Judith Hynes:

Eric, I can hear you. This is Judy. But I can't hear them either.

Marsha:

As a result of the pandemic. Part of this tracking was for tax credit received in 2020. They have continued to track it for mandated reporting to the teacher's retirement system. And this will allow us to easily assess the cost of paying employees out on COVID leave. Last, business services has continued to work with FIS developing ways to process job functions electronically. I would now like to introduce Tim Halahan, program manager of food services. Tim was a 2019, 2020 recipient of a Scope Award. He's been with the agency for over 28 years and has done an outstanding job with the program. Tim?

Tim H.:

Thank you, Marsha. It is my pleasure to be able to brag a little bit tonight about the work that my food services staff does on a daily basis.

Tim H.:

My staff arrives at 6:00 AM eager to work. We are currently serving 1,000 breakfasts and 1,100 lunches, which means a lot of preparation. For example, if spaghetti and meatballs are on the menu, we are cooking 130 pounds of spaghetti, 50 gallons of marinara sauce, and similar 200 pounds of meatballs in the sauce. So you could see Maria is... That's 50 gallons of marinara sauce right there she's stirring. You should see the arms on her. And not a drop on her shirt [inaudible 00:06:32].

Tim H.:

We also prepare 200 cold lunches every day as an alternate to the hot lunch. Our two drivers transport the meals to our eight special ed locations to be heated and served by the food services helpers in those locations.

Tim H.:

My 6:00 AM crew consists of two cooks and six assistant cooks. The special meals range from pureed meals, to gluten free meals, to religious restrictions. My assistant, Christie Whitten, registered dietician who has been working with me for 10 years, works closely with our cooks to develop these special menus. Christie is also communicating with the feeding teams in each school to make sure these meals are the proper consistency and well received by the students. We're also willing to change the menu based on parents' requests. For example, we get phone calls, my child will only eat the following. And we will build a menu to accommodate.

Tim H.:

Besides getting federal and state reimbursement, we also get a raw commodity allotment for the school year. The raw commodity allotment is based on last year's total lunches served. That number is multiplied by a fixed dollar amount established by the USDA. The fixed amount this year is 40 cents per lunch served. I use this money to purchase raw commodities, such as chicken and beef. Then I send them to a processing plant to turn them into menu items. For example, the raw chicken goes to Tyson to become chicken nuggets. Beef goes to JTM to become meatballs.

Tim H.:

This is a sample of our upcoming summer menu, which is cold lunches. During the school year, we have five different monthly menus: high school, middle school, K to eight, early childhood, and common road. Our menu is prepared with adherence to USDA guidelines. A menu also serves as an informational tool for parents. For example, sometimes we'll put healthy eating tips. And we constantly get phone calls from parents telling me that their kids not on the bus or these kid's not feeling well, because they see my number on their refrigerator and I'm the one they call. So I try to lead them in the right direction.

Tim H.:

In March, I was contacted by a nonprofit in Albany called Hunger Solutions. They felt the number of families experiencing food insecurity in Nassau County was growing. And how could we get the word out about SNAP, which is this Supplemental Nutrition Assistance Program. It's a federally funded program. I offered to put information about SNAP on our May menu with contact information in English and Spanish on the back of our menu. On top of that, I would like to thank the graphics team for doing a great job on my monthly menu, especially Mac Griffin who illustrates my menu monthly.

Tim H.:

During the quarantine, our team hand delivered pureed meals to 25 families across Long Island. These were the meals that couldn't be provided by their home districts. We would pack a weekly supply of breakfast and lunch for each student from April to August. This took us as far east as Wayne Dench, as far west as Inwood, north of Glen Cove, and south to Long Beach, with many stops in between.

Tim H.:

When schools reopened, parents of remote learners were given the option to place food orders and pick them up at the Rosemary Kennedy parking lot. We would bring a weekly supply of meals out to their car. We distributed over 700 meals this way. The USDA realized that remote learning was putting an additional economic strain on families, especially ones receiving federal assistance. We received a federal grant that allotted $400 EBT card to every special ed family in BOCES. This grant was designed to reimburse the parents of the meals they had to provide during remote learning.

Tim H.:

Our team works to develop COVID friendly meal packaging. We prepare grab-and-go breakfasts, package lunches to be eaten in the classroom, and COVID friendly box meals to special functions. By placing orders well in advance and utilizing all of our vendors, we managed to avoid the repercussions of supply chain issues.

Tim H.:

Additional services, events... We cater the Farber Awards, employee recognition, every year. Catering was pretty quiet for a while. It's starting to gain a little steam now. We do catering in all the schools and mostly in Barbara and Lapinski. Hofstra is a two week camp session starting at the end of June, and then another two weeks to follow that. That takes place at Dory Tech. And we feed those students.

Tim H.:

We have a multicultural staff. Our staff consists of 25 workers from 11 different countries. 14 of them work in the Rosemary Kennedy kitchen. Two are delivery drivers. And nine heat and serve our meals to the students. One of my favorite days is right before Christmas break, when every one of the staff brings in a native dish, native to their heritage. And let me tell you my corn beef and cabbage doesn't hold a candle to some of these west Indian dishes. Fortunately for us, there was no labor shortage. This devoted, hardworking staff all returned to work when schools reopened. One of my staff members is a high school graduate who is returning as a staff member, now helping with heating and serving lunches at one of our schools.

Tim H.:

We also have a multi talented retiree. If you ever walk through Farber in the middle of the day and smell some chocolate chip cookies baking, that was Maria Nicholas cooking them. Maria worked for me for 14 years. She did all my catering. Besides working in food services, Maria is also an accomplished children's book author. Her stories are written in both English and her native language of Greek. The stories are based on those told by her grandmother when she was a child in Greece. At the end of the year, Maria will be retiring after 14 years of service and she will be greatly missed. And that's Miss Maria holding her books.

Tim H.:

CEP was a four year grant that expired as this June 30th. I applied for it, and am extremely confident we will be receiving an additional four year CEP grant. In order to apply for a CEP grant, 40% of our enrolled students have to be on federal assistance. We are currently at 55%. The federal government realized the challenges we're facing providing meals, and they made these other grants available. We well accepted them. We received all the money indicated.

Tim H.:

On behalf of my food service staff. I would like to thank you for giving me the opportunity in sharing what they do with food services. I have a great team and very proud of them and the services they provide to BOCES students. Thank you.

Speaker 1:

[inaudible 00:14:40] First of all, thank you for everything that you do. Two quick questions. I volunteer at the Long Island Harvest Food Bank. Every now and then, I see buses from school districts, they're coming for donations. Is that something we could do, should do?

Tim H.:

We currently have a relationship with Mary Brennan Inn over in Hempstead. So anytime, especially during the pandemic, I was over there quite a bit dropping all things that were going to go bad, and there was-

Speaker 1:

I'm talking about the reverse.

Tim H.:

Oh, the reverse.

Speaker 1:

They're not dropping off. They're picking up.

Tim H.:

I mean, we're supplied by...

Speaker 1:

So there's really no need for that?

Tim H.:

Not really, no. We have enough commodities and resources to get by.

Speaker 1:

Okay. Just questioning. And the other thing is that I am assuming that this is the most efficient operation to have everything centralized at Rosemary Kennedy, as opposed to in the individual buildings?

Tim H.:

Correct. Especially with the size of some buildings being so small, it wouldn't be worth having a full operational kitchen. It would be very expensive.

Speaker 2:

Thank you, Tim. I know it's amazing that consistently day in and day out there's food on the table. Personally, I don't know how I do it. I don't know how you do it. I have two questions. The alternate lunches, the cold lunches, are there any free alternatives there?

Tim H.:

I'm sorry?

Speaker 2:

Are there meat free alternatives with the alternate lunches?

Tim H.:

She used peanut butter and jelly, would be the meat free alternatives.

Speaker 2:

Okay, great. And the other thing, I think I asked this at the last board meeting. With the students who have special dietary needs that require formula, were we impacted by the shortage?

Tim H.:

Honestly, that goes through the nurses. We don't do that. We do other special meals, but we don't deal with formula.

Speaker 2:

All right. So I'm assuming since we didn't hear, that there wasn't an issue. Thanks.

Marsha:

Any other board members? If not, thank you for all you do.

Tim H.:

Thank you.

Marsha:

Now, very personal. I'm not even going to go where you think I'm going to go, but those chocolate chip cookies, we're going to need to have... Either she has to promise that at least she's supplying us with them or somebody else does that, because they are... So with that humor being said, thank you. We do know how hard you work and the extent to which your department that reaches into this agency. So we [inaudible 00:17:25]

Tim H.:

Thank you. They make it a pleasure, they really do.

Speaker 3:

Marsha, who's next? Who's up? Lisa, then Charlie?

Lisa Rice:

Hi, good evening. I'm Lisa Rice, senior manager in transportation. And thank you for having me here.

Charlie C.:

My name is Charlie Carolo. I'm executive manager in business services. And it's a pleasure to highlight the transportation department for you this evening. One of my responsibilities is overseeing the transportation department. I work on the budget, I assist with hiring, work with HR on advertising. And I work closely with Lisa strategizing about the needs of the department. We're currently working with the vendor to upgrade the bus routing software to better handle the complex status of bus routing.

Charlie C.:

I just want to introduce the department managers and then I'll turn the presentation over to Lisa. So John Croak is the motor repair supervisor. He's been with us for seven years. He has 20 years experience as the shop manager for Family Residences and Essential Enterprises. Part of their fleet is Rides Unlimited of Nassau and Suffolk, which you probably know is one of the largest adult handicap transportation companies on Long Island.

Charlie C.:

And Chris Sohmer, she's only been with us for eight months. She's an assistant transportation supervisor. She came from the Nassau County Veteran Services Agency where they transport veterans to the VA facilities.

Charlie C.:

And Louise Flynn is the other assistant transportation supervisor. She's been with us for 16 years and she has over 25 years experience as a bus safety director, a 19a examiner, and a school bus driver instructor.

Charlie C.:

And Lisa's the transportation supervisor. She's also been with us for 16 years. She has a total of 38 years experience in the business. She started very young as a bus driver, bus aid, bus ports coordinator, and an assistant transportation supervisor before coming to us.

Charlie C.:

I have the utmost respect for our transportation managers. They have a tremendous amount of knowledge and experience. I consider them experts in the field of transporting children to school, especially children with special needs. And running a county wide operation is not an easy task. And these professionals work extremely hard to make it happen seamlessly each and every day.

Lisa Rice:

Good evening. I'm very honored to be here to present some of the highlights that we do in the transportation department. And working with Charlie has been excellent and we're learning to navigate through some very challenging times and unique issues that transportation, as I know, has never occurred before.

Lisa Rice:

We transport over 900 students from more than 30 districts to Nassau BOCES daily. 90% of our students are special needs and 10% are career CTE students. Transporting special needs students is very unique for us. Students have a variety of special needs, including wheelchairs, car seats, safety vests. We have to know quite a bit about it, and we help parents through some issues that they may have with wheelchairs. But we also defer to common road for a lot of our help and talking to parents. We also transport oxygen. EpiPens are common on the bus as well. We transport 1:1 aids, nurses, and behaviorists alongside our students. It's not uncommon for there to be four or five 1:1 aids on the buses.

Lisa Rice:

Our staff exhibit professionalism and attentiveness at all times. But more importantly, they show caring and compassion to our sensitive population of students. Students are transported daily to work in retail and other settings to gain experience in real life situations. This occurs at CCA, Iris Wolfson, and some Rosemary Kennedy.

Lisa Rice:

Transporting CTE students. We transport students to half day AM and PM programs at Barry Tech, GC Tech, and Long Island High School for the Arts that we, funnily, call LIHSA. And it comes up often. It makes us giggle. Students are also transported to competitions, horse and animal care, nursing homes, automotive garages, and various other work sites as part of their curriculum. And this is daily throughout the year. It begins virtually the first day of school and ends in some point in May. Full day trips are common to various locations, and special events are also part of their program.

Lisa Rice:

A day in the life. They're a little earlier than Tim, between 5:30 and 5:45. And I would love to tell you we're as happy as his staff are, but it's a little rough. But we all check in the morning, we do a roll call, if you will, checking in by bus. As you know, we park at remote locations. So the drivers arrive and they perform a pre-trip inspection. They have to perform pre-trip inspections and post-trip inspections on every trip. Every time they drop off students, they have to perform this procedure.

Lisa Rice:

Students are picked up throughout Nassau County, and a few in Queens. Three to five districts are picked up with 12 to 14 students on each bus. 16 was a common number this year on a few of our buses. Districts or BOCES trips begin as early as 8:00 AM. Work site travel and midday shuttles begin at 9:00 AM. That's where we go to CCA, or Rosemary Kennedy, or Wilson, then transport students to their work sites. And I must say, it's not just us alone. We work in coordination with staff at the schools. Excuse me. Bus drivers often travel over 125 miles a day. Some of our buses are pretty close to 150 a day. It's huge. Office staff are answering phone calls, handling problems, communicating with drivers, discussing behavioral issues with districts and principals. And there's much more. It's virtually impossible to tell you all the nitty gritty that we do every day, and it changes every day.

Lisa Rice:

The next slide is just a picture of matron training, which we work in coordination with special ed, we perform their testing. And that's a group of people waiting to be tested outside the bus.

Lisa Rice:

The office staff. The transportation supervisor supervises one head and two assistant dispatchers, two of three positions are currently vacant, and places 30 drivers and up to 150 monitors on buses. Other duties include dispatching bus drivers and aids, routing of students, scheduling intra day trips and overnight trips, add or delete students in the transportation software, or create routes, organizing driving tests, drug tests, and physicals, both on site and at schools, we interview our bus driving candidates, ordering and repairing harnesses and car seats, going to collision sites, we complete driver time sheets, which has been on occasion over 30. Excuse me. We create, receive, and pay purchase orders for buses, vehicles, bus and vehicle parts and equipment, and a multitude of other essentials that we need.

Lisa Rice:

The shop is very multi talented. They help us with a variety of situations. But on our regular basis, they perform preventative maintenance and repairs on 72 buses, 67 cars and trucks, and various equipment, including Bobcats, long tractors, mowers, salt spreaders, forklifts, snow blowers, and plows. And forklifts, did I say that? I'm sorry. They inspect vendor buses and review driver information for full day and overnight trips. Those are our coach trips. Clean buses of snow and plow at multiple locations. Ensure buses are in proper condition to pass New York State DOT biannual inspections. They occur every six months.

Lisa Rice:

And along with that, the shop has to provide a 30... Excuse me, a three month interval of regular inspection on the vehicles, on the buses. They ensure vehicles are in compliance with New York State DMV inspection requirements. They clean and wash company vehicles, inspect vehicle lifts, and keep shop in a clean, safe, and orderly condition. Perform road service and tow vehicles as needed. Document all vehicle repairs in a vehicle maintenance... Excuse me, maintenance software program. Configure wheelchair buses to meet the needs of a run. Work with auction companies to sell excess vehicles, equipment, and parts. Order, receive, and process vehicle parts and maintain adequate parts stock. Work with BOCES departments on vehicle needs, which they work a lot with facilities and with CIT, as well.

Lisa Rice:

They work with dealers on new vehicles and bus purchases, provide support to Barry Tech Automotive program by having interns work with our mechanics. And I'm happy to say, we're looking to hire an intern this summer. We're excited about it. Assist the supervisors as needed with various issues.

Lisa Rice:

And I wanted to say that we do work... The office staff and the shop staff work very closely together all throughout the year. We work as a team and we discuss situations and we try to strategize and resolve any problem that arises together. There's some I can't resolve on my own and I look for others for support, and the same goes for the shop. And I couldn't do what I do without them or any of the staff, really. And I thank you very much. Oh, I'm sorry. I didn't thank the bus drivers and all the monitors for everything they do.

Charlie C.:

We just had a couple of...

Speaker 3:

Go ahead.

Charlie C.:

...issues that we wanted to highlight. There's a severe shortage of drivers, so our vendors are struggling with the same thing. So we just wanted to say some of the things we've done and they're doing. We received from the governor's office a list of drivers. We emailed them giving them information if they wanted to drive for us. Honestly, it wasn't too successful. We placed a lot of print ads, OLAS ads, website ads, indeed.com ads. We're trying to offer a more competitive salary on the salary scale. But one thing that we think is going to be fruitful, we are offering teacher aids training to get their CDL permit, and then we'll offer them driver training. So in the past, I think we would just give them the permit book and ask them to go home and study and then take the test.

Charlie C.:

So Lisa said, why don't we have a class? And we had a May 24th class, and then one this week, a second one. We had 12 people attend the first class. And I think it was 11. Most of them came back and I think we had one new person from Barry Tech. So we're hoping that... We do have some already that do that. We're hoping to get some more. We think that's going to be fruitful.

Lisa Rice:

They're excited about it.

Charlie C.:

So I think holding their hand through the process is really the big step that will move forward, because a lot of people, you take the book home and then you just... It loses its luster and you don't follow through. It's a lot. And they have really been... I think the feedback about the class was excellent. We use a consultant, Mary Jane Morgan. He's really good. And we're also working on putting... You can't have an advertisement on a bus that transports students.

Lisa Rice:

Correct.

Charlie C.:

So we're thinking about one of the buses that were going to go into auction, to take that and maybe put some kind of advertisement on that and then not use it to transport students. But I've seen Huntington coach has done it and others. So we thought that might give us something.

Speaker 3:

But Charlie, we can put it on our maintenance vans. Right, Tony? We can put some advertisement on our maintenance vans, I think. No pushback. [inaudible 00:31:38] On my truck, we'll put a big thing, like Leave New York. Remember that guy that had Leave New York [inaudible 00:31:42].

Speaker 2:

[inaudible 00:31:42].

Speaker 3:

We do that. For another 25 [inaudible 00:31:49].

Charlie C.:

So another issue is... This is not really an issue, but the Stop Arm camera program. So there are two competing programs, the Bureau Mobility from Nassau County and the Bus Patrol, which is with the municipalities, the town of Hempstead, the town of North Hempstead, and the town of Oyster Bay. So the Bus Patrol is the one that does the Suffolk program, which I think has been successful and well received. I don't think the Nassau program with Bureau Mobility got a lot of traction, because an article two weeks ago in Newsday, I think, had five districts that signed up. So I'm not sure. I took the Bus Patrol was willing to come and do board presentation. I'm sure Bureau Mobility would too, if that's where we want to go with that, but I'm not sure. I know it's something that everybody wants, but there's a lot of unanswered questions. So I did just want to highlight that also.

Charlie C.:

And then the last is the electric buses, which is coming down the road in 2027. We've looked at some presentations and there's-

Charlie C.:

We've looked at some presentations and there's a lot of drawbacks, especially the mileage that we do. A lot of the buses won't go that far. So we highlighted some of those drawbacks. The price of the bus is about triple the infrastructure for charging the battery range and then the charging time. You can have faster charging, but that was more. So there's a lot of, again, we're still a few years out from that, but something I just wanted to highlight to you.

Lisa Rice:

Just I'll say Charlie, that the faster charging, it just cuts it by half instead of overnight or 8 hours or 12 hours. It's slim to four to six hours. It's not like it's done in an hour and you could take the bus out and go out again. This is a tricky situation.

Susan Bergtraum:

I think New York state wants to move towards a universal charger apparatus for vehicles, the buses. It seems it so much easily. That should be the thing. Hopefully the state.

Cliff Steinberg:

Marty, this comes under the umbrella. All the, all things are not what they appeared to be. There are more things with this to get that electricity. Where does that come from? Where, where do the minerals and elements to make the batteries? Where does that come from? The service coming in for the electricity? I know when we do anything with a building owning right, 250,000 to a half a million, depending on how much more electricity's coming in. This hasn't been as well thought out as possibly could. So we'll see. I'd just like to say a couple things here. I'm sorry. I gave up my CD license a little earlier than I should have. I surrendered it this year.

Cliff Steinberg:

A couple stuff should have, but I do appreciate many of the things that you talked about today, but more importantly, I really feel honored to be here with the three programs that are here today. You guys and gals have done an outstanding job, without the pandemic, but you certainly stepped it up. You stepped your game up and you talked about being a team and each one of your teams have stepped up to provide services. And I believe you're the true heroes of what we went through during that pandemic. You guys made it seamless those meals for those kids might be tube fed to get those meals, transporting them to locations, just did it without any fan for, I thank you for that. Go on, Lisa. Don't be offended. But when I get an email from you, I get very upset.

Lisa Rice:

I emailed you? I'm sorry.

Cliff Steinberg:

No, no, no, no. What I'm referring to is unfortunately when there's a fender bender, the board is notified about it. So of course, when I see your name, I want to thank you. Number one, that you and your team seem to be right on top of any emergency. That within minutes, somebody's out to the scene to assess, parents are notified, it's like everything is done perfectly and properly and I really want to thank you for that.

Lisa Rice:

Thank you.

Charlie C.:

Something else I wanted to say. And of course,

Eric Schultz:

Senior moment

Lisa Rice:

Senior moment may return.

Charlie C.:

Oh, also I know that the information that we are getting is short, sweet, and to the point. It's not like a lengthy thing, but the major details are there, no injuries, minor damage, please, whatever it is. It's like, boom, boom, boom, so in two seconds I, as a board member, get a complete picture. We are notified timely, but more important, the parents are notified timely and the situation is handled and taken care of, which is the primary thing. So I just want to thank you.

Lisa Rice:

Thank you.

Susan Bergtraum:

So we all know that the bus driver is the first person a student sees in the morning and the last person they may see in the afternoon. And we are very grateful that your amazing staff sets the tone for a positive learning experience throughout the day. My only question about an issue that you didn't mention is the price of gasoline and how we're being impacted by that?

Lisa Rice:

Well, we are being impacted by it. There's very little we can do about it at this time because of the amount of miles that we do, and the districts that we service. Most are not, will be contained. We do a lot of outlier driving and the back and forth during the midday, it consumes a lot of gas, so it's just something that we're working with. And we avoid going back and forth to yards, if not necessary, or combining runs, if we can, where it's suitable to do so. And we try to stop it from idling. It's not necessary now, in the winter, there are things that we have to do for the students and passengers on board. But right now it's idling is kind of a non-issue, but again, in the summer, it's going to pick up again because the needs of AC on the bus. So it's very difficult. But again, I don't think we're looking at an easy solution for this. It's expected to

Susan Bergtraum:

Or a short term solution, right?

Lisa Rice:

It will be with us for a while. Mr. Green stein?

Larry Greenstein:

Speaking of the, you do we just buy it as we need it or do we have long term contracts or do we need stockpile it? How does that work? Does every bus just go to a station fill up or do we have simple depots?

Lisa Rice:

We were hybrid up until this year, so we partnered with Jericho and bought fuel and used their fuel station and so forth, but it was only for diesel fuel. And as we are moving along, we are actually, we've gone to gas vehicles more. Those are the bigger buses that we're using, so to answer your question, we're mostly going to stations right now where we use a fleet card, and the fleet card saves us a lot of money in doing that. And you've done analysis of it, and we've found that this it's very little difference between using the two, whether it's bought in bulk and delivered to a district, like Jericho, or done individually with the flex card.

Larry Greenstein:

Thank you.

Susan Bergtraum:

All right. So then I have just a couple of things. When you talked about the stop arm, do you have any problems with it before you brought something to us? I would like an analysis from you before we say yes. And then you say, oh,

Lisa Rice:

Are you asking me?

Susan Bergtraum:

Me? Yeah. Either one of you. Because from the outside it's to me would be a no brainer, but no brainer sometimes are not no brainer because I don't know the intricacies of what it would entail, so my question to you would be, do you see any drawbacks to doing something that seems to be just a safety issue for kids?

Charlie C.:

Well John Coke, one of our gas advisors, has been a lot of the information and we have too, I would say there's a lot of unanswered questions. They're going to be saying, first of all, they're going to say somebody's taking something, putting it on your bus, and they're making money from it. So, if they're taking our bus off the road to put the cameras on it, are we compensated for that? The bus depot told me that if you had to have staff there while they were installing that they would reimburse us for that. But the bus patrol program is putting cameras inside the bus, also, which is something that's nice. The VR mobility is it, but it's not the main function of the program, but what about if something malfunctions? Water leaks through and shorts out some circuits who's going to pay for the repairs?

Charlie C.:

There's a lot of questions that we do have. I think that where it's going to go on the shorter buses, there's not as much room to put the equipment. So there's a lot of things that I, especially the bureau mobility, the county program, really, I wasn't impressed with the information. They're using as separate installer where the bus patrol uses their own installers, but the bus patrol program, they first only had nest. They only had the town of Hampstead. Now they just got town of north Hampstead to sign an agreement. I don't think they have a town of Oyster Bay. So, if there's a camera on the bus and it's in the town of Oyster Bay and catches somebody, they can't ticket them until they get that agreement in place. So, it's just a lot of open ended questions. I mean I could try to put something together, work with Lisa and John and come back with something about both programs, go to the vendors, and they do want us to move forward.

Charlie C.:

I asked, is there any, I think there should be some small compensation for us. It is our equipment. Again, everybody wants to make sure that people don't pass stopped buses. It's for the safety of the kids, but like I said, they're making a profit on our vehicles and our equipment.

Charlie C.:

So there's a lot of questions, but we can

Susan Bergtraum:

That's why before you even came to us and asked us, I would like to know the background and for you to give us that kind of feedback. And the truth matter is if what you read in News day is correct, Suffolk County has done it and there is no. Schools get nothing other than what you're getting is the equipment for free. Assuming that when something goes wrong we are not, so those are the kinds of things to basically what you were talking about that I think we ought to have some of those answers to before you might come to us with the recommendation that says, "don't do it with all the reasons".

Susan Bergtraum:

And then we would have that discussion of, on balance, what is that? But I certainly don't want somebody to come to us and for us to say yes, and then for you to hold your head and say, "oh my God. We are really going to have problems with this."

Charlie C.:

Sure. We can certainly put together something.

Susan Bergtraum:

So thank you. And the other thing is, and I may not have caught it, but on the first page, Mr. Coke, it says "free maintaining a fleet". It says "20 years as a shop manager for free maintaining a fleet of 400 vehicles".

Charlie C.:

Right. So I think we changed the. "Free" is just an acronym for, oh, the family residences and essential enterprises.

Susan Bergtraum:

Thank you. You do understand why that didn't mean. So sometimes you need to spell out what the acronym is because I'm saying to myself, this does not.

Charlie C.:

What you got was an earlier version that we showed you

Susan Bergtraum:

Okay. Well, and I was looking, see, I was looking at this. Well, that makes sense. I didn't know how to thank this gentleman enough. Oh, so with that, thank you so much. And we do, I hope you realize that we, for as much as we can understand what you go through every day and what you do, we really do appreciate it. And those little notes that we get, give us that broader perspective, as, as Michael said, of really what, how involved your department is and how much you have to contend with every single day on a good day, much less on a day that isn't so good.

Susan Bergtraum:

So we do thank you tremendously for what you do.

Speaker 4:

I'm sorry. I had just one other question. When we talked about the possibility of cameras inside the buses, I'm wondering if there would be privacy issues that we would have to consider. Cause we have students for whom who cannot take photographs. And if, I don't know if that camera's supposed to just photograph the bus driver or the students on the bus, I'd be very concerned about some of those issues.

Larry Greenstein:

Sure.

Lisa Rice:

So, when you get into the cameras on buses, it is a challenging subject. We've never had them on our buses at Nestle. Mostly for those reasons that you spoke about. And it was very costly. So the thought of putting cameras on the buses, there's a lot of plus sides to it, but, and I've dealt with cameras on buses in previous lives. So, they're very advantageous to have for many reasons. When you go and watch any testimonial or hear about cameras or listen to the vendors about their cameras, there's so much that they can do to blur out students or the bus or whatever needs to be done. If we were to take that option about putting cameras in the bus, maybe they would be installed and not used, or you don't install them.

Lisa Rice:

If we were to take that option or we would have to consider other avenues to take. What you would want to see on the bus, you could do audio only or something like that. But what the most important view for the camera is the bus door and at the driver, above the driver, and looking back on the bus, and the stop arm camera helps also with the passing of the buses, but a lot of vehicles now have the front facing cameras, as well. I mean, there're options that we can use to help bus safety, that don't impact privacy issues in that manner. So there's a lot of ways that we can look at this that might be more advantageous to the program itself.

Charlie C.:

Yes. In all your years of experience, how many events might have been helped with the camera?

Lisa Rice:

How, I'm sorry.

Charlie C.:

In all your years of experience. How many events in your judgment may have been helped by a camera?

Lisa Rice:

I have a lot of funny stories about cameras.

Charlie C.:

No, sorry. The reason I asked that question, not, but in the seven years, I think it's almost seven years. It seems like yesterday. There have been that many, maybe a handful, where a question of the conduct of a bus driver by a parent. And we didn't have, again for the most part, that's true. Your team, the relationship as Fran said, that relationship with the children is incredible. And with the families, a handful that I've seen. So to me, it's not an issue for us today because

Lisa Rice:

In that perspective, that's true. Where it becomes helpful is in our behavioral issues, on the bus, which they're escalating just beyond. Every day, the write ups are coming in and there's situations that are really just out of control almost. Is it the pandemic? Is it coming out of the pandemic? Is it just population of students? Is it the food rating? I don't know. Is it the amount of students on the bus? Maybe all of these are components.

Charlie C.:

You're going to blame Tim for the food. He's given them too much sugar?

Lisa Rice:

It's cookies. We only,

Charlie C.:

Yeah, that's true.

Lisa Rice:

So I, there's so many perspectives on cameras, on school buses,

Larry Greenstein:

On the school buses as well. You know, it's, it works both ways. You have protection to students. We also have a protection of the matrons who are attending to the students, don't have issues or misbehavior. Protects everyone.

Charlie C.:

It's not going to stop the misbehavior. What it does is give, gives a more accurate picture of what might have happened because we deal with misbehavior. If we didn't have misbehavior, we'd have no one in this room. We'll go home. That's what we deal with. Next group. Great job. Great job. And now our next presentation is Cliff, and it's kitty, I've kitty Cliff.

Cliff Steinberg:

Thank you, Bob. That's a little bit of a tough act to follow really, really nice, well done. Happy to have with me this evening, Daniels and Amy, good job. And Kim Baker, who by the way, just was recognized for 30 years of service.

Cliff Steinberg:

Andy is also part of the team that is involved in the work that we're going to show you this evening. He's unable to join us tonight, but he is definitely a big part of what we do on a daily basis. We are a small, sometimes young, team of folks here that are incredibly impactful on agency operations. When you hear about, in last year, when we presented, we talked about invoices and moving invoices during the time of the pandemic budget adjustments, absence requests, RFPs, FMLA, all of these different processes, and many more are developed by the small team that you see here before you tonight.

Cliff Steinberg:

Our pandemic response for vaccine, in response to the vaccine mandates, the daily screening, the first to the market, I might say, application for vaccine screening in the beginning of the pandemic. This is the team that did it, our response for weekly testing and reviewed by the HR department. Now, this is the team that did it. And then again, incredibly

Eric Schultz:

When, when you allow just like the general public in?

Charlie C.:

Yeah. And he's muting, then we got,

Cliff Steinberg:

We good.

Charlie C.:

Put him on hold. Didn't right. We didn't know audio was on.

Cliff Steinberg:

Okay. Again, and someone down there, I think Tim said, you know, he likes to brag about his staff. I can't say enough about the staff I have working for me, and for us as an organization, they do incredible work, and I'm incredibly thankful to have them. What you'll see tonight is a result of collaboration and a lot of technical type work through the work of this team, we've managed to extend FIS to have an impact on just about every area of the agency and touch just about every employee with the work that they do.

Cliff Steinberg:

We'll start with what you'll see tonight starts generally with this. Blank slate that has nothing. We don't know what we're walking into. Everything that you'll see tonight is designed from a business process perspective, user access roles, security, the interface, design, the colors, the layout of the fields, all the backend mechanics and data modeling and reporting that happen. Start from essentially a blank piece of paper, all done from scratch.

Cliff Steinberg:

Again, all of those different pieces are put together by this team here. Three components that you'll see involve the RSIP student registration process that was formally a paper based process with a lot of documents and paper moving back and forth, not only within the agency, but to and from the districts, as well, back and forth. We developed a district facing portal, which we'll see this evening, that the districts can go into and register their students. Much better check-in, communication, back and forth where the districts happen that way a Q it's an internal application that's used for the review with including a central application review committee in R S I P that reviews the student applications in the process, them through their sub process for approval and assignment of students to the different courses that are available.

Cliff Steinberg:

And then the last piece is the analytics that come along with it. That inform a lot of internal decision making and placement of kids. So with that said, I'm just going to ask Carla, maybe if you'd like to say a few words, because we did, again, work very closely with her department and her staff on development of where you'll see this.

Dr. Carla Theodorou:

Thank you cliff. And I can attest to the hard work of this team and how many hours they spent. The entire team have been helpful over pretty much over two years as they've refined and improved the process. But as you all recall, prior to 2020, the R S I P career and technical education program application process was completely paper based, which meant that each individual district school submitted a paper application. And along with that hard copies of all accompanying documents, including attendance sheets, grades, IEPs, discipline records, and anything pertaining to that student. And as you can imagine, it was a cumbersome process. It was labor intensive. It involved a lot of follow up through telephone and email when there were missing documents. Our counselors on our end at Barry Tech would have to do outreach and say, "where's the attendance? Where's the discipline record? Where's the IEP?".

Dr. Carla Theodorou:

It took a lot of man hours to track everything down. And not only that, the actual screening of applications was not a transparent process. It was something because it was piles of paper on desks. It was hard for administrators to really be on top of what was happening. How many applications were there, what were the reasons why students were accepted or not accepted? And we couldn't really monitor it. The last piece was that initially Barry Tech was the only CTE location. And then when we expanded and we now have three career and tech ed locations, it became more complicated. So, when we closed for the pandemic, when we were waiting for paper applications and accompanying documents to be delivered, when we had the mail and pick up and trying to do that process, it was pretty apparent that we needed to develop an online application process, because there was no way that our team could work remotely and get everything we needed from the districts and have that be successful.

Dr. Carla Theodorou:

So I can just say that over a two year period, a lot of work has been done with Cliff's team and the financial information systems folks, they've been very supportive. They've been, we like to say, we have a 2.0 version. There were things that we learned over year one of using the application process. And I think that it's been a great success and really transformed how we do the applications for our career tech program. So I can't say enough praise about how well this has worked.

Cliff Steinberg:

So we're start with Nicki, who's going to just show you briefly the district facing piece, and then what the internal application looks like as the applications get processed.

Niki Jahanara:

Right? So hello everyone, I want to thank Cliff and Carla. I'm honored to be here presenting the project with my team from F I S. So the first page of the project I would like to show is the district facing portal. All district users get access to this portal and are sent an invitation to create their own account. And once they do, they'll be able to sign in and access the student applications page from here.

Niki Jahanara:

Oh, as I was waiting to present, it looks like I got signed out, but I'll just sign right back in. All right. So now we're on the student applications page and the student applications are divided into three sections. The ones that are currently in progress and therefore not yet submitted to BOCES, the ones that are under BOCES review, and the ones that have been completed and accepted into a program. So when a district wants to find where their application is, they can come here and see at what point in the process, the application is according to its status.

Niki Jahanara:

And if they would like to create a new application, they can do so by selecting the create button here, I've prefilled an application to show each section for these presentations. So I'll click on edit and go through the form. So we'll start with the student information that the district must fill out. This is of course, information about the student themselves, first name, last name, their address, their contact information. Next, we go to the guardian information where the district can enter the primary contact for the student and optionally enter a second or an emergency contact if needed. Next. We go over to school information where the district can through a lookup by clicking on the magnifying glasses here, select the district that the student is attending, as well as the district that they're being sent from, or the funding district, their school, their grade, and any additional information regarding special education and such.

Niki Jahanara:

And then we move to the program preference of the student, where they select their primary and secondary choice through the lookup that we used earlier to ease use of the portal. And last piece is the attachments. So now, instead of having to keep track of paper, we can immediately attach a file. And the great part of the application process on the portal is that they cannot continue to submit the application until they have indicated that they attached all of the required attachments. So I'll go ahead and click the add attach button to quickly select the type of attachment I'll be doing, which is attendance record. Next I'll navigate to my files.

Niki Jahanara:

And I can do add attachments one by one, or for ease of use. The district can combine all attachments into one file and provide a combined attachment so that they do not have to go one by one if they prefer. All right. So once that finishes being attached, I can select that I've attached the attendance record, and I can update the student application to finalize that change. And now that I filled in the student information, I can move onto the second step of reviewing it before I actually submit it to BOCES at two poses. This page outlines the information that is required before the application can be fully submitted. So, as I scroll through, I can go to the bottom and try to submit this application, but it will notify me immediately what fields are missing from the required fields and for ease of use. I can just click on that field and quickly navigate to the fields that are missing.

Niki Jahanara:

Right? So now that I filled everything in, I can go ahead, click submit application. And now this attach, excuse me, this application that was previously in progress will now show as being under BOCES review. And at any time as the district user, I can come in. I can view this application by clicking to view what's details and alongside the portal, the district is notified of via email when submit an application. So there is a record of it. They're provided a direct link back to the portal. So at any time they can view all of their student applications. And next we'll view this application that was just submitted in the internal application for BOCES. So as I access it will refresh my application queue, and I'll be able to see the application that was just submitted for student.

Niki Jahanara:

And from here, I have a number of options. If there are many applications, I can use the filters on the side to view a specific one or specific group, but I'll go ahead and access the application that was just submitted. I can see everything that the district filled out on the first tab. I can view the attachments directly from the application without having to download them, but the option to download is available if needed. And now, if I go to the status tab, I can decide on the status of the student now, because this application, their primary choice was a program that is offered in multiple locations. It's offered in both bar tech and GC tech. So it is automatically referred to the CAC and users in the subcommittee can use this application to make the recommendation right now, I'm viewing this as a test user.

Niki Jahanara:

So I have access to all three to subcommittees for the purpose of the presentation, but in actual use users are assigned to each subcommittee and make their recommendation independently. But just as a sample, I'll go ahead and indicate that GC tech I'm sorry, Barry tech has recommended GC tech and GC tech has also recommended GC tech. So now that we have a majority recommendation, if I go ahead and click, save, get a message that was updated.

Niki Jahanara:

And once it finishes loading, I'll be able to see that this application was automatically referred to GC tech. And from here, I can go back in and take further action on the application, whether that be to return to the district, if it's in need of a correction, wait, list, the student, cancel the application entirely. If the student has withdrawn or I can go ahead and accept it. And in doing so also indicate which program the student was accepted into. So we'll search for automotive technology at GC tech, we'll indicate the session and click finalize. Now that the student has been accepted, the district will receive an email, letting them know that the student has been accepted so that they can follow in real time when changes have been made to the status of the application. And if I also go back to the application itself, there is an internal comment section for users to be able to communicate with each other about the application. So there's a multitude of benefits for internal users and.

Niki Jahanara:

There's a multitude of benefits for internal users and the district users, in terms of being able to see at what point the application is, and if there's any additional information provided between our Nassau BOCES users. So from here, we also have a dashboard that outlines the analytics of our student applications. So at this point, I'm going to hand over to Daniel to provide that demonstration.

Tim H.:

Thank you, Niki.

Niki Jahanara:

So let me stop sharing my screen.

Tim H.:

I thank you, Niki. And thank you, Cliff, the converts and the opportunity to present today.

Tim H.:

So this is the RSIP registration dashboard. This is refreshed multiple times a day, taking data from the district facing portal, the internal application, as well as our historical SQL databases. This is used internally by RSIP staff, including guidance counselors, principals, and executive officials. So up top here, we have the filters. In the middle, we have our data visuals, and the bottom, we have a table. So the filters up here are interactive in that they'll affect the entire page. So if we go here to attending district and we pick Baldwin, we'll see over here, it changes and updates to show all of the applications that are submitted to BOCES from Baldwin. And from there, we can also filter down by building, by status, their primary program choice. And so on. Over here, we have data cards that'll show the applications in various statuses. So you can see the total submitted, ones that are under review.

Tim H.:

Those that are completed, and those that have been returned to the district, were canceled. And we also have visuals over here to quickly show the most popular programs, the students by attending district application status and so forth. And down here, we have our table. This table is built for exporting into Excel. So just to show that you can export the data, and it'll be exported out to Excel. And this has information that was requested by RSIP staff, the key information that they wanted to see on the students. So over here, we have the other pages. These next few pages are all variations of the same first page, but with different preset filters.

Tim H.:

So they can quickly see accepted applicants. They can see applicants that were not accepted. They can see those that have been recommended, but not accepted yet. And the various statuses here. And then the CAC as well, the Common Application Committee, which determines where students are placed, if the program is at multiple buildings. So we can see which buildings each person is recommending for these applications. So on this next page here, we have the applicant's overview. This is an overview by district of how many applicants, how many returning students, and the three-year average that is involved with billing. This returning student number is the number of students in two-year programs who are intending to return.

Tim H.:

And over here, we have also various filters. You can go by building, look at those that are only accepted and so on and so forth. The next page is historical data. This historical data is only available for Barry Tech and GC Tech, but we have four years of enrollment here. So we can look at each district and their enrollments over the years, their three-year average, their current submissions and returning students. As well as simple comparisons to the total submissions right now, versus three average, and also compared to last year. So you can see how districts are trending, if they're sending more or less students. Next page was requested by RSIP staff. This is a data export page. So these filters up here were requested by them. They apply these filters, and they pick certain populations of students to look at.

Tim H.:

And from here, they take this information and they export it out. Similar to the next page, which is the SchoolTool export. So these are specifically built to be imported into SchoolTool, the student information system. So from here, they go day by day and they pick which students were accepted on these days. And they export this data, and they bring into SchoolTool, instead of a manual input. Our next page is the enrollment slot analysis. This page was born from one of James Widmer's famous spreadsheets, and listed some different calculations. Including basically total capacity for the buildings, our applicants so far, and district by district, how many students are incoming. The number have finalized, how many slots are left. So administrators can use this to really see how many students they can accept. And this last page, going back to what Cliff said, we start with a blank page. So this was a request from RSIP as well. They wanted an easier way to view attachments. So this page allows you to click on a student application and view here, different attachments.

Tim H.:

And you can just click this, and it will go into this app. And hopefully allow you to download the attachment. Yep. And right here is the attachment that you'll be able to download. So that completes the overview of the data analytics. Oh yes. Sorry. The last thing is a deep link back into the application as going to be shown. So these links, they'll be able to look up a student. And this link will bring them straight to the student's page, where they can make changes and take action with a student. So now it is complete, and I will toss it over at Cliff.

Cliff Steinberg:

Not quite chocolate chip cookies, but quite close in our world when we live. James, we discussed, I don't know if you want to mention anything about the analytics from your view where you sit.

James Widmer:

Yeah, no, I really appreciate the effort that's gone into this project. Being able to look at the numbers and try and understand how many students we expect, and what the history is with some of the districts trending up, trending down. And just trying to get an understanding of what the three-year average is going to be going forward. It's like a really early look to see where we might be, way before we start doing budgets. But it gives some sense of what the direction might be. It's really been a critical piece to understand what's going on without this type of automated process. Again, putting the spreadsheets together is really a time-consuming process. This does the work for you. And it's super-helpful. So.

Dr. Robert Dillon:

Cliff, just want to say two things. Many years ago, I used to have math teachers say math is a language. What you and your team have done here have taken these numbers and you've woven in a story. And you've given us a story that we can use. And making sense out of predicting with some surety in the future and being better informed. Having informed decision with you. So again, the numbers told a great story.

Dr. Robert Dillon:

One of the things we didn't touch upon today, and I want to thank you and your team for this, what you guys did during the pandemic too. To come up with the vaccinations. Keeping track of it, the daily check-in. Although we got used to it, maybe didn't like it, but you guys too. Not only did you do all this, you never stopped, but you came up with the other things that kept us in compliance with the state. We're not a small organization. We're close to only 2,500 employees. You guys did a great job with that, and you too have helped us out and helped out the whole entire [inaudible 01:15:31]. I want to thank you for that.

Cliff Steinberg:

Thank you, Bob. We really appreciate it.

Cliff Steinberg:

Question on the admission process. Do you wait, is there a deadline on the process and you wait till all the applications are in and then rank them in some order? Or as applications come in, you say yes or no to the student, and then what is, so it's really first come, first serve?

Dr. Carla Theodorou:

It's a combination of both. I think that there are some programs that we know that are in high demand, and we need to do incremental acceptances because we need to give every district the opportunity to have kids. So if we did a first come, first serve, the first three districts might fill up every welding seat or every electrical seat. And so we do set incremental dates where we say, okay, maybe a quarter of our electrical seats can be filled and monitor, have all the districts submit applications yet or not. If we're waiting for certain districts, we may hold off. So there are certain times, on the other hand, there are programs that we know that traditionally may not always fill up or that we want to encourage getting higher levels of enrollment. And those ones we will do. Those applications will be accepted on a rolling basis. As they come in, we review them and we accept.

Cliff Steinberg:

All right. Now my next question, and I don't know the proper way of saying it or phrasing it. So I'll just put it out there. Are there any admission standards, are there any criteria?

Dr. Carla Theodorou:

Absolutely. Depending on the program and their admission standards that vary. So I'll give one extreme and the other. Aviation, for example, has a higher standard for mathematics and science, meaning students who apply should have taken their living environment regions or their at least integrated algebra regions. There are certain programs that embedded within that program is the expectation that kids are going to have a certain level. For example, the medical assisting may need them to have the science regions. So, and then on the other end of that spectrum would be analyzing kids, maybe for a skills program where we're looking at the kids' IEP, it's a 15-to-one class.

Dr. Carla Theodorou:

We want to make sure that the kid will be successful in that program. We're going to look at everything about the IEP, behavior pattern, social, emotional status, academic status, IQ. Anything that would help us know whether or not a student would be successful in the program. And this year, we actually partnered with the special ed department on a program where we saw a pattern of students who weren't being accepted, even our skills programs. And special ed has developed a program to help meet the needs of certain kids that we weren't able to place, but that whose districts needed them to be placed.

Cliff Steinberg:

Really that's what I'm looking at, but let's forget about special ed for a moment, children with IEPs. Those that are just not, let us say, academically motivated. And the programs that we offer at Barry Tech or GC Tech are really life-savers for these kids. Because they're now motivated and moved, and maybe their grades aren't so great. And they didn't take advanced courses because they weren't into school. And we want to do right by those kids.

Dr. Carla Theodorou:

I'm glad you asked that. When we were in a paper-based system, and then obviously as people were screening individual counselors and at the buildings, their natural inclination was to look for stronger students. And that's not our mission. We know that our mission is not to pick every kid who has an A off the top of the list, or who's the more successful academically in their regular subjects. So having this system of being more transparent and really having conversations with counselors and principals about, "Well, what is our goal?" And our goal may be that student who has a C average that might really excel if we accept them into a certain program.

Dr. Carla Theodorou:

So we are not cherry picking the highest average students. That's not something that we are doing. We're looking at the whole profile of the student, and what they're asking for and whether we think they'll be successful. But there is a minimum requirement that districts would want, is that they need to be on track for graduation. So if they're not up to date with their course credits that they would need to get a high school diploma, they most likely will not release them to attend our program. Because they need them to get all of the other things that they would need for the high school diploma. So they have to be on track, but they don't have to be A students.

Cliff Steinberg:

Thank you.

Susan Bergtraum:

Okay. If you don't mind. All right, then Mr. Schoen, and then Mr. Kaye. Okay.

B.A. Schoen:

The districts send us the application. We know that the student, the family cannot directly apply. So when the district sends us an application, is that a commitment on their part that if we accept the student that they will enroll them, because-

Dr. Carla Theodorou:

Yes.

B.A. Schoen:

We want to know that slot is filled.

Dr. Carla Theodorou:

Well, when Cliff's team worked with us, that was one of the things that we looked at. Which is, when they sent the email out to counselors at the district to have them sign up, to have access up for the district facing part of this application, it was specific that whoever in the district gave authorization. We said, "If you're giving authorization to this counselor, that means they have the authority to submit an application on behalf of your district. Which means you're making the commitment to send that student." So it was clear to the district superintendents should not send us names of staff members who weren't authorized. We would have to be authorized to make an application on behalf of the district.

B.A. Schoen:

Some of the district internally has a budget and they say, "We think we can send 10 kids to Barry Tech this year." And they send us 10 applications. And for example, two or three are haven't got the prerequisites, et cetera. Do they then have the opportunity to send us more?

Dr. Carla Theodorou:

It's a rolling application process. Applications could come in even over the summer, even in the fall, a good month into our school year. And I don't want take away from the actual technology part of this. Because that was the intent of the presentation.

Cliff Steinberg:

Yeah. I will say that we did some analysis very recently about the number of applications that were accepted and the number of kids that actually showed up. And of all the applications that were processed for this school year, come September, sometime around there, both whatever population of applications that came through last year, two students didn't show up. So of all those acceptances, only two were essentially no-shows. So I think that's great news. We were expecting more. We thought there would be more.

Deborah Coates:

Thank you. I want to be you guys, when I grow up. This is just fascinating to me. So Cliff, you said you start with a blank piece of paper. How long from that blank piece of paper does it take you guys to write a program such as the one, the COVID or this one that we just saw? Because it's almost like you think of everything. And I know there's input from a lot of people, but about how long does it take you to do something?

Cliff Steinberg:

It really depends on what we're going after to say it that way. So if it's a fairly simple process, there aren't a lot of steps in terms of workflow and things like that. We're using a platform right now that came to light maybe about three years ago, that allows us to do what they call agile development. It allows us to do things at a rapid pace. As we get into more complicated workflow, it takes us longer to do that discovery. And also due to the development, that's a lot of back and forth in the processes that we work with.

Cliff Steinberg:

There's a lot of ability to send it back to someone, add notes and things like that. Track amendments, all those other things, add complexity to what we do. When we go to build applications and we grab data from other places, we tap into our SQL data warehouse and we pull data from various places. That will extend development time. When we do something and I'll call it fairly simple, because I think it was, the vaccine, that first scanning application that we did. We developed that in, the first iteration of that was a couple of days. Because it was fairly straightforward, right?

Cliff Steinberg:

There was no back and forth and approvals, et cetera. There was go in, indicate your status, have yourself screened and then submit it, right? So that's fairly straightforward, no real interaction or back and forth. This particular project, again, as Carla had said, it's kind of a, I want to say, moving target. We did the initial development 1.0, we made modifications. We didn't make too many. We were holding onto some of them for the next round because we knew it was going to change. And it's a nice project.

Cliff Steinberg:

And every project we do is nice to do, because it actually allows the departments to discover themselves what their business process is. A lot of them aren't necessarily on a piece of paper somewhere where they've actually mapped everything out. So this allows us to go through, realize efficiencies along the way, streamline some things along the way as well. When we get into projects that involve multiple departments, everyone, we may say for an RFP, for example, there's a standard process that we want to go through from an HR perspective. But every department has their own consideration of that internally. And we have to program for that. That extends development, et cetera, those types of things. So it really depends, it's no easy answers. Some of the things we could do very quickly. The more complex, the more development we have to do.

Deborah Coates:

You did a great job. Thank you.

Speaker 5:

So this whole thing is very impressive. It really gave me a lot of focus on how it gets done. It seems to me it might be something that we could actually market. I mean, why make other BOCES do this if we have it and we can actually turn it into a revenue center? Or it seems like something that could all potentially work and HR and some business models also. So we might have something of great value there, but I have a question that isn't really based on technology, but it's based upon the full process. I imagine there's a lot of soft things that go into the application, which I didn't see slots for. So for example, an interview, why did somebody want to be there? What options do they have in the district if they don't get accepted to the program versus another person might not have the same options and all of that stuff, where does all of that stuff get captured?

Dr. Carla Theodorou:

So there's still a lot of human interaction between our counselors and the counselors at the district. The programs that would require an interview might be the skills programs or the Long Island High School for the Arts, where kids will submit a portfolio or do an audition. So once they've started this application, the school staff have to reach out to that individual family and to the district and say, "We need an interview. We need an audition. We need a videotape." Whatever it is that is the additional piece to the application.

Dr. Carla Theodorou:

There's a lot of back and forth. And also, you mentioned if a student applies for two programs and those programs fill up, our counselors will reach out to the counselor at the district and say, "Okay, we don't have any more seats in electrical or HVAC, but we do have seats available in police science." And so there's the human communication piece that doesn't happen electronically. But it's like what we've always done, but now we have at least three tools at our disposal to make the job more manageable. So when they're doing outreach, it's really for those fine tuning of, what can we do to help if we can't accept a student in this program? What else can we do for that student?

Speaker 5:

So if you looked at that student's card on the system, would there be a field that said, "Interviewed on such-and-such a date" or "Recommended such-and-such a program?" Is there a little memo field?

Cliff Steinberg:

Yeah, there are notes in there that every user can add to a student's application. And then any counselor that has rights that can go in and be the notes on why certain messages were made or contact was made, etcetera, right. Every application holds that place for them to make notes and leave comments.

Speaker 5:

Right. Yeah, no, I thought there was, I didn't see a spot for it. But I'm glad it's there because that-

Dr. Carla Theodorou:

And those are internal to us. So we might make a comment like, "The level of English language may be not proficient enough," right. It would be in the box we would. Or if there was something missing in the application, we can send that comment back to the district to say, "Missing attendance record." And that would go in automatically, they've developed it so that an email will go to the district and say, "We can't proceed with this application because something is-"

Speaker 5:

And some things would be available to the district counselors and something could only be available to the-

Cliff Steinberg:

Correct. The things that stay internal or actually the box where you can send a comment back to the district actually has a label on it. "Be very careful here, right? Anything you write in this box will get sent back to the district as a comment for, we need something, etcetera." We want to be very brief, very straightforward in terms of what we need, and not get into too much comment there.

Speaker 5:

Great. Thank you.

Dr. Carla Theodorou:

I want to say one more thing about the team here, because when I say that they've done work continuously for two years, I am not kidding. Our staff continuously contacts Niki, Daniel, Kim, Andy, and say, "Well, can you make it do X?" And they don't say no. I keep saying, "You got to cut them off at some point." But literally, Niki will send an email, like two days ago, she made another refining change based on a request and said, "Okay, everybody has to restart their app. So that new change is now in place." So you can start saying no. We took 3.0 version next year. Mr. Kaye.

Martin Kaye:

Before you mentioned data because it's absolutely horrible. In those colleges, post-graduate programs would have such a way of collecting this kind of data [inaudible 01:30:54]. My question though, is really, Niki, let's put ourselves in a sequence. I'm a parent, we go to our site. Express interest in the automotive program. I can't fill out this application. Do I go to our guidance team, in the local high school, and Cathy's doing her [inaudible 01:31:21] sitting down, [inaudible 01:31:25] not there. Filling out the application, and then they do the rest in terms of filling in what's needed for the data and for analysis.

Cliff Steinberg:

Yeah, this is primarily filled out, and Carla can jump in if you need. These are applications that are filled out by the guidance counselors in the school districts, what process they go through in the school district may differ. And Carla may know more about that than I do, but how those students express interest in their guidance counselor, how they're identified in each school district might lead their reach greatly. And once they gather that information, most of the information they have in their student information system, and they have to get the records to attach, et cetera, and things like that. So that's more of a localized process with each school district that we don't necessarily have control over.

Martin Kaye:

The active accumulation has to be put into the application. It's not burdensome to the guidance counselors?

Dr. Carla Theodorou:

They did all of the same thing before with paper, every piece of information that you see there was handwritten on a form. And all of those attachments were sent to us in big envelopes, hard copies. So this is much easier than what the counselors previously did to apply to our programs. It's exactly the same documents and pieces of information that we would've needed before using a paper form.

Martin Kaye:

And feedback from the districts has been good, in terms of how we're using information and gathering?

Dr. Carla Theodorou:

Yes. I mean, they would always want us to answer faster or accept more students to programs that they want. So I wouldn't say that we don't get any critique, but they don't critique the system. We get a lot of positive feedback on the system that they developed.

Cliff Steinberg:

It's one of the things that we actually went after, was soliciting feedback directly from the school districts on the process.

Martin Kaye:

Just one curiosity question. Is this available for charter schools, for opening schools, for home school, who wish to send a student to-

Cliff Steinberg:

If in terms of access to the application itself, as long as we get the, again, there's a stamp of approval from whatever institution it may be to say that these people are authorized to enter applications. Because we treat, or we'll say Carla's program treats it as a real application. It's an authorized application when it comes through. So as long as again, we set up access, that's part of what Kim does on the team. She handles security and roles, et cetera. As long as we get that authoritative stamp, we essentially send them an invitation to create their account. At that point, they can enter applications.

Martin Kaye:

You get any activity from these patients?

Dr. Carla Theodorou:

Usually it will be through the district. So if it's-

Martin Kaye:

Residential district.

Dr. Carla Theodorou:

So if we have a student, for example, who's been homeschooled in their residential district. If they wanted to apply to our program, they would go to their district superintendent's office and through their staff, submit that. So it still pretty much has to come through the district. We haven't really set up applications that are coming directly from any private entities, or because ultimately the district is where the funds are going to come from.

Martin Kaye:

Thank you.

Niki Jahanara:

Thank you.

Fran Langsner:

I don't really have a question, because I don't even know what to ask. I agree with Mrs. Coates, Mr. Greenstein, it's fascinating. It's impressive. I just wish that every website that I utilize in the outside world was as seamless and interactive as this seems. It would be great if the rest of the world follow your model.

Cliff Steinberg:

Thank you.

Susan Bergtraum:

So needless to say, we are more than impressed. Now we have to get down to what I noticed. I love the student's name. Everybody else was great. So Stu. John, his first name was Stu, and the last name was Dent.

Michael Weinick:

I love to see it.

B.A. Schoen:

Mrs. Grant, the wife of the president, was named Julia Dent. I wonder if they were related.

Susan Bergtraum:

Do some background and let us know. Anyway, so I think some of the level of comments, and some of the level of just jaw dropping should tell you how impressed we are, and how much we appreciate what you do. Not to say how much obviously Carla's department appreciated what you did. So thank you so much for the presentation.

Cliff Steinberg:

Thank you.

Susan Bergtraum:

Dr. Dillon? I just wanted to make sure that-

Dr. Robert Dillon:

No, we're going. Yes. [inaudible 01:36:19].

Susan Bergtraum:

Oh, this is true. We did not do this. Well, that is because they're not on here. So my apologies with that and I will [inaudible 01:36:34].

Cliff Steinberg:

Where's everybody going?

Speaker 6:

Watch the Ranger game. Go ahead. Eric will tell us, what's the score of the Ranger game, Eric?

Eric Schultz:

0-0. 0-0. I'm just checking.

Speaker 6:

Unmute yourself. Okay. Good.

Eric Schultz:

0-0.

Susan Bergtraum:

So thank you, Mrs Coates. But on my little cheat sheet was not on there. So may I have a motion to accept the minutes? Well, it was May, whatever. End May. Yes. Yeah. One was May 19th, one was regular and the other was May 20th. All right. So may I have a motion?

Deborah Coates:

I'll move.

Susan Bergtraum:

Thank you.

B.A. Schoen:

Second.

Susan Bergtraum:

Second, Mr. Schoen, any comments? Seeing none, all in favor?

Deborah Coates:

Aye.

B.A. Schoen:

Aye.

Eric Schultz:

Aye.

Susan Bergtraum:

Okay. I saw-

Speaker 6:

Eric voted aye.

Susan Bergtraum:

I saw Eric. Opposed? Sustained. Thank you very much. Okay.

Eric Schultz:

Then the stand list, Shane, you did a nice job today.

Susan Bergtraum:

Oh, good. He's talking about the hearing that's going on.

Eric Schultz:

It's another meeting.

Susan Bergtraum:

Some people have their priorities on the Rangers. Some people have their priorities in other places. Our priority obviously is here. Let us continue, in case you want to get to other things. All right. May I have a motion on the consent agenda? Thank you, [inaudible 01:38:06]. Mr. Thank you, Mr. Schoen. All right. We are pulling item 60.55.A out of the agenda under gifts. The contract for that, it has not been finalized. So it is being pulled.

Speaker 7:

Which one?

Dr. Robert Dillon:

D54.

Susan Bergtraum:

54. Why did I have 55?

Eric Schultz:

54?

Susan Bergtraum:

Unless something else was pulled and it became 54. Again-

James Widmer:

Maybe it might have been old.

Susan Bergtraum:

What? So, all right. Okay.

James Widmer:

Oh, 55.

Susan Bergtraum:

It is 55? Okay.

James Widmer:

55?

Speaker 8:

I don't. You're the 55.

Michael Weinick:

Did he show Billy Joel?

James Widmer:

Billy Joel.

Michael Weinick:

That's 55.

Susan Bergtraum:

Okay. So that's being pulled. All right. So is there anybody else who has any item they want to be pulled-

Marsha:

Is there anybody else who has any item they want to be pulled? That item will go on the next agenda. Any questions on the rest of the consent agenda? Mr- [inaudible 01:39:18].

Cliff Steinberg:

Not a question. Just a comment. Item number 14, "Budget Transfer for Long Island School for the Arts". I'm going to vote for it but I do have to say, I'm not very happy with it. I think we are not looking forward enough for the next 20, 30, 40 years. I don't think the building is going to be what we want with this type of addition. We're spending a lot of money, I think, for a temporary fix. I, personally, would be in favor of spending a considerable amount more money and doing the building right. This is a stop-gap measure, we're still going to have to put a lot more money into it. Now I know administration has put a lot of thought into it and think it's right, which is why I will support it. But I just have to let you know that I have a lot of reservations and I'm not particularly happy.

Dr. Robert Dillon:

All right. So I don't disagree with you, but I do disagree with you. How's that for a [inaudible 01:40:33] answer? I would be willing to have our people look out to put a [inaudible 01:40:39] on, what's the stomach for a new building that costs $700 a square foot? What is this county willing to do for $700 a square foot? Now, we have multiple needs. We have the needs for the arts, we have... Where's [inaudible 01:40:56] person? We need space for special ed. We need it soon. We're on the cusp of Hicksville [inaudible 01:41:10] right? Hicksville may be asking us to rescind the contract of the [inaudible 01:41:17].

Dr. Robert Dillon:

We need space now. We've been looking for it, so we talked about this the other day. We've been looking for space. There is no apparent space. There is one building available right now, but presents similar challenges that we haven't covered yet. It was built at the same time, by the same architects, the same builders, and the same air exchanges. [inaudible 01:41:41] Same building, right. So it'd be kind of tough to stand up and say, "Okay, now we can put children in here and there's only a little bit of asbestos. Don't worry about it, just a little bit." That's the only building I know. We-

Charlie C.:

That's all that we've come across too.

Dr. Robert Dillon:

Right. And we've talked other things. We've had a conversation with the representative for Northwell Health, about a partnership over at the Rosemary Kennedy site, because we have land. We own that. Could there be something there where we go with putting something in where a cooperative venture, collaborative venture, where they would have beds. There are no beds for elementary kids or a serious psychiatric crisis right now. So there are many things on the table. I can only recommend what we see right in front of this, Mike. If I had a crystal ball, maybe I go... I'd love to be here in 20 years, Mike. I'd love for you and I to be here in 20 years.

Cliff Steinberg:

Not me.

Dr. Robert Dillon:

The numbers are against us, right? The numbers are against us.

Cliff Steinberg:

Depends.

Dr. Robert Dillon:

Yeah. But see, I'm not disagreeing with what you're saying, but we're talking about the needs of special ed, which is very real and that's a whole separate issue, but that doesn't justify putting, $7 to 10 million in a building that's not going to be right after we spend the $7 to 10 million.

Cliff Steinberg:

In your opinion.

Dr. Robert Dillon:

In my opinion. That's correct. And it may be right. It's tough to go out more than five years. And after that, I think it's a catch. The cost of things at this particular point are not favorable looking in the immediate future. So I don't know where we're going to go. Again, we have multiple needs. I think one of the things, when we our tour, we're going to have a good conversation about that. We'll come back and have a lengthy conversation. because there are things that have been discussed and bantered about, for example, Hasking, what do we do with Hasking? What do we do with that particular property? What do we do with, what's the other one with the missile sites? [inaudible 01:43:49] What do we do with that? So there are multiple things here. There are things that may become available with some of the districts because of whatever finances they have, but they're not immediate. And I think we need a further in depth look and I think we're going to have to have a conversation with special ed about the enrollments.

Dr. Robert Dillon:

We talked about it, just the other day. And what's going on over at all the other programs and what the type of children we're getting. You heard that from Lisa today, they're maybe more needy, right? The labor market for we're... So I think we need special ed. We need facilities to sit down and have a real good conversation. And again, it'll be a guesstimate of what we can do. It always is. It always is. But given what we know now, I think the least [inaudible 01:44:44] , and I thank you for your support, apprehensive may it be.

Marsha:

All you care about is that yes.

Dr. Robert Dillon:

That's like...

Cliff Steinberg:

I'm willing to spend more than you're asking.

Dr. Robert Dillon:

I know, I know my [inaudible 01:45:00] I might not do that again.

Charlie C.:

Right. I share Mikes hesitancy least in terms of second floor, I go along with the team approach to doing the facility. It's important. We upgraded enrollment, but in looking at the numbers viewing [inaudible 01:45:19] deal's numbers anywhere from $6.6 to 9 million to appreciably increase the appearance and the use of facility does not change the footprint that you need it to have if you want to take enrollment from 200, to 250, to 280.

Charlie C.:

At 280, I think you're going to be with the compartmentalizing of the different offerings that we have. They're going to be limited in the amount of space you truly have for program expansion. And the second troubling thing to me is I think about the location of Lisa constantly. And I'm thinking how many of our South Shore communities would be willing to put their kids on a bus ride from long beach will the way up to Lisa and a half day program.

Dr. Robert Dillon:

You know, and to that end we have put some district programs, long beach is one of them that we put some in-district programs in there because it's for very same thing. [inaudible 01:46:25] The only, when you say 280, remember that's 140 in the morning and 140 in the afternoon. So we have capacity there, but like I said, let me go back to the early comment. I think we, this organization should survey our component districts to see what the stomach is for new construction in this environment. Okay. Now it may be a package deal. Where would you go for high school for the arts, which is really, we got to, I think we should get away to improve our CTE program. Because Lisa is a CTE program, so to improve... And we could look at Barry Tech.

Dr. Robert Dillon:

We even had conversations for us people that have been around about putting the second floor on Barry Tech and what that would look like. The issue there is parking. Now, the environment may have changed where there are neighboring entities that may be no longer in business that we may be able to purchase for whatever and look at it. But I think we have to survey our component districts to see what the stomach is for new construction at what, 700, is it $700 a square foot? [inaudible 01:47:35] Who's voting on it? [inaudible 01:47:39].

Charlie C.:

...Referendum for the accountants...

Dr. Robert Dillon:

[inaudible 01:47:41] my point. But I would like, you're right. But my point being is that...

Cliff Steinberg:

[inaudible 01:47:44] school district is what I'm saying. [inaudible 01:47:47] Have to get sense.

Dr. Robert Dillon:

I would think like you do [inaudible 01:47:50] and everyone would know their own people. I would hope. It's a lot of money and what a new, putting it out there.

Dr. Robert Dillon:

Just honestly, for example, when they, when they...

Marsha:

What could it hurt?

Dr. Robert Dillon:

When they attempt to do a consolidation or merger, the first thing they have to do is a store poll to get a sense. It's not a binding vote. It's a sense from the communities. Are you interested in the merger? Are you interested in a consolidation, it's non-binding. And then, if that flows through, then they look to do an official vote. So I think we need to test the waters. You know, I'm not arguing against your point. Maybe new is better the whole way. I just don't know if in this environment, what we're dealing with, there's a stomach for new facilities. That's all. We can do that, I think we should do that.

Cliff Steinberg:

But if you're testing the water and making a store vote, you'd have to ask the right questions and the right people.

Dr. Robert Dillon:

I'll let you do that.

Marsha:

And the only thing I might say is it's a two prime process because what you might find from what Dr. Dillon is talking about is we, if we are going to go out for bonds, et cetera, then it's going to affect the district's bottom line. So I'm not, I'm not arguing at all with what you're saying, and that there's a referendum, which is the county, but you also have that piece of the school districts who are saying we can't support that budget. And, and so I'm just saying that there are probably many prongs that we would have to look at in order to come up with a rate... [inaudible 01:49:35]

Dr. Robert Dillon:

Funding continues as it has this past year for a number of years, I think we have a better shot. But if it tanks and goes the other way, I think you can kiss everything goodbye.

Cliff Steinberg:

I'm just being very sure and decided in that I want to do what's best for the children of our organization for the next 30 years.

Marsha:

Right. I don't think anybody wouldn't want to do what you are suggesting. It's whether or not practically on...

Dr. Robert Dillon:

Like, if it's a slam dunk...

Marsha:

We're totally there. If we thought the physical, was there.

Cliff Steinberg:

But [inaudible 01:50:18]

Marsha:

Were you looking at...

Cliff Steinberg:

No. Eric I was looking at?

Marsha:

Yeah. Right. Eric, do you want to speak? No. No, he's okay. Okay. Oh, I was looking at him. So with that is there any other discussion on the consent agenda? Okay. So with the item hold, I have a motion in a second. All in favor.

Group:

Aye.

Marsha:

Oppose?. Sustained. Okay. Consent agenda is passed, the additional consent agenda second. Okay. I have Mrs. Coates And Mr. [inaudible 01:51:05] any discussion fall in favor,

Group:

Aye.

Marsha:

Opposed?

Cliff Steinberg:

Opposed.

Marsha:

Abstained? Information items. Anybody have any questions on them? All right. So superintendent [inaudible 01:51:32]

Cliff Steinberg:

Yeah, just real briefly. I want to thank the board for attending to moving up ceremonies to be very good. And I believe the staff does appreciate the fact that the board is there and it's a good thing and finish them up, hopefully within the next week or so. Now Monday, we're sponsoring a hearing with police commissioner, Pat Rider, and we're going to talk about security and safety. We can, the invitations sent out to the superintendent and board member for each district. The police commissioner wanted to limit the attendance as best as possible. So that'll be Monday and report back on that when we finish. And that concludes our report. Thank you.

Marsha:

And I'm going to go with Bob.

Charlie C.:

Can you ask the question about that?

Dr. Robert Dillon:

Sure.

Charlie C.:

Just before the pandemic, when the district agency safety committee met, we had, there's always somebody from Nassau county police department on the committee. And I had suggested that perhaps we could get a demonstration of the Rayvac, which all which the buildings are using and then the pandemic came. So I was just wondering if that's something you could bing up?

Dr. Robert Dillon:

Facilitate.

Charlie C.:

Yeah. I'd like to see, just...

Cliff Steinberg:

Maybe I'll talk to Mr. Luke and he can speak directly to that. Because he, he handles that. So with Peter.

Marsha:

Okay. Hearing of citizens, Mrs. Nolan was there...? No. Okay. Old business,

Charlie C.:

But you have any...

Marsha:

See none. Okay. New business. Board member, other than, I don't know whether anybody wants we can talk about every single graduation.

Deborah Coates:

I don't want to talk about all everyone individually, but...

Marsha:

Right. So give a yes.

Deborah Coates:

Every building has had their own unique presentation and ceremony and I can never say that one was better than the other, but they were all wonderful. The interaction with the students, with everyone is just, I've enjoyed being part of it again. And I look forward to the rest of them. And I know we all feel the same way, whether it was a drive by, or if it was in person that.

Marsha:

Could we say drive through?

Deborah Coates:

I meant drive through, every one of them was excellent. So I wanted to thank the staff and everyone jobs well done.

Marsha:

Yes.

Dr. Robert Dillon:

I think what we've learned is that something that had been done over and over again was a tradition and didn't make it right. What we learned with the pandemic is that for many of types of kids that we deal with and their families, it's much more meaningful to have the whole family there. Everybody says it's a lot better. They're in the car with their parents around, but, we're not in a stifling hot, crammed in auditorium, caffetorium. And we have old people given speeches. I'm talking about me. And who wants to hear them?

Dr. Robert Dillon:

Here, you have an opportunity to see the classmates out there enjoying the success of their students, all of the staff, everyone's out there. So all the aides, all the teachers. Everyone's enjoying it. It's not a bad time. It's not a bad thing. So to me, we've learned something there. Just as we experienced the exponential growth of virtual learning, this really was a major social change. Because each one of those is different and it's a happening. And it's really great to see. So my idea for Joan's speech is maybe on the way side, but I'll still try to get that in some way at some point in time. But I thought it was good.

Marsha:

Okay. Foundation.

Cliff Steinberg:

Yes. We did have a meeting the other day. We went over the gala, which was a huge success. Not only just in the event itself, but it was very well attended. Profit wise, the foundation did very, very nicely. So we should be great for the grants that should be coming in. The committee is going to be meeting over the summer to pick the recipients for that. We went over the nomination slate for next year and Tony Fiero will be vice president.

Marsha:

Congratulations.

Cliff Steinberg:

We went over some bylaw revisions, and unfortunately there will be no golf adding this summer between the costs and the dates and these sort problems. There's one last hope that we're looking at. But as of now, there is no foul [inaudible 01:56:46].

Dr. Robert Dillon:

Do you want to play a Russian shot? I don't think so.

Cliff Steinberg:

You want to answer?

Marsha:

Probably not the best thought.

B.A. Schoen:

I was surprised that Barbara [inaudible 01:56:58] reported that we couldn't find a place that had an open date that...they have come back. So I guess in terms of the overall health of the economy, et cetera, that's a good thing. But for the national educational foundation, not this year.

Dr. Robert Dillon:

Maybe in the fall.

Cliff Steinberg:

It appears that all these people who put off their weddings decided to now have them and the venues are filling up and charging top dollar.

Dr. Robert Dillon:

When I was still 550 [inaudible 01:57:37].

Marsha:

I would get to, you want to do it right now? We can. But it sounds like we want to have a board retreat August 2nd. I am making the assumption because it's what was good before is from four to seven. I mean, if somebody needs a little bit of wiggle room, you can let us know, but August 2nd 4-7. Okay. The same setup that we would've had previously. Okay. So that was, yeah. I had already spoken to Marni. The rest of us were, were good with it. That is now fixed. And actually I'll look at Angela and you can simply firm it up and tell her that it is now set. Okay. Committee reports, other than policy? Anybody else have a... Okay, so policy committee is going over those annual policies that need to be approved by the board and during the organization meeting, which is purchasing investments and the agency, accountability, property, accountability. And those should be on for the next, the first read so that we can put them in July on the next board on the agenda.

Marsha:

I do not think there was [inaudible 01:59:26]. With that being said,

B.A. Schoen:

Well, they did have this evening, they're calling at a meeting.

Marsha:

Oh.

B.A. Schoen:

The new board member's dinner, which is why I was late this evening. And they had very good response.

Cliff Steinberg:

[inaudible 01:59:46] That was different. [inaudible 02:00:01]

Marsha:

Okay. All right. I would like to have an executive session for about five minutes with only the board members, but as Bob pointed out to me and I do apologize part of his... I mean his contract basically says that we don't have executive sections without the superintendent, which I absolutely understand the... so if I pull the board and the board agrees, then Bob said he is willing to absent himself. But this is my request of you. If you're not comfortable, do not vote for it. And you know, and that's the way it'll be. But I would like to have about five minutes of your time.

Cliff Steinberg:

I think we need to know the reason, that would be helpful and fair.

Marsha:

Somebody approached me and said that she would like to speak to the board. That person would like to speak to the board.

Eric Schultz:

So this is an employee?

Marsha:

Yes.

