this is why it's important to have those actuals, the budget and the actuals, so that way, they can see we're looking at the same information, and then we can start cutting down, so it doesn't look like we're over-budgeting for some items. But it's an actual, true, purposeful, healthy savings. And I would say, can we limit it to a certain percentage of our budget? Or do we say then, anything that, because then basically, the community is saying, "If you inflate the budget "and you find savings and we're putting it into our, "how do we make it-- - It's not inflated though, that's what you have to keep in mind. - But I know, but that's-- - We budget what we need. In terms of utility, we budget what we need, the variable, is the cost. We have a host of sources where we actually budget to come up with the cost of how many gallons or how much BTUs. You can, as a board, decide how much of our surplus goes where. That's a given, that's your decision. We save percentage on amount, that's gonna be your decision. It's important to keep in mind also, the individuals who are saying that, aren't we taking our money and putting it down the road, why not give it back to us now? We do give back a large amount. If you look at the districts around here, you saw what happened at Middle Town. If we had that percentage of our budget, we'd have 35 million dollars, and people would be screaming. We have lowest, one of the lowest parts for pupils so that means, the budget is not overstated. And at the same time, we're giving back our surplus. If you look at the equity portion, so to speak, of all the school districts around here, we are one of the lowest. We're finally getting to a point, as I mentioned, where we have some financial stability, we have some good reserves. It's taken us a long time to get there. When people say, "Well, give it all back." You're not going to put the district in a favorable position we've gotta look long term. We always talk about planning, this is harder. - Harvey, you have the ERS Reserve, and in this proposed budget, you are giving some of that back. - Correct. - There's a good example of where a reserve is now offsetting the next year's cost. - Exactly. - Harvey, how much are you identifying to replace teachers who are, let's say, we have five teachers who are retiring, how much per teacher are you expecting to expend for both the salary and the benefits, is there a specific number that you have in mind? - I don't have the specific number, but what I can tell you is that, most of the teachers who are retiring are, like I indicated, they're making six figures, below six figures. The salary, that's a replacement, known as, we use step for. On the presumption that, yeah, we may hire some teachers coming right out of school. But typically, there's some that are out there that you hire with a bit of little experience and that's really what you're looking for. - Where it shows salaries, right here, even though, with those people you're gonna be paying out less, we see an acceleration of salaries for next year's budget, that comes because of the increase in salaries of the staff who are, you wanna retain? - Correct. Ins and outs, as well as contractual increase. - Are there any other questions? - Going back to just our regular budget. At our first meeting, you had identified needs, school needs, are we now just putting all those needs aside and-- - Oh, no. We can't address them until we know where we stand. It'd be premature to have that discussion right now, we still have two meetings. My hope is that next meeting, we'll know pretty good, where we stand and that's when, we'll be discussing that laundry list of our needs. Will we be able to do everything? Of course not. But it's important that the board does know what our needs are. - And this is why I was urging earlier, for some kind of response from the Sheriff Department in terms of what the costs may be, because we have to make a decision within the next two meetings. What the cost is for the additional security, and I know we're gonna have a discussion afterwards, and there's logistical questions, and there's improvements that need to be made, but that's on the capital side. But we need to make a decision within the next two meetings in terms of how we fund that additional protection for our children. We need to have those answers. - And that will be, we will know that. - We should have some-- - We will have them. - Some of those costs. Okay, great. - If there's nothing else, I'd like to move the motion to... It's the Capital Reserve Fund Resolution. Resolved at the Board of Education at the Cornwall Central School District, does hereby authorize, the following proposition to be put forth to the voters on May 15th, 2018. I will take the rest by document and that's what was shown up on the screen before. Do I have a motion? - So moved. - Second. - Any questions? - Can I ask one more question, while we're on this motion? Harvey, why is it critical that we have that motion today and not later? - The reason is because, we have to put that in the legal notice for the May 15th vote. - Why is it critical today and not when we adopt the budget? In other words, why are we making that motion today? - Because the legal notice has to be in 45 days before the vote, so, my deadline to get this into the newspapers is next Tuesday. - I see. Unlike the adopting the budget that requires less of a legal notice? - What happens, this proposition in addition to, just the requirement to have it, as you'll note here, you have to have dollar limits and terms. So, you have to establish that. With the budget, the board approves the budget, but the actual legal notice doesn't