001meeting at 6:42. The board is returning from executive session where the employment history of particular people, a matter made confidential by federal and state law, and collective negotiations with the Southampton Administrators Association pursuant to Article 14 of the Civil Service Law were discussed. Will all please rise for the Pledge of Allegiance and a moment Thank you. Um may I have your attention for a brief announcement? Upon fire alarm activation, immediate evacuations to the closest emergency exits are required. The emergency exits are located over there. Um please exit away from the building so as not to interfere with fire department and proceed to evacuation areas. Please follow school officials' directions. Once assembled outside the building, everyone must wait for the school official to give the all clear before reentering the building. Um will the clerk please
002call the roll? Here. Oh, she She's here. She She was here. Here. Um listen, does the clerk have any additions or deletions to the agenda? Awesome, thank you. Um I got a few brief comments here. Um the Board of Education will hold a regular meeting on Tuesday, May 5th, 2026 immediately following the annual budget hearing at 6:30 in the SIS music room. The 2026 budget vote and Board of Education election will be held on Tuesday, May 19th in the intermediate school music room. Poll out poll hours are from 10:00 a.m. to 8:00 p.m. for registered voters in Southampton Union Free School District. Absentee and early voting voter ballot of applications are available online and can be requested from the district. The high school will host a spring arts festival including the Tri-M Musical Honor Society
003induction ceremony beginning at 4:30 on Thursday, April 23rd. The Tri-M Honor Society induction will be held from 6:00 to 7:00 p.m. and the band course orchestra concert will be held from 7:00 to 9:00 p.m. in the SHS auditorium. A silent disco will be held at the intermediate school on Friday, April 24th from 6:00 to 8:00. The pre-K spring concert will be held on Friday, April 24th at 9:15. The policy committee will meet on Monday, April 27th at 4:30. The audit finance committee will meet at 3:30 and the personnel committee will meet at 4:30 on Tuesday, April 28th. All committee meetings will be held at the district office. Grades 5 and 8 New York State math testing will take place on April 28th and 29th. The intermediate school will hold a parent coffee club meeting in
004the SIS library on Thursday, April 30th from 6:00 to 8:00 p.m. Friday, May 1st will be career day at the elementary school and the SES play will be performed in the SHS auditorium at 6:30 6:00 that day. On Monday, May 4th the high school will hold the Thespian Honor Society induction ceremony at 6:00 p.m. in the SHS auditorium. And that's all I got. I saw there was 16 kids that are graduating Summa Laude today. >> Wow. >> Um so we're very excited about that. Three of which are on the baseball team. So I'm you know, there we're keeping those grades up. Um so very exciting stuff. So um I'm going to pass it off to Dr. Merrill here and we've got some more presentations. >> Um at this time we have our um Mr. Tatalia
005and our high school choir is here. Very talented. There we go. We have Mr. Tatalia and our high school choir here for a few musical selections this evening. Thank you. >> Good evening ladies and gentlemen. Our first selection is My Old Kentucky Home. >> [music] >> The sun shines bright in the old Kentucky home. >> Tis summer, >> [singing and music] >> the fields are gay. >> Tis summer, the >> fields are gay. >> The corn tops are ripe and the meadows in the >> [singing] >> bloom. While the birds make music all the day. Weep no [singing] more my lady. Oh >> [singing] >> weep no more today. Weep no more my lady today. >> [singing] >> one song for the old Kentucky home. For the old Kentucky home, far away. Many was the
006day I whiled away like the shadow of a shadow of a day whiled away like the [singing] shadow of Weep no more by the glimmer of the moon on my old Kentucky home. Good night. >> [music] >> Weep [singing] no more my lady. Oh, >> [music] >> weep no more today. Today we will sing >> [singing] >> one song for the old Kentucky home. For the old Kentucky home, far away. For the old Kentucky home. Far away. >> [applause] [applause] >> Before we continue, ladies and gentlemen, actually one of those super friendly students is one of our core students. So, if Isabelle Fino, if you could raise your hand and say hi, LADIES AND GENTLEMEN. >> [applause] >> CORE STUDENTS THAT WENT TO HERSHEY PARK THIS PAST WEEK, COULD YOU raise your hand? >> Woo!