Cliff Steinberg:

Is this the personnel problem?

Marsha:

It's a personnel man. That's, and so that was...

Larry Greenstein:

It's a slippery slope.

Marsha:

It's totally up to you. If you don't want to do it, I totally understand. I understand Bob's point perfectly, but this was a request and I am bringing it to you.

Cliff Steinberg:

I'm unhappy.

Marsha:

Okay. Any... Give me that. I need to, because if it's an executive session, I can't give we are in public, I can't give you... that kind of information, because then that would be counterproductive to what was requested of me. So you just have to use your best judgment and vote the way you want to vote. Mrs. Coates.

Deborah Coates:

Can I make a motion to go into executive session to discuss a personnel matter? And then we can discuss it further that way? Or is that...

Marsha:

No.

Dr. Robert Dillon:

You guys can do pretty much anything you want, but I would caution you that I believe it's a slippery slope. If an employee approaches a board member and says, I want to speak to you or... [inaudible 02:02:46]

Marsha:

The other...

Dr. Robert Dillon:

Let me finish.

Marsha:

Yeah, I'm sorry.

Dr. Robert Dillon:

We have systems in place. We have an HR department, we have an attorney that does employee relations, and many people have gone to the attorney. The attorney holds it in confidence. And if the attorney feels there's an issue that needs to be addressed, it's then addressed by the superintendent and or the board. I just think this is a slippery slope. If a board decides they're going to open themselves up to a person or individuals, group of people come up and say, we want to speak directly with the board. And again, if they don't go through proper channels, I just think we open up a Pandoras box. You guys can do what you want. I just think it's a very slippery slope.

Marsha:

And the only other way, and you're not going to be happy with it, but, then I could speak to the person and bring it up to you. That's up to you. And I'm not...

Dr. Robert Dillon:

Again, [inaudible 02:03:40].

Marsha:

I understand...

Dr. Robert Dillon:

I don't think you do. So let me finish. All of you are individuals. You are a board, you're a corporate body where you sit as a board. When you go out there, you shouldn't be cherry picked off by individuals because basically as individuals, you have no power, technically you have no power. But the fact of the matter is you do have influence. Anytime you walk around, people look at you as a board member. But the fact of the matter is you're only a board when you sit.

Marsha:

And I think they know this board knows that...

Dr. Robert Dillon:

Well, I'm a little nervous about it now, because I was hearing that we're getting picked off, that people are being approached. And if they're approached, that's no problem, but I think they should be referred to the proper channels. We have an HR department, we have an employee attorney. If there's an issue there, fine. Our employee attorney hears many different things. Some get to me and some don't get to me. But the point of the matter is it's a system. And I think you're tinkering with a system that will become fragile. That's my point. You guys can do what you want. [inaudible 02:04:45]

Eric Schultz:

Bob, I understand what you're saying. In all these years, and you know we're senior board members. Every one of us has been approached by an employee, several employees over the course of our careers. And I think we pretty much know what you're saying. I don't know what's going on. Obviously a couple of people do.

Marsha:

No, nobody knows what's going on.

Eric Schultz:

What's that?

Marsha:

Nobody here of the rest of your board members except... knows what's going on. Because I don't have the right or the ability to say anything in public. And I don't have any... I'm not pulling either way without having discussed it with the board. I don't care which way this board goes on it. I just want the board to know that there was something that went on. And if you decide that we are better off letting it drop, that will be the end of it. I'm not trying to push you either way. Any of you. This was brought. I'm bringing it to you. Do with it what you will.

Eric Schultz:

I'm lost in the context here, did a employee approach an individual board member making request?

Marsha:

They approached me as the president. Yes. Approached me as the president.

Eric Schultz:

Okay. And was it referred to the superintendent or somebody else?

Marsha:

Not that I know of.

Marsha:

But I can't give you any information when we're in public. If this board is that uncomfortable, then let it drop. Let it go. This was a request that I felt I would bring to the board. We can absolutely just let it go. As I say, I am not pushing you this board. I'm not trying to influence you one way or the other. I'm telling you what happened. That was the request. I'm not seeing a whole lot of support for it. So unless somebody wants to weigh in another angle, I'm just going to ask for a motion to adjourn. I'm not seeing ... and I do understand the function of a board in the way it is.

Marsha:

But once in a while, something like this happens and you're not comfortable, with that. Okay. And I don't see any great. Oh, I'm sorry.

Charlie C.:

No, no. I just wanted to say I'm uncomfortable, entertaining verbal requests in this avenue. In my experience, it never serves us well. People have and always have had the opportunity to write down what it is that concerns them and submit it in the appropriate fashion. And it just, it never ends well when we do it verbally.

Marsha:

And you know what, that would be the suggestion then that I will make. This was to come before here because I got it. You heard it. I will suggest to that person that they do write to the board, if they, if they are on the line and that'll be it. Now...

Dr. Robert Dillon:

I think the safe response is, put it in writing or go to the superintendent, whether Bob Dylan or not, you go to the superintendent. And maybe that'll get the ball rolling.

Marsha:

Yeah. And I certainly did [inaudible 02:09:09] that was not intent at all. So with that, may I have a...

Cliff Steinberg:

Before you get to that, there we got a separate resolution. Was that on the agenda or...

Marsha:

Yes. Somewhere. Yeah.

Cliff Steinberg:

It was buried in the agenda?

Marsha:

Yeah. It was a late,

Cliff Steinberg:

Well not buried,

Marsha:

But yeah. Right.

Dr. Robert Dillon:

That's the David [inaudible 02:09:30].

Marsha:

No, I understand what it's about. I just didn't know whether we had to do it separately when we did...

Marsha:

No, and I did ask that when I saw it, it is in the agenda. It was a late item.

Dr. Robert Dillon:

You know, David [inaudible 02:09:45] four o'clock.

Marsha:

Okay. Okay. So that's why Mrs. Nolan just said it didn't get to her until four o'clock.

Cliff Steinberg:

No, I don't have a problem with that. As I said, I just hadn't seen it in the agenda.

Marsha:

Because you didn't go into the agenda after four o'clock.

Cliff Steinberg:

I just wanted to make sure that,

Marsha:

And I didn't get it...

Cliff Steinberg:

That we did vote on it.

Marsha:

Yes, yes, yes.

B.A. Schoen:

Motion to adjourn.

Marsha:

Thank you very much. Second.

Group:

Second.

Marsha:

Don't all jump at once. Any discussions call in favor.

Group:

Aye.

Susan Bergtraum:

Present, I call this special meeting of May 31st, 2022 to order, please stand for the pledge. 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.

Susan Bergtraum:

Okay. May I have a motion to accept the minutes of Thursday, May 5th, 2022?

Eric Schultz:

So move.

Fran Langsner:

Second.

Eric Schultz:

Thank you, Mr. Schultz. Thank you, Mrs. Langsner, as a second. Any discussion? Seeing none, all in favor?

Fran Langsner:

Aye.

Susan Bergtraum:

Aye.

Larry Greenstein:

Aye.

Deborah Coates:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. The minutes have been accepted. Now we have... The special meeting was called for personnel item to accept the resignation of Maureen Shannon for purposes of retirement as of June 30th, 2022. May I have a motion?

Fran Langsner:

So moved.

Deborah Coates:

So moved.

Susan Bergtraum:

Thank you, Mrs. Langsner, second, I believe I heard Mrs. Coates.

Deborah Coates:

Yes.

Susan Bergtraum:

Okay. Is there any discussion?

Eric Schultz:

[inaudible 00:01:19].

Susan Bergtraum:

Hearing none.

Eric Schultz:

Who's actually taking the minutes?

Robert Dillon:

Me.

Susan Bergtraum:

It's... Right. And it's being recorded so that it will be viewed. Okay? Yes, we covered that already. Any discussion other than that? Okay. All in favor?

Fran Langsner:

Aye.

Susan Bergtraum:

Aye.

Deborah Coates:

Aye.

Ronald Ellerbe:

Aye.

Larry Greenstein:

Aye.

Susan Bergtraum:

Opposed? Abstained? Motion carries. With that, may I have a motion to go into executive session? And I will say that for those on live stream, we will not be coming out and taking any further action so that the live stream will be deleted after this. May I have a motion to go into executive session?

Larry Greenstein:

So moved.

Susan Bergtraum:

Thank you.

Eric Schultz:

Purposes of negotiation.

Susan Bergtraum:

Thank you, Mr. Schultz. Oh... Absolutely. To discuss with attorney, collective negotiations pursuant to article 14 of the civil service law. Thank you. All in favor?

Robert Dillon:

We have a second? We had a move. I didn't hear a second.

Susan Bergtraum:

We moved and seconded.

Robert Dillon:

Who seconded?

Susan Bergtraum:

Did we not?

Deborah Coates:

No. [inaudible 00:02:26] second.

Susan Bergtraum:

Okay. Well then let me get a second.

Eric Schultz:

Eric Schultz.

Susan Bergtraum:

Thank you, Mr. Schultz. It was Mrs Langsner and Mr. Schultz.

Robert Dillon:

No, it was B.A. It was B.A., it was B.A.

Susan Bergtraum:

Oh, okay. Thank you. Well, the live stream will show it, otherwise the next time, I am going to take minutes. All right. I will ask again, discussion? Hearing none. All in favor?

Fran Langsner:

Aye.

Larry Greenstein:

Aye.

Deborah Coates:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Okay. We will be moving into executive session now.

Speaker 8:

Hold on. I'm going to-

Susan Bergtraum:

With that, I wish to welcome everybody to the May 19th, 2022 Nassau BOCES Board of Education meeting. Obviously, we know just by the setup what's happening with COVID. We are going to hope that it reverses itself, and we will be together for the next meeting. But safety first, so we are back on Zoom. With that, I'm going to call on Dr. France to lead us in the Pledge.

Dr. Roxanne Garcia France:

Everyone please rise.

Speaker X:

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.

Susan Bergtraum:

Thank you, Dr. France. With that, we have presentations for our students from SkillsUSA. I am going to turn it over to Dr. Theodorou.

Dr. Carla Theodorou:

[inaudible 00:01:30].

Susan Bergtraum:

Because I don't see him.

Dr. Robert Dillon:

He could be on page two.

Susan Bergtraum:

Oh.

Dr. Carla Theodorou:

There he is. You can unmute [inaudible 00:01:45].

Dr. Robert Dillon:

He's in the bottom. You don't like the big screen?

Dr. William Poll:

Hi. Good evening, everyone. I'm sorry, I couldn't hear too well. How are you?

Speaker X:

Good. Thank you.

Dr. William Poll:

Thank you so much for inviting us this evening. We are very pleased to participate in tonight's board meeting. Obviously we were prepared to be live, and we are pivoted to this remote setting. We wanted to, first of all, thank the board for acknowledging our students. We were very pleased with the way our students were able to compete this year in the SkillsUSA, New York Leadership and Skills Championship, which occurred April 27th, 28th and 29th up in Syracuse. We had close to, a little over 50 students from Barry Tech, along with GC Tech students. Both schools were able to participate, and we were very, very pleased with the way they placed. We're very, very proud of our students. It's been about two years since we were able to compete live, so this was a very big year for us. It's taken a little time to get back into the swing of things, and getting the students re-acclimated again, but they really showed pride and we placed very, very well.

What we did today was we actually went around to each student individually, and recognized them in their classes, since we're not able to do that live today. We were able to give them their certificates, and of course we would like to recognize them at the meeting tonight. We were very honored, and the students were very happy with that acknowledgement as well. Would you like me to read each of the names and go through each students?

Speaker X:

Yeah. Mm-hmm.

Dr. William Poll:

We had the honor, first of all this year, one of our students placed in the state officer position. And I'd like to honor Karisha Jean, she's our Area VI vice president, she's a state officer. She's from Hewlett-Woodmere, and she's from the physical therapy aide and rehabilitation medicine program.

I will then now go to read our first place recipients. I don't know if the students are able to participate in this platform, but I'll continue reading, unless you want to try to bring them in. First place winners for SkillsUSA, we are pleased to present quite a few first place winners. We have Elandra Diaz, and Kate Calb. Their contest was the American Spirit. And I'm very pleased to announce that we've been successfully able to get first place for many, many years. Elandra is from Malverne, and Kate is from Valley Stream. Both of them are from Medical Assistant. Big congratulations for that award.

Next would be Jackson Caponi and Scott Wong. These two students also place first place in Audio/Radio Production. Jackson is from Lynbrook High School, and Scott is from Syosset, and they're both with Audio Production with Ms. Tourt. So a major congratulations for that. The Medical Assisting students were for Ms. McLean's class. The next student who plays first Dean Dauplaise, Carpenter's Assistant basic from Roslyn High School, and he is in Construction Trades. It's his program with Mr. Iannucci. Congratulations, Dean. And the next students who place first were Angel Amaya Cruz, and Joshua Sinclair Chong for Interactive Application and Video Gaming. Angel's from Westbury High School, and Joshua's from Levittown. Both of them are in Computer Game Design and Programming Animation.

I would like to mention most of these students have been invited to participate in the National [inaudible 00:07:04]. So big congratulations, big round of applause for all of our first place winners. In second place, we are pleased, again, to continue with Karen Moreno. Her contest was the Employment Application process, and she's from Port Washington, and she is in Culinary Skills with Chef Messina. Congratulations to Karen for her placement. The Health Knowledge Bowl contest, we have four second placed recipients. We have Julia Boytos, from Hicksville High School, from Physical Therapy Aide and Rehabilitation Medicine, and also Marilyn Garcia from Valley Stream, also from Physical Therapy Aide and Rehabilitation Medicine with Dr. Fattore, so congratulations to those two students from Dr. Fattore's class. From Nurse Assistant, again, Healthful Knowledge, second place, Shelby Jackson from Freeport High School. Congratulations to Shelby. And Kazuki Kadota-Browner, Health Knowledge Bowl from Jericho High School, Exercise Medicine and Personal Trainer with Mr. Carvelli. Congratulations to Kazuki. And our last second place was the Job Skills Demonstration A, and that was Amal Jacob from Belmore-Merrick, and Medical Assisting Ms. McLean's class. Congratulations to Amal.

In our third place winners, from Barry Tech, we have Ella Walsh, and the contest was Animal Careers, Beth Paige High School, from Veterinary Science, Mr. Natali. So, congratulations to Ella. And we also have Tatiana Torres, Culinary Arts was her contest, her homeschool, Hicksville High School, she is in Culinary Arts with Chef Rosie. Congratulations to Tatiana. We also have a GC Tech recipient, and I'll let GC Tech share their winner. But I just wanted to make a special mention before we continue, and that is to say a very, very special thank you to our advisors, Ms. Tara Hamilton and Ms. Crystal Agie, because without their time, support, countless hours of working with our students, making sure everything went well. A huge, huge thank you to both of them because without them, this would not be possible. They really helped set everything up, accommodations, getting the students ready, clothing, make sure they're ready for the competitions. They really, really did a lot.

We also want to thank all of our chaperones who went up to the competition, and that would be Ms. Jeanie Cherry, our cosmetology teacher, Ms. Danielle Chieffo, our culinary teacher, Mr. Michael Natali, the vet science teacher, Mr. Michael Pugliese, our gaming design teacher, Ms. Paulette Dakota, one of our teacher aides from cosmetology, and Ms. Eduardo Rivera, one of our teacher aides from construction electric. Again, a very big thank you for the chaperones who were able to attend. Yes, a big round of applause for them too. Who were able to attend and all of the advisors and the chaperones who were able to go up to Syracuse. And last, I want to thank all of the teachers, teacher aides, and all the support staff who helped our students to prepare because this was a team effort.

Some of these were their actual teachers who helped them prepare. Some of them were support staff, some of them were the teacher aides. A lot of different people were part of this process. It takes a village to make this happen. And the team at Barry Tech chipped in, really worked hard with our students, countless, countless hours, working with the students before the competition to give them all the support, and the confidence that they needed. Our nurses who helped make sure that they had all the right medication. A lot of people were involved. We want to really thank everyone. Of course, this is shared by Mr. Dalton, our principal, and all of our assistant principals, Dr. Williams, and Ms. Conn, sharing the pride and joy of thanking everyone, and the great job that the students did. So, thank you everyone. I know our students are on, our teachers are on, everyone is here and listening. So, thank you again to all of our students and all of our winners. Thank you.

Dr. Carla Theodorou:

[inaudible 00:12:32].

Susan Bergtraum:

Because we heard something.

Dr. Carla Theodorou:

[inaudible 00:12:51].

Fran Langsner:

Carla, can you move the mic closer? I'm hearing people say they can't hear you.

Dr. William Poll:

Yes, I'm sorry. We cannot hear you too. We're very hard hearing what everyone's saying from those who are participating remotely.

Dr. Carla Theodorou:

I apologize for that. I'm not sure if Ms. Hackett Is present. And in her absence, I would like to congratulate Elaine Ortiz, a Medical Assisting student from GC Tech who placed third place in Medical Assisting. She was from Bethpage. I know Principal Hackett would want to thank her team, AP Caitriona O'Neill, and all of the staff that helped support the student during the SkillsUSA process. I know there were many, many other students who participated and put a lot of work in, where we can't name everyone who participated, but we definitely like to recognize that there were many other students that participated from both locations in this event. So congratulations to Elaine Ortiz and the GC Tech staff who helped. [inaudible 00:14:39].

Susan Bergtraum:

Next we have certificates of appreciation. I will turn it over to Dr. Theodorou in a moment, but at least to identify the people, so you know who to look for. And at Rosela Kanjilosi, Michelle McManus, Greg Bachato, Ann Lauer, Virginia Perone, and Rafael Gonzalez who are receiving certificates of appreciation from the board. Well, Dr. Theodorou will describe what happened. But how appreciative we are when people understand that their jobs are not in a single... You're teaching students and that's your job. This is evidence of how our staff thinks about their jobs, thinks about their students and their responsibilities to both the students and the agency. For the board I'm going to thank them beforehand. Dr. Therodorou I will let you take over.

Dr. Carla Theodorou:

Without divulging too much on [inaudible 00:15:55], I can say that there was a very observant teacher, an individual who was suffering from a mental health issue. The teacher went above and beyond in identifying that this was a situation that could become dangerous and had a person escorted to the nurse's office. The situation escalated at that point. And we had security and nursing staff respond above and beyond. I have to say above and beyond for putting their own safety in jeopardy to protect others in the Barry Tech building. It was handled separately by the nursing staff and by the security staff. If it had not been for the teacher who was very observant and really [inaudible 00:16:41] to show that really everybody working on the front lines has to be aware of the state of mind of all our students, our staff, and everybody who's working in the environment where we have to protect the safety of everyone. So I want to thank them for [inaudible 00:16:57] the great work that they did.

Susan Bergtraum:

[inaudible 00:16:57] and our little appreciation. I will simply reiterate how thankful, appreciative and proud we all are to have the staff that we have. It's not that we don't know it, but it's unfortunate sometimes that it's that kind of incident that brings it forward. But we also know that every single day they're doing all those things. You cannot recognize it all the time, but we do know it. We just want staff to know, and anybody else who is in the community to know the quality of the staff that we have. So thank you again.

Next, there's an announcement from the board about a public hearing on the Nassau BOCES district-wide safety plan on our website, pursuant to education law, section 2801-A and 8NYCRR-155.17C3. Notice is given that a public hearing is being held at tonight's meeting of the Nassau BOCES board, to solicit comments on the Nassau BOCES district-wide school safety plan. The plan will be available to the public for viewing on the Nassau BOCES website and through the office of the District Superintendent from May 20th, 2022 through June 23rd, 2022. The plan will be adopted at the June 23rd, 2022 board meeting. So if anybody who happens to have seen it already and wants to make a comment at the public meeting at the time of the hearing of citizens tonight, you may do so, but certainly, you have a month to go on the website, read the plan, and if you have any comments to certainly communicate with us and let us know what your comments are. And as I say, the vote will take place June 23rd, 2022. Yes, Mrs. Langsner.

Fran Langsner:

I just wanted to say that as the board representative to the District-Wide Safety Committee, I was at the meeting on May 9th. And of course, safety has always been a major concern, but it's really in the forefront of everything that we're doing these days. The work that's being done is so comprehensive, it touches on so many issues, and I just wanted to commend everybody for all the work that they've done, to make sure that our plan is not only compliant with what it needs to be, what is forward thinking and really in the forefront of what safety need to be addressed throughout the county. I just wanted to thank everybody.

Susan Bergtraum:

Thank you, Mrs. Langsner. Yes.

Speaker 6:

Susan.

Susan Bergtraum:

Yes.

Speaker 6:

Can I ask just a quick question?

Susan Bergtraum:

Sure.

Speaker 6:

The skills of [inaudible 00:20:05] most of them are 12th graders, or are there any 11th graders who will have the pleasure of seeing again, maybe next year?

Dr. Carla Theodorou:

They are both 11th graders and 12th graders on the witness list. So we will have some students that return.

Susan Bergtraum:

With that, we are going to go into an executive session very quickly. We should not take a very long time. There is an issue that we have to discuss before we continue. So with that, and the live stream will simply be turned off and we'll come back as quickly as we can. May I have a motion to go to the second discussion.

B.A. Schoen:

To move.

Susan Bergtraum:

Schoen, thank you. Mrs. Coates second. Any discussion? All in favor?

Speaker X:

Aye.

Susan Bergtraum:

Opposed.? Sustained? Okay we would be going into executive session and then [inaudible 00:21:05].

Deborah Coates:

There's a little bit of a delay.

Susan Bergtraum:

Yes? No. Yes?

Deborah Coates:

Mm-hmm.

Susan Bergtraum:

Okay. All right. So back to the business at hand there, I have a motion on the consent agenda

Larry Greenstein:

To move.

Susan Bergtraum:

Thank you, Mr. Greenstein. Second.

B.A. Schoen:

Second.

Susan Bergtraum:

Thank you Mr. Schoen. Any discussion? All in favor?

Speaker X:

Aye.

Susan Bergtraum:

Aye. Okay. Before we go on the additional consent agenda, the board would just like to congratulate and recognize Mr. Gary Grasso's promotion within the facilities department. And absolutely recognize Mr. Richard Martinez, who has been with us for a very long time. People have their hands on their hearts because we will miss him terribly.

B.A. Schoen:

[inaudible 00:21:59].

Susan Bergtraum:

I know Mr. Schoen. It was an oversight. So just on behalf of the board to note how much Mr. Martinez has contributed to the agency to special ed, he has been assistant principal in more than one school, sometimes assistant principal in more than one school at the same time. And for him to just know how much we appreciate and will continue to appreciate the service that he's given us. So with that, may I have a motion to approve the consultant contract over $2,000 a day?

B.A. Schoen:

To move.

Susan Bergtraum:

 Mr. Schoen, thank you. Second. Mr. Greenstein. Any discussion? All in favor?

Speaker X:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Okay. So with that, I am about to read the resolutions that Dr. Dillon just referred to. I will read them and then ask for a motion in a second. The first resolution is, whereas for purposes of recruiting and retaining highly qualified personnel in the District Superintendent's extended cabinet, the Nassau BOCES board of education here and after the board has received a recommendation from the District Superintendent to modify the salary schedule, as well as other elements of the compensation package for members of the extended cabinet. And whereas the board has determined that it is in the best interest of the Nassau BOCES to approve and implement the recommendation of the District Superintendent. Now, therefore be it resolved at the board, herewith authorizes the District Superintendent to prepare documents necessary to effectuate SED changes and to implement the recommendations. May I have a motion?

B.A. Schoen:

To move.

Susan Bergtraum:

Thank you, Mr. Schoen. Second. Mrs. Langsner, is there any discussion? Seeing none all in favor?

Speaker X:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Okay. Second resolution. Whereas for reasons of economy and efficiency, the Nassau BOCES board of education here and after the board has received a recommendation from the District Superintendent to modify the administrative structure of Nassau BOCES, and whereas the board has determined that it is in the best interest of the Nassau BOCES to approve and implement the recommendation of the District Superintendent. Now, therefore be resolved that one of the board here with approves the recommendation of the District Superintendent to make the following changes to the administrative structure. A, create three new positions as follows, assistant to the superintendent, overseeing the human resources and regional schools and instructional schools department, two assistant to the superintendent overseeing the special education department, as well as all internal and external curriculum and instructional components, and three Assistant Superintendent for business services. B, recreate the recently eliminated Assistant Director of regional schools and instructional programs position. C, abolish the following positions, one Associate Superintendent for business services, two abolish Executive Director of Human Resources, and three abolish Executive Director of Special Education.

The board further authorizes the District Superintendent to effectuate the mentioned administrative changes and to implement the proposed reorganization. May I have a motion.

B.A. Schoen:

To move.

Fran Langsner:

Move.

Susan Bergtraum:

Mrs. Langsner move. Mr. Schoen seconded. Any discussion? Seeing none all in favor?

Speaker X:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Thank you. Resolution three. Whereas for reasons of economy and efficiency, the Board of Cooperative Educational Services in Nassau County here in the board has received from the District Superintendent, a recommendation to abolish the position of Executive Director of Special Education. The incumbent of which is Ms. Susan McNulty, and to create a new position of assistant to the superintendent responsible for curriculum instruction and special education effective July 1st, 2022. And whereas the board has determined that it is in the best interest of the Nassau BOCES to effectuate the recommendation of the District Superintendent. Now, therefore be it resolved, Ms. McNulty is hereby appointed to the position of assistant to the superintendent effective July 1st, 2022.

In connection with the foregoing, it has been determined that more than 50% of the duties of Ms McNulty's current position as Executive Director of Special Education will be performed by the incumbent of the newly created position. Therefore based upon New York state education law, Ms. McNulty is entitled to appointment to the position of the system to the Superintendent Curriculum Instruction and Special Education effective July 1st, 2022. Further based upon Ms. McNulty's past meritorious service said employees shall be credited with time served in the position of executive director of special education. Consequently, Ms. McNulty shall be eligible for tenure in the tenure area of assistant to the Superintendent Curriculum Instruction and Special Education on July 1st, 2023. May I have a motion?

B.A. Schoen:

To move.

Susan Bergtraum:

Thank you, Mr. Schoen. Second, Mr. Greenstein. Any discussion? Seeing none, all in favor?

Speaker X:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Thank you. Final resolution. Whereas for reasons of economy and efficiency, the Board of Cooperative Educational Services of Nassau County here and after the board has received from the District Superintendent a recommendation to abolish the position of Executive Director of Human Resources, the incumbent of which is Mr. Thomas McGrath, and to create a new position of assistant to the superintendent, responsible for human resources and regional schools and instructional programs effective July 1st, 2022. And whereas the board has determined that it is in the best interest of the Nassau BOCES to effectuate the recommendations of the District Superintendent. Now, therefore be it resolved. Mr. Thomas McGrath is hereby appointed to the position of assistant to the superintendent effective July 1st, 2022.

In connection with the foregoing, it has been determined that more than 50% of the duties of Mr McGrath's current position as Executive Director of Human Resources will be performed by the incumbent of the newly created position. Therefore, based upon New York state education law, Mr. McGrath is entitled to appointment to the position of assistant to the superintendent, HR and RSIP, effective July 1st, 2022. Further based upon Mr. McGrath's past meritorious service. SED employees shall be credited with time served in the position of executive director of human resources. Consequently, Mr. McGrath shall be eligible for tenure in the tenure area of assistant to the superintendent human resources and RSIP on December 20th, 2024. May I have a motion.

B.A. Schoen:

To move.

Susan Bergtraum:

Mr. Schoen. Second, Mr. Greenstein. Any discussion? Seeing none all in favor?

Speaker X:

Aye.

Susan Bergtraum:

Opposed? Abstained? Motion carries. So let us simply congratulate those who have been promoted and we shall move on. Congratulations. Any questions on the information items? Okay. I think then Dr. Dillon, it's your superintendent. Well, I'm not sure.

Fran Langsner:

I know I said this in my comments that I sent in that I wanted to thank the Mr. Fierro For the new updates in the facilities reports. It's very helpful to see it that way, because then we have a sense of what's new and there's always something new. So thank you.

Susan Bergtraum:

Could I just ask you, could you do it in pink next time?

Anthony Fierro:

Well rotate how we do it. [inaudible 00:30:21].

Susan Bergtraum:

For those of you that don't know in our agendas, Mr. Fierro highlights what's new, so that we know where I should go. So I was being silly.

Dr. Robert Dillon:

Before we go to the building additions, at least I just want to, for the board's information. Yesterday, something got through us in doing the state of the agency and all the other things going on. Four board members happened to hear about it when we were at breakfast. We had an issue the night before over Jerusalem Avenue. A car accident took out the power lines in Verizon and we were trying to get things back in shape. I had to make a call to PSE&G that I knew there to help move it along. And Tony and his people came over and did a great job, and we had the buses come in, but it didn't get reported to the rest of, but I apologize for that. In addition, we had a little bit of a fire issue at Willet, and I heard it was okay. Tony, I didn't hear anything else. You want to comment on it?

Anthony Fierro:

It was just, I think one of the fan call units one of the motors burned out some smoke...

Dr. Robert Dillon:

Smoke that was the issue.

Anthony Fierro:

... [inaudible 00:31:31].

Dr. Robert Dillon:

We like to get those things out as quickly as possible. Somehow it got lost in the source. And I apologize for that. Now I'll turn over to Tony.

Anthony Fierro:

Thank you. Just several board meetings about when the board approved the capital projects for the next fiscal year. We held back one of those projects, which was a proposed addition to the LISA along our high school, New York's campus. It was requested that we provide some additional information to the board on what we would be proposing to do. To respond to that, Carla, has prepared a memorandum explaining the needs of the program, and we've also provided a systematic site plan, a systematic floor plan of what these phases might look like as well as some initial cost estimates prepared by our construction manager. Basically with the addition would be in the front of the building close to the Cold Spring Road, it would connect buildings A and C, the addition would be about 5,500 square feet, the work area would be a little bit more than that, because we would be transitioning between that, we would be doing some work in building A and building C to accommodate the addition. So there would be some upgrades of those areas of just in joining the addition.

The cost estimates, depending on when this project would be completed, because a referendum would be required. If the cost provide, the estimate were for 2022, about 5.4 million, and then they include about 8% escalation over the next two years. If this project were done in 2024, it would be about $6.3 million. This is a reflection of what's going on and what we've been talking about in the construction industry, and the escalation that has been going on. That is reflected here. It's difficult to project that a couple years, but you see the facilities update some of the cost escalation on a monthly basis that's occurring. So, that really over the course of the year can make quite a difference.

That's where the best that we could anticipate for right now. So I'm going to ask Carla, just to maybe go over some of the spaces that are incorporated in the addition and of the need, and also some of the flexibility that's being offered in some of the spaces.

Dr. Carla Theodorou:

Thank you, Tony. As you aware the enrollment that LISA is thankfully going up and we're projecting that the coming year to be between 250. I'm being conservative why I say 250 to 280. The current administrator is believing that we will approach the 300 then. But one of the things that we noticed is that the trends in enrollment vary from year to year. Last year we had a dip in dance and we had a lot more in certain programs. Some of the programs where we're seeing increases, we really don't have space, and we're trying to be very creative with the space we have. We know that building C has a lot of very small rooms that were used as rehearsal rooms, but are not large enough for classrooms. We're seeing a great increase in the game design animation theater. We need to think about developing spaces that could be used flexibly for some programs, but also understanding that enrollment changes over time and we have to be able to utilize spaces for different things.

We can't just build something that has only one purpose. So the development of the space in the new building has a lot of multipurpose areas. The one open area that we're covering open gallery and cafe space it can be a main lobby, it can be a reception area for programs, it can be a place where we have large groups, if we need a [inaudible 00:35:57] space. It's a passage way from one building to another, and that connects buildings A and C. And as you know building C is conservatory and a theater. There's a proposed forum space, it would have platforms that are moveable could be used as a small black box theater, temporary smaller theater space. It could be used for direct instruction and rehearsal and performances when we're not able to use the theater.

The platforms and furniture can allow different configurations of the room. We're proposing one of the rooms as a black box meter/architectural material design space. One of the programs that's in development right now is architectural material design, actually working closely with [inaudible 00:36:48] facilities. That space could also be converted into a computer lab, because right now our real dire need is many of the programs we have need technology. They need computer lab spaces. A lot of our other spaces previously were designed for dance or for theater or for other types of programs. So when we have a space, we need to be able to convert it easily into a space where we have computers and to use technology.

Then another proposed classroom space could be a virtual reality room, which is part of the extension of our gaming program, a core green room. Again, could be used for gaming, could be used for animation, digital music. We want to make sure that these spaces are flexible, so that as enrollments change or as we grow, or as we develop the programs that we are able to use those spaces, and we're not locked into, "This room is only for one thing." I think that the connection is one needed because the enrollment numbers... We simply can't grow if we don't have more space. We also want be proactive in thinking about when we get new space, is it flexible enough for us to do lots of different things with.

Michael Weinick:

I have several questions. The first, which is on the proposal that you have now, does that mean any variances from the town? Can we do this straightforward or is it going to be complicated procedure? These missions.

Anthony Fierro:

There would be no local permits. It's an SED submission. However, referendum would be required, obviously for voters of Nassau County. So, that would be participation of the rest of the county. But as far as the project submission goes, it's from SED.

Michael Weinick:

I did send some questions in writings and thank you for your responses. But my major concern, whenever a certain school district does a project like this, how far down the road are we thinking? Now we're spending an awful lot of money for not all that much space. We sunk a lot of money into this building over the years with converting different programs, whether it be STEM, whether it be parent job program with the babies and some of the very tech programs coming in and going out.

If we do this, and I know there are no guarantees in life, but can you look me in the eye, so to speak and say, "Yes, this will meet our space and educational needs for the next 10 or 15 years." Will this building ever be proper for what we want? Or are we better off, "Yes, it's going to cost money, but just sell that property, go elsewhere, put up a proper building and really we'll meet our needs to the next 25 years."? Those are my doubts and my concerns. I want to do the right thing for BOCES, I want to do the right thing, certainly for the children, and looking forward more than the short term thing.

Anthony Fierro:

As far as we talk about expansion...

Dr. Carla Theodorou:

I can speak a little to that. I hear what you're saying and you understand every building is going to have a capacity of reaches. And we can't predict what the 10 to 15 to 20 years that you're talking about, what our capacity is. But we know we have kids right now that we're struggling to find the right spaces to put in. I have no objection to a long term plan of the building, but we have to address the programs that we have right now and over the next couple of years. It's a simple thing to say, "Sell a building and build another one." But right now we have a program that's growing and live, and it can't be placed somewhere temporarily. And right now the space that we have is designed for arts and theater.

I know Tony has taken us on several visits to look at different potential sites, and to look at it through the lens of, "Will these locations be something that you can use either for adult ed or for LISA, for other programs?" I haven't seen one anyway that would meet our needs now and over the next five years. 10 years to 15, I can't tell you that we won't reach capacity even with the addition. I hope that's our problem.

Michael Weinick:

If we gave you full approval tonight, how long will you do this, suppose if we guarantee?

Dr. Carla Theodorou:

Well, but first we'd have to plan a referendum. That would take some time in planning just for that.

Michael Weinick:

Just roughly about two years, five years?

Dr. Robert Dillon:

The time we put the shovel on the ground.

Michael Weinick:

No, from tonight.

Dr. Robert Dillon:

Well, tonight we'd have to get a team together to do the referendum. We'd have to have a legal paper [inaudible 00:42:13]. How long. I don't know how long we'll be on this.

Anthony Fierro:

In the past, we've done them usually in February.

James Widmer:

February.

Anthony Fierro:

For this particular project, what I would suggest is that in order to do this with the least amount of disruption to the program, that this is something that we would want to get heavy on demolition work and that type of work done over a summer when the students aren't there. So I think we have to plan a summer, whichever summer that is to get that larger work done and work back from there to get referendum date. So I think there's a little bit of planning involved in really trying to put the schedule together. I think that's how I would look at the project, it will be like a summer to get the building going.

Dr. Robert Dillon:

It took us a couple of months to get a referendum. I think we should loosen everything in this one, [inaudible 00:43:09] conference.

Anthony Fierro:

Right.

Speaker 8:

But we have two I think are just are not interesting. [inaudible 00:43:20].

Michael Weinick:

Give me a rough number. Would you like five years?

Anthony Fierro:

No, I don't think five years. I think the estimate that we have is going out towards 2024. So I think that would probably be somewhere in the neighborhood. If we got going with starting to plan a referendum, then I think that would be a reasonable target date to get somewhere in that timeframe. Again, we have to figure out exactly what the timeframe would be, but I think we talking about a couple years out, probably two and half years maybe, something like that. The thing is when you talking about, again, the local permits and others involved, if we were to construct a new building elsewhere. I know you in your questions, you had suggested looking at Paske Drive and Brookville.

Now we'd have to do environmental studies and a lot of other pieces that we would have more involvement from the localities than we would in informing a project like this. That would take a significantly longer period of time. Obviously, the cost would be a lot more out of the ground because you're constructing an entire new facility. Longer design, longer SED. Every part of that would take longer. So, that would have to be a very long range plan. It's an addition, but it's not really a large addition. It's as I said, 5,500 square feet. So it's not huge. It's just a matter of placing it at a time where we can construct it with the least amount of disruption and work from there. I hope that gives you a little bit more information on the timeline.

Susan Bergtraum:

[inaudible 00:45:10].

Michael Weinick:

Schematics were excellent. Gave us all an opportunity to visualize what's there now and what is going to do. My question is, this is a half day program for our students. We even have in a PM session. So we are soft still in terms of the numbers that we project in 22, 23 and anywhere from 230 and 312

Dr. Carla Theodorou:

I would say we manage to 200 this year. And right now seats got enrolled, it's above 250. And we have a whole bunch of other kids that are still under review. So I'm being conservative when I say we can get to 280. I'm not going to push the 300 number, but I think 280 is reasonable.

Michael Weinick:

If we do encounter delays in construction, completions that go on with some, do we jeopardize any of those numbers in terms of finding room while the construction has to continue? Let's say more.

Anthony Fierro:

Again, speaking about some of the issues that we're facing today, that's why to come up with a day is difficult because we don't know what's happening with construction, with supply chain and materials are going to be more difficult to get. But under normal conditions we should be able to, over a summer I would think if we bid it out far enough in advance where a contractor has time to get all of their materials together, if they're still together, get certain orders in place. So that by the time you get to the summer, they're ready to go. I think that would be the strategy that I would try to push a contractor. Normally Mike, if we did over some, I would say a referendum would have to occur, not in the normal February timeframe that did, but maybe much earlier than that, so that we have time to bid this out and really get those schedules set and make sure that the materials don't cause us problem.

That's really the best answer I can give right now. As I stated, even in the departmental report, this is something that every month I'm tracking, every month I'm going to report on to see where we are with costs, delays, where construction is going and staffing issues too. We're having some issues getting staffed, but contractors are too. So those are all the things that we need to look at and take into account when we put a schedule together for a project such as this.

Michael Weinick:

Have we continued or are we continuing with the interest tours that we gave of the facility and the past tours? Have they been of interest to not only the students and the parents, but the guide people, for instance, of the high students community?

Dr. Carla Theodorou:

We were restricted a lot by the pandemic, but this year, because they were created in doing them after hours on Saturdays, when our students weren't attending classes, we did have a lot of in-person tours, we take smaller groups around and not keep them all grouped together in large groups. Yes, there is interest. The numbers show that there is interest. I believe that also the development of new programs has helped and will continue to help. Bottom line if we don't get more space, we better think about capping the number that we get this year.

Michael Weinick:

I see.

Dr. Carla Theodorou:

Right now we're twisting Tony's arm to do some work over the summer just for temporary fixes, so that we can set up some classrooms for computer labs, et cetera. For the long term, we're not growing more than 300 if we don't do work.

Michael Weinick:

Thank you.

Fran Langsner:

The programs that we move over from Barry Tech, I heard from the parent of an alumnus that the districts who had previously sent their students to the program when they were at Barry Tech are finding the increase in the distance to be a problem. Did any of that resonate?

Dr. Carla Theodorou:

It does. For some districts it's obviously further to go to [inaudible 00:49:45] than Westbury, but for others we do get a lot of students from some county as well. And from that end up in Long Island. So yes, there's going to be that issue where whenever you move something. For the actual students that we had coming over for Audio Production, for example, the majority of them will be able to do it. I think a separate issue has nothing to do with facilities, or this is going to be on transportation. That's going to be a problem. Will probably be something you talk about in a different board meeting. I think that's what brings the hardship for families when they're in a bus for a long time. But some towns are closer to where's [inaudible 00:50:29].

Fran Langsner:

Right. Yes. Somebody who gained somebody loses. I have another question I don't remember, the location of this proposed expansion, is that a piece of the property where we had significant drainage issues at one time?

Anthony Fierro:

And it's still so. That's a different project. That project is actually well into the design process. We are designing it with this in mind, so that any additional drainage that's put in would not impact on the footprint should we move forward with this project. Either case, the new dry wells and any drainage structures will be well into the courtyard so that we wouldn't have that issue.

Fran Langsner:

So transportation and drainage, those are the things we have to fix?

Anthony Fierro:

Yes.

Fran Langsner:

Thanks.

Larry Greenstein:

This looks great. But my question is, it's 5,000 square feet because that sort of like fits in between the buildings.

Anthony Fierro:

Right.

Larry Greenstein:

If there was unlimited funds and you could make this into the premier school in the world, would you need more space in that? Other words, would it pay to make a two story addition? Would it pay to do other things? Are you going for a B+, when we could be going for an A+?

Dr. Carla Theodorou:

I don't know if you want to take that. But I can say that in previous years we did have the architects draw of a grander and more expensive plan than this. That's probably the dream that we didn't think would was something to propose right now. But if it's unlimited money, of course you would do more.

Anthony Fierro:

I would also say that a lot of that design that qualities speaking to was also connecting the other side of the courtyard. And it was a lot of circulation, but also more gallery space in getting more direct connection to the theater from the rear parking lot. One of our projects also is a phase one of theater renovations. So I would say that without adding more space, there could be subsequent improvements to the theater and enhancements as technology keeps improving. That might be a good place to invest in, is to keep the existing space that we have in the theater up-to-date.

Larry Greenstein:

Great, great. The part of it that concerns me to say that the space that can be used for a classroom or a computer lab or this or that. What if we need them all?

Dr. Carla Theodorou:

It's a good problem to have.

Larry Greenstein:

No. I-

Dr. Carla Theodorou:

For many years the problem was getting the kids.

Larry Greenstein:

Right.

Dr. Carla Theodorou:

We're going to have to pick and shoot. I think many schools reach a capacity and we see that happening at Barry right now, where we have lots of kids in different programs that want something very specific in the trades. And we don't have as many shops as we have regular classrooms. We may get to that place where we need to solve that.

Larry Greenstein:

In terms of bank of the buck, if we spent seven and a half million now, would we get twice as much benefit, or would each additional square foot cost us more and we would get less benefit? You understand the question?

Anthony Fierro:

Yeah. I think we also have to look at school is still up in operation. And if we have too many large projects and additions and expand project all at one time that may have an impact on the programs itself and their ability to conduct their classes. So I think something like this, it's contained, it's in one part of the site, we have other projects that we're moving forward at LISA this year that we can face as working with the program to make sure that we're not disrupting them, to the greatest extent that we can stay clear of that. I think that in addition, this is probably as far as I would want to go right now without further affecting their school activities.

Larry Greenstein:

I suppose, theoretically, if we had other space we were building other buildings and we needed to move some programs, we could potentially do that.

Anthony Fierro:

Sure.

Larry Greenstein:

LISA too. Right. Thanks.

Susan Bergtraum:

Anybody else? Mr Schoen.

B.A. Schoen:

What's the state repair of flux capacitor. Because if it was operational, we would be able to answer Mr. Weinick's questions without absent that, we might as well be a irrelevant. Nobody's going to hold us to the estimates, but I trust that you have considered every idea that makes more sense than a flux capacitor. You're an expert, particularly in architecture. And I thank you for your reference and I think we should go forward.

Michael Weinick:

Can you call Michael J. Fox.

B.A. Schoen:

I got an email from him the other day.

Michael Weinick:

All right. First the referendum. What does that ask you? Mission for what? What do we need?

Anthony Fierro:

I believe, when a district embarks on an addition of states, that's when voters of Nassau County would need to provide, we have to get the consent of the voters.

James Widmer:

[inaudible 00:56:49].

Anthony Fierro:

Yes. Working within the existing footprint, you wouldn't need to, but only when you're adding space, that's when we need the approval of the voters.

Michael Weinick:

And when we did the portables, that's not counting?

Anthony Fierro:

Because we leased. That was a lease arrangement. It wasn't a purchase.

Michael Weinick:

One last question. You say, basically our capacity at this point is roughly two way. If we put on this addition, what does that number would be?

Dr. Carla Theodorou:

I think our capacity now could go up to 300. Tony mentioned some other projects. So building C right now broken up into small spaces. If that's opened up, that also gives us a more classroom space. There are other pieces in this addition that will help us with the lack of classroom space. I'm going to say 4, 4.50 would be... I don't know if we'll get to that number, but I think if we do the work in building C and open it up so that there are large enough classroom spaces, and we add this addition, I think that we could get up there to that level.

Michael Weinick:

Thank you.

Dr. Carla Theodorou:

Whether we can track the kids, that's a whole other conversation.

Susan Bergtraum:

Anybody else? So one final. Tony I'm not an architect and I don't [inaudible 00:58:16]. That's your thing. However, so just thinking about what Mr. Greenstein said, is there a way of constructing a building where if you decided at a later date, and I'm not sure that if you have enough space for 4.50, this whatever, then need to be done, it was before that question. Could you construct a structure that would allow you to put a second story on, if in the future you needed to?

Anthony Fierro:

Well, the answer is, [inaudible 00:58:50] anything.

Susan Bergtraum:

Do anything, okay.

Anthony Fierro:

[Inaudible 00:58:52]...

Dr. Robert Dillon:

If you have the money.

Susan Bergtraum:

I know it.

Anthony Fierro:

It's a matter of design. The roofing structure would have to be designed as four structure rather than a new structure. And the other thing that happens is when you're doing something like that, you're not going to occupy the space around. So you're going to have to abandon that area as a construction zone. So sometimes it's different from the add upwards. It's kind of easier to add adjacent to...

Susan Bergtraum:

Next to.

Anthony Fierro:

... rather than on top of it. The other thing is, right now we're trying to design this. It's a one story building, we have to design it soon. From an aesthetic point of view, what are you looking at when you're out on the street, what is the appearance?

Susan Bergtraum:

All right.

Anthony Fierro:

I imagine some of these spaces might be little bit higher ceiling anyway, as a multipurpose, so might be pretty, pretty high.

Susan Bergtraum:

All right.

Dr. Robert Dillon:

We had that discussion about Barry Tech at one time, about putting second floor on there. Better challenges with that.

Susan Bergtraum:

Okay. All right. Are there any other questions? All right. Do you need any more from us?

Anthony Fierro:

I think we just looking to see if the board would like us to move forward...

Dr. Robert Dillon:

Move forward. Yeah.

Anthony Fierro:

... with getting proposals as we did with the other capital projects, bring them forward so that we be able to get started on the project.

Susan Bergtraum:

All right

Dr. Robert Dillon:

Unless you want to move in and second.

Susan Bergtraum:

I don't even know what you were going to say, Dr. Dillon. All right. Do I see consent from the board?

Dr. Robert Dillon:

We'll give more information.

Susan Bergtraum:

Okay. All right.

Dr. Robert Dillon:

A deeper dive,

Susan Bergtraum:

Mr. Widmer.

James Widmer:

So does this mean we can bring the budget adjustment back to the board, looking forward to the next meeting?

Dr. Robert Dillon:

Because that was held up last time.

Susan Bergtraum:

Right. Well, I think that was basically the intent of my question. Was that.

James Widmer:

[inaudible 01:00:52].

Susan Bergtraum:

Yes. That was the intent of my question, but your statement made it much clearer. So thank you. All right. Am I seeing shaking heads? I am seeing shaking heads.

Dr. Robert Dillon:

Good. I'm

Michael Weinick:

I'm still [inaudible 01:01:07].

Susan Bergtraum:

Well, I think I have enough shaking heads. Listen, they'll bring it back and you can still get more clarity if you need it. Okay. We'll have-

Michael Weinick:

We'll have an afternoon meeting. I need to talk to you in the afternoon.

Susan Bergtraum:

All right. [inaudible 01:01:25]. Oh, okay.

Deborah Coates:

I was just thinking about the less of time we were in this building, talking about closing that program.

Susan Bergtraum:

Yes. Well, you mean in this space?

Deborah Coates:

In this room.

Susan Bergtraum:

In this room?

Dr. Robert Dillon:

She did. At that end of the room.

Susan Bergtraum:

Yes. Yes. Well see, sometimes holding on absolutely, well, dreams come true.

Anthony Fierro:

Thank you.

Dr. Robert Dillon:

Thank you very much.

Susan Bergtraum:

Okay. Hearing of citizens, Mrs. Nolan.

Joyce Nolan:

Yes, we did receive communication from parents, which has been shared to the floor.

Susan Bergtraum:

Okay. Thank you. Old business. Any board? Anything from before? Mrs. Langsner.

Fran Langsner:

[inaudible 01:02:14] is considered old business?

Susan Bergtraum:

Sure.

Fran Langsner:

Okay. I was able to attend for a brief time the Future Farmers of America, Horse Science and Management show, which was lovely to see. Kids are amazing, the horses were very well behaved. I couldn't stay for the whole time. It always gives me a great pleasure to know that we have such diverse programs that could meet so many needs for whatever kids happen to be interested in. They're very dedicated. And I do believe we have the skills program back again...

Susan Bergtraum:

Yes, we do. Yes, we do.

Fran Langsner:

... which was also exciting to see the different levels of participation from our students. So that was great.

Susan Bergtraum:

And if that was OLD business, who knows. Then Mr. Schoen and I attended the GC Tech National Technical Honor Society program yesterday in [inaudible 01:03:25]. These are the things that make us smile and know why we did what we do. And it was done very well. As Principal Hackett said relatively quickly, because they had other programs that they had to get to. So it was short, sweet to the point but again, very meaningful. Mr. Schoen did I cover it or do you have...

B.A. Schoen:

Well you did. There were several of us at Barry Tech for the Four Seasons National Championship [inaudible 01:04:06] and that was really enjoyable.

Susan Bergtraum:

Right.

B.A. Schoen:

Especially seeing Dr. Poll tonight, just a little differently than he was last Friday.

Susan Bergtraum:

Right. Yes. That's it.

Fran Langsner:

A lot of imagination. What I really like is the different subject areas pulling together and making it a real nice production.

Susan Bergtraum:

All right. Now we'll go on new business if we weren't already in new business. Any other reports from board members?

Deborah Coates:

I want to talk about the Education Partner Awards. How well that was.

Susan Bergtraum:

Sure.

Deborah Coates:

I know that's on there, but before the foundation gave their report, I just wanted to...

Susan Bergtraum:

Sure.

Deborah Coates:

... thank them for their participation, the doors of the night went smoothly well, and I really enjoy being part of it. And I think the foundation board does a remarkable job and as a liaison I appreciate the work that guys do as well in bringing all together. I just wanted to say that.

Susan Bergtraum:

Okay. And now is there another report or have you not had a meeting?

Michael Weinick:

[inaudible 01:05:29].

Susan Bergtraum:

Okay. And there has not been-

Michael Weinick:

I do have another meeting next week. So we should find out more about the golf outing and certainly how we financially are funding, which I think is successful, beautiful to see the number of people that are there. There is also [inaudible 01:05:50].

Susan Bergtraum:

Got you. Okay. So the district-wide safety team, did you-

Fran Langsner:

We did. Before how comprehensive it was.

Susan Bergtraum:

Okay.

Fran Langsner:

But I did want to add something because it was very informative. Todd Atkin from Nassau County Police Department talked about how we are not immune from some of the things that are going on all over, like car break ins, and the theft of catalytic converters. They're really trying very hard to institute practices to deter those things from happening. And if there was any message to be given out to everybody is that, remember to take your key fob with you when you leave your car, because that is the one thing that makes it easier for people with malintent to commit these crimes. So I just wanted to pass that along.

Susan Bergtraum:

All right. And I think no other committee, except the policy committee met, and we are still working on the code of conduct. It feels like we always have, but...

Larry Greenstein:

Well, but we [inaudible 01:07:12] we might be done.

Susan Bergtraum:

We might be done. Right. Right. So kudos to my fellow and to staff who have slogged through this. Every year, we think we've got it down and either laws change or we see something that we know practice has changed or so. But the code of conduct will be brought to you when it should be, and we will get it to the state when we should. So we have another meeting scheduled for Monday. Hopefully, we will be able to finish with it, put it to bed and get-

Deborah Coates:

[inaudible 01:07:53].

Susan Bergtraum:

Right. Nassau-Suffolk School Boards Association. There wasn't another meeting between then and now. Mr. Weinick.

Michael Weinick:

No, but we do have the Nassau-Suffolk Annual Meeting next week, where we're supposed to be voting on the budget and slate of offices. Since we have not gotten it, and my understanding is that we're not going get it until the night of the evening. And I would like to make a motion that this boards abstains from voting on it.

Susan Bergtraum:

Okay. Is there any discussion? All right, Mrs...

Deborah Coates:

Oh, do you want me to second on it. I'm not going second.

Susan Bergtraum:

No, no.

Deborah Coates:

If you want to discuss it.

Dr. Robert Dillon:

He made a motion.

Susan Bergtraum:

Oh, you made a motion. I apologize.

Michael Weinick:

[inaudible 01:08:44]. We have one person that we [inaudible 01:08:49]?

Susan Bergtraum:

Yes. We have one person who represents it.

Michael Weinick:

And that person is?

Susan Bergtraum:

Well, normally it would be me except that I will not make it because as you know, and so it would be-

Deborah Coates:

Would Larry? Because he's an officer.

Susan Bergtraum:

Well, either that or you because you're vice president.

Deborah Coates:

Okay.

Susan Bergtraum:

But if there's no second, then there is nothing to discuss and the board will vote on it at that meeting.

Michael Weinick:

Well then I'm confused.

Susan Bergtraum:

Well, you made a motion. That's why.

Michael Weinick:

I forget my motion. From whom? Who is going to be voting on Wednesday and on what authority is that person making the choice to vote? If this board has not discussed the budget or the slate, how can anybody vote? Is my question.

Susan Bergtraum:

Okay. Mrs. Coates.

Deborah Coates:

I believe that prior to the pandemic, that this is how it was done. I believe how it works, and I'm going putting my PTA hat on a little bit, that if a committee brings forward a report such as a budget or a nomination of a slate of offices, then really the membership is just there to approve the committee report. I believe that Nassau-Suffolk it's always had committees that develop these budgets and it's approved by their executive board. And then it comes to the membership as a presentation.

At R.E.F.I.T., one of our very active board members, PTA everything she's done, has always said, you don't have to make a motion on a committee report. And I believe that's where the confusion is. Where we have voted in the past with discussing it at this table has been on resolution, so that when we go to a resolution center, we talk about the resolution and then we have a voting delegate who votes for us. I believe that's where the confusion lies. I'm not going to say I'm 100% positive, but I believe that because I look through all of my emails, all of our past board agendas, I didn't see it prior to the last two years, when it was presented to us early because we had to vote on it virtually.

Susan Bergtraum:

I do believe you're correct Mrs. Coates.

Michael Weinick:

Couple things. First of all, the past is the past, we're now in the present. And let's take a look at Wednesday, 9th. Is the president or the executive director running the meeting? Are they going ask for all those in favor of the budget? Or is the committee presenting the budget without a vote?

Deborah Coates:

I think that's how it's supposed to be done.

Michael Weinick:

No. How is it done?

Susan Bergtraum:

Well that may just be process, if they're not using the proper words, because I do believe Mrs. Coates you're correct. Many of us have sat on that board, on the Nassau-Suffolk board for years, going back to Joe Barry and Richard Onawa. If you think something should be done differently, then you go and you talk about it. But this is done, I believe according to Robert's rules, and this is the way budgets can be... I'm trying to think, because you don't have to vote on a budget, you have to accept it.

Deborah Coates:

You have to accept it.

Susan Bergtraum:

So you're accepting what these committees have. The vote is to simply accept it. Robert's rules allow for that. If you think about New York State school boards, there's a presentation, the body doesn't vote. So when that...

Michael Weinick:

Why [inaudible 01:13:19] on the state of the officers?

Susan Bergtraum:

... doesn't vote on the budget. Doesn't vote on the budget. The slate of officers, yes. It may be a difference without a real meaning, but you are presented with a slate, there was once in my memory. I can remember once where there was two people running for the same office. Other than that, you're being presented with nominations, you're asked if there's any nominations from the floor. If there was, then those people would be able to discuss it and you would vote. Otherwise, the vote is by acclimation. But basically, there is no difference in what was done 20 years ago than what's being done now. In talking about what did we ever do before. Probably if we were at a meeting and you looked at a line and you asked a question, you got the answer to the question, or it was answered when the presentation was made. That's the format of how that happens.

Michael Weinick:

Two points. Number one, I really don't care what's been done in the past 20 years. I'm talking about next Wednesday. Now, correct me if I'm wrong. But when the first person from a board signs in to the Nassau-Suffolk dinner and did in this at the table, does she not give you a pink card to vote at the dinner? My question is what if we are asked to either accept the budget to vote on the budget? I don't want to play word games, but if it is asked of the membership what do we do?

Susan Bergtraum:

Do you want to...

B.A. Schoen:

Oh, Larry, has his hand up.

Susan Bergtraum:

Oh. Go for it, Larry.

Larry Greenstein:

As far as I know, for example, at the school board's convention, we have a voting delegate. If a motion is made on the floor, that voting delegate doesn't call everybody on the board and say, "How should I vote on this?" They have a certain degree of discretion. I'm comfortable with giving Susan or Debbie discretion to vote as they see fit on behalf of the board. There's lots of times where things get delegated. If things didn't get delegated, Dr. Dillon would never get any sleep. I think that's sort of it. It would be nice to be able to have a discussion around it, but those things are pretty much performa. And if there was big to do, I would trust that our representative would question it, and if they thought it was totally unworkable would act accordingly. If they thought that it was reasonable, that they would also act accordingly.

Michael Weinick:

What's delegated is when there's a change being made on the floor. When we discuss the resolutions, we clearly tell Susan how to vote, but she has 100% authority to vote differently, if the resolution is changed, not if the resolution stands.

Larry Greenstein:

Right. [inaudible 01:17:02].

Michael Weinick:

In this case, we can't discuss it because it wasn't given to us.

Larry Greenstein:

But the concept is the same. We're giving the spreadsheet to somebody to make that decision on our behalf.

Susan Bergtraum:

Okay. Maybe I could give you a little comfort is, we sit at the same table. So there can be that modicum of discussion if that was needed, somebody really had a question or didn't. What Larry is saying is the norm that dinner allows for a little bit more discussion and direction if need be. Mr. Schoen.

B.A. Schoen:

What would be the process if the budget was defeated at the annual meeting?

Susan Bergtraum:

Have to look at Nassau-Suffolk bylaws. Because I believe even-

Dr. Robert Dillon:

[inaudible 01:17:58] budget. Like the school districts that use [inaudible 01:18:01].

Susan Bergtraum:

Because I also think the voting process is in the bylaws, but there I could be wrong. I can't remember, not looked at them for a while. But the process that they go through is certainly by Robert's rules of order. What was decided on eons ago and how to present the budget. I dare say every local school board association does it a little differently, the same way PTA... Is similar to what Nassau-Suffolk does, that you are being presented because you've already got representatives. There are representatives from Nassau and Suffolk on that board who are our representatives to say I'm comfortable with what's being proposed. I think that's the answer to those questions.

As I say, I will not be at that dinner. I have a family matter, which will be resolved in the best of all possible ways, but I cannot be at that dinner. My sense is when a president isn't there, your vice president takes over. That's who would get the card. I'm not sure, but I dare say, and if they don't, then we would say something that they should ask, "Are you the voting delegate?" When you check in, they would ask, "Are you the voting delegate?"

Michael Weinick:

Voting delegate? I don't understand.

Susan Bergtraum:

Well, the person who has the pink card.

Dr. Robert Dillon:

A pain in the ass.

Susan Bergtraum:

All right, who is the person who's going to raise the card when we are accepting...

Dr. Robert Dillon:

The one who has the [inaudible 01:20:03]-

Susan Bergtraum:

... the proposal that is on the floor. Assuming that everybody is in agreement that would be the person with the pink card. Not the yellow one, by the way, Tony, the pink one. Okay? Anybody else?

Fran Langsner:

Not on this topic.

Susan Bergtraum:

All right. So if we are done with this topic-

Deborah Coates:

I believe he had made a motion.

Dr. Robert Dillon:

But no one seconded.

Susan Bergtraum:

Well, he resented it, and there was no second. We just went to discussion so that we could continue. So, Mrs. Langsner. Something up?

Fran Langsner:

I had two more things that I suggested first, but one didn't just occur to me.I was wondering maybe Susan McNulty knows the baby formula crisis. Do we have students in some of our programs who have special dietary needs, that includes baby formula and is that an issue for us?

Susan McNulty:

We do. I have not heard that it's been an issue at this point, but we do have children that would still use that.

Fran Langsner:

Okay. So I guess ,.

Dr. Robert Dillon:

And they have homeschool districts.

Fran Langsner:

And their families also must be facing this issue.

Deborah Coates:

100%.

B.A. Schoen:

I don't know if that's something that we need to survey or a problem for any of our families.

Dr. Robert Dillon:

But don't they have homeschool districts that would take care of this stuff?

Fran Langsner:

I don't know. If they're getting fed in our buildings...

Dr. Robert Dillon:

That's a different thing.

Dr. William Poll:

Right. My other thing is, a while ago we had heard that CIT was going to look into the possibility of revamping board chair and how it gets used. I was just wondering if it-

Dr. Robert Dillon:

Revamping what?

Fran Langsner:

Board chair.

Deborah Coates:

Board chair.

Susan Bergtraum:

Board chair.

Dr. Robert Dillon:

Oh, board chair?

Fran Langsner:

Board chair.

Susan Bergtraum:

Right.

Dr. Robert Dillon:

Did we talk about that last night?? When she wasn't there when she was late for the meeting?

Fran Langsner:

I was just wondering if we could get an update, and how that's going. And also if we are to consider changing from IQM2 to a different platform to see if any of those other platforms include an event management component. That might be a clear piece of this.

Susan Bergtraum:

Right. Informally, because we had discussed looking into BoardDocs. I did make a phone call today to New York State School Boards. I asked James to call me back, James Page, who's head of the technology and who would be the one who would present BoardDocs to us. He will call me back. I've spoken to Dr. Dillon and Mrs. Nolan. And my sense was to let James or whomever the representative is present to them first, because if it can't be used by staff, then presenting to us is foolish. But if they feel that BoardDocs changed enough. Originally when IQM2 was chosen BoardDocs, couldn't do some of the things that we needed done.

One would make the assumption, and we do know that things evolve and change. And that BoardDocs certainly does do some of what, and maybe all of what IQM2 does, and may have progressed further. So we will set up an appointment for staff to get the presentation. And if they are in favor of changing from IQM2, well, I'll ask you whether you want to see a presentation as well. And if the board then wants to see a presentation, and I would hope that we'll get some report from you and your colleagues after you see it to see whether we would like to have a presentation made to us as well.

Dr. Robert Dillon:

James, do you have any history with BoardDocs and IQM, when it was decided upon? Because I was in here.

James Widmer:

No, I wasn't involved in the change from the previous application that we used to [inaudible 01:25:04] the research, had some demos done and then it got forwarded.

Dr. Robert Dillon:

Okay.

Susan Bergtraum:

So, that's where we are with that. And as you just stated, it will be one of the things that we look at. Maybe if it can be done sooner rather than later, we'll hold our breath on board chair and hope that it will be subsumed. All right. Anything else on new business? Seeing none then before we go, will there be any action taken after executive session?

Dr. Robert Dillon:

Tom.

James Widmer:

This one.

Dr. Robert Dillon:

We good, Tom?

James Widmer:

Any action?

Tom:

I don't know [inaudible 01:25:53].

Susan Bergtraum:

Okay. So we will be going into executive session, but when we come out, we will be adjourning, we will not be taking any further action. So those of you who are on Zoom and live streaming, we thank you for attending, have a wonderful Memorial Day. I have to say Memorial Day or Labor Day.

Dr. Robert Dillon:

Well, we're growing.

Deborah Coates:

But we won't be here.

Susan Bergtraum:

But we won't be here until after that.

Dr. Robert Dillon:

Well, I got to talk to you about another meeting, but that's okay.

Susan Bergtraum:

Oh, well we'll then notice if that's the case, but assuming that we do not have another meeting before we wish you a happy Memorial Day, safe and joyous. May I have a motion to go into executive session? Thank you, Mr. Schoen. Second, Mrs. Langsner. Discussion all in favor.

Speaker X:

Aye.

Susan Bergtraum:

Opposed? Okay. We...

 Susan Bergtraum:

Present. I call this meeting of the Nassau BOCES Board of Education to order. Thursday, April 7th, 2022. Welcome all. I am going to ask Dr. Carla Theodorou to lead us in the pledge.

All:

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.

Susan Bergtraum:

Okay. This is our annual meeting, so we will be discussing the budget book and there is a letter to be read from the Commissioner of Education. There will be no candidate tonight because only the three sitting board members were nominated so there is no need for meeting the candidate tonight. With that, Dr. Dillon?

Dr. Robert Dillon:

You're not going to read the letter from the Commissioner?

Susan Bergtraum:

Well, it's not the way it's on here. If you would prefer that I read the letter first-

Dr. Robert Dillon:

[crosstalk 00:01:20].

Susan Bergtraum:

I have zero problem reading the letter first.

Dr. Robert Dillon:

[crosstalk 00:01:23].

Dr. Robert Dillon:

The presentations.

Susan Bergtraum:

No. There is an information of Nassau BOCES's Budget Book 2022-23.

Dr. Robert Dillon:

James, do you have it?

James Widmer:

[inaudible 00:01:49].

Female:

It's right there.

Dr. Robert Dillon:

And I have no background information on the budgets. James, do you want to go through it?

James Widmer:

Sure.

Dr. Robert Dillon:

[crosstalk 00:02:03].

Dr. Robert Dillon:

We have to do it here?

James Widmer:

Yeah, sure. Now, we just go through and highlight some of the items in the budget book that the component district received and that the board member should have received.

Dr. Robert Dillon:

We did have a couple of questions that were addressed and-

James Widmer:

[crosstalk 00:02:17].

James Widmer:

We did.

Dr. Robert Dillon:

[crosstalk 00:02:17].

Dr. Robert Dillon:

Satisfactory.

James Widmer:

They have questions from Mr. Smith from Baldwin and Trustee that were answered and he was happy with the responses.

Dr. Robert Dillon:

Great.

James Widmer:

So just a couple of highlights from the budget book. The budget book just represents a summary of all the budgets that were presented back in January to the Board and the Budget Review Committee and just a few quick highlights. I point your attention to on page four, we have a summary of all of the general funds budgets showing an increase over the adjusted budget for this year of 2.1%.

James Widmer:

One of the major factors that we had discussed at the time when we were reviewing the budget is the large increase that we had in health insurance premiums from night shift. That did play a role in some of the numbers that we included in the budget, but in some of the programs like curriculum, instruction and technology for example, we usually start with a lower base number based on the numbers of projects that we expect and that we know are in existence at the time when we do the budget.

James Widmer:

That number is a little bit lower than the adjusted budget. Just a summary there on page four. Next, I would point to page eight where we have the listing of BOCES aid for the component districts in Nassau County and I would just make a note here to show that our shared services are continuing to provide a good level of aid to our component districts and to just note again that this is just BOCES aid on shared services, the public access cost aid, which is for the special education program and transportation aid are paid directly to the component school districts.

James Widmer:

This is just the BOCES aid piece, but it's still a very robust number. Moving on to page 10, we have a summary of the charges that are based on the Resident Weighted Average Daily Attendance, the RWADA and the first two lines in this chart, the administrative operations and the retired health costs, those two numbers make up the budget amount that the component district will be voting on later in the month.

James Widmer:

Moving on to page 17, just have a couple more highlights here. Page 17, this actually shows the RWADA based charges to each district and at the very top, you'll note that it's a 2% overall increase in the charge to component districts for the administrative operations budget, the rental budget and the capital projects and debt service budget, but each of the individual district's percentage change is based on how their RWADA has changed in comparison to the rest of the county.

James Widmer:

Some of them might be up based on enrollment increases, some of them might be down based on remote instruction and a lower reported attendance. Those numbers bounced around a little bit more based on the 2021 pandemic-influenced attendance numbers that were reported.

James Widmer:

And finally, the balance of the book really goes through what we had discussed back in January. We have all the capital projects listed with descriptions and all of the general fund programs that we offer services to component districts on, and that's pretty much the summary as we normally do it in for the annual meeting. I would be happy to answer any questions, if anybody had, at this time.

Susan Bergtraum:

I see no questions. Thank you, Mr. Widmer.

James Widmer:

Sure.

Susan Bergtraum:

Okay. Then I will now read the letter that we received from the Commissioner of Education. Dear members of the Cooperative Boards in New York State, at the start of this academic year, the Board of Regents and the Department framed three strategic priorities that drive our shared work; A foundational core of diversity, equity and inclusion and complex task of rededicating the Department to a service-oriented approach through collaboration, technical assistance, guidance and responsiveness and continuing to transform the Department's organizational focus and structure to support a P20 Educational continuum.

Susan Bergtraum:

Your leadership in the field and our solid and enduring collaboration have facilitated the first essential steps toward achieving these goals. We appreciate your bold and decisive leadership throughout the pandemic and your support of equitable opportunities for all students across our diverse state. Through our shared efforts, we hope all children in New York State will realize the American dream of success in college career and life.

Susan Bergtraum:

You and your colleagues met an incredible challenge by taking on the development of much needed technical assistance and guidance to implement the recommendations of the Board of Regents' diversity, equity and inclusion policy statement. There is no better time than your annual meeting to express my sincere gratitude and appreciation that you are at the vanguard of the work needed to support students, parents, teachers and administrators in New York state and put the "enjoy" back in learning.

Susan Bergtraum:

We still have much to do and I am excited to roll up my sleeves and work on these challenges together. I know that we will have another successful year with your individual and collective support. Sincerely Betty [Ambrosa 00:08:21], Commissioner. With that, we are going into our regular meeting. May I have a motion to set the minutes?

Female:

Motion.

B.A. Schoen:

[crosstalk 00:08:35].

B.A. Schoen:

Seconded.

Susan Bergtraum:

Thank you, Mr. Schoen. Any discussion? All in favor?

All:

Aye.

Susan Bergtraum:

Opposed? Abstain? Okay, we are now up to our presentation. Dr. Dillon?

Dr. Robert Dillon:

Okay, yeah. We have a group with us tonight talking about strategic planning. It's a very enthusiastic group. They work very hard at this and one of the things that is part of the strategic plan is our commitment to... In our mission statement to have students realize their potential. Earlier today, you received an email regarding budget transfers and this is our commitment, ours as BOCES to GC Tech, to bring it up to industry standards.

Dr. Robert Dillon:

One of the things that we had when we started this year was a change in leadership and during that transfer of leadership, there were some things that, as in any time, there was a gap in some things that flow through but as a result of the hard work of Carla and her team, at the building there with [Maddie 00:09:41], working very hard. They put together something, a very comprehensive plan and to purchase and to procure things that will make that a part of the top industry standard.

Dr. Robert Dillon:

Having said that, I'll turn it over to Angela and would have a talk about the rest of the strategic plan that we have.

Angela Marshall:

Good evening and thank you for having us this evening. We're excited to share the work that's been happening in the Strategic Planning Committee and I just want to thank everyone who's watching from home who's part of the Strategic Planning Committee and I want to recognize the great work that's being done by the subcommittees.

Angela Marshall:

We're going to hear from three of the subcommittees this evening. You should have received a few PowerPoints ahead of time. I'm going to turn it over first to Chris Reinertsen. He is pitch hitting for Pam Christensen, who's the Chair of the Remote Work Subcommittee who unfortunately couldn't be with us tonight. She very much would prefer here, but Chris will do a great job in her stead.

Chris Reinertsen:

Thank you, Angela. I do want to thank Pam, as Angela mentioned, could not be with us. She was the Chair of this Committee and it took us 18 months essentially to pull together labor, internal people and any number of other folks who had a stake in this development of a remote work process. It's been a year and a half worth of weekly meetings every week. Pam is quite diligent, as you guys know.

Chris Reinertsen:

She prepared a speech for me this evening with portions of which I will read. Get irritated with me for not reading the rest, but that's okay. There are some people that I would like to thank, most prominently Pam, also Cliff and Company who wrote the app that allows us to track data that pertains to remote work and the people who use it. We also have [Intimation 00:11:26] who was providing web service and information and messaging on this thing consistently now for about the last year and a half.

Chris Reinertsen:

We launched on 03/01, this idea then that employees could take up to one day... I'm sorry, two days per month of remote with supervisory approval. As I said earlier, that data is collective and tracked in an application. The onus is on supervisors to understand what data is contained within there and to approve or disapprove that those days, based on I'll say eligibility for remote work, meaning does your work lend itself to the exercise and whether or not it's appropriate for anybody to be doing that on any daily basis?

Chris Reinertsen:

As I said earlier, I think Dan [Zanpini 00:12:10] designed the app. He works for Cliff so we were able to see very granularly and in real time, who was implied who has used their time, who was applying to what protocol to carry over the days and things like that. As of right now, we have had 202 requests for remote work. That's about 42% of the eligible employees right now. I'm just trying to read some of the other data that Pam provided me with.

Chris Reinertsen:

For the most part, these things are approved supervisory without very little, I'll say drama or things like that. If you recall, when COVID began, we all went out, many of us had worked remotely. The tools exist to understand what platforms people are on when they log in, all these things that they do. We collect that data routinely and so prior to a remote work pilot beginning. This idea that we had to come up with other ways to produce and/or retain that data, we already have those things.

Chris Reinertsen:

Any of the eligible people in the program who go home to do work, we can tell what they're doing, what they're working on. Of course, supervisors are aware of that. Anyway, those are the expectations. Communication was a discussion early on in the process, but since we've landed on teams and things like that to do, things like remote and communication and meetings in general, it's gone without controversy at least in my estimation at this point.

Chris Reinertsen:

That's really the bulk of the commentary that I have on it right now. Again, as of March when we started, we've had, I'll say, substantial participation that continues. We will revisit it in September when the pilot comes to an end so to speak and advise the board about whether or not we believe that there's room for expansion.

Chris Reinertsen:

Because as of right now, nothing has told us that we would not continue to do. I'll say some additional work. We don't know how much that is. It depends on the feedback that we get from the constituency and the committee and everybody else who's involved in the process. That being said, I am open to questions.

Dr. Robert Dillon:

What?

Eric B. Schultz:

[crosstalk 00:14:20].

Eric B. Schultz:

It's just refreshing at this point to see it going so well and moving forward. We've had a lot over the years starts and stops and sweaters and nice attempts but in reading the PowerPoints that you handed out, it just seems to be much more inclusive and encompassing than anything we've done before. I just think it's really a testament to the administration.

Chris Reinertsen:

Thank you for that. As I said, again I must give Pam a lot of credit. A lot of listening, a lot of consideration for variables and people and what we needed to consider to make it work. Then I think, again, a lot of detail work and it's paying off.

Deborah Coates:

There'll be a lot surveys going out to capture how things are going from other people's perspectives. With that said, we're going to keep moving because we have two more presentations. I'm going to ask Matt DiMenna to come up and talk to you about our professional development Subcommittee.