speak toward the dollar amount. It just speaks toward, this is the annual meeting that we're gonna be holding for voting on the budget and electing the officers, it's not specific, so you do have that. - Unlike the budget, the budget is still nebulous, we still don't have the full numbers from the state yet. So that's why we can't-- - It's an open item as I mentioned. - Good question. Any other questions? All those in favor? - [Members] I. - Any opposed? Any abstentions? Thank you. At this point, I'd like to open the meeting to any public comments, recognition of visitors for any items on the agenda or for any other concerns. - (background interference drowns out speech) (members laugh) - Okay, thank you. We'll do closing comments from the board. Sam. - I just wanted to comment on the clubs that came in and talked about their importance and what they actually do for us here at the high school. I myself, ever since freshman year, I was actually really shy back then, I was afraid to get involved. Not that I was very introverted. I had a great opportunity to establish myself as a person and my identity with Math Team. Early on, I was able to socialize and eat a lot of food and just get better at math, and I thought that was really cool. And then I went to Key Club, where we did a lot of really awesome things for the community, like bell ringing for the Salvation Army, we got to sing carols around Christmastime, and it was really cool to be able to do that, and be able to give back to the community, in such a profound way, and still have a great time. And then using government, I established a greater, like, love for public service and I gained some skills in public speaking, speaking to a lot of people at conventions, that was really interesting. And I really learned more about myself then and I got to be with the Foreign Affairs team this year for the first time and I got to learn more about the world around me. I specifically was doing Saudi Arabia, so, learning about another culture and how everything is different than what we're so used to here, it was really an interesting experience. And to be able to compete up in Hyde Park, that was really awesome. For everyone who's looking to get involved it's a really a great thing to do, especially here at the high school 'cause there's so many opportunities to really define who you are and to make the most of it. Highly encourage it to anyone who is considering joining a club. - Thank you. - Similar to Sam, I think clubs and activities are really important part of our high school. I think, for example, for me personally, I know what our clubs and activities are but then seeing students actually come up here, and explain, kind of talk about their clubs and see how excited they are, and how passionate they are about it, it's just really interesting for me to see. And I feel the same way about my own clubs and activities, so it's just, more than just knowing what the clubs are, and knowing how it impacts kids and seeing how, pretty much, that's what the embodiment of our student body, just how much passion and love we have for it. And it shows through how, all the achievements our clubs and activities have made, just, pretty much shows how dedicated and how much love we have for them and I think that's a really powerful thing especially for a district. Similar on the lines of really powerful things, this month I had the opportunity to go to the walk out and for me, that was a really incredibly, incredibly inspiring event to be a part of. I said it then, and I'll say it again, it's moments like those, made me so incredibly proud to be a student. And it just, it was such an emotional morning and just seeing how we pay tribute to the victims and seeing how, I looked up at the crowd and there were kids who didn't even necessarily know each other or friends or ever talk to each other but they were comforting each other and it's just amazing to see how, it just made me realize that in this world, there is, yes, a lot of pain and cruelty but at the same time, there's just so much love and hope and support between people. Being able to see that among our student body was a really powerful thing for me to see, and I think in general, the students have a lot of power to them. I think it's important for us to realize that being a student goes beyond, just going to class and going to school. I think we really have the opportunity, to really make change and shape our future and I know, change the world for the better. I think moments, like the walkout just made me realize that and all in context, it just left me in awe. And I realized that being a student today, growing up with some tragic events but at the same time, as I see how we react to these events, and how the community comes together as a whole, just leaves me really hopeful and also really glad and proud to actually call myself a student. That was my own personal anecdote on the whole event. - Thank You. (members applaud) - Raphael. - Anna and Sam, I've said this before, you and your classmates truly inspire us, and you ground us and you give us purpose. I commend you both and I commend your fellow classmates for tonight's presentation, and I commend our principal, Imperato, Mrs. Imperato and Mrs. Polumbo for their presentations also. I think that this is what our purpose is here tonight. Which is to support you all, to give you an environment where you can learn. I know that we're having great discussions tonight. We're meeting after this meeting tonight to talk about school safety. It's something that we're all, very concerned about. We're listening, we're listening to your voices, so I don't want you to think that your