007>> We have a lot OF >> [applause] >> CORE STUDENTS. OUR NEXT SONG IS IT'S basically a Brazilian indigenous song that the tribes can sing. >> [music] [singing] [music] [singing] >> Hot chocolate a juicy day. You need a day, a quarter, a juicy day. >> Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. >> [applause] >> Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy day. Hot chocolate you need a juicy
008day. Hot chocolate you need a juicy day. >> [singing] [singing] [applause] >> Thank you so much. Uh how beautiful our children saying thank you so much Mr. Cetalea. And I just want to say that um Mr. Cetalea won't be here next year as he's decided that it's time to take some time for himself. And I just want to say thank you for your uh and I'll say this again later, but thank you for your many years of service and what we just witnessed here was truly magical and a testament of your dedication to our students. Thank you so much. >> [applause] [applause] >> Beautiful. Beautiful students. Beautiful. Thank you. Um at this time um Darren, last last board meeting I I did mention um how proud we all are of you for uh all the
009things you do, but receiving the um Judith A. Knight Positive Change Award, which is only given to uh a few um New York State Athletic Directors, um and you're one of them and just the cream of the crop here. We're so fortunate to have you and actually our president who decided that we need to bring in because we're so proud of you, Darren, and all that you do, our athletic programs continue to be uh just shoulders above the rest. Um and all you do for our kids and that wall of distinction ceremony was absolutely second to none, Darren, and you and your committee uh deserve kudos for a job well done. But I know you're not, you know, you're no stranger to awards because uh when I first got here, you were receiving the Cornell
010Award and um you and Mrs. Kimbark. And you know, all you do for health and wellness in our district community, just there's so many things, but we wanted to take this moment to uh just say thank you. We're so proud of you um and to congratulate you officially with a board uh recognition here for your Judith Ann Knight Positive Change Award. Thank you. It's so well deserved. Thank you so much and at this time we'd like to bring you up. >> [applause] >> Do we have the video we were going to show? >> Oh, there was a video? >> Wasn't my video? Did we ever get it? Isn't on YouTube? >> No. >> All right, never mind. >> [laughter] >> I thought we were going to show you a video. >> [laughter] >> Oh, was
011I supposed to send it in? We can pull it up. It's on YouTube. >> Yeah, why don't we while we're taking a photo here, I would like to Darian have a photo with you and the board if that's okay for this momentous occasion. So, can is that okay? And we can if you can just come up while we pull up the uh Dr. Stone, can you support me in pulling up that video and uh >> Judith Ann >> That's my fault. I was uh >> Judith Ann Knight Award, yeah. >> Judith Ann >> That's my fault. >> I get it. Oh, my god. >> Oh, my god. >> Thank you. >> Hey. >> Oh, my god. >> This is great. >> I get it. I get it. >> Oh, my god. >> The 2026 Judith
012A. Nierenberg Positive Change Award Darren Phillips, Southampton. Great athletic programs don't just happen. They're built by leaders who are always willing to do more. More time, more collaboration, more work behind the scenes to create opportunities for students and staff. For the past 25 years, that leader in Southampton has clearly been Darren Phillips. >> You know, I always want to just do right. If I'm going to do something, I want to do it at 100%. It's never about the money, right? I think there's a lot of fulfillment when you are in a leadership role and you're able to do things that uh in your position that makes [music] it better for students or staff or uh the organization. It's It's really about giving back, you know? And so, I And that's why I try to lead
013by example. Nothing I do is too small, you know? And it doesn't matter what it is. If it's helping bring the water up for the basketball game or whatever needs to be done, that's kind of our job as the athletic director. Whatever You've got to do whatever you do to get the job done. But, I've got a lot uh of other, like I said, fulfillment in in doing some of these other things that I take on. >> Phillips' leadership reaches throughout the school district. He serves as the Title IX coordinator, leads the district wellness committee, and has taken on numerous leadership roles across Section XI and in New York State. That mindset has helped Phillips create unique opportunities for Southampton students, including mentorship programs that connect students with professionals and career pathways. >> I work
014with a nonprofit called the Well Valued Initiative Dalton Foundation, and they're based in New York City. We in Southampton, we're a wealthy district. We're We're known as, you know, you know, the playground of the rich and famous in the summer. But, that That's not a big part of our population. We have kids from the reservation, just a lot of kids that are just, you know, middle-class kids here that come to school. It's an opportunity for them to meet people in a lot of different business industries, uh get internships in the summer of their college. You might share it with other directors, but I think I'm the only school that does that. Of course, you know, we're the furthest away, so they're long long days, long rides when we're going to the city. >> Phillips has
015also been a strong advocate for small school athletics across Long Island. Working to preserve football opportunities for student athletes in smaller districts. As someone with so many responsibilities within the school district, Phillips believes the AD job gets tougher every year. >> You You have to want to do it and for the reasons. You know, it's fulfilling. There are days though sometimes where you're like, I cannot believe you're cleaning up messes or fixing situations or trying to solve something. But overall, it's been a great It's a great experience. I think I have 2 more years before I can retire now. You know, not not not rushing it, but I think I am looking for some new challenges, you know, once I do retire. >> But at its core, Phillips believes education-based athletics is something far larger.