Matt DiMenna:

[inaudible 00:15:32].

Deborah Coates:

Right. You want to sit here?

Matt DiMenna:

Whatever works.

Deborah Coates:

You can sit here.

Matt DiMenna:

[crosstalk 00:15:37].

Deborah Coates:

Have a seat.

Matt DiMenna:

All right. I know we're on camera so I know my voice needs to be captured. Oh, perfect. Thank you. Well, good evening everyone. My name is Matthew DiMenna, I'm the supervisor for curriculum an instruction here at Nassau BOCES. I'm speaking to this evening of the Chairperson of building local capacity through training.

Matt DiMenna:

Before getting started with presenting the subcommittee's work, I'd like to thank those on the subcommittee. Ray Andreasen, [Ina Vernkley 00:16:10], [Sandeep 00:16:10] Dylan, Tom [Nolavik 00:16:12], Elizabeth [Quarantino 00:16:13], Angela Marshall, Regina Moraitis, Laura Pollak, Kim [Sharoff 00:16:19], Cliff Steinberg and Matt [Wichibeg 00:16:24].

Matt DiMenna:

Also note that the slide you have printed in front of you may differ a little bit from what I am presenting this evening. I apologize if there's any confusion so please stop me at any time. As a subcommittee, we have been meeting at least once and many times twice a month to live up to our mission statement, which is, "For Nassau BOCES to be successful, the organization must invest deeply in its greatest resource, the employees. Through a commitment to provide opportunities for personal and professional growth, building local capacity through training would like to empower all staff to reach their highest potential and provide the highest quality service to all those Nassau BOCES serves, both inside and outside the agency.

Matt DiMenna:

Staff skilled in the use of technology foster an environment of creative problem solving, organizational effectiveness and innovation to meet the challenges of change. In line with our mission statement, we have focused on the committee's work on the following Nassau BOCES strategic goals. Build the BOCES of the future, invest in our employees and work smarter, reduce costs. To garner ideas and to ascertain need, two thought exchanges were sent out to BOCES employees. One to instructional and the other to non-instructional staff. The topics of both were the same. Please share your thoughts and ideas about how our agency can enhance professional development and technology.

Matt DiMenna:

Non-instructional staff felt that there is a need for training sessions on general computer knowledge and skills. Instructional staff's largest concern with when the training session would be offered and the amount of time needed. The feedback from the thought exchanges led us to develop the training program for the Nassau BOCES of tomorrow. At the heart of any training program, the staff development, the vision of this program separated professional development into three areas to meet core training needs; Self-paced, instructor led and supplemental.

Matt DiMenna:

To meet the self-paced need, we investigated various digital platforms. We feel that LinkedIn learning best meets the Nassau BOCES need. Not only does this platform have hundreds of hours of high quality pre-created content, but it also gives us as the user, the ability to create and upload our own content. Additionally, administrative staff would have the analytical data to monitor the training of their staff and are given the ability to assign additional training sessions if necessary.

Matt DiMenna:

A more traditional instructor led, in-person, online or hybrid training method is also seen as valuable, where content targeted to an individual's need is addressed. Supplemental one-on-one quick help from subject matter experts and TechTip emails will also support employees with useful information. Each department will provide one or multiple liaisons. These will not be new employees or new positions, simply an additional set of responsibilities for someone within the department.

Matt DiMenna:

Department liaisons are a key part of this program. Each school and program at Nassau BOCES runs themselves in a specific manner, leveraging tools that might be foreign to other departments. It is important to have a lead person within the department who can help colleagues when called upon or be able to get tools and resources if necessary. Each employee, new and veteran, will also have an Individual Development Plan or IDP. An individual development plan is a tool to assist employees in career and personal development.

Matt DiMenna:

Its primary purpose is to help employees reach short and long-term career goals, as well as improved job performance. The IDP will be developed to identify current skills and strengths, target areas of growth, establish goals and provide opportunity and resources. The advantage to this training program is that the process will be unified across the agency and managed at a single point. The building local capacity through training subcommittee has proposed that a professional development leader is hired to manage this work.

Matt DiMenna:

This individual will work with the BOCES technology team to evaluate the need for professional development and to conduct training opportunities. Department liaisons, as assigned in each department, will work with the new professional development leader and directly with members of their respective departments.

Matt DiMenna:

Overall, the goal will be for coordination across the agency while meeting the unique needs of every department or school at Nassau BOCES. It is understood that cost is an important factor in any decision. I will do my best to outline some of the identified costs. LinkedIn learning has an annual cost of $24,000 for their full campus learning solution, covering the entire organization.

Matt DiMenna:

Staffing. As mentioned earlier, the hiring of someone to lead the agency-wide professional development in time for the individual and the organization. Just to recap, the proposed training program starts at employee onboarding when a new staff are welcomed and introduced to Nassau BOCES. This leads to the next stop on the roadmap, core training. This is where we see LinkedIn learning and other professional development is implemented for new staff.

Matt DiMenna:

Next, we pass through department liaisons for assistance at the local level. Moving forward, an individual development plan is developed for each employee. The final two points on the roadmap are technology tips and technology updates. As we know, advancement in technology is fast paced and ever changing. Our goal is to put the organization in a place that can shift with and be prepared for any change in education. I'm sorry, any change in technology. When these changes occur, communication will be conducted that not only speaks to these updates, but train staff when necessary.

Matt DiMenna:

Note that our roadmap does not stop. Because technology is ever changing, this training program may need to be adjusted in time, thus this roadmap is just the beginning. Thank you very much for your time this evening. Does anyone have any questions?

Matt DiMenna:

Mrs. Coates?

Deborah Coates:

Like you mentioned, you said fast-paced and ever changing and I can understand why concerns would be about professional training and technology. In the past, we've heard about departments, not always can understand what another department's program is and it's been set up certain ways and it maybe not so interchangeable from time to time.

Deborah Coates:

I can understand why that would be such a big concern. Even just the changing, we had a discussion. We were away at a conference about going from one program that we use to another for our agendas and it's scary.

Speaker 1:

... another for our agendas and it's scary. So how much time do you see as being needed for professional change development? Because it does change so often.

Speaker 2:

It's almost an impossible question to ask because we don't know what tomorrow's going to bring. I think part of the focus of this program is to unify the agency, because like you said, there's a lot of programs that are being used in different departments. I think once we understand more holistically what the needs of the individuals are, then the certain things can be streamlined. So it might go from one program to another for an individual for a specific purpose. And then as an agency, if someone does need to move from one department to another for whatever reason, it's not a complete relearn of processes moving forward, and that could come at any level. So to say how long, it would take...

Speaker 1:

It must consume a lot of time at any given moment.

Speaker 2:

Unfortunately, it is an investment in time, but there is a greater payoff in the end, because with training produces efficiency, with efficiency comes productivity.

Speaker 1:

Okay. All set. Thank you.

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

You mentioned that LinkedIn allows for us to put up our own data. If we put it up, who owns it?

Speaker 2:

It's our property. What we put up is ours. So it would live in our domain, that would be set up. One of the other pieces of LinkedIn, which I think can go into, it's LinkedIn is owned by Microsoft and we are a Microsoft shop, so it all kind of works under the same domain, if you will. So the workshop that we put up is still ours, it just lives on their platform.

Larry Greenstein:

Okay. I'm just curious, because sometimes social media companies think they own whatever you put up to them.

Speaker 2:

No, we keep proper.

Larry Greenstein:

Thank you.

Susan Bergtraum:

Well, they're wrong, Mr. Greenstein. Mr. Schoen.

B.A. Schoen:

Oh, I really like this. I think every educational entity should always be a research and teaching organization for the providers. Certainly the things that I learned when I was in college have diminishing usefulness. Let me say the facts that I learned because the world has changed so much, technology, et cetera. So I like this idea and I was impressed with the presentation. I think it's well thought out and takes into consideration, the nature of this and entity.

Susan Bergtraum:

Ms.Langsner.

Fran Langsner:

Thank you for the presentation. It's very illuminating. I have a question about the IDP, the individual development plan. Does that supplement or supplant the mentoring program that we previously had in place?

Speaker 2:

No, this is a completely separate.

Fran Langsner:

Separate.

Speaker 2:

Completely separate. The IDP is focused on... I'm sorry, if you can't hear me. The IDP is completely focused on the technology side not on any other piece of development in the organization.

Fran Langsner:

Thank you.

Susan Bergtraum:

Mr. Schultz.

Eric B. Schultz:

Thank you for the presentation. I am both a skeptic and a hopeless romantic at the same time. In 30 somewhat years on school board, I've seen dozens of presentations, which we go to professional development as I'm sure a lot of my colleagues in administration, but I always hope that they work. Sometimes they let you down. Sometimes they lift you up. I have a couple of questions and most of them have to do with staffing and time and money, feel like I'm on shark tank, but it's a great product. [inaudible 00:28:23] Is it a collective bargaining issue with regard to having these IDP meetings between supervisors and staff? I mean I'm not sure what conversations you've had with the unions and...

Speaker 2:

Labor's been part of these conversations as we've done it. It hasn't been done in isolation without labor.

Eric B. Schultz:

Well, no, I understand that, but...

Speaker 2:

It hasn't gone to that level yet.

Eric B. Schultz:

What's that?

Speaker 2:

It hasn't gone to that level yet.

Eric B. Schultz:

Okay. In terms of supervisory time, supervisors, many of which are stretched thin already. For now, they're going to have another layer of responsibility to not only create the development plan, but to supervise it and analyze it. We're looking at obviously some kind of professional development for them and who's going to do that, the cost involved if we bring in professionals.

Speaker 2:

To give it a short answer, the-

Eric B. Schultz:

Take as much time as you do. Fair enough.

Speaker 2:

So the professional development leader would be the one spearheading most of what you're speaking of. Obviously, department leaders, department supervisors would have to have a say because with an organization that's large, there's no way one person's going to be able to oversee the all aspects of staff development for thousands of people. So there's going to need to be pieces of that are related directly to the department and program supervisors. So that training on their end will come from some of the department liaisons that I mentioned, which aren't new employees.

Speaker 2:

So there'll be a lot of turnkey training from them to even supervisors to understand how to use LinkedIn, how to upload content, how to request content to be created. So there'd be a lot of that communication. So this isn't one person in isolation doing all of the work. It's really, the goal is to have one person at the top as its leader. And I use that term very broadly because as Dr. Dillon said, this hasn't gotten to that point yet, so there's no title with it. So it'll start with that person and then filter down through the department liaisons and the department supervisors to manage the program and to make sure that the staff is being trained. So there's a lot of pieces to this and there will be a lot of communication, and with that will be time, of course. But again, it's an investment in time for the future.

Dr. Robert Dillon:

Just one thing in common, one of the things that the presentations you see tonight and the things that we have done, much of this is developed as a result of the pandemic that we came into. It is a very collegial process. This isn't a top down process. This is really coming from our employees no matter where they are in the organization. So that's, and again, I'll sit back and listen, but I see the person as a facilitator and able to coordinate all of the resources that we have. What you see in this room here, multiply it by a hundred, and that's how much talent is we're fortunate to have. I think we should use it, we have to use it in order to have the buy-in.

Eric B. Schultz:

Well, last question, who is the professional development we report to? Your office or...

Speaker 2:

Well, that all hasn't been worked out. It's still early. That's why there's no title with this professional development leader. This is still very early on in the proposal process.

Susan Bergtraum:

Mr. [inaudible 00:32:15]

Speaker 3:

I think a leader is absolutely vital for this type of oversight to do work. From what channel, from what stream would that person come from? Would it be an IT background? Would it be a business education background? Would it be an educator's background? What kind of qualifications? I know it's early.

Dr. Robert Dillon:

You know what I would think? One have to be someone as super person, someone who can communicate, someone who has the... going to respect of all the people, of the leaders that we have, we have many leaders and be able to communicate and have, as I said, earn the respect of the people within the organization. I was going to say, wear red tights and blue shirt, [inaudible 00:33:04] sleeping a single bound and all that other stuff. It's not going to be someone that is multi talented and someone who has the respect or will have the respect or earn the respect of all the people. Like I said, take a look in this room here, multiply it by a hundred, and that's the contribution that we have going into this. This has been a major undertaking and I'm pretty proud of the success that we've had with it.

Speaker 3:

Yeah. I think having that one person do just oversee this is a full time responsibility, but you definitely need the leadership person has to be excellent.

Speaker 2:

Your question is well taken actually, was it a week ago? We had the same conversation, a number of us from the committee, wondering what background this person should come from. I think, Dr. Dillon's answer is perfect. He needs to be a dynamic person.

Dr. Robert Dillon:

Or she.

Speaker 2:

Or she or they, the person should, so you're right. It could come from any source, but it needs to be a certain person that is dynamic as you have said.

Speaker 3:

Thank you.

Speaker 2:

Thank you, Matt. Thank you very much.

Speaker 4:

It is now my pleasure to introduce the newly minted, Dr. Kroog.

Dr. Kenneth Kroog:

I hate to say that.

Speaker 4:

Focus on PD for technology. [inaudible 00:34:38] and doing the PD for our leaders.

Dr. Kenneth Kroog:

Very good. Good evening. I just want to say it's been my pleasure to chair the leadership networks subcommittee this year, and I'm happy to share out our progress and the things that we've achieved for this year with you tonight. The mission of the leadership network subcommittee since it's inception has been to support Nassau BOCES leaders with sustained and comprehensive professional learning and development specifically in leadership skills and competencies related to leadership in our agency and in school settings and in supportive school settings, but also to support leaders in the internal processes and procedures of our agency and professional learning of thereof.

Dr. Kenneth Kroog:

So I just want to acknowledge our committee members. As you'll see from the list, we have a very diverse group of individuals from different departments and a lot of talent is represented on our committee. James Widmer, Dawn Bauman, Tony Fierro, Judy Hynes, Vincent LaRusso, Joanna Malament, Dr. Meador Pratt, Tom Roccanova, and Peter Dalton. We have a very comprehensive group there. For this school year, for this academic year, we focused on the strategic planning objective number six to drive our work in the committee, which was to develop and implement an ongoing professional development to help staff to be more efficient and effective. Next slide. Okay.

Dr. Kenneth Kroog:

As you'll see from the slide, this manifests in three initiative areas that we have acted upon this year. The first was our annual series for aspiring leaders. The second, our leadership chat series, and the third are internal informational documents, which I will discuss further in a moment. With each of these initiatives, we begin with the needs assessment to uncover any gaps, any type of learning or specific needs of our leaders in the agency. These are surveys, interviews, cabinet level surveys as well as surveys in a climate survey format of our instructional programs, which included all staff. And below, you'll see the titles of the different sessions that corresponded to these initiative areas.

Dr. Kenneth Kroog:

These initiatives were really framed by these two objectives. Objective one, to provide Nassau BOCES aspiring leaders with evidence-based professional development and networking opportunities to cultivate the leadership capacity of our internal employees. And our objective number two, to drive this work was that we would provide Nassau BOCES leaders with professional learning and networking opportunities that focus on collaboration, communication, and collective leadership as a means of strengthening their leadership practices, and in turn, the agency's leadership culture.

Dr. Kenneth Kroog:

To the right of those objective, you'll see our action plan for each of the initiatives and the corresponding timeline that, thank you, Chris, that has been driving our work forward for the school year. This timeline will drive the work further into the summer and will be a breeze into subsequent years of this work. I hope that the committee will continue this very excellent work in the future. I will speak briefly about the three initiatives and the activities that we have completed to date. The first is the leadership network chat session, which was held in March. This was mirrored against the chat sessions that we had in the summer, this past summer, which we call leadership network chat. And that was a series of five different sessions for leaders about communication skills and effective communication in a leadership setting.

Dr. Kenneth Kroog:

This chat session was held in March and the data that drove the work of this session was taken from the climate survey and findings that we obtained. It specifically led us to focus on staff recognition and appreciation. A lot of this is in the context of the pandemic and the work that our professionals have been doing in the agency throughout, during, and at this time as we were still recovering from the pandemic and its effects. We found that the individuals were asking and acknowledging the fact that they have truly risen above and beyond in many aspects during this very difficult time in education and in agreement, they deserve recognition and acknowledge their very fine work in a very difficult time in our history.

Dr. Kenneth Kroog:

During this session, 41 leaders voluntarily participated and they came from divisions and departments all across the agency. We discussed evidence-based practices for recognition and appreciation. We had a robust discussion that was guided by a framework. And ultimately, it resulted in a shared document of practices that have been used at the local level that is now shared across this group and to share this framework and to most importantly, sustain and continue this professional learning. We enrolled all these participants into a leadership network team that is on the Microsoft Teams dashboard. You'll see here, the image of the opening page of that team. So any of these individuals can access this team 20%, right? Chris, and collect, contribute to a conversation, reference the resources pertaining to this topic of staff recognition and appreciation.

Dr. Kenneth Kroog:

The second initiative was designed for our aspiring leaders in the agency, and this was designed with the same online virtual round table chat format. The objective of this session was to identify Nassau BOCES aspiring leaders and to allow them to voluntarily build their own capacity as future leaders in our agency. 38 participants voluntarily signed up for this experience. And again, they came from divisions and departments across the agency. Overwhelmingly, the feedback from this session, which focused on the skills of effective leadership was very positive. Many of the participants felt that they gained skills that can be incorporated into their current work. They also expressed feelings of validation and support as they pursue and continue to advance their own leadership, interests, and learning.

Dr. Kenneth Kroog:

And finally, the third initiative that we're working on now is the creation of an internal informational document. The goal of this objective is to support our leaders in a way that they can understand some of those internal processes, offerings that occur in other departments, other divisions. So we collectively through interviews and work with the cabinet, identify CIT as the first division to focus this initiative width. We survey the leaders across the agency as to their questions about the CIT, the programs that they're most interested in learning more about. Also, the programs for which they receive external inquiries and phone calls, things that as we've all experienced. We'll receive a call at times that doesn't pertain necessarily directly to the work that we do, but somebody in another department of division. So the knowledge green from this experience of this document will support our ability to coherently support and direct information to other departments as well as increase our own knowledge of internal offerings that we can benefit from internally. I thank you very much. It's been my pleasure sharing that with you tonight. If you have any questions I'm willing to answer

Susan Bergtraum:

Ms. Coates [crosstalk 00:43:57].

Deborah Coates:

Congratulations on you doctor, this wonderful, wonderful news. Included in this leadership, some of the adjectives and nouns describing a leader could be almost anyone. Are you including teachers? I mean, do you have someone in the custodial staff who's in charge and is that person considered? Because I can almost see everyone being considered part of a leadership team.

Dr. Kenneth Kroog:

It's a great point. That's one of the reasons we did design the two different initiatives, the one focus on existing leaders, and that really referring to administrators, individuals functioning in a supervisory role in that type of work. That was the session chat about the recognition and appreciation. And that was really to target one's reports, right? The other initiative though really targets that group that I think is very interesting to draw attention to, and that is the teachers or the reports who are aspiring to be leaders. So we wanted to bring them into the fold as well, of course, because it's great talent up and coming, and that was the aspiring leadership series, which will continue and hopefully grow that resource. But definitely, there are two groups, and I think it's important to make that distinction.

Deborah Coates:

Great. Thank you.

Susan Bergtraum:

Next, Mr. Schoen.

B.A. Schoen:

One of my favorite stories was my daughter's father-in-law. We were talking about public education and my role in it. He was a high school phys ed teacher and baseball coach. He said that he was a custodian in that school while he was in college, training to become a teacher. I just found out very inspirational. My pet theory is that there are people who love to go to school, who love to go to K through 12 school. They have their pencils sharpened, their book bag, all packed. They can't wait for the first day of school. And then there are people like myself, I was called a leader. I was a ring leader and kicking and dragging into school. But the people who enjoy going to school, succeed in school and my personal bias, too many of them become teachers that don't have the understanding of what it's like for those who for whatever reason don't enjoy school.

B.A. Schoen:

We have to admit that is its own environment. Most jobs aren't like school, most experiences. I always say, if you behave yourself, the only other time you can be made to sit still for as long as a student does, if you get called for jury duty. And if you don't like doing that, what you've done with school, you never have to do it again. So we need people with diverse, educational, and employment experiences to become our educators. I consider everybody that works in this enterprise and educator and...

B.A. Schoen:

Works in this enterprise, an educator, and so I think it's talent that we need. And I also think that if you start a job and you are ever told that you've hit the ceiling, you're never going to take that job to heart the way you should, the way we want you to, and the way we need you to. So I like this very much.

Speaker 5:

If I may just, adding on to that, when we were developing these committees, not this year, but last year, when it came time to develop the remote work committee, Tony Fierro said, "my administrative assistant Kelly Piazza worked remote for years. She would be instrumental in this work." And, we put her right on the committee. We didn't care if she was an administrator, we just put her on the committee and that's the way we're approaching this work. We want the people on the committee to be the best people to be on these committees to help us navigate this work.

B.A. Schoen:

I also know an inspirational story about a nanny [inaudible 00:49:15] [crosstalk 00:49:19]

Susan Bergtraum:

Are there any other. Seeing none. What do you want?

Speaker 5:

I just have a wrap up if you're done.

Susan Bergtraum:

Absolutely. Absolutely.

Speaker 5:

So, that's the three committees. What they're doing. We have other committees, some of them who you'll see soon, some who are still in their first week here and finding their group and we'll have them on for next year. And very soon we will begin the committee, the work that we'll be doing with the board for strategic planning, with True North and Betsy France. And while many of you were away at the conference, we started sending out dates to who, for those meetings. I will be reaching out to each of you personally next week to set up your interview with our consultant. So she can talk to you and get that base of understanding before we have our first virtual meeting together, and we'll be announcing our retreat date soon. That's in the works as well. So thank you very much for having us this evening.

Susan Bergtraum:

You want more than welcome. It was informational. [inaudible 00:50:30] And we look forward to what is to come and for those that are in their infancy, we plan to see them when they become teenagers. Okay. With that, may I have a motion on the consent agenda?

B.A. Schoen:

Second.

Susan Bergtraum:

Mrs. Langsner. Thank you, Mr. Schoen. Is there any discussion, anything that needs to be pulled out?

Eric B. Schultz:

Just the discussion on agenda. I think number five. [crosstalk 00:51:23] Yeah, it has to do with food, plastic and paper.

Eric B. Schultz:

I like, and I said so to Julia earlier, I'm sorry we're so late about what kind of plastics we're using. I think we need as an organization to start becoming a little more conscious of our own waste stream. I'd like to see what we can do to reduce the amount of plastics that we're using, whether they be straws or bags, or what have you. The whole concept of environmental conservation on Long Island. It's I think demanding, especially since we are so close to the water that we start being mindful of that.

Eric B. Schultz:

So I'd like to get an understanding of what it is we're watering. I went to the statue of Liberty recently.

Dr. Robert Dillon:

I think what we have to take a look at is the specs that we put out because all the stuff is.

Eric B. Schultz:

I'll give you an example. I went to the Statue of Liberty with my grandchildren recently, and they do not have plastic anything. The forks, the spoons nightly are all wood, very lightweight wood. And the straws are all paper. So [crosstalk 00:52:42] some groceries you can't get plastic straws anymore.

Dr. Robert Dillon:

We can do that.

Eric B. Schultz:

And the other one was, I guess, 28, we got to contract with Abrams. Is this sort of an open ended thing? I'm not sure.

Dr. Robert Dillon:

James, you want address the need for that, why we went there? I think that was asked before too. We talked about. But we talked about it in California, right? [crosstalk 00:53:09]

Eric B. Schultz:

We talked about it illegally.

Michael Weinick:

In the planning session.

Eric B. Schultz:

Planning session.

Susan Bergtraum:

[crosstalk 00:53:17] There was no action. There was no...

James Widmer:

Yeah. So, after the last order committee meeting, we, Dr. Dillon and I had our regularly scheduled meeting with, with Phyllis Lombardi and we determined that in terms of creating the risk assessment and the five year plan, we thought it was a good idea being that Barbara Golemi had been with the agency for such a long time to kind of get a fresh set of eyes on the process and to enhance Phyllis's skill in terms of understanding and being able to audit the different areas of BOCES that she's still learning also since she's only been here for a year. So we met with Tim Doyle from Bonadio to discuss the options. And obviously as the external order, they could not take on the role of helping us develop the internal audit plan. And so he recommended the three major accounting firms on Long Island.

James Widmer:

And we focused on RS Abrams because of our past relationship with Maryanne. So we reached out, I reached out to Maryanne immediately. She sent me some information. They have a whole group of folks on their staff that focus on internal audit. They provide that service to various districts, and she was very interested in helping develop the plan. It is a little bit open ended in the sense of I think she's going to have to come in, Maryanne, and take a look and see where we left off with Barbara. What was the process that Barbara used as best as Phyllis understands it and Annmarie Schmidt who works for the internal audit. They've been kind of deciphering what the process looks like, and then not that they have to recreate the wheel, but to start from scratch a little bit for what the BOCES process would look like for Phyllis as the internal auditor and how that's going to translate into reports that come to the board and the type of information that she's going to audit.

James Widmer:

So it's open ended in the sense that Maryanne Van Dyne did not say this is going to take two weeks or two months or 48 hours, or whatever. But I expect that once they get started with the work by June 30th, it'll be wrapped up and we'll have a five year plan and Phyllis will be able to present how that went. And we're going to continue to meet with Phyllis, Dr. Dillon and I, are going to meet with Phyllis more regularly to see how the work is going. And at the outset I will be involved with Maryanne to just kind get a sense of how it's moving along,

Eric B. Schultz:

Which leads me to just the comment that's unrelated that is something we need to talk about. We have a system for an internal audit that's developed over a series of years by our internal auditor and the internal auditor leaves, there needs to be some kind of move, they need to memorialize what they're [crosstalk 00:56:39] doing and to simply have it in the back of someone's head, this is how I do it for all these years, leads us to the situation that we're in. So I think we need to do some professional development with regard to record keeping and systems.

Dr. Robert Dillon:

[inaudible 00:56:54] So it's not a normal tradition.

Eric B. Schultz:

But that's for another night.

Michael Weinick:

And speaking for myself, I would like to get some input in terms of the amount of information and the format of the information that we get in those reports. I know some of the board know likes a lot of information, some of the others a little bit less, but I think we need a little bit of a discussion on what we would like.

James Widmer:

Sure, and I think Phyllis would be willing to provide whatever level is requested. I think one of the things that I would give Phyllis credit for certainly is when she first started, she reviewed all of the order reports over a long period of time, maybe five years of order reports from Barbara. And she did some research on her own and felt that maybe a more concise presentation would be appropriate and would be welcomed by the board. But again, that's a conversation. [crosstalk 00:57:58]

Michael Weinick:

Mr. Schultz is trying to save on the paper.

Eric B. Schultz:

No, actually you and I are quite different because you just want the summary.

Michael Weinick:

Correct. Correct.

Eric B. Schultz:

There's West publishing publishes all the decisions and [inaudible 00:58:11] and you would like the head notes because the...

Michael Weinick:

Cliff notes.

Eric B. Schultz:

There are five or six. Yeah. Five or six head notes telling you what's coming. The rest of us read it. Meanwhile, we go to the end first to find out how it ended. And then we go back and figure out why. [inaudible 00:58:26]

Susan Bergtraum:

[crosstalk 00:58:27] And this is what I am going to summarize this because both things can be done. A summary can be the first page and those who would like to delve deeper, we can get the rest of her report and everybody can be satisfied. But we have heard this comment before and I do think it should be addressed the same way that we put on the pending list for our attorneys to do the same thing. [crosstalk 00:58:59] No, no, no. I think I'm done. If I'm not, I'll...

Fran Langsner:

I wanted to go back to Eric's first point about the plastic products. Even with paper products, there's a range of how biodegradable they are. And I know that there are organizations that are moving towards using as many biodegradable products as possible. So maybe the bid, even I know they're much more expensive, but perhaps that's something that we should be exploring in terms of how environmentally friendly we want to be and move as much as we can towards biodegradable products.

Susan Bergtraum:

Mr. Schoen.

B.A. Schoen:

Yeah, I was wondering if you could quickly describe the different auditors and roles that they have internal external.

James Widmer:

Oh sure. So essentially we have three. So we have the internal claims' auditor, which is Glenn Grossman. And he is obviously responsible for auditing all the claims before they get paid, completely separate function, part of the internal audit office, but officially does not report to Phyllis per se because she has a different function. Reports to the board, that's why he makes a separate report

B.A. Schoen:

And, excuse me for interrupting. But, he makes sure that all of those claims conform to our policies? The bidding, if we had an environmental requirement?

James Widmer:

Correct.

B.A. Schoen:

The law, the policy?

James Widmer:

Correct. He does policy. He does general need of the law. He does. He reviews bid specs. He does all of that. So, I mean, it's a huge job working every single point. If it was on a test basis, which many years ago it was on a test basis, it would be a lot less complicated. But to your point, I think he may miss things. So he may not find some of the things that we're talking about.

James Widmer:

Then you have your internal order, which in many organizations, the internal audit position is outsourced to an accounting firm, which is, as I alluded to RS Abrams provides that service to districts. Bonadio also provides their services to other BOCES and districts that they're not the external auditor for. And the internal auditor's role is to just essentially pick out areas where there could be potential fraud, where there's risk to the agency and explore the control procedures that are in place through testing interviews with staff and make recommendations for improvements to the overall process and the control environments.

James Widmer:

And then finally you have your external auditors, which is Bonadio and Company, and they respond to any issues related to government accounting standards or issues that we need to be aware of. They would help us, like when we had the IRS audit, they were able to provide services related to that. And the big thing obviously is they work on the audited financial statements with us throughout the audit period, which is basically April through October when they come to do the presentation for the board.

B.A. Schoen:

And so the internal auditor, that's the one we're talking about tonight in the agenda, will investigate different things. Different times, might be buses. It might be the purchase, use, and ultimate disposal of technology.

James Widmer:

Right.

B.A. Schoen:

For example, and...

James Widmer:

And generally the way it works is that they're high risk items. Like payroll.

B.A. Schoen:

Right.

James Widmer:

Would be on the five year plan should be on there every year. Other things like review of bid specs that might be on there once or twice. It depends on what the overall topics are and there's always different topics that bubble to the surface. Things that the state controller's office is looking at often becomes a focus of what the internal auditors look at. So technology, obviously cybersecurity has been a big issue over the past several years and will continue in the future that I suspect is going to be on the five year planning pretty consistently going forward.

B.A. Schoen:

So in this function and relationship, it's less prescription and accepted norms I would say than the claims auditor and the external auditor. So you really for a board making a decision based upon they're understanding of the reputation of the internal auditor and their comfort level with BOCES. And I have to say that mine is very high with RS Abrams. So, it's a good company.

James Widmer:

Absolutely.

B.A. Schoen:

Their principles are good.

Susan Bergtraum:

And I think you are aware that the internal auditor reports directly to the board. I think it,

B.A. Schoen:

Well, that's why I say it's paramount.

Susan Bergtraum:

Right. Okay. Mr. Greenstein.

Larry Greenstein:

So getting back to Eric's other comment about plastic, led me to wonder, do we do anything about composting in our program where we deal with lots of food? Yeah. [crosstalk 01:05:00]

Dr. Robert Dillon:

The south 40 acres, we bring them out right where the chickens and [crosstalk 01:05:02]

Larry Greenstein:

See, we do have a farm. So we actually have a use for our own compost, if we can create it. [crosstalk 01:05:11]

Susan Bergtraum:

I need to recognize Mrs. Langsner.

B.A. Schoen:

Well behind Roseburg Academy.

Fran Langsner:

While we were at the conventions, one of the vendors does just that. They have the mechanics. Two different versions that allow you to establish a composting program. And you compost for environmental reasons and then if you have excess compost, depending on how much you produce, you're free to sell it. So I have all the information with me and I thought also about [crosstalk 01:05:56] the fact that Rosemary Academy is where we prepare all the lunches for the agency. So I'm going to share that information. [crosstalk 01:06:06] It was, it's fascinated me when I saw it. So.

Eric B. Schultz:

Can I propose that we introduce a course like this at GC Tech?

Dr. Robert Dillon:

Well, actually this is something I'd really like to see the board get involved in. This is [crosstalk 01:06:20] something I could really support.

Eric B. Schultz:

We're knee deep in it.

Dr. Robert Dillon:

I could definitely support the board in something like this.

Susan Bergtraum:

I think I'm going to move right along. Okay. Am I not in the screen? What? Oh, there they are. Okay, so with that, may I have? We motioned and we seconded for the consent agenda. All in favor.

Board members:

Aye.

Susan Bergtraum:

Opposed? Abstain? Passes. The additional consent agenda approval.

Michael Weinick:

Susan? [crosstalk 01:06:54] I thought you had some comments on the [inaudible 01:06:56] agenda?

Susan Bergtraum:

Thank you. I would've done it after, but yes. This is why I keep these people around. Thank God for them. All right. So we just passed the consent agenda, which on it has three promotions that we are thrilled to have accepted. One for Ms. Judy Hines one for Dr. Ken Kroog and one for Dr. William Pole. We congratulate them.

Susan Bergtraum:

I have to tell you when I got up, I showed Mrs. Coates that I had this to say, so what happened? Okay. And the other thing that we would like to acknowledge is that Dr. Theodoro is going to be leaving us July 1st or 15th and with much appreciation and to acknowledge what she has done for our [inaudible 01:08:04] There are so many accomplishments that she's had and we thank her profusely for what she has done and we will miss her. And the three of you better not be going anywhere. Okay. Now I thank you, Mrs. Coates and Mr. Weinick. Now we'll go on to additional consent agenda approval of consultant contracts over $2,000 a day. May I have a motion?

B.A. Schoen:

So moved.

Susan Bergtraum:

Thank you, Mr. Schoen. Second? Thank you, Mr. Greenstein. Any discussion? All in favor.

Board members:

Aye.

Susan Bergtraum:

Opposed?

Speaker 6:

Opposed.

Susan Bergtraum:

Abstained? [crosstalk 01:08:53] Okay. Is there any questions on the information items? All right. Seeing none. All right. We will move on to the superintendent's report. Dr. Dillon.

Dr. Robert Dillon:

Yeah, just a couple items. I'm proud to announce that we have the recipients of the Scope award. We have Colleen Barise as our teacher service, Dr. William Pole, our administrative service, Willie Porter support staff, and our own B.A. Schoen for school board service. Congratulations.

Dr. Robert Dillon:

Okay, May 23rd. They will be recognized at the Scope dinner. I believe that's out at Lombardi's out east. So again, congratulations. I'd also like to, once again, congratulate our presenters tonight and Angela Marshall for shepherding this group together. And it's really great to watch our people, our resources working for each other. It's really good. The last thing I'd like to talk about briefly. At a previous meeting, there was a conversation about some of the things, capital projects, particularly specifically Lisa, and what was being done there. And, and it was a concern that we had some omissions there. I know Tony's done some preliminary work with it. I just want to remind the board that the federal leasing projects. I believe James were they in the budget book too?

James Widmer:

Correct.

Dr. Robert Dillon:

In the budget book in a prior presentation. But sometimes because there's so much stuff going on here, it gets lost in the sauce. So Tony, you want to give, I know you have a deeper update down the road, but if you could just give some preliminary things now would be great.

Anthony Fierro:

Sure. We just actually met this week with our architect, Michael Mark, at the site, and went over the preliminary design schematic of what that addition might look like. We reviewed it with the program with RSMP and so at a subsequent board meeting, maybe in the next one, we'll be able to present a schematic layout design with a narrative of exactly what that addition would encompass with a project estimate instead of just the one number with a detailed breakdown as Eric had requested. So that's all forthcoming, it's being prepared right now and hopefully we'll be on the next agenda. If not that one, the one just after that. All the other projects are in line to start proceeding. We'll get proposals to begin on them. So, that's where we are.

Dr. Robert Dillon:

Tony while you have the floor, you need to talk about, a little bit about, the properties and maybe also what's going on in this building here because some people probably saw some things.

Anthony Fierro:

Sure, okay. So yeah, one of the items I want to discuss is we wanted to revisit a couple of the appraisals had been done in past years. We have recently received some inquiries from brokers, some, I think fairly serious inquiries on the sale of the portions of properties at Haskin Drive and at Brookville. So rather,

Anthony Fierro:

Drive at Brookville. In order to really analyze those inquiries and get a really good handle on maybe the direction that, as an agency, that we should be moving forward, we thought it would be prudent if at the next board meeting, we include a proposal from somebody who has actually worked with us informally over the years, Jack Britvan from Signal Realty, he's familiar with their properties, and have him do what's called a broker opinion of value on those two properties. What they're worth right now in total, what they're worth, if you bulk them up in pieces, certain portions of those properties, so that we can then come back and have a discussion with the board on a strategy on where we might want to move with those properties, if anywhere.

Anthony Fierro:

We can decide that we want just keep what we have and that's it or we can decide that we want to explore selling portions of them. Again, we've had these inquiries, they are constantly checking with me to see where we are. So that's what we're proposing that we do that appraisal analysis once again at those two locations. I don't know if there're any questions?

Speaker 7:

Oh, going back at least a decade, I would think, we talked about the possible existence of covenants in terms of what can be done and what can't be done with the property that was deeded to us at Brookville. I think we need to get a look at what we had discussed back then bring it up to today's times and find out if indeed it's saleable, breakable, or the community itself may just reject.

Anthony Fierro:

So I think we did explore that several years ago. At one point, we had, I think it was a 30 year quick claim deed they referred to it as, where we had to report annually to the federal government on our use of that property so that we could assure them that it was being used for educational purposes that they would approve of. We had to report any improvements that we made. So that 30 year period ended, James, I don't know if you remember, it had to be about maybe seven or eight, maybe nine years ago, something like that.

James Widmer:

Yeah.

Anthony Fierro:

And once we gave that final report, they basically gave us a free and clear figure that is our property now. We don't report to the federal government anymore. But we had that arrangement at Brookville. We also had that arrangement with part of the properties at Rosemary Kennedy Center. And they both expired at the same time.

Speaker 7:

That's good news for us.

Anthony Fierro:

Yeah. So we own them free and clear and as long as we adhere to zoning regulations and local building [inaudible 01:14:47], these potential sales or whatever we might want to do with these properties, that's really who we'd have to work with. Any other questions?

Dr. Robert Dillon:

James, you want the financial summary now?

Anthony Fierro:

There is one other item I wanted to discuss.

James Widmer:

Oh, okay. I'm sorry.

Anthony Fierro:

No, it's okay. I wanted to talk about Rosemary Kennedy for a couple of minutes. If you recall, over this past summer, those of you who attended the summer tour, when we went to Rosemary Kennedy, we took a look at, on the outside, some of the sockets that were beginning to deteriorate around the exterior of the building. So that is something that we want to incorporate into the project that eventually will be like the window project, and that whole exterior envelope project at Rosemary Kennedy. However, in looking at it very closely and doing a very detailed analysis around the entire building, there are certain sockets around that building that we really feel need to be addressed sooner than later. So what we'd like to propose, just giving the board a heads up, and we'll put this on the next board agenda, it is proposed a project at Rosemary Kennedy to address, we'll call it the emergency repair of a portion of the sockets around the building.

Anthony Fierro:

It'll cost about $580,000. That's the estimate that we received from our construction manager. And the funds would be drawn from a project that was just recently approved by the board, 84-96, which are the building and site renovations of Rosemary Kennedy. So we draw the funds from that project, which is a over 6 million dollar project, set up an individual project for this emergency repair of the sockets, and then move forward with SED. Just one more point that I wanted to make is that the one thing I wanted to be very clear with with H2M on this is that whatever we do to repair those sockets now, we want to make sure that that work is, I'll say usable, and can be incorporated in any future work that we do around the building envelopes. That was really important, and that's what they assured us.

Michael Weinick:

Roughly what percent of all of the socket work is represented by $500,000?

Anthony Fierro:

They gave me that percentage, but I think it's probably between 20 and 30%, something like that.

Michael Weinick:

[inaudible 01:17:19].

Dr. Robert Dillon:

Tony, was this discovered as a result of the work that's going on? For example, when we did the tour during the summer, there were some things when the walls were taken down or gone into, there were things that you found that we had to address. So it seems like every time we go in to do something, we find more and more.

Anthony Fierro:

We have found a lot in really starting to work in that building internally. As you know, we found certain items in the priorities that we're going to have to deal with. This was something that was noticed as we did some more preliminary work for that exterior project. And it's just something that we're really going to have to address. We're going to have to address all of the sockets when we do the rest of the major project.

James Widmer:

The next question, similar to that, is obviously when you do things like socket work and you take off a rotted board and you find out what's behind it, how extensive of investigation did you do behind it and how much money are you leaving in reserve for when you open it up and you find all kinds of things you were hoping weren't there?

Anthony Fierro:

H2M has actually gone through those sockets and they've actually already developed a detail for us to use. So we know where we're going with this. And we'd like to get started on it as soon as possible. Obviously, we tested certain samples. You never know what could be going on in the rest of the building. As Dr. Dillon alluded to, we've seen many surprises there and we certainly could find some more in these existing conditions, but we're pretty comfortable with this number for right now that we can at least address those emergency areas, those more immediate areas that are in need of repair. The work would all be done after hours, so there would be no disruption of classes or program activities. So that'll be on the next agenda, we'll have a budget adjustment and our proposals from our consulting firms.

James Widmer:

[inaudible 01:19:20], I know we've just had a talk on plastics and whatnot, but are you looking at non-wood products so you don't have to worry about rotten deterioration for the future use?

Anthony Fierro:

Yeah, it'll be metal and probably exterior gypsum lap.

Susan Bergtraum:

Anybody else?

Dr. Robert Dillon:

James, you want to finish up?

James Widmer:

Sure. So in the board packet tonight is the financial summary for February 28th, 2022, with projections through the end of the year. This is the first of the three financial summaries that we generally provide to the board. The April 30th report will be presented in June, and then the June 30th year end report, obviously we'll do that in November when the ordered financials are all completed. So the report, essentially, it's the same format that you've probably seen in the past and become accustomed to. We project the revenues and expenses for the general fund through June 30th, and we also try to project the impact that the preschool program loss and prior year encumbrances might have on the final net position for the year.

James Widmer:

Normally in the report I provide you with highlights of the things that I'm seeing as the major topics of discussion. A few of the items in this report is, again, special education enrollments and related service requests remain strong and did exceed budget projections again this year. Demand for CIT services and technology area also remains strong, though honestly the supply chain issues have delayed some projects that were from last spring and summer on the agenda. So that's something that we're going to need to obviously keep an eye on and keep in mind when we're developing projects for school districts this year. The availability of products has been severely limited. Another highlight is obviously we know the enrollment at Long Island High School for the Arts exceeded the projection that we had in the 21/22 budget. So obviously the move that we made to shift the campus to a CTE certified location has definitely yielded a positive impact on the program. And overall the CTE cluster is in good shape for 21/22.

James Widmer:

But one area that I would note, the outdoor ed program, which we've had several discussions about suffering from the pandemic, did start the year slowly, but has seen a steady increase in a number of activities and trips booked for the spring. So we're hoping that program is going to continue to rebound. A lot of the expense in the program is related to the naturalists and the shipboard marine biology with the boats at Freeport and so forth. So if there are no trips, there's no expense related to that per se, so the department has the ability to somewhat manage the overhead and they share staff, they share clerical staff, and they can reallocate some of the resources that are normally dedicated to the program. But those folks are pretty much back in place now without doing some business. So we're hoping that that trend continues into the future, and that's pretty much the highlights. Everything else that I put in I think is fairly self-explanatory, but I'm happy to answer any questions.

Dr. Robert Dillon:

Thank you James.

Susan Bergtraum:

All Right. Hearing of citizens, Mrs. [inaudible 01:23:25]?

Speaker 8:

We did have communications that they were... Communication was received from a former employee and a copy of which has been provided to all of the board members. And that is it.

Susan Bergtraum:

All right. So then we are onto old business. Any old business? All right, well then I'm going to take this in old business, just so that you know-

James Widmer:

We have something to put forward.

Susan Bergtraum:

Right. I'm hoping the whole board appreciated it, because I needed to see it. So I think Joyce and whomever else in this agency who now tells us what the software does, I just want to thank you. It's made me very happy. And if that isn't your goal, what can I tell you? But I am a very happy camper to be able to look at what each of these software packages do, as opposed to looking at it and having no idea what they do. So I thank you for it. It's in the blurb every time. You don't know it? Oh, well then when you read the blurb, it'll say something like... Except that I can't remember which does what. It'll say EduCare and it'll say... Of course, I don't know what it does, so I'm making this up. Allows teachers to blah, blah, blah, blah, blah. That was not always there. You used to just see amendment to EduCare or a contract with EduCare or whatever the software is.

Fran Langsner:

Oh, I know what you're talking about.

Susan Bergtraum:

Whatever the software is, I need to say thank you, because it helped me. It helped me. It gave me context.

B.A. Schoen:

All those years, if I had known.

Dr. Robert Dillon:

That's all it took, right?

Susan Bergtraum:

There you go.

B.A. Schoen:

That's all it took. And I want [crosstalk 01:25:18] on my wife.

Susan Bergtraum:

There you go. But I do thank you because it has been incorporated and I appreciate it. Okay, new business. [crosstalk 01:25:32]. Probably new. We didn't discuss [crosstalk 01:25:35]. I put mine in old because I had asked about it. We can now do new business. Mrs. Langsner, do you want to talk about SkillsUSA?

Fran Langsner:

I just want to say how delightful it was to return in person to SkillsUSA. Our students made us very proud by winning many, many awards, and it was great to be all together and to see our programs in action. It's terrific.

Dr. Robert Dillon:

Great lunch too.

Susan Bergtraum:

Anything else before we go to the foundation report?

Eric Schultz:

[inaudible 01:26:14]?

Susan Bergtraum:

Oh, this should be put a report on National School Board Association.

Deborah Coates:

San Diego was a lot to be desired, as many of us will say, and that's unfortunate, it's such a beautiful city. But BA and I talked, I think a few of us, the executive director for National School Boards came right out of the box and discussed the letter that was sent to the Department of Justice and how incorrect they were to do such a thing. And he went on to discuss it a little bit. And I was very appreciative because we have all gotten feedback from that letter. So I thought that that was great. I admired the leadership of the organization. I hope it comes back. Normally there are 10,000 or so participants. This year there were a little over 4,000, so it was definitely great. I'm sure the pandemic had a lot to do with that as well. I went to some very interesting sessions. One of the guys from Shark Tank that Eric mentioned before, Daymond John, he was a speaker. And it was a very good, and I said to the superintendent of East Meadow, who I met on the street when going back after the sessions that I wasn't-

Eric Schultz:

[inaudible 01:27:49].

Deborah Coates:

No, no, no. After over 20 years of being a school board member, I never come away without learning something. And I learned a great deal this year, and just the comradery of being with our colleagues and seeing them from all over the country again was wonderful.

Susan Bergtraum:

Mr. Schoen.

B.A. Schoen:

I'd like to add a little something about the executive director's very important words, and the lesson that it is. This was a failure of governance, and a board, which we are, is charged with governance. And the National School Board has hurt the cause of public education in the United States by their lack of oversight and allowing that letter to go out without consideration, prior approval, and good sense. So I think the public has to understand that the role of a school board is governance, and school board members have to remember, candidates for school board have to remember, it's about governance. And it might not be entertaining, it might not be attractive, but it's the work. And if it's not done, terrible things happen.

B.A. Schoen:

So we can only hope that... The board has been chastised, but there were also several resolutions. They had their annual meeting on Friday just before it started, and there have been some changes made to the governance structure that hopefully will revitalize the organization, stop the bleed, and prevent this mishap from happening again. David John was good. The middle session didn't enthrall me as much. The wind up on Monday morning, very powerful. Very powerful. From the homeless child of drug addicted parents to Harvard, really inspiring. She had humility. She said, "No one does anything without help from somebody." And it's true. So it was a good conference. Although I have to say all winter long I had sustained myself by saying, "Well, the weather is bad today, but April 1st I'm going to be in San Diego, which always has good weather." They have five inches of rain a year. Four of them fell while we were there. But Monday afternoon after the conference was over, the sun came out, so if the sun was going to come out, that was the best time for it to come out.

Susan Bergtraum:

The sun came out tomorrow.

Ronald Ellerbe:

It's 80 degrees today.

Susan Bergtraum:

What?

Ronald Ellerbe:

80 degrees today.

Susan Bergtraum:

And the only thing, just to add, is that because of that letter and the reaction to it, National lost members. That's really the consequence of what happened. And if you want a strong national organization, and we can hope that they will regain members, you can't have a third of your states or so, because there's Guam and the Virgin Islands, and Puerto Rico. They need to get them back if this organization is really representing public education the way we need it to. Mr. Weinick.

Michael Weinick:

And kudos to the Uniondale School District and their [crosstalk 01:32:32].

Susan Bergtraum:

Yes. I will. On my to do. Yes.

Michael Weinick:

And with the weather that was on which day, on Monday, there was a group coming from North Carolina to perform and their flight was canceled. I imagine the disappointment to those children going to a national convention in San Diego and having their flight canceled at the last moment. But Uniondale School District performed there and they were phenomenal.

Susan Bergtraum:

They are just... They are unique in the performances we see, because they cover all the artistic areas. We see wonderful courses and we see wonderful dancers and we see wonderful musicians and they perform. So we've got singing, dancing, musical... They are truly unique.

Fran Langsner:

It was like watching an episode of [inaudible 01:33:28].

Susan Bergtraum:

Education Foundation, is there a report? I know. I'll wait. Foundation report?

Michael Weinick:

No. We do have a meeting next week. Next Tuesday, but...

Susan Bergtraum:

Committee reports. Policy committee did meet, and shall I? We discussed the allowance and change order policy and the compliance with copyright law policy. And that's going back because, and I can't remember what the policy is, to be combined with another policy. So that's what we're working on and when they are worked out, you will get it as a first read. Hopefully sometime soon. That is our hope. All right. So we are up to executive session. I do not believe that we will be coming out after it. So we'll adjourn to executive session, at which time we will also celebrate the birthdays of Mr. Schultz and Mr. Reinertsen. And with that, we thank you all for attending. We hope you have good evening and happy holidays, since we'll not be meeting again before then. So with that, thank you all very much. May I have a motion to adjourn to executive session? [crosstalk 01:35:04]. Thank you Mr. Schoen. Any discussion? All in favor?

Group:

Aye.

Susan Bergtraum:

Opposed?

Group:

I pledge allegiance to the flag of the United State of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all.

Speaker 1:

Just remembered the basketball games are on tonight. So no objections.

Susan Bergtraum:

Seeing that you're all present, I call this meeting on St. Patrick's Day. So happy St. Patrick's Day to everyone. I call this meeting to order. This meeting of the now supposed board of education, March 17th 2020. We are glad for most of us to be back in person, we do have just two board members on Zoom. And with that [inaudible 00:00:54]. Nevermind. Okay. Wonderful. May I have [inaudible 00:01:02] on the minutes.

Fran Langsner:

I'll move.

Susan Bergtraum:

Thank you, Mrs. Langsner.

B.A. Schoen:

Second.

Susan Bergtraum:

[crosstalk 00:01:05]. Mr. Weinick, any discussion?

Michael Weinick:

Well-

Deborah Coates:

No. When B.A. spoke, his picture came up, so that might be a way for you to see that-

Susan Bergtraum:

That he was talking.

Dr. Robert Dillon:

It highlighted.

Susan Bergtraum:

Right.

Dr. Robert Dillon:

Anyone would see that.

Susan Bergtraum:

Right now, mine, its highlighted.

Deborah Coates:

It's the only.

Susan Bergtraum:

Right. Okay. Any discussion on the minutes? Seeing none, all in favor.

Group:

I.

Susan Bergtraum:

Opposed? Abstained? Okay. It's pass. We are up to presentations. I will turn the meeting over to Dr. Dillon.

Dr. Robert Dillon:

Thank you very much. On this evening, we have the good fortune of our people from special education are here under the direction of, Susan McNulty. So I'll turn to, Susan, now.

Speaker 1:

Looks like a pawn test piece, really.

Susan Bergtraum:

[inaudible 00:02:01].

Susan McNulty:

Good evening. We're very happy to be here in person this evening, getting to see everyone. So we're happy to present. This evening we're going to take a look at our career and technical education programs that are taking place across the Department of Special Education discussions across the state have been talking about how our students with disabilities are getting access into CTE course. So tonight we're going to talk about the models that we have across our programs, and you really get to look into the classrooms. So we're very excited for you to see. I'm going to turn it over to, Ken Krum.

Ken Krum:

Thank you. Good evening.

Susan McNulty:

Evening.

Susan Bergtraum:

Good evening.

Ken Krum:

So in the Department of Special Education, we are very proud to offer arranges CTE courses and opportunities to our students at the secondary level. Here, you'll see three options for providing the CTE coursework and content to our students.

Ken Krum:

The first is CTE courses that we provide to our students in secondary levels. The second is the half day partnership experience with RSIP whereas students attend as you know, our programs half day and then half day at one of the RSIP programs depending on preferences and their career goals. Currently got 36 students who are taking advantage of that opportunity. And finally new beginning in the fall of 2022, which I'm sure you've heard about is our half day program at Career Prep High School, which we're calling a Career Exploration Program. And this will really give students the opportunity to explore a myriad of CTE competencies, culinary, automotive, and the trades that are offered at Career Prep.

Ken Krum:

So in our Department of Special Ed, we have CTE courses, like I said, secondary level. And each of these courses are taught by a New York state certified, highly qualified CTE teacher. These courses include work-based learning to support skill acquisition. And this is done onsite as well as in the community. Of course, prior to the pandemic, we were in the community much more than we are now. But we hope to in the future expand those options as we come out of the pandemic. These courses also expose students to job and career options. They support students, their ongoing career planning using online tools and assessments that we provide them. And we allow students to work towards the CDOS Commencement Credential, which as you know, offers an alternative pathway to many of our students for graduation. Finally, all these courses are locally improved in accordance with the state SED guidelines.

Ken Krum:

So tonight we're excited to focus on the CTE courses specifically that are offered in our secondary programs.

Susan McNulty:

This is the fun and exciting part. We really get to take a chance to look at the programs and see what's happening in the classrooms. So we are going to start with Principal Heather Soffer. She is the principal of the Robert Williams School.

Principal Heather Soffer:

Thank you, Susan. Thank you everybody. At Robert Williams, we have an amazing CTE course called Food and Nutrition. This course is designed to provide our students with instruction and work based learning opportunities. Here, our students learn functional academics, life skills, and build personal independence.

Principal Heather Soffer:

Our nicer students run our store cafe, where students and staff have an opportunity to purchase breakfast foods and beverages each morning. Our students assist in creating our weekly menu, where at times they harvest the herbs and vegetables from our student garden. Our students also follow a budget, have an accounting team, created delivery system, and of course, learn to work together. All of our students have an opportunity to access our Food and Nutrition course where our students learn the importance of nutrition, food and safety, follow recipes, and of course, enjoy the fruits of their labor.

Principal Heather Soffer:

We are so proud of our students and staff and how they really incorporate functional academics' life skills embedded in this engaging course. Thank you.

Susan McNulty:

Thank you, Heather. We would now like to introduce, Ms. Christine Nardi, from our Seaman Neck Middle School. And she will show you what's happening in Seaman Neck.

Ms. Christine Nardi:

Thank you, Susan. At Seaman Neck School, very excited to say that we have a brand new course this year. And it's called Technological Literacy. And this course exposes the students to the communication, transportation, energy production, biotechnology, and integrated systems and processes that affect their everyday lives. And we've found that the study of these processes enables them to better understand technological systems and their application and uses. As you are about to see in the video through a new program called [Canva 00:08:48], the students actually pick a product of their choice and they digitally design their own advertisement and ad to that.

Susan McNulty:

So that was a look at our middle school programs. Now, we're going to look at our secondary high school programs. And I would like to Mr. Easton Hazel, the Principal of Career Preparatory High School.

Mr. Easton Hazel:

Thank you. At Career Preparatory High School, we offer three CTE courses; culinary arts, automotive technology, and industrial arts.

Mr. Easton Hazel:

Students in our culinary arts program help prepare lunches, not only for the students, but for the staff on a daily basis. In addition to preparing these lunches, they also provide support for our fundraisers, such as bake sales and special events that we have in our school. One of the other things that they do in particular program is that they bake close to 200 cupcakes. Not only do they bake them, they ice them, decorate them for outside organization by the name of Long Island Birthday Wishes. This organization provides birthday parties for homeless children. So we have a strong partnership with this organization and they're just down the block from us.

Mr. Easton Hazel:

In our automotive technology class, our students learn the basis of automotive maintenance and repair. Under the close supervision of our auto shop teacher, Mr. Andy Russo, they learn how to do breaks, oil changes to various maintenance pieces on cars. And just to name a few skills that they engage in.

Mr. Easton Hazel:

Lastly, our industrial arts class played a major role in the Smile Farms Initiative. And they built and designed a jig to replicate each garden box for the [RKS 00:11:43] Center. And students from many different classes participated in that, they attended the event, the press event. And in this particular class, what we have seen our students unlock their creativity and some of that creativity gets transferred to the skills in the academic classes. With the Smile Farms Initiative we call it kids helping kids, because it was a very critical role that our students placed.

Mr. Easton Hazel:

Thank you.

Susan McNulty:

Thank you, Easton. I would now like to introduce, Dr. Christopher Korolczuk, from CCA.

Dr. Christopher Korolczuk:

Thank you, Susan. Good evening, everyone. So great to see everyone here in person. And thank you, Mr. Hazel, for those Smile Farms boxes, they've been fantastic for our students at CCA.

Dr. Christopher Korolczuk:

So I'm here to represent CCA. And I just want to take a step back for a second because oftentimes we use the acronym CCA, but sometimes we lose sight of what CCA stands for. CCA stands for the Center for Community Adjustment. And everything we do with our students is geared towards preparing them for the adjustment to life after high school. How are they contributing members of society? How are they successful in their college and career endeavors? And how are they living the most independent life possible? So how do we do that at CCA? We do that through strategic planning, and we do that through our course offerings. So we offer two CTE courses.

Dr. Christopher Korolczuk:

One is a marketing sequence of courses over four years. And the second one is a food service class. For the marketing class. Again, it's a sequence over four years, we touch different industries each year. We might have hospitality and entertainment, one year. We might have sports marketing another year. Maybe food service services another year. However, the idea is for students to really understand the foundational skills, and the prerequisite skills to be successful in the industry. That includes everything from the inception of an idea, to the production of an idea, all the way through to the consumers, and of marketing. For all of the events that we have in school, it's our marketing class. It makes flyers and generates the interest. Something we have coming up real soon. Our students already working on flyers. And it's just a great way to get them experiential learning experience.

Dr. Christopher Korolczuk:

Our second course is food services, like many of my colleagues. Listen, we all love food. We all love going out. But we want to make sure that when we're out at restaurants, that we are receiving high quality. And how do we do that at CCA? We prepare our students through, again, experiential learning. Through hands on learning, because that's how we all learn the best. That's how our students, especially those with special needs, learn the best. So students work in a commercial kitchen and they do everything from the accounting, to the food prep, to this delivery, to cleanup. Anything that they're going to have in the food industry, they're going to replicate and get experience at CCA. And those are just two of our CTE courses. And again, thank you. And great seeing everyone in person.

Speaker 2:

Have you ever seen... What else makes you look at a flyer? Good. Color. Let's write that down to our list. Color. Very good, Catherine.

Susan McNulty:

Okay. And last but not least, we have Ms. Lisa Paolucci, the Principal of the Iris Wolfson High School.

Ms. Lisa Paolucci:

Thank you. And good evening. Just going to spend a few minutes, just highlighting what we do over at Iris Wolfson. In our school, we really offer our students an opportunity to explore the fundamentals when it comes to running a business.

Ms. Lisa Paolucci:

So in the courses we have offered here, our students are really taking a deep dive over their four years and looking at the research, development, the everyday operations, looking at growth, and all of the management practices that go into a small business enterprise. We're very fortunate that our student participate in in-house internships. Whether it's working on retail, whether it's looking at office skills, it provides them the chance to practice those soft skills to have readiness. And our goal is to get them offsite into the community when we can, so that they can interface with the community, with different employers, with different management styles to really work on their communication. And again, it really comes down to those basic skills so that when they are finished with high school, when they're finished with all of their core, they have that knowledge that they can go out and be employed at an entry level.

Ms. Lisa Paolucci:

We're very proud of what we have to offer. It's with the support and expertise of our staff that makes this happen. And I'm just so proud to show you the video of what our students have done for us over at Iris Wolfson. Thank you.

Speaker 3:

Welcome to Amp It Up. May I take your order?

Speaker 4:

Hi. I'd like [inaudible 00:21:02]. I'm in the room 101, which is the lunch room. How much does it cost?

Speaker 4:

It costs only $1.

Speaker 3:

All right. Here you go.

Speaker 4:

Thank you for your time to get your food out as soon as possible. Please enjoy the rest of your day.

Speaker 3:

Thank you. You too.

Susan McNulty:

Thank you. So tonight I get to feel like a proud mom and it is really just so wonderful for you to get to see what's going on in the school buildings and how we're really working to give our students with disabilities access to career and tech courses. And even through the pandemic, we were able to adapt and modify. And we're always looking for ways of expanding. And we've been working with Carla, Dr. Theodorou, and her team for September to open a new course career explorations at Wolfson High School. So we're always looking, how can we build, how can we grow, and how can we include and capture more students in our programs. So thank you for being here tonight and we open it up to any questions while we're here and thank you all. I'm so proud of all. Thank you to all the staffs and the students.

James Widmer:

Well, Susan... Oh, go ahead.

Deborah Coates:

No. Go, Widmer.

James Widmer:

[crosstalk 00:22:09], I was just going to compliment them.

Deborah Coates:

Well, Widmer, so am I.

Susan Bergtraum:

Go for it.

Deborah Coates:

Well, I get to go first then. So I will take this time-

Susan Bergtraum:

But if you're going to compliment them, then you can't do it first because we were before for you.

Deborah Coates:

Oh, okay.

Susan Bergtraum:

No compliments.

Deborah Coates:

So I cannot. So I just want to compliment all of you. Susan, you said as a proud mom. As board members, we get to go to classes and we get to educate ourselves on what is required for students in our schools. And very often we concentrate on test scores and graduation rates and things like that. But when we see something like this, because we've all dealt with students who have different needs. And to see you expanding the special education to include RSIP, and Dr. Theodorou's programs in your schools just makes me beamed because this is what is going to carry these students onto their adult lives. And I just I'm really very pleased to see the videos. You did a great job. Your students, I mean, they're polite, they seem knowledgeable. I think you're teaching them something that will carry them on for the rest of their lives. So I just wanted to compliment everyone on that.

Susan Bergtraum:

Well, any other board members to speak before? Mrs. Langsner, ditto.

Fran Langsner:

Similarly, to what Mrs. Coates said, and every single one of these students has an IEP. But to me, this is going above and beyond what's written on that IEP and focusing on bringing, like you said, bringing the students into a more productive member of society than the IEP dictates. So I just think it's amazing. Thank you.

Susan Bergtraum:

Okay. So, I could just say ditto and be quiet of it. But that's not my style. So-

Eric Schultz:

But wait-

Susan Bergtraum:

Mr. Schultz.

Eric Schultz:

Thank you. Very nice presentation. I'm obviously looking forward to graduation and career prep and having pizza and ravioli. I have a question with regard to the career exploration program, is that a program where children are going to just come half a day for a semester, or are they going have a cafe menu of things they can try when they're there? And what's the difference between that, and some of the programs we have at Barry Tech?

Eric Schultz:

That and some of the programs we have at Barry Tech, which are extremely similar to what's going on at Career Prep where these children who would be better off at Career Prep in terms of the atmosphere.

Susan McNulty:

Right. So, that's a great question. So, this course is similar to what's happening at Barry Tech and we're doing that collaboration with RSIP, and what we're doing is capturing a group of students from the district that might be in district classes. They could also be in Career Prep or CCA in Iris Wolfson, but they would be going half day to this class, just like they do at Barry Tech. So it's capturing. It's really giving more access to students with disabilities that might not get into a Barry Tech program because of the rigor. They weren't able to get into that program. So this will capture those types of students. It's just giving more access to more students.

Eric Schultz:

When you say capture students from in district, you talking about BOCES students or you talking about from local districts, students who may not otherwise qualify for Barry Tech?

Susan McNulty:

It would be both. So, where in-district students can apply. If you attend your district high school and you want to come to a program for half day, you can apply and come to this program half day and then go back to your district high school, just like we do with Barry Tech.

Eric Schultz:

And is this being pushed onto their guidance counselors? Because that's always been one of our problems, is getting guidance counselors to really see the value of BOCES programs.

Dr. Robert Dillon:

The difference these children have IEPs.

Susan McNulty:

Yes.

Dr. Robert Dillon:

It's not so much a tax program as it is the psychologist and the PPS person and the Committee on Special Education.

Susan Bergtraum:

CSE, yeah.

Susan McNulty:

Right. So it's the Directors of Special Education, but they're also working with the counselors to educate them about this course. So offering because to your point, that's really important that they're aware that students can utilize this.

Dr. Robert Dillon:

As I see it, on the continuum of least restrictive environment, it is less restrictive than just being back at the school and not having any of these opportunities or experiences. It's not the full blown one I see at Barry Tech, but it also provides a structure. Because you have much more structure at Career Prep and people there who understand about what's going on here, and all of our programs, we have probably people who are trained to deal with certain things. Certain behaviors, I should say.

Susan McNulty:

Exactly, exactly. And one other thing that you asked is what is the career exploration? So we are. We're going to do, really, a dive into the three different areas that are taught at Career Prep already. So we'll be looking at Automotive, Industrial Arts, and also Culinary. So they'll really get exposure to all of that. Because a lot of our students don't know where they want to go, what they like. So it's really giving them that opportunity to see what do I like? What does this look like? Or, well, they find that, Hey, I really like that or no, I don't like that. It's something I don't want to do, which so many of our kids really need.

Eric Schultz:

Thank you.

Susan Bergtraum:

Okay. Any other board member? And I apologize that I wasn't on the screen. I didn't realize that I wasn't sitting properly to be captured. So I've been here. The disembodied voice is now embodied.

Eric Schultz:

All we see are Dr. Dillon's hands. So it's okay.

B.A. Schoen:

Madam President, I have my hand raised.

Dr. Robert Dillon:

You see, he's up in the corner there.

Susan Bergtraum:

I saw him, but I... Mr. Schoen.

B.A. Schoen:

When we talk about CTE and Mrs. Bergtraum, you and I have talked with many legislators in the last two weeks, a lot about CTE and the reimbursement rate. And that applies to a specific category of programs. Just like there's a reimbursement rate for Special Education. Does this matter at all in those calculations?

Dr. Robert Dillon:

Yeah. That's going to be how we fill out the forms from SCD. We probably have a greater opportunity to identify CTE teachers, not only at Barry Tech and GC Tech, but in all of our programs because we do incorporate career tech education.

B.A. Schoen:

So, it's permissible or possible for eighth graders to take CTE courses?

Dr. Robert Dillon:

At BOCES. I think [crosstalk 00:29:37] more and more not at Barry Tech as I I understand it. Not now.

B.A. Schoen:

Right.

Dr. Robert Dillon:

But in our Special Ed programs. Yes.

B.A. Schoen:

But, many students take many more Regents Exams for example, than the five that are required for graduation. And some of them start in the eighth grade, even though the Regents is typically thought of as a high school program. Students can start earlier. Earth science used to be the one that kids would take in eighth grade so that they could take an AP Science at the end of their high school. So, would this be a pathway for a kid to transition to a Barry Tech from Williams?

Susan McNulty:

That's a great question. And it could, yes. So that would be part of the model if we started the 10th grade and some of these students find I really like this culinary for instance, and then we are getting them ready, teaching them soft skills, giving them the confidence and then they would apply to Barry Tech as they move on. So, that definitely can be a pathway.

Dr. Robert Dillon:

But, the difference here is that the students have IEPs and at the annual meeting, there'll be a conversation about the appropriateness of moving of the future of the students.

Susan McNulty:

Yes.

B.A. Schoen:

Well, of course, but, the goal with the students with an IEP is always to get them out of an IEP, to mainstream them, et cetera. Just like we have articulation agreements with colleges for students with IEPs. With the hope, the end goal of getting them able to take college courses. For kids to be able to take career and technical training. That would be a wonderful thing, I think.

Dr. Robert Dillon:

Yes, we agree.

Susan Bergtraum:

Okay. Before I say, I see no hand on the screen. I see no hand in person. Okay. So with that, besides the ditto about what everybody said. Although I am not at all surprised at what you produce and what you do for our children, I think you have to know that we also so appreciate it. It does not go by without our really understanding the amount of work that goes into programs like this. And the fact that you are, as our other departments are, always thinking about expanding opportunities for children. What is in the best interests of children and you produce programs like this, we could not be more appreciative and thankful that you are part of BOCES. So with that.

Dr. Robert Dillon:

Okay. Two observations, having been around a little bit, I can recall when Special Education was keep them out of my hair, keep them out of trouble, keep them away from the regular kids, so to speak. So, we have come a long way and it just doesn't happen. It's a result of planning and leadership. So what we have here are outstanding instructional leaders in the field of Special and Regular Education have put together programs with their teams. As I said, it just doesn't happen. There's a lot of planning and preparation. And for that, I take my hat off to all you ladies and gentlemen. Thank you.

Susan Bergtraum:

Okay. With that we are going to move on to the consent agenda. May I have a motion?

Jessica Santos:

So moved.

Susan Bergtraum:

Second?

Michael Weinick:

Second.

Susan Bergtraum:

Thank you, Mr. Weinick.

Dr. Robert Dillon:

Add some cookies or something up there. We can't all eat that stuff. Thank you. Thank you.

Susan Bergtraum:

Thank you.

Michael Weinick:

Thank you. Good night.

Dr. Robert Dillon:

Be late tomorrow.

Susan Bergtraum:

Is there any discussion, any item that needs to be pulled from any board member? I am looking at Mr. Schoen and okay, Mr. Schultz.

Eric Schultz:

I'd like to separate for special discussion, for separate discussion on the... I think it's finance 43. You go out to Long Island High School for the Arts. Have the right one?

Susan Bergtraum:

Okay. So we will separate that out. So, what is it, I guess it's 5B43. Is that what it is? I know. I can't. I had a hold discussion, so don't even...

Larry Greenstein:

Yes. 5B.

Eric Schultz:

5B43.

Susan Bergtraum:

Okay. Just so that everybody can find it.

Eric Schultz:

That is why you're my president.

Susan Bergtraum:

There you go. Thank you. Thank you. Okay. So, with the exclusion of 5B43, on favor passing the consent agenda. Aye.

Group:

Aye.

Susan Bergtraum:

Opposed? Abstained. Okay. Before we go on to 5B43, I would just like to recognize the fact that Chris Rogutsky, the principal of Long Island High School for the Arts will be leaving us. But, I think she deserves our recognition and thanks for the fact that LIHSA is where it is right now. And Nancy Quackenbush, who has been with us for a very long time and is retiring. So, just to recognize them, because although I know there are, and we do this almost every meeting, the board only gets to interface with a few people that we know. And so it does not preclude the fact that everybody else doesn't deserve the shout out, but we don't know them. So, for those that we know, it would seem to me that, at least, those people should be recognized, especially when it's at the administrative level. So, with that, Mr. Schultz, would you like to begin?

Eric Schultz:

Yeah, we have engaged in conversations over the years with regard to the use of LIHSA, whether it's an outdated property, whether it should be expanded, whether it could be expanded. At one point, when we were looking to put STEM Program there, we spent a lot of time looking at designs, looking at plans, discussing how, what the building would look like, what the rooms would be used for. Forgive me because the last couple of weeks' meetings I've been out ill and just had my first physical therapy session tonight, which is why I have this thing on my shoulder. But, I don't recall having any kind of discussion about building two new areas that are going to crisscross the garden area and pre-circulation and provide more rooms. It hasn't, as far as I know, maybe I missed something. If I did, I apologize.

Eric Schultz:

We haven't had that. We're asking for $4.5 million for a project that I know nothing about. I haven't seen a design. I haven't seen a purpose. I haven't seen a plan. I understand if sometimes we don't demand that kind of information, if we're doing a parking lot or heating and ventilation units or some other more technical, physical improvements to a building, but this is creating a connection between two buildings. A multiple purpose space for instruction. Extensive construction, which takes place in the theater. I don't know any of this. I'm being asked to allocate $4.5 million to do this.

Eric Schultz:

And I'm not sure what it's being spent for and what it's being used for. And I would really like to put this on hold and I'm going to move to hold it until we get some more information, some proposals, plans, designs, and understand what it is we're doing. That Mr. Weinick has had any number of opportunities that he's taken to talk about whether or not we should even bother building anything at LIHSA, because in some large measure, the building is too small. The theater is outdated, but we've made it work. And that's a Testament to the administration and the staff and the students. But, and obviously, as Susan said, there's been a lot of enormous improvement. You go through that building and you wouldn't recognize it if the last time you were here it was three, four years ago.

Eric Schultz:

But, at this point, I can't vote for something that's being presented to me as a theta complete for four and a half million dollars that I don't know anything about. We're building an extension. Every time we get a proposal to build a modular facility, to build an extension, to put a second floor, we're provided with a purpose. We're provided with specs. We're provided with some kind of presentation as to what's going on. This is not the way to do it. And if somehow I missed a discussion, I apologize, but I don't think I did.

Dr. Robert Dillon:

There has been... Eric, I don't want to assume that everyone hasn't, but there's been conversation, particularly in that courtyard, or that moving from one building to another, that we could have better use of that and enclose it. And there has... And we didn't... The initial discussion wasn't even pursued until there was an increased enrollment. And since we just about doubled the enrollment, and maybe we went a little too far ahead, but there has been conversation about this particular area. There was conversation about a whole renovation to the tune of $13 million. And I thought that was to the whole board. I really can't remember, but there was conversation and that wasn't going to go anywhere until we had an enrollment about 300. But... [crosstalk 00:40:40].

Eric Schultz:

Well, Bob, those conversations did not take place with the board.

Dr. Robert Dillon:

I'm not sure. I said, I can't remember. Okay. You said... [crosstalk 00:40:47].

Eric Schultz:

If any of my colleagues had those conversations, please let me know.

Dr. Robert Dillon:

Yeah. I would like to hear too [inaudible 00:40:53].

Susan Bergtraum:

Mr. Schoen, I see.

B.A. Schoen:

Yeah, we were over there and we were talking about the drainage, the what would it be? Where the music practice rooms are on the east side and all of... We were physically there and talking about that area and enclosing it. This is not the first time. And it wasn't something that I personally investigated at. We were at LIHSA and that was the topic of conversation. We were right there. The little, almost like a little mini amphitheater in the front where the leaves always get in there. And it can't drain. Do you remember that discussion, Eric?

Eric Schultz:

Yeah. B.A., you're absolutely right, but we've thrown around discussions. Over the years, we've talked about putting a second floor on something. At some point we talked about expanding in the foyer [crosstalk 00:41:54].

B.A. Schoen:

I know what you're saying, Eric.

Eric Schultz:

So, but I know, I agree with you. We've thrown those ideas around.

B.A. Schoen:

And the other thing is, we are old men. $4 million used to build a wing on a building. When we were first board members, that was a bond issue and it was a cataclysmic thing. $4 million doesn't buy an awful lot anymore.

Eric Schultz:

Well, but before you continue and somebody files a complaint with our Title 9, we are old board members, not old men.