voices are going unheard. On other subjects that we discussed tonight, I do think and I strongly recommend to our board that we work with our superintendent in identifying and reviewing those important characteristics that we're looking for in our new assistant superintendent for curriculum. So, I would like to have that discussion, if it's a discussion that's meant for an executive session, then so be it, but I think that I would like to get more information on that search, so we can all be part of that search. It's an important part of our school. And lastly, Harvey, thank you for the presentation tonight. I think that this is one step forward in better planning. I think it's a courageous step on our part. There are many questions that we still need to answer in terms of how we allocate these funds, how we make these savings for our community, so, I think that we need to answer some questions but I think this is the first step. And I supported this step, on this step, I wanted to thank you for posting the actuals online. I have a question. Are you able to take those same summaries, and I know that they're in a PDF format, but my office tried to convert them to an Excel and for some reason, the help that I have in my office, they weren't able to export them into an Excel format? Are you able to put those actuals into an Excel format, so we can then, use it and look at the data? - It's something that I would not recommend. You don't see districts do that because what happens is people can change the numbers, and then it can be misleading. - Can you keep the PDF online, so that it's the reference point, so that way, that can't be changed, but can you provide the Excel so at least we can download it, and then we can use it in our own spreadsheets? - Well, like I said, I just don't want to get wrong information out there. And then it's gonna get shared with someone in the community and then it's kind of like, the number changes to this number and then, it's just not-- - Are you able to share it with the board members at least in an Excel format so we can at least? - That's up to the board. - That's something that I would like to then, if it can be done it would help. For example, I'm reviewing all the districts so we can compare to our own. And if another board member has it, for example, Barbara, I know you've been on the Audit Committee. If you have it and if you can share, that would be helpful. And those are my last comments, thanks again. - Thank you. - I'd like to thank Kate and Lynn and Gail and also Harvey for their presentations. Especially Gail, giving us an awareness of what you've been doing for the staff in the area of workshops and then sending them out and then they, coming back and being our turnkeys. And Lynn, providing us information about different types of student activities that we have at the high school. And Kate, making an awareness of what we might expect from our students, if we don't already know it, if you've not had experience at the middle school level. From what I saw with the student activities, it's a situation where you're allowing the students to achieve in their own niche, their own area of interest other than just the academics. But you can see some of those niches stretch out into the academics which is great. Anna and Sam, thank you for your report, and Harvey, I just don't know what we'd do without you, without your level of preparedness. Thank you, God bless you. (members laugh) - Nancy. - So exciting to hear about the Foreign Affairs Club and congratulations to all of them and their advisor and good luck to them as they go on to the next competition. The middle school and high school presentations were wonderful and so, thank you to both principals for leading that, as well as all the high school students that took part in the presentations, that was very exciting. Gale and Harvey, thank you as always for very thoughtful presentations for us. I do wanna just comment that I'm very proud of how this district coordinated March 14th. There was a lot of discussion on social media, a lot of differences of opinions in the community as well. However, I commend this district for keeping it very focused. For the students and the staff, everyone involved being very respectful of parameters and, it was just well done and it did not turn into a circus, a media circus like it did in some other places. I am grateful for the leadership that we have and for all the students that participated and how it was done. - Thank you. - When I think of Cornwall schools and education in general, I think it's everybody's task to create an environment where there's engaged learning, excitement and also the opportunity for students, for children to be able to figure out who they are. Tonight, we heard about all of those things from Kate, describing middle school and the middle, I always wanna say middle child, middle level children to high school clubs. And also today in the elementary school, being able to witness this amazing, engaging, engaging lesson. You see it on all levels. So, I'm really excited. And even to the drama club, the drama production at the middle school, the one coming up at the high school. I enjoy seeing examples of engaged, committed, impactful members of the community and students who are really learning about how to become engaged and committed members of the community, and that's huge. To that end, the walk out-walk up, whether you decide to walk out or walk up, that everybody can make a difference is huge and that's an underlying lesson, I think, that everybody knows. And again, when it comes to community activism, the village election is tomorrow. So, if you're old enough