Susan Bergtraum:

All right. So...

Dr. Robert Dillon:

Get more information.

B.A. Schoen:

I'm just talking about you and I.

Eric Schultz:

Oh, okay.

Susan Bergtraum:

Well, I'm certainly not an old man. So there you go. If we pull this item and get the board more information, will it stop you from doing what you need to do, Tony?

Anthony Fierro:

Sure. Well, we wouldn't be able to engage in a design presentation because that would only occur after the funds were approved. So there was discussion about this at the December board meeting, when we first proposed all of the capital projects. But it was more of just a discussion.

Eric Schultz:

Yeah.

Anthony Fierro:

But, there haven't been any full plans because there's been no funds allocated for that purpose to date. I'm sure, from the architect, we might be able to get some schematic. I'm sure Carla could give a little bit more of an explanation on the use of the space and the intended use of the space, if that would help [crosstalk 00:43:39].

Susan Bergtraum:

And Tony, that... Eric, is that what you're talking about? You want to know how it's going to be used and why it's necessary [crosstalk 00:43:43]?

Dr. Robert Dillon:

The function?

Eric Schultz:

Well, I can understand why it's necessary, but I'd like to know more... How it's going to be used, how many classes are we going to have there? What is... I see $4.5 million and as Mr. Schoen said, in some sense, that's not a lot of money. What is that money going to be used for? There's no equipment, supplies, materials, surveying, engineering, land. This says a contractual expenditure. What does that mean? I don't know what contractual expenditure is and who where... [crosstalk 00:44:19].

Anthony Fierro:

I think that contractual expenditure in the budget adjustment is because since there hasn't been a design yet, there's no breakdown of how much is general construction? How much is plumbing? How much is electrical? How much is HVAC because the design hasn't occurred yet. When a project would get submitted to SED all of those columns would then be filled out because we'd have something tangible to estimate from.

Eric Schultz:

I would like to, at least, and I don't know how my colleagues feel, have something to look at. What are we proposed to do? All I see in my head right now is a hallway running from one side of the property to the other, which may have a couple of rooms in it. Are you taking up the entire garden space?

Anthony Fierro:

No.

Eric Schultz:

Are we? Well I didn't know this [crosstalk 00:45:10].

Anthony Fierro:

No, It's in the... yeah, it's basically in the front of the courtyard, but maybe what I could do is, without getting into an extensive design, maybe I could get from the architect who we originally spoke to about this. Maybe just a schematic that I can include as an information item or something, just for the board to take a look at it at the next board meeting [crosstalk 00:45:33].

Eric Schultz:

Who's the architect?

Anthony Fierro:

It would be Michael Mark.

Eric Schultz:

Okay. Thank you [crosstalk 00:45:37].

Anthony Fierro:

Michael Mark would be... Yeah. Michael Mark would be doing most of the projects that are proposed on the board meeting tonight with the exception of the drainage piece, which is going to be done sooner than later, because we really need to get going on that. But, the other ones would be designed by Michael Mark Design. He'll be doing most of the work at LIHSA or whatever we decide to move forward with.

Eric Schultz:

Thank you.

Anthony Fierro:

So, Eric I'll approach him. I'll ask him if he can give us some kind of just a schematic layout and we'll talk to Carla about it and see if we can get something for you to take a look at. So, you can get a little bit better sense of what this might look like.

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

Yeah. So, in the description, the last sentence says that in addition to SED approval, a public referendum would be required for this project [crosstalk 00:46:30]. So where does that take place in the timeline? Typically how much money would we have spent before we get to this public referendum? Which, if it's rejected, we will have spent this money for no purpose. So I'm not clear about how that progress... what the progression is.

Anthony Fierro:

Well, typically, what would happen is before a public referendum we'd have to know... we'd have to really hone in on the budget, hone in on the design and the timeline, because that would all be part of the referendum [crosstalk 00:47:06]. So, we'd have to expend enough funds to get that information and be confident that the numbers are right. That the timeline is correct. And all that would be determined as like a pre-referendum exercise. And then you go for your referendum, and then if the referendum's successful, then you move forward with the project, submit the SED and do everything else that needs to be done.

Fran Langsner:

So, that would be comparable to a component district engaging in the process of presenting a bond [crosstalk 00:47:38]?

Dr. Robert Dillon:

Right.

Fran Langsner:

And of course there would be money expended before they bring it to the public [crosstalk 00:47:43]?

Eric Schultz:

So, exactly, and you have to have something to show. They've got some rendering to share there [crosstalk 00:47:48].

Fran Langsner:

Okay.

Anthony Fierro:

Right. You need... Exactly. And it's very similar to what we did at Iris Wolfson, before we went to public referendum there and other locations. We needed to get it, bring it along enough. And even in Barry Tech years back, we had to get it to a point and you needed almost like a pre-referendum phase and being able to establish the budgets, and really make sure that we have the money that we need. Designed to a certain point and estimate the materials. Put together the whole timeline. So, that's what we've done in the past on these types, when we have needed a referendum in past years.

Susan Bergtraum:

Okay. Mr. Weinick.

Michael Weinick:

All right. Now, I'm getting a little bit more confused, along with Eric's concerns. Did we come up with a number and say, Hey, let's spend about $4 million. Let's see what it's going to buy us? Or the reverse. This is what we want. Give me a ballpark figure of what that's going to cost us at this point [crosstalk 00:48:52]. I'm not sure where that number came from in relationship to what does the program need to be effective? Are we putting the cart before the horse?

Dr. Robert Dillon:

Tony, can I just start and... [crosstalk 00:49:08].

Anthony Fierro:

Sure.

Dr. Robert Dillon:

Where I'm wrong. The $4 million is what we can afford, now. The total cost of renovation exceeded $13 million, right? In a conversation that we've had with an architect and some ideas and things to bring it up to something that would be first class at that site. We couldn't afford $13 million. We tried to get some outside funding for us. You get some, but not $13 million. We had to demonstrate that we were viable. The fact that we went from 100 students to 200, we're more viable. We're not completely viable yet. If we had 300, I think we have a better shot. So, what we did is that we sharpened our pencil and Tony, working with the architect that he's mentioned, came up with what could we do now to make it attractive and functional and functional and prioritize the needs, backing down from the $13 million.

Dr. Robert Dillon:

... and prioritize the needs, backing down from the 13 million. And this is where we are.

Michael Weinick:

All right. So then there should be something a little bit more specific on what that four million can possibly buy us.

Dr. Robert Dillon:

I'm sure there is.

Michael Weinick:

Okay [crosstalk 00:50:14].

Dr. Robert Dillon:

So that was in the December presentation, correct, Tony? Correct me if I'm wrong.

Anthony Fierro:

Yes, we did speak about it. We didn't present a detailed document. What happened was the architect has worked with the program. As Dr. Dillon has spoke about basically the architect took the whole project of everything that could be done there and broke it into pieces. So then we took those pieces and we created certain projects. So this 4.5 million is one of those pieces. The estimate came from the architect and it was based on discussions, conversations and walkthroughs, primarily with the program on program needs for the classroom space that the program is requesting now for their programs moving forward.

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

So, I have two questions. The first one is, the 4.5 is the total projected cost of the project, not the cost to get to the public referendum. Is that correct?

Anthony Fierro:

That's the total of the estimated cost at this point for the project. All included consulting fees, incidental costs, construction costs. That's the total project cost.

Larry Greenstein:

Right. Less money will be expended up to the point of the referendum then the four and a half seen.

Anthony Fierro:

Right. Exactly. Because most of that money would be in public bidding.

Larry Greenstein:

Right. Now, so my other question is, what is it that makes this project need to go out for a voter approval and not the other projects we're doing?

Anthony Fierro:

The fact that it's an addition. When you add space to a facility that's what triggers the referendum requirement.

Speaker 5:

Okay. Thanks.

Susan Bergtraum:

Okay. So, if I am-

Dr. Robert Dillon:

We'll get more information.

Susan Bergtraum:

Okay. So then, we will-

Dr. Robert Dillon:

Pull one.

Susan Bergtraum:

We'll pull this item. Probably not the way to do, probably need to table it. How bad? Can I have a motion to table this item? Thank you, Mr. Greenstein.

Eric Schultz:

So moved.

Susan Bergtraum:

And Mrs. Langsner. Any discussion? All in favor?

Deborah Coates:

Aye.

Fran Langsner:

Aye.

Susan Bergtraum:

And actually, Tony, I think exactly what you just said in response to whatever Bob said is what the board is looking for. And so the sooner you get it to us and the board can look at it, the sooner it will appear back on an agenda.

Anthony Fierro:

Will do.

Susan Bergtraum:

Okie dokie. Okay. Thank you.

Dr. Robert Dillon:

Where's Eric?

Susan Bergtraum:

He's over in the left. You're ever on our mind, Eric.

Eric Schultz:

What's that?

Susan Bergtraum:

Bob couldn't find you for a minute, so I said you were ever on our minds. There you are. Additional consent agenda items over $2,000 a day. May I have a motion?

Deborah Coates:

So moved.

Eric Schultz:

Thank you, Mrs. Coates.

Susan Bergtraum:

Second, I don't know who it was.

Larry Greenstein:

Ronald.

Deborah Coates:

Ronald.

Susan Bergtraum:

Thank you. Thank you, Mr. Ellerbe. Any discussion?

B.A. Schoen:

Did we approve the consent agenda minus that one? We had a vote to pull that one but then we would need another vote to accept the rest of the consent agenda.

Susan Bergtraum:

We accepted the rest of the agenda with that item pulled.

B.A. Schoen:

Okay.

Eric Schultz:

We separated that out for vote.

Susan Bergtraum:

We separated that out. That was pulled before we voted on the consent agenda.

B.A. Schoen:

Okay.

Susan Bergtraum:

It looks like I'm not looking at you because I'm looking at the screen. I was listening to you up there. So we pulled it so that it was not part of the consent agenda and then we just voted on it separately. And either we would've voted on it separately and it would've gone off or but we pulled it instead. Okay. We tabled it actually after that. Okay? Okie dokie. I think we had no discussion on consent agenda, the additional consent agenda. So may I have a vote. All in favor?

Deborah Coates:

Aye.

Fran Langsner:

Aye.

B.A. Schoen:

Aye.

Speaker 5:

Aye.

Susan Bergtraum:

Opposed?

Michael Weinick:

Opposed.

Susan Bergtraum:

Okay. Abstain? Okay. So it's an eight one vote.

Michael Weinick:

Except for Theresa.

Susan Bergtraum:

Any discussion on information items?

Larry Greenstein:

Susan?

Susan Bergtraum:

Yes.

Larry Greenstein:

If I may, since Tony was speaking concerning the facilities, may I ask a couple questions on the facility [crosstalk 00:54:58].

Susan Bergtraum:

Absolutely.

Larry Greenstein:

Tony gave us a very good printout of 27 pages of what's going on currently for facilities, renovation, renewal and work. But one of the significant documents he included for us was the builders and contractors report or estimate in terms of what's happening in general to the construction market in our area as well as in the country. The item that really caught my eye was the assumption or the estimate that it's going to be a significant increase in the actual construction course of any project that's undertaken.

Larry Greenstein:

And indeed over the previous 12 months there's been a 24% increase on costs that were originally anticipated and when it came to do the construction that's what the number is now. Tony, if this is going to be a trend, going into some of the work that's being done, how is this going to affect our overall cost and what does it do for our capital funds in terms of meeting these increases that are going to continue perhaps for the next year, particularly with inflation looking over our shoulder?

Anthony Fierro:

Yeah, there are two issues that we really need to keep a very close eye on. Obviously the costs and in that document on the second page it actually breaks down certain parts of the construction industry that are more affected than others. But also it's supply chain issues too. It's the availability of material. So between the two, it's something that we really have to keep a very close eye on for each project as we go out to bid.

Anthony Fierro:

Now, I'll give you an example of something coming up. We have a project that's going to be brought to the board at the next board meeting and it's at Jerusalem Avenue. It is the Building Envelope Project. So after seeing this concerned about, okay, so what the bid prices going to look like for that project? We have budget estimates. How is this going to come out? It turned out actually that we're going to be pretty fortunate on that particular project and one of the main reasons is because each of these projects they really have to break it down to what we're doing. So a project that's very labor intensive like the Jerusalem Avenue Project really isn't as affected by this because we're talking about labor, we're talking about a lot of repointing and a lot of items that are not affected in this document. So it really depends on the project.

Anthony Fierro:

The roof that we're replacing at Jerusalem Avenue is not an oil-based product, it's a spray on urethane roof. So that thankfully was not as affected by this. So for that first project since I received this document that we put out to bid, that one has come in well within our budget. So I was happy to see that. But you're right in that every project that we put out we're going to have to really take a close look at what these trends are and where we're going. I actually got this document, I caught wind of this document from our construction manager. So this is something I'm going to be keeping a very close eye on as we move forward with all of our capital projects.

Anthony Fierro:

Steel is something where the costs are going up. Now in the Jerusalem Avenue Project we do have steel lintels that we're replacing in the windows but that's not a significant part of the project. It's really going to be difficult to say. I think we're going to have to see what happens each month. Hopefully some of these costs will start to level off and hopefully some of the supply chain issues will also start to dissipate. But I think we just have to really take a close look each project that we put out to bid and see what these bid prices come in and try to get a sense of it and then make a determination whether we're going to make an award or not at that time.

Dr. Robert Dillon:

Tony, one last point. Does H2M give you a monthly or six week or eight week review of some of the quotes or some of the bids, the pricing that was done locally to what is happening at the moment?

Anthony Fierro:

I would go more towards our construction managers to get that because they're closer to the actual contractors. And again, that's where this document came from and that's part of what they do for us is they're going to let us know where these increases are, what's being affected. And also if they are being affected, if there are any alternatives to using certain materials and they're available, that we get from our construction manager working with our architects and my staff.

Dr. Robert Dillon:

Good. Thank you, Tony.

Anthony Fierro:

You're welcome,

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

So what might be a mitigating factor in the increase as interest rates go up there are going to be fewer projects being done, especially on the home end which is going to supply and demand. There will be more contractors looking for more work because there'll be less projects in the pipeline overall. So it might not go back down but it might slow the growth.

Dr. Robert Dillon:

Yeah. I agree with that, Larry, but you know, you're in the New York Metro area and labor costs going forward are going to the exponential.

Larry Greenstein:

Right. But profit margins will shrink.

Dr. Robert Dillon:

Hopefully. Okay.

Larry Greenstein:

Stuff being a business.

Susan Bergtraum:

Are there any other questions? Mrs. Langsner?

Fran Langsner:

Not about this. So if anybody has a question about this, I have something else on-

Susan Bergtraum:

No. And Mr. Fierro I'll come back to you. You had [inaudible 01:01:22]. Okay. So I'm going to let the board ask the questions and then if I forget to come back to you, do remind me to come back to you.

Fran Langsner:

So I just wanted to comment on something that caught my eye in the BOCES report card. A number of us attended the REFIT Legislative Breakfast on Friday and the topic of the All Means All Legislation came up. And Dr. Dillon and Mr. Weinick and Mr. Schoen all presented the rationale and the intent very nobly but there was pushback. A superintendent told us that because we are tuition based this would be untenable for them when they go to crack their budgets and present it to their public. And then when I looked on page one of our report card I saw that for the last three school years the percentage of all eligible students, juniors and seniors, from our component districts who attend our CTE programs is around 5%. So I'm thinking the flood gates are not going to open here but science is on our side, data is on our side and I think we have the capacity to use that data to illuminate for our component districts that if this legislation passes it's not going to mean that they're going to have this overwhelming need to send students to us even though we are doing a wonderful job of promoting the value of CTE for the students and for Nassau county. But I think that we can really use this data to our advantage.

Fran Langsner:

And of course, we should not be the arbiters of the career paths that student take in their lives but when I saw this information, this data, I said, this is something that we can really use to make this more palatable to the districts that we serve.

Dr. Robert Dillon:

Right. Now it's an emotional issue and it's the camel's nose intent where if we come in and remove some of their control over the budget, that's the big issue. But we also know that in both houses it's the 30, 60, 80, or 30, 40, 60,000 reimbursement for CTEs and both houses. That'll generate more money and they can reinvest it in CTE because we have good reason to believe [inaudible 01:04:19].

Fran Langsner:

And then one of the comments was that we would be diminishing their ability to predict, the predictability factor would be... And predictability is something that we've always asked the State for. So I understand that point but I just don't see this legislation resulting in an overwhelming increase in the number of students who want these wonderful programs.

Dr. Robert Dillon:

I agree.

Susan Bergtraum:

Thank you. Mr. Weinick.

Michael Weinick:

Yeah, I have a concern on the policy 2342.

Susan Bergtraum:

Okay.

Michael Weinick:

All right. In the first paragraph, last sentence, at the discretion of the board president, the vice president may be included in this process. I have a problem with the, at the discretion of the president. In my mind the role of the vice president is always to be prepared to take over a meeting if the president can't make it, number one, and number two as a grooming process for future years. So I feel that the vice president should be included in the process. If the vice president chooses not to be included, that's up to the vice president. But I don't think the president should have veto power.

Susan Bergtraum:

And to be honest, I agree with you. I got overruled on this one because I have included Mrs. Coates in the process. [crosstalk 01:05:48]. I can't though. So I need Larry and Fran to remind me if there was good reason why we put it that way because the original policy only included the president, just so that you know. So this was already a change. I'm not coming up with the reason why we left it, why-

Larry Greenstein:

Well, this was in addition. We decided to include the vice president-

Susan Bergtraum:

But it says it's a discretion

Speaker 5:

Discretion because the president has a lot of discretion over a lot of things. The president can close the meeting. The president's job is to have discretion.

Susan Bergtraum:

Okay. So I guess the question could be very simple. Does this board want to leave it... You know, thinking about, and if you want to, we don't have to. This is only a first read. So other things can happen in the interim. If you have strong feelings now, just tell us and when we go back to this, we'll discuss it. Any strong feelings about leaving it. I'm I'm going to put it in this because this is the way it's written here. To leave it like this or is there besides Michael, do you want to make it both the president and vice president.

Michael Weinick:

Well, I'm just giving a suggestion. Get rid of the first clause, start the sentence with, the vice president may be included in this process. We've heard a bit more vague and open ended.

Susan Bergtraum:

Okay. Mrs. Langsner.

Eric Schultz:

If you're going to use the word may then it might as well say at the discretion because may is so seductive.

Susan Bergtraum:

And then I guess the only reason not to leave out the first is who then decides on the may. That may [crosstalk 01:07:46].

Michael Weinick:

With that being compromise [crosstalk 01:07:49]. I just don't want the president to have that veto power is what I'm saying in this situation.

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

I think that if a board member has any issue with a policy that's presented, then it should go back to the committee for discussion. I don't think that the amendment should take place here.

Michael Weinick:

I understand that but it should not necessarily go back because one board member has a problem instead of [crosstalk 01:08:13]. Let's say people now are saying, it's good.

Fran Langsner:

There's nothing wrong with bringing it back. We're not saying we're getting rid... We currently have a policy in place, so I don't see anything wrong with bringing it back to the committee for discussion.

Susan Bergtraum:

Right. But hearing one person's concern we will definitely bring it back and discuss it again whether by getting any other people who have other thoughts about it because if it comes back this way then I would hope that somebody else wouldn't say, well, why did you do that? So if I'm not hearing anything else, we will bring it back. We will discuss it. Maybe we can craft something more that addresses your issue. Mr.s Coates.

Deborah Coates:

Yes. And I will just agree with Mike because I know as the person as having that title right now that it helps me to at least be able to have an idea on what's going to be on the agenda before it gets finalized. And this way, if for chance I would have to step in, I have more of an idea of what's going on. So I do appreciate it and I do know that it's helped me and I think that anyone sitting in the role would feel the same way, I would think.

Susan Bergtraum:

Okay. All right. Again, this is the first read. The second will come back and you will see what... It'll be redlined if it was changed and in what way it was changed. And if you're still not comfortable with it, it can come back forever. Not quite. But believe me, we have open items in policy. Believe me [inaudible 01:10:14]. And that will not go into the minute. Okay. Anybody else? Otherwise, I did remember to go back to Tony. So Tony.

Anthony Fierro:

Thank you. I wanted to just go back to the facilities update for a moment and offer the board an option based on... These reports they've become as was mentioned, as Marty mentioned before. They're pretty lengthy. They're about 27, 25 to 30 pages. A lot of months sometimes there isn't a significant amount of changes in some of those projects. Some months there are significant changes.

Anthony Fierro:

I wanted to offer to the board the option. And it's totally up to you. I can go however the board would like to go with this. I could provide a facilities, a detailed facilities update every other month possibly and put in the facility summary sheet every month. So the board sees any changes or what the status is. And then if there are months where there were a lot of changes are a lot of changes, then just go on the monthly basis.

Anthony Fierro:

Right now if the board wants to see a facilities update every month even if there are not significant changes in a month to month being that they have gotten much more detailed and much more lengthy. So totally up to the board and I can go, however you want/.

Anthony Fierro:

I've been doing of them for years. So I have no problem continuing to do them every month, obviously, but just wanted to leave it up to the board to see if you would like to see them present it differently?

Susan Bergtraum:

Anybody? Mrs. Coates.

Deborah Coates:

Well, Tony, could you redline any changes and just have the report on your computer and then just add some changes in red like they do with the policy?

Anthony Fierro:

So I could do it that way. I could do it every month and just-

Deborah Coates:

Yeah, just recording on the computer.

Anthony Fierro:

Yep/ that's one way to do it, where then you can just jump to the items that have changed. So I could certainly do that.

Susan Bergtraum:

And would that lead you to have less work on your plate? Is that-

Anthony Fierro:

It doesn't matter for work on my plate because I'm always looking at all of these projects and I'm always going over them. So there's no additional work either way. My only point here was that if there weren't significant changes with the length of these report and with everything else is on the board agendas, would the board want to see the report monthly anyway regardless if there were not many changes? But I think Debbie's suggestion is certainly something that I could do. I could just highlight. If there are a lot of changes then it just goes on. But if there are minimal, I could just highlight and indicate that the change are highlighted and then that would make it maybe easier for the board to go through and just see the items that have really changed, if you'd like me to do it that way,

Michael Weinick:

I vote for Debbie's way.

Susan Bergtraum:

Yeah. Okay. All right. And that means that because I know I kept reading all of them because want to make sure that there was nothing. So if you redline what is, then that will, that will-

Anthony Fierro:

Right. And you can if you go,

Susan Bergtraum:

Well, thank you for making our job easier. I thought I was trying to make your job easier. He made our job easier. What a guy.

Anthony Fierro:

I'm looking at these projects every single day. So it's no additional work on my part. It's what the board wants to see.

Susan Bergtraum:

Okay. And then that way if somebody forgot something or whatever it's in front of them both. Mr. Weinick.

Michael Weinick:

I think this is not only a great idea, but could we expand it maybe to the attorney opinion letters [inaudible 01:14:07] down so the white person or has gone to law school can understand it in a few moments rather than over a period of three days.

Susan Bergtraum:

Well, we can have that discussion as well.

Michael Weinick:

Oh, Mr. Mr [Rhodes 01:14:21], I didn't notice you walk in.

Speaker 5:

I want to give you something to do.

Eric Schultz:

May I suggest that even attorneys who've gone to law school the first thing they look at on a decision is the last paragraph saying... You can see what you lost. So just start at the end. If you don't want to read anything else, Just go to the end.

Susan Bergtraum:

Okay.

Anthony Fierro:

Thank you very much.

Susan Bergtraum:

Thank you.

Deborah Coates:

Thank you, Tony.

Larry Greenstein:

Thank you.

Susan Bergtraum:

Okay. The-

Dr. Robert Dillon:

We still on information.

Susan Bergtraum:

Information. We're still on information.

Dr. Robert Dillon:

Okay.

Susan Bergtraum:

Okay. Well-

Dr. Robert Dillon:

I think someone-

Susan Bergtraum:

Oh, did you...

Dr. Robert Dillon:

I Wanted to mention something.

Susan Bergtraum:

All right. But since you have, I'm going to go to Eric then Marty. And then if you'll remind me that I have a quick-

Susan Bergtraum:

Go to Eric then Marty. And then if you'll remind me that I have a quick question.

Eric Schultz:

I just want to say I read through the Nassau County Mental Health and Wellness strategic plan. And if you haven't read it's an excellent job. It came out in December. I wanted to congratulate Dr. [inaudible 01:15:20] and Audrey Madura for their participation. It's probably a lot of it is reinventing the wheel in terms of the logical approach to a lot of this, but it was a very fine piece of work. I think the annex with referrals to different types of programs, and established programs, was just a wonderful, and it was an excellent piece of work and I urge everybody to take a look at it.

Larry Greenstein:

I agree.

Susan Bergtraum:

Yes.

Larry Greenstein:

Yes. Just an observation, Susan. In looking over the monthly enrollment reports, which are very helpful because we, I get it, I look for numbers that hopefully are continuing to move up. Now I know that the list covers quite a spread of years from September 2019 to February '22. There is definitely a softening of the enrollment numbers and for good reason, of course, with COVID and the inability of students to attend certain programs.

Larry Greenstein:

One of the programs though has caught my eye is the Adult Ed offerings. They are really now down to a point where it's an issue for me because I feel that this particular area is robust for growth for the BOCES agency. Is there anything on horizon? Can we think of a way to, once again, promote this program, or any of the programs that are flagging in a way that will lead to more enrollment thoughts in the fall, not only for the school districts, but in this case, for adults who are looking for that important help in making a career plans and preparing for work in the workforce? And I'm hoping that we have, I don't recall us having a presentation or anything substantial with the Adult Ed programs, with the satellite programs, and with the Twilight programs. Is there any way to put some information together for us in an easy one or two page?

Speaker 6:

We did. Marty, we had a whole marketing program with, if I'm missing the point here, with Adult Ed. Didn't we do that? Didn't we put some money into a, just before COVID?

Dr. Carla Theodorou:

It's been a while.

Speaker 6:

[crosstalk 01:18:02].

Dr. Carla Theodorou:

We've done Twilight recently. We've done our departmental report, which included all of the programs. I think the next focus area is going to be in district of Twilight. But yeah, we can put something together if you want.

Speaker 6:

But we did invest some resources into strategies to improve, and a matter of fact, we went with a whole marketing firm. Is that kind of a whole strategy for Adult Ed.

Dr. Carla Theodorou:

I would like to make some clarification on the numbers too. If you separate out Adult CTE, which is actually doing quite well right now, from Adult Learning Center, which is our high school equivalency English as a Second Language programs, those are the ones that are hurting. And we've really been thinking a lot about, is this about the labor market, is it about how people in those programs perceive the program because of COVID? We know that the pandemic hit us, but I also think there's a labor shortage going on. If someone has viable employment as opposed to pursuing the equivalency program or ESL, they'll choose to be viably employed. But if you look at our Career and Tech Ed numbers, they're actually doing quite well.

Larry Greenstein:

Okay.

Dr. Carla Theodorou:

The Adult CTE is doing fine. It's the Adult Basic Education, ESL, and High School Equivalency programs that have taken a drop.

Larry Greenstein:

Just an observation. [crosstalk 01:19:25] numbers that go up.

Susan Bergtraum:

We continue to observe and see whether...

Larry Greenstein:

Now you can go.

Susan Bergtraum:

Okay. So, and my very important question is the Barry Tech fashion show, there is not going to be an evening show? It only said it was two, a morning and an afternoon.

Dr. Carla Theodorou:

Right.

Susan Bergtraum:

So we've eliminated, oh, where's Carla? [crosstalk 01:20:00]. There was always two.

Dr. Carla Theodorou:

There was always two, an AM and PM.

Susan Bergtraum:

Bu there's not, one was always in the morning and one was in the evening. So, I'm simply asking, the evening one is not happening now and there's a morning and an afternoon one. That's all I was asking.

Dr. Carla Theodorou:

That's correct.

Susan Bergtraum:

Okay. Thank you. There's my answer. Thank you. Okay. Moving right along, Dr. Dillon.

Dr. Robert Dillon:

Okay. Just a few things here. The first one is we're holding along with COVID. I'd like to inform the board that we have approximately almost 400,000 test kits at Haskett so we may be going into the testing business for a while. So, we've asked them to stop and so we're cautiously optimistic. Our numbers have been low so it looks good for us there.

Dr. Robert Dillon:

The next thing I want to talk about a little bit here is you met tonight, we have some of our leaders here and we other areas of leadership and strategic planning. We have committees on leadership network, which Ken [inaudible 01:21:01] handles and I'm going to have them report to the board. I think it's going to be timely and good to do that. In addition, Pam does remote work and recruitment and onboarding is done by HR, but these are all areas that we've been looking into and as a result of the pandemic, when we broke it into subcommittees, there's been continuous work on these areas. I think it's good for the board to hear that so at a future meeting very soon, we'll have them come and do a report to the board.

Dr. Robert Dillon:

Now, the other thing is that All Means All. And those were refit, we've seen it. Just want to update on the board where we are. We sent out to the board today emails with the videos and all the information. Did you guys and gals get a chance to look at it?

Board Members:

No.

Deborah Coates:

I didn't get a chance to look at it.

Dr. Robert Dillon:

You didn't? Okay. So maybe, okay, Angela, maybe at the end we can throw that YouTube up.

Susan Bergtraum:

Oh, that would be wonderful.

Dr. Robert Dillon:

But let's get through the, at the end of my report if you can do that. It was interesting when I was in Albany and as we know that we have an assemblyman who graduated from BOCES, Michael Durso, and I met with him and Mario Mattera, who's also a senator from the Suffolk area who's also a graduate from Boces, and he's a plumber. And what was most interesting is that these and other people were elected in 2020. This was the first time they had been in the LOB. None of them had been there and it was very nice to go to the LOB with no one around, because I didn't have to wait for the elevator and no one bothered me so it was very good.

Dr. Robert Dillon:

But let me just tell you where we are with the All Means All. Today, we sent out the video you're about to see to all the legislators, all the senators and all the assembly people. We sent it out to the stakeholder groups, the PPA, school boards association, council superintendents, [inaudible 01:22:53], and our friends in labor, who've been very, very supportive. So, we have a wide path. Did I mention PTA? I hope I did. Yeah. And so, we're hoping that we're going to start seeing some results.

Dr. Robert Dillon:

I did receive a result a little more positive from a superintendent that we heard the other day from one of my district superintendents. And look, we're breaking new ground here and some people aren't real thrilled with it. But you know what, it's the right thing to do. We can't have a two-tiered system where people decide you can go and you can't go to BOCES. That's ridiculous. And right now, I would say the climate is very favorable towards CTE. I did receive a correspondence back from the chair, the Senate chair of the education department, [inaudible 01:23:39], who was very supportive of it. Shelly came out in the papers the other day, big pitch on CTE. It's in the right direction. If there's going to be a time to do this, now's the time.

Dr. Robert Dillon:

And while he's here, I'll give John a little bit of credit here because he originally put the ideas in paper that we've been able to refine and define. And we do have a bill in both houses now. So, this has been ongoing for five years that I've been here. We had a little hiatus with COVID, but we've been moving right along with that. So, if Angela, can you put that up or is that a problem?

Angela Marshall:

So, we can put it up. I just sent it to Bob.

Speaker 7:

So, I've got my essay written.

Angela Marshall:

I just got to get rid of the ad. So for you guys to, so it's a little hard to sync in-person and the Zoom. So, we're going play them simultaneously. The people inside of the Zoom are going have the lips not sync up. So whenever, just give me one second Bob, and when you're ready, we can try this. So, actually I have to share my screen.

Dr. Robert Dillon:

It's not some of the students, but all the students, no matter their race. Career and technical education has been the poor stepchild to our college preparation programs. Guidance counselors, principals, and community pressure have often determined acceptable career paths. Why is acquiring a trade or working with your hands any less valuable than being an accountant or therapist? Who are they to say that taking a career path, studying arts that result in meaningful employment, whether it be in computer animation, custom design or stage construction is less valuable? Try and find incompetent plumber, electrician, or skilled carpenter in an emergency. Plumbers, electricians and carpenters are in high demand. Why deny a student the opportunity to study a trade because they are deemed college material, or just because you offer a different trade of little or no interest in your district? New York is on the verge of a crisis, a crisis brought on by the severe shortage of skilled people in the trades.

Dr. Robert Dillon:

If we plan on restoring our middle class, we need competent and skilled trades people now more than ever. BOCES is the solution to many of our problems. BOCES is a true, hidden treasure. It is one of the most underutilized resources in our state. There are 37 BOCES with hundreds of campuses in New York, specifically the BOCES of New York can address the challenges of rebuilding the middle class.

Dr. Robert Dillon:

BOCES is building the middle class on a daily basis. Our BOCES programs are able to do what individual districts cannot do, employ highly trained experts while utilizing the most modern and state-of-the-art equipment. We have partnerships with industry leaders. We are located in every region of the state from Lockport to Jamestown and Plattsburgh to Montauck. And we have the commitment and passion as well as the resources that no individual district can provide.

Dr. Robert Dillon:

BOCES epitomizes diversity, equity and inclusion. Our students represent a variety of districts, which for large or small, our students come from all diverse and ethnic backgrounds. When they walk through our doors, every student receives an education that includes outstanding training and career planning preparing them for the workforce.

Dr. Robert Dillon:

Now is the time to end the stigma that working with your hands is less than. There are bills in both the State Senate and Assembly that will permit students with a passion and interest in attending a career in technical education program at any one of the 37 BOCES to apply, be screened, and if accepted, attend. We have an opportunity to say that status over stigma must end now. We can do this by working together.

Dr. Robert Dillon:

We hope that you share what you heard in this video with your colleagues, your friends and your legislators. Share with those who care about restoring the value and pride of the middle class, who care about rebuilding our economy, who care about maintaining and ensuring the future of our democracy, and who care about providing meaningful careers and opportunities for our young people. Let us never, never forget All Means All.

Speaker 6:

Really good. Excellent.

Dr. Robert Dillon:

Wait minute, wait a minute. Fran, this is your part. Wait, Fran. Wait. There.

Eric Schultz:

I like the way you matched your pocket handkerchief to your [crosstalk 01:28:58].

Dr. Robert Dillon:

Oh wait a minute. That hurt.

Board Members:

[Crosstalk 01:29:06].

Fran Langsner:

You get what you get.

Dr. Robert Dillon:

You get what you get.

Susan Bergtraum:

I didn't want to get what I got.

Dr. Robert Dillon:

Nobody did.

Eric Schultz:

I want to get something.

Dr. Robert Dillon:

I want to thank Angela and our staff. They did a great job with this and it's been a real team effort.

Susan Bergtraum:

Very well done. Very nice. And I will say that when B.A. and I were on those on the virtual lobby day, number one, there was a board member who was very passionate about it, who was from a component district. And if we could find more of that kind of person who, obviously from a different part of the state, but she was, as it went on, the [MSBA 01:29:59] realized this is who they have to hear from as well so it wasn't just coming from BOCES, but it was coming from a component school board member who was begging them to raise the cap and allow her district to send more people. So, that was really very impactful. So anyway, okay. Done

Speaker 6:

Done. Completed.

Susan Bergtraum:

Okay. Mrs. Nolan, is there any citizen who wanted to address the board or not? Okay, thank you. Old business. Is there any... I'm going to call it from now previous business. Any old business? Mr. Weinick?

Michael Weinick:

Yeah, just two things. Number one, I just want to comment on the refit breakfast and I really got to compliment the superintendent and his staff because going to these things for so many years, this was the first time that I heard the politicians just so ecstatic about BOCES' programs. And it was just showed the effort really paid off and I think it was a wonderful thing. And the other thing is we really have to compliment the superintendent on his award that he got from [crosstalk 01:31:14] last week.

Susan Bergtraum:

Absolutely.

Michael Weinick:

Which was because we are a business, it's not a school district. Only took six years. [crosstalk 01:31:21] The business community recognized that, so congratulations to the superintendent.

Susan Bergtraum:

[crosstalk 01:31:31] an amendment to some of that, but whatever, we are both an agency that deals with businesses and with the education of children. Okay.

Dr. Robert Dillon:

Fran's happy she has her mask on.

Susan Bergtraum:

Well, behind her mask I knew what she was thinking. Okay. There was something that I really did want to say, but I can't remember. It was so long ago that wherever I was that I'm going to give up. Is there a foundation report?

Michael Weinick:

Yes, there is.

Susan Bergtraum:

Okay.

Michael Weinick:

We did have a meeting the other day. The gala is full steam ahead. It looks like the attendance will be very, very strong. I think as of now, there's just about 85 people that are registered, but there have been quite a few notifications about several tables by different groups so I think it should be a beautiful evening, very well attended and so we're looking forward to that.

Michael Weinick:

The golf outing is still a little bit of a problem with getting a proper place to hold it at a proper cost. So, that's going on. Just a reminder to everybody out there, April 29th is the deadline for the grants so those teachers and staff that want to submit a grant application to the foundation, go online, all the information is there. Get your grants in. There's a Subway series that's being sponsored Wednesday, July 27th. Get your checks to Theresa Schafer. Again, you can get all the information on the Mets/Yankees game, support the foundation. B.A., anything else?

B.A. Schoen:

No, I think that about covered it. There was minutia, of course, that is not of great interest to everybody except that the board is always looking for new members. So, if anybody's interested in serving, you don't have to be an employee, you don't have to be a trustee of Nassau BOCES, you have to be a fan. You have to be concerned about our mission and the mission of the foundation.

Susan Bergtraum:

Maybe we should ask Michael Durso if he'd like to join.

Dr. Robert Dillon:

Or his father.

Susan Bergtraum:

Or his father, right.

Dr. Robert Dillon:

Well, we did have, what's his Debbie, what was Bill [inaudible 01:34:01] who was from the carpenters union?

Deborah Coates:

Yes.

Dr. Robert Dillon:

He was an active member for quite a few years.

Susan Bergtraum:

So, maybe we should reach out to labor and legislators, and see what they're...

Dr. Robert Dillon:

Attorneys, rich people.

B.A. Schoen:

Well, we've had some good members recently who are recently retired educators that have a lot of experience in meetings so if you know somebody that's changed their employment status that might like to keep the skills up.

Susan Bergtraum:

Okay.

Dr. Robert Dillon:

Thank you.

Susan Bergtraum:

All right. So we'll, it's something just to keep in the back of our minds to make sure that we're... All right. Committee reports, I believe it was only the policy committee that met, and I'm going to do this really quickly because it's really quick. We kept Tony Fierro forever, and we have to go back to the one policy that we discussed, which has to do with change orders. So, that is on our agenda for the next meeting and hopefully we will get further than that, and other than maybe Tony just loves being with us, he will then be able to be free of us. But that was the only thing that we discussed and it will be.

Michael Weinick:

Are you meeting in person these days or are you [crosstalk 01:35:34]?

Susan Bergtraum:

The next meeting is in-person. The next meeting is in-person. God willing. Yes, the next meeting is in-person, she said. Okay. All right. Seeing nobody else with new business? Okay. Then I am going to announce that we will be going into executive session and we will take a break in between. So, I will ask for a motion. Will we be coming out, do you know?

Dr. Robert Dillon:

Yes.

Susan Bergtraum:

Okay. So we'll be coming out of executive session back into open session to take some action. Okay. With that, may I have a motion to...

B.A. Schoen:

So moved.

Susan Bergtraum:

Short break and then go into executive session? I don't know who moved.

Board Members:

B.A.

Susan Bergtraum:

Thank you, B.A. Second?

Fran Langsner:

Second.

Susan Bergtraum:

Thank you Mrs. Langsner. [crosstalk 01:36:27].

Deborah Coates:

No, no, no. It's good.

Michael Weinick:

That was cool.

Susan Bergtraum:

Okay. Any discussion? Seeing none. All in favor?

Board Members:

Aye.

Susan Bergtraum:

Opposed? Abstained. Okay, then we will be turning off the livestream for executive session and coming back. See these little [inaudible 01:36:51] boxes? Why don't you have a little [inaudible 01:36:54]?

Deborah Coates:

I don't know. I only need one.

Susan Bergtraum:

You never know. You might want one for your grandchildren.

Board Members:

[crosstalk 01:37:08].

Eric Schultz:

Madam President, we're livestreaming so we [crosstalk 01:37:12].

Susan Bergtraum:

Okay. Yes. Thank you. All right. So, the board has come out of executive session. We have no action to take. So with that, we are going to make a motion to adjourn. May I have a motion?

Fran Langsner:

So move.

Susan Bergtraum:

Thank you, Mrs. Langsner. Second? Mr. Greenstein. Thank you. Is there any discussion? Seeing none. All in favor of adjournment?

Board Members:

Aye.

Susan Bergtraum:

Opposed? Sustained. Good night everyone. Thank you

Angela Marshall:

All right, Bob's starting in now.

Susan Bergtraum:

Okay. Just tell me when, so I... Okey do-

Angela Marshall:

I think you can go ahead.

Susan Bergtraum:

Okay. Alright seeing [ qualm 00:00:13] present, I will open this meeting of the Nassau BOCES board of education, February 17th, 2022. We are thrilled that everybody has joined us and Mrs. Coates, if you would be so kind as to lead us in the pledge.

Deborah Coates:

Yes. Please put your hand over your heart. 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.

Susan Bergtraum:

Thank you, Mrs. Coates. All right. Again, welcome to all. We are glad you're with us. And at this point I would like a motion to adjourn into the audit committee meeting where Mr. Kaye. So may I have a motion?

B.A. Schoen:

Go move.

Susan Bergtraum:

Second, please. [ Inaudible 00:01:14] Thank you, Mrs. Langsner and Mr. Schoen. Discussion... All in favor.

Everyone:

Aye.

Susan Bergtraum:

Opposed... Sustained. Okay, Mr. Kaye, I will turn the order committee meeting over to you.

Martin Kaye:

Thank you, Madam President.

Susan Bergtraum:

You are welcome.

Martin Kaye:

So calling to order, we have a quorum. Our first move is to approve the minutes of the October 28th, 2021 meeting. Do we have a motion?

Deborah Coates:

Go move.

Martin Kaye:

Second.

B.A. Schoen:

Second.

Martin Kaye:

All those in favor of approval of those minutes. Aye.

Martin Kaye:

Is there any discussion on the minutes for October? (silence) Okay. Let's move now to the claims auditor, Glenn Grossman.

Glenn Grossman:

Alright good evening everybody.

Martin Kaye:

Evening. You have two [ Crosstalk 00:02:23]. You have two disbursement reports to give us, yes?

Glenn Grossman:

Yes. So two disbursement reports. Thank goodness there aren't that many issue- any major issues. There's the usual addition, multiplication issues from the invoices. There's some confirming purchase orders... Purchase orders created after services are provided, but not that many. There's one thing that I'm particularly worried about now with the supply chain crisis and inflation is I'm being very careful in looking to see that everybody's abiding by the bids because I'm sure it could be very tempting right now to increase the prices because of all of the issues going on in the world. But thankfully I haven't found any big issues with that. And that's all I got to say really. In December, we had a lot more vouchers that I checked because of the Medicare reimbursement that happens yearly. So that's why there is a little bit of anomaly in the amount of vouchers on my second report. If anybody has any questions, I'd be happy to take them.

Martin Kaye:

Anyone?

Martin Kaye:

I just had one question, Glenn. I'm sorry B.A. you-

Glenn Grossman:

Go ahead.

Martin Kaye:

B.A?

B.A. Schoen:

Yeah. I'm unmuting. Nice to see you, Glenn. And nice to hear your report. Is there a provision for suppliers to pass along added costs or-

Glenn Grossman:

No.

B.A. Schoen:

On the account by the contracts?

Glenn Grossman:

No. Some of our bids are for... I shouldn't say, tethered to the consumer price index. So the commodity bids like milk and food. And I think even the bus companies... One of the bus companies have little clauses in their bids where they can raise the prices, but they have to get permission from a purchasing department. And they can pass costs on, otherwise if a bidder cannot meet the bid specs they'd have to withdraw. And it goes to the second place winner of the bids.

B.A. Schoen:

Okay. Thanks, Glenn. I understand that.

Martin Kaye:

Yeah. Anyone else? Glenn, your recommendation. How difficult is it for us to schedule out the annual contracts as you spoke about to cross over into next year in terms of a bookkeeping matter that will allow us to oversee the issues?

Glenn Grossman:

Well it's all depending on how the department does their scheduling. For the most part educational vendors schedule out their billing within the school year, but there might be technology companies or some other type of companies that do it midyear and it is incumbent. I don't feel it should be too difficult to do that. I just feel that if you know when you are services are beginning, you have to schedule it out. When you are making the purchase, when you are speaking to the vendor. That's just the way I feel, I don't think it should be too difficult.

Martin Kaye:

Yes, James.

James Widmer:

I'm sorry. So yeah, I would agree with Glenn that it's not too much of a stretch to try and schedule out the items that are the known items that you have. I mean in the business office for many years, we have a list of all of the recurring ones. And the only time that we generally see any issues is the period between when PeopleSoft closes and then reopens. Some of the vendors want to purchase orders before July 1st, because service starts on July 1st and we're not able to deliver it to them. So sometimes the vendors get a little weird about the timing of the purchase orders, but it's really not that much of an issue.

James Widmer:

The only time we ever see things that, where we get tripped up, because we have... Like you said, a regular schedule where we're planning in advance for all of our annual purchases, all the ones that are kind of off cycle ones, when we do [Bonna D.O 00:08:01] we wait until the audit's done. And then we make a recommendation to the board for the next fiscal year. So that kind of happens in this February, March timeframe. And then they kind of start working in April. So that one's a little bit off the beaten track. So we have a contract with them anyway. So it's not like the Board's approving the contract. So they're not really looking for a purchase order, but for accounting purposes, we should have a purchase order. So that's... I agree with Glenn, that it's really not that much of a stretch in most cases.

Martin Kaye:

Yes. And Glenn your final recommendation on the December audit concerning the consulting companies giving us enough backup material to ensure correctness of the hours being billed, are we getting that? Are we working on that? And is it-

Glenn Grossman:

I require backup for every bill. So sometimes they make errors and transferring the numbers from the time sheets to the invoice. But for the most part, I want to see backup for everything.

Martin Kaye:

Okay. But these were very minor. These two-

Glenn Grossman:

Yeah they were pretty minor

Martin Kaye:

reports and this looks very good. Okay let's now move to the internal auditor, unless there's something else, Glenn? Michael?

Michael Weinick:

Not with Glenn. I have a question on the internal auditor before we begin. And my question is on the agenda, I don't see anything there.

Martin Kaye:

It's my understanding the internal auditor is going to be giving us a report and then we're going to have-

Michael Weinick:

Without any documentation beforehand is my question.

Martin Kaye:

Well, I think for tonight it's going to be just the report that she'll give orally. And then we'll just ask her the questions that need to be asked.

Dr. Robert Dillon:

Can I add here... Part of it's my fault too, because I have regularly scheduled quarterly scheduled meetings with James and Phyllis and unfortunately poor party planning. We scheduled our meeting for next week, where if we'd had it this week, we could have probably had something more substantive for you, Mike. So part of it's my fault for poor party planning.

Martin Kaye:

Okay. But we'll ask Phyllis Lombardi to give us her report and please, by all means, let's ask questions on the report that she gives us in terms of the status of some of the investigations that are going on. So Phyllis, can you please now take it?

Phyllis Lombardi:

Yeah. And I would like to apologize too. I had a misunderstanding about just of what I knew from the past. If I didn't have a finished report, I didn't realize that I should have done a summary and agenda, that's my fault I misunderstood. So I apologize for that and it won't happen again. I'll make sure to have at least a summary for you in the future. I have four audits that are going on right now. They're all at different stages. Two are almost done, just waiting for a few more pieces of information. And that has to do with non-teacher payroll calculations. There's been some issues with the way that we look at the hours and days worked. And there's so many different levels of how many days they work, that trying to come up with a more consistent calculation. So that one's almost done. Company property... I've been working with Chris Reinertsen. There's some new controls that we're putting in place that I was hoping would be in place already before I finished the report. But we're just wrapping that up.

Phyllis Lombardi:

The annual Medicaid compliance audit has started, and I'm working with Josh Calazzo on that. And I've been looking into the online banking regulations to start that audit. So there are four audits going on at different levels. And again, I apologize for not having a summary for you.

Martin Kaye:

Okay. Can we get a small report from you online next week, perhaps that just sort of summarizes what you're mentioning now, so we can-

Phyllis Lombardi:

Sure.

Martin Kaye:

Be prepared for the next audit meeting and sort of focus on that.

Phyllis Lombardi:

Absolutely.

Martin Kaye:

Anybody have any questions? Yes.

Larry Greenstein:

So you've been around for a little while now, so I have two questions. One is, have you noticed any places where you think we could strengthen our internal controls? And secondly, do you see any places where we have too much redundancy and we could potentially streamline the operation?

Phyllis Lombardi:

Yes. I definitely think there's places that there's redundancy. I think that... Anne Marie who's my principal account clerk, we're often saying when we're looking into things that there's duplication of effort, the amount of people who look at certain things. We have these systems in place like PeopleSoft that are supposed to make it easier, but I feel like it's actually making it harder and there's more people involved instead of less. So there's definitely a duplication of effort.

Larry Greenstein:

Well, so that might be something to look at going forward on a way to streamline the organization a little bit. Maybe have some more funds to put elsewhere.

Phyllis Lombardi:

Agreed.

Martin Kaye:

Good point, Larry, anyone else? (Silence) Okay. There being none, anything on all business?

Martin Kaye:

I had one item in terms of all business. At the last audit meeting on October 28th, we discussed briefly the possibility of looking at the special aid fund and trying to see if we could help to find a way to oversee the funds that BOCES currently uses to generate revenue. And I know Dr. Dillon had mentioned in one of his responses that we are looking at the feasibility of having a grants person that will take care of the oversight agency wide, instead of moving it from a building or a department oversight to a general oversight and try to fit this into the current... the budget going forward. And I'm wondering Dr. Dillon, is there any movement on that or have you looked at that possibility?

Dr. Robert Dillon:

Okay. We're still exploring that more. That's something that we think the agency needs, we had discussions at the cabinet level and it's more to come with that.

Martin Kaye:

Okay. Is-

Dr. Robert Dillon:

It's alive and well.

Martin Kaye:

Would it be... Is it in the budget going forward if we possibly can make that?

Dr. Robert Dillon:

I think James will respond to that.

Martin Kaye:

Election

Martin Kaye:

James?

James Widmer:

Yes. Yes Marty, we did include that in the budget as a shared expense between special education, RSIP and CIT. They're the ones that have 98% of the grant funds.

Martin Kaye:

Okay.

James Widmer:

Yeah. And Dr. Barnett's been spearheading the effort to try and find the candidate. We have an idea of what the job description and skillset would look like. We've had a little bit of trouble in terms of getting updated lists from civil service for some of those titles. It's either a junior accountant or a senior accountant type title. The lists are a little stale, but we are... I would say we're progressing towards filling that spot that we had discussed.

Martin Kaye:

Okay. Thank you for the update. Any other new business, old business, new business? Or there being none I'd like to move to adjourn the audit business meeting of February 17th. Do I have a second?

B.A. Schoen:

Second.

Martin Kaye:

All those in favor?

Everyone:

Aye.

Martin Kaye:

We'll see you in a few months, right?

Susan Bergtraum:

Okey dokey.

Deborah Coates:

Thank you. I'll give the meeting back to you, Madam President.

Susan Bergtraum:

Thank you, Mr. Kaye. Before I ask for a motion on the minutes, I don't think I mentioned that Mr. Schultz had some surgery and if he joins us, it will be later in the meeting. So just to explain why... He asked me to explain why he was not here. So before I forget to do that, I have done that. Okay. May I have a motion to accept the minutes?

Joyce Nolan:

Excuse me, Madam President?

Susan Bergtraum:

Yes.

Joyce Nolan:

I did speak to Mr. Schultz. He's not feeling well, he will not be making it.

Susan Bergtraum:

Okay. And that is why, so at least... Yes.

Joyce Nolan:

Thank you.

Susan Bergtraum:

Okey doke. Thank you, Mrs. Nolan. May I have a motion to accept the minutes?

B.A. Schoen:

Don't move.

Susan Bergtraum:

Thank you, Mr. Schoen. Second, Mrs. Langsner. Any discussion? All in favor?

Everyone:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. Moving on to presentations, Dr. Dillon.

Dr. Robert Dillon:

Yeah, I'm going to turn it right over to Pam. Customer care Pam and her team are here. So we'll turn it over to Pam.

Pam Christensen:

Thank you. And good evening, everyone. Laverne Mitchell, Chris Reinertsen, and I are happy to have the opportunity to offer a focus report tonight on one of the many and varied service areas of the department of curriculum, instruction and technology. In the spirit of sharing with the board some information about our unsung heroes, we'll be highlighting the customer care center and several associated services with which it's directly involved. It's my pleasure to introduce Kyle Humann executive manager and CIT who oversees these areas for the agency. Kyle.

Kyle Humann:

Thank you, Pam. I would first like to start by thanking both Dr. Dillon and our board members for giving us this platform tonight to highlight a few of the services that we truly are proud about. Actually, Angela, I need that... My presentation is it in here?

Angela Marshall:

You should be able to share your screen?

Kyle Humann:

I should be able to share my screen. Okay hang on one second.

Johnson John:

Kyle, if you want I can do it.

Kyle Humann:

Yeah, sure. Go ahead Johnson. Thank you

Pam Christensen:

Gentlemen. Assisting Kyle is Johnson John supervisor of the customer care center. What an appropriate role for him to bring up the presentation when Kyle [inaudible 00:20:15].

Susan Bergtraum:

Did it get a ticket?

Pam Christensen:

Mrs Bergtraum you know the routine. (silence)

B.A. Schoen:

No pressure.

Pam Christensen:

Soon the music from Jeopardy starts playing folks. Thank you for your patience.

Johnson John:

Let me know if you can see it. Yeah.

Pam Christensen:

Yep, yep. It's up.

Johnson John:

Okay. All right, Kyle.

Pam Christensen:

Okay, Kyle.

Kyle Humann:

All right. Thank you. Start with slide one. The three areas of CIT to which we would like to spend a few minutes on this evening are the warehouse, educational communication center also known as EDCOMM and most importantly, the customer care center. First I'll begin with the warehouse, which is located at our Robert E Lapinski center and is critical to the overall success of the project management team. Last year approximately $11.5 million worth of technology passed through our facility at which time our receiving and inventory services were performed. In addition to the asset management duties performed, the warehouse also oversees the excess of old technology to ensure compliance with board policy as well as manages and coordinates the day to day deliveries that are needed throughout the county.

Kyle Humann:

The next service that I would like to highlight is our EDCOMM service. It is here where we repair off warranty technology, such as tablets, iPads, printers, PCs, as well as other audio visual technology. Next, this service is where we offer new cabling, as well as both copper and fiber optic repairs as needed. Additionally, we offer managed print services as well as audio visual installations. Both of which our purchasing team from business services were kind enough to assist us with putting out bids, allowing us to reach responsible vendors who can provide these services. Currently we have 59 districts, including eight districts from Suffolk County participating in these services. At this time. I'd like to introduce my colleague, Mr. Johnson John, who you've met already because he's the man controlling the screen. He is the supervisor of the customer care center, which he will discuss in greater detail.

Johnson John:

Thank you, Kyle. And good evening and thank you to the board for this opportunity to say a few words about the customer care center here at Nassau BOCES. This slide lists many of the responsibilities that belong to customer care and the different areas that our team touches. In order to be respectful of your time and to the items on the agenda that follow this I'd like to highlight just a couple. The first bullet is an area that has become a focus of customer care, particularly in the last year or so, as it pertains to our increased ability to provide first call resolution for technical issues. Traditionally customer care has been viewed as a contact center used by staff to report issues that are logged and later addressed by a subject matter expert. Recently we've started to incorporate changes that maximizes strength and expertise of our own team by taking a closer look.

Johnson John:

Strength and expertise of our own team by taking a closer look at the individual members and placing them in roles that better align with their respective skill sets. This has allowed us to do more than just log a call. We can actually troubleshoot, and in many cases resolve the problem ourselves. The results have been encouraging, reduced wait times for staff to have their issues resolved, more time for technicians to focus on complex problems, and increase learning and growth opportunities for customer care staff.

Johnson John:

I'd also like to briefly highlight the last bullet in the first column. Customer care has become the main avenue through which communications from CIT flow. These include, but are not limited to, notifications about planned network maintenance, informative reports regarding Internet utilization through the bow tie network and roll out of new technology and enhanced security measures.

Johnson John:

Not only do we prepare and deliver these messages, we also receive many inquiries about these activities. Our team is prepared to handle these questions and when there's one that we can't answer, we can find someone who can. This slide is the same information just illustrated a bit differently to show the various branches of the customer care tree.

Johnson John:

On this slide, we're providing a graphical view of the volume of tickets that go through customer care. And the line graph on the left, the green line represents the number of newly opened tickets on a given day. In the time period shown, which is November 1st 2021 through December 31st 2021, you can see that we have relatively slow days, like in early November with about 25 new tickets to over 200 new tickets in early December. The red line represents tickets that are being completed, issues resolved with similar peaks and valleys throughout the same time period.

Johnson John:

Numbers aside, I hope this provides a visual indication of how active customer care and our partnering technical teams are. The bar graph on the right illustrates ticketing activity by district where you're seeing our districts that have the most tickets open. You can see, for example, that East Meadow leads followed by Baldwin, Merrick and other districts. The different colors for each bar represent the urgency of a particular ticket. The main takeaway from this graph is that our ticketing system is used heavily by many districts, and much of that activity goes through the customer care center.

Johnson John:

On this slide we have a couple of customer care highlights that Kyle and I would like to spend a few moments on. As we all know, in March 2020, the agency quickly pivoted to remote work on a widespread scale. Due to the urgency of the situation, there wasn't a lot of time for training or becoming familiar with that type of work environment. The customer care team was quickly able to adapt, provide support for administrators and instructors to work remotely while learning to do it for ourselves.

Johnson John:

We, like the users we support, face many challenges. Some technical, some logistic, but we were able to get past those initial of bumps in the road and now almost two years later, we're not only able to merely accommodate remote and hybrid work, we've become very adept at it. This is evidenced by the fact that since those first few months of being forced into a remote situation, Nassau BOCES has started to view remote work as a viable option for not just when we need to do it, but when it makes sense to do so.

Johnson John:

There are many teams and countless individuals that have made this happen and the customer care team is proud to be a part of that. Now I'll turn the floor back over to Kyle to speak about another highlight of the customer care team, our intern program.

Kyle Humann:

Thank you, Johnson. Our intern program has been tremendously successful over the years and has served as somewhat of a farm system for us. In fact, it has produced dozens of key contributors to the department, including Sandeep Dhillon, myself, and many others. We have partnered with Barry Tech and a few local colleges to identify candidates who are passionate about technology and who are interested in embarking on a career in the field of information technology.

Kyle Humann:

This real-world work experience along with their formal schooling makes for a fantastic opportunity that is mutually beneficial for both the interns and the agency as a whole. At this time I'd like to take a moment to recognize the staff that's associated with these three services. For the customer care center, we have Johnson John, John Jarosz, Sean Fallon, Donna Templeton, and John Socci. For EdComm, we have Peter Siegmann, who is the team lead as well as Chris Nupp, Dee Singh, Wendell Payne, and Anisur Rahman. And last, but certainly not least, we have Leo Barboza who oversees the warehouse. At this time I'd like to thank you guys for the opportunity and open it up if you had any questions.

Susan Bergtraum:

Any questions? Mrs. Coates and then Mrs. Langsner. You're on mute, Deb.

Deborah Coates:

I'm sorry. Under the educational communication center, you mentioned that there were 59 districts including eight from Suffolk county. Of the five Nassau county districts that do not use our service, where do they go and do the other BOCES in Suffolk county offer a similar service?

Kyle Humann:

The district in Suffolk county do not offer a service, which is why we're able to cross contract with them. And the other districts in Nassau county is a combination some people have, they have their own internal staff to do this. Some of them use warranty programs with vendors directly. They can buy maintenance or insurance on their devices. Some of that business comes through us in another closer as well, but the other 54 are call-in on a daily basis. They call into the customer care center, a ticket is created, and then the work gets cared for.

Deborah Coates:

Great. Thank you.

Kyle Humann:

You're welcome. I believe there was-

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

I have two questions. The first one has to do with our increased capacity in resolving technical issues.

Johnson John:

Sure.

Fran Langsner:

How much of that can be accomplished remotely?

Johnson John:

I would say more than 50%, 60%. The majority of the technical support that we provide can be done remotely, can be done by remoting into someone's computer. Even if they're in the office, many times we don't have to leave our seat, we can remote into their computer. When we're at home, we have the same ability to remote into someone's computer over the Internet and I would say maybe even more than 60%. Unless we have to physically touch someone's computer, which is a fraction of the time, we're usually able to do most of our work remotely.

Fran Langsner:

So that could tie into the pilot on remote work in general because-

Johnson John:

Absolutely.

Fran Langsner:

... people, right. So it's-

Johnson John:

Absolutely.

Fran Langsner:

... like a companion. My other question is, I don't know if I missed it but the interns, which institutions do they typically come from?

Kyle Humann:

Right now we're working with a Farmingdale State College, NYIT, Hofstra and I think, is it Molloy or is it Nassau?

Johnson John:

Molloy?

Kyle Humann:

We're actually looking to expand that Fran and we're trying to get the new talent. James alluded to earlier that the talent pulled this thing out there in many regards on many lists. So we're looking to drum up some new talent, people that are focused on growing in the K12 space. I had mentioned earlier that we have our Barry Tech programs. Some of these students are going to school at Barry Tech. They're learning technology and they're offered an opportunity to come in and shadow technician and get some real-world experience. Overall, it's a good story.

Fran Langsner:

That's terrific. Thanks.

Kyle Humann:

You're welcome.

Susan Bergtraum:

Mr. Winick.

Michael Weinick:

On the customer care, how is the billing accomplished? In other words, a large school district with many computers, are they charged by the computer? By the enrollment?

Kyle Humann:

I'm sorry, sir. Could you repeat, you're saying?

Michael Weinick:

I'm asking how is the billing done for the districts? Obviously we have some districts that are very very small with not that many computers, we have other districts with a huge number of computers. So is it a flat rate for the service or is it by size of district?

Kyle Humann:

It all depends. It's part of tech support. There's districts where we have Sandeep Dhillon have technicians deployed and the help desk comes with that. There are other districts that don't use our help desk because they have their own internal ticketing system. So it sort of comes with the meal, so to speak.

Michael Weinick:

All right. So similar with that, if we have a district that's using our services a tremendous number of times, because they have old outdated equipment, are they penalized in any way? Like an insurance company, you have too many accidents, you become a bigger risk.

Kyle Humann:

No, absolutely not.

Michael Weinick:

Okay. And the second question that I have, budget time, one of the rationales for purchasing of new equipment is continuously that it's off warranty. So it's interesting to see that the service we're doing here for Nassau BOCES is to repair things that are off warranty.

Kyle Humann:

Michael, you'd be surprised at some of the things that we repair. There's still people out there that have overhead projectors, believe it or not. Yeah, there's overhead projectors, there's audio visual gear that have been out there, there are older printers. So yeah, we were able to repair that, extend the life.

Michael Weinick:

Well, that's fantastic. And then I guess there's somebody at some point that then makes that decision that it's beyond-

Kyle Humann:

Yeah. Is it worth repair?

Michael Weinick:

... worthwhile being repaired?

Kyle Humann:

Yeah.

Michael Weinick:

But you're looking at it first. That's that's fantastic. That's the answer that I would like to hear. Thank you.

Kyle Humann:

You're welcome.

Susan Bergtraum:

Any other questions? Seeing none. We thank you very much for the report. Informative, made Michael smile, which is always important. And we thank you for the work that you do and the efficiency and effectiveness that you do it with, and you are much appreciated. So thank you again.

Kyle Humann:

Thank you.

Susan Bergtraum:

All right. Moving on to the consent agenda. May I have a motion? Thank you, Mrs. Langsner second, Mr. Shoen thank you. Is there any discussion? Any item you want pulled? Seeing none. All in favor of the consent agenda?

Board Members:

I.

Susan Bergtraum:

Opposed? Abstained? Okay. The additional consent agenda of contracts over $2,000 a day. May I have a motion?

Board Members:

It's all moved.

Susan Bergtraum:

Okay. And Mrs. Coates, may I say you were the second?

Deborah Coates:

Absolutely.

Susan Bergtraum:

Thank you very much. Any discussion? Seeing none. All in favor?

Board Members:

I.

Susan Bergtraum:

Opposed?

Larry Greenstein:

Opposed.

Susan Bergtraum:

Abstained? Okay, motion passes, six-one, have to figure out how many of us are here. Moving along information, did anybody have any questions? Comments on what was under information? Okay, seeing nobody. Oh, Mr. Weinick.

Martin Kaye:

You're on mute.

Susan Bergtraum:

You're on mute, Michael.

Michael Weinick:

I'm very glad to see the schools USA down there. Is that an open thing with visitors? Can board members attend at Farmingdale State as we have previously?

Dr. Robert Dillon:

I don't know what Farmingdale has as far as a protocol, Mike, we'd have to check for that. Do you have to show vaccination? Do you wear the mask?

Michael Weinick:

I certainly enjoy, so if you can get the information on whether we're welcome and what has to be done.

Fran Langsner:

I don't think it's at Farmingdale. I think it's at Suffolk community.

Michael Weinick:

At Suffolk community, I'm showing my age.

Judith Hynes:

It's is at Suffolk. And as of right now, they're not allowing participants other than those that are participating in skills USA, but that may change within the next couple of weeks.

Dr. Robert Dillon:

Yeah.

Susan Bergtraum:

And was the luncheon still going on or is that also not?

Judith Hynes:

So far? The luncheon is just for the participants, but we're hoping that's going to change as well.

Larry Greenstein:

Let me get something in the mail about when we'll get VIP seating or something. So I thought we were invited somehow.

Judith Hynes:

I will have to check on that for sure.

Larry Greenstein:

Okay. I'll have to dig it out of my mail somewhere. Maybe it was another event, but it wasn't Suffolk.

Deborah Coates:

Umecy educational partner.

Susan Bergtraum:

No, I don't think so.

Deborah Coates:

We got that one yesterday, I believe.

Larry Greenstein:

This was like three or four days ago.

Fran Langsner:

It says that on the flyer. It says seating for board members will be in the VIP section on the flyer for skills USA.

Susan Bergtraum:

Right. Okay.

Larry Greenstein:

Okay. So I'm [inaudible 00:38:44] for a bit.

Susan Bergtraum:

No you are not nuts. It's under the information there and I'm looking at it also.

Fran Langsner:

That doesn't mean it's going to happen.

Susan Bergtraum:

Right. So Judy will just check and then let us know whether or not we are invited to everything, anything, whatever.

Judith Hynes:

Absolutely. We will get back to you.

Susan Bergtraum:

Thank you Miss Hynes. Any other questions? Okay, seeing none. Dr. Dillion's superintendent's report.

Dr. Robert Dillon:

Yeah. I'd like to turn it over to Roxanne, to do the introductions, Roxanne.

Dr. RG France:

Evening board members and trustees. I'd like to present to you the Special Education's departmental meeting. They continue to provide premier services in the region and under the leadership of Susan McNulty and her wonderful leadership team. They're going to present to you a presentation which shows how they continue to strengthen and grow the services that they offer in Molloy. Susan.

Susan McNulty:

Thank you, Dr. France. Going to share my screen. Everyone sees my screen?

Board Members:

Yes.

Susan McNulty:

Yes. Okay. Fantastic. All right. So this evening, Joanna Malament, our Assistant Director and KKen Kroog, our Executive Manager, and I will present our Special Education departmental report. I would like to start by giving an overview of our department. Currently we have 11 school programs supervised by 10 principals. We service students from birth to 21 years old. All of our students have individualized education programs, and we service students with moderate to severe disabilities. Currently we have 2,104 students enrolled in all of our programs. And that is up over 20 students from where we were at this time last year.

Susan McNulty:

Every summer we offer our Extended Year Program that is run by our special education supervisor of that Allen Campbell. This table shows our enrollment over the past three summers. So as you can see, we have had an increase in students. Something to note that's important is in 2020, we saw a little bit of a spike. And the reason that we saw that was because that was the year when we were really offering only remote option and many of the camps and programs were not in operation. So our staff were really successfully able to provide instruction and related services remotely for students in need.

Susan McNulty:

That was really a successful summer. And if you look at 2019 to 2021 you see there's a jump from 1,250 to 1,278. So we are increasing each summer. For the 2022 program, we will have each schools with related services open full-time in person. We currently have over 652 staff that have applied for work for our Extended Year Program, which is great news. We have hired our summer coordinators, these are the staff that work at each program to really get the program ready, and they supervise the program during the six weeks. So we are really in the path of moving, we're planning. We're very excited to get ready for the 2020 summer.

Susan McNulty:

This next slide depicts our trends in diplomas and credentials. In 2021, you see that we had a 96% graduation rate with diplomas. And as you remind, the diplomas are given from the students home districts, we at BOCES don't give those diplomas. We saw a decrease in local diplomas, and that was because we saw an increase in Regents diplomas, which was at 74%.

Susan McNulty:

The past two years, certain Regents exams were waived by the state. Due to the ongoing effects of the COVID pandemic, we've seen a decrease in our advanced Regents, as well as our students graduating with college credits. And this was really due to limited options in college courses, college courses going remote, not having students on campus, as well as Regents weavers. So I just wanted to note that. We did see for our credential students, that we saw an increase in CDOS credentials, which was at 42% and we maintained a hundred percent of our skills credentials. So all of our students at '21 graduate and transition, it just depends on which pathway they take to get there.

Susan McNulty:

The special education department continues to navigate through the COVID 19 pandemic. We are pleased to say all special education programs opened in person for the 21/22 school year in accordance with the Department of Health and NICE guidelines, and the Nassau BOCES reopening plan. We built upon the procedures, mitigation strategies, innovations, advances in technology and emphasis on social-emotional learning from the previous year. Our program's work continues to be grounded, and our belief that the health, safety and wellbeing of our children and adults in our schools are deeply interconnected.

Susan McNulty:

Our focus remains steadfast and geared towards educating the whole child with an emphasis on our wraparound services and support. As part of our multi-tiered systems and support framework, universal school-wide, social-emotional learning, and focus on mental health needs continue to be integrated into each program's instructional design and delivery. We develop practices for multiple means of communication and support.

Susan McNulty:

We streamline department initiatives and systems to ensure efficiency and effectiveness. We continue to update and increase our inventory of individual devices to provide equity and access for all of our students. Aligning our professional growth opportunities to engage in interdependent practices, we continue to meet weekly with the leaders of our department to ensure common practices, align procedures, as well as to disseminate important safety update and regulations. We will continue to be responsive to the needs of our students and their families by creating safe and enriching learning environments that maximize each student's potential. I would now like to turn it over to Ken Kroog and Joanna Malament, who will share our department's highlights with all the areas I just discussed, Ken.

Ken Kroog:

Good evening, everyone. To meet the professional learning needs of the leaders in our department, especially during the ever changing and evolving landscape and education, for this school year, we implemented something we called principal and a system principal learning networks, which is a way to connect the administrators across our schools and programs using technology so that they can learn best practices from one another and from us.

Ken Kroog:

In our department, we are fortunate to have 16 administrators who have assumed new leadership roles in the past three years, representing about 43% and 14 of whom are new to the agency in three or less years, they've been with us. And that's about 38% of our administrators. To support the professional learning and the development needs of these administrators and all of our administrators, we redesigned our administrators meetings to support these networks.

Ken Kroog:

We're using a cohort model that meets once monthly throughout the school year. At these network meetings, we present professional learning on leadership topics and best practices, including topics such as distributed leadership, staff appreciation and acknowledgement during crises, such as the COVID pandemic, health and safety protocols, and best practices for academic intervention services for our students. During these meetings we've also brought in experts to speak on specific agency policies and procedures specifically around human resources, health and safety, and technology. We'll continue this throughout this year and hopefully well into the future. The format of these meetings has been a blended learning format through which we utilize technology. So these are virtual meetings and we use breakout rooms and we incorporate some asynchronous learning as well so they could show up ready to talk about a particular topic having had access to a digital agenda.

Ken Kroog:

... the topic having had access to a digital agenda with multiple resources. Next slide, please.

Ken Kroog:

In our department, we continue to augment and refine our curriculum and instructional programming to meet the growing needs of our population of students. Our goal and our guiding light is to provide every student with a rich learning environment that will really prepare them for living, working and future learning in the 21st century. And this includes technology integration. That's a big part of what we're are doing now in curriculum and instruction, as well as career readiness skills and personalized learning experiences.

Ken Kroog:

The slide here depicts a number of the online learning tools that we are providing to our school staff to achieve this end. Taken together these tools and curriculum and other tools that we have provide our teachers with multiple tiers of support so that they can differentiate to different learning styles and the different needs of our students. Next slide please.

Ken Kroog:

So here on this slide, you'll see the plan for our data information system implementation our three year plan. Now in this current school year, we are ending year two of the plan having launched frontline IP direct and all of our programs for all of our staff and our 56 component school district partnerships. This includes three formal rounds of training for all staff, a full scale data migration and verification process into frontline IP and a robust communication campaign with our district partners, the district directors of special education and their liaisons. Currently this program, frontline IP, it's being used by all of our staff. Over 2000 staff are using this system to review IPS pertinent information related to the student to hold meetings, conduct IP meetings in concert with our district partners and to complete documentation that's needed for these very important meetings.

Ken Kroog:

Now at the end of year two, we're gearing up for year three, which is the launch of power school, which really completes the student information system plan and program for our department. And we're gearing up now for the launch of that for year three, completing all the back office and the design of what that would look like for us for next year.

Susan McNulty:

Thank you. Joanna?

Joanna Malament:

Hi, thank you, Ken and Susan, as an administrative team, we constantly evaluate our practices, analyze data, engage in planning discussions to best meet the needs of the students we serve. We remain forward thinking, support equity and ensure that we are responsive as well as proactive, not only for our current students, but in coordination with our component districts. We have seen an increase in our special education enrollment numbers in our ungraded skills programs. This increase has created shifts, pushing these programs towards maximum capacity in our school buildings. Therefore, we determined the necessity to create an additional discrete standalone program at Willard Avenue with a principal and assistant principal to support this growing need.

Joanna Malament:

Willard Avenue services are intermediate students focusing on the generalization of skills, behavior, intervention, and transition. It provides a developmentally appropriate environment, as well as a nuanced social emotional learning experiences tailored to meet the needs of this specific age group.

Joanna Malament:

Currently, the program is thriving. The administrative team and all the Willard Avenue staff have created a wonderful home for their students and we are excited to see its progress. In partnership with the department of regional schools and instructional programs, the department of special education will be offering a half day career and technical education course titled career explorations at Career Preparatory High School. For the 2022/2023 school year, CPHS will offer two, half day 12.2 classes. Districts will be able to apply for this course online through the common application currently used for the RSIP programs.

Joanna Malament:

This program was designed in response to the needs expressed by our component school districts in consultation with Dr. Carlo Theodora, the RSIP team and countywide special education district directors. In this course, students will learn necessary workforce and employability skills. Students will engage in CTE coursework, career planning activities and work based learning experiences.

Joanna Malament:

Students will receive universal foundation skills for the workplace aligned to the career development and occupational studies standards, as well as introductory technical skills in the areas of culinary arts, automotive engineering and industrial arts. The program will facilitate competency towards obtaining the necessary CDOS credential, work-based setting hours, employability profile and career plan. Transition planning and coordination will be provided as needed. The course is designed to provide students the opportunity to learn about themselves while learning about and exploring potential career paths so that they can develop a personalized career plan that can guide educational, employment and living choices.

Joanna Malament:

As always, our goal is to preserve and strengthen our parent partnerships and collaborations to maximize our student's outcomes. Initially, the virtual transition webinars were developed in response to the COVID 19 pandemic as a way to provide access and information to families regarding post secondary and transition information. With ever changing pandemic realities, families need more and current information about future options for their children. Due to the feedback and success and high attendance of our 2020/2021 series, we continue this format for the 2021/2022 school year. Each month, experts in their respective fields present on topics of importance to families as they plan with their children for the future.

Joanna Malament:

Webinars are interpreted in Spanish and American sign language and resources are shared with participants. So far, we have completed five of the nine webinars and we are pleased that we have a total of 389 registrations for the topics of supporting mental health needs or preview OPWDD, legal issues connecting to mental health services and college planning. Our upcoming webinars topics include transitioning to adulthood with vision and other sensory needs, access VR, Medicaid, SSI and SSD and pathways to graduation. Registration is still open on the Nassau BOCES website

Joanna Malament:

Aligned to our goal of expanding our community partnerships this year, we formally introduced our new partnership with Smile Farms. Despite the effects of the pandemic, we are on target to achieve all phase 1 goals and expand our produce garden at the Rosemary Kennedy Center. Along with the opportunities it provides for learning and work for our students who attend the Rosemary Kennedy School and the center for community adjustment programs, we are happy with the progress partnership has provided in following areas, increasing work-based learning opportunities for students, increasing employment opportunities for graduates, expansion of our garden capacity, 86 participants from both programs, 12 new classroom grow labs and 12 raised beds.

Joanna Malament:

To further the significance of this program, we employ our very own homegrown CCA garden manager and garden labor, and have extended the Cornell cooperative extension workshops for our Nassau BOCES teachers. Our students cultivate their own mature hot peppers for Smile Farm hot sauce project and produce has been donated to the community, as well as sold and the profits are utilized to directly support the garden. Currently, we are developing a proposal for phase 2 of the project, which we will further expand the garden capacity and opportunities for students to work and learn. We are so grateful for this opportunity, and we hope you enjoy the little token of appreciation from Smile Farms. Thank you.

Susan McNulty:

Thank you Joanna. We would like to thank all of you for listening to our report this evening. As you can see, we have been very busy in the department of special education and we are so proud of the great accomplishments taking place across our department. We credit these accomplishments to the support of our board of education and our central administrative team and truthfully all of the hard work of our staff, students and families. So thank you for listening.

Dr. Robert Dillon:

Thank you Susan.

Susan Bergtraum:

Thank you. Are there any questions?

Dr. Robert Dillon:

Let me just probably the first thing we're going to do once this pandemic is finally out is have a reception for all the new people that we've hired over the last couple of years. And I'm sure when you look at their faces, you say, who are these people?

Susan Bergtraum:

Who are they?

Dr. Robert Dillon:

Because we have never met and by the way, many of the hirees, I've only met via Zoom. So it would be nice to have a nice reception for all our new administrators. I think we're going to have to use a hiring hall to get them all in there, but we'll do that so everyone can get to see each other.

Susan Bergtraum:

Great idea, Bob, Dr. Dillon. So this time I'm going to go to Mrs. Langsner first and then Mrs. Coates.

Fran Langsner:

Thank you. That was a wonderful report. I have two questions again, the webinars, are they open to anyone? Do you have to be part of BOCES to view them? Or can somebody from the general public log on.

Susan McNulty:

Anyone from the general public can log on and it's on our Nassau BOCES website. So anyone could be directed to the website to find that.

Fran Langsner:

That's great. And the other question is, when you have your farmer's market, could we get a notice so that we can go and buy produce?

Susan McNulty:

We will absolutely. You'll be first on the list for sure. We're excited.

Fran Langsner:

Thank you.

Susan McNulty:

And just so you know, we also did share the webinars with the district directors, so they are aware of that. So we shared it with the district, so anyone is available to watch them.

Fran Langsner:

That's great.

Susan Bergtraum:

Mrs. Coates?

Deborah Coates:

So my question is on the career prep, the development of the CTE program. So students from career prep have had the opportunity to attend Barry Tech from time to time, am I correct about that?

Susan McNulty:

Yes.

Deborah Coates:

Okay. So now this new pilot program is it ... I really didn't truly understand exactly what the pilot program is going to do if they already have the opportunity to go to Barry Tech.

Susan McNulty:

Sure. So that's a great question. So what we are doing is we have found from feedback and working with the special ed district directors and really across the state that there are students in the districts that are not getting into some of the CTE programs of courses that are being offered purely because of this high enrollment, they've become more rigorous. So we are providing a course that would capture some of those students that might not be able to get into some of those other programs. So it's going to be in relationship with RSIP and we're going to be holding the program at Career Prep High School. So it's not for Career Prep High School students. Anyone from the districts will-

Deborah Coates:

All right. Now I get it. That sounds great. Thank you.

Susan McNulty:

It great, yes.

Deborah Coates:

Yes.

Susan Bergtraum:

Any other questions? Okay, then I have a couple. At career prep, is it again only basically for juniors and seniors? Or could 9th and 10th graders access this if necessary.

Susan McNulty:

It's probably going to be more 10th, 11th, 12th would really be what we're gearing for.

Susan Bergtraum:

Okay. B.A, can I just finish only because then I won't come back? Thank you. The webinars that you are finding people are certainly attending, assuming we're back to, I'm going to say, normal, do you foresee continuing the webinars as well as what we used to do in person?

Susan McNulty:

That's our plan is to really be able to offer both to give that hybrid model as we're moving back into the in person world. We have seen more attendance on the webinars virtually because parents have the opportunity to do it from their home. So I think we see high attendance there because people can log in as opposed to getting to a building to go to a presentation.

Susan Bergtraum:

That's why I asked the question because you talked about the increase in participation. So I would not argue that you shouldn't also be in person, but the option is there. Thank you. Mr. Schoen.

B.A. Schoen:

Yes, if I'm not mistaken at Career Prep, we have shops, let's call them laboratories for technical training. So we don't have to make that investment. I'm sure there would be additions, but we're not starting in an open space with no equipment at all to offer career technical education at Career Prep, right?

Susan McNulty:

Correct. So we would be hiring, there would just be a hiring of a teacher and three teacher aids to support the program and everything else is there already.

B.A. Schoen:

And there's a difference between the certified state accepted CTE and the same instruction without that certification.

Susan McNulty:

Correct. Exactly.

B.A. Schoen:

Reflected in the benefit to the students and also in the reimbursement.

Susan McNulty:

Yes, exactly.

Susan Bergtraum:

Okay. Any other questions? Seeing them thank you to the special Ed department, it was as ever an informative and we're thrilled to have you lively discussion and Michael is clapping, so will we all, and actually then we should go back and clap for the CIT also. So in retrospect to Pam, we clap for you too. Dr. Dillon, back to you for your next-

Dr. Robert Dillon:

Yeah, just a couple of topics. End of the year ceremonies, we've had some initial discussions about that. Obviously, it will depend on where we go in the next couple of weeks with the face masks and the social distancing. It seems to be ... if you watched the media recently, I think there's 20, somewhat states abandoning the mask requirement or making it optional. So it'll be more to come with that. But obviously, our Barry Tech people want to have in person one. And if you remember prior to the pandemic, we were looking to move it to Houstria because we had outgrown the Tiller Center. The other ones are having conversations, we're talking about possibly utilization of a tent, given what we have today and that would be also for the George Farborough awards and possibly for some other moving up ceremonies that we do have.

Dr. Robert Dillon:

So there's more to come on that and we're discussing that now and as soon as things become finalized, we certainly will get them out to the board. The next topic is the true north proposal. And let me just say that I think you've received some information on that. I'll give some overview comments. Angela came to me and had a discussion from a group that advised their national organization of public relations people and the person that did an outstanding job. And one of the things that Angela brought to my attention it's been years and probably some board members weren't around when we did the values, the mission, and what was the other term, mission, values and vision statements.

Dr. Robert Dillon:

And so this would be, given the fact we've been to pandemic, and we've been somewhat disengaged from our normal activities, this may be a great opportunity to come together where the cabinet provides some input with the board of education and comes up with something that can be used for years to come as far as values, vision, and mission statement. So I will leave it at that and turn it over to Angela. Angela?

Angela Marshall:

Great. So he said a lot of it.

Dr. Robert Dillon:

Sorry.

Angela Marshall:

That's okay. The cabinet had a retreat in November and one of the most highly praised pieces of that was a conversation led by our senior cabinet member, Tony Fierro on mission, vision, and values and just the idea that we need to look into who we are now and who our customers are now. And we had had input from the board over the last year or so that they wanted to have a role in strategic planning. So that brought the idea, well, bringing this together with an outside person to lead the conversation, because an outside expert doesn't come from the same perspective, they don't bring a bias to the process and they are able to keep us on track, if you will.

Angela Marshall:

Because that was one of the things that the cabinet members didn't want to engage in was a long drawn out process that would last for years and not really feel like we were getting anywhere. So that's why when it came forward, I was like, "Well, I just worked with a woman named Betsy Fran on a mission, vision, values project for the national school public relations association. And in that we developed strategic goals as well.

Angela Marshall:

So we're proposing to bring that here. It would be a three session process, but there's a upfront, we would develop questions. Betsy would ask all of the board members the same questions, would ask several of the staff on the cabinet, the same questions. And then she looks for agreements. And then we would have a virtual session with everyone, cabinet board, where we would just look at all the themes that came forward and a discussion around that.

Angela Marshall:

And then we would move on to another virtual session that would be slightly longer where we would start crafting mission, vision, and values through a process of looking at agreements. What do we agree on? What can we agree on? And then we would come together for one full day retreat, hopefully in July, where we would finalize the mission, vision, values, do a SWAT together and develop our goals or maybe our objectives for the next year and maybe further. So, that's the proposal in a nutshell. You have questions?

B.A. Schoen:

I read the proposal. It looks good. And if it's recommended by you and the national association that you belong to, as vice president, it's well endorsed.

Martin Kaye:

Very good.

Dr. Robert Dillon:

Okay. So then you can expect to see a resolution at the next meeting so we can advance this and then we'll narrow down a date in July of this year. No later.

Susan Bergtraum:

Mrs. Coates.

Deborah Coates:

And I just want to extend my appreciation everyone for including us, because we've asked for this and I really do appreciate that. It is really going forth. It's going to happen. So thank you everyone.

Susan Bergtraum:

Okay. Moving on, Mrs. Nolan, any hearing of citizens? You're on mute Mrs. Nolan.

Joyce Nolan:

There was not.

Susan Bergtraum:

Thank you. So then moving on to old business, is there any old business? Okay. New business. Are any board member reports? Okay then, is there ... Mr. Kaye?

Martin Kaye:

Under new business, I just wanted to make two observations if I could. I was able to attend that virtual capital conference that we had in early February that Nassau BOCES supported or supervised. I found it fascinating and I found it wonderful that the state has really appreciated the concept of CTE programs and the growth popularity and the need to have these things continue through agencies such as BOCES. And I'm happy to also see that on the top of the list, they're hopefully going to address the issue of the funding formula, which is very old and will happen. Is there anything else that we need to do as a BOCES board to help move this thing along in terms of the funding revision?

Dr. Robert Dillon:

If you can reach out to your legislators, if you have a relationship with them, let them know.

Martin Kaye:

Well, with Kaminski, I do but he's leaving.

Dr. Robert Dillon:

Who?

Martin Kaye:

Kaminski.

Dr. Robert Dillon:

I'm sorry.

Martin Kaye:

He's a good education. But I just wanted to bring it up. I thought it was a great webinar that we had. And the second observation I had was one that just delighted me when I was opening up the news day-

Martin Kaye:

That just delighted me when I was opening up the Newsday and I read about the Piano Man's generous donation. I did not call him. I didn't have his phone number, but whoever is responsible for organizing and working on that, kudos to you because that is just a fabulous donation. It's a fabulous largesse that he's once again giving Lisa and our town program. So thank you, administration and board members.

Dr. Robert Dillon:

Yeah. The conversation had been going on for a while about some financial support. The kudos go obviously to Chris and Erica for the work they've done over there, and really revamped that program from what it was five years ago or six years ago when I first came and we all know what it was, they've certainly turned it around. Their work has been recognized by the Joel foundation and been very supportive and hope, will we work hand in hand with them? So that's a good thing that's happening.

Martin Kaye:

Yes. Amazing. Thank you.

Susan Bergtraum:

Okay. Anybody else? Mr. Schoen?

B.A. Schoen:

Yeah. Following up on what Marty said, we have two lobbying opportunities coming up. One is the message that we got from Dr. Dillon this week in lieu of the bus trip that we used to take up to Albany, doing it, spreading it out over several days, meeting with our legislators. I'm trying to look at my calendar here, but I also sent you the... I can't find the folder, but on the 7th of March, New York State School Boards Association is having a CTE lobby day. And that goes back to what we were just discussing about with career prep. Currently, only the first $30,000 of a teacher's salary is covered in the aid formula, and so we're making a statewide push to get that up to what the market is now. So again, we have that flyer and we encourage everybody to participate, including anybody that's watching us on livestream. That message went out to every district through their legislative liaison, with the New York State School Boards Association.

Susan Bergtraum:

So B.A., I assume there'll be something in an email that would ask us to register?

B.A. Schoen:

Yeah. I shared the email with you. There's a flyer from NYSSBA and there's an action center on the New York State School Boards Association website, and you register through that.

Susan Bergtraum:

All right. We'll go back and look for it, since I may have missed it. Okay. Otherwise we'll look for it, if it's not out yet where you can register online we'll know to look for it. Okay. Next-

Dr. Robert Dillon:

Before we leave that topic, we've been working on a CT cap, and James in particular has worked with some of his colleagues on what the financial impact would be if that's elevated north of 30,000. James, you want to comment on it?

James Widmer:

Sure. So Dr. Dillon had asked, maybe two months ago, to see if we could put together a tool that could be used by districts around the state to gauge the impact of the increased excess salary cap for CTE on how much additional aid they would get back. If it was 30,000, 50,000, 70,000, now that the statewide effort is looking at 30, 40, 50, 60. I think 60 is the number that they settled on as the in inflation adjusted number from where the 30,000 was. So I think that's the step that they're going to take. I sent the information to some of my colleagues and also up to the state aid planning folks at Questar BOCES because they do terrific tools for the districts to use and they've picked up on the tool and started working on it. It's in sort of the infancy stage, but they are working on it.

James Widmer:

I think it would be a nice thing to have in their toolbox on their website, that districts can go to at any time to try and gauge the interest and to gauge the impact of the increase. And if it is something that gains traction and gets implemented in legislation, and it does go from 30 to 40 to 50 to 60, the district will have a resource to know if I send X number of kids, this is how much aid I'm going to get next year based on the increased level. It's got some legs. The work that I did was based on just an example of a couple of districts in Nassau county, so I would have to work with the state aid folks for them to gather a much broader base of information. But it's looking pretty good, I think.

Dr. Robert Dillon:

Thank you, James.

Susan Bergtraum:

Is there a question, because I have a question about that. James, I'm not sure whether what you meant was that over the years it would go from 30 to 40 to 50, or where lobbying for the salary reimbursement to be up to $60,000, or is there an increase over the years?

James Widmer:

Yeah, so the last thing that I had heard, and it may have actually been at the capital conference that Marty was referring to. I attended the conference also, and I heard their update on CTE and it looks like the effort that's sort of the statewide advocacy effort, is to increase it in increments of 10,000 each year for three years.

Martin Kaye:

Over three years.

James Widmer:

We kind of phase in the aid increase so it's not one big shot.

Susan Bergtraum:

Right. Okay.

James Widmer:

But that's what they're looking at.

Susan Bergtraum:

Thanks. And I know Fran was there too, so Fran?

Fran Langsner:

I had a thought just now. Clearly the 30,000 figure is way too low statewide, but is there any discussion about a regional variation when it comes to this reimbursement?

James Widmer:

Yeah. I mean, they've talked about a lot of regional indexing in different proposals that I've seen, not related to the CTE one though. It's been consistently, statewide number would be X.

Susan Bergtraum:

Okay. Anybody else? [crosstalk 01:19:18]

Larry Greenstein:

One step at a time.

Susan Bergtraum:

Okay. If nobody else has anything else. All right, then we will go to committee reports. Policy committee did meet. Larry or Fran, otherwise I've got the info if you want. I'm going to go. Yes? [crosstalk 01:19:41]

Fran Langsner:

Oh, well, we reviewed the Policy 2342 agenda preparation and dissemination and its plan to go on the agenda for first read on March 17th. We had other items on the agenda that will be continued at our next meeting.

Susan Bergtraum:

Okay. Thank you for the report. And then... [crosstalk 01:20:10] Yeah.

Larry Greenstein:

Our next meeting is March 17th, so exactly a month or more other meeting, if anybody wants to pipe in.

Susan Bergtraum:

Our board meeting is March 17th. Are you sure it's not the 16th?

Larry Greenstein:

Oh yeah. Right. I'm sorry. I looked at the wrong thing on my calendar. [crosstalk 01:20:29]

Susan Bergtraum:

Sorry, I just knew that we didn't do a lot of board meetings.

Larry Greenstein:

Right. Yes. It is the 16th.

Susan Bergtraum:

Okay. The last item that I have is looking at what the numbers look like now. For our next meeting, assuming that they continue to go down or remain stable and there is not, after February vacation or whatever, some increase or this new variant, what is your feeling about tentatively saying we will meet in person unless, just so that staff knows, there are people who are still not comfortable? How do you feel about where we go for the next meeting? Mrs. Coates?

Deborah Coates:

I wanted to ask Dr. Dillon when he had his report of what he thought that the governor was going to do in light of schools and lifting that restriction. It was very disturbing to me as a citizen to watch the Super Bowl and see all of those people in the stands and the celebrities in their boxes and whatever else, maskless, and yet we choose to mask our children in schools.

Deborah Coates:

So I just was curious if there was any sense among the district superintendents or the regents on what the governor intends to do regarding mask mandates. And to tell you the truth, if we had thought about doing our board meeting tonight in person, I wouldn't have gone because I have a family member who tested positive. So it's still out there, but I'd be willing to at least lift it and attend a meeting in person. Because last Friday when we were at Lapinsky was wonderful. It was wonderful to see everyone and to be part of an in person event. I would like to at least give it a try and still hold the option for board members who, in a case like mine, would not have been comfortable attending an in person meeting tonight.

Susan Bergtraum:

Those of us who want to can still wear masks. I'm going to leave the suggestion out there that says, tentatively, because we don't know, it's still a month away, we will plan to be in person. And if numbers go differently, or if we find that one second [inaudible 01:23:23]... Oh, do you need to-

Deborah Coates:

I would like to hear from Dr. Dillon, too. [crosstalk 01:23:25]

Susan Bergtraum:

Go ahead. B.A.?

B.A. Schoen:

What I was going to suggest is that if we met, it would still be up to Dr. Dillon what cabinet members and other staff members would be expected to be there in person, because that's not our job. But I agree with what Mrs. Coates said, and I can't wait until we can take the masks off or we don't have to make other people wear their mask. But yeah, I think the chances are good for next month.

Dr. Robert Dillon:

Tough to play the bag pipes with a mask on. Right, B.A.?

Susan Bergtraum:

[crosstalk 01:24:17] It'll be St. Patrick Day, just in case somebody isn't thinking about when the...

Dr. Robert Dillon:

Getting back to Mrs. Coates' request, there was a survey put out today by the council superintendents on the legislative committee. The overwhelming cry was to get rid of the masks for the kids, get them off. There's just this pressure from all over and unfortunately, it has become a very divisive issue in communities, where it's ripping communities apart, and it shouldn't be. Going to school should not divide a community, how you go to school, but it has become that. So most of the superintendents, matter of fact, all the superintendents who replied, said, Hey, get rid of the masks now and let's stop it and let's get on with what we do best, and that's educating kids.

Deborah Coates:

Okay. Thank you.

Susan Bergtraum:

All right. I'm just going to summarize and say, all things being equal, we will have an in-person meeting. If the numbers start to go the other way, then we will do what we did last time and say, guess not, and... Mike, one minute. That will be our plan, subject to change if. Mr. Weinick?

Michael Weinick:

No, the only question I have on the agenda, it says meeting location. Are you thinking of having it in a different spot? Or that meant in person? [crosstalk 01:25:46]

Susan Bergtraum:

No, it was just the way it was framed. Yes, we'll do it at Farber. I think that the reason location was used was, was it going to be at Farber or in your house? It was either zoom or Farber. If that confused you...

Michael Weinick:

Okay.

Susan Bergtraum:

Not meant to confuse, just a quick way of trying to explain it rather than a long explanation. Mrs. Langs-

B.A. Schoen:

Did you forget the foundation report?

Susan Bergtraum:

Oh, did I? I thought I asked. If I didn't, we will go back to it. I actually thought I did ask, but I'm going to bow to your greater power and say, no, I didn't ask. Mrs. Langsner has a question. We will not go on until there's a foundation report. So, Mrs. Langsner?

Fran Langsner:

Right. I just want to be clear that, should we elect to have an in-person meeting, the hybrid option will still be available?

Martin Kaye:

Yes.

Fran Langsner:

Yes. Everybody's feeling, no matter whether it was staff or us, that it was going to be too crowded, I'm assuming that staff could still come in by zoom so that... Or we would set a limit and they would lottery to be with us and those who won would be with us and those who... So yes. That was the intent, Mrs. Langsner. Mr. Schoen and Mr. Weinick, foundation report.

Michael Weinick:

Well Mr. Schoen will give it because I wasn't there.

Susan Bergtraum:

Okay, and Mr. Schoen will only give it if he unmutes.

B.A. Schoen:

It was an interesting meeting.

B.A. Schoen:

Several very important people to the process were not in the meeting, Barbara Golemme, Theresa, and there wasn't a quorum. There was a lot of discussion about the fact that maybe the meeting time has to be moved. 4:00 in the afternoon apparently doesn't work for a lot of people because they weren't there. Tony Fierro was there and as usual, very smart guy in the room. But the really crazy thing that happened was, that after 40 minutes, the meeting ended, just stopped. So there was no resolution. There's a problem because there are, just like a board meeting of Nassau BOCES or any other, there are resolutions that must be passed in order to conduct the business. So I'm sure that John Gangemi, our president who is seeking to be replaced, is scrambling to get the work of the foundation done in a timely manner. If Tony has something to add, I'd appreciate his insight on it.

Anthony Fierro:

Sure. Yeah. And we did cut out after 40 minutes, we had to come back on because we were using Theresa's zoom account so she had to reload it. That's what happened there. When we came back, talk about the planning for the gala and how we might be doing it in the future years, as far as MCing the event and maybe switching that around with different board members in the foundation. That's on the table as well.

Susan Bergtraum:

Thank you. Any questions? Okay. So with that, I think we are done with new business. Just an announcement before we go into executives, or during because we're not in person. There are birthday celebrations for Dr. Dillon and Mrs. Nolan, so we will be singing happy birthday. Then we will be having an executive session to discuss with council proposed, pending, or current litigation and collective bargaining, collective negotiations pursuant to Article 14 of the Civil Service Law. It is likely that we will be coming out of executive session back into public session to vote on a memorandum, if it is so decided in executive session. So with that, may I have a motion to go into executive session after we sing Happy Birthday. Thank you, Mrs. Langsner. Whomever, Mr. Schoen. [crosstalk 01:31:15].

B.A. Schoen:

Second.

Susan Bergtraum:

Second. All in favor.

Martin Kaye:

Aye. [crosstalk 01:31:18]

Susan Bergtraum:

Aye. Opposed. Abstained. Okay, so then... [crosstalk 01:31:26] Let me tell you, by the time I got to it... It's a miracle. Okay. So we have, I guess it's a resolution. Is it a resolution, Joyce?

Joyce Nolan:

It's actually a side letter. They're calling it a memorandum of agreement.

Susan Bergtraum:

Okay. So we need the memorandum agreement to be read. Just read it.

Joyce Nolan:

Okay. Memorandum of agreement between Board of Cooperative Educational Services of [inaudible 01:32:09] counties and the Nassau BOCES Administrators Association concerning 10 month employee work calendar made this. Today is the 17th day of the February 2022. Whereas the BOCES and the association are parties to a collective bargaining agreement in effect until June 30th, 2022, and whereas the BOCES incorrectly advised certain 10 month bargaining unit members that their work year included time off during certain recess periods, and whereas the parties have agreed to the following to resolve in all respects any claim the association or an affected unit member may raise.

Joyce Nolan:

Now, therefore it is agreed one, for the 2021 to 2022 school year only, those unit members who are incorrectly informed that they were not required to work during certain recess periods, may make an application for paid time off, said recess periods, in the event they have made substantial financial commitments in connection with travel plans, personnel commitments in connection with local travel that present significant difficulty to reschedule, scheduled medical appointments and/or procedures, or changes in childcare based upon the misinformation. If granted, the leave time will not be chargeable to any accrued leave time. Standing to the credit of the affected employee, approval shall not be unreasonably withheld.

Joyce Nolan:

Two, affected unit members shall submit a request in writing for time off during the subject recess period to the BOCES director of human resources and shall provide a written justification and/or any acceptable proof of any associated expenses.

Joyce Nolan:

Three, the side letter shall terminate in all respects on June 20, 2022. The association waives the applicability of section 209-A1E of the Taylor Law with respect to this agreement.

Joyce Nolan:

Four, the association acknowledges that nothing herein contained shall prospectively modify the work year of 10 month employees from their work year [inaudible 01:34:42] in effect during the 2020 through 2021 school year. That concludes the... And it has to be signed by Nassau BOCES.

B.A. Schoen:

So bold.

Deborah Coates:

Second.

Susan Bergtraum:

Thank you, Mrs. Coates. Any discussion?

Joyce Nolan:

It was B.A. and Coates. Okay.

Susan Bergtraum:

Yes. Any discussion? Seeing none. All in favor? Aye. Opposed. Abstained. Okay, motion passes. May I have a motion to adjourn?

Larry Greenstein:

Removed.

Susan Bergtraum:

Thank you, Mr. Greenstein. Second.

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Mrs. Langsner. Any discussion? I got to say it, all in favor? Opposed. Abstained.

Dr. Robert Dillon:

Have a good night.

 

Susan Bergtraum:

Quorum present. I call this meeting to order. Nassau BOCES board of education; January 27th, 2022. We welcome you all. I am going to call Mr. McGrath to lead us in the pledge. He is our newest executive director of human resources, and we are thrilled to have him. Mr. McGrath.

Thomas McGrath:

Yes. Thank you.

All:

I pledge allegiance to the flag of the United States of America, and to the Republic for which is stands, one nation under God, indivisible, with liberty and justice for all.

Laverne Mitchell:

As long as we don't have to sing.

Susan Bergtraum:

Okay. As I say, welcome all. Our first order of business will be the budget presentation with the budget review committee. I would like to thank all who have joined us and have helped us with our budget. I plan to read their names, and we absolutely appreciate all your hard work, all your interest, and all your positive suggestions.

Susan Bergtraum:

And so with that, we thank David Keefe from East Williston. Michael Goldberg from Farmingdale. Mario Espinosa from Farmingdale. Anthony Giordano from Farmingdale. Laura [foreign language 00:01:38] from Floral Park-Bellerose. [inaudible 00:01:42] from Merrick. Robert Trent from Oceanside. Jennifer Oliveri from Valley stream. Tony [inaudible 00:01:50] from Valley Stream, both valley stream 13. Jean [inaudible 00:01:54] from Sewanhaka Central High school district.

Susan Bergtraum:

[inaudible 00:01:58]. Sorry. From Port Washington. Jacques Wolfner from Plainview-Old Bethpage. Sean Murray, Lynbrook. [inaudible 00:02:11] Blanco Harvey from Uniondale. Mitchell Greebel from Hewlett-Woodmere. Diane Hanson, Franklin square. James Moran, Levittown. And Brian Greco from Syosett. And with that, thanks. I will turn the meeting over to Mr. Widmer, unless Dr. Dillon, you have something to say before Mr. Widmer begins.

Dr. Robert Dillon:

I too would like to thank and appreciate all those who worked on the budget advisory committee. It's great work. Someone wants to get in. So again, without the holding up anymore, James, it's all yours.

James Widmer:

Thank you, Dr. Dillon. Thank you, President Bergtraum, and thank you again to the budget review committee for the attention and the hard work that goes into reviewing these budgets with us. It is truly appreciated.

James Widmer:

So I'll get started right away. So tonight we will be reviewing five budgets from the general fund, as well as budgets for our special aid and capital funds for 22/23. As part of the batch two handout, we have included the executive summary, which shows the proposed tuition rates for our career and technical education programs at Barry Tech, GC Tech and Long Island High School for the arts, and for our special education programs.

James Widmer:

We also included a new summary report showing the budgets presented and the amounts that will be reported to the state education department as our official budget after removing internal revenue. The Q&A includes a revision to this report. While double checking some numbers, we realized that a couple of items required revision.

James Widmer:

As a reminder, with batch one, we provided a handout of all the various acronyms that appear in the budget materials. We have tried to limit the use of acronyms, and we usually spell out the full names when first used in the narratives. This document also includes a listing of the budgets and the various courses represented in those specific budgets.

James Widmer:

Once again, I would like to thank the business services team for their hard work on these budgets. Also, thank you to our special education and regional school staff who worked hard on these budgets. And finally, I also want to recognize Tony [foreign language 00:04:38] for the extensive work he does on the narratives for the Capital Projects budget. So without further ado, we'll get started with the special education budget.

James Widmer:

The budget for the department of special education is the largest budget at Nassau BOCES representing just under 50% of the total for all programs billed to our component districts. Enrollments in the various programs is a key element in helping determine tuition rates and costs for related services for students. When preparing the budget, each program reviews its current enrollment with the executive director of special education and together they project enrollments for the upcoming year.

James Widmer:

The enrollment projections used to create the budget consider building capacity, district requests for new and different programs, and the changing needs of the students being served. For example, in the 22/23 budget we are planning a new CTE-based, half-day course at the Career Preparatory High School based on feedback we received from the directors of special education in the component districts.

James Widmer:

Nassau BOCES's special education programs rely heavily on professional and support staff to provide high quality instruction to the students we serve. As a result, over 85% of the total proposed budget is in the salary and benefit categories. Of the $6.2 million increase from the 21/22 original budget to the 22/23 proposed budget, nearly $5 million is related to salaries and benefit.

James Widmer:

Each of the tuition levels represents a different class size ratio for the programs being offered in that tier. Level one, for example, has a 9:1:2 class size ratio, meaning that there are nine students, one teacher and two teacher aids in each class. We offer classes with four different class size ratios; 12:1:2, 9:1:2, 6:1:1 and 6:1:2. In addition, the level three program with a 6:1:1 ratio includes a mental health component that is provided through a consulting agreement with the North Shore Child and Family Guidance Center. The tuition rate for level three reflects the cost associated with this service.

James Widmer:

The department also has program offerings for students to earn the CDOS, Career Developmental and Occupational Study certificate, as well as partnerships with Nassau Community College and Farmingdale State College, with an opportunity for students to earn college credits while in high school.

James Widmer:

Due to COVID 19, the Nassau Community College program has been operating remotely. The current cohort has been based at Career Preparatory High School, where students participate in their high school classes, in person, and attend Nassau Community College classes, remotely. College supports and other activities, including student clubs, are accessed remotely. When this program shifts back to an in-person model, arrangements will be discussed with our Nassau Community College partners and implemented in a safe and thoughtful way.

James Widmer:

I would now like to highlight some specific items from this budget. Staffing in the special education budget reflects the changing needs of the students enrolled in our programs. The proposed staffing in the 21/22 budget presented last year reflected conservative enrollment projections, a large number of vacancies due to retirements, and projected cutbacks and district requests for services like 1:1 aids, which some districts removed during the initial period of the pandemic in early 2020. Actual enrollment in 21/22 has exceeded projections, as has the level of related services requested for students. As a result, the department has been adding staff throughout this school year.

James Widmer:

The proposed staffing for 22/23 is based on the anticipated enrollment and related services as analyzed by our special education administrators. The 21/22 adjusted budget for equipment includes requests for 120 Dell, all-in-one desktop computers, which allow students and teachers to access a wide array of instructional materials to enhance learning, and 22 iMac bundles to be deployed in our computer labs and art and music rooms.

James Widmer:

The department is currently transitioning from a legacy student management and IEP tracking application to the PowerSchool of student information system, and the Frontline Special Ed & Interventions application, formally known as IEP Direct. Both the 21/22 adjusted budget and 22/23 proposed budget include costs for implementation, support, and training on the new applications.

James Widmer:

As the project progresses, we will be running both the legacy application and the new products. As such, we have an included the cost for ongoing support for the legacy software in both years, resulting in a slightly higher program cost budget than usual. Costs will decrease in 23/24 as a result of eliminating support for the legacy application, which will be retired.

James Widmer:

The insurance expense for 2021 shown on page five of the budget document is much lower than the current year adjusted budget and the proposed budget for 22/23 due to a large refund that the agency received from the state insurance fund. The refund was based on the lower workers comp rate applied for the 19/20 fourth quarter while staff were working remotely. Special education, as the largest program, received a significant credit to the expense recorded for 2021.

James Widmer:

The Contract Professional and Technical Services budget category includes the cost for the North Shore Child And Family Guidance mental health service for 27 classes and 162 students. And the HorseAbility program whose mission is to improve the lives of individuals with special needs to equine facilitated interactions. This program is part of the curriculum for students in our Career Prep High School and the [inaudible 00:11:16] middle school.

James Widmer:

The payments to other BOCES and district's budget category has increased in 21/22, reflecting a change in the lease at the Stokes elementary school in Island Trees from a cluster lease to a classroom lease. The facilities rental budget in batch one had an offsetting decrease reflecting this change. Susan? You're muted.

Susan Bergtraum:

Thank you, Mr. Widmer. Any questions from the board? Any questions from the committee? Mr. Wolfner

Jacques Wolfner:

Yeah. I noticed that we have budgeted for a number of Dell computers and also for iMAcs. Why can't we just settle on one type of computer, like the Dell computers?

James Widmer:

[crosstalk 00:12:28] Yeah. Go ahead, Susan. That's fine. Thank you, Susan.

Susan:

Okay, great. So when we are using the different types of computers, the Dell computers are the ones that are going to be desktop computers that are in the classroom that students and staff are using. The Mac that we're talking about go into our labs, so it's our music and our art labs. That is more compatible with the Mac applications. We do things such as GarageBand and things applications like that, that work more effectively on the MacBooks as opposed to on the Dell, so that's the difference.

Jacques Wolfner:

Thank you.

Susan:

You're welcome.

Susan Bergtraum:

Any other questions?

James Widmer:

I think Mr. Keefe.

Susan Bergtraum:

Mr. Keefe. And then Mr. Weinick. Sorry, Mr. Weinick. I didn't see you. Mr. Keefe.

David Keefe:

I'm going first. I tried to follow what you said on the insurance. I'm looking on page five. What numbers am I comparing, because they look pretty close to me?

James Widmer:

So if you look at the left most column, for the insurance...

David Keefe:

The left says 20/21 actual?

James Widmer:

Correct. You'll see $1.8 million.

David Keefe:

Yeah. $1.799 million.

James Widmer:

Right. And then for the adjusted 21/22 is $2.3 million, and for 22/23 is $2.5 million. So the big difference between the 1.8 and the 2.3 this year is that refund that I described from workers comp that came in. It was related to 19/20 activities, but we actually got the refund from the state insurance fund in 20/21 and we applied it against the expenses as we closed the books for 20/21. The increases in the 21/22 and 22/23 really relate more to the NYSIR general liability insurance than they do to workers' comp, which has remained flat with Parma. So those are the numbers.

David Keefe:

Okay. Then from the top of your head, can you tell me the 7.3 increase? I guess most of that is not workers' comp? The last column.

James Widmer:

Yes. Correct. It's definitely not workers comp.

David Keefe:

It's not workers' comp. Okay. Good. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Mr. Weinick.

Michael Weinick:

I don't have a question. I just have an editorial comment. I go through budget on special ed and my eyeballs just pop out at the numbers, which are huge, and it's just amazing. I'll try and be diplomatic, but I just want to congratulate administration and staff, because what we do here at Nassau BOCES is to give what every child needs.

Michael Weinick:

Obviously, we have the most difficult population that the districts really can't handle per se, and we have them, but we don't skimp on what the children need. Whether it's psychological, whether it's equipment, whether it's staff, whether it's manpower, and obviously, these things are expensive. I mean, look. Across the state, across the country, there are so many children that are deprived of what they need because of the dollars. And we just don't do that here at Nassau BOCES. We give every, every child what they need to succeed to the most that they can.

Michael Weinick:

And I just want to thank the staff. As much as I'm upset about the numbers and as a taxpayer, I don't like it. But as I say, the truth of the matter is we give the children what they deserve and what they need. And I just want to thank everybody. When I go into the buildings and I look at the compassion, and the empathy, and the staff working with the kids, it's just a wonderful thing. And I've really missed that for the past two years, not being able to go in the building and seeing firsthand what goes on. That's it.

Susan Bergtraum:

Thank you Mr, Weinick. Ms. Mitchell.

Laverne Mitchell:

I was just wondering; we keep getting these large increases from NYSIR talking about insurance. Are we able to go outside of NYSIR and look for another bid or something, because the 13% increase on top of an 11% increase last year, it seems like it's... [crosstalk 00:16:52] Are they pricing themselves out of the market?

James Widmer:

It's a very good question. The board was kind enough to allow us to retain an insurance consultant over the last year who's helped us with all different kinds of things. First of which was the workers' comp where the increase that we were looking at from the state insurance fund was astronomical. It was over $1 million dollars on a $3.5/4 million policy.

James Widmer:

So we're working with the insurance consultant. He's looked at some other things. We expect that for the next go round, before the next renewal, we will have a recommendation from him on what might be available to us. NYSIR is obviously the biggest player in the school insurance arena, and it's been a successful relationship for us over the years, but you're right. The numbers...

James Widmer:

And I have a spreadsheet going back to when I first started with the agency showing what we paid in 2003/2004, and the numbers just keep going up and up and up and up. We've had a couple of years where the increases were modest. The last couple of years, not so, so we are looking at it.

Laverne Mitchell:

I know when we did an audit by [inaudible 00:18:16], we didn't use NYSIR, we've used an [inaudible 00:18:21] company. Even though he wanted us to get more quotes or something because NYSIR was the thing, but NYSIR was more expensive than the quotes we were presenting, but he didn't accept it because he wanted three or more quotes from three or more different companies, which they're actually hindering us as opposed to helping us make our ends meet.

James Widmer:

I agree.

Laverne Mitchell:

That's it.

James Widmer:

Thank you.

Laverne Mitchell:

Mrs. Langsner.

Fran Langsner:

Yeah. I just wanted to pick up on Mike's comment and it's absolutely true. Our staff does an amazing job in special ed and what we're doing, basically, is fulfilling the students' IEPs. And that can only happen because our components, our partners, in all of this recognize the needs of these children and craft IEPs that enable them to get these services. And I think that that has evolved over time.

Fran Langsner:

We would hear stories about districts that didn't want to provide these services, but I think everybody is recognizing now the benefit of enabling these students to maximize their potential. I just want to convey to our partners that we appreciate, and our parents, our students are grateful that this is now happening, that the fulfillment of IEPs, the creation of IEPs doesn't limit what students need and we are able to fulfill that for them.

Laverne Mitchell:

Thank you, Mrs. Langsner. Are there any other questions?

James Widmer:

Mr. Keefe.

David Keefe:

I hate to beat the insurance to death, but we and East Williston belong to NYSIR just like you do. We get the, I think, quarterly pamphlet that they put out; the real fancy pamphlet. I may be incorrect, but my recollection is there's a board of advisors or something, and they're all teachers or administrators that are connected to a district. So if we, either you or me, have some concerns with it, is there a way to... I mean, people are always approaching me as a board member in East Williston, is there a way to approach them? Do we have any in with them as to how this works? How are they even elected or bid onto this board?

James Widmer:

I wouldn't necessarily speak to the election piece of it, but in terms of reaching out to NYSIR to discuss the rates, as soon as we got the quote for 21/22, and then we do the projection for 22/23 based on the historical averages and the response that we get. The internal NYSIR team isn't the folks that you are talking about and they were not able to provide any relief, so to speak, on what the rates are.

James Widmer:

I think it's a good suggestion because you're right. It is an insurance reciprocal with members elected from the various districts that participate. So I think it is an area, or a means of trying to pursue something that might get us a more satisfactory answer, or perhaps lower rates across the board, whenever possible.

Dr. Robert Dillon:

James, if I may.

James Widmer:

Certainly Bob. Yes.

Dr. Robert Dillon:

So it's my understanding, when NYSIR came in, they were the best deal in town and they have been over the years. Unfortunately, you may recall that there was an accident in [inaudible 00:22:17] a couple years ago during a football practice with a log. That resulted in a multi-million dollar settlement, and that's what we're feeling the effect of now. That's my understanding of it. That's what I [inaudible 00:22:35]. Again, you're self-insured: sometimes it's a great thing, but every once in a while, the hurricane hits, and this was the hurricane that hit NYSIR, now which we are all paying for.

Susan Bergtraum:

Any other questions? Mr. Greenstein.

Larry Greenstein:

I think Bob may have just answered this question, but my question is, are these increases across the board or are they experience rated for us?

Dr. Robert Dillon:

It's my understanding they're across the board.

James Widmer:

Yeah.

Dr. Robert Dillon:

I think. James, everyone got hit with 14%?

James Widmer:

Yeah. It was pretty standard from what I understand.

Larry Greenstein:

So it's not like your car insurance, if you have an accident you go up higher than the person who doesn't have an accident sort of thing? It's just...

James Widmer:

Yeah. Yeah. I agree with you. I think it's the cost for the entire pool is shared amongst the participants.

Larry Greenstein:

Okay. Thank you.

Susan Bergtraum:

Okay. Seeing no other questions. James, if you would like to move on?

James Widmer:

Certainly. Okay. So the next group of budgets that we have are for the programs in the Department Of Regional Schools And Instructional Programs. The first budget is for the Twilight Alternative High Schools program. The Twilight High School service is a district-based, late afternoon high school program administered by Nassau BOCES, with local district teachers providing instruction to students from the hosting district, as well as students from other districts.

James Widmer:

Districts pay for the actual cost of the teachers, plus an administrative fee, which includes the Nassau BOCES's principal and support from the Regional Schools And Instructional Programs Central Office staff. We currently have 12 hosting districts and two additional districts participating in the program, with approximately 550 students enrolled in 21/22. There's only one significant change in the budget for 22/23, and that is the inclusion of a shared guidance counselor supporting the program in the certified salary budget line.

Susan Bergtraum:

Thank you, Mr. Widmer. Questions? Seeing none. I'm hoping the other people on my other page have none. Okay. Hearing nobody. Mr. Widmer, if you would continue.

James Widmer:

Sure. Okay. So next up we have the Career and Technical Education, the CTE budget, which includes three programs. Our center-based courses at Barry Tech, GC Tech, and the Long Island High School For The Arts, LIHSA. Our in-district CTE courses. And finally, a shared work-based learning teacher, which is a program that is not running in 21/22, but is proposed for two or three districts in 22/23.

James Widmer:

The Long Island High School for the Arts was added to this budget in 2021 after extensive work to obtain New York state education department certification for all programs offered at LIHSA. There will be seven approved educational strands at LIHSA for 22/23. They are: expressive arts therapy, which combines psychology and the creative process to promote emotional growth and healing, game design, multimedia journalism, which is new for 22/23, performing arts, production and managerial arts, sonic arts, which is the creation of artistic and commercial works of sound, and visual and media arts.

James Widmer:

The Career and Technical Education programs at Barry Tech and GC Tech bill participating districts based on a three year rolling average of enrollment measured each December. This billing methodology was implemented in 2014/15 to help stabilize enrollment and allows Nassau BOCES to better predict revenue for career and technical education.

James Widmer:

The number of students used for the 22/23 budget represents the average student enrollment for the regular and intensive skills programs from December 2019, 2020 and 2021 for Barry Tech and GC Tech. The actual enrollment at our Barry Tech and GC Tech programs in December 2021, which is...

James Widmer:

GC Tech programs in December, 2021, which is now part of the three year average with 1,521 students. This is below the 1,640 student average that was used for '21, '22. The reduced enrollment means that the three year average for '22, '23, will be 1,589 or 51 fewer students that will be bill to districts in '22, '23. We believe that the pandemic has impacted overall CTE enrollment. Despite encouraging enrollment gains at LIHSA, the '21, '22 total enrollment is lower than in prior years. For example, there were more than 1,670 students attending Barry Tech and GC Tech in both '18, '19 and '19, '20 before the onset of the pandemic.

James Widmer:

Using the three year average is a double edged sword. When enrollment is increasing, we bill for fewer students than are attending, which is less than ideal. When enrollment is decreasing, the number of programs and sections tends to remain the same with the subsequent years averages decreasing thus reducing revenue. Students attending the Long Island High School for the Arts are built using a similar model with each district's three year average, representing a base enrollment for which districts are billed. To encourage sustained enrollment at LIHSA, discounts are provided when districts enroll more students than their base enrollment. In district CTE is offered for a flat fee per course, and offers the same curriculum as Barry Tech.

James Widmer:

The classes are taught by teachers who are shared between the district based programs and Barry Tech or GC Tech. The proposed courses for '22, '23 include automotive technology, barbering technician, culinary arts, medical administrative, assistant, medical assisting, nurse assisting, police science and police science and EMT. We expect to run 15 classes in six districts in '22, '23, the decrease in certified salaries in the certified salaries budget line for '21, '22 is due to a reduction in staffing as the shared work based learning teacher position is currently vacant as the program is not running this year.

James Widmer:

The proposed certified staffing for '22, '23 includes several new positions, including 4.5 FTE teachers to cover new in district CTE classes, a 0.5 FTE science teacher required by SED guidelines for GC Tech and an additional police science/criminal justice teacher at GC Tech to cover student enrollment. There are currently several open classified positions in this budget, which will be filled through the balance of the year or in '22, '23, as candidates are identified. Additionally, the '22, '23 budget includes additional clerical support at LIHSA and a total of four new teacher aids for Lisa and the in-district CTE programs.

James Widmer:

The equipment budget for '22, '23 includes approximately $558,000 of technical equipment used for student instruction. We are proposing that these purchases be made utilizing the agency's CTE equipment reserve, which currently stands at $1.7 million. In addition, based on our initial financial projections for '21, '22 and an immediate need to address certain deficiencies, we have advanced the purchase of some equipment to the current school year. Among these items are instructional computers for Barry Tech and LIHSA to upgrade old machines. The current computers are not capable of running the software applications used by students.

James Widmer:

Other items requiring immediate replacement, offer health and safety readings reasons, including the reptile enclosure at Barry Tech and the two post lift in the automotive program at GC Tech. The supplies and materials budget line, includes instructional mobile devices and workstations that cost less than $1,000 per unit and consumable items like cosmetology, HVAC and construction supplies.

James Widmer:

The adjusted budget for '21, '22 includes instructional computers for GC Tech replacing units that no longer serve the needs of the program. These computers were inherited when Nassau BOCES assumed responsibility for the GC Tech program in 2019 and are at least seven years old. The service contracts budget line under program costs includes the costs for using 15 horses at the North Shore Equestrian Centre. It also includes flight instruction for students in the aviation program. The software licensing and maintenance budget will increase in '22, '23, as the program will be utilizing the frontline IEP application for CTE students with individualized educational programs.

James Widmer:

Contract professional and technical services includes a consultant who coordinates clinical rotations for students in the health services cluster, as well as the master classes at the Long Island High School for the Arts. The payment to other BOCES and districts budget category will be eliminated in '22, '23, as the clerical staff member at GC Tech, who is employed by Levittown will be retiring. This position will be filled with a Nassau BOCES hire in the classified salary budget category.

James Widmer:

The primary increase in the transfer charges budget category relates to additional services that will be provided through the health and allied services program. This includes two psychologists and a social worker to accommodate increased enrollment at LIHSA and additional student needs across the programs due to the pandemic.

Susan Bergtraum:

Thank you, Mr. Widmer. Any questions? Mr. Keefe.

David Keefe:

Thank you, Susan. James on the LIHSA, how you figure out the tuition you said, and I wrote down based on a three year enrollment per district. Do you follow how many kids a particular district puts in the three years? And if so, what do you do with the years that the district has none?

James Widmer:

Yeah. We do use three, the most recent three years measured in December to get their base enrollment. And that's the number of students that they're obligated to pay for under the three year average, which is what we use for all of our CTE. LIHSA right now is a separate calculation, primarily because the enrollment had been very low in the past, then had increased this year. Ultimately we want to combine it with the Barry Tech and GC Tech numbers, but it is based on each of the districts three year average to get that base enrollment. And in the case where a district may have sent zero students in the prior year, or if they had sent, say three students two years ago, zero students a year ago and zero students this year, if they're trending with the zero, we try to work something out with them so that they don't have to pay for the one student that would be their base. We've had a couple of requests like that. But generally the districts understand the three year rolling average that we use for CTE and operate within that construct.

David Keefe:

Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Any other questions? Seeing none. Mr. Widmer?

James Widmer:

Next up we have the other regional programs and services budget, which covers two programs that directly support students. The first program in this budget is the Regional Summer School Program. This program operated remotely during the summer of 2020, and a few districts continue with that model for the summer of 2021. However, most districts returned to in-person summer school in 2021. Participation, which had decreased by eight districts and 12,000 students in the summer of 2020 rebounded nicely in 2021.

James Widmer:

Despite cancellation of the August Regent's exams, the program served 20,000 students from 35 districts this past summer. We expect the program to remain a popular choice for component districts and anticipate even greater participation when a normal Regent's exam schedule resumes. In this service, district teachers are employed by Nassau BOCES for their work in the summer school program, like the Twilight high school teachers that we discussed earlier.

James Widmer:

Nassau BOCES program administrators working closely with human resources, manage the hiring process for hundreds of administrators, teachers, and support staff working through our out the county. Central administration costs are shared by participating districts and all summer workers are paid through the Nassau BOCES payroll system. The second budget in this cluster is the parent child home and staff development program, which provides staff training on topics related to parenting, safe schools, social and emotional development, and educating the homeless. This program also provides direct support for 45 families in two districts through the general funds and 45 families in three other districts in the areas of preschool literacy instruction for immigrant families, including a family literacy model to the special aid fund. There is currently an unfilled budgeted clerical position in the regional summer school program, which is shared with the RSIP central office that will be filled for '22, '23.

Susan Bergtraum:

Thank you, Mr. Widmer. Any questions? Mrs. Langsner. You're-

Fran Langsner:

Yeah. Thank you. For the regional summer school, the five districts that ran through remote platform last summer, what's our guess or what's our plan to continue with that model?

James Widmer:

Judith?

Judith Hynes:

Thanks James. Good afternoon or good evening, I should say. Our plan actually is to try and get Hicksville Lawrence Minola Uniondale and west Hemstead to come back to an in person program for the summer. The online program works for some students in the summertime, those that are on AAU basketball, traveling teams, kids that are away at camps. We've talked about running an online line summer school through Nassau BOCES for all students that want to be remote so that a student from Hicksville, a student from Long Beach, a student from Westbury, if they are unable to attend summer school in person, for whatever reason, that they would be able to do an online program. We have found that doing credit recovery this way, these past two summers has really helped students quite a bit. And we would be looking to do that for the near future as long as it continues to work well.

Fran Langsner:

That's great because that would also be helpful for students who have to work during the summer, or want to work during the summer, or want to-

Judith Hynes:

Absolutely.

Fran Langsner:

-do an internship, something that would preclude them from being there during the day, at a regular time in a regular place.

Judith Hynes:

Absolutely. Yes. And we didn't really think about that before the pandemic. Online education has always been something that BOCES has tried to lead in the forefront and starting way back many years ago with the Nassau BOCES virtual school predates a lot of things, but it never really took off until the pandemic. And we saw that we were able to really provide that instruction and support for students virtually. It's not for everyone. Students really have to be self-motivated and have to be disciplined in order to sign on and do the work and so forth. But for kids that are traveling or vacationing or working or doing an internship, it definitely is an option that we want to continue to give them.

Fran Langsner:

Terrific. Thanks.

Judith Hynes:

Sure.

Susan Bergtraum:

Any other questions? Seeing none. Mr. Widmer.

James Widmer:

The final budget for regional schools and instructional programs is the RSIP central office budget. And this budget covers the cost of management for all programs under the RSIP banner. The overall staffing proposed in the RSIP central office budget for '22, '23 is slightly higher due to the proposed addition of clerical support assigned to this budget. While many clerical support functions are assigned directly to the programs in RSIP, the central office has been operating with a reduced clerical staff since 2021. The additional support is needed to better serve its per programs and to meet expanding nice it reporting requirements. The RSIP central office budget is allocated to the general fund programs it manages based on the size of budget and it also charges the adult learning center and adult CTE for a fee for the support it provides those programs.

Susan Bergtraum:

Any questions? Mr. Widmer.

James Widmer:

We're onto the special aid fund. The special aid fund budget provides a comprehensive look at the programs accounted for and our special aid fund totaling, approximately $24 million. The report groups the programs into four categories, federal state, and local grants, tuition and fee based programs, donation funded activities and hybrid programs. There are six major programs included in the 35 activities shown in the report, special education preschool, extended year, special education, employment, preparation, education, or EPI, adult career and technical education, summer transportation and Perkins four the career and technical education grants.

James Widmer:

These six programs account for nearly 18.1 million or 75% of the total special aid fund budget. However, we were fortunate to add four new grants total in 1.6 million in initial funding since last year's budget was presented. One thing that I would like to point out about the special aid fund budget is that some programs have new funding each year they are renewed like Perkins, the Out-of-school youth grants, and the hearing services infant program. Other programs may have a single receipt of revenue and the programs provide the required services over a defined timeframe. The Pre-K Technical Assistance grants fall into this category. Unused funds are rolled over from year to year, but no new funding comes after the initial amount is awarded unless a new round of funding is approved and we are selected as a recipient.

Susan Bergtraum:

Questions? Mr. Weinick.

Michael Weinick:

Yep. First, I certainly want to thank James for this entire section. Years ago, we never got this and all of the grants were, I don't want to say hidden, but the board never saw all the millions of dollars that we were getting, how they were being spent. This entire section is really superb in adding to our knowledge on what's going on. But I have a question on a specific grant program, number 979, My Brother's Keeper. And this is a grant that is geared based upon color and sex. And my question is this legal? Can we accept money based upon specific things like that?

James Widmer:

Ma, I will attempt to answer first. After your initial question about this, I did reach out to counsel and they are reviewing it for me, for us. I don't have an answer at this moment from that perspective. Bob, did you want to?

Dr. Robert Dillon:

James, isn't his flow through money to our, some of our local districts?

James Widmer:

I don't believe [crosstalk 00:44:54] so.

Dr. Robert Dillon:

I'm sorry. This is just for us?

James Widmer:

Yeah. Laverne, if you want to jump in, you know more about this specific grant than I do.

Laverne Mitchell:

This, My Brother's Keeper's Grant is specifically, we are the LEA and we are the consortium leader, but we have multiple districts participating in this grant. And this grant is specifically to provide support for families in the realm of family engagement for men or young men or boys of color. And so Mike, I would say, I don't know what the attorneys will say, but most of the grants that flow through us have specific criteria and similar to some grants that may be specific to SEL or students of ENL students, or they all have a criteria. And this was the specific criteria for this grant. I can't speak, well, I can't say what Igman Smith will say, but I know that most of the grants have a criteria and it's very specific to these young men.

Michael Weinick:

Laverne, absolutely. And I understand perfectly what you're saying. And if we're talking about a grant for English language learners, for example, it's not based upon sex or color. This grant is being based upon sex and color. And that's what my concern and question is.

Dr. Robert Dillon:

It's up to the attorney then.

Michael Weinick:

And the second part, James, as I said this chart is wonderful, but if we can add another column in the future on where this money is coming from, it was very interesting to see that this money was coming from State Ed.

James Widmer:

Right.

Michael Weinick:

But I'd like to know who's sending it and if there were attorney motives or anything else like that. But the charge is wonderful per se.

Susan Bergtraum:

I didn't put him up to it James.

James Widmer:

Mrs. Bergtraum discussed this with me and I recalled when she mentioned it, that it was a request last year that we forgot to implement. We had discussed it after the budget meeting last year, and when we were working on the chart this year, we just didn't remember to put in the source, but we will do it for next year. We already started updating it.

Michael Weinick:

I don't remember what I did yesterday, what we said last year. But [crosstalk 00:47:13]-

Susan Bergtraum:

But thanks for backing me up, Mike. Mrs. Langsner.

Fran Langsner:

I'm not an attorney and I certainly don't play one on TV. But, my understanding of My Brother's Keeper is that it is sanctioned by and actually may even operate through New York State Ed. As far as it being permissible, I would think that if that's the originator of the group or whatever, however it's structured, it would be permissible if State Ed is doing it.

Michael Weinick:

Incorrect. I'm not an attorney, but just because state ed is doing it doesn't mean that it's legal, moral, ethical, or anything else.

Dr. Robert Dillon:

Ed told us to wear mask then they told us not to wear masks.

Susan Bergtraum:

I'm moving right along here. Excuse me. Are there any other questions? Mr. Greenstein?

Michael Weinick:

Before you go on, one sec, Mrs. Nolan, can we add this to the item list so we don't forget about it?

Susan Bergtraum:

Okay.

Fran Langsner:

Absolutely.

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

Well, I just like to comment on one thing that Mike said, he said, it's okay to do ENL students, but that's actually discriminating on national origin. That is also a protected class. Basically if this thing holds true, we basically can't get any money for anything because are we discriminating against. There are so many different ways that this would go, can we have scholarships for students who do well, we're discriminated against the students who don't do well. And it becomes a incre- we'd have to cut off all of our grants and all of our funding.

Michael Weinick:

These are new times and new- and you can't be, you can't have one thing without the other. You open up the door, you accept the responsibility.

Susan Bergtraum:

Any other questions? Seeing none. Mr. Widmner.

James Widmer:

The last budget in this year's presentation is for the capital fund. Included in the budget materials are the narratives that I mentioned before the Tony Firo does such a great job on, and these narratives describe the projects and the status of the work. And we also include a spreadsheet showing the financial picture for these projects in the budget materials. We use a combination of program requests in our building condition survey establish the list of proposed projects, which we then present to the board and the budget review committee. The newly proposed projects are generally funded through a combination of money from the surplus, which is approved by a board resolution and a charge to our component districts through the capital projects budget, which we reviewed in batch one. And that was again, 2.7 million for Rosemary Kennedy renovation projects.

James Widmer:

There are 10 newly proposed projects this year, including several upgrades at the Long Island High School for the Arts, which will improve existing instructional space, renovate the theater and add a new building in the courtyard with a multipurpose room and a connection between buildings A and C. In addition to the LIHSA projects, we are proposing a parking lot expansion at Carmen road and a series of building and site renovations at the Rosemary Kennedy center, which may include a building addition to better serve our component districts and their students attending our programs. As a note, Nassau BOCES files for building aid with the state aid unit of nice aid on behalf of our component school districts. Projects impacting educational spaces, generate building aid, which is included as part of each district's annual BOCES aid calculation.

Susan Bergtraum:

Questions? Mr. Weinick.

Michael Weinick:

First of all, I want to thank James and Tony, this entire section was phenomenal. And once again, this is a perfect example of things that a number of years ago were so sparse and lacking of information in detail, but this section was fantastic with the way everything was spelled out. But the only question that I do have, was that on page one that says $318,000 in donations to fund projects. This is new to me. Where are we getting $300,000? Who's donating that? Why ...

James Widmer:

The $318,000 is actually the money that I had reserved from the original Billy Joel Foundation money. The 1.5 million over the years, we spent 1.18 million. We still had $318,000 left. And because we were doing all of these renovations, we were recommending these projects at LIHSA and including the theater renovation, which is something that had been discussed at that time in the original go round, how the theater needed improvements. We decided to include the $318,000 as part of the capital fund financial piece.

Michael Weinick:

Well, I got to think about that, but thank you for the answer.

James Widmer:

Sure. Mr. Keefe. You're muted and Susan, you were muted as well.

Susan Bergtraum:

Thank you, Mr. Widmer.

James Widmer:

Sure.

David Keefe:

I just want to make sure I understand how this works. The last paragraph on page one, we're funding it through a charge of seven, 2.7 million to our component districts. That's all 56 of us, I assume.

James Widmer:

Correct.

David Keefe:

In addition, we are proposing a transfer from the agency surplus, and then the fund that Mike talked about. The 15.5 million we got at some point from the radar, and then previous years?

James Widmer:

The 15.5 million is part of the surplus from all of our operations from 2021. Each year when we close the books, we have revenue, less expenses. We have a surplus number. God willing, we have a surplus number. And each year we give back 45% of approximately 45% of the ...

James Widmer:

5% of approximately 45% of the surplus to the component districts. There's been pretty consistent over the last four or five years. We allocate some to capital. We build up our reserves with some of the money. Those are really pretty much the three sources, capital, reserve allocation and capital projects.

David Keefe:

Okay. So what I can safely say, I won't say this, but I can make the assumption that what we would do in our district is we would've pay our share of the 2.7 million.

James Widmer:

That's correct.

David Keefe:

Okay. Thank you.

James Widmer:

Yep, you got it. Susan, I think you're muted.

Michael Weinick:

Susan you're muted.

James Widmer:

Still muted.

Susan Bergtraum:

Actually, I muted myself. So now I'm going to have to look and make sure there's not something going on with my computer that keeps... Maybe it doesn't want to hear me, what can I tell you? All right. So what I was saying is, first of all, thank you for laughing, I want to thank all of you for your participation, for your interest. We hope you bring back this information to your districts so that they understand why our budgets look like they do. And obviously we hope that you will certainly support our budget. And with that, I invite you to stay with us if you so desire. We will be moving into our regular business meeting. Dr. Dillon, do you have anything before I move into...

Dr. Robert Dillon:

No, again, I just want to thank everybody and encourage them to vote. I can't say support but I can say vote.

Michael Weinick:

I can say support.

Susan Bergtraum:

There you go. As an individual, yes, you may say that they should do that. Yes. Okay. So with that, may I have a motion on the minutes?

Michael Weinick:

Are we going right into the meeting or are we taking a five minute break?

Susan Bergtraum:

Yeah. This was just a presentation. Excuse me, Mike?

Michael Weinick:

I was just going to ask are we taking the five minute break or are we going right into the meeting?

Susan Bergtraum:

Oh. I was going right into the meeting.

Michael Weinick:

Okay.

Susan Bergtraum:

Okay. All right. May I have a motion on the minutes?

Together:

So move.

Susan Bergtraum:

Okay. I'm going to take miss Ms. Coates as mover, Mrs. Langsner as the seconder. Any comments? Any discussion? Seeing none, all in favor?

Together:

Aye.

Susan Bergtraum:

Opposed? Abstained. Okay. Minutes are approved. Before we go into the consent agenda, I would just like to make a note that Dr. Dillon has been given an honor by Blank Slate Media as one of the top business leaders of Nassau County. So we would like to publicly acknowledge that and applaud him, support him, congratulate him.

Dr. Robert Dillon:

Thank you.

Susan Bergtraum:

You are very welcome. Congratulations on that. Well deserved. Okay. We are moving into the consent agenda. I am going to pull consent agenda item. The first item in personnel 1A for separate vote. Other than that is there anybody else that needs to pull an item removed from the consent agenda? Does anybody have a question? Seeing none. May I have a motion on the consent agenda?

Larry Greenstein:

Oh, move.

B.A. Schoen:

Oh, move.

Susan Bergtraum:

Thank you Mr. Greenstein. Mr. Schoen second? Thank you. Any discussion? All in favor?

Together:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. Now we will go to the items that were pulled for a separate vote. And those items are the appointment of Mr. James Widmer as the deputy superintendent officer.

Michael Weinick:

Who? Who was that?

Susan Bergtraum:

I'll speak up Mr. Weinick. We are moving on appointing, Mr. James Widmer, as the deputy superintendent at the office of the district superintendent George [Fabray 00:59:00] administrative center. So that is the first item on this agenda. And the second item on this agenda is the appointment of, and these are both promotions, but I think I should have made that clear. These are both promotions. The second is Angela Marshall being promoted to interactive production manager, executive manager, the George [Fabray 00:59:27] administrative center, office of strategic initiatives. May I have a motion?

Together:

So move.

Susan Bergtraum:

Thank you, Mr. Schoen. Second?

Together:

Second.

Susan Bergtraum:

Thank you, Mr. Weinick. Okay. Is there any discussion? Mr. Schultz.

Eric B. Schultz:

Are we taking nominations to the floor?

Susan Bergtraum:

No, we are not Mr. Schultz. We are in rare form tonight. Is any other discussion? Okay. Mrs. Langsner.

Fran Langsner:

Only to say that these new positions, these new titles are so well deserved. I mean, it's clear with what we did tonight in terms of the budget and everything we do to make these zoom meetings happen seamlessly as if we're there in person, it's just something that we are happy to do. That's how I feel.

Susan Bergtraum:

I think we would've said that after [crosstalk 01:00:33]. Yeah. So no, no. This is discussion. Yeah. So we sort of, yes. So let's take a vote in there. So all in favor?

Together:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. So with that we can now say our congratulations well deserved. We are thrilled that you are part of Nassau BOCES and we look forward to your continued superior service. And with that anybody else? Okay. Then we will move on to information. Does anybody have any questions, comments about information? Seeing none.

Eric B. Schultz:

[inaudible 01:01:23] Susan?

Susan Bergtraum:

Yeah, sure.

Eric B. Schultz:

Not information, but forgive me, I had to run off for a second. I just wanted to note we got a wonderful memo from Susan with Bill Jacobson. I retired after 32 years in Carman road. I met him a couple of times over the years, he was an outstanding teacher, an incredible love for the kids and for the students and for the parents and teachers. And I'd in a minutes to reflect the board's appreciation and wish him the best of luck.

Susan Bergtraum:

Thank you Mr. Schultz. Well noted. Okay. Dr. Dillon superintendent's report.

Dr. Robert Dillon:

Okay. As you are well aware, we had some issues at Carman road with the heating system and this is a relatively new, I think within the last couple years, the board invested a tremendous amount of money in upgraded and improving the heating and ventilation system there in Carman road. And we ran into some problems this week and I'd like Tony to speak to it. So where we are at this point, Tony.

Anthony Fierro:

Sure. And also Tom [McNover 01:02:48] is here and I'm going to ask him to join me in a minute. So to go over some of the details. But as Dr Dillon said over the past week, we experienced some low building temperatures throughout the Carman road facility. The temperatures were ranging from in the fifties into the low sixties, in the morning. And that required us to shift from in person to remote instruction this past Monday and Tuesday. So since last Friday through the weekend and through this week, our facility staff, primarily Tom and Jim [Neor 01:03:26] from my office have been working with our contractor, with the manufacturer of the system and with our consultants to address the temperature issues, to figure out what was going on and why this was happening. Also Gary [inaudible 01:03:40] our custodial staff were also a big help through this past week.

Anthony Fierro:

So before I let Tom explain some of the details and our findings and what we've done and what we plan to do just a little bit of background. So the existing heating system was completely removed and replaced with a heating and cooling system as an emergency project if you recall, back in the summer of 2019. So the new HVAC system has three components. The first is called a VRF system, which is a variable refrigerant flow system. And that consists of, and we've walked through the site when we did our end of the summer walkthroughs, has outdoor condensing units, they're connected to multiple indoor what we call cassette units that are installed in every room. And they're all connected through via a refrigerant piping system that provides heating and cooling to all of those spaces and individual zones.

Anthony Fierro:

The second part of the system is called a DOAS system. And that's the acronym for Dedicated Outside Air System. And that provides outdoor airflow through the central boiler, because we still have a boiler in the building to each space and also provides heat in conjunction and works with that VRF system. And the third component is our BMS system, which is a building management system. Which basically uses computer hardware, software to control and it monitors the performance of both of these systems in the building through a single platform. So as I said, this was installed in 2019 over the summer had to be obviously a very fast paced project. Last winter, we had no real major issues with this system. We've had the contractor come back to do very different upgrades and do some work on the system in the interim, but nothing really major happened.

Anthony Fierro:

And I think we can attribute that to a couple of factors. First of all, last year if you recall, as part of our COVID 19 protocols, we were running all of our HVAC systems in occupied mode, which means 24/7 they were running as if they were occupied during the day. So those temperature settings that were, were set during the day remained overnight. This year, we returned back to an unoccupied mode overnight and that added an extra strain to the system and that stresses system in returning back to those required temperatures in the morning. So obviously that was an issue that we had to look at into very quickly. Also, temperatures were probably slightly milder last winter and maybe not as cold as we've been this past week over a sustained period. So that was another factor.

Anthony Fierro:

So now I'd like to just bring Tom in. And Tom is going to just describe what exactly we found with everyone going through this building. And some of the corrective measures that we've accomplished to date to get these temperatures back up to normal levels. And some of the further remediation that we believe is, will be necessary to address this problem in the long term. So Tom.

Thomas McGrath:

Good evening, everybody. So yes, over the past I'll say five days since Saturday, we've had the contractors down here, we've had the manufacturer, we had our construction manager as well as our engineers down on the building. Really going over every square foot of this building to try to find out what the problems have been. What we did find was that the refrigerants in the VRF system, which is the main component of the heating system were less than what they should be. We also found that the DOAS unit, which was the outside air unit that Tony had described, had a reduced airflow throughout the building. And we also found some major conflicts between the BMS controls and the Mitsubishi controls, which controlled the VRF system. So our control ability for the whole system seemed to have stopped. So a few things that we were able to do, we did add refrigerant to the three of the five systems that we have.

Thomas McGrath:

So all of the VR systems are now operational to their design specs, which means we're getting good output out of all the cassettes within all the rooms. But we were not able to either locate or repair the weeks that is more of a process. We need to extract all the refrigerant out of the system and then put it under a vacuum to see if we are leaking. And then we have to charge up the system, go throughout all the piping in this building, which is over four miles of refrigerant piping to find those leaks. So we're looking at doing that over the February break, this way we don't need to take our systems down while we're occupying the building and we want to avoid shutting the building down again in the future. In the meantime, the contract has committed to coming to the building once a week to check those refrigerant star charges, to make sure that those systems remain operational.

Thomas McGrath:

We'll also be doing daily checks to make sure we're getting the right output out of the VRF systems, which would be another indication that the charges have dropped. If the charges do drop, the contractor will add appropriate amount of refrigerator to those systems to get them back operationally. Another thing that we did was we upgraded the firmware on all the outdoor condensing units and all their associated brand's boxes. What we found is we got a better output from all those units. We also changed the sequence of operation which gave us more consistent temperatures within the spaces. So those were all positive measures. We still need to upgrade the firmware on the indoor units. That's an extensive process, but we will get that done over time after hours so we're not impacting the program. We're also checking the duct work and the fan sizes for the DOAS units.

Thomas McGrath:

We need to do more of an inspection to find out if there's leaks in the system, to make sure we're getting the right output out of the fans. And also to make sure that the dampers are functioning properly. Sometimes, on these old buildings, the damper linkages actually break and the dampers close unbeknownst to us. After all that is done, then we need to do a rather major modification to the BMS system. At the time that we started this project, the manufacturer and the BMS manufacturer had started a partnership, it was a relatively new partnership. It's now been three years old. And the software that they're using now is more seamless and more integrating than what we used in the past. A lot of in the past, there was custom program that was necessary to be done. So this enhancement should make both the VRF and the BMS integration a lot more seamless. Additionally, and outside the contract that we have, we've noticed that there's quite a number of areas in the attic that needs better installation. So we'll be looking at that over the course of time and adding insulation as necessary.

Thomas McGrath:

We're hoping that with all these measures, we'll be able to maintain the building and get better enhanced control. Currently, the building's been maintaining basically 71 to 74 degrees in most places and has been staying stable. So we're able to maintain that, where we run into a problem if we start setting the building into a night setback, but we're confident that even with the cold of weather that we've been experiencing, that we'll be able to maintain temperature. Thank you.

Anthony Fierro:

Thank you, Tom. So that's where we are right now. It's obviously still a work in progress. We're still there and we are getting good cooperation from all of the parties involved that need to be involved and they're there. And-

Dr. Robert Dillon:

Tony, I think Michael has a question.

Susan Bergtraum:

Yeah. Yep.

Michael Weinick:

Is this at any cost to us?

Anthony Fierro:

At this point, there is no cost to us. There's been no mention of any cost to us. And I would say that if we're repairing items that were just installed being the course of events, I wouldn't expect to pay anything. So, I think we'll have to see what happen, if we're up upgrading the BMS and that's an enhancement and something that's additional to what we originally purchased, maybe there'll be some cost there. But as of right now, everything that's been done, there's been no mention of cost with anyone, everyone's just been trying do what needs to be done, just to get the system to work the way it was designed to work. And that's why I'm looking at it. We bought a system it's supposed to work, it's supposed to provide heat and cooling at a certain temperature. And to me, that's what we bought and I wouldn't expect to pay more money at this point to get to that point.

Michael Weinick:

That's why I asked the question.

Anthony Fierro:

So more to come. I'll give further reports obviously, as we move ahead.

Michael Weinick:

Thank you.

Susan Bergtraum:

Mr. Schoen and then Mrs. Langsner. Mr. Schoen.

B.A. Schoen:

Yeah, I was down in Washington on Monday and as I was walking I saw a portable heat unit from a rental company. And I was wondering, because I had read about us pivoting to remote. I was wondering if we have a [coarser 01:13:43] for that sort of a service. We have emergency tree trimming and glazing pothole repairs and stuff, et cetera. But I was just wondering if we have pre bid for those portable boilers.

Anthony Fierro:

Right. We don't have a [coarser 01:14:08] for that, but what we do have at our disposal if we need to, and sometimes we go through our insurance on this, but we have our restoration company that is able to provide us and we've used them in the past to provide humidity, dehumidification, where we've had problems in other buildings and we've needed equipment they've stepped up and we've been able to contract through that.

Dr. Robert Dillon:

Tony, this is not a boiler issue, correct? The boilers are fired up.

B.A. Schoen:

No, I understand it wasn't a boiler issue at this time, but I was also thinking for our component districts in effect, we have something on the shelf, should they have an emergency heat loss.

Anthony Fierro:

Right. We have nothing of that size. We do have portable heaters in central maintenance.

Dr. Robert Dillon:

Given what just happened in New York city, I'd be hard pressed to stand in front of a PPA and explain to them I'm putting portable heaters in a building after what just happened in the Bronx. I don't think it's good optics.

Anthony Fierro:

Yeah. We would only do that in very small in a very specific area, certainly not to do a building for sure.

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

Thank you. So, as I recall in 2019, when we had this emergency situation, there was no such thing as pivoting to remote. So if anything good has come out of this pandemic and similarly to the regional summer school possibility, it's that we now have this option when unforeseen circumstances like this arise.

Anthony Fierro:

Right.

Susan Bergtraum:

Right. Mr. Schultz, I think you had your hand up.