and you're in high school, get out there and vote. If you're out of high school and old enough, please go out and vote tomorrow. It's between 12 and 9 at the board room of village hall. Make your voices heard people. That's all, thank you. - Dave. - Anna and Sam, thank you for your contribution. But your leadership, the walkout was important and I think you were leaders that the other students would look up to, for sure and I appreciate that personally. Kaitlyn, thank you for your presentations. Kate, it was quite the neurological, anatomical, psychological, so, thoroughly enjoyed it, and especially the part, where you were 6'4'' at 10 years old? - 12. - 12. Wow. (members laugh) That's great. All of the Foreign Affairs Club, congratulations on that and all of the clubs. The students just getting up and talking about their passion and the clubs. The clubs are important. Hopefully, we can get back to funding more. Those of us have been on the board, had to go through some rough years where we had to eliminate some of those clubs and it was very painful to do. Hopefully, we can get back and provide some more of that type of opportunity for all the students. And Harvey, thank you again for your wise presentation. I know you're digging deep in the pockets, so, I appreciate all your efforts, and Gail as well. Thank you. - Barbara. - I found all the presentations by the four administrators, beneficial. They were all different, but I thought they were all very important for us to hear. It was wonderful to see the students get up here and enthusiastically, share their clubs. That really meant a lot to me, to realize that, it just wasn't something to do after school, it's something they wanted to do, and how they were impacted, and how they were benefited by the clubs. The one thing Lynn said is that, you said, the freshmen and any new student comes in and sees the clubs. I think maybe, the students that didn't participate in the clubs their freshman year, might benefit also, when they're a little more comfortable and they might not know all the clubs. I don't know how you can get everybody in there but it might help bring more students into the clubs. - I was thinking tonight at this meeting, how lucky I would be to be a kid in this school district because I would be surrounded by classmates like Anna, who is a passionate activist and classmates who are passionate about their film and their Math clubs and all the other things we saw tonight. And I would know teachers like we saw at Lee Road today who were so innovative and energetic and so spot-on to what is appropriate for young children, all children, but this particular class of kids in learning math. And how lucky I would be to have principals who support those teachers and who share their knowledge of what they know about their particular students with us, as Kate did, it was very interesting. I've lasted one year in middle school, it wasn't for me, but I admire people that love it, and principals who support so many clubs. I mean, talk about juggling balls all day long, about what you're gonna be supporting and looking out for during the course of your day and your school year. And also, even though as a kid I wouldn't know this, I'd be so lucky to have Harvey in charge of the money because he has proved his competence, year after year after year. His thoughtful, deliberate competence that has kept our school district in such a good place. I don't think, unless you have been in other school districts, you realize how good it is to have someone like Harvey, who keeps that very important part of our school district in order. So, thank you. - Two things that tonight reminded me-- - We have-- - Oh, I'm sorry. I do that to at least one person a week. It's a terrible thing to lose. - Thank you Larry, for allowing me to, make some comments. Anyway, I think we're making some progress towards a budget. I think it's somewhat, I must say, historic but a great step for us to make the capital fund, that Harvey is recommending, because we've been talking about this. Gives us a chance to give us a little bit of leeway, a little more room to maneuver, when we go get capital items, very important. We're involved in the numbers so much, sometimes we forget the wonderful school we have here, the wonderful teachers, the wonderful, the superintendents and the principals. Ms. Polumbo, Ms. Imperato, I appreciate your dedication and just a wonderful kind of school, we have here. The kids are so excited, makes you feel that we're working hard but there's really, it's a great outcome. - Thank you Peter and I apologize. For the last week it was you, wasn't it? I'm telling you, it's something. Two things happened as I was sitting here tonight, made me remember. One was my first year of teaching was in middle school, and I taught in middle school, one year. Not my group. All those things you said about middle school kids, true. The other thing, on a more serious note, I also reflected back to when I was in school, in high school and in college, and I now, I know I'm dating myself, but we're in the middle of the Civil Rights Movement. And it is not unlike what you're in the middle of now and I have great respect for you, and hope, so, continue, thank you. At this point, I'd like to motion to go into executive session, to discuss matters of public safety and personnel. - [Members] So moved. - [Members] Second. - All those in favor. - [Members] I. - Any opposed? Thank you. We will not be doing any business. - There will be-- There will be possible business. university of miami graduate school dissertation Tompkins Cortland Community College.

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