Eric B. Schultz:

Yeah. Just an observation. All the years I've been on this board, we have had way too many problems with HVAC specific installations, whether they're in a new building, whether they're upgrades and people here been around, know what I'm talking about. It's getting to be rather disappointing. And I think we need to do some kind of internal review as to quality control whether it be by a general contractor, whether it be internal somewhere they're... and I'm not an HVAC guy, but I've been around long enough to know that you have punch lists and things have to work. And somebody has to inspect it during the period of installation. Somebody has to be able operate it afterwards, before we start making payments. To me, it gets out of hand there after a while, and it causes problems in terms of cost, causes problems in terms of disruption of schools.

Eric B. Schultz:

And I really think it's time that we sat down and had a real discussion about what's going on. And there have been several really big problems that we've had over the years that one system didn't allow the other system to work, or they both worked at the same time, or they didn't work at all. I mean, we can go through each one of them at a time, but it would probably take two. So I think somewhere along the line, we need to find out why this is happening even once or twice is too many times. But-

Anthony Fierro:

I agree with Eric. I agree with you. And HVA in certain projects has been a problem over the years. No question about it. And there are certain things that we-

Eric B. Schultz:

How do we deal with that, Tony?

Anthony Fierro:

Yeah, well, there's one thing that we could be doing, is first of all we have our design consultants, we have construction managers. The one thing I think that we could maybe make better use of is adding commissioning from the start of these projects, rather than sometimes coming in maybe towards the end to check the efficiency of what we have. So I think because those consultants, their purpose is to measure efficiency of the units and make sure that everything is functioning at peak performance. So I think that's one thing we could probably make better use of. Another thing, okay go ahead, Eric.

Eric B. Schultz:

No, I was going to say, when you say that, I think we need to find out whether or not there are repetitive issues with a particular design consultant, with a particular general contractor and get the hell rid of them because it's really starting to burden me. And I'm sure everybody else on the board and you don't have to come back and explain to the board, "Well, we having this problem again in another building."

Anthony Fierro:

Right. And the other thing Eric, that we're also looking at is when we do our RPs for architectural and engineering services, one thing that I'm actually looking at right now, even before this issue came about, this is something that we were thinking of doing is not just have architectural engineering firms, but reaching out to pure engineering firms that don't have that architectural component. Go straight to the engineering firms and get good recommendations of firms who are, that you know that, that is what they're doing. And that might be another avenue that could help us out in the future. So-

Eric B. Schultz:

I mean, I'm surprised it hasn't been done already because I wouldn't hire a handyman or a general contractor who's putting my house up to come in and just do the HVAC work.

Anthony Fierro:

Yeah. Well, with the other thing is that we are in most of these cases, you're dealing with the lowest responsible bidder, so that causes problems as well. And sometimes you can get rid of a contract that you know is going to be a problem and sometimes you can't. In the case of Carman road, we actually went with a state contract because we were obviously in a bind where we had to get that system replaced very quickly. We had to get this done over the summer we didn't have the luxury of going out to bid. It was designed and the whole process was done very quickly to get the program back into that building for September.

Eric B. Schultz:

Well, this is what happens when we rush.

Anthony Fierro:

Yeah.

Eric B. Schultz:

Martin.

Martin Kaye:

I think also what was problematic is-

Eric B. Schultz:

Martin?

Martin Kaye:

I think also what was problematic is that we added two new buildings to our campus portfolio. And these were older buildings that had existing issues probably in the HVAC system. And I'm sure Tony, we used good consultants when we took possession of these buildings, to evaluate the system thoroughly before we did anything. But the cost factor was built into the obsolescence of these units and these systems when we bought these buildings.

Anthony Fierro:

Yeah. And that's, let's face it, most of these buildings were built in the fifties and those systems, which we're still keeping a lot of those systems running and that's certainly something that we need to deal with.

Martin Kaye:

Mm-hmm (affirmative).

Anthony Fierro:

I agree with you.

Susan Bergtraum:

Eric, just to be clear, do you want this put on the pending items list?

Martin Kaye:

Yeah, it's a good idea.

Eric B. Schultz:

Well, I-

Susan Bergtraum:

Okay.

Eric B. Schultz:

I think if you sort of... Throw it at Dr. Dillon to work with Tony to see whether we can come up with... I don't want to reinvent the wheel, but a better system. And also, as I said, to see whether or not there are particular contractors or architectural firms or whoever we're using, who've been involved in, probably too many look at, but problems with the major systems.

Dr. Robert Dillon:

Just...

Eric B. Schultz:

When I read this, I want to bang my head against wall.

Dr. Robert Dillon:

Just a little recollection. If you recall, we had an environmental issue at Carmen Road. That's one of the reasons we didn't go out to bid. We got state approval and correct me if I'm wrong, Tony, we fast tracked this to get it done during the summer.

Anthony Fierro:

That's correct.

Dr. Robert Dillon:

We had a situation where, because the building was old, we inherited... If you remember that air system was from the tunnels. We'd bring the air back in, am I correct, Tony?

Anthony Fierro:

That's correct. Yes.

Dr. Robert Dillon:

And the air quality had some major, major issues. And we did the right thing.

Eric B. Schultz:

It showed up in the building inspections.

Dr. Robert Dillon:

We put the money into it to remediate it. Now, it's just funny because I was thinking back on that summer and some of you who go on the tour may have recall that the ceiling was open at Carmen, and those red tubes and blue tubes were all over the place. And my concern to Tony was, hey, you know, we have to be able to heat this building. Now we opened and we were assured, and we made it until October 1st and we were good. But that was all part of it. Maybe it was rushed, I mean we can Monday morning quarterback this thing to death. Okay?

Dr. Robert Dillon:

We do try to vet, we have our attorney vet these in the bids. When the bids come in, this ones a bid, it was a state contract. Maybe that was part of the problem. Maybe it was the whole problem. What we do and we have one of the best construction attorneys around to prevent these things. Everyone knows Mary Anne Sadowski and she's a pit bull when it comes to this thing. On this one here, we didn't, I don't know if we have because of the state contract, but this was fast tracked and maybe we'll learn from it. Okay. And we'll try to do it. We'll try to be more observant before we fast track. And we'll see where these guys are to make good now. So that's what I have to say about it.

Dr. Robert Dillon:

Anybody else? Okay. I want everyone... Now I'm going to switch gears. We're going to talk about something positive. We're going to talk about something that we kind of relates to what we-

Eric B. Schultz:

Goodnight.

Dr. Robert Dillon:

What?

Eric B. Schultz:

I said goodnight.

Dr. Robert Dillon:

Oh, I know it's past your bedtime, but hang with me for a while, Eric, hang with me. You know, we talked about the great things that we do in special ed. Well, we're embarking on something, an initiative that I think is equally as good and just as important as what we do in Special Ed. And it's a two-prong approach. Now Angela, whatever you throw up, I'll talk to, okay? Whatever flyer you put up there. And we're about to do this here. Okay, here it is. All means all. And as you know, since I've been here, we've been trying to have students have the opportunity to apply to BOCES.

Dr. Robert Dillon:

In many cases, they're thwarted at the district level. So what we've done here is that we know that our kids need a level playing field, and we can't have a two tiered system. Those who have the opportunity for CT and those who don't. Now I've been listening for the last week or so, all our elected officials have talked about CTE, CTE, CTE. So we're taking a look here at launching this initiative. As you know, we have a bill in the Assembly and in the Senate. We have sign on from our local democratic Senators. We also have from the assembly, we have our eastern long island, Fred Thiele and Steve Engelbright as well as New York City legislators. And we're in the process now of working with industry partners, those who help us out, both at Barry Tech and GC tech, we're going to launch something. The board, if we can pull this off, we'll be invited, hopefully Friday the 11th over at Lupinskie,. We're working with our other partners who deal with labor, who are very concerned about their pipeline for future workers.

Dr. Robert Dillon:

And they want to work with us. So it's starting to build momentum now. This is something that really, really is important. All means all, not just a few, but everyone. We put this together and thanks, I believe Judy Hines had a lot to do with this as well as others, but I want to thank her, and we're really trying here to make this work. That's the first part.

Dr. Robert Dillon:

Can we do the second part? Okay. As you probably have heard those have gone to the BOCES meetings at the convention at NYSSBA, we've been trying to increase the aid for the CTE teacher. Right now the aid is capped at the salary of $30,000. So we did some digging. James did some digging. Angela at some digging, and working with some of the other BOCES. The average salary is about $67,000. If we were to have that as a base for the aid, it would be a tremendous amount of money increased.

Dr. Robert Dillon:

And we took a look here at East Meadow and putting this into the formula, it puts a lot of money back into of the district. Money that could be used to pay for additional students coming to CTE. So we're not just presenting a problem, or also a challenge, we're also presenting a solution and we're very happy about that. And we're very encouraged by it. So there's more to come with this. You guys will get the flyers tomorrow, but we've been really working very hard.

Dr. Robert Dillon:

I want to thank Angela for communications, other BOCES that have starting to step it up. This has been a problem. When I met with Freddy Thiele and, and Steve Engelbright, they were unaware that children, young children or teenagers were being denied the opportunity to pursue a career. We need plumbers. We need electricians. We need good carpenters. We need people can do HVAC. Right, Eric? We know that now. So we're really pushing this right now. And again, you guys are going to get the information. Hopefully we get enough interest. We'll do that breakfast on the 11th and we're pushing it real hard. So that's where we are with that and that concludes my presentation, on a positive moment. Yes, Eric? You're muted. You're muted. That may be good.

Eric B. Schultz:

Thank you. I was just weighing this point. I had touched about it earlier when we spoke, when you have to speak to the East End legislators, it frustrates me because I think our colleagues in Suffolk should be doing that. And I think it's probably a time to have a discussion with them to tell them, hey, listen, we're joining, we're doing this. Join us because it's going to work to your benefit.

Dr. Robert Dillon:

You know, Eric, I needed an assemblyperson who was a Democrat. Fred Thiele's an independent but votes with the Democrats. I didn't have any. I mean, I have support. We have tremendous support from our assemblypeople here in Nassau County and that's great. The bad news is pretty much all Republicans and some are on the committee and some aren't. A guy like Ed Ra, Judy Griffin, they're all supportive. Melissa's supportive. And like I said, John Brooks helped write it. Dave McDonough actually put the first draft together, David and John Brooks. We had a meeting at Farber. It's not often I get both parties to sit down at a table and we had a great breakfast, we had a little lunch and these guys exchanged... It was great to see people working together from both parties. And again, one assembly, one Senator, but they were all entities.

Eric B. Schultz:

I mean, you could have guys you used to like Gaffigan and Chuck Lebal, not Lebal, Chuck-

Dr. Robert Dillon:

Levine.

Eric B. Schultz:

Levine.

Dr. Robert Dillon:

Levine signed on. He signed on for, you know? So I mean, we have there. And I mentioned, we do have some people from New York City. We're trying to get as broad of representation as possible. Angela, did I leave anything out?

Angela Marshall:

I just want to say, one of the reasons we went with the sponsors that we went with is because they were on the education committee. So that may be the reason it doesn't line up exactly, because we're looking for ed committee people to get it out of committee.

Dr. Robert Dillon:

And it's nice that one of the biggest, biggest groups, right now we have their support, is New York State PTA. They're very encouraged about this. It's very important that, moms get behind us, and dads get behind us. It could be helpful. So more to come with it. So Mrs. Coats?

Deborah Coates:

This is a discussion that I think a lot of parents and communities are having now. I know in East Meadow, they did a parent university and the whole topic was CTE. And that aspect of their children's education. Like Eric said, the Eastern Suffolk BOCES and Western Suffolk BOCES, have they had this discussion with you? They must know that you have put these two bills and you've been pushing those.

Dr. Robert Dillon:

Some people are more reluctant to put their toe in the water than others. And some want to see which way the wind blows with this.

Eric B. Schultz:

They're afraid of their constituents?

Dr. Robert Dillon:

Yeah. It's, you know... Hey, look, you know my age, you know I'm retired, what do I have to lose? Nothing. Right?

Deborah Coates:

But the children have to be-

Eric B. Schultz:

It looks good on your resume.

Dr. Robert Dillon:

What resume? My resume is going to be a tombstone. What are you talking about? Resume? It's going to be a tombstone.

Deborah Coates:

But the children gain from it.

Dr. Robert Dillon:

Yes. Yeah.

Deborah Coates:

The students gain from it so that's the important thing.

Dr. Robert Dillon:

Look, I floated this, you know me, I floated this idea like four years ago when I first got here, the different parts of the state with organizations, and there was a reluctance to jump behind this because there was a concern. But right now it's changed. It's changed tremendously with COVID, with the idea that we need workforce development. We work with Tom Suozzi, and he's been very supportive. Again, now he's going for something else right now, but at the federal level, he's been great. And our labor leaders, now just to bring this into perspective, Michael Durso is in the Republican Assembly party. He's a graduate of GC Tech. Okay? His dad is in charge of the AFL-CIO on Long Island. So I'm going to have breakfast with John. I'm going to talk about how he can reach out to other parts of the state.

Dr. Robert Dillon:

They were not happy when they hear that kids are being denied the opportunity. Again, it's a two-tiered system. Those who have, and those who don't. And one of the things we have always said about BOCES is no matter what your address, no matter what your zip code is, you come into our buildings, you're treated the same. We have great teachers. We have great programs, great opportunity. All the support in the world, let's make it work. So that's what we're doing there. In addition, we have kind of Oyster Bay, Joe Saladino, he's another BOCES graduate. So, you know, it's there. Again, the stigma of working with your hands has got to stop. It's got to stop. Okay? We owe it to these kids. They want it? Fine. They want this and college? That's great. But let's not deny them the opportunity. Let's get moving. So, more to come and I thank you for your support and we'll keep you guys posted. And hopefully-

Susan Bergtraum:

Thank you, Bob, and Angela. Thank you, thank you.

Dr. Robert Dillon:

It's Angela.

Susan Bergtraum:

Okay. Hearing of citizens, Mrs. Nolan? Anybody?

Joyce Nolan:

None.

Susan Bergtraum:

Okay. Then we will move on to old business. Are there any board reports? Mr. Weinick.

Michael Weinick:

Just on old business, I guess. Last Friday we had the Long Island Association breakfast, which in all honesty, I've never been a big supporter of in the past couple of years, but I was there on Friday with Dr. Dillon and B.A. Schoen, and a few administrators. And I think what impressed me the most was the number of people there that came over to our table and confronted Bob, how should I put it? Almost as the Godfather. That Dr. Dillon didn't have to go over to the other people to introduce himself or to say hello, but they came over to our table to say hello. Certainly, John Brooks, I mean, you're talking about the State Senator, he came over to Dr. Dillon. The President of Long Island Harvest came over to Dr. Dillon. And I think it speaks very highly to the recognition that has now been created for our organization.

Michael Weinick:

And that it is important for us to show up at these various events and let it be known out there, you know, that we are a powerhouse and we have to be reckoned with. So when Bob was talking about the things before, the workforce and changing things at the state legislative, we now have an influence that wasn't there before. And I just want to thank Bob for initiating what I in particular, was against for several years, but I see the importance of it. That's all.

Dr. Robert Dillon:

Thank you, Mike. And I thank the board for this, for your support because it only happens with your support and we are the straw that stirs the drink among education institutions, K12.

B.A. Schoen:

I think it should be noted who Dr. Dillon was sitting next to.

Michael Weinick:

Me.

B.A. Schoen:

People came over to say hello to.

Dr. Robert Dillon:

And they also should know who sat next to him and ate every bagel in sight, but that's another story.

Susan Bergtraum:

Okay. Any other old business? All right. More old business, B.A.?

B.A. Schoen:

I guess it's new business.

Susan Bergtraum:

All right. So then hold that for a moment, because before I go onto board member reports and new business, so that it doesn't get lost, I think that there was a feeling that we needed a resolution in order to purchase the table for the ceremony that's honoring Bob. So I am going to propose this resolution if it needs amending, you will do so. So I am asking for a motion on the resolution that says a resolution to approve the purchase of a table for the dinner held by Blank Slate Media, honoring Dr. Dillon as a top business leader of Nassau County.

Michael Weinick:

Sold.

B.A. Schoen:

Sold.

Susan Bergtraum:

Thank you second. I have, well, you know what? I'm going to B. A. move and Mike second.

Michael Weinick:

Whatever.

Susan Bergtraum:

Okay? Is there any discussion? Seeing none, all in favor?

B.A. Schoen:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Okay, so motion passes. All right. So that we've done.

Dr. Robert Dillon:

Thank you very much.

Susan Bergtraum:

You are more than welcome. Now, is there any new business from any board members, Mr. Schoen?

B.A. Schoen:

Well, it's a report representing the New York State School Board's Association. I was in Washington last weekend. I left the breakfast and caught the train to Penn to the new Moynihan, whatever it's called, and took Amtrak down to Washington for the National School Boards Association equity symposium. And following that, that was one day, that was Saturday. Sunday, and Monday was the NAI, the National Advocacy Institute. And it was very mixed because Congress was not in session. So we didn't have the lobby day that we usually have. We didn't go to the Capitol, the traditional congressional luncheon that we had, we had video reports from members of Congress. Whereas in the past we have had Secretaries of Education, Senators, and Congresspeople from both parties. It was because of the COVID restrictions, which are affecting long term plans, as well as people just don't want to have things canceled so we avoid that.

B.A. Schoen:

But there was a general feeling that it was a good meeting, I would say. Certainly I was in view of the physical aspects or the infrastructure shortcomings. I thought that it was a good job. And I think it's important that New York State support the National School Board's Association because America needs a National School Board's Association. And we need a, rather than several competing school board associations. And so that was, you know, that was part of my mission there. And of course, as I say, I was, I was representing the New York State School Board's Association. They paid my fees and my travel expenses. So it didn't come didn't come from Nassau BOCES and that's it.

Susan Bergtraum:

Thank you.

B.A. Schoen:

Thank you.

Susan Bergtraum:

Any other reports?

Dr. Robert Dillon:

Can I make a comment again? I'd like to thank the Board for all their support, and I want to just comment this so people can understand when B. A. and I were sitting next to each other, the room was tilted because of the weight. And that's why everyone came to me. The room was tilted so badly. The only way they could go was towards B. A. and myself and Mike. So let the record show that B. A. and I did move that.

Susan Bergtraum:

You got it. Mike, B. A., just keep that up, Bob. Okay. Is there a foundation report?

Michael Weinick:

We did have a meeting but there's no new news to report.

Susan Bergtraum:

Okay. Thanks, Mike. And was there any... I do not believe there were any committees that met. I know policy did not, and I do not believe any others did. So, with that I'm going to ask for a motion to go into executive session, I do believe that we... Yes. You wanted a break?

Michael Weinick:

No. For executive session, no. If Tony Fierro can come, I have a, a legal question that I would like answered in executive session with Tony Fierro.

Susan Bergtraum:

Okay. So we'll ask Tony to join us. All right. And we will be coming out of executive session to take an action if anybody wants to wait. So with that, I will ask for a motion to go into executive session to discuss with council the medical, financial, credit or employment history of a particular person or corporation, or matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissal, or removal of particular person or corporation, a last chance agreement. So would that, may I have-

Larry Greenstein:

I'll move it.

Susan Bergtraum:

Thank you, Mr. Greenstein. Second?

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Mrs. Langsner. Any discussion?

Dr. Robert Dillon:

Angela, are we staying here?

Susan Bergtraum:

You're on mute.

Dr. Robert Dillon:

You're muted.

Angela Marshall:

You're going to go into a breakout room.

Susan Bergtraum:

Okay. All right.

Angela Marshall:

Once you voted.

Susan Bergtraum:

Okay. All in favor?

Martin Kaye:

Aye.

Larry Greenstein:

Aye.

B.A. Schoen:

Aye.

Fran Langsner:

Aye.

Susan Bergtraum:

Opposed? Abstained? All right we are... You and I leave the meeting, I just want to ask you a question about one of the slides you put up. Okay?

Angela Marshall:

Sure. Yep.

Susan Bergtraum:

This way I want to have to call you tomorrow and you'll have it. Okay. All right. We are back in open session, Mrs. Nolan, if you could please read the resolution.

Joyce Nolan:

Certainly. Be it resolved that the Board herewith authorizes an agreement between the Board and a Civil Service employee, known to the board. The Board has previously reviewed set agreement in executive session. Be it further resolved that the Board authorizes the Board President and District Superintendent to execute the agreement. And that is it.

Susan Bergtraum:

Okay. May I have a motion?

Fran Langsner:

Don't move.

B.A. Schoen:

Don't move.

Susan Bergtraum:

Thank you, Mrs. Langsner. A second?

B.A. Schoen:

Second.

Susan Bergtraum:

Thank you Mr. Schoen. Any discussion? All in favor?

Martin Kaye:

Aye.

Larry Greenstein:

Aye.

Fran Langsner:

Aye.

Deborah Coates:

Aye.

Michael Weinick:

Aye.

Eric B. Schultz:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. If there is no further business of the board, may I have a motion to adjourn?

Deborah Coates:

I move.

B.A. Schoen:

I move.

Larry Greenstein:

I move.

Susan Bergtraum:

One of many. Mrs. Coates. Second?

Larry Greenstein:

Second.

Susan Bergtraum:

Thank you, Mr. Greenstein. All in favor?

Fran Langsner:

Aye.

Martin Kaye:

Aye.

Eric B. Schultz:

Aye.

B.A. Schoen:

Aye.

Larry Greenstein:

Aye.

Susan Bergtraum:

Opposed? Abstained? Have a wonderful-

Dr. Robert Dillon:

Snowy week.

Susan Bergtraum:

I'm... I call this meeting to order January 13th, 2022 Nassau BOCES Board of Education. Welcome all. We're glad that you could join us and we appreciate it. I will ask Jessica Santos, although I do not see her. Is Jessica on yet?

Speaker 1:

Yes.

Susan Bergtraum:

Jessica, if you would, there you are. If you would be so kind as to lead us in the pledge.

Jessica Santos:

Sure.

Speaker 1:

"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."

Susan Bergtraum:

Okay. We will move into the budget meetings section. I would like to first thank all the budget review committee members. I will read their names, if I have not read your name, because we think that I am missing one name, please identify yourself so that you can be recognize, and my apologies for not having your name. So we have Dave Keefe from East Lewiston, Michael Goldberg from Farmingdale, Mario Espinoza from Farmingdale, Anthony Giordano, from Farmingdale, Laura Trentacosta, from... I hope I pronounce that right, from Floral Park Belrose, [Butt Ramali 00:01:43]-

Laura Trentacoste:

[crosstalk 00:01:43] Very closely. Thank you.

Susan Bergtraum:

Okay. Well, why don't you tell me exactly how and maybe I'll get it right the next.

Laura Trentacoste:

Trentacost.

Susan Bergtraum:

Trentacost. Okay. No, the E silent. Got it.

Laura Trentacoste:

Thank you.

Susan Bergtraum:

I will try to remember that. You're welcome. Butt Ramali Merrick. Robert Trensom, Oceanside. Jennifer Olivery, Valley Stream 13. Tony Pomerance, Valley Stream 13. Jean Fichtl, Sewanhaka Central High School District. Nanette Melkonian from Port Washington. Jacque Wolfner, Plainview-Old Bethpage. Sean Murray, Linbrook. Addie Bianco Harvey from Uniondale. Mitchell Goodell from Hewlett Woodmere. Diana Hansen from Franklin Square. James Moran from Levittown and Brian Greco from the Syosset.

Susan Bergtraum:

Okay. Dr. Dillon, shall I just turn it over to James? Or do you have something that you want to-

Dr. Robert Dillon:

Well, I would also like to thank the budget advisory committee as well as staff for the wonderful work that they have done. And they're about to share with us this evening and having said that, I think we can turn it over to James. I know we trying to get going.

James Widmer:

Thank you, Dr. Dillon and Mrs. Bergtraum and welcome to the budget review committee members, and also I thank you for your participation in the process. Before we get started, I just wanted to point out a few of the items that are included in the packet of information that you received. In the beginning of the packet as we usually provide the list of district participation for the various programs that we offer, there are quite a few different courses represented there, and all of the districts are shown. So you can take a quick look and see which programs you're participating in. Also, included in that document are the aid charts showing the net administrative charge and the aid that was received by your district and on the facilities rental as well. And the total amount of BOCES aid received for 2021 and the estimated amount for 21/22 based on the spending from last year.

James Widmer:

So those are just a few of the highlighted items that were in the packet that I thought needed a little bit of explanation. You should have also received today the Q&A, I hope everybody got that in the email. There were several questions submitted by board members and the budget review committee that were answered in that document. If I have a chance as I'm going through my narrative, I may highlight some of the items from the Q&A, and as usual, as we're going through the budgets, there will be an opportunity to ask whatever questions may come to mind.

James Widmer:

So, without further ado, I would also like to thank my staff that works on these budgets really beginning in October, we get down to business working on the process. There are a lot of coasters, a lot of budgets, a lot of programs, and it takes a concerted effort. So I'm just going to run through very quickly the names of the staff that pulled this whole thing together. So thank you to them. Marshall Barnett, Charlie Carollo, Dawn Baumann, Junko Kennedy, Maryanne Chin, Gina Hernandez, Barbara Fitzpatrick, Susan Keune, and of course, all of the department staff who work on their individual program budgets, thank you for what you do to make this possible.

James Widmer:

Before we get into the specific individual budgets, I wanted to just highlight a few of the common themes that you'll see throughout this year's budgets. The first is obviously the ongoing impact of the pandemic. In 21/ 22, unlike last year, we have not spent as much money on PPE. So there is no specific line item showing a large outlay of funds like we saw last year and in the 21/22 adjusted budgets, we did not always reduce lines for items like conferences, meals, mileage reimbursements and fuel purchases. Before the recent surge in COVID cases, operations had started to return to a somewhat normal state of affairs and we had some scheduled in person events occurring as planned and staff traveling for business purposes. So we left some of those budget lines along the way, they had been presented last year.

James Widmer:

In some specific cases where conferences were transitioned to remote participation, we noted that in the documentation so that you would know specifically which conferences may have been transitioned to the remote format and we did adjust the budgets accordingly. For the most part, I would say that we do develop the 22/23 budgets with the hope that we'll be operating for the most part as we did pre-pandemic. So, that's what you would see in the 22/23 budgets.

James Widmer:

The second item of note and one that has a fairly significant impact, is our plan to utilize a portion of our ERS and TRS reserves to reduce both employer contribution rates to 9% for 22/23. The ERS rate for 22/23 is projected to be 11.47% for Nassau BOCES and the New York state teachers retirement system board recommended that we use a rate between 10 and 10 and a half percent for 22/23. Our decision to reduce the rates and utilize the reserves is really based on our desire to mitigate the impact of large increases that we saw in the New York State Health Insurance Plan, the NYSHIP premiums for 2022. And the expectation that we have that the 2023 rates could also include double digit premium increases. In its annual presentation, the employee benefits division noted that it would apply nearly 500 million in dividends out of a total of 743 million in its dividend account to support the 2022 rates. Yet, we still saw an increase of 11.28% for individual and 12.7% for family premiums. So even with that offset, the increases were quite significant.

James Widmer:

In addition to the health insurance rates, our retiree benefit costs are projected to increase significantly in 22/23. As an employer participating in NYSHIP, Nassau BOCES is required under section 167a of civil service law to reimburse the cost of Medicare Part B to its retirees. In November, November 12th, exactly the Center for Medicare and Medicaid Services, CMS announced an increase of 14.5% in the standard monthly premium for Medicare Part B for 2022. Based on the increase, based on that particular increase and the recent trend that we've seen in Medicare Part B premiums, we're expecting and projecting at least the 10% increase in calendar year 2023. So, all told the health insurance costs for active employees are projected to increase by $3 million and retiree benefit costs, both the health insurance and the Medicare Part B reimbursements by 2.6 million for 2023.

James Widmer:

So using part of the reserves from our retirement system for the retirement systems will allow us to offset those increases by our approximately $2.5 million. So, we feel that's a good opportunity to use those reserves, that's what they're there for to help mitigate budgetary increases. So we're going to be present, you'll see that as we go through the budgets. Finally, we've moved a few coasters to new budgets in 22/23. We did this to better reflect the type of service being provided by the coasters within the clusters. And we included as part of the Q$A package at the back, some reconciliations for all of the budgets that were impacted by the coaster moves, so you can see what we presented last year and was shown as the original budgets this year with the coasters moved around.

James Widmer:

I'll quickly summarize what those changes are. The first is the community school resources. That was the biggest impact. Their cluster includes a large mental health component, and is now part of the health and allied services budget. It was formally in the curriculum and instruction cluster. The facilities' management services, which includes the school dude application was moved from facility services into the technology services cluster, primarily because the software is considered an administrative support software tool. So it really belongs with the technology services where we have administrative support functions. Next, we had the school counselor support, which was originally included in the other instructional programs and services budget that was also moved to the health and allied services cluster and finally, the BOCES safety coordinator, which we had shown last year as part of the health and safety training budget is now being shown as its own separate budget in the internal programs grouping. So with that said, I believe we are ready to jump into the budgets.

James Widmer:

First off, we have the Administrative Operations Budget. It's the first of 19 budgets that we will be reviewing this evening. It includes the Office of the District Superintendent, Business Services, Human Resources, the Communications Office, Internal Audit and Expenses of the Board. Administrative Operations is the budget that our component district boards vote on each April. This budget includes certain expenses mandated by education law, including interest expense, legal fees and retiree benefit costs for Medicare Part B reimbursements and retiree health insurance, as we previously discussed.

James Widmer:

This budget is allocated to districts based on the Resident Weighted Average Daily Attendance or RWADA, which changes from year to year for each district. However, we are presenting the batch one budgets using the RWADA figures from last year's budget. The audited, RWADA figures are provided by the State Education Department each fall. However, NYSED was still finalizing these numbers when this budget was completed. Actual district billing though will be based on the final audited figures that we receive from NYSED. The revenue for this budget comes primarily from district billing, but there are a few other sources of revenue, including interest income, and allocation from the special aid fund for indirect costs and eRate and spectrum lease revenue that the agency receives.

James Widmer:

Due to the very low rates available on our deposit balances. Our interest earnings have not been a significant part of our revenue for the last couple of years. As a result, we bumped up the revenue from the special aid fund eRate and spectrum lease sources to cover the lower interest income. There are two components to the Administrative Operations Budget, The Operational Portion, and The Retiree Health Portion. The Operational Portion of the budget is decreasing 2%, while The Retiree Health section is increasing 7.4%. This results in an overall increase of 2.4%.

James Widmer:

The proposed staffing in this budget has decrease slightly for 22/23. The decrease in FTE reflects in elimination of two part-time clerical positions in business services. This decrease was offset by a slight change in the allocation of administrator and human resources. For 22/23, the equipment request include the annual payments due on a multi-year purchase of copiers and business services. And the first year of a multi-year purchase of a copier in human resources. The program costs budget category includes five major spending categories that I'd like to review. The first is software licensing and maintenance, which covers the board agenda software iQM2, our online bidding application [IWA wave 00:15:05], the wind cap accounting application for financial and New York State Education Department reporting, our electronic time sheet software through UKG and Aesop for substitute management.

James Widmer:

The next category is service contracts, which covers copier maintenance, our 403B Plan Administrator Omni and outsourced clerical support. The increase in the adjusted budget for 21/22 and the subsequent decrease for 22/23 in the service contracts' category reflect third party support for the payroll group to implement union contract settlements and for training of new staff members due to retirements within the payroll group. The need for these services will be reduced in 22/23. Next we have advertising, which covers both employment ads and various marketing efforts, which in the past have focused on to get to know us and workforce development for adult education campaigns. Next is membership dues, including things like National School Boards, New York State School Boards, and the New York State Association of School Business Officials to name just a few. And finally travel conference to education related events attended by the board and senior administration.

James Widmer:

The insurance budget category includes both workers' compensation premiums through PERMA and our general liability, auto, cyber liability, school board liability, commercial property, and excess catastrophe coverages provided through NYSIR, the New York School's Insurance Reciprocal. The premium for our NYSIR policy increased by almost 14% in 21/22 and has increased in average of 5.65% over the last five years. Based on this trend, we anticipate another double digit increase for 22/23. These costs are all are allocated to all budgets throughout the agency. The good news is that our Workers' Compensation Premium, which had been an area of concern when we were part of the State Insurance Fund was renewed by PERMA with no increase for 22/23. The consultant budget category covers costs for items like attorneys fees, our external auditors, public relations services, and the employee assistance program.

James Widmer:

Due to cash flow concerns resulting from the pandemic, we issued a revenue anticipation note for $18 million in October, 2022. Fortunately, we do not anticipate the need to issue a ran in 21/22, thus eliminating the interest expense in the 22/23 budget. Retiree benefits, health insurance and Medicare Part B reimbursements are a huge component of the administrative operations budget. The $11.7 million include in this budget is 49.2% of the total proposed AO budget and covers approximately 1,510 retirees, their spouses and in some cases other dependents. Mrs. Bergtraum.

Susan Bergtraum:

Yes.

James Widmer:

I am done with that part.

Susan Bergtraum:

You want questions? Thank you. I would be happy to moderate. Mr. Weinick.

Michael Weinick:

Yeah. James, a two part question. Was there an explanation given by the state, why wasn't the RWADA figures known in time, what was the delay in the screw of their number one? And number two, have we voiced our dissatisfaction with the state on this and the ramifications that it can cause not so much for BOCES because our budget is total, but if this drags on, the districts will not know precise figure and it's an unconscionable situation that shouldn't be.

James Widmer:

Yeah. So, there are sort of like two answers, one from last year and one from this year, because the same thing happened last year. You probably remember from the budget materials. So, last year there were two districts in Nassau County who had some data errors when the information was uploaded to the state. So it took the state a while, really I would say through no fault of their own in deciphering what was going on with the data in the information that was presented to them. And it may not have even been an issue necessarily on the district's end, but when the data got loaded into the state software, it didn't line up, there were two districts that made absolutely no sense. So they had to kind of delay the process in releasing the numbers to us for the entire county. So, that was what had happened last year.

James Widmer:

This year it's all pandemic related because what happened was, when there were districts that had a good percentage of time spent with remote instruction during 2021, the attendance was spotty in some cases. So they had a whole bunch of districts where they spent additional time verifying the attendance. They gave an example of one particular high school where the attendance was on average 80% each day, where in the past it would've been well over 90% each day. So they wanted to verify and make sure that the numbers were accurate before they released them to the BOCES for the purposes that we used them for. So it was really kind of a little bit of this and a little bit of that. Last year was definitely a data error, this year was them doing what they considered to be greater due diligence to make sure that the numbers were correct.

Michael Weinick:

All right. Just let me clarify a follow up. How much of a problem will this be for the districts on their budgets or it won't be because it's a minor number?

James Widmer:

So it really won't be an issue. It's just when we present the budgets, I like to just disclose the fact that we didn't have the updated numbers. We do have them now. So as we're preparing the information that will go into the letter of intent, the numbers will be correct. So, it's sort of like a minor nuisance for us in that we finished the budgets kind of in that beginning, the first couple of weeks in December. And we just didn't have the numbers this time, but by the time I present them to the districts, they'll have the exact numbers.

Michael Weinick:

Okay. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Mrs. Langsner and then Mr. Greenstien.

Fran Langsner:

Yeah, I have another comment about the RWADA, it has nothing really to do with the budget itself, but the chart on page 10 shows a downward trend in RWADA over time, which to me is concerning and coupled with what we read in the paper today about the Tax Levy Cap, I just think that this is going to present problems going forward for our districts.

James Widmer:

I agree 100%. We've been looking at that RWADA number for years and years, hoping that the number would stabilize and either flatten out or have a little bit of an increase like in 17/18, was a year where the number actually went up. Since then, it's been going down again. It had that one, blip where it went back up. Yeah, it is a concern. A lot of the aid formulas rely on the RWADA attendance, so you're 100% right.

Fran Langsner:

And I had another comment about... You talked about this cybersecurity insurance that wasn't a blip on RWADA screen even five years ago, even three years ago. And now I can't imagine that it's not going to be continually increasing. There was a Nassau-Suffolk School Boards Association Webinar on cybersecurity last week and cyber cybersecurity insurance is going to be a huge component of course for us and for our districts. And I don't even know how we predict what that's going to... What kind of financial charges that's going to bring to us.

James Widmer:

Yeah. And fortunately, NYSIR did jump in and start providing that coverage a few years ago. And given the fact that we're a BOCES, the cyber liability insurance, it's a little more expensive for BOCES than for a district because we host so much district information and district data. So, it is a little bit more expensive. We're hoping at some point to get even broader coverage, if it's not through NYSIR, if they're not going to provide or they're not able to provide the higher level of coverage, which that we think we might need, we might come and make a suggestion to the board, through our insurance consultant, John Flurry, a recommendation on bulking up the coverage even more because you're right. It's not going away.

Fran Langsner:

Right. Now it's just going to increase. Because the opportunities for cyber fraud are just exponentially exploding. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

Just a quick question. What percentage of our retirement reserves are being allocated into this year's budget? So, how much we left over?

James Widmer:

From the other retirement system reserves? So the retirement system reserve in for ERS which we've had in place for many years has always been pegged at two years worth of the most recent bill, which we changed the formula a little bit to have it be two years of the average of the last five bills, because sometimes the bills go up and down. So we had approximately 20 million in the ERS reserve and we review that every year with our external auditors. This goes back to maybe 12 or 13 years ago with our prior auditing firm where they had given John [Siegal 00:25:50], a recommendation, two years worth of the bill kind of makes sense because if you have a really bad couple of years on the stock market, and then the blended rate makes it go from, 11% to 21%, which is theoretically could happen. You really want to have yourself protected and not use up the entire reserve in one fell swoop.

James Widmer:

The TRS reserve because it's relatively new and you're only allowed to fund it a certain percentage each year until you reach the maximum amounts, I believe we had put in a couple of years worth of, I think our maximum amount each year is 1.9 million. So I think we had about 3.8 million in the TRS reserve. So we're going to be using a little bit of that, but as you know, when we do the allocation of the surplus, we try to do the calculation and keep those balances in line. So we shouldn't really see a significantly lower number in those reserves as a result of using the funds.

Speaker 2:

That's good to hear because if not this year, the next year, at some point the stock market is going to correct. And it is going to go from 11% to 21%. We just don't quite know when, but it will it happen. I'm glad there's still so much there to cover it on those future catastrophes.

Susan Bergtraum:

Mr. Weinick.

Michael Weinick:

Yeah. James, I don't understand Fran's question on the RWADA. The RWADA is based upon the total budget divided by the number of children in the county. Am I correct on that? So that if the number of children are going up, then the RWADA is going down. So you have parts to that. If the population is down and the budget stays the same, the number goes up. Do you follow what I'm saying there? So simply by looking at the RWADA going down, that's not necessarily bad if the population is going up. Can you explain to me these variables there.

James Widmer:

So, RWADA is... It's a Resident Weighted Average Daily Attendance. So there's a different number for each day of attendance, for regular Ed students, ENL students, or else Special Education students. It's built into the formula based on their attendance. So as the number decreases, our budget is spread over fewer kids. So the cost per child becomes higher. That's not necessarily a problem because you're right. If the county is somewhat stable, in the district proportion of RWADA, it's going to remain relatively the same. The problem is really two fold, is on the allocation from a BOCES-

James Widmer:

On the allocation from BOCES, the districts who are seeing decreases and the districts that are seeing increases are out of proportion. So we have districts, even though the awarder has been going down, we've had districts over that period of time where they've seen steady decreases and we've had other districts that have actually seen increases. So they're paying a higher percentage of the BOCES bill, so to speak. But where it really plays a role is like in the example that I gave where one particular district reported 80% attendance for their high school because they were going remote for a good period of time, and their attendance just wasn't what they had hoped it would be.

James Widmer:

On the BOCES side, they're going to get a benefit because the awarder's going to be lower, so the share that they pay to us is going to be lower. But as I was mentioning to Mrs. Langsner, is many of the formulas on the state-level rely on the number of students that are in attendance in calculating the amount of aid they get. So if you have a district where the attendance is unusually low, the calculation of the aid that they're going to get is also going to be low. And if so many of the formulas on the state-level rely on numbers of students, and we are seeing a steady decline in the numbers of students, ultimately it generates less money to the districts on Long Island. But it's not unique to Long Island. Districts upstate are seeing decreases in students as well.

James Widmer:

I don't know if that helps, I think it does.

Michael Weinick:

Yeah, it does. It's a complicated issue with quite a few variables. But. Yes. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Okay. Are there any other questions? Angela, I'm only seeing 25 people. So if there's anybody else that has a question and I'm not calling on you, then just shout it out because I don't know that I'm seeing everybody, and I don't have anything that says I can turn a page, so...

Jean Fichtl:

Madam President, I have a question.

Susan Bergtraum:

Yes. And you are on my screen, Ms. Fichtl, so therefore...

Jean Fichtl:

With these going back and forth with virtual today, not virtual today. How is this affecting the rewarder that they're trying to average out? I think it's very easy for a district to say, "I have 90% of the students going virtual when there's only maybe 50%, if they really want to play with the numbers." But is this going to affect us as far as anything goes?

James Widmer:

So, yeah. When we got the numbers from the state this year, even the preliminary numbers, we wrote back immediately and said, "The numbers seem very low." What we thought we saw was, and even in the example that I gave about the one district, it seemed to be the opposite of what you were saying in that particular case. It seemed like the district reported the number and it was lower than they thought it was going to be. They were hoping that it was going to be higher. Now, I have no way of knowing whether the 80% that they reported was really 50% of the kids on remote. But for us, it doesn't necessarily make an impact. We just feel like with the number going down, the cost per child of the administrative operations, which includes those retiree health costs, the cost per child keeps going up.

James Widmer:

And as hard as we're trying to keep that rate low, and if you look at page 11 of the administrative operations budget, that's the billing rate. And that's based on the budget divided by the awarder to get the numbers. And we always try to keep the number as low as possible.

James Widmer:

In the first few years where the numbers started to decrease, we were asked during the budget presentation and I wasn't doing the presentations at the time. We were asked to try and explain the fact that the budget was only going up 1%, but the awarder rate was going up like 2.2% or 3.48%, and it was all because of the change in awarder. And it's like a hard concept if you're not involved in it, if you're not dealing with it, I would have business officials call me and say, "What's going on here?"

James Widmer:

How come district A is going down 1% and mine's going up 3%. And they were mad at us. But it's a function of what their number is, over the whole. So for us, the number could be whatever the number is, but we would prefer the number be a little bit higher number because it gives a more true representation of what the rate per student is, based on our efforts to keep the budget in line. In response to your specific question, could a district that's remote, report a higher attendance? I don't know. I don't really have a feel for that.

Susan Bergtraum:

Okay. Are there any other questions and I'm going to go now I have another page. So Ms. Marshall-

Angela Marshall:

[crosstalk 00:34:53].

Susan Bergtraum:

Okay. Mr. Keefe?

David Keefe:

Hi everybody. James, when I first got on the budget review committee, that was 12 years ago, for several of them, the workers' compensation really was a big issue. And I see now that it isn't. So my question is, while you're doing well on the financial end of it, are you okay with the service end of it? Are the people that are putting in for workers comp, okay with the service end of it, or is it just the money that we're okay with?

James Widmer:

So I think one of the things, and I would have to suggest, I would say that the folks at human resources who are dealing with the people at PERMA, would have to give you a more specific answer. But what I've heard is that, the switch from the state insurance fund, to PERMA has been like night and day. PERMA provides much better customers service, they follow up on claims. They're much more attentive to our needs in attending safety meetings, and coming up with ideas to help mitigate the losses that we have. I think it's been a really positive move, not just financially though. That was the initial motivation at looking at PERMA was based on the fact that LIHSA was projecting or proposing a very large increase last year, or two years ago. Sorry. And we gave PERMA a closer look, and we felt that it was going to be a good partnership. And I believe if that it has been.

David Keefe:

Okay. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Any other questions?

James Widmer:

I'm going to go to the [crosstalk 00:36:47].

Susan Bergtraum:

Yup.

Angela Marshall:

If you have a question at the bottom of your screen, there is a box called reactions. There'll be a little smiley face above it, the word reactions within that, you can raise your hand. Anyone who wants to speak can raise your hand. If you have trouble doing that, write in the chat that you want to speak. And that way we'll know they have a question. Don't see anyone right now. I think you can move to the next budget.

Susan Bergtraum:

Mr. Widmer?

James Widmer:

Okay. So the next budget we have is the facilities rental budget. This budget includes the cost for leasing space throughout the county, primarily in district owned school buildings to house various BOCES programs. The board adopted a strategy several years ago to own, rather than lease properties. As a result, there were fewer leased properties than there were five or 10 years ago. The '22 - '23 facilities rental budget includes three types of leases.

James Widmer:

Entire buildings of which we have three in the general fund, cluster leases, which is a group of classrooms and mainstreaming of students for one set price in district owned buildings, and classroom leases, which could range from only a few couple of classrooms like JFK High School, to many classrooms like we have at the Levittown Memorial Education Center.

James Widmer:

In special education classroom leases, the mainstreaming fees for students participating in district classes, are paid through the special education budget, and not included in the leasing cost, like the cluster leases. There are no new leases included in the rental of facilities budget for '22 - '23. The provision for new leases includes money for additional classroom leases for our special education program, should the need arise, to expand services. We have negotiated a lower lease rate for the adult learning center at St. Bernard's, by utilizing a smaller footprint for less time each day. This coincides with our current needs and reduces cost for the program served at that location, including EPE, the employment preparation education grant. Susan?

Susan Bergtraum:

Thank you. Are there any questions? And I'm not seeing any hands raised, so, okay. Mr. Widmer?

James Widmer:

So next up is capital projects and debt service. And this is the final budget in the administrative charges cluster. This budget covers the cost of debt service payments that are made on our New York state dormitory authority, DASNY bonds, which were issued in 2009 for the purchase of the Robert E Lapinski Center, for curriculum instruction and technology.

James Widmer:

Debt service payments are collected from component districts and remitted to DASNY, in the fall, prior to the year of the actual payments to the bond holders. The 2011 issue bonds have been fully repaid. There are no additional charges to districts for this bond issue. In August 2017, we refunded all the outstanding bonds from the 2009 DASNY issue mentioned earlier. Gross savings through the bond refunding, will total more than 1.9 million, over 11 years. The refunded bonds are shown as the 2017 issue in the debt service schedules provided. The capital projects portion of this budget, includes funding for a series of renovation projects at the Rosemary Kennedy Center. Detailed information on this project and others in our capital fund, will be presented at the budget review meeting on January 27th.

Susan Bergtraum:

Any questions. Okay, Mr. Widmer?

James Widmer:

Okay, so the next group of budgets will cover the five internal infrastructure budgets at Nassau BOCES. So we'll start out with the BOCES technology services, which includes computer services, security systems, and telecommunications. The percentage increase in this budget proposed for '22-'23, compared to the 2122 original budget is 1.7%. The BOCES computer services portion of the budget manages all administrative desktop computers and deployment of laptops for staff use. The agency has begun a transition away from traditional desktops with newly deployed works stations, consisting of a laptop, a charging doc, and a monitor or monitors. This configuration allows for an easy transition to remote work with staff using a BOCES issued and, configured device providing the tools needed for successful offsite work. The devices are registered in Azure Microsoft's cloud computing platform. This allows us to keep track of the devices for inventory control purposes.

James Widmer:

The security configuration provided on these devices helps prevent unauthorized or inappropriate use and helps protect the agency's network, its data and aids in regulatory compliance like education law, section two D. Centralized purchasing of administrative technology allows Nassau BOCES to simplify the budgeting process for our departments and results in a more stable computing environments. As the cost of desktop and laptop PCs has decreased over time. We have transferred a hundred thousand dollars from the customary 318,000 in the equipment line to the supplies and materials budget category, depending upon specific needs throughout the year, funds are moved between these categories to purchase all types of network related technology.

James Widmer:

BOCES telecommunications covers the cost for our telephone system, internet service, the high speed network, connecting our buildings and submission of our E-Rate application, which has generated more than $150,000 annually in refunds. BOCES security systems is responsible for the surveillance cameras at all Nassau BOCES sites, including design implementation and support for 690 devices. The '22-'23 budget includes an information technology security specialist who will be shared with the district technology services Kosa.

James Widmer:

The proposed IT security specialist will have in-depth knowledge of cybersecurity technologies, threats, and countermeasures to ensure secure networks and systems throughout Nassau BOCES and in our supported districts. This will include tasks such as design and implementation of cyber security systems, installation and configuration of security software to help mitigate cyber attacks and educating employees on data security, monitoring and protection against security breaches. The program cost budget category covers three major expenses. First is hardware maintenance, which covers our network switches storage area networks, and our Libra backup generator at the Lapinski center. Next is software licensing and maintenance, which includes operating systems, email archiving, office 365, Azure cloud services and advanced cyber security tools to protect against sophisticated malware, and hacking based attacks. And finally, we have security contracts covering ongoing maintenance for the agency's phone system and outsourced support the costs for fire and Burglar alarms have been moved to the facility services for 22, 23. As those systems are more properly classified as part of the building infrastructure. Finally, the utilities budget category covers the cost of telephone and internet services for the agency.

Susan Bergtraum:

Thank you, Mr. Widmer, any questions? Mr. Greenstein.

Larry Greenstein:

James has the shift shortage affected our ability to get the technology we need and it is affecting the prices in any way that are significant to the budget.

James Widmer:

So I'm going to refer to Mr. Reinertsen on this question, if possible he's a lot closer to the situation than I am Chris.

Chris Reinertsen:

Yeah. Okay. Can you hear me?

James Widmer:

Yes.

Chris Reinertsen:

Good evening everybody the answer is yes and no, I know that's not what you want to hear. There was a point in time when there were production issues with chips, and now there are shipping issues with inventory. So the short answer is yes, we're seeing supply chain issues and they continue. We've also seen price increases related to that as well. Some of them pretty substantial north of 15% on certain components. There was a huge backlog a while back with mobile devices and things like that. But everything that you hear that's related to the nationwide supply chain issues, and price increases are affecting us in the context of hardware and technology without a doubt.

Larry Greenstein:

And that's factored into what we're doing... In other words, in terms of redeployment and everything else, if it are things going to be left longer because, the price to replace it is gonna to be higher than it would've been in the past.

Chris Reinertsen:

We've seen no decrease in demand. So, it is the growing rate and people are, you have gotten accustomed to it, unfortunately, it doesn't show any sign of, slowing down, but it will, at a certain point it will, it will crater, but we don't see it happening yet.

Larry Greenstein:

Okay. Thank you.

Chris Reinertsen:

Thank you.

Susan Bergtraum:

Any other Questions? Seeing none, Mr Widmer.

James Widmer:

Okay. Next up we have the facility service budget, which covers 17 locations throughout the county, including both owned and leased facilities. The staff in this budget provide the following services, building maintenance, custodial and cleaning services, groundskeeping, security, capital project support, and overall departmental administration. Nassau BOCES employees provide services directly in 15 locations, while districts from whom we lease space provide services in two locations, that's at GC Tech and Willard avenue. Some highlights of this budget include the following. Proposed staffing in this budget has remained essentially flat with a reduction of one FTE for 2223. However, there are currently several open positions, which we are in the process of filling as indicated by the reduced FTE in the 2122 adjusted budget. Some of the vacancies are for maintainers, and we are currently using vendors to temporarily perform some of the work that would be covered by full-time staff.

James Widmer:

Other vacancies of a custodial staff to cover these open positions. The agency uses its float staff to best meet the needs of our programs. Although spending is lower than it was at the outset. The facilities department continues to cover the cost of supplies needed to deal with the pandemic. This includes the cost, the HVAC filters, cleaning supplies, hand sanitizer, and some PPE. Additional security staff was assigned to various buildings to ensure the pandemic protocols were being followed. This is an ongoing effort, but we are also maintaining our security spending to help ensure a safe environment in our schools. The 2122 adjusted budget for utilities reflects the recent surge in energy prices. Electricity rates have increased nearly 10% while natural gas and oil have spiked 22 and 60% respectively. The utilities budget category is calculated based on the agency's historical usage, plus the US energy information Agency's estimates the energy prices and projected cooling and heating days.

James Widmer:

Equipment utilized by the facilities department staff is evaluated on an annual basis and requests for replacement generally include items, for which repair costs and frequency of repairs have become prohibitive. The facilities department is responsible for the maintenance of the agency's window HVAC units. Central purchasing of these units relieves that burden from the programs and is better coordinated through one department. Based on the recommendation of the transportation department, we will be replacing two utility vans in 2223. We will also be replacing an SUV used by security staff due to higher mileage and body corrosion. There are four major expense lines in the program cost budget category. First is cartage and rubbish, which covers trash removal at 11 locations, plus additional compactors containers and roll offs at various sites.

James Widmer:

Next are service contracts, which include various costs that are documented on page seven of the budget materials. Among these costs are things like fire alarm maintenance and the shared condominium maintenance fees for the George Faber center. Next are building repairs, which is also detailed on page seven of this budget. This includes all types of repairs from carpeting to fencing, to roofing and window treatments. Finally, there are contracted guard service, which covers 15 full-time and three part-time or seasonal posts throughout the agency, plus staffing for the agency's security command center and 24/7 365 mobile patrols. The large insurance charge in this budget reflects the cost for workers compensation, as the employees in the facilities department are included in the higher risk premium category, based on the nature of their work. However, the increase in the 2223 insurance budget is due primarily to the premium increase from nicer and not related to workers' compensation.

Susan Bergtraum:

Thank you, James. Are there any questions, Mr. Weinick and then Mr.Greenstein.

Michael Weinick:

I have a few questions. This budget's unbelievable is Mr. Fierro with us tonight?

James Widmer:

Yes.

Michael Weinick:

Oh, he's with us. Can someone take quite a bit of time going over all of these questions. I just like busting Tony's chops. He's a great, he's a great guy. He complains sometimes that nobody ask him questions and he feels left out, but there he is. He's on the bottom of my screen.

Anthony Fierro:

I'm here.

Michael Weinick:

So I like getting just going every now and then. I have no questions. [crosstalk 00:51:55].

Susan Bergtraum:

We're going to need somebody for blood pressure, Mr. Greenstein.

Larry Greenstein:

So the increase in utilities is likely to continue for a while. And I guess my question is, as the costs go up, the payback times for renewable energy starts coming down. Are we allowed to work with private contractors and basically sell our solar credits or our geothermal credit, if we wanted to go that way in some of our buildings. And, I imagine with the increase in fuel the electric rate's going to probably jump up a little bit next year too, more than it has been.

Anthony Fierro:

Well.

Larry Greenstein:

Tony.

Anthony Fierro:

Yeah as far as energy, We're working really hard right now on energy management. And some of the things we're trying to do just to kind of get a handle on this is we're looking into, and we, we, we started this actually last year, but looking into energy benchmarking equipment, just to kind of gauge where we are, we've interviewed a, of companies that we're looking at that have software programs and equipment that we could then utilize in all of our buildings. So far, we haven't found a software program that we're satisfied with, but we keep looking. So I think that's step one is just to gauge where we are on a benchmarking basis to see how our utilities are, are being spent across the board.

Anthony Fierro:

You know, we're always looking into solar and energy credits. We work with PSE&G actually has some equipment that one of these programs I was just explaining to you. So we're, seeing if they can help us out as well. So far, we haven't really found solar to be an effective alternative for us. Just because applying to SED as you mentioned, the amount of time that takes to pay off this equipment really is not really favorable to us, especially since we don't really keep state aid. We distribute our aid to the districts, so that can't be factored in. And obviously we don't get tax credits. So it becomes a little bit more difficult for us to make that work. But we'll keep looking at all of those options, Larry. And when we find something that will work, then we'll move forward with it. But step one is just gauging where we are with our energy benchmarking.

James Widmer:

One of the other things too, Tony, that came up in conversations we've had over the years with solar is that so many of the solar companies seem to be like fly-by-night operation. They're here one day, they're gone the next. And if you put solar panels on the roof the warranty of the roof comes in question and who's responsible. There are a lot of complicating factors that I think in solar farms, you don't necessarily have those same concerns, but putting it on the roof always is a bit of a dicey proposition. So we're keeping our eyes out, but those two concerns have really held us back. In addition to what Tony said about the payback period when we first looked at it like 15 years ago was, it was astronomical. It was like 40 years or something like that. Right Tony?

Anthony Fierro:

Yeah. It didn't work at all.

Larry Greenstein:

They're coming down but I think for our purposes we get the most bang in the buck with geothermal because that would take care of heating. And again, I don't know whether we could work with a private company that would then buy the equipment, install it, and we would pay them back a lease fee, but they would be getting the tax credit against it. So we would essentially be getting the credits, but I know it's a long, complicated thing. I just unwanted to bring it out. If over the next week we can start moving that way.

Anthony Fierro:

Yeah. And Larry, we're always looking at those options and when we find something that's really favorable to us, then we would bring that forward.

Dr. Robert Dillon:

Great.

Susan Bergtraum:

Any other questions? Mr. Wolfner?

Angela Marshall:

You're muted.

Susan Bergtraum:

You muted, Jacque. [crosstalk 00:56:31] look like-

Jacques Wolfner:

Here we go. [crosstalk 00:56:33].

Susan Bergtraum:

No.

James Widmer:

Nope. We got this.

Jacques Wolfner:

Okay. I apologize. I've been looking at all the projects that Tony's been shepherding and taking care of. And I am truly amazed at the professionalism and his ability to juggle all these maintenance and capital projects. I just want to acknowledge him for that.

Susan Bergtraum:

So Jacque, I thank you for that because opposed to Mr. Weinick, he will be the blood pressure raiser. I am going to keep you around as the blood pressure lowerer. Any other questions?

Angela Marshall:

You have [crosstalk 00:57:26] Ms. Langsner and Mr. Keefe.

Susan Bergtraum:

Okay. Thank you.

Fran Langsner:

David, you can go ahead.

David Keefe:

I'm going first?

Fran Langsner:

You can go first [crosstalk 00:57:37]. You had your hand up before me.

David Keefe:

I got just a couple of questions. On your introduction, you said that proposing for staff was going to be flat, but yet you said you were hiring more security. Does that mean somewhere you are lowering the number of people in some departments?

James Widmer:

Sorry for any confusion on that. The security staff that I was referencing that we had added at-

James Widmer:

The security staff that I was referencing that we had added at locations and that we're maintaining our contracted security. Our security force has always been a mix of employees and contracted. So when we expanded the security staff, it was primarily in the contracted area. We might have added one person on the internal staff. And I know one of the open positions that Tony's looking for is supervisor of security. I believe that's the position. Tony, that's still open and we haven't been able to fill. We think that's a critical position to... Now that we have a pretty robust staff of security folks around the county, that would be helpful to fill that position as well.

David Keefe:

Okay. Thank you. The other thing you mentioned, was you said electricity you're projecting 10% increase, and then you said something 22%, which I missed what's going up 22%?

James Widmer:

Sure. So, what we've seen is the electricity was 10%, natural gas, we've seen an increase of 22% last year versus this year, and the heating oil, we've seen a 60% increase over what we paid from last year.

Jacques Wolfner:

Yeah.

David Keefe:

Six zero?

James Widmer:

Six zero, yes.

David Keefe:

All right. Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Sorry. Thank you. Mrs. Langsner.

Fran Langsner:

All right. Okay. I want you to go back to Mr. Greenstein's question about renewable energy. I don't know if this is available for commercial entities. I just signed up for a program through PSE&G called Community Solar. There's no way I'm going to be installing solar in my own residence, but it allows you to get the benefit of solar credits from, I guess, a solar firm or wherever solar is available. And it's supposed to have a positive impact on my electric bill. So, I don't know if that's something we're entitled to pursue, but I just thought it was interesting.

James Widmer:

We can definitely look into it. I had seen something about it within the last couple of weeks, but I didn't really look into it, but Tony and I can look into it.

Anthony Fierro:

Yep. And we have ongoing conversations with PSE&G. So, anything that they have available to us will take advantage of.

Fran Langsner:

Well, it's called Community Solar, but like I said, I don't know if it's only available for residential.

Anthony Fierro:

Okay. Thank you, Fran.

Larry Greenstein:

We have a community solar upstate and it probably saved us 25% on what would've been our electric bill. So it does help.

Susan Bergtraum:

Any other questions? Okay, seeing none... Yes.

James Widmer:

Jean has a question.

Susan Bergtraum:

Jean. Well, Jean's not on my screen. Okay, thank you.

Jean Fichtl:

Okay. I have a comment. We did solar at [inaudible 01:00:46] a number of years ago, about maybe six years ago. And we coordinated between NORESCO and the warranty for the roofs. And we were able to work something out and it brought down the cost tremendously. We had [inaudible 01:01:02], used all the construction costs, we added roofs and everything that we were really shot. But when we did it, NORESCO was the service contract and cyber... I have the names downstairs too. I keep this stuff. But they coordinated with the roofing company so as to not avoid the warranty on the roof. So, it's something to think about.

James Widmer:

Yeah. That would be critical. And we would definitely want to do that as we pursue it.

Jean Fichtl:

There was two companies. One was NORESCO and I forget the other one, but I still keep the papers downstairs. I'll look them up.

Anthony Fierro:

One of the keys to that, I think is just to coordinate when you're doing a solar project like that, that you're working with a roof that is in need of replacement so that you start everything at the same point rather than doing the solar on a roof that might be several years into a warranty. You want to try to do them both at the same time, so that that warranty get extended out as longer period as possible.

Jean Fichtl:

It was part of a bond issue when the roofs were leaking. So, it all worked out together, but it's something to look at. It's not hard to ask.

Anthony Fierro:

Yep.

James Widmer:

Absolutely.

Susan Bergtraum:

Okay. Any other questions or comments? Okay, Mr. Widmer?

James Widmer:

Okay. Onward we go. Next up, we have financial and information systems. This budget covers the cost associated with the PeopleSoft Enterprise accounting system, software licensing and support, and for development of actuate reports, Microsoft Power BI for business intelligence, dashboards, and reporting, and Microsoft Power Apps, which have been used to develop several applications to help streamline agency operations. The overall staffing includes 10.05 FTE comprised of a full-time associate director reporting to the associate superintendent for business, a database administrator for the PeopleSoft application, programmers responsible for upgrades and customizations to align the software with agency business practices and implementation of new functionality and modules in PeopleSoft.

James Widmer:

Technical staff supporting the hardware and operating systems, application specialists responsible for overall application support for end users, and an information technology application specialist working on application development to enhance business practices. The department currently includes two staff members through a third party vendor. One of whom also develops and supports applications using the Microsoft Power Apps, and Power BI platforms. The other is filling the previously budgeted data analyst position. Learning key functions relied upon by business services and human resources.

James Widmer:

The team also provides critical depth needed to support and maintain other applications in use throughout the agency and used by our component district partners. The FIS team is currently planning that people saw financials upgrade, which is expected to be completed in '22, '23. A portion of the funding in the contract professional and technical services budget category is reserved for technical support on the upgrade project. Some of the agency's spectrum lease revenue is assigned to the FIS budget to implement projects and work on upgrades. As noted earlier, the group has been instrumental in developing a series of applications to increase efficiency and reduce their reliance on paper documents, moving around the agency for approvals and processing to date.

James Widmer:

These projects include, absence requests, accounts payable invoicing, billing, budget adjustments, capital project planning, which was presented at the December 16th board meeting. COVID vaccine and test tracking, employee exit procedures, expense reimbursements, family medical leave act time tracking and approval, request for personnel, and the RSIP student registration module. The department also plays a critical role in implementing bargaining unit contracts and is heavily involved in our work with UKG to convert our time sheet processes from paper to electronic. Overall, the proposed budget for '22, '23 is decreasing 2.4% from the '21, '22 original budget.

James Widmer:

Just as a reminder, the spectrum revenue that I mentioned earlier comes from the lease of the broadband channels that we were awarded from the federal communications commission many years ago. In '22, '23, the total spectrum revenue will be $600,000 of which $250,000 is allocated to this budget.

Susan Bergtraum:

Okay. Any questions?

James Widmer:

Did Jacq have a question?

Jacques Wolfner:

No.

James Widmer:

No. Okay.

Jacques Wolfner:

I didn't have one. Thanks.

James Widmer:

Sure.

Susan Bergtraum:

Okay. All right. Seeing none, James, if you'll continue.

James Widmer:

Okay. So, the electronic budget file that I sent out had the next two budgets in reverse order. So, I'm going to skip forward and do both BOCES graphic arts and printing, which was the next one in the table of contents. So, the BOCES graphic arts and printing budget covers the internal printing and shipping needs for the agency and includes the costs for the messengers that deliver mail between BOCES buildings. Most of the staff members assigned to this COSA are shared with the district printing and graphics service budget, and they work on jobs for both BOCES and district customers.

James Widmer:

Some are also shared with the school public relations COSA. There are no major changes proposed for this budget in '22, '23. However, there is currently a paper supply shortage resulting in higher prices. We have adjusted the supplies and materials budget category to reflect these increases. We are encouraging departments to limit their use of print materials where possible during the shortage and are hopeful that pricing and availability will return to normal levels in the future. The equipment budget category will be lower in '22, '23, as the increase in '21, '22 was for the one time expense to purchase the new mailing system for the agency. Service contracts are also split between this budget and the district printing budget and include knife sharpening, shop regs, copier maintenance, folder sealer maintenance, and environmental waste removal.

Susan Bergtraum:

Okay. Questions? Seeing none, James continue.

James Widmer:

So the final budget in this cluster is the BOCES safety cool coordinator. And as I mentioned earlier, the BOCES safety coordinator budget was previously included in the health and safety training cluster and it's now its own budget. Staff assigned to this budget are responsible for developing and managing internal programs and procedures designed to eliminate hazards, reduced accident and workplace injuries, assure regulatory compliance, and respond to emergencies. The safety coordinators, Steve Jacob oversees two key agency committees, the health and safety committee and the agency-wide safety team. Ongoing work includes emergency planning, coordinating fire and safety inspections, and investigating indoor air quality and environmental concerns. There has been a slight increase in the overall staffing assigned to this budget based on overlapping support from the health and safety training program, resulting in an uptick in the classified salary budget category compared to the '21, '22 original budget

Susan Bergtraum:

Questions? Seeing none, James.

James Widmer:

Okay. On we go. So now we're into CIT. The next batch of budgets to be reviewed will be the six budgets that make up curriculum instruction and technology group. First off is curriculum and instruction. The curriculum and instruction budget includes three key support areas for districts. Administrative office support, the center for professional development, which includes curriculum and training support programs, regional workshops, and state mandated trainings like school violent prevention and intervention, and dignity for all students, and the coordination of science kit purchased through Monroe and Oneida-Herkimer-Madison BOCES. As noted earlier, the community school resources COSA that was included in this budget last year has been moved to the health and allied services budget.

James Widmer:

Professional development is offered through Nassau BOCES sponsored regional workshops and conferences, as well as through the building local capacity program. Two major expense categories in this budget are contract professional and technical services and payments to other BOCES and districts. Contract professional and technical services includes the costs for the professional development consultants for regional conferences and those requested by districts in the building local capacity program. Payments to all the BOCES and districts covers the cost for substitutes while teachers are doing professional development. And for the cost of the science kits purchased from Monroe and Oneida-Herkimer-Madison BOCES.

James Widmer:

Costs associated with a long island student support team conference, which was held remotely in '21, '22 have been reduced in the adjusted budget, including rental of facilities, non-instructional equipment rental, travel conference, and meals and food. It is expected that the conference will be held in person for '22, '23. So those budget lines have been increased accordingly in the proposed budget questions.

Susan Bergtraum:

Questions? Seeing none.

James Widmer:

Okay.

Susan Bergtraum:

James?

James Widmer:

Next up, we have health and allied services, which includes the following six district services. School counselors support, which provides itinerary counselors to help districts meet the requirements of commissioners regulation. 10.2J allowing elementary students to have access to counselors. The health and welfare program, which supplies nursing and related services like school psychologists and social workers to non-public schools throughout the county and to Nassau BOCES special education and CTE schools. The health services management program, which provides advice and assistance to district in managing their school health services.

James Widmer:

Community school resources which provides districts with an array of mental health support services, including curriculum materials for mental health education, and social and emotional learning, as well as professional development workshops for district personnel. The medical director, which assists districts in complying with [inaudible 01:12:24] guidelines for designating a director of health services and for creating district policies.

James Widmer:

And finally, the attendance supervisor, which covers truancy and district residency issues. District requests for social workers have increased resulting in the higher staffing and budget levels for '21, '22. The '22, '23 proposed budget for certified salaries will expand further. As we plan on adding a supervisor for the social workers and psychologists plus a new school psychologist will be added to the Barry Tech support team. The program cost budget category is increasing in three main areas. Subscriptions have increased to accommodate requests for the comm.com platform in the community school resources service. Service contracts are used to employ the third party investigators in the attendance supervisor program, which has increased by 10 additional districts over the original projection.

James Widmer:

Finally, temp services is adjusted as the needed to reflect changing needs for substitute nurses, speech therapists, and social workers. When requests increase, it takes some time to hire full-time staff, so we use temp agencies to meet demand. Contract professional and technical services is increasing based on actual district requests for community school resource programs through South Oaks Hospital, Cohen Children's Medical Center and Central Nassau Guidance and Counseling Services.

Susan Bergtraum:

Thank you, James. Questions? Okay. Seeing none, James continue.

James Widmer:

The next budget we have is health and safety training program, which provides services to all 56 Nassau county school districts. Helping them comply with federal state and local health and safety regulations through a robust staff training program and planning model. Participants also receive free access to cooperative bids for health and safety supplies and hazardous waste disposal. Staff training is provided on emergency preparedness and response, violence prevention, chemical safety, air quality, and other topics. The service acts as a liaison between districts and regulatory agencies, it provides mandated written safety plans and offers two separate websites for compliance assistance on emergency preparedness and occupational safety and health administration related issues.

James Widmer:

The in-district health and safety manager portion of the COSA has been increasing steadily over the past several years. And now provides onsite safety managers to 33 districts. These safety managers who work in specific districts from one to four days per week are helping districts improve their safety and security efforts. Staff members in this budget have played a critical role during the ongoing pandemic providing guidance and support and by helping district navigate regulatory changes by providing updated district-wide school safety templates. The '22, '23 proposed budget includes an additional system specialist to cover anticipated district need. There are no other significant changes in this budget.

Susan Bergtraum:

Thank you. Questions? Seeing none, James?

James Widmer:

Okay, next up we have the other instructional programs and services. This cluster includes five services that supports student learning and educational growth. First, we have arts and education covering music, dance, drama, writing, and visual arts. This program includes the artist in school service with artists providing performances, workshops, and residencies for participating districts. The arts and education service also includes the instructional musical instrument service, which provides districts with instruments set up and tuned by local vendors and professional development for their music department staff.

James Widmer:

Districts can finance the cost of the instruments over several years and can swap instruments with other districts based on changing needs from year to year. The next service is exploratory enrichment, which includes stem related activities as well as character education programs required by New York State's Dignity for All Students Act. An exciting new offering in this program is today's students, tomorrow's teachers. This nationally recognized career development program, recruits, mentors and trains culturally diverse and economically challenged students from high school through college, and then places them as effective teachers and committed leaders.

James Widmer:

The third service in this budget is outdoor and environmental education, which includes programming at Nassau BOCES sites at Brookville and Caumsett State Park, shipboard Marine biology trips, and upstate residential programs. The master's garage at Caumsett State Park, which was renovated by Nassau BOCES provides a superior learning experience for students attending programs at that location. All the programs provided through arts and education, exploratory enrichment and outdoor education are aligned to New York state learning standards. Next, we have the language program and assessment service. Providing classroom instruction in languages other than English and direct support by a coordination of translators and interpreters in over 40 languages.

James Widmer:

Finally, there is the Japanese language program which is currently providing three classes in two districts. The adjusted budget for '21 '22, reflects a decrease in participation in several of these programs due to the pandemic. The revenue chart on page three shows the preliminary estimates of service reductions. Staffing in this cluster has been adjusted to account for current district needs and will be reevaluated as the year progresses to ensure appropriate support levels for all programs.

James Widmer:

Since clerical staff throughout the department of curriculum, instruction, and technology are often shared amongst the various programs. We have flexibility to assign staff as needed. The program cost budget category includes the cost of show tickets for arts and education and district field trips for outdoor education. While the contract and professional technical services budget line covers the cost of the artists contracted for through the arts and education and exploratory enrichment programs. The service contracts budget line is used primarily for the cost of translators and interpreters through third party vendors like Propio, which covers 200 languages and utilizes over 4,000 interpreters.

Susan Bergtraum:

Questions? Scene none. Is there a question?

Jean Fichtl:

There's one. Jean.

Susan Bergtraum:

Okay.

Jean Fichtl:

Can I go back to the other page, to the one before... I'm sorry, I couldn't find my button.

James Widmer:

Sure.

Jean Fichtl:

The cost of the show tickets? Do we apply them to the students? It's on page five of the instructional program services.

James Widmer:

Yeah. So, when a district requests show tickets, we coordinate the purchase of the tickets for the school districts as a service in the arts and ed. There's a subscription fee be in the arts and ed. So that's one of the coordination services that we do.

Jean Fichtl:

Okay, [inaudible 01:20:15].

James Widmer:

Yep.

Jean Fichtl:

That's what I thought, but I wanted to check. Thank you.

James Widmer:

Sure.

Susan Bergtraum:

Okay. Any other questions? Seeing and hearing none, James?

James Widmer:

Okay. So, next up is technology services. This is the largest budget in batch one. Includes hundreds of services in 17 functional areas. The program's offered through this cluster run the gamut of technology offerings, including administrative and instructional technology, project planning, model schools, document imaging, student support services, telecommunications, financial management services, library services, distance learning, you name it. We do it. The staff in this budget includes network cloud and security engineers who provide various services to our component districts. These services range from cloud migration to network and infrastructure design and implementation, and ongoing management of technology.

James Widmer:

Additionally, hosting services eliminate the need for component districts to have a costly data center built in house, which reduces costs while increasing uptime and productivity. Over the past few years, there has been a shift in focus towards cloud and security services. This allows Nassau BOCES and participating tricks to be prepared and equipped to handle various cyber threats and to be properly aligned with new security standards, such as [inaudible 01:21:42] 2D. Thus far we have moved or are in the process of migrating 27 districts into the Microsoft Azure cloud platform.

James Widmer:

Doing so has increased visibility into threats, mitigation of attacks, increased uptime and provided cost savings to districts. We anticipate that this trend to cloud-based services will continue in the future and we will continue to invest in staff training to ensure that the needs of the agency and districts are met at a high level. Nassau BOCES also provides support for the applications that districts use in both an instructional setting and to run their back office operations. Staff in the technology cluster support multiple financial management applications, as well as a variety of student management systems and central office community notification products.

James Widmer:

A comprehensive list of software applications supported by the technology group is shown on pages seven and eight. This list is subject to change based on district needs, but provides an idea of the breadth of support provided by Nassau BOCES. This budget also handles all finance district technology projects.

James Widmer:

These projects include BOCES project planning, centralized, purchasing, and managed deployment of the new technology for districts. Project financing is handled through the Nassau BOCES business office, the all paperwork processed centrally. Finance terms range from two to five years and are offered through a competitive bid issued through the Nassau BOCES cooperative bidding program. There are currently 104 active finance deals totaling $43.8 million. The '22, '23 proposed budget includes several new positions and filling those that were budgeted in '21, '22, but which are currently vacant due to retirements and difficulty filling some titles through civil service.

James Widmer:

All positions are evaluated against district requests for services prior to being filled. Expansion in this budget cluster over the years has necessitated expanding staff though at a much slower pace than in revenue growth. The classified other budget line reflects the need for staff members in this budget to complete technology implementations in districts during the relatively short time between the end of school in June and the start of school in September, which often requires the employees to work overtime. The proposed budget for '22, '23 includes funding for equipment, for district projects that are normally contracted for and implemented during the summer. One major change in the technology services budget over the past few years is an increase in the supplies and materials expense.

James Widmer:

Many technology devices requested by districts cost less than $1,000 per unit like desktops, laptops, tablets, and iPads. These items are accounted for in the supplies and materials category rather than equipment. And you will note a total of $12.9 million spent in 2021. This budget line will be adjusted throughout the year as needed, though the initial request of 4.5 million will help fulfill summer projects, which need to be completed prior to the start of school in September. In addition to Nassau BOCES staff members providing direct in district network support, third party vendors are utilized under the direction of Nassau BOCES program managers to provide district based technology support.

James Widmer:

These costs are included in the service contract budget line and program costs. In addition to the service contracts budget line, major expenses in this category include the licensing costs for the software applications. We support finance payments for the technology projects mentioned earlier, subscriptions to library databases, and hardware maintenance obtained by Nassau BOCES on behalf of districts. The utility line of this budget includes the cost for telecommunication and internet services obtained by districts through Nassau BOCES district telecommunication service. Finally, the contract professional and technical services budget line is comprised primarily of the cost for school public relations services, supplemental model school trainers, and the consultant handling district E-Rate application.

Susan Bergtraum:

Thank you, James. Questions? Hearing none, seeing none. James, continue.

James Widmer:

Okay. So, the final budget in this cluster is the CIT central office. The CIT central office provides supervision and support to the five CIT budgets groups that were already reviewed. The CIT central office budget includes the three associate directors responsible for managing the department, as well as other administrators and clerical support who work on behalf of the entire department. The proposed budget for classified salaries for '22, '23 includes an administrative assistant to support the three associate directors who are currently sharing two clerical staff members. Plus CIT share of a new grants manager who will be responsible for oversight, compliance, and accounting for the 12 plus million dollars in special aid fund activities in the agency. Equipment in the CIT...

James Widmer:

...Fund activities in the agency. Equipment in the CIT central office budget is used to upgrade and replace obsolete technology at the Lipinski Conference Center, which hosts district events throughout the year and three learning studios, two classrooms and four conference rooms. Equipment needs are assessed on an annual basis and equipment is purchased centrally through this budget. The cost of the equipment is allocated to the programs that use the learning and conference spaces most often. The conference center utilizes a four year replacement cycle due to the extensive use of the equipment. However, equipment is only replaced when it is deemed technologically obsolete for the purposes required by the users. The transfer charge from transportation has been eliminated. There are no cars assigned directly to employees in this budget.

Susan Bergtraum:

Questions? Seeing none, hearing none. James?

James Widmer:

Okay, rolling right along, next we're into the business services cluster. This includes three programs that report directly to the business office. The first of which is cooperative bidding. The cooperative bidding service issues both competitive bids and RFPs, financial BOCES and component school districts. Staff members are shared with the business office purchasing department. The cooperative bids are available to component districts on a subscription or [inaudible 01:28:27] basis. Subscribing districts pay a single annual fee and receive access to all 67 of the cooperative bids issued through the service. 43 of the 56 Nassau districts have subscribed to the service. Non-subscribing districts and other municipal entities may purchase access to bids for a fee of $450 per bid. In '21, '22, we estimate that four non-subscribing Nassau school districts, 19 non-Nassau school districts, and 24 other municipalities will purchase access to one or more bids. This budget pays for a portion of the annual license fee for the online bidding software, Ion Wave used by the agency with the balance of the cost covered by the business office.

James Widmer:

The cooperative bidding program also handles a special non-public transportation bid, which is available to districts for a separate participation fee of $850 per district. This bid covered 154 routes and 485 students for 27 districts in '21, '22. Due to the complexity of this bid, the analysis is outsourced to a consultant.

Susan Bergtraum:

Questions? Hey James, I have one.

James Widmer:

Sure.

Susan Bergtraum:

If component districts wanted to do a cooperative bid, those 43, let's just say that already are part of it. Are we limited to this list that is on page seven or if they wanted to bid and I'm making this up. On antique clocks and you had seven districts that wanted to bid on it. Could we go back bidding on whatever it was the districts [crosstalk 01:30:21]?

James Widmer:

Certainly. We do all of those cooperative bids, which are available to all of the members of the cooperative and that list changes from year to year. We had 66 and then when the need for PPE came in, we did a bid for PPE. So that was added. So now it's 67. It goes up and down. But what we also do is we do bids for districts. For example, the district printing and graphics program will do bids for the school newspapers or certain jobs that they don't have the equipment to do in house. They'll prepare the bid on behalf of the district as a value add for the district. We also do a wide area network bid through the telecommunications department for the districts that need that specific service. So do specific bids and we add to the cooperative list whenever needed.

Susan Bergtraum:

Thank you. Are there any other questions? Seeing none, hearing none. James?

James Widmer:

Okay. So, the next up is food services. The Nassau BOCES Food Services Program prepares more than 2300 meals daily, both breakfast and lunch at a central location and serves those meals at 12 programs around the county. We are a participant in the federal community eligibility provision, which allows for us to serve free breakfasts and lunches to students in all our special education programs, while receiving the full free lunch rate for 97% of the meal served. Participation in this program eliminates the need for parents and guardians to apply for free and reduced lunch and reduces our administrative burden. We no longer need to collect and track amounts due from families for paid or reduced price lunches. The food services program is tailored to the unique needs of the students we serve. Many of whom have special dietary or food preparation needs, which increase the cost to run the program.

James Widmer:

The program supplements its revenue by preparing bag lunches for district field trips, to our outdoor education programs, by providing the lunches for the [inaudible 01:32:31] summer camp program and through catering orders from other Nassau BOCES departments that host meetings where food and beverages are served. Except for the [inaudible 01:32:40] program, these additional sources of revenue have lower since the start of the pandemic. However, in '21, '22, we received $176,000 through the Child Nutrition Emergency Operational Costs Reimbursement Program. That's a mouthful.

Jacques Wolfner:

Yes.

James Widmer:

A portion of these funds will be used to upgrade equipment, including heavy duty commercial electric can opener, a two-door reach-in commercial refrigerator, a washer dryer unit, and a small van.

Susan Bergtraum:

Thank you. Questions? Okay. Hearing none, seeing none. James?

James Widmer:

Okay. The final budget in this cluster is transportation services. This budget covers a variety of internal and external services provided by the Nassau BOCES transportation department, including transportation pickup and drop off from home to Nassau BOCES programs contracted for by component districts may [inaudible 01:33:45] nurses as required for student IEPs who travel on these bus routes, fleet maintenance for Nassau BOCES owned buses and vehicles, and inspection of long distance travel vehicles at the Nassau BOCES garage before trip departure. Districts may choose to contract with Nassau BOCES for transportation to our programs, or provide their own transportation, utilizing own buses or third party providers.

James Widmer:

For the '21, '22 school year, we are transporting more than 900 students per day, the pre-pandemic levels. Due to a driver shortage, we are relying on more contractor buses than in the past. Contractor buses are generally more costly than BOCES' owned buses. The balance between owned vehicles and third party contractors is tricky and requires a constant review of the routes and vehicle capacity needed to meet district requests. The agency currently has 72 buses in the active fleet, including 16, 22 and 30 passenger vans and four, seven and 11 passenger wheelchair buses. We are continuing to modify the composition of the fleet, purchasing 30 passenger vans and eliminating some of the older 16 passenger vans to accommodate more students on our buses. The.

James Widmer:

Agency's replacement cycle goal for buses is 15 years and or 140,000 miles. Buses removed from the fleet are auctioned off with the proceeds from sale going toward the purchase of replacement vehicles. The agency is also actively managing its car and truck fleet by eliminating underutilized, old, and costly vehicles or replacing vehicles with excess mileage. The proposed '22, '23 budget includes filling some vacant bus driver positions and two open dispatcher positions. We anticipate the third party carriers will increase their rates in '22, '23, reflecting the competitive market for bus drivers. As their cost increase, we expect that our expense on the private carrier line of the program cost budget will rise as well.

Susan Bergtraum:

Questions? Mr. Weinick.

Michael Weinick:

I had asked this question, but I think I need some clarification. James, you just mentioned that we have 72 buses, does that mean that we have 72 buses in operation each morning? How many buses are on the road each morning, roughly?

James Widmer:

So, it varies from day to day and it varies from when we're able to hire drivers and when drivers are available. So, Lisa does a tremendous job trying to adjust the routes as needed, new kids coming on, kids dropping off. We do have right now a lot of the 16 passenger buses held as spares. All of the 30 passenger buses that we have are in service. So, it's important to keep some spares. We probably have a few more spares than we would like to have.

Michael Weinick:

All right. That's really the gist of my question. Is that counted like 27 spare buses? Now, to me if that's one third of your fleet, spare buses to me... Two, three, four, in case there's an emergency in the morning, a bus doesn't start or whatever, but to have 27 buses sitting around, I need some clarification on why do we need so many? Are they replaced prematurely? Should these buses be sold off and use the money elsewhere and save on the insurance? It's just a number that I'm having trouble with.

James Widmer:

Yeah, Charlie Corolla and I are planning on having a meeting with Lisa Rice and John [inaudible 01:37:48] over at transportation to go through bus by bus, and try and understand better what the plan is. I know part of the thinking was that if you go back maybe three or four years ago, we probably had 10 more full-time bus drivers. So a lot of the buses that are spares were actually on the road at the time. And we were using fewer of the contractor buses. I think there wasn't necessarily an anticipation that when some of the bus drivers retired, that we wouldn't quickly replace them.

James Widmer:

So, I think we need to look at what the strategy is going forward, especially with those 16 passenger buses, which we've been hoping to phase out. Obviously, the 30 passenger vans are a better option because you can have more kids. And as long as you're able to route appropriately so that the children aren't on the bus for an extended period of time, it's more economical to have the 30 passenger buses. So, we will do that. I suspect in the spring, we'll be able to come back and give you a better report on what the strategy would be.

Michael Weinick:

All right. Thank you. And if I may ask, Mrs. Nolan to put that on our items pending list for some time in the future, you don't update on buses.

Joyce Nolan:

Okay.

Michael Weinick:

With today's date of when it was stated. And our items pending list seems to be growing. And I don't see dates on there with the things coming off the list. Thank you.

Susan Bergtraum:

Okay.

Joyce Nolan:

[inaudible 01:39:30].

Susan Bergtraum:

Are there any other questions? And I think James, I had asked you, and again, this is that, we were showing replacement of whatever vehicle it was, but they had lower mileage than others which were significantly higher. So, if you can get that answer as well.

James Widmer:

Yep. I have that on my list. I do.

Susan Bergtraum:

Okay. Yeah.

James Widmer:

Yep.

Susan Bergtraum:

Just so that it didn't get lost. Thank you. Okay. And seeing and hearing no other questions. James?

James Widmer:

Okay. We're in the home stretch here. We're barreling towards the end here. Two more budgets, other programs. So, first up we have regional personnel services. This includes four programs that are managed by the human resources department, the regional certification office, regional teacher recruitment, which includes the advertising service and diversity recruitment fairs, the employee assistance program, and district substitute employee management. Major costs in this budget include, staffing in the regional certification office, which employs a full-time certification officer, supporting districts and their employees throughout the county. The advertisements that are placed by districts, through Nassau BOCES for job openings, the licensing fee for the frontline absence management software, formally known as ASOP and the cost for the employees assistance program, which provides counseling benefits, work life benefits, self-help tools, lifestyle discounts on fitness and nutritional programs and wellness and personal development benefits.

James Widmer:

There are currently 16 school districts obtaining the EAP service through Nassau BOCES, and the increase in the adjusted budget for contract, professional and technical services in '21, '22 is based on five additional districts adding the EAP service this year.

Susan Bergtraum:

Questions? Seeing and hearing none. James?

James Widmer:

Okay, [inaudible 01:41:40]. Last but not least, we have the interschool elastic athletics budget.

Jacques Wolfner:

Not least.

James Widmer:

Not least. This service coordinates all secondary athletic competition in the county by scheduling 40,000 competitions for approximately 3,350 teams and 71,500 athletes. The program is responsible for assigning, evaluating, and paying 3,500 game officials. The [inaudible 01:42:08] is also responsible for providing in service training in first aid and CPR to all coaching and support personnel. The service also issues temporary coaching licenses and is responsible for interpretation of all rules and regulations of the New York state public high school athletic association. The executive director and assistant executive director of this service are employed directly by Section VIII Athletics. And they manage the Nassau BOCES staff through an agreement between Nassau BOCES and Section VIII.

James Widmer:

Much of the expense in this program is in the contract professional and technical services budget category, and it's for the payment of the game officials. The projected increase for '22, '23 reflects the anticipated contractual increase between Section VIII and the game officials and assumes normal athletics schedule.

Susan Bergtraum:

Any questions?

David Keefe:

Yeah, I do Susan.

Susan Bergtraum:

Sure. Dave? Mr. Keefe.

David Keefe:

And on the officials, when they get paid, who's responsible for the 1099, the IRS stuff, social security. Is it you guys, is it Section VIII or Section 11? Who's responsible for getting that stuff out?

James Widmer:

Yeah. So we, as part of the agreement with Section VIII, we provide that as a service to them. The payments are made through our accounts payable department and the financial and information systems group processes, the 1099s for those folks.

David Keefe:

Thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

Any other questions? Well, James, take a breath. Let it out, it will [crosstalk 01:43:56].

James Widmer:

No questions during the regular board meeting. I'm not entertaining any questions during the regular board meeting.

Susan Bergtraum:

We thank you. First of all, thank you to all the budget review members who are here tonight for going through this first set of budgets and for the questions and your interest and support, and thank you, James and your staff for an incredible presentation. Truly.

James Widmer:

Thank you.

Martin Kaye:

Well done.

Susan Bergtraum:

So with that, we are going to now go on to our regular business meeting agenda.

Joyce Nolan:

Excuse me.

Susan Bergtraum:

Yes.

Joyce Nolan:

The minutes of the budget review.

Jacques Wolfner:

Well, I wanted-

Susan Bergtraum:

I don't think we have to... Do we have to accept it?

Joyce Nolan:

No.

Susan Bergtraum:

We don't? Okay. Yeah, I don't think so. I think it was an informational [crosstalk 01:44:54].

Joyce Nolan:

Okay.

Susan Bergtraum:

But thank you, Joyce. Just in case we did.

Joyce Nolan:

Okay. Thank you.

Susan Bergtraum:

Okay.

Jacques Wolfner:

I wanted to comment with regards to the transfer of personnel and the budget adjustments where certain costs are moved from one closer to another. The board may be aware of those changes, but the budget review committee has not been made aware of it. And I had a number questions that Mr. Widmer answered, but I think in the future, if there's going to be significant budget changes, that should be noted for both the board and the budget review committee.

James Widmer:

I can do that.

Susan Bergtraum:

I think I can say dun jock.

Jacques Wolfner:

Okay.

Susan Bergtraum:

Okay. And that was the last question for James, though.

Jacques Wolfner:

Kudos to James, it is a monstrous job to put together this and make it transparent to everyone. Thank you.

Susan Bergtraum:

Thank you all again. And feel free to stay with us for our most exciting business meeting.

Jean Fichtl:

Susan.

Susan Bergtraum:

Yes.

Susan Bergtraum:

[crosstalk 01:46:27].

Jean Fichtl:

It's Jean.

Susan Bergtraum:

Yes.

Jean Fichtl:

I did have that same comment to you today. I told you when I spoke with you that moving things from one column to another, it's confusing for us because we really don't understand it. And it has to be a simpler way of doing it because it looks like... You take all of a sudden, there's like 600% increase in one place and reductions along the way, but we don't know how it goes, and it's difficult for us to follow something like that.

Susan Bergtraum:

Right. I think we hear that clearly and we will try to make it more understandable and easier to follow. Yes, yes, yes, yes. Certainly, certainly.

Jean Fichtl:

So you [crosstalk 01:47:09].

Susan Bergtraum:

Okay. All right. So we're now going to our regular business meeting, but Angela, I don't have B.A. on my screen. So I need to...

Susan Bergtraum:

[crosstalk 01:47:21].

Deborah Coates:

He's here.

Eric Schultz:

He's there. Can we take a short break for a minute?

Susan Bergtraum:

You want a five minute break? Sure.

Eric Schultz:

Thank you.

Susan Bergtraum:

You're welcome anytime. Hello. B.A. I missed you. You were on the other page. What? Michael?

Michael Weinick:

Goodnight to everybody. That's all.

Susan Bergtraum:

You're just saying goodbye to us. To those who are leaving us.

Michael Weinick:

Yes.

Susan Bergtraum:

Okay. Bye Tony. Bye Brian. Bye Deb.

Deborah Coates:

No, I'm leaving. Goodbye to everybody also [inaudible 01:48:00].

Susan Bergtraum:

But they weren't waving [inaudible 01:48:01].

Deborah Coates:

[inaudible 01:48:04] maybe that.

Susan Bergtraum:

I know.

Susan Bergtraum:

(silence).

Susan Bergtraum:

Okay, I'm going to be right back.

Michael Weinick:

How you doing Marty?

Martin Kaye:

Good.

Michael Weinick:

I haven't seen you in a while. Everything, all right?

Martin Kaye:

Yep. Busy, busy.

Michael Weinick:

[inaudible 01:51:20].

Martin Kaye:

Very good. Thank you for asking.

Michael Weinick:

Good.

Susan Bergtraum:

Okay. So we're waiting for a Bob and Eric, it looks like. Hello, Bob. We're waiting for Eric.

Dr. Robert Dillon:

For the record, I sent James home.

Susan Bergtraum:

Okay. He must be exhausted.

Dr. Robert Dillon:

There's so much planning and preparation that goes into it and stress that [inaudible 01:52:28].

Larry Greenstein:

I got tired listening to it. It must be 10 times harder for him.

Susan Bergtraum:

Right.

Martin Kaye:

Yeah.

Dr. Robert Dillon:

It's like that old song, he rehearsed it. He dressed it. [crosstalk 01:52:39].

Susan Bergtraum:

Right.

Deborah Coates:

We're still live, correct. We're still live, right?

Susan Bergtraum:

I believe so.

Deborah Coates:

Yes.

Speaker 3:

Yes we are.

Susan Bergtraum:

Yeah. And Angela, thanks to you.

Dr. Robert Dillon:

Is there some concern that you may have had Mrs. Coates?

Deborah Coates:

I know you were too long.

Susan Bergtraum:

Actually. That's a very not... It's in neat song. It's Breath of The Blues. That's what he rehearsed it and gave at the news, [inaudible 01:53:16] gave birth to the blues.

Dr. Robert Dillon:

Right.

Susan Bergtraum:

Okay. I believe we are...

Dr. Robert Dillon:

Mr's Coates is too young. She doesn't remember this.

Susan Bergtraum:

I only heard about it, Bob. I don't know about it either.

Dr. Robert Dillon:

[inaudible 01:53:28].

Susan Bergtraum:

Okay, one, two, three, four, five, six.

Dr. Robert Dillon:

Eric.

Susan Bergtraum:

Eric is back. Seven. Okay. We are back and we can begin. All right. So, may I have a motion on the minutes please?

Susan Bergtraum:

[crosstalk 01:53:43].

Susan Bergtraum:

Thank you, Mrs. Langsner, Mrs. Coates, second. Any comments? All in favor.

Martin Kaye:

Aye.

Deborah Coates:

Aye.

Dr. Robert Dillon:

Aye.

Michael Weinick:

Aye.

Susan Bergtraum:

Opposed? Abstain? Okay. Consent agenda. Excuse me.

Michael Weinick:

No, I just said James is still here?

James Widmer:

Yeah. I'm just wrapping up a couple of things. [inaudible 01:54:06]. Thank you.

Susan Bergtraum:

Okay. Sure.

Michael Weinick:

Good job, James.

Susan Bergtraum:

Yes. Excellent.

James Widmer:

Thank you very much.

Martin Kaye:

Thank you.

Susan Bergtraum:

Okay. All right. Consent agenda.

B.A. Schoen:

Don't move.

Susan Bergtraum:

Second.

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Mrs. Langsner. Mrs. Coates you had had something. Was that in this consent agenda? Okay.

Deborah Coates:

Yes. On the consent agenda. Other it's C number 17. I'd just like to have it pulled.

Susan Bergtraum:

For a separate vote?

Deborah Coates:

For a separate vote. Yes.

Susan Bergtraum:

Okay. Anybody else? Any discussion needed? Seeing none. All in favor.

Deborah Coates:

Aye.

Martin Kaye:

Aye.

Fran Langsner:

Aye.

Dr. Robert Dillon:

Aye.

Larry Greenstein:

Aye.

Susan Bergtraum:

Opposed? Abstained. Okay. Let's do item C17. Mrs... May have a motion.

Fran Langsner:

It's on move.

B.A. Schoen:

It's on move.

Susan Bergtraum:

Okay. I've I have Mrs. Langsner second. I believe it was Mr. Schoen. Thank you. Discussion, Mrs. Coates.

Deborah Coates:

Yes. So for consistency in the third paragraph where it says-

Susan Bergtraum:

This is policy, correct Mrs. Coates?

Deborah Coates:

This is in policy number 1230 public participation of board of education meetings for consistency in paragraphs three and five. Could we add to Nassau BOCES board president or designee as it is stated that in other places in this policy? So just for consistency.

Susan Bergtraum:

Yes. Okay. We will...

Susan Bergtraum:

Yes, we will get that too.

Deborah Coates:

I'm sorry I missed it on [crosstalk 01:56:09]

Susan Bergtraum:

That's okay. Is there any other?

Michael Weinick:

Yes.

Susan Bergtraum:

Mr. Weinick.

Michael Weinick:

On the same policy, I just want to raise the concern that I had or ways back when we had first discussed this. That's if we're putting in a time period for public participation on how long they can speak, if it's not started right at the beginning, at what point do we then come in?

Michael Weinick:

I know I was voted down on this, but I just want to have it on the record that I don't like having a time period. We've never had a problem in the past. I don't envision it in the future. Unless somebody's going to sit there with a stopwatch when somebody starts speaking, I don't like that sentence in there.

Susan Bergtraum:

We could certainly do that. It is what is suggested and what any policy that I've seen has that.

Michael Weinick:

I understand that. If you're following the time at the beginning, then it's pointless.

Susan Bergtraum:

Well, and I may then ask Mrs. Nolan to have a stopwatch ready for every meeting, just in case there's a public comment. One more job, Mrs. Nolan.

Michael Weinick:

Let me ask another question though, because of the virtual meetings, when somebody submits something in writing, is that read or is that just added to the minutes? What's the procedure with that?

Joyce Nolan:

Should I answer?

Michael Weinick:

Sure you can if you want, otherwise.

Joyce Nolan:

If I receive a message, I read it. I actually read, we just haven't had once since I've been here.

Susan Bergtraum:

We did read it.

Michael Weinick:

Well, in that case, is this part policy for written things submitted in writing. In other words, when Mrs. Nolan is reading something, she's limited to the same three minutes.

Deborah Coates:

Well, there's a lot of discretion.

Joyce Nolan:

The way I understand, they can comment throughout the meeting now. The special site that Jessica is going to monitor going forward for our meetings to see if the public are making comments.

Deborah Coates:

That's not my question is. My question is it somebody in the public when they submit something in writing, whether it be you or Jessica who's ever reading it, is that contained in the same three minutes as if somebody was speaking in person?

Susan Bergtraum:

I could manage that. Mrs. Langsner?

Fran Langsner:

I don't know the answer, but I would assume, yes. I would say that three minutes is a lot longer than you think it is when you are reading something.

Michael Weinick:

That's not the issue.

Fran Langsner:

I know that's not the issue, but my, it doesn't say that specifically, you're right. My interpretation is that it's three minutes whether Mrs. Nolan is reading it. If the person themselves are speaking, or anybody else, I think the three minute time limit applies to any communication.

Michael Weinick:

That's all my question was.

Susan Bergtraum:

I might suggest that wherever we have it on the website that says, "Please submit your statement." Please make a note that says statements written, which will be read are limited to three minutes. In that way, we will not have that concern that somebody wrote something much longer than.

Susan Bergtraum:

Then they can read it out loud to themselves and submit it and cut it down if it's going to be more than three minutes. In that way that addresses that problem.

Michael Weinick:

Well, Mrs. Nolan was a very slow reader.

Deborah Coates:

It says in the policy that it's three minutes, unless the Nassau BOCES board president authorizes otherwise.

Michael Weinick:

That's correct, but you can't authorize otherwise until you've reached the three minutes. [crosstalk 02:00:39].

Susan Bergtraum:

Dr. Dillon.

Dr. Robert Dillon:

There's two issues here. If you're going to speak it's three minutes, you could submit something in writing that's 40 pages. In the past, you don't read it, it's just submitted and noted. That's the district clerk and that's it.

Dr. Robert Dillon:

You don't worry about the written one it's submitted and it's for the record. It is submitted in the minutes as part of the record, you don't have to read it.

Susan Bergtraum:

It's only if the written one is being read. That was the point.

Michael Weinick:

That's what I'm asking, I'm just asking [crosstalk 02:01:10]

Susan Bergtraum:

A written one of 45 pages we're not going to, and even if somebody wrote 45 pages, once it's on the website that says, if it's being read, it needs to be limited.

Dr. Robert Dillon:

If it's written, just put it in the record, don't get [inaudible 02:01:26]

Susan Bergtraum:

That's not what we did before though, it's the only way Bob, that right now they had for communicating with us. If they wanted us to hear it and respond to it, then we would have to hear it.

Fran Langsner:

I disagree. Let's ask the attorney.

Susan Bergtraum:

We can certainly do that.

Eric Schultz:

The other attorney. Statement as long as it's reasonable it should be read because they have the right to address the board in public. Anybody could send something in and be part of the record, but I think it's just a courtesy and obviously, we're not inundated with a lot of things.

Eric Schultz:

It's rare to use, but the board president can put an end to that. I think I did it once last year, one time or five years.

Susan Bergtraum:

Fran.

Fran Langsner:

We don't always respond, but sometimes we do, sometimes we want to. Sometimes we're getting a compliment and we want to say, thank you very much. We're so happy to hear it.

Susan Bergtraum:

Well, I was going to say, Joyce, if we're going to read something and Joyce, then we'll have put on the website when somebody is submitting something in writing, they know it has to be within three minutes. If somebody wants to give us a whole, they'll know that wouldn't be read, it would just come in.

Joyce Nolan:

Well, I could just acknowledge to very long-

Susan Bergtraum:

It would be attached to the minutes so that Bob's concern certainly can be addressed. Unless somebody else has a thought then what, we seem to be saying, what Eric just said, and what as Fran was saying, three minutes is a fairly long time. It should not really present much of a problem.

Joyce Nolan:

I need clarification for something. On the vote when we moved it I know we have edits there, but did anyone abstain or I have a mover and seconder.

Susan Bergtraum:

I don't think we voted yet. [crosstalk 02:03:52] That's why you don't have it. That was the discussion. It was a move and a second, then I opened it up for discussion. Now, I will be asking for the vote.

Fran Langsner:

As amended.

Susan Bergtraum:

As amended, that policy, as amended. All in favor?

Participants:

Aye.

Martin Kaye:

Aye. \

Participants:

Opposed. Abstained. You got it. Additional agenda item. May I have a motion?

Deborah Coates:

So move.

Susan Bergtraum:

Thank you. Second.

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Ms. Langsner. Any discussion? All in favor?

Martin Kaye:

Aye.

Susan Bergtraum:

Opposed?

Michael Weinick:

Opposed.

Susan Bergtraum:

Mr. Weinick, any abstentions? Any questions on the information items? Seeing none. Dr. Dillon, superintendent's report.

Dr. Robert Dillon:

Just really one big thing. You know, we were responsible for distributing originally 200,000 COVID test and we had another 100,000 the other day. Our guys and gals really stepped it up, and I want to congratulate certainly communications and maintenance.

Dr. Robert Dillon:

I asked Tony, put some thoughts down on paper. I ask Tony if you could share it with the board tonight, Tony?

Anthony Fierro:

I included a memo just to acknowledge the efforts of some of the employees, some of our staff members. It really was I'll say a team effort starting from central administration and our communications office in facility services. We had people from our custodial department, our warehouse, of course.

Anthony Fierro:

Central maintenance, security, was involved and even transportation. I really just wanted to acknowledge these individuals for coming in on short notice. We were informed of this, I think it was the day before New Year's Eve, or a couple days before. On the 30th, we received all of these delivery.

Anthony Fierro:

On New Year's Eve is when we started distributing it. This group of individuals really rose up and went above and beyond. I just wanted to thank all of them. If you don't mind, I'll just want to just mention some of their names we had Rob Daniels from our warehouse.

Anthony Fierro:

He responded Gary [inaudible 02:06:42], and Ian from our custodial department. We had Tom Rockenover and Walter Rivera who were taking care of all of our security needs and traffic control. Jason Liu from grounds central maintenance to Richard Hyun and Benjamin Hyun were there to help out. We even called in John Crow from transportation.

Anthony Fierro:

When we realized that one of the buses were actually had to be moved in order for these tractor trailers to get in. Everybody really responded and it was a really a seamless operation. My thanks go out to all of them who made that happen. As Dr. Dillon stated, we had an additional 15 pallets and a lot more home testing kits that were delivered several days ago.

Anthony Fierro:

From what I understand there may be more to come. Again, I thank that staff for what they did.

Dr. Robert Dillon:

I don't want to leave out Angela and Theresa what they did in organizing and planning and scheduling the district to show up. It was quite the effort. We have some people who are pretty adroit at handling that forklift.

Susan Bergtraum:

Mr. Weinick?

Dr. Robert Dillon:

I certainly want to commend everyone in Nassau BOCES for what was [inaudible 02:07:59] job, really a tremendous thing. I hate being pessimistic, but I have a question which I don't know if anybody could answer. I don't know how much New York state spent on buying these test kits, shipping them out. The manpower, the time on getting them to the kids.

Dr. Robert Dillon:

Did this serve any purpose? Where did we go from here? God knows how many thousands of dollars that was spent on this. That's all. As I say, nobody has to give me an answer. I just want to verbalize it that it sounds like a tremendous, wonderful thing, but what did it accomplish?

Susan Bergtraum:

I'll tell you, Mike, because I had that question, but I think at least I misunderstood what these tests were supposed to do. In my mind, all these parents were testing their kids before they went back to school, and that was not the purpose. The purpose that was explained to me is parents now have these tests in their house.

Susan Bergtraum:

If their child doesn't feel well, they're going to test that child and not send that child to school. That which made more sense to me than everybody testing that day, and then the tests were gone, that these are tests now available. If that helps you find, I just know it helped me a little more say it made more sense to me that way.

Michael Weinick:

Absolutely, Susan, it makes tremendous sense. If your child is sick, you need a test to say, he shouldn't go to school. If your child sick, "I don't feel good. I'm sick." Are you going to say, "Fine, stay home? Are you going to say, "Wait, let me give you a test?"

Susan Bergtraum:

It would tell you whether that child had COVID and then they would let the school know so that other kids in their classes. You shouldn't send your kid to school regardless, but parents want to know about COVID. I'm not trying to defend, I'm giving you the explanation because I wasn't clear on it, that was given to me.

Susan Bergtraum:

It was that, yes, schools still want to know whether that child has COVID. Whether or not you should send the child to school with a cold or not, that was not the essence of it. The essence was you want to know whether there's COVID in the school.

Michael Weinick:

That test is not going to tell you if it's COVID.

Susan Bergtraum:

At any rate, that was the explanation given to me. Bob, are we-

Michael Weinick:

That's it.

Susan Bergtraum:

Mrs. Nolan, were there any communications?

Joyce Nolan:

No, there was not.

Susan Bergtraum:

Let me go to old business. Any board reports, Mrs. Langsner?

Fran Langsner:

I never know if it's old or new, but it was on the clipboard, I'm saying it's old. As I mentioned, at the budget meeting on Nassau Suffolk had a webinar on cybersecurity. It was informative, but scary. There are times when I think we should just get rid of all of our electronics and go back to near forum writing, but it's going to be an ongoing concern, expense.

Fran Langsner:

I think the pandemic has increased our risk because everybody's working remotely at times. I don't see a future where this is not an increasing part of our cost and our concern. That's it.

Susan Bergtraum:

Several of us were on it. The only thing that I can say about it was I was pleased with our agency because a lot of what they talked about we are already addressing. Not that I'm surprised, but it is very comforting. I'm pleased to know that we are doing exactly what was suggested.

Susan Bergtraum:

Which doesn't mean that at any time in any place, we could be hacked, but that I got that out of it too, that as they were talking about things, I said I know that Chris has talked about that. I know that it's been talked about. Anybody else? Mr. Schultz?

Eric Schultz:

I just want to discuss for a second. Your honorable Bruce Blakeman's idea of-

Susan Bergtraum:

I'm going to say we're into new business.

Eric Schultz:

I'm sorry.

Susan Bergtraum:

Mr. Schultz, we're out of old business we're into new business.

Eric Schultz:

I just discuss for second, our new county executive's number one priority since executive order number one of 2022, the right of parents to make fundamental decisions for their children. I hope this is not the manner in which the new county executive is going to treat the school boards in this county.

Eric Schultz:

If it is, it's going to be a sad four years. I got a copy of the letter from Mike Kelly, which was somewhat strong. It's nice to give him a lesson in, in comedy, which most people have no idea what it is to begin with. Obviously, Bruce didn't have any idea either.

Eric Schultz:

I just am scared that we're just into four years of just political correctness and ignoring the way that government to run. I think we're going to have to be vigilant. If it's necessary, Bob, I know you had a good relationship with Laura. I think maybe setting up a meeting with Mr. Blakeman might be a very good idea.

Dr. Robert Dillon:

I think I got to wait a little bit after my remarks in the school boards. We have to wait for the radio activity to go down. I've been advised by Z&E, not just right now, but soon.

Eric Schultz:

Well, I don't think he reads on board.

Dr. Robert Dillon:

His people tell him that's the problem. We have to talk to Steven.

Susan Bergtraum:

Any other? Mr. Greenstein.

Larry Greenstein:

Not as fraught as what Eric brought up. I've done a meeting this morning where people were talking about the civil service and how hard it is to actually get people and the test and everything else. Judy brought it up. I know that a group of business officials are going to try to meet with the civil service department.

Larry Greenstein:

I was just wondering if that's something that we are going to be working on. Supposedly, Nassau is as to be expected much more archaic than Suffolk and New York City in terms of the way the rule are implied. Certainly, there are some issues with the actual legislation up in Albany in terms of job titles, job descriptions.

Larry Greenstein:

How the tests are given? How long it takes, whether you can hire people provisionally? I'm just curious as to whether that's something that we're also working on as an agency?

Dr. Robert Dillon:

We are certainly administration. I think our job and our function, but we have expressed our dismay and dissatisfaction with civil service. They had a new person in a couple years ago. We've met with her. It's a slow move, but we certainly will continue to press them because it is bad. It is real bad. It hurts us.

Larry Greenstein:

I think now you're some support from the component districts who are taking it up to, and maybe with more people, it might a bit less glacially, but thanks.

Eric Schultz:

We'll be right on it, Larry.

Susan Bergtraum:

Is there a foundation report?

Michael Weinick:

No, we have a meeting on Tuesday.

Susan Bergtraum:

I do not believe that any of our committees met either so there is no report from any committee. Next on the list is it's my birthday. I would not allow this with anybody else. I would insist on singing. I am going to say it'll be easier just to go into executive session.

Susan Bergtraum:

I know you all wish me a happy birthday. I thank you all very much. I will not let any of the rest of you off the hook, but I'm letting myself off the hook. Thank you for your birthday wishes.

Deborah Coates:

Everybody, one, two, three.

Michael Weinick:

Happy birthday to you.

Joyce Nolan:

Happy birthday to you.

Deborah Coates:

Happy birthday to you.

Eric Schultz:

Happy birthday, madam president.

Joyce Nolan:

Happy birthday to you.

Susan Bergtraum:

Now, there I go. [crosstalk 02:18:03] It would be very easy to go into executive session. We will be going into executive session for the medical financial credit or employment history of a particular person, or corporation. Matters leading to the appointment, employment, promotion, demotion, discipline, suspension, dismissed or removal of a particular person or corporation.

Susan Bergtraum:

It is anticipated that we will be coming out of executive session with a resolution, but the live stream will be stopped now and will be started again, if and when the resolution needs to be read.

Michael Weinick:

Actually, we have two items, don't we?

Susan Bergtraum:

Yes, they are covering the same and there will be no action on one of them. There will only be action on the other one. With that, may I have a motion to go into executive session?

Fran Langsner:

So move.

Susan Bergtraum:

Thank you Mrs. Coates. Second. Mr. Wienick?

Michael Weinick:

Yes.

Susan Bergtraum:

Joyce, whoever you saw.

Joyce Nolan:

Now.

Susan Bergtraum:

We have returned to open session. Mrs. Nolan, if you would please read the resolution.

Joyce Nolan:

Will do. Putting the time in. The resolution that I have right here. It is hereby resolved, pursuant to the provisions of education law section 913, that an employee whose identity is known to the board of education is here directed to a report for a medical examination in order to determine their physical and mental capacity to perform their employment duties.

Joyce Nolan:

The said examination will be conducted by a medical professional selected by the Nassau BOCES. Be it further resolved, the employee is directed to produce any and all medical records at the examination relative to their physical and mental health.

Joyce Nolan:

As well as their performance as an employee with the Nassau BOCES. That concludes the reading of the-

Susan Bergtraum:

May I have a motion?

Deborah Coates:

So, move.

Susan Bergtraum:

Thank you, Mrs. Langsner. Second.

Schoen:

Second.

Susan Bergtraum:

Mr. Schoen, any discussion? All in favor.

Fran Langsner:

Aye.

Deborah Coates:

Aye.

Fran Langsner:

Opposed? Abstained? Motion carries. With that, unless there's any other board business, I will ask for a motion to adjourn. Thank you, Mr. Schoen. Second. Mrs. Coates, thank you. Any discussion? Seeing none. All in favor.

Deborah Coates:

Aye.

Schoen:

Aye.

Deborah Coates:

Opposed? Abstained? The meeting has been adjourned.

Dr. Robert Dillon:

Take care.

Susan Bergtraum:

Have a nice evening.

Fran Langsner:

Thank you, birthday girl.

Dr. Robert Dillon:

When is our next meeting? Just a question.

Susan Bergtraum:

27th.

Susan Bergtraum:

One, I will ask you all to stand for the pledge.

All:

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.

Susan Bergtraum:

Well, it's good to see you all, even if we are back on Zoom, but nevertheless, thank God for technology and the ability to do this. So with that, I will turn the meeting over to Dr. Dillon. I am seeing, I'm trying to see besides Jacques budget advisor.

Deborah Coates:

Nanette and Brian, I believe.

Susan Bergtraum:

Okay. So we, we thank you knowing that this is a Budget Review Committee orientation, and some members have done this, although Jacques has done this, but he is a constant in our lives. I welcome you. Thank you for participating. [crosstalk 00:01:22]

Dr. Robert Dillon:

Can you please mute your microphone, please? If you're not speaking, please mute. Thank you. That will be helpful.

Susan Bergtraum:

And Dr. Dylan, I will turn the presentation over to you and James.

Dr. Robert Dillon:

Good evenings, pleasure to be here. And it's a pleasure to welcome everyone to our Budget Presentation for the year 2021 and 2022. Having said that I'd like to turn it over to James, and James can do the introductions and let's get going. Thank you.

James Widmer:

Sure. Thank you, Dr. Dillon. I'd like to echo what, what Mrs. Bergtraum said, and thank the Budget Review Committee members for being here this evening and participating in process. It's a very important role that you play in conveying information about our budgets back to your local component board. So we really do appreciate that you're willing to take the time to spend with us to understand the process. This year we're going to go a little bit off script from what we've done in the past. Dr. Marsha Barnett will be doing the PowerPoint presentation this year, and I just wanted to point out if there are any questions that come up during the presentation, you can use the chat feature, or certainly hold the questions until the end of the presentation. So without further ado, I will turn it over to Dr. Barnett.

Marsha Barnett:

Thank you Mr. Whidmer. Welcome to our Budget Orientation presentation. The purpose of this meeting is to introduce you to our budgeting process.

Susan Bergtraum:

Sorry, the technical error is not Dr. Barnett. It is mine. It is. Please try to figure out why it won't let me forward. [crosstalk 00:03:41] Apologize, I am. Here you go.

Marsha Barnett:

Thank you. These are the strategic goals set forth by our board. These goals guide us and our work and help us develop initiatives throughout the agency. As an educational service agency, the students we serve are right at the top of our list. There are 37 BOCES in the state. Their shared mission is to provide value to districts and opportunities for students. You can see by these numbers, the impact BOCES has throughout the state and direct services to students. The statewide BOCES advocate on issues that impact BOCES effectiveness and enhance value for districts to use cooperative services. One important effort is to try and increase the excess salary cap on BOCES employees, which serves as a defacto limit on aid that districts receive on our services.

Marsha Barnett:

I have included our organizational chart for your review. Just to note that our employees support year round operations. For example, our extended year programs for special education students, and also during the summer months, we are busy implementing technology projects in the districts. The operational structures of a BOCES in a local district are different. We are organized as cooperative services that are approved by the state, whereas a local district is organized as one unit by functionality. Additionally, a BOCES is not permitted to have a fund balance, unlike the local school districts. Similar, similar to local districts, BOCES are permitted to maintain reserve accounts.

Marsha Barnett:

Like a local district BOCES maintains reserves to help man manage our finances. These are the balances from our most recent audit report. There are essentially five major reserve accounts, accrued sick and vacation is based on actual leave balances earned as of the date of the audit. Our CTE equipment reserve helps keep our programs on the cutting edge and in line with what our industry partners look for in helping us design curriculum for students. That service is required by DASNY and covers principle and interest payments for the next calendar year, as well as funds needed for final payments. ERS and TRS reserve accounts can protect us against sharp increases in the contribution rate. As a note, our upcoming SER payment will be 12.1 million.

Marsha Barnett:

In addition to structural differences, there are also operational differences. I would like to mention that Nassau BOCES has a flexible budget based on participating districts students needs, while local districts have a fixed budget based on voter approval. The Nassau BOCES administrative operations budget is voter on by component school district boards.

Marsha Barnett:

The next two slides show the funding sources for Nassau BOCES. Over 90% of the revenue is in the general fund. Some of the billing is based on our RWADA and is paid by all 56 districts. Other billing is based on participation. Nassau BOCES runs several programs in the special aid fund, which includes federal, state and local as well as adult programs where we collect tuition from adult students attending evening courses at Barry Tech.

Marsha Barnett:

Finally, the agency uses strategic partnerships that demonstrate the value of our programs, but also to supplement our program offerings. We recently partnered with Smile Farms at the Rosemary Kennedy school. The Smile Farms program helps prepare students for work opportunities at farms and greenhouses with hands on learning. Students are engaged in growing fresh produce that is sold to part partner businesses within the community. We also partner with the Nassau BOCES educational foundation, which supports initiatives that are beyond the scope of the agency's budget. They actively seek donations grant and governmental funding. One of the current initiatives through donations is purchasing educational tools, such as computers for students to participate in online classes. I am proud to say that I am a member of the Nassau BOCES Educational Foundation board.

Marsha Barnett:

BOCES can be broken down into three major categories, direct student services, other educational programs and support services. This slide shows the programs that we provide directly to students. Special education programs throughout the county serve nearly 1,600 students, age three to 21 with varying degrees of disabilities. Career and technical education is offered at three campuses, and now includes the Long Island High School for the Arts. These programs will serve approximately 1,600 students in career based programs like building trades, animal care, cosmetology, police science, and performing arts to only name a few. Alternative schools includes a Twilight program, which serves students who have not been able to be benefit from a typical high school schedule and who learn more effectively with instructions that begin in the late afternoon and in a smaller group setting.

Marsha Barnett:

The second group of services is related to educational programming for students. Arts and education provides programs that support and enrich school curriculum by integrating arts into education at all levels. Outdoor education offers programs at two locations, Brookville Environmental Education Center and at Caumsett State Historic Park. For example, here, you can see a group of students working on team building exercises, as a note curriculum aligned to the New York state learning standards.

Marsha Barnett:

The third group of services focuses on supporting districts. These support services include things like professional development for district teachers and administrators, technology project planning and deployment, computer network services and support, game scheduling and referee assignment for all interscholastic sports in the county, printing of district calendars, budget materials, and new newsletters and finally our health and safety training service, which has been at the forefront, helping districts during the pan pandemic.

Marsha Barnett:

This chart describes the process that Nassau BOCES uses to develop its budgets. In the month of October, we begin our budget assumptions and in November and December, we're working on the infrastructure and batch one budgets, which we will present in January. Additionally, batch two will be presented on January 27th, 2022. Our budget assumptions are similar to those in a district, salary increases are based on negotiated contracts with unions, benefits include ERS and TRS, as well as health insurance rates provided by night shift. This year, we are using the reserves to reduce both the ERS and TRS contribution rates to nine percent. This will offset the increases in the health insurance and retiree benefits.

Marsha Barnett:

This chart summarizes the impact that some of the budget assumptions we'll have on the agency for 2022-23. As I mentioned in the previous slide, we are using the reserves to reduce the cost for the ERS and TRS contribution rates. This will offset the impact of the health for active employees, which is going up three million between the two health insurances. Each of the infrastructure budgets is allocated to the other programs based on different criteria in order to accurately reflect usage of these services. For example, facility service is based on the number of custodians, maintainers, security guards, and projected utility costs for each building.

Marsha Barnett:

The Nassau BOCES these administrative charges are allocated proportionately to the 56 districts based on the audited or RWADA numbers that we receive from the state education department. The retiree health represents 40% of our administrative budget from administrative operations budget, 1,510 retirees are receiving benefits. Our rental facility budget is for real estate leases of entire buildings, cluster leases, and classroom leases. The preparation of the program budgets utilizes salary workbooks, which include the budget assumptions for the upcoming year and the actual proposed staffing for each program. Expenses are analyzed and historical spending is used to determine appropriate budget levels.

Marsha Barnett:

Projects in the capital fund are presented in a separate section of the budget documents. The purpose of this information is to de disclose the current status of the projects for which we will have allocated funds. In addition, new project recommendations are included. Our plans for any unused funds are made as part of this process. This is the procedure we go through each year. Mr. Fierro will be addressing this later in the evening. Both these aid is generated for participation in many of the programs that we offer. The aid can be broken down into three categories, administrative aid, shared services aid, and rent and capital aid. Just a note, the administrative and shared services aid is paid in the year, subsequent to the expenditure, and the rent and capital aid is paid in the year of the expenditure.

Marsha Barnett:

The increase in BOCES aid over the years is the result of district participation, primarily in technology services and the number of our students attending our programs. Not all of the BOCES programs are eligible for BOCES aid. The special education and transportation services are aided by the state directly to the districts. In addition, there are some specific expenses that are excluded from the calculation of aid, such as salaries and excess of $30,000. We have also included the 2022-23 budget approval timeline. As I mentioned before, we will be presenting the budgets on January 13th and the 27th. Each school district may appoint members to Nassau BOCES Budget Review Committee. For additional information, please do not hesitate to contact us. You can contact James Whidmer and his information is provided. That is the end of my presentation. I will gladly answer any questions from the Board or the Budget Review Committee. Thank you.

Susan Bergtraum:

Seeing no questions. Mrs. Langsner.

Fran Langsner:

Thank you. I just had one question about the increase for Medicare Part B. There's been a lot of news lately about the increase being greater than was anticipated because of this one drug that they're trying to be able to pay for it. If necessary, did we include that larger increase in this projection of almost a million dollars more in Medicare Part B premiums?

James Widmer:

I can jump in Marsha. [crosstalk 00:16:58] Yes Fran, we did include that. What we as essentially do is we wait until the new rates come out, the projected rates, we incorporate that. We also use a factor for the number of retirees who receive those benefits factoring in the increase over the years. And we do a projection for the out year, so the budget covers 22-23. So obviously we have the rates now for calendar year 2022. We do a projection for 2023 as well, and we used a fairly high percentage for 2023 also to be conservative.

Fran Langsner:

Okay, thank you.

James Widmer:

You're welcome.

Susan Bergtraum:

There any other questions? Okay. Seeing none, then we thank you very much for the presentation Mr. Whidmer and Dr. Barnett. And with that, I think we will then continue on with our Board business. I would like a motion on the minutes of the regular meeting of November 18th and the special meeting of November 29th. May I have a motion?

Larry Greenstein:

[inaudible 00:18:21].

Susan Bergtraum:

Thank you, Mr. Greenstein. Second.

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Mrs. Langsner.

Fran Langsner:

Is there any comments? Seeing none all in favor?

All:

Aye.

Susan Bergtraum:

Opposed? Abstained. Okay. The minutes are accepted. Consent agenda? May I have a motion? [crosstalk 00:18:46]

Dr. Robert Dillon:

You have another report? We have another presentation.

Deborah Coates:

I, that was [crosstalk 00:18:50].

Susan Bergtraum:

For the capital projects.

Dr. Robert Dillon:

Right.

Deborah Coates:

Yes.

Dr. Robert Dillon:

Okay, well we've done the minutes. I will not do that again and Mr. Fierro.

Anthony Fierro:

Okay, thank you very much.

Susan Bergtraum:

I apologize, Mr. Fierro

Anthony Fierro:

That's okay. Can everyone hear me?

Deborah Coates:

Yes.

Fran Langsner:

Yes.

Anthony Fierro:

Okay, thank you and good evening, everyone. So tonight we're presenting the proposed Capital Project plan for the 2022-23 fiscal year. And as you know, each year, we like to give the board an opportunity to review our Capital Projects prior to the Budget Review Committee meeting that's held in January. So tonight we're going to review the process that we use to initiate the approved Capital Project for a recommendation to the board, including a really a great new Power app that was developed by financial and information systems. We're also going to discuss our ongoing and proposed Capital Projects for this upcoming fiscal year, 2022-23. And finally we'll re view the 22-23 Capital Funding status. So there are several documents included on the agenda. The first document outlines, the Capital Project submission process and timelines. The second document provides a narratives and descriptions for each of our existing and proposed projects.

Anthony Fierro:

It's similar to the monthly facilities update, which the Board is familiar with, except it also includes projects from CIT and also Business Services when applicable the next document outlines the financial status and the proposed budget adjustments for each of our ongoing and proposed Capital Projects. So this and this document is formatted and color coded similar to the Capital Project summary document. That's also included in our monthly facilities update. So it'll look somewhat familiar to the Board. The last document will outline our Capital Project funding plan for next fiscal year. So, but before we get into these documents, I'd like to introduce Daniel Zampini from Financial and Information systems FIS and he's going to walk us through the new Power app that he developed and that the cabinet is using as a tool to propose our new projects that are submitted throughout the fiscal year. So Daniel, if you want to take over and share your screen and do a little demo of the Power app.

Daniel Zampini:

Okay. Thank you. Let me share my screen. Can we see this? Okay.

Anthony Fierro:

Yep.

Daniel Zampini:

Okay. So this is the IVPP and Proposed Project Template Tracking Power app. So users log in, they'll be to a Q-screen where they'll be able to track their currently pending IPPs and PPTs. So these tabs up here will tell you which categories. So these are the pending IPPs. If you are currently assigned and IPP or PPTs, it will show up in your require action. Approved ones will be listed here, declined, and then ones that you submitted. Now, this is security based on which department the user is in. So you'll be able to see here, there is an ID number that FIS special ed facilities and so on that is with department that requested this IPP. We have other information here, the title, when it was submitted, when it was updated, when requested and the status and who is next to review it. These bubbles over here in clean steps, along the process. So you can mouse over it and see who completed which step.

Daniel Zampini:

And I will now go through and show what it is like to create a new one. So this is broken down into a couple different steps. This first one is for the department to initiate the IPP. So they'll select whichever department they are requesting for, a name and then their narrative for the project. After they fill out their proposed project narrative, this is like big picture idea. They will submit it and it'll go to Central Administration right now that is James Whidmer. He will select one of these three, if it should be placed on an Ed Space meeting. If the department should revise it, or if it is not approved, and you can add whatever comments. From there, it goes to be Ed Space Planning meeting, and this next step takes place where they determine if it's approved or not approved. And from this step, if it is approved, an email will go back to the department that created it and they will begin a Proposed Project Template.

Daniel Zampini:

So from here on the Proposed Project Template, there are five categories over here, starting with the department. They will fill out most of the key details of the project that they want completed, including the department leader for posts start and end any additional details about the timeline. The description of the project, the needs assessment, the alignment to the strategic plan, goals, objectives, deliverables, and expected outcomes, the impact on component districts, as well as the ability to add any supporting attachments. So if they have PDFs, Word documents, PowerPoints, et cetera, they can attach them, and the estimated costs and budget justification. So once a department fills this out, they will mark this section as completed and they'll hit save. So from there, they will determine if facilities or CIT needs to review it. They can check either one, depending on what type of project it is, some need both, some do not. From there both facilities and CIT will be enabled to fill out their section, they'll get an email. The facility section and the CIT sections are mostly similar.

Daniel Zampini:

They go over the project manager, the in-house staff outside contractors that are necessary to complete the project. SED approval can be turned on or off here. Outside vendors can be added and they'll show up in this box over here. They'll be able to attach floor site plans here as well and view any previously attached documents with department attached. And they'll be able to either put a new timeline or stick with the department's proposed timeline. They will also enter in a construction estimate and then hit save. Mark their section as complete and then CIT at the same time can fill out their section. A lot of the same information, project manager, staff vendors, and an estimate.

Daniel Zampini:

So after both facilities and CIT finishes their section, it goes to Business Services next where the three estimates here will be added up to a total project budget estimate. Business Services will choose if it's a capital or operational funding, and which coasters will go under, where they can add it there. And any other attachments, they can also attach as well, and it will save and it will go to the final review.

Daniel Zampini:

This final review goes back to central and they can choose to approve or add notes or not approve this PPT. And the final step is going to be approved projects and marking them as funded. That is the process. I just want to show real quickly. We have a dashboard here as well. This will show all the key data in an Excel exportable format, and you can also filter by department what state it's at, who submitted, et cetera, and be able to go through and review any key information. Here, this is all the information from the Power app is visible here and can be exported to Excel. And that concludes my overview of the Power app and the report. Thank you.

Anthony Fierro:

Thank you, Daniel. Does anyone have any questions on that process? It just wanted to just say it's something that we work very closely together on. We have Ed Space meetings and a number of other meetings where we review these as we go through them. Mike?

Michael Weinick:

Yeah. It went by very fast, but on that last screen, why was Karen Ellis up there for projects for 21-22?

Anthony Fierro:

She actually submitted the original project proposal. So her name is still on that one. And as a project, that's more than likely been on hold at that until we can get to it or until we review it again and determine whether we're going to move forward with it. But she had made the original application. And if we move forward with it, then that information would be updated and presented in the future fiscal years.

Michael Weinick:

Thank you.

Anthony Fierro:

Fran.

Fran Langsner:

So this is very impressive. I was just wondering if this was the kind of application that maybe we could interest other BOCES in procuring from us.

Anthony Fierro:

That's certainly is an interesting concept. I could tell you that the program really works very well, and it really organizes all the data for us. Keeps us in a very concise format and easily accessible by everybody. So it certainly would be something that we could explore without question.

Fran Langsner:

And not just other BOCES districts as well, I mean like OLAS. I mean OLAS is a BOCES product. It's not ours.

Anthony Fierro:

Sure.

Fran Langsner:

But everybody uses it.

Anthony Fierro:

Debbie.

Deborah Coates:

Yes, again, it was very impressive. Tony, some of the projects like the Carmen Road Parking Lot expansion, that was one of the examples' given.

Deborah Coates:

Carman Road parking lot expansion, that was one of the examples given. What kind of an attachment would they put in for administration to review? Would it be more of a narrative? Do they... Do-

Anthony Fierro:

So that's something that was actually requested and that was a program requested project. And I believe James had asked for some information on the amount of parking and what it would look like. So I actually had one of our project managers on our staff do a schematic just to send it to James. So he could take a look and see what it would potentially look like. Not that that would be the final design of course, but just to give an idea of what it might look like and where it might be. So yes in this stage, we would provide those documents ourselves, in-house-

Deborah Coates:

So that's-

Anthony Fierro:

... and it could be existing floor plans. It could be an existing site plan that just shows the area where the parking would be, but we actually took it to a little different level.

Deborah Coates:

Right. So that's typical of any project that we would propose, right?

Anthony Fierro:

That's correct. It could be a site plan. It could be existing floor plan, outlying an area where the work is going to take place, a schematic plan from our perspective and facility services. Something that when we did retain architectural engineering services, we could turn that over to get them started so that we're all on the same page when we commence a project.

Deborah Coates:

Alright. Thank you, Tony.

Anthony Fierro:

Sorry?

Susan Bergtraum:

Mr. Kaye.

Martin Kaye:

Tony, this is very impressive. You have 40 pages of capital projects that you're running and it's so many balls in the air at once. And I think this particular format is excellent to really focus in on the progress of each one of them. My eye caught and I looked at the project, the 8467, the agency-wide security upgrades.

Martin Kaye:

I'm very interested in that because I think security of course, is the number one theme right now in terms of making schools safe and making a safe environment. Beside the internal people, the quality people we have working on these suggestions, what outside agencies or sources or experts are you using to help you with formulating these six bullet points for example, before you present it to the next, a cabinet level of oversight?

Anthony Fierro:

Right. Well, this project is... It was actually initially presented by CIT and cameras are included in there and any, really to technology capital project. So we have different vendors that are used. We also assist CIT in that project. But it's basically vendors and consultants that we rely on to assist us, but we actually have a staff that's very... really they're very well informed in security technology and well experienced on our own staff and the CIT staff and our facility staff. So we can actually evaluate a lot of these systems ourselves.

Martin Kaye:

Mm-hmm(affirmative). And is the security upgrades going to affect every one of our buildings and security points?

Anthony Fierro:

The security upgrades project is, I believe it's one of the projects that... And we'll see when we get to it, I believe it's one of our recurring projects, which mean that, really it has no end to it. We supplement each year based on the needs that we foresee in the upcoming fiscal year. So there are several capital projects that fall into that category. And that security project is one of those. So we don't see an end to that one. We finish what we think we're going to get done in the year. We evaluate it during this process leading up to tonight, and then we put together an estimate of what we think we'll need for the following fiscal year.

Martin Kaye:

Mm-hmm(affirmative). Very good. Thank you Tony. And thank you, Daniel. Good presentation.

Anthony Fierro:

Yeah. Thank you very much, Daniel and FYI this is a great job putting this together. Before we did this, we had just Word and Excel documents that we'd have to email between each other.

Martin Kaye:

Right.

Anthony Fierro:

And it was very time consuming and as you can imagine, with all the projects that we do have, it's time consuming, and it was very difficult task just to keep everything together. So this has really helped us tremendously getting through this year.

Speaker 1:

B.A has this hand raised as well.

Anthony Fierro:

Oh, B.A.

Susan Bergtraum:

B.A. You're on mute B.A.

B.A. Schoen:

Yeah, Hi. Great report, Tony. You always do a good job and your department is great. And we're always on top of this with the surveys and the building condition surveys and et cetera.

B.A. Schoen:

I remember in The Great Recession, about the time that president Obama began his administration, and there was a big infusion of cash to try to break us out of that recession. And the term was shovel ready, that projects got funded so they could get the money out there fast. It wasn't really on the basis of what was smartest, but what was going to get the money into the economy the quickest, and if the Build Back Better program goes through, there's going to be a lot of money. And with the intention of not just building back better, but also pumping up the economy quickly. So with that in mind, how do you think we're positioned as far as... We have to prioritize based on needs and available funds, but if all of a sudden we got a windfall or there was money available, are we ready to capitalize and capture some of that? And as Dr. Dillon likes to say, not waste a good crisis.

Anthony Fierro:

Yeah. Well, we do have a lot of capital projects ongoing right now. We do have a lot of, as we said before, a lot of balls in the air, but we'll get to this in a few minutes, but I wanted to point out, in one of the documents here, this is a year where we did quite a bit of catch up I'll say, from last year and the kind of the setbacks we had due to COVID-19. So actually we're on track to get a lot of those projects completed this year. Probably, I'm estimating 19 of those projects being completed by the end of this fiscal year. So that'll position us... we still have a lot of other work to do, but that would position us a little bit better to take on some other projects, if the opportunity came up.

B.A. Schoen:

Thanks.

Anthony Fierro:

Michael.

Michael Weinick:

Yeah. I have two questions on two proposed projects, which I'm not clear on. One is the fields at Jerusalem Avenue School.

Anthony Fierro:

Right.

Michael Weinick:

I don't know why, I must be out of the loop or whatever, but I thought that was finished and over with. But if I recall there are a lot of legal questions, there are a lot of technical questions on the implementation, and now all of a sudden, I see it down here that looks like it's something we're going to go through with.

Anthony Fierro:

Well, actually Michael, what our position is on that, we're exploring options on that. And it may or may not come to fruition, but we wanted to at least notice that it was still up for discussion. We just received some information on that project that we are reviewing with council, and we can speak about that, maybe at a different time, but it's a project that we're considering. And by the time we present the final projects, it may or may not be there, but we want to bring these projects, moving forward, that are under consideration, that's still under consideration, I'll say, and we're exploring options with that project. There's another project that is kind of in the same boat as that one, I'll say. And I was going to explain that when we got to the narratives, when we went over all of the proposed capital projects.

Michael Weinick:

All right.

Dr. Robert Dillon:

Tony, as I recall, the original project for Jerusalem as presented, wasn't going to fly and we were directed to go back to council and see if it could be amended. And that's where we're right now. We're trying to put some things together, the company with the proposal, and to see how it would be with council. We're not prepared yet to make a final recommendation at this time. Am I correct on that?

Anthony Fierro:

Correct, but we just want the board to know that's still... it's still being discussed and still being-

Dr. Robert Dillon:

It's in the conversation.

Anthony Fierro:

Yeah, absolutely.

Michael Weinick:

Then if I may suggest I would like that on our items pending list. So again, we don't forget about it.

Anthony Fierro:

Absolutely.

Michael Weinick:

That every month when I get the board report, I know that's still an item that's hanging out there. It's as I said, when I saw it, I was a little shocked because I thought that was over with and gone. And this way I know that it's still in the works as a possibility.

Anthony Fierro:

Right. And we just recently got some information on that project. And that's why it had... There was really nothing before that and now very recently we have some more information on it, we'll leave it at that for now.

Martin Kaye:

Mm-hmm(affirmative)

Michael Weinick:

Now, similarly, the next item is the proposed addition at RKS.

Anthony Fierro:

Right.

Michael Weinick:

This is the first time that I think I'm hearing about this.

Anthony Fierro:

So again, this is another one, again for consideration. We've been looking at a lot of options and so I'll jump forward to some of these capital projects-

Dr. Robert Dillon:

Tony, if I may?

Anthony Fierro:

Sure.

Dr. Robert Dillon:

The first time I recall an addition to RKS was probably four or five years ago, my first or second year here, where we had [Witherson] come in, when they were a company, and do some renderings of what it might look like, because one of the things we're challenged with is space, rental of space and leasing space. At some point in the very near future, I don't know if it's going to be tonight. There's going to be a conversation about what we originally started in moving around, when we started the renovations with RKS and the reality that we're currently dealing with, and the reality of the... I'll call it exploding enrollment in certain areas that has given us an opportunity or reason to kind of readjust, scramble a little bit and come up with alternatives.

Dr. Robert Dillon:

I think that's part of it, Mike. So there has to be a deeper discussion with it. And it will... I think will be laid out in steps that make sense. And the primary reason is, when we started... This is probably deeper than I wanted to go, where Tony was at this point, when we started the renovation, some of us who were on the tour when we were going through that hallway in Rosemary Kennedy. And I think Chris was doing the walkthrough with us. We discovered, or they discovered things they didn't anticipate in the walls and renovated the building. It caused increased costs and delay. And that's part of what we're going through here. And I'll leave it at that. There's much more to come. And I'm sorry Tony, if I stole any thunder.

Anthony Fierro:

No, that's good. Michael, I'll just add to that, that that particular project is putting aside as a funding source to complete future building renovations in that facility. And one of those is what we've been talking about is the windows, the fan coil units, the boiler controls, the soffit. So these funds would assist in funding that project. And as Dr. Dillon was talking about, we would also need to start looking at... and we have been looking at potential space for additional swing space at that facility, because of the enrollment increases in Special Ed. So we're looking at lease facilities possibly. And building an addition is just one other possibility. So we haven't, again, obviously no final decisions have been made, but that's just something to consider based on how the numbers come out and ability to get funding and what makes sense at the time. So there's definitely more to come on that project as well, Michael.

Michael Weinick:

Yeah. Bob, full agreement with you. These are topics that we've been discussing for many many years, even well before you were the superintendent here, particularly, building like RKS, the needs, the size of the building, the amount of money that has to be put in, the land that's there and now we're coming... Willett and Williams facilities is an ongoing discussion, obviously I know that. I was just, a little bit taken aback when I saw something in print without having any discussion for some time. So again, I think this is an item that we need much more discussion on in terms of facilities, in terms of all of those buildings. And as [inaudible 00:45:21] say, I'm only raising it, not because of the need, I agree with you guys, absolutely, between space and renovations, things that have to be done to modernize these buildings. But I was just a little taken aback when I saw something in print for the next fiscal year. That's all.

Anthony Fierro:

Okay.

Dr. Robert Dillon:

Well, Susan McNulty and her staff are working feverishly to explain the current situation and develop a rationale that, I think that the board can... the work in question. And I think it can be made very plain to everyone what the needs are at this time. And as you said, Mike, they change all the time.

Anthony Fierro:

Okay. So with that, if I could just share my screen, I have a couple other... I want to go through some of these documents. I'll try to get through them quickly.

Susan Bergtraum:

You have the ability.

Anthony Fierro:

Okay. Can everyone see this?

Susan Bergtraum:

Yep. [crosstalk 00:46:18]

Anthony Fierro:

Okay. So this... I just I've shown this slide before in previous years. And I just wanted to review this, really, very quickly, just to show... based on that Daniel Zampini's presentation, that document is part of this project approval process that we go through. And so we have deadlines in place, in the end of July, those initial proposals are due for review by the central administration and the cabinet. And then when we get into the end of August, that's when all of those project templates are due. So we need to stick to this timeline so that we can get to the point that we are tonight and get to the actual budget presentation in January.

Anthony Fierro:

So in September through November, that is the time period where we actually take all of the proposals that were presented during that year. And we review them, central admin reviews them, the cabinet reviews them. We start getting... We get all of our estimates together from our architectural firms, construction management consultants, as well as our own facilities project main... our project managers. We start evaluating the overall funding that's available in the agency and our staff capacity to complete some of these projects. And then based on that evaluation, we make a selection of proposed projects for consideration that we want to bring to the board. And whatever we don't do in the fiscal year that can certainly be put aside for consideration in following fiscal years or budget cycles. So the next step is where we are tonight, where we present proposed projects for consideration to the board that happens in December and January.

Anthony Fierro:

And then we get to the period in January and February when the capital project plan is presented to the budget review committee. Between February and March, the budget adjustments have put forward for existing and new projects to the board for approval. And then we're... have everything in place so that we can start commencing work in the beginning of July for all of the new projects that had been approved by the board. So that's the process that we go through each year and it takes a full year to get through this. So does anyone have any questions on the process?

Anthony Fierro:

Okay, so next is... Okay, so this is the document that Michael, that you were referring to, and these are project narratives, descriptions and status of our completed projects, ongoing, recurring, and proposed capital projects. The estimates for all of this work is on the financial summary document, which I'll get to momentarily, but and I'm not going to obviously go through all these projects, but we have them categorized into completed projects. And this is where everything is done. The contracts are paid, projects completely closed out. There's nothing left to do on these projects.

Anthony Fierro:

The next category are ongoing projects where they're in process, substantially complete, construction could be almost complete, but they still stay in this ongoing status until all of the paperwork is done, all of their documents are submitted, everything is in order, everything is closed out with SED. So we do have some projects that are in that stage right now.

Anthony Fierro:

The third area is the recurring capital projects. And these are the ones that we fund annually. And we talked about the security upgrades, our environmental testing and abatement, that's asbestos and lead primarily. Sealcoating, restriping and site improvements and energy conservation initiatives. So those are our projects that we fund annually.

Anthony Fierro:

And last our capital projects. And we went over a couple of these already, but I'll just go through them really quick now. And if you have any questions, please just jump in or when we're done with this document, any questions you have we can go over.

Anthony Fierro:

So the first one is at Carman Road, it's a parking lot expansion. This was requested by the program and this... just want to get to this project. Okay. So primarily this is due to increased enrollment as we were talking about before. So that is the justification for increasing the parking. Right now, a lot of vehicles are parking on the grass in the back, they park on the streets. So this would provide additional parking for staff.

Anthony Fierro:

Next project is a parking lot expansion, former Building B property. Now this is a project, again, this is another one that put in the category of we're exploring our options. We were approached by one of our neighbors in the area, an establishment that is looking for additional parking space. So this would be in the form of a lease agreement. We're not there yet. We're in discussions, but... Michael?

Michael Weinick:

Well, I don't want to interrupt you, but with that, can we get a cost estimate? What is it costing us to do this work versus what are we going to get as rental income?

Anthony Fierro:

That's correct. And that's the analysis that we're doing in the next... In my next slide you'll see all of the cost estimates and we can take a look at that and then we can see if it makes sense to do it or not do it.

Anthony Fierro:

So the next project, we have a number of projects at the Long Island High School for the Arts. Most of them are projects that are requested by the program. The first is Building C renovations, and this is due to LIHSA's increased enrollment. They have a need for larger instructional spaces. That particular building has a lot of smaller former practice rooms. They're built at masonry. So it would be a demolition project of those masonry partitions and reconstruction to create some larger classroom areas that are more appropriate for how the program is operating now.

Anthony Fierro:

The next project is a courtyard addition that's being proposed, again necessary for the growth of the LIHSA program. The program has a shortage of larger instructional space. And there's a lot of... as mentioned before, a lot of smaller rooms that not large enough for classrooms. This addition would be in the front of the building. And it would actually connect Building A to Building C, if we did move forward with this project. It would create some large multipurpose space for instruction and also provide that internal circulation between buildings A and C. If we did move forward with this, a public referendum would be required.

Anthony Fierro:

Next project is covered walkway reconstruction. And I'm sure all of you have seen that covered walkway that was built as a temporary structure, about 35 years ago. It has the original masonry, those walls underneath the wood construction and those masonry walls are now starting to deteriorate. So this project would be a more permanent solution to that covered walkway.

Anthony Fierro:

Next is a folding partition replacement. And again, this is in Building B between the two dance studios. The partition is existing from the original construction. Over 35 years old, it's manually operated. The program is asking for an additional sound insulation, sound attenuation, and a new partition. That would be an automatic petition. Done similar work at Rosemary Kennedy several years back. So that's the folding partition project.

Anthony Fierro:

Next, site and courtyard drainage upgrades. This is a project... When we did our tour, we talked about this briefly. In the courtyard, the slope between Building A and Building C, we are experiencing a lot of severe water infiltration into Building C. And we also have some drainage issues that have occurred with the heavier rainfalls that we've been getting on the site. So this project would address those drainage upgrades.

Larry Greenstein:

Tony?

Anthony Fierro:

Sorry.

Larry Greenstein:

Will the construction in the courtyard affect the size and scope of the drainage problem in the courtyard?

Anthony Fierro:

It probably would not in the fact that it... because of the slope and the amount of water, it's going into a... really, it's in the middle of the courtyard. So I don't know that it would necessarily affect. I don't think we'd have a less of a drainage. It does take up more areas so it might affect it slightly, but the intent of the project is to provide some additional drainage structures in a specific part of that site, where we're really having a problem.

Larry Greenstein:

And I imagine that's a more short term thing because the other project might take longer to get off the ground, but the rain is happening now.

Anthony Fierro:

That's correct.

Larry Greenstein:

Right. Okay.

Anthony Fierro:

Yes. But we would make sure that when we did this project, that whatever we put in there would not interfere with the footprint of any future work.

Anthony Fierro:

So the next project, soundproofing the Little Theater partition, that there's an existing petition between the two Little Theaters, but the program is asking that that will be reconstructed with some increased soundproofing that will enhance their instruction so that there's a less of a noise disruption in between those two rooms.

Anthony Fierro:

Next project is a Theater Phase 1 improvements. Again, requested by the program. The need is to meet other current instructional standards. Again, this is a theater that was built originally over 35 years ago, hasn't been upgraded since then. And you can see the bullet points on the bottom. These are the major parts of the upgrade, painting, new flooring and carpeting, upgrading the lighting system and the sound system, replacing the seats and the side curtains just to give the theater kind of a facelift.

Anthony Fierro:

Okay, next project. We spoke about this already, the synthetic turf field. Again, it's a project that we're just exploring. Michael?

Michael Weinick:

Yeah, before we go onto Jerusalem Avenue, just go back to LIHSA for a moment and let me throw something out. And I know I'm going to create havoc with what I'm going to say, but I'll say it anyway. The LIHSA property, number one is a very, very expensive piece of land in a very, very nice area. That school is going to take a tremendous amount of money to get it in shape. And it will never be right because of the way that it's constructed. A number of years ago the idea came out of selling that property, building a new LIHSA on either property or tying it in by the one of the universities LIU, Hofstra, Adelphi, et cetera. Have we recently looked at the cost effectiveness, the educational value of getting rid of that piece of property and building a whole new structure that will do everything that that program really needs? Because as I say, we're putting so much money into it and it's still never going to be right, because of the way the place is constructed. [crosstalk 00:58:41] if you don't care to answer. [crosstalk 00:58:44]

Anthony Fierro:

I think Bob was starting to speak, but he was-

Dr. Robert Dillon:

Yeah. I said, Mike, I know, years ago, there was some conversation with post. The concern I would have now, and it's not a bad idea to take a look at it, but the liberal arts colleges are struggling right now with enrollments and things. The other thing too, is I think we'd be shortsighted if we didn't recognize the fact that the LIHSA enrollment is doubled.

Martin Kaye:

Yeah.

Dr. Robert Dillon:

It's a 100% of what it was a year ago. And it's moving in the right direction now. Conversations with some people in the arts, really like... Look the building is in the tough location, but some of the people in the arts who are patrons of the arts which support the program, really like the campus.

Dr. Robert Dillon:

Now, one of the things we can do is buy the property next door. I think it's a two or three acre plot of land with the house on it that's for sale. And that would be, again, that would have to be a referendum. And we could expand the footprint, possibly. And I know that'll cost a lot of money. Wherever we go, the cost of a new building is probably at, if inflation doesn't move, between five and six hundred dollars a square foot. So it's going to be a heavy hit, no matter what. So, again, I think we have to look at what you just recommended, Mike. I don't dismiss it offhandedly, but I think we will continue to look at it. And these are the things that we have now, where we are.

Michael Weinick:

Thank you, Bob.

Anthony Fierro:

Fran?

Eric Schultz:

You're going to get a lot of pushback from people who live there.

Fran Langsner:

So I had a related question. We're all thrilled with the increase in the enrollment. Right now, oh, is there AM program and a PM program or is it all one time slot?

Dr. Robert Dillon:

AM and PM.

Fran Langsner:

There is AM and PM, okay. Because there was a time when the enrollment was as high as it is now, if not higher. And the facility was the same. Now there's no question that items of aged infrastructure have to be addressed, but how did we... Is it because the program is so different now that even with the AM and PM time slots, we don't have the space that we need for the program?

Dr. Robert Dillon:

I'm not following Fran. You talking about-

Fran Langsner:

Well, we had more kids at one time in the same place, so how did we manage it then and we can't manage it now, is it because the program has changed so much?

Dr. Robert Dillon:

I think-

Fran Langsner:

Putting aside the infrastructure problems.

Dr. Robert Dillon:

I think programmatically, the curriculum, from my perspective, is much more rigorous than, certainly, when I came here 2015. It's much-

Fran Langsner:

But we had half the kids.

Dr. Robert Dillon:

Yeah. But now we have... and again, I don't know how high the highest enrollment was. I know there was some kids that went full time. Again, the academic rigor of the students back in the districts has been ramped up. That's one of the reasons we don't get.

Dr. Robert Dillon:

... has been ramped up. That's one of the reasons we don't get some of the kids. They brought down some math requirements to eighth grade to the middle school. They're looking at CTE in the middle school. So I think we have to recognize that and be somewhat flexible in our approach. Again now, given what programs we have out there, this is the best thinking at the time that are the needs for the LIHSA program.

Fran Langsner:

So what I'm hearing is that programmatically, all of the LIHSA offerings have changed to the point where the space can no longer accommodate what we're offering, even though we have AM and PM sessions.

Dr. Robert Dillon:

Yeah. Well, remember now we moved into a CTE model.

Fran Langsner:

Right. That's what I'm trying to find out.

Dr. Robert Dillon:

Yeah. Next year, I think there'll be seven offerings. I think Carla's here, she could probably speak to it much better than I can, but I know there's probably six or seven CTE strands being offered next year.

Fran Langsner:

Okay. This sounds like a good problem except for the cost.

Carla :

Yes. I don't think that we've been to this number in quite some time and it was a completely different curriculum model. So that Building C that has a lot of tiny spaces where individual students or pairs of students would go in and practice music. We have fewer instrumental music students, and most of our programs are going to be larger classes. And we really don't have a lot of large classes there. Right now we can fit the current enrollment, which is 200, but we had only 57 students returning from last year. Now we have 145 students that are first-year students that we expect to return. So we're talking about conservative estimate of maybe having 300 students next year. It's going to be very tight. It's going to be tight. And I don't want to jinx it by saying that, but the spaces we have, especially Building C, are really small. You can't have a class of more than five or six kids, which isn't best effective either. And the types of programs we have that are computer-technology-based and larger group, we can hardly use Building C.

Fran Langsner:

Okay. Thank you.

Dr. Robert Dillon:

Thank you, Carla. Tony, you ready?

Anthony Fierro:

Yes. The last two projects we already spoke about. So unless there are any other questions, I'm just going to move on.

Susan Bergtraum:

Tony, what are you moving on to because I missed this? So do you want to go back or you want me to wait until you're all done and then I'll ask you the question that I had?

Anthony Fierro:

Whatever you prefer, if you want to ask you can ask.

Susan Bergtraum:

All right. So it had to do with the wiring closet at Rosemary Kennedy and it was talking about... And I did ask the question but it got lost somewhere. The two rooms, 517 and 204, are they still being used or is a new closet being established and 517 and 204 will go back to being classrooms or whatever else? I don't know how big they are, so I can't-

Anthony Fierro:

I would have to check with CIT on that. I'm not 100% sure. So I don't want to answer incorrectly.

Susan Bergtraum:

And just at some point.

Anthony Fierro:

I'll get back to you the next time that we speak and I'll-

Susan Bergtraum:

Right. So my question is really, are those two rooms still being used or is the idea being moved to a different space?

Anthony Fierro:

Got it.

Susan Bergtraum:

Thanks.

Anthony Fierro:

I will get back to you.

Susan Bergtraum:

Thank you. Thanks.

Anthony Fierro:

Okay. The next document is the financial summary. And again, this is laid out similar to Capital Project Plan document that you get. This lists all of our project, the budgets, encumbered funds, remaining balances, budget adjustments, and proposed project balances. We also list on this page the types of projects and the reasons for the budget adjustments, which are defined in the legend at the end of the document. Again, these estimates are provided by our consultants and our internal project managers. So this document's really a snapshot in time. The figures are current as of December 7th. Some of the budget adjustments and the remaining balances may change slightly before presented next month in January. But I just wanted just to go over this very briefly.

Anthony Fierro:

As I mentioned before, 19 projects are expected to be completed this fiscal year. So very successful year, I think, in catching up and completing projects. Four of the projects I highlighted in orange, those are the ones that are complete. 15 ongoing projects expected to be completed in the current fiscal year. They're the ones highlighted in yellow. The ones highlighted in light red are our four recurring projects. And our 22 remaining ongoing projects are highlighted in blue. The 11 proposed projects that we spoke about before are highlighted here in green and Michael, to answer your question, the parking lot expansion is expected to be about $950,000. So that's what we have to see if we can work that out into a lease arrangement or how that works. We might have a shared-use for that with our buses as well.

Anthony Fierro:

But that's the estimate or that particular project. So the bottom line, as you can see, we're over $60 million in our current budget, in our projects. We've expended and encumbered to date nearly $38 million, which is about 62%. Of all the work has been encumbered or completed leaving a balance of $22.7 million. And these columns here show the breakout of the proposed budget adjustments below $2.4 million, and the proposed estimates for the proposed projects, $15.7 million. And that total is the $18.2 million in funding for this new year, which would bring us to just under $41 million budget if all of this went through. Are there any questions on this funding document before we move on?

Michael Weinick:

Yes.

Anthony Fierro:

Michael.

Michael Weinick:

First of all, Tony, I think this chart is fantastic. I love this one. It's color-coded, everything is here. It's really, really beautiful. The only thing that's missing are the future projects that are still in the works with an estimated time of completion. And in particular, the auditorium at Jerusalem Avenue, do we have an expected completion date? I know a lot of stuff is up in the air with SED and bidding and everything else, but do we have no idea when this will be done?

Anthony Fierro:

So as you know we're just completing the parking lot project we're doing. Actually, you'll see in the... I don't know if I have it in the facilities update. I think I might. In the capital project sheet, I might have just added that in there, but we do have for the Building Envelope Project at Jerusalem Avenue that is out to bid and the bid opening will occur sometime early next year. So that the next part of what we want to do, again we're working from the outside in, is put a new roof on that building and make sure that the building is structurally sound as far as the perimeter goes.

Michael Weinick:

That was my second question, is when will the roof be done?

Anthony Fierro:

Right?. That's part of this Building Envelope Project and that it's out to bid now. So the idea is that once that project is ongoing, we'll be in design for the auditorium. So that we'll be in a position to when the outside is done, to move inside. And that's when the auditorium will be done. I don't have exact dates yet. Right now we have to design it and get it up to SED, but I will keep the board updated, my facilities update, as we move closer to that. But I think we would be starting design sometime early in this next calendar year.

Michael Weinick:

Right. But you have a rough date. So in other words June 23 or June 24, when will that auditorium be done?

Anthony Fierro:

If we design in 2022 and go up to SED out to bid a couple of months, probably that's with the lead-long lead items, getting seating, and everything. I think we'd probably be talking, I would say, probably a year after we get approval. So I would say maybe we'd be talking about January to January, probably not next summer but maybe the following summer. That's when I would say, just really off the top of my head. But we really need to put that timeline together, Michael.

Michael Weinick:

Obviously, I'm not holding you to anything. I like to have an idea in my head. We talk about these things and it just seems to drag on, and I know why they drag on.

Anthony Fierro:

Yeah. In this case, it's because we have a similar approach in Common Road. We're working from the outside in.

Dr. Robert Dillon:

Michael, given the current environment, given inflation, given the lack of materials, by the time this gets approved we'd be better off using an Ouija board to figure some of this stuff out. It's really like throwing it up against the wall right now. But the good thing is, with Tony's periodic reports, as time goes on we can narrow things in and hopefully get a more accurate reading. This is like predicting the weather a year from now, it's tough to do. Farmers' Almanac, that's what we need, Michael.

Michael Weinick:

Well, you better order the auditorium chairs now so that they'll get out of the Port of California before-

Anthony Fierro:

That's a consideration, is ordering and we are seeing that in other projects. So it's certainly a consideration. And the last page of that document is basically the legends that we spoke about the status, color coding, the project types, and the reasons for the budget adjustments. And then the budget summary, which I'm going to hand it over to James now just to finalize and talk a little bit about more detail about the funding plan.

Michael Weinick:

Thank you, Tony.

Anthony Fierro:

James will wrap it up.

James Widmer:

Thank you, Tony. So I won't spend too much time on this, but basically what this document attempts to do is account for every dollar where the funding is coming from, what the adjustments are, and Tony's schedule also summarizes this information. So the two tie in pretty nicely. Basically, what do on this schedule is I go from the very starting point of where do we get the money from? Which is from agency surplus. So I start out with the surplus amount, and then I deduct the amount that is being refunded to the school districts and the amounts that are being provided to our reserve accounts. That leaves us with the amount of money that is available for capital projects, which is part of the recommendation. That's on the consent agenda tonight for the allocation of the surplus.

James Widmer:

So you have there the $15.5 million in new funding for capital projects, then you have the closeout projects which Tony had listed again on his report, which total $66,000 in unspent funds. And $2.7 million worth of capital projects that we built through the capital project and debt service budget, which is part of the general fund, which we started to do again last year at the district's request. The business officials wanted me to continue that, which was an offset to the debt service, which was completed for the 2011 issue. That helps with the Boces' Capital Projects Exemption that they get. So all in all, on this page you see we have $18,266,479.06. Next page, Tony.

James Widmer:

So on here, what I do is I show all of the adjustments to existing projects, whether it be plus or minus based on the work that Tony and his staff have done, getting revised estimates for the projects and understanding what the marketplace is calling for in terms of expenses. And you can see many of the existing projects have adjustments based on updated estimates, maybe a change in the scope of work, things that have come up to make changes to those projects. And again, in Tony's narratives, his monthly updates, he provides information on what he sees that's changing with these projects. So all of that adds up to $2,513,779.06 in money that we are using for existing project adjustments. That leaves us with $15,752,700, which is available for new projects.

James Widmer:

Next, next page, Tony, which Tony went through each one of the projects that was listed in his narratives showing those current recommended expenditures with the only one here that is a little bit of a wild card, which we've discussed a little bit, is the Rosemary Kennedy Center Project, which we know the building and the site need a great deal of work. And there are a lot of projects. We're putting that into a general construction fund for Rosemary Kennedy, with these specific projects to be determined as we move along and we develop the scope of work. So that's the $6.6 million that you see as the last item on this. That accounts for the full $15,752,700 accounting for all of the funds that were allocated for capital projects. So that's kind of a quick financial summary that we do to make sure that Tony's numbers and my numbers match up and that everything is in line. So I can take any questions on this that anybody might have as well. Marty.

Martin Kaye:

James, I'm really interested in the allocations that we're going to be refunding to the component partners, $16.5 million. And are the superintendents aware that we are doing this at a point where they can factor this into their own budget deliberations?

James Widmer:

Yeah. So one of the reasons why we always try and bring the recommendation for the allocation of surplus to the board either in late November or as early in December, as we can, is so that we can get that information out to the business officials and the superintendents, along with the refund that the actual money that's coming in. We've historically done 45%. We're continuing 45%. That may change in future years, depending upon what the needs are, how much of a surplus there is. It depends on what the financial position looks like, but that's been a pretty good number that they can rely on over the years. So I'm sure that they're expecting a similar refund.

Martin Kaye:

Yeah. And when you send that information out, I think the board members themselves should realize that BOCES as an agency is doing its utmost to watch costs. And for eight years, we have been doing this on a regular basis and we hope it will continue, but they ought to know what we're doing for them in this real allocation of surplus.

James Widmer:

Great.

Anthony Fierro:

You have a question?

Dr. Robert Dillon:

Tony and James, thank you for a great report. Very transparent, very thorough. Thank you very much.

Anthony Fierro:

Thank you all. Thank you very much.

James Widmer:

Thank you.

Susan Bergtraum:

Thank you.

Dr. Robert Dillon:

Very good.

Susan Bergtraum:

Okay. Again, we thank the Budget Review Committee for their attendance. If you choose to stay with us, we are more than happy to entertain you. And other than just to wrap it up, I think that the presentation that Mr. Zanpini gave us really speaks to the ever-evolving processes that we use and the evaluations that we ask our staff to do and that they do so well. And from my viewpoint, and from what Tony said really is an improvement in the processes that are going to be used through facilities. So we thank you for that, with that. I shall move on to the consent agenda. Do I have a motion?

Deborah Coates:

So moved.

Susan Bergtraum:

Thank you, Mrs. Coates. Second?

B.A. Schoen:

Second.

Susan Bergtraum:

Thank you, Mr. Schoen. Does anybody have any items that they need removed? Mrs. Langsner.

Fran Langsner:

Yes. I would like to move Roman six A four for a separate vote.

Susan Bergtraum:

Okay. Is there anybody else that needs to remove an item? Are there any questions on the consent agenda? Okay. Seeing none, except for me. It doesn't have to be answered now if the information isn't available, but I thought I asked and I probably didn't. Just out of curiosity, how many student teachers or/and observing students do we have from the universities that have contracts with us, and in what schools? So at some point, if we could just get that information, and I know that it changes from year to year, but an average of whatever, how many students do we host, shall I say, and where? Okay. With that. I have a motion on the consent agenda, excluding six A four, all in favor.

Group:

Aye.

Susan Bergtraum:

Opposed? Abstain? Okay. Now I need a motion on Consent Agenda Item 684. May I have a motion?

B.A. Schoen:

So moved.

Susan Bergtraum:

Thank you, Mr. Schoen. Second?

Larry Greenstein:

Second.

Susan Bergtraum:

Thank you, Mr. Greenstein. Is there any discussion? Seeing none. All in favor?

Group:

Aye.

Susan Bergtraum:

Opposed? Abstained?

Fran Langsner:

Abstain.

Susan Bergtraum:

Mrs. Langsner abstains. Okay. Moving on, the additional agenda item of consultant contracts over $2,000 a day. May I have a motion?

Deborah Coates:

So moved.

Susan Bergtraum:

Thank you, Coates.

B.A. Schoen:

Second.

Susan Bergtraum:

Second. Thank you, Mr. Schoen. Any discussion? All in favor.

Group:

Aye.

Susan Bergtraum:

Opposed?

Michael Weinick:

Opposed.

Susan Bergtraum:

And abstained? Okay. Information items. Do we have any questions about the information items? Yes. Mr. Greenstein.

Larry Greenstein:

I didn't, I'm sorry. I thought of this question when I first read it and thought I sent it in, but I didn't. In a proposed school calendar. We show Yom Kippur, Rosh Hashanah, Passover. My first part of the question is, are we supposed to actually label things as religious holidays? And my second part of the question is, are Eid and Diwali and Ted included in some other recesses. Is that something that we need to be looking into? I know a lot of the component districts are carving those days out of the superintendent's conference days or vacation days or whatever. Again, I'm asking it now, you don't need to answer it now if the information isn't readily available.

Dr. Robert Dillon:

Well, I'll just globally comment it on Larry. Yeah. Many districts are incorporating the celebration days of holidays you mentioned, and many aren't. And so one of the things that I've learned over the last five years is the calendar is evolving and is flexible. One of the things we look at here at BOCES, not only the number of districts who send kids, but what programs and how many kids are being sent. Many of the North Shore Districts do not subscribe to our CT programs as heavily as the middle of the island or the South Shore does. So again, we look at that, we have to, I guess the best term is the greater good, and we have to. It's judgmental, and I'm sure at some point I'm going to anger somebody. Usually, do, but we do the best we can with the information that we have. And we evaluate it. Again, I mean, Roxanne could do a whole presentation on the calendar at a future meeting, but it involves a process that involves many of our labor groups as far as input, but the final word is what we recommend to the board.

Larry Greenstein:

I appreciate that, and are we allowed to designate religious holidays on it or is that a violation of church and State? And do we just have to call them random day off number one?

Dr. Robert Dillon:

No. No, Larry. Larry, as far as I know, since public schools have been founded they put in the days of the religion. The only thing that I've heard that's been switched or that has evolved somewhat is winter recess and spring recess, as opposed to the Christmas, Hanukah, and the Easter-Passover days. Those are the only ones.

Larry Greenstein:

All right. Thanks.

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

I believe State Ed has an actual list and they label them the religious holidays that they consider as possible days off. So I don't think we're violating anything because it comes from their information.

Dr. RG France:

From the State Ed. You're right.

Susan Bergtraum:

Mr. Kaye.

Martin Kaye:

I was really impressed by the methodology that was used. This has never really been presented to the board this way and it really is good in terms of looking at the alignments of our decision with what the districts would be able to use are matching what we do. Can you tell me a little bit more about what you're thinking might be on the snow days in terms of the remote instructional days because I don't think we ever had one before?

Dr. RG France:

Right. So the State Department, I want to believe it was a year ago in the midst of COVID. They referred to as a pilot that instead of using a traditional snow day where there's no instruction that pivot to remote, this particular calendar is very tight because of those Jewish holidays that are falling on the weekday. In addition to, as you know, last year on June 10th became a federal holiday. So we are required to have a certain amount of instructional days and superintendent's conference days. So being that it was so tight, we customarily would put snow days, inclement weather days too, in May, but we couldn't because we needed to fulfill our obligations of instructional days and superintendent conference. So what we intend to do that if in fact we had to, if there wasn't inclement or weather day, we will pivot to remote.

Dr. RG France:

And again, getting back to what Dr. Dillon stated, we take an advisement with the NAPCA unit, the edit men, and even Dr. Dillon's cabinet for feedback and NAPCA unequivocally said, they are familiar in a situation that if we were to have to pivot to remote, they're okay with that because through the COVID we not only got better, but we've gotten to a place recently when we have to, unfortunately, either scoop and close a particular class, our teachers and students can immediately pivot and have the resources they need to have both asynchronous and synchronous learning.

Dr. RG France:

The issue becomes with this particular calendar that, what if we can't pivot? What if for some reason the power grid were to just go out. So if it were to go out then the NAPCA because of what occurred in 2017, we decided let's make sure we identify those two days that normally would be in May at the end of June so that our teachers would be aware and administrators that they should make plans because, if in fact we are unable to pivot, we would then have to make up those days once we go beyond two snow days. So this particular calendar was tight. In the last two calendars we had snow days in May, but I have to say, once we realized all the holidays collectively, we all agreed that this calendar, by far, would allow us to meet the needs of our district partners, to the best of our ability.

Martin Kaye:

That's very well done, Roxanne. I think we're doing our best to accommodate and to stay open for the districts that need to send their children to us for obvious reasons.

Dr. RG France:

Yes. And that's what we aim for. So I agree. Great effort by all.

Martin Kaye:

Okay, so at this moment, this is only a draft. When do we have to make that decision finally? When will it be presented to the board?

Dr. Robert Dillon:

Well, probably next month. Yeah.

Martin Kaye:

Next month. Okay.

Dr. Robert Dillon:

Yeah.

Martin Kaye:

All right. Thank you.

Dr. RG France:

You're welcome.

Susan Bergtraum:

Any other questions? Okay. Seeing none, Dr. Dillon, superintendents report.

Dr. Robert Dillon:

Yeah. Just a couple of things. There are two probably major issues that we're dealing with. And most of what the federal and the school districts are, that is student safety with this rash of... After the shooting in Michigan, there was some copycats and some poor student behavior. And I would like to commend our staff for stepping up at the secondary level and meeting with the students and advising them that this is no joke and that there are serious consequences for this. And we've worked very well with the Nassau Police Department. That's worked well, as you may have heard, Pat Ryder had a press conference this afternoon to talk about many of these or the current threats are unfounded. They may be unfounded, but they certainly are unnerving to all the parents and many of our staff throughout the schools here. So we're working with the Nassau PD with that, and as I said, our staff has done a wonderful job with that.

Dr. Robert Dillon:

The other issue is COVID. And I don't know if I can explain of the amount of burden this has placed and our staff had stepped up wonderfully. If I received one COVID response this afternoon after three o'clock, I'll receive 15, and it's coming from all over. It's students, it's staff, it's administrative. I mean, it just goes and goes, and it's a credit to our staff to keep it going. We're keeping it going, I guess, with bubble gum and spit in some cases. And in some cases we've had to pivot to remote because of the fact we can't staff the program. We don't have the administrators to run the program. So it's very burdensome. The other issue is contact tracings.

Dr. Robert Dillon:

When you have to quarantine, that can wipe out a program rather quickly. So those are the two major issues as I see it now. On a side note, which used to be significant, the Regents came out with their state aid plan. It's $2.1 billion, which is very nice. And we'll see where that goes with the legislature. But the two issues right now are the student safety issues and COVID. So I'll take questions. Angela, did you want to say something?

Susan Bergtraum:

You're on mute, Angela.

Dr. Robert Dillon:

First time. You're a rookie Angela?

Angela Marshall:

Yeah. I'm definitely a rookie. I just didn't want you to forget Education Partner Awards.

Dr. Robert Dillon:

Oh, okay. So what are we doing with that?

Angela Marshall:

Theresa will explain. Theresa Schaefer-Bell.

Theresa Schaefer-Bell:

Hi, everyone. Good evening. The board earlier today received an email from Joyce, from the district clerk, and it listed the recommendations for education partner honorees for this year. I hope you all had a chance to take a look at it. I just wanted to give you a little information about... I wanted to thank the judges who picked these education partner honorees, Debbie Coates, Lorraine Deller, Sean Feeney, Roxanne France, Dr. John Genjemmy, and Paul Arlene. So thank you all for your time. And for picking our honorees-

Theresa Schaefer-B.:

So thank you all for your time and for picking our honorees. We had 35 nominations this year, and the list that you have is 17 people who the judges came up with. So if you want to discuss them, please just use the numbers on the sheet, not the names, because this is confidential right now. If there's anything you want to discuss, that's great. If these are good to go, we're just looking for a nod of approval that these honorees, we can move forward with them, and I'll start contacting them next week.

Susan Bergtraum:

Anybody? Mr. Kaye?

Deborah Coates:

Nod of approval.

Susan Bergtraum:

Right? Mr. Kaye?

Martin Kaye:

Debbie, you are the one link that we have. Were there any nominees in terms of students this year?

Theresa Schaefer-B.:

So I was ready-

Susan Bergtraum:

We brought it up that day-

Martin Kaye:

Thank you.

Susan Bergtraum:

You Marty as well. I wish we could, a couple of suggestions were made about maybe how we can reach out to schools but-

Martin Kaye:

No.

Susan Bergtraum:

No, I'm sorry Marty. I know it's an... And believe me we wish it could have been different but.

Martin Kaye:

Yeah.

Theresa Schaefer-B.:

Yeah. I will tell you, if you look at number 10, it's a former student.

Martin Kaye:

And I know this is an educational partnership award, we're so heavily laden with educators and I understand that and because it's an award for that, but now we have so many partnerships outside of our educational framework with the cooperations that we have with other institutions or organizations in Long Island. Did we have any nominees who are proactive and advance the cause of public education and what we do here at BOCES? Were they considered, was it part of the overall list originally, before you whittled it down?

Deborah Coates:

Theresa do you want... We had a few organizations, sometimes it's how they're written.

Martin Kaye:

M-hmm. (affirmative).

Deborah Coates:

Some of these nominations-

Theresa Schaefer-B.:

And it's actually several organizations on the list. Yeah.

Deborah Coates:

Yes.

Martin Kaye:

Some-

Deborah Coates:

Some of our partnerships I mean, the number three especially we were extremely happy that we received that. It was very heavily packed with a lot of educators. But a lot of educators who went above and beyond in this past year, a lot during the pandemic and what they've had to do in order to have a smooth transition with their students and learning. It was very, very impressive. I can tell you that there were 35 nominations and I would say that it was very difficult to whittle it down to 17 because there were so many that were definitely worthy.

Martin Kaye:

M-hmm. (affirmative) Is this going to be a virtual celebration?

Michael Weinick:

No. We'll get that for the Foundation Report.

Martin Kaye:

Okay. Thank you.

Susan Bergtraum:

Anybody else?

Martin Kaye:

Thank you Theresa.

Deborah Coates:

Well, I would like to thank Theresa. She does a great job, right, Roxanne? She really organized everyone.

Roxanne :

Yes, she does.

Deborah Coates:

She got everyone everything on time and Theresa, you did a fabulous job. And I just wanted to tell you just how much we all appreciate the job you do.

Dr. RG France:

We do, we truly do.

Theresa Schaefer-B.:

Thank you, much appreciated.

Susan Bergtraum:

So just before we get off this topic. I know in the past, and Debbie you refer to it that sometimes it's the way the nomination is written, as opposed to the worthiness of organization or individual.

Deborah Coates:

Yes.

Susan Bergtraum:

When that's the case, does somebody contact?

Deborah Coates:

Yes.

Susan Bergtraum:

Yes. Okay. So that those-

Deborah Coates:

And also the reason why you have a diverse group of those of us who choose this nomination, sometimes there's something that we may know about someone that's not written, or that we could emphasize about, and that's happened as well. Or we may know something in the opposite that this domination, it sounds great, but we're not really sure. But yes, all of that is taken into consideration.

Susan Bergtraum:

Okay.

Deborah Coates:

And like I said-

Susan Bergtraum:

Right, okay.

Deborah Coates:

I think that because of the diversity of the group of us we've really come to really meld and whittle it down there, but I'm especially proud of number one and two and four and five, and-

Martin Kaye:

All of them, all of them,

Deborah Coates:

All of them, they were all... They're all worthy.

Susan Bergtraum:

Okay.

Eric Schultz:

Susan, Susan, I'd like to finish my-

Susan Bergtraum:

Oh, yes, yes, yes.

Eric Schultz:

So I just want to sort of piggyback on something of Marty said, because I said this from the beginning of the awards, that number one, I always thought there were too many of them. I think some of that expansion is the function of the gala itself in trying to create an atmosphere where you have more people. But I also do think that regardless of the fact that we have teachers and administrators who are doing what they expected to be doing...

Eric Schultz:

Oops, out here, I seem to have lost myself here. I think that the concept of having educational partners for the most part, when we started was those people who were our partners from outside of the organization, outside of the formal education process. And when we started, that's what we had. So I fear I don't want it to get lost in, and I understand what Debbie said, I don't want it to get lost in the idea that we have to have an enormous amount of awards and we have to have administrators. We have to have teachers. I think we need to refine going ahead what we're doing and how we do it, and the meaning of the partnership award.

Deborah Coates:

And, and Eric. I agree. And I think that that may all also be something that we might want to discuss later on in the year and put it like Mike said before on an item pending list so that we can talk about this before there and her staff go through the process of sending everything out.

Eric Schultz:

Okay.

Susan Bergtraum:

Are you writing?

Deborah Coates:

I saw her writing.

Susan Bergtraum:

Thank you, just making sure.

Dr. Robert Dillon:

Susan, I have one final item.

Susan Bergtraum:

Oh, feel free.

Dr. Robert Dillon:

Yeah. You know I'd like to take this opportunity to congratulate and wish our Executive Director Of Human Resources. This is her last meeting with us, Dr. D'Aguano, as she embarks on her retirement, we wish her all the best. And we thank her for coming in and stepping up to the plate in H-R, Valerie. Thank you very much.

Martin Kaye:

Very good.

Susan Bergtraum:

And, and you did a superb job aside from just stepping up. You were... We knew who we were getting, but you as ever did us and yourself proud. Thank you.

Valerie D'Aguano:

I will miss all of you, greatly. I really will.

Susan Bergtraum:

Thank you Bob, for that.

Eric Schultz:

I would suggest Valerie, if you want to take those chairs out of environmental education and bring them home, if your husband will allow you.

Valerie D'Aguano:

Truthfully, I don't think he wants the den looking like that. I think he likes his recliner.

Susan Bergtraum:

Okay. Okay. Moving right along. Mrs. Nolan hearing of citizens. Did we get any correspondence?

Joyce Nolan:

There were none.

Susan Bergtraum:

Okay. Old business then board member reports, anybody? All right. The only thing that I'm going to bring that we had talked about, and it happens to be on the items that still need to be discussed is we had discussed Board Share and every now and again, I hear somebody say something about it. However, I had asked or it was asked that people who were having issues or wanted something to be looked at to submit them. And as far as I know, nothing has been done about it. So that's an item on the list one-

Joyce Nolan:

Mr. Greenstein.

Martin Kaye:

All right. So I guess my question is to begin with... If Larry, you want to... Who would Larry address a question to, if he's the only one, and it's not going to be a discussion of the Board, because this may no longer be everybody's concern. Who should Larry contact? And then if it becomes something that needs to be discussed or there's... Then we can bring it back and the Board can have a discussion about it. So is this Chris, who would Larry-

Joyce Nolan:

Bob McCartney and the way we've set it up, we were going to compile the statements received from each board member and then Bob and Chris, and I would sit down to go through them and then-

Susan Bergtraum:

Okay.

Joyce Nolan:

With the plan from looking at everyone's ideas and issues.

Susan Bergtraum:

Okay. So then I guess what I'm saying, because this may be something that can then be addressed and taken off the list that either Larry can verbally, besides what he wrote, or you can just take Larry's comments.

Joyce Nolan:

And go with that-

Susan Bergtraum:

And you and Bob and Chris can look at them and-

Joyce Nolan:

Okay

Susan Bergtraum:

And yet, Larry?

Larry Greenstein:

Yeah, so while I'm being a pain in the neck about technology, is it possible to have our board packet with hyperlinks? So if we're on an item on the agenda, we can click on something it'd be brought to backup instead of having to scroll back and forth over at 600 pages multiple times.

Joyce Nolan:

Mm-mm(negative) No.

Larry Greenstein:

I mean, I know it's technologically possible, but is it possible for us?

Susan Bergtraum:

Okay. That will be [crosstalk01:44:50] and we'll find out.

Joyce Nolan:

You know I can't answer that.

Deborah Coates:

Yeah. And also I spoke to Susan about it before the meeting that if we could somehow get the zoom link, either on our calendar or something. Because I have my iPad and my laptop and I don't have my zoom link on the laptop. I have to get it off of the iPad, so...

Joyce Nolan:

Okay. But I do actually, every time I accept the zoom link, I put it on the board share. So I don't know, I want Bob.

Deborah Coates:

See that, there's my problem.

Joyce Nolan:

Yeah. It's a board share calendar though. I keep both of them up mine and there's, and I copy everything to there. Does anyone else-

Deborah Coates:

Sure-

Joyce Nolan:

See the link on the board share because it's always posted there.

Susan Bergtraum:

But Debbie, that doesn't help you. Is that what you're saying?

Deborah Coates:

Well, Joyce is saying that it's on there, but I don't have it. So that might be an issue with my board share.

Joyce Nolan:

[crosstalk00:12:55]

Susan Bergtraum:

So then that-

Joyce Nolan:

But Bob can remote end. I just wanted to suggest that to you.

Larry Greenstein:

I'm looking at the calendar right now. Because I looked at it before and it says regular board meeting, budget orientation, meeting seven o'clock to nine o'clock Farber administration center, and doesn't have a link.

Deborah Coates:

Yeah, That's exactly what mine.

Joyce Nolan:

There are two there aren't there two there? There's a...

Larry Greenstein:

Possibly-

Deborah Coates:

What's on the board share one?

Larry Greenstein:

Yeah. That, and above it is the employee recognition ceremonies. I don't see a third one for that, but it could be that I'm missing it.

Joyce Nolan:

Does it say postpone?

Larry Greenstein:

No.

Joyce Nolan:

Then no, it doesn't.

Susan Bergtraum:

Right. So then that's something that needs to be looked at. [crosstalk 01:46:36] Okay. So there we go, even though Deb said we weren't going to bring it up. There you go.

Joyce Nolan:

Okay.

Deborah Coates:

It fits.

Joyce Nolan:

1. So I will definitely have Bob take a look at mine and see, because I updated [inaudible 01:46:50]

Deborah Coates:

Okay. Yeah. [crosstalk 01:46:54] So that's probably an issue Joyce, between your end and then it doesn't get to us.

Joyce Nolan:

That's because there were two, there was mine there, and then without the link and then when Angela sent me the invite, I accepted it and it goes on my page and-

Deborah Coates:

Yeah.

Joyce Nolan:

I copy it to yours. I [inaudible 01:47:15], so... Okay.

Susan Bergtraum:

All right So we'll see what the technological problem with that is.

Joyce Nolan:

Okay.

Susan Bergtraum:

And hopefully that will be addressed and cured.

Joyce Nolan:

Okay.

Susan Bergtraum:

Okay.

Larry Greenstein:

These should be our biggest problems, right?

Susan Bergtraum:

Right.

Deborah Coates:

Exactly, exactly.

Joyce Nolan:

But I will check on the hyperlink though. Larry I'll... The powers that be, and that's not me, but I will check with them. Okay.

Larry Greenstein:

Okay. Thank you.

Susan Bergtraum:

Okay. And the January 12th, we are set. Dr. Coverdale has not gotten back to me again. I am assuming that he will either right before or right after the holiday. Mr. Weinick?

Michael Weinick:

I do have somewhat of a concern. And the concern is, we have a board meeting on January 13th.

Speaker 2:

No.

Michael Weinick:

Is the January 13th meeting going to be virtual or real? And the reason that I raise this is if we are meeting in person on the 12th and it's perfectly safe, then why won't it be safe one day later on the 13th?

Susan Bergtraum:

And maybe... Okay. And I can't answer you other than everybody has to make a decision about what they're the most comfortable with and where we are meeting, et cetera. And if if the 12 doesn't work out, so be it. And you know what, Michael? I have to have my priorities and knowing that a retreat really is not at all effective on a zoom, I might take that chance because the priority for me is that much greater than meeting again the next day, if the numbers are still not good.

Susan Bergtraum:

And, and so for me, I have to make each of those decisions. It's not if I do this, then I'm going to do that for me. It's each thing that I do, I have to decide on what risk I'm willing to take. So I don't see them as connected, that's all. And as we said before, we have to watch numbers. And then if we have to, after the new year and numbers are what they we'll poll the Board and make sure the Board is still comfortable enough to say this priority is important enough that we're going to take that risk. So that's my answer to you. I don't know what other people's answers are. And if I don't hear anybody else, then we're going to move right along-

Deborah Coates:

Susan, B-A has his hand up

Susan Bergtraum:

I'm sorry, B-A you're in the corner and I didn't see you. at least you're in my corner. What can I tell you? And you're on mute, unmute.

B.A. Schoen:

Well, I can press the space bar and, and unmute myself. Yeah, we're rolling right along here. I don't know if it's new business, but it is news that yesterday the executive board of NSBA met and we approved a filing a friend of the court, an amicus brief on a case that was on board recently, the Washingtonville school district lost the case, Dr. Dylan, you know the one I'm talking about?

Dr. Robert Dillon:

Yes, I do.

B.A. Schoen:

Where we are required to provide transportation districts are required to provide trade transportation for students that attend non-public schools. And it has always been the policy that that is only done on the days that the public school is in session. And it's been upheld by the commissioner many times, but a nonpublic school sued and won in Supreme court. And this has wide ranging implications.

B.A. Schoen:

So we have on the advice of the beloved, Jay Worona authorized them to file an amicus brief because there are many implications. As in, suppose they pivot to a 12 month school calendar rather than a 10 month that public schools are in at this time. And to me, it's the nose of the camel. So I just wanted everybody to be aware of it, to watch this case and to speak to people because they are already preparing a legislative of response, a lobbying response if need be that if we don't succeed in the appellate division. That we get some kind of legislative relief on this, because this could be a big, big burden for our component districts, not for the BOCES directly, but for the component districts statewide. So I just wanted to bring that up.

Dr. Robert Dillon:

Yeah. To Fran's earlier point about calling in religious holidays or not calling religious holidays, some of these non nonpublic schools and decide to go to school throughout the traditional breaks we have the spring or the winter break, whatever you want to call it. And that would put a financial burden because the likelihood is you'd have to pay with the current contracts. There's a greater likelihood, you'd have to pay double time if you can find the drivers. And so it creates all sorts of havoc within that. And that happened right outside of Washingtonville, everyone knows right next door is [Kiershville 01:54:00] and they've expanded their boundaries outside of Kiershville into the Washingtonville school district. So that's, that's where this originated from.

Susan Bergtraum:

Eric, Eric?

Eric Schultz:

Yeah. I'm glad B-A brought that up because its an important case. There's another case that should be going the Supreme Court soon. It has to do with the use of public monies to fund private high schools in Maine. A lot of the Maine smaller districts similar to a lot of districts we have in New York, don't have high schools and the legislature has permitted each school to pay the tuition. And the parents could basically send their kids to any of the high schools in the area. But what happened was a lot of these parents are choosing to send them the kids to a religious high school.

Eric Schultz:

And some of the districts are refusing to pay that. And recently the parents, the two children who went to religious schools, their petition to compel the local district to pay those religious schools was upheld. And that should be going to the Supreme Court maybe sometime within the yeah. That will probably also have repercussions on us. And I'm sure Jay's aware. I'm not sure what the board of NSPA would do on that. Because I don't think we have much jurisdiction, but it's just something to keep in mind. Because that will have a fairly large impact on some of the stuff we do down here.

Dr. Robert Dillon:

You know, it's also should be noted that the regions recently voted not approve two charter schools in Suffolk county, so they can be overruled by the SUNY system. But the first time that I can remember that they didn't approve two charter schools. So there's more to come on this nonpublic issue.

Martin Kaye:

M-hmm (affirmative)

Susan Bergtraum:

Okay. Anybody else new business before we go to the Education Foundation Report, does anybody else have anything? The other thing I'll say is the two LIHSA programs that were put on the dance program and the puppet show. You just have to talk about the dedication of the staff. And the enthusiasm of our students is really remarkable, and to be commended. Because it was so important for students to be able to perform. And because we couldn't do it within our facilities because the spacing was not appropriate. Kudos to those who figured out how this could be done. So with that. Michael is there, Michael and BA, is there a... I'm assuming there's a Foundation Report or not?

Michael Weinick:

Just a very brief one. I'm just happy to announce that the gala will be on May 10th, at the Cress Hollow. So shine up your shoes, get your gowns and tuxedos out. It will be as we've had it in the past with cocktail hour, sit down dinner, we will be going into some COVID protocols. There will be things on the invitation that you have to be vaccinated, et cetera, et cetera. So, we're looking at all of that stuff to make it as safe as possible, whatever guidelines are in effect at the time. But we are going full steam ahead and hopefully it will be a beautiful evening.

Eric Schultz:

What's it May 10th Mike?

Susan Bergtraum:

May 10th.

Dr. Robert Dillon:

May 9th is the Scope Awards.

Martin Kaye:

May 9th is scope you said, Dr. Dylan.

Dr. Robert Dillon:

Yeah. Yep at Villa Lombardi. Eric's looking park his car there again.

Deborah Coates:

Mike, Mike, will there be any accommodations made for people who are not vaccinated, but can bring a negative test result?

Michael Weinick:

Yes.

Deborah Coates:

Okay.

Susan Bergtraum:

Okay. Okay. Committee reports other than the policy committee and what the policy committee went over at the last meeting were the policies that were actually on our agenda for tonight. So the second reading of the public participation policy and the first readings of public comments and concerns, community relations and school meals. So that's what we went over and they were on our agenda for tonight. Anybody else, if not, we do have a birthday celebration and I'm going to try to figure out how to do this. And we will be going into executive session and we will be coming out of executive session from what I understand Dr. Dylan.

Dr. Robert Dillon:

Yeah. There's an issue here because it's different. There's a sensitivity with the open mics. I would recommend that we consider going into executive session and then doing-

Susan Bergtraum:

And take a break. Well, that's what I did. I've had a discussion with Angela about that and we're going to figure out how to do this in the most appropriate way. So I'm going to ask for a motion to go into executive session, we will then before we go in, just have a celebration for Mrs. Coates' birthday and we will be coming out of executive session, correct r. Dylan, to take action?

Joyce Nolan:

Yes.

Dr. Robert Dillon:

That, do we need a resolution tonight or just for information?

Valerie D'Aguano:

Yes. I believe we need a resolution.

Joyce Nolan:

Yes. Yes we do.

Dr. Robert Dillon:

Yes. OK. All right.

Susan Bergtraum:

All right. So just so that the public knows that after our executive session we'll be coming out to affirm whatever went on in executive session. Okay. So may I have motion to adjourn to executive session after we celebrate Mrs. Coates, but livestream will be turned off. Mr. Schoen. Thank you, second?

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Mrs. Langsner. Discussion, all in favor.

Martin Kaye:

Aye.

Susan Bergtraum:

Aye. Opposed, abstained. Okay, so.

Angela Marshall:

Probably good to go at this point.

Fran Langsner:

Why am I being invited to join Room One?

Dr. Robert Dillon:

I don't know. I just hit a button here.

Angela Marshall:

I don't know, but ignore it.

Dr. Robert Dillon:

You ignore it.

Susan Bergtraum:

Okay. So should I hit not now?

Dr. Robert Dillon:

Yeah.

Susan Bergtraum:

Yes.

Roxanne :

Okay. Joyce, Joyce read the resolution quick [crosstalk 02:01:27]

Joyce Nolan:

Right?

Susan Bergtraum:

All right. We're now back in open session. Mrs. Nolan, if you'll read the resolution, please.

Joyce Nolan:

Okay. It is hereby resolved, pursuant to the provisions of Education Law Section 913, that an employee whose identity is known to the board of education is directed to report for a medical examination in order to determine their physical and mental capacity to perform their employment duties. The set examination will be conducted by a medical professional selected by the school district. And be it further resolved, the employee is directed to produce any and all medical records at the examination relative to their health and performance as an employee with the district.

Susan Bergtraum:

Okay. May I have a motion?

Fran Langsner:

So moved.

B.A. Schoen:

So moved.

Susan Bergtraum:

Thank you, Mrs. Langsner second? Mrs. Coates. Thank you. Discussion. Seeing none. All in favor.

Martin Kaye:

Aye.

Susan Bergtraum:

Opposed? Abstained? Okay. That being said, Mrs. D'Aguano you can proceed. Assuming there is no other business. I will ask for a motion to adjourn.

Larry Greenstein:

Moved.

Susan Bergtraum:

Thank you, Mr. Greenstein. Second, Mr. Schoen, any discussion? Seeing none, all in favor?

B.A. Schoen:

Aye.

Susan Bergtraum:

Aye. Opposed? Abstained? Okay.

Susan Bergtraum:

Okay, welcome to a special meeting of the Nassau BOCES Board of Education on Monday, November 29th, 2021. Ms. Malamet[phonetic 00:00:19], if you would lead us in the pledge.

Speaker 2:

I pledge allegiance to the flag, [crosstalk 00:00:24] the flag of the United of the United States of America and to the Republic for which it stands, one nation, indivisible, with Liberty and justice for all.

Susan Bergtraum:

Thank you. Thank you. Thank you. Okay, so seeing a quorum present, I call this meeting to order. We did the pledge, obviously. Then we had a quorum. May I have a motion to accept the minutes of November 8th, 2020?

Fran Langsner:

So move.

Susan Bergtraum:

Thank you, Ms. Langsner. Second?

Larry Greenstein:

Second.

Susan Bergtraum:

Mr. Greenstein, any discussion? All in favor? [crosstalk 00:01:13] Aye. Aye. Opposed. Abstained. All right, it's coming through, but it's not going to come through fast enough. All right. The second item is the resignation. It's a personnel issue on the par the resignation of Yvette Negan [phonetic 00:01:32] a teacher aid. May I have a motion?

B.A. Schoen:

So moved.

Susan Bergtraum:

Thank you, Mr. Schoen. Second?

Fran Langsner:

Second.

Susan Bergtraum:

Thank you, Ms. Langsner. And a discussion? Seeing none. All in favor? [crosstalk 00:01:50] Aye. Opposed? Abstained. Okay. And it's coming through now. All right. So with that, I need a motion to go into executive session for a proposed pending litigation issue. May I have a motion?

B.A. Schoen:

So moved.

Susan Bergtraum:

Thank you, Mr Schoen. Second?

Martin Kaye:

Second.

Susan Bergtraum:

Thank you, Mr. K, any discussion?

Speaker 7:

I thought there were two items that were added late.

B.A. Schoen:

We just did the two.

Speaker 8:

Yeah, that was the two we did.

Susan Bergtraum:

Yeah, I mean, okay. And before we vote, there will be no action taken after this executive session so that the live streaming will stop and we will not be coming out in to open session again. Okay. With that, we have motion in a second for... Ms. Nolan?

Joyce Nolan:

I will be recused from the executive session.

Susan Bergtraum:

Right, okay. Thank you. Yes. All in favor of going into the executive session? [crosstalk 00:03:07] Aye. Opposed? Abstained. Okay. Then I thank you all for joining us. And those who are remaining with us, are we just staying here, Bob? We don't have.

Transcript of Nassau BOCES Board Meeting - November 18, 2021

Susan Bergtraum:

Okay, good evening. Welcome to the November 18th, 2021 Nassau BOCES Board of Education business meeting. We welcome you all. We're glad that you're with us. Mr. Greenstein, would you lead us in a pledge please?

Larry Greenstein:

All right.

Board Members:

[Crosstalk 00:00:16]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.

Susan Bergtraum:

Okay. Good to see all of you. May I have a motion to accept the minutes? Thank you, Mrs. Langsner. Second?

Michael Weinick:

 Second.

Susan Bergtraum:

Thank you, Mr. Weinick. All in favor...

Board Members:

 [crosstalk 00:01:03] Aye.

Susan Bergtraum:

Thanks. Opposed? Sustained. Minutes are accepted. Presentations?

Dr. Robert Dillon:

Yes. This evening. I'm Happy to announce we're going to have two presentations, one on strategic planning from Angela Marshall. You should have that plan at your desk. The other one we will be from Pam Christensen talking about some exciting things that we're exploring in the area of virtual work. So Angela, I think you're up first.

Angela Marshall:

Well, it's actually one presentation. Here's the majority of our presentation. But I mentioned to you last year, during strategic planning, we began expanding our strategic planning committee considerably, adding new voices from other areas of the agency to get different perspectives. We created minis last year for the first time, and we found that to help cement the work and keep it moving. And we held a SWOT earlier this year, which was shared with the board previously and the work that came out of the SWOT and the post-SWOT. So SWOT being strengths, weaknesses, opportunities, and threats, a review of the agency's SWOT qualities. Through that and many conversations that followed is the new 2021-22 strategic planning objectives, which is attached to the board agenda. There are eight objectives. Some are us moving forward objectives that were started last year, others are new. And one of those objectives that we are feeling very proud of and excited to share with the board is our future of remote work, of the work of our future remote work subcommittee, which Pam chairs. And so she's going to share with you a presentation about their work tonight.

Pamela Christensen:

Thank you, Angela. First of all, good evening, everyone. I'm going to say again how nice it is to see everyone in person. It's refreshing. I'm very happy to have the opportunity to share with you this evening a description of an employee change of location request pilot program. The genesis of the discussions of the role of remote work at Nassau BOCES was, as you would imagine, the pandemic and the required emergency measures that were taken. In the spirit of never letting a crisis go to waste, our strategic initiative subcommittee was convened with representation from most departments and all bargaining units. We've met nearly weekly for 30 to 60 minutes at a time. And I thank the committee members for their remarkable dedication, reliability, and contributions. I can't cover all of the elements of this committee's many hours of rich-spirited discussions here. However, I will give an overview of the current recommendation our efforts have led us to.

                Of note, is the fact that several other BOCES and RICs have developed and rolled about rather extensive remote work plans, already. Our recommendation is a measured deliberate move into the remote work world, a pilot program, offering a foundation upon which we can build that more extensive program while keeping the goals, mission, and complexity of our particular agency at the forefront of our thinking. This is a status report to offer information about the pilot program. The framework has been carefully thought out and developed, but there are details still to be ironed out and, as expected, modifications will be made to improve it. The recommended plan is a flexible model, affording employees a set number of annual days per year, for which they may request a change of their work location. We've maintained a focus on the advantages that any plan would have to the agency and our component districts, which include, but are not limited to the following.

                By adopting this type of plan, we begin to address an increasing desire and requirement of new talent to have flexibility and remote work opportunities. Increasing numbers of candidates are asking if we offer remote work opportunities. Further, we've already seen the departure of good technicians who were able to secure employment in companies offering remote work. To remain competitive in drawing and retaining superior talent, we believe we must begin to offer some form of remote work. This gives us the pilot to open the door and test a model to act as a foundation for potential further development.

                For existing employees who, when asked to participate in thought exchanges, have repeatedly indicated support of a remote work initiative, this affords them the beginnings of that opportunity. This contributes to our retaining our workforce and demonstrates that we're listening to the concerns they are expressing when we solicit their input. In many cases, employees would use this option instead of conventional leave, thus giving the agency the benefit of their working remotely rather than not at all.

                The agency demonstrates trust in and appreciation of its employees by implementing this arrangement as well. The parameters of the arrangement include the following. First, let me say we're aware that not all employees have responsibilities that lend themselves to this type of arrangement. We're in the process of identifying both eligible titles and eligible employees and will be soliciting input from departmental leaders. New employees whose titles are eligible would be permitted to begin requesting a change of location for their work only after having been employed as a BOCES for a minimum of six months. Requests would need to be submitted a minimum number of days...

Speaker 1:

Six months?

Pamela Christensen:

Mm-hmm (affirmative). Requests would need to be submitted a minimum number of days in advance of the date requested for a change of work location. There's a set number of days for which an eligible employee could submit a request.

                The pilot structure is 24 total days per year, two per month. Only full days could be requested. No partial days would be approved. If the needs of the work group are such that an employee cannot take the days in a given month, their days could be used in the immediately following month, but would expire at the end of that subsequent month. Hence, there would never be any more than four days maximum available to be requested in any given month. A supervisory approval process akin to that, which is used for annual and personal leaves today would be instituted for this program. Supervisors would have authority to use discretion and deny a request if it interfered with the ability to address the required work of the individual or the work group. By submitting an application to change work location, an employee would be agreeing to certain conditions again, including, but not limited to the same requirements regarding employee availability, responsiveness, et cetera, that are used today for approved remote work would apply to these scenarios.

                Workplace accidents at the alternate work location would not be eligible for workman's compensation. The employee would be responsible for determining any tax or legal implications [inaudible 00:09:09] under IRS state and local government laws and/or restrictions of working out of a remote location. Responsibility for fulfilling all obligations in this area are solely with the employee. Consistent with the BOCES expectations of the information security for employees working at regular work locations, remote work employees would be expected to ensure the protection of all data, including, but not limited to, personally identifiable information as defined by EdLaw 2-d and related regulations, proprietary information, client information, and all other information, both electronic and hard copy that would be accessed from the remote location. The employee would be responsible for establishing an appropriate location for work purposes. The BOCES would not be responsible for any costs associated with the setup and maintenance of the location.

                No remodeling, no furniture, no equipment, no lighting, no internet costs, no repairs or modifications to the space. Access to the internet would be required to be through a secure connection at the employee's expense. Employees would be expected to maintain their work location in a safe manner, free from safety hazards and distractions. Employees would not be permitted to hold in-person meetings at the work location, nor would they be permitted to operate a business or work for another employer during the remote workday. Additionally, employees would not be permitted to use BOCES equipment for personal use, nor allow others to use BOCES equipment or access the BOCES network. They would not be permitted to have sole responsibility for dependent care during the course of the workday. If there were abuse of the arrangement, it would be expected that a counseling meeting would be held, and recurring abuse of the arrangement would lead to the possibility of loss of the benefit for the employee.

                Now, the 24 workdays to which I mentioned are those that are part of this pilot program. Clearly, any additional remote workdays that were required or that met the needs of the agency would be approved by the superintendent outside the auspices of this program. We believe it's desirable to put an approved version of this plan into play as promptly as possible. And I will be happy to take questions that you have.

Susan Bergtraum:

 Mr. Widmer.

Michael Weinick:

You know, I certainly understand the concept. And basically, I'm all in favor of it. What I don't understand is when we are limiting it to 24 days a year, two days per month. If an employee has a position that they could just as well work from home and not come in, in my mind, whether it's two days of the month or 30 days of the month, what difference does it make? Why are we limiting it if it's a feasible thing for the agency and the worker?

Pamela Christensen:

I understand your question and thank you for asking it because it gives me an opportunity to say again, that it's a pilot program and that we recognize that there will be things to be ironed out, processes to be ironed out, the ways in which for the supervisors to become comfortable managing remotely. And as Dr. Dillon has reminded me more than once, it's easier to manage remotely than to lead remotely. All of these kinds of things in our opinion require transition time and an opportunity to build all of those foundations, for it to be successful and have a positive impact on the agency. It's a pilot and it's limited for that reason only, so that we can test the waters and see how it works.

Dr. Robert Dillon:

To Pam's point, not only will the employees, but the supervision is completely different. We haven't done that. There are textbooks and chapters written on supervision, but there's nothing, to my knowledge, written on remote supervision or virtual supervision. So, this requires a tremendous amount of trust, Mike. I've talked to you about this. This is not my generation of doing this, but that doesn't make it wrong to do this. And you witnessed in your own family how it works. I prefer probably not to do it, but I know it has to be done, because the pandemic put us in a situation and it shows we can do it. And it is being done.

                 But to Pam's point, take small bite-size pieces so we don't choke on it. And once we get more familiar, we may be coming back to the board with your recommendation that you just talked about to where we expand it. And there will be people. We have lost good people because the private sector is jumped into this bigger. So I'm comfortable coming to recommend to you, the board, that we do this, we report back periodically where we are, and we inform you of the adjustments as they're needed.

Susan Bergtraum:

Mr. Greenstein.

Larry Greenstein:

Sorry. A two-part question. Does this have to be part of negotiations with the units? And would we have to make any compensation to the people whose jobs would not allow them to do this? Because their colleagues are getting a benefit.

Pamela Christensen:

We've been very fortunate to have human resources representation on the committee for the entire time. And I'm no human resources expert, but I will tell you that it is my understanding... I will answer your second question first. No. It is my understanding that would not be required.

                 With regard to the contractual elements of it, there will have to be further discussion with the bargaining units. They too have participated and their help has been invaluable on the committee. There would, of course, be discussion with them once all of the details are decided upon, and in all likelihood, side letters. And then, negotiations at the time the contracts reopen. But again, I'm not an expert on that. But that's my understanding of the most likely course of action.

Dr. Robert Dillon:

Pam, isn't it true that we've had all our labor leaders involved?

Pamela Christensen:

 Yes.

Dr. Robert Dillon:

On this committee?

Pamela Christensen:

And they have been diligent in their attendance and their participation.

Susan Bergtraum:

Any other questions? Mr. Schultz.

Eric Schultz:

I'm in a position where I'm witnessing both my son, daughter, son-in-law, and daughter-in-law are now working remotely. Sometimes they have to go in for meetings, so it's very interesting. And it's something, I guess you have to be become [inaudible 00:16:36] of that. And a lot of the things you mentioned in terms of where you are, how you work, what you're working on, et cetera, are going to be very important. And to Bob's point, I think developing management tools for that is going to be critical.

                What are the parameters, in terms of making the decisions, to let somebody work remotely? Is there a, for lack of a better word, personal issue. You say to an employee... We've had issues with you, and we're not going to let you out of our sight, things like that. I'm just talking about the considerations that go into one person's request.

Pamela Christensen:

What you're asking is certainly part and parcel of what has been discussed in the committee meetings. The intention is to have departmental leaders review... or have their supervisory teams review the employees and the titles and ascertain both what title has the opportunity to do this and then what body of work that is done by a particular person under that title for eligibility for that. So it becomes a person-by-person type decision with regard to their readiness, reliability, et cetera.

                Do I think there's a personal issue here? I don't and here's why. We ask our supervisors to make difficult decisions all day, every day. And this is a decision that, in my opinion, falls into a similar category. We ask the supervisors to be responsible for a body of work, and in being responsible for that, to understand how their employees work, what conditions are required for them to accomplish what work, et cetera. Because this requires supervisory approval, I believe that we are addressing it. Do I think there will be employees who feel that they were, perhaps, told wrongly that they shouldn't or couldn't participate? It's probably going to happen. That's part of what we need to work on throughout the pilot to understand-

Eric Schultz:

I guess I'm concerned that, among other things, in some sense that somebody filing a grievance... I'm sure Selma and John and people in John's office, I'm assuming, have been down this road with you.

Pamela Christensen:

Selma has.

Eric Schultz:

But someone's going to try it eventually and I want to make sure that we're prepared for that.

Pamela Christensen:

Yeah. And we will be to the best of our ability. But again, I come back to why are we doing it as a pilot? Part of it is so that we can address these kinds of things, Eric. And the other thing is that, though this is most certainly not leave, when people apply for leave, when they ask for vacation, supervisors have the right to say no to that too. We rarely do, but-

Eric Schultz:

I Understand. I'm not sure there's a balance there, but I know what you're talking about. The other question I had was how do we monitor if somebody has BOCES computers, equipment, whatever it is, how do we monitor that? We were given these marvelous machines and I'm extraordinarily careful not to do anything personal. But then the back of my mind, I say to myself, well, how do you know?

Pamela Christensen:

Shall I invite my friend, Mr. Reinertsen, to speak?

Eric Schultz:

Sure.

Pamela Christensen:

There is-

Chris Reinertsen:

Sure. Can you hear me?

Pamela Christensen:

Chris, are you there?

Chris Reinertsen:

Yeah. Can you hear me?

Pamela Christensen:

Yes and, I think it would be helpful if you would advise what we can and cannot see and how we can monitor.

Eric Schultz:

 Big brother.

Pamela Christensen:

Yes. This is my big brother.

Chris Reinertsen:

Well, Look. Unfortunately, depending on your perspective, when the machines are enrolled appropriately in what's called our tenant and the... I'll say some other software tricks are performed. We can see virtually anything that occurs on the machine. So what part of the parameters of this, I'll say, proposal are that, when people do go home, they will have these machines pre-baked, already enrolled in our Azure tenants so that these things, in terms of monitoring if you will, which is a nasty word these days, are transparent, but routine. Everything that happens at the keyboard is recorded somewhere.

Fran Langsner:

Wait, wait, wait. So Chris, you can see how long it's taking me to do something.

Chris Reinertsen:

Yeah.

Fran Langsner:

I try very hard to create a document and I'm having trouble.

Chris Reinertsen:

Well, we don't look unless we need to. That's the point. This idea that people have access to things has been the case forever. Somebody is an administrator, which means we can see things. We don't look unless there's an issue, and then we can. There's an unspoken law around here. It's that you never go looking for it, but if somebody inquires, we can produce the data.

Eric Schultz:

I should take my Tik Toks down.

Chris Reinertsen:

Yeah. Right?

Susan Bergtraum:

I'm so [inaudible 00:22:14]

Eric Schultz:

Yes.

Susan Bergtraum:

Any other?

Michael Weinick:

Yes.

Susan Bergtraum:

Okay. Ms. Coates or Mr. Shoen, before I go back to Mr. Weinick...

Deborah Coates:

I'm good.

Susan Bergtraum:

Thank you, Mr. Weinick.

Michael Weinick:

Besides the flexible location, is there flexible time also? So instead of somebody working from nine to five, can they work from 12 to eight? Does it matter where they put it in the time during the day? Or to say, they want to work on Saturday instead and take a long whatever on Friday.

Pamela Christensen:

The answer to your question is, under this program, this is not a flex hours program. This is a change of location program. The hours are the same.

Michael Weinick:

Because with many people who do work from home like this, they have to do the job and when they do it, the boss really doesn't care.

Dr. Robert Dillon:

That's why it's a pilot program.

Michael Weinick:

[crosstalk 00:23:07] That's why I'm asking.

Dr. Robert Dillon:

Now, didn't we also discuss distance away from your work location.

Pamela Christensen:

It falls in the category of the already understood parameters under which remote work arrangements are permitted today... Angela help me. I believe it's a two hour....

Dr. Robert Dillon:

Two hours.

Pamela Christensen:

Yeah. If called back to the office, they must be able to appear within two hours. That's part of that catch-all that I mentioned, that any employee engaging in this will be under those same arrangements.

Dr. Robert Dillon:

You know, when we start this... People have different tolerance, different appetite for it. And to Mike's point, if someone decides... Well, I'm want to work from five in the afternoon to midnight or one in the morning. In the meantime, they're down at Disney World playing with Mickey and Minnie during the day. It's not going to sit well right now with our people, because we're not used to it yet. And they can do the work from those places at that time. In my opinion, it's not going to fly well yet. But do I see the day when that, when that happens? There's a good chance. And we probably [inaudible 00:24:25]seat time, but project-oriented, working in teams. So it's new. Again, the pilot.

Susan Bergtraum:

Mrs. Langsner.

Fran Langsner:

So knowing that it's a pilot and you just mentioned that somebody has to be within two hours but two hours from here could be New Jersey, Connecticut...

Dr. Robert Dillon:

Orange county. [crosstalk 00:24:46].

Larry Greenstein:

During rush hour. [crosstalk 00:24:49]

Fran Langsner:

So they have different income tax rules, two hours from here. Do we know anything about how that could play into this?

Pamela Christensen:

That's why the exclusion is in here with regard having any responsibility for it. That's all on the employee. And I really have to give credit to our sister BOCES and RICs who have the more advanced plans because the committee researched their plans. And then we were able to incorporate some of the things that they had decided upon into this.

Fran Langsner:

Yes. [inaudible 00:25:26] in two hours, you could be in Massachusetts...

Pamela Christensen:

That's Right.

Larry Greenstein:

But we could possibly end up with nexus in New Jersey, if we have enough people working in New Jersey for enough days, which would require us, whether we want to or not, to withhold New Jersey and withholding tax and pay New Jersey unemployment-

Pamela Christensen:

I Have no objection to saying they can't leave the state.

Larry Greenstein:

But yeah, that might be a good add, because again, there are some things that we can say we don't want to do, but if the tax lawyer requires us to do it, we have to do it.

Pamela Christensen:

Okay. Point taken.

Larry Greenstein:

And besides, [crosstalk 00:26:02].

Pamela Christensen:

I making notes so I don't forget.

Larry Greenstein:

You can't get back from New Jersey over the bridge, if there's any traffic.

Dr. Robert Dillon:

Last time we invite you, Larry.

Deborah Coates:

Pam.

Pamela Christensen:

Yes.

Deborah Coates:

You've mentioned that other BOCES have been successful with implementing this type of plan. So they've shared with you, they've expanded it, and it has really worked for them? And do you see that happening for us too?

Pamela Christensen:

I hear several questions.

Deborah Coates:

Oh, sorry.

Pamela Christensen:

 No, no. That's OK. I just want to be sure I cover them all. They were good enough to share with Dr. Dillon who shared with the committee. And I'm going to say that their plans are new enough so that I'm not going to go out on a limb and declare them successful.

Dr. Robert Dillon:

There's no data yet on them. They just initiated this fall, this past October.

Deborah Coates:

Okay.

Pamela Christensen:

It's too soon. But some of them have plans that... Well, at least one of them has a plan...

Pamela Christensen:

Have plans that... Well, at least one of them has a plan, which allows for up to eight weeks at a time to be requested. And then that can be renewed over and over again. Again at the discretion of the supervisory run, of the supervisory team. But that's what I meant when I said some of them are far more extensive.

Deborah Coates:

Oh, okay. Great. Thank you Pam.

Pamela Christensen:

Sure.

Speaker 2:

Anybody else?

Dr. Robert Dillon:

Angela?

Angela Marshall:

Discussing that? Just the conclusion of Mark.

Susan Bergtraum:

Okay. So let me just make sure there were no more questions and seeing none other than it. I will just make a statement that I think we are, from the questions asked, we are open to this and it is only the devil and the details and being kept informed of what's going on. But certainly we are in that time and place.

Dr. Robert Dillon:

And we'll begin in January 1st.

Susan Bergtraum:

 Oh, okay. So with that seeing no one else, we thank you for the [inaudible]

Pamela Christensen:

All of you. And I want to say thank you once more time to my committee.

Susan Bergtraum:

Okay. Adam, Ms. Marshall.

Dr. Robert Dillon:

Great job.

Susan Bergtraum:

Take it away.

Speaker 3:

Susan, can I put him now for the remote to- [inaudible]

Susan Bergtraum:

I don't recall having declared you eligible. [inaudible]

Speaker 3:

Hold on, let me type that into my bosses computer.

Deborah Coates:

So would be remiss if I didn't mention the most recent of our strategic planning that was performed today, we held the cabinet retreat and I believe it was a great day with a lot of very valuable conversations who started off the morning with our nationalists doing some team building. And then John Coverdale led us through conversation around leadership excellence. And we finished the day with our most senior cabinet number, Tony Roofie, sharing a history lesson with us around our mission, vision, and values, which started a really good, robust conversation.

Dr. Robert Dillon:

Excellent.

Angela Marshall:

Great.

Dr. Robert Dillon:

Excellent

Susan Bergtraum:

Wonderful. We, we look forward to this same and we will discuss that later in the meeting.

Dr. Robert Dillon:

Okay Angela. Thank you.

Susan Bergtraum:

So we, thank you.

Speaker 2:

I just wanted to say that, you know when on the agenda, the report, I really love the live links on the [inaudible]. Okay.

Susan Bergtraum:

Yes.

Speaker 3:

Can I bring in a question about the strategies and strategic goals?

Susan Bergtraum:

Yes, absolutely. Just before we move away from this. Absolutely.

Speaker 3:

The one that I spent the most time in looking at online was the one that's number four, the strategic goal for right to enrollment. We're trying obviously to do the most that we can to get more components districts involved in a greater number of, let's say, CTE kids to us. And we were working Dr. Dylan spearheading this particular committee. That would be number four in terms of strategical- [crosstalk]

                Goal. That will be page six, I think going on seven. Objective four. {inaudible] The question I have is I know you've made inroads to legislators and serve on both the education committee in both the assembly and Senate, and mentioned the three long Islanders served capacity, and you met with them in, in April. And that the very first time a bill was submitted, which would acknowledge the fact that you'd like to have this open an enrollment possibility established for New York state and for all the boat season.

Dr. Robert Dillon:

Correct.

Speaker 3:

It would benefit us, of course. How far do you see this going? When session opens up again, where you have to again lobby, and we have to lobby, where is this going to be going?

Dr. Robert Dillon:

Well, we met as recently as what, two weeks ago, Angela?

Angela Marshall:

It might have been three weeks ago, but yeah.

Dr. Robert Dillon:

Senator [inaudible] and Senator Brooks, they are in support of it. Now there's always the issue of funding for this. Where would the money come from? What I've tried to do is tie it into the increase in CTE aid. Right now, you only get eight on the first $30,000.

                We prepared a document, James and his staff and Angela, where we demonstrated for these two senators, two districts in their area that would show if it went from, if we graduated from 30 to 50 and in 50 to 70, that first jump to 50,000 would generate more than a quarter of a million dollars in new aid. That buys a lot of seats at CTE, so we're trying to use that as a way of offsetting the cost because what's going to happen is, when we start this, we're not, we may not make very many friends.

                Okay? I mean, when I did this, I purposely picked certain groups and avoided other groups. And one of the groups I picked was PTA because they have big numbers and they support program and growth for their kids. Some of the other groups, the form of groups, I've avoided because basically I'm taking money out of their pockets. I know that. I was a superintendent. I wouldn't be thrilled, but I'm not on their side. Now I'm on this side.

Speaker 3:

And the districts who do wish to send or who don't really wish to send additional children to us, because there's a cost involved and they may not be made whole as a result of this-

Dr. Robert Dillon:

Right, now-

Speaker 3:

by making ourselves a charter school.

Dr. Robert Dillon:

Well, I want to talk about that. I'm glad you brought that up.

Speaker 3:

Thank you.

Dr. Robert Dillon:

[Crosstalk] Right now, to Eric's point a parent goes into their superintendent's office, they have a charter school, or they want to go to lunch. I said, God bless, I want my son or daughter to go to the charter school. They go. There's no, if, ands or buts. They go 20,000, whatever they pay for student goes with that student to the charter school. Nothing said. But yet we don't get at the same courtesy. The superintendent administration, high school guidance, Twitter, can say no. And we believe that's not fair. That's not a level playing field. And one of the things we do every day is provide equity. Okay. What zip code you come from?

                What particular district you come from, you walk into our doors, treated the same, the same books, same everything. So it's an equity issue. So we've approached it that way.

Speaker 3:

The charter schools also don't get OTs aid.

Dr. Robert Dillon:

No, they don't. The district gets the aid. Okay. But, obviously not for the charter school. There is some sort of aid, but it's not nowhere near the cost. For example, it's my understanding at Hempstead, I think this year or next year, will be 65 million over the top of their budget.

Speaker 3:

Yeah.

Dr. Robert Dillon:

And they're going to get some back. Not a lot of it back. It'll devastate them. Right now on the books, there are charter schools proposed in Windich and in Brentwood. It's going to be devastating for you.

Speaker 3:

Right. So we're also lobbying for the concept that districts cannot really cap participation in a particular program. Like [inaudible]

Dr. Robert Dillon:

Well, here's what we did, and I have to credit Angela with this. We took a look at the junior senior high enrollments for last year. We took a look at what districts were sending us. And we said if you're not sending up to 10%, maybe you could go to 10%, some districts or exceed 10% of the junior, senior population center. Some don't. So what we're saying is that if you don't and a child wants to go, you should let the child go. You know, it's a circuit breaker. We're not going to say to the district, "oh my, you can send a request for hundreds of kids to go". That would, that would be a problem. Also, learned very recently it could be a personnel problem, because we start taking them back, we only teachers. I also believe that some districts may do that intentionally to offset, maybe a teacher that is less desirable.

Speaker 3:

Really?

Dr. Robert Dillon:

Oh yes. We're dealing with that one right now. It's all, it's interesting. But to get to your point, if we put a circuit breaker in at no more than 10%. And if you're at that fine, if you're not considered for the job.

Speaker 3:

And the last thought on this, well, if districts would be open and they would send their CTE students to us for 11th and 12th grade, for example, can we ramp up facilities to have enough room and enough see time?

Dr. Robert Dillon:

Right? So I'm glad you brought that up because this started before the pandemic and we're just starting to get our groove back. And what I mean by that is our administration at the high school, with Carlo at the Lisa put together the pathways to graduation and get to CTE credit. And our enrollment is over 200 kids there now, it's fantastic. And their creativity is the primary respond. The moving force for them. We have GC tech. We have a young administrator over there, she's very innovative, very eager. We'd like, I would like personally and I, through me, I translated to other people, to really build that program. We have a great opportunity. Most recently, we met with many of the union leaders, labor leaders, who toured Barry tech and the conversation now is what's out there.

                What's new, wind power mean I was out of Mont. There's five big turbines off the coast of Rhode Island. We've had conversations that there's going to be money invested in that I know BA was at the meeting, we were at together. The zoom meeting, where we heard the presentations, one of them was by LIPA and I've had conversations with a LIPA rep. Hopefully here, next week, we want to be on the ground floor with that. Carl is involved with it, Michelle Cohen, they're at the meetings. They look at the research where the jobs will be, this is a big one. I'd like to get in it on the ground floor and, and use the space that we have. And if we need more space, we'll take a look at more space over at GC tech. So, there are exciting things happening right now with those particular things.

Speaker 3:

Yeah.

                I enjoyed the format too. I think the four objectives that you had here [crosstalk] were nicely integrated with the commentary on what's being done and who was heading the research group, which is-

Dr. Robert Dillon:

Those three people do all the work. I'm just the arm.

Speaker 3:

I know. I saw Dylan on here a lot. [crosstalk] The thumbprint is on this. Thank you.

Speaker 2:

Mrs. Langsyne, so you mentioned that one of the groups that you embraced was the PTA, and we learned a few weeks ago, how elevated the voice of parents is becoming in many areas that have to do with education.

Dr. Robert Dillon:

Good and bad.

Susan Bergtraum:

Right.

Speaker 2:

Well, this could be for good.

Susan Bergtraum:

For good.

Speaker 2:

Was there any sense that could be a factor in promoting this objective?

Dr. Robert Dillon:

I had a conversation with Kyle, I was with Kyle this Thursday, we attended our kids.

Susan Bergtraum:

The file is the executive.

Dr. Robert Dillon:

She's the executive director.

Susan Bergtraum:

Oh, PTA.

Dr. Robert Dillon:

A PTA.

Susan Bergtraum:

Right. Just so we know.

Dr. Robert Dillon:

And we were up at Bethel Woods because our team, at least a film, the video team filmed, you probably heard of the MSN quartet. I had not. One of the Emerson quartet, they're not on my radio station, I'll be very candid. Okay. They're very classical. They're nice people, four gentlemen, one is from Wato, and he agreed to have our kids film, and we were out at Stony Brook. When were we out, two or three weeks ago, Angela?

Angela Marshall:

Three weeks ago.

Dr. Robert Dillon:

Yeah. We went out down a Friday and our kids did a great job. They filmed, and we talked about growing up in Wato and having the opportunity music, and it's taken off for him.

                So at this festival, this conference were advancing the arts, Kyle was there and Kyle said to me "you know, Bob, we want to use one of the pushing for the Boise as one of our legislative objectives". That's in October. Hopefully we make the cutting, but not on the cutting room floor. But Kyle's been great and very supportive, just before we shut down, people may remember we had the PTA legislative breakfast on a Saturday morning, over Newey park, I believe it was.

Susan Bergtraum:

Yeah.

Dr. Robert Dillon:

And right after that, I talked to all of our legislators. And Kyle, she was all for it, and then the world changed. So they haven't forgotten us. They support it. We will certainly bring it with the national PTA with the regional one. And anytime I have an opportunity, usually when I'm up in Albany, at the regions and Kyle's there and we have an opportunity to chit chat, we try to get him.

                Jay's here too. Jay we're on it, but Jay's got to be neutral on this one. So, that's where we are.

Speaker 3:

Point of information, Susan. Is Ms. Brooke sort of neutral on this? Have we discussed it?

Susan Bergtraum:

Yeah, they have to be.

Speaker 3:

They have to be.

Dr. Robert Dillon:

So is the council superintendents, in fairness.

Speaker 3:

Okay.

Dr. Robert Dillon:

You know.

Speaker 4:

We talk a lot about local control, local control of control. And I think when we mine down into that concept, taking away some of the decision making parts at local district, very difficult bill for me to describe. It always has been, as far as I can think back, and I've been doing this for 32 years. That if the district needed something, forget CTE for second, the district needed something that, that need was fulfilled by books.

                We have gotten into over the years providing programs. And there was a time, some of my colleagues remember, where people were creating programs, knew they had to try and sell that, which we put a stop to real quick. You're creating the program, but there's no need. So I have mixed feeling about this. And you also said that being said, you talked about some legislators.

                I spoke to two legislators during the election time. And I said to both of them, I said, have you been down to the buildings? Have you come and seen our programs? These were two people who should have known very well, what Boises does, And they said, "no, why don't you invite me?" I gave my card. I said, well, anytime you want to condemn news, it boggles my mind. One of them gave a speech last year about where all the trades people coming from.

                I called them up, and I said it's in your backyard if you just fund it. Right. So they, they still, they may give you lip service a lot about all the wonderful things they're doing with money. But there is this lack of conceptual purpose of media Boises, and the programs that we have, it always boggles my mind these men and women can say "yes, yes, yes", but well, maybe it shouldn't boggle in my mind. I have no concept of what they're saying yes to.

Dr. Robert Dillon:

You know, it's interesting because for the first time we have a gentleman in the assembly, Michael Durso, so graduate post.

Speaker 4:

Well, no, it's not the first