016>> You're fortunate to win a championship. You don't always remember that. But you know, for a lot of us, it's it's something that they should just remember it's fun. And that's why we have too many kids drop out at 12 years old when they get into sports because it's not fun anymore. The hardest part sometimes is just dealing now as you see with sportsmanship and parents and people losing their minds over every call. And at the end of the day, unfortunately, somebody's going to go home happy and somebody's not. Win with community and and win or you lose, be graceful. And so, they just always do the right thing and represent the school and the community the best way you can. >> [applause] >> Just so you know, I I didn't realize you were going
017to be videotaping that. I didn't realize I had a Bill Belichick sweatshirt. I wouldn't have dressed for the occasion had I known it was going to be a video like that. Thank you. I appreciate it. >> No problem. We appreciate you. >> Yeah, and thank you for all you do. I know it's it's it's a tough job that you don't see a lot of, you know, a lot of parent emails and, you know, playing time questions and stuff. But I know there's a much bigger role than that um because you you know, you are also head you know, your your real job is the head of the physical education and the wellness of the school and then the athletic director stuff and I think that consumes your your day some days and there's a lot
018of things that don't go on that go unseen, especially as a coach, you know, the way you support your your coaches and your staff members and you know, he always tries to do right by the kids. So, appreciate it. Just wanted to show the video and say thank you for everything you do. >> Thank you. Okay. And now um we have our dual language program update. Um I would like to first state that it's [clears throat] been uh quite a journey since we started in October to uh really look at our dual language program to see how it best um you know, meet the needs of our our population, our young people. And everyone loves the dual language program, so do we. And it has done so so many great things for our kids, including
019the seals of biliteracy, um the exposure to different language and culture, the intermingling of cultures amongst our student populations, um and an awareness of of of um inclusion for all. And so, it's been historically, it has done uh just been a tremendous uh pillar of strength for our district community and our students go on to college and many times colleges accept our seal of biliteracy. So, it really begins um in pre-K, but the dual language program has really been a strong support for what our kids are doing later on, presently and later on as they graduate. So, there's Can you next slide, please? Thank you. Do you have a >> I got it. >> Uh uh back two, please. Yep. So, Well, a journey. It has been a journey, continues to be a journey, it's
020always a journey when you're trying to make um something better, when you're trying to make systemic change that impacts everybody um in a positive way. So, we began with, as I stated, the dual language program has always been an exemplary model historically with great outcomes for our students. However, community concerns uh began to be identified, and in those concerns, um we listened to our stakeholders who um outlined that structural changes were needed. Um I spoke with a uh a few of our teachers, and there was that sense that there needs to be um there was a lot lost during COVID, and it was never regained in our program. And some of our teachers identified that. And so, we definitely needed a post-COVID recovery of our dual language program, and that's where a lot of our
021direction took us. So, we started with we wanted to always hear community voice and make sure that we are listening um to what our parents, our our students, our uh teachers, and all district stakeholders, administrators, all district stakeholders what they believe um are best practices, where enhancements can be made, and their experiences, their narrations about um a particular program, and in this case, dual language, before we began. So, we did have those um surveys, and tonight you're going to hear from um Principal Denelsky and Dr. Zahn, who are going to go into um the surveys and other information that we gathered over time to be able to make the decisions that we have made um in collaboration um with our um task force. Eastern Suffolk BOCES was another uh strategy that we used. Um we
022used their regional bilingual program resources, um, to begin to um, decide what what are the best practices of a dual language program? What are some needs? What do we need to uncover? What do we need to ensure that we're doing in our dual language program to be successful? So, we did engage them and we did have a learning walk with them in the fall of this year as one of our first steps. And out of that, um, it was determined that, um, it possibly should be an opt-in program because the prior program before that was everybody, uh, was opted in and had to opt out. And so, we wanted to, uh, extend parent choice and extend, um, the ability for parents to decide if they want to be in that program or not. We also
023needed to pinpoint what the model was because as I said as I stated, the model, um, it got kind of lost or watered down in, um, post-COVID. And so, we wanted to make sure that we had a strong model and when we were working with our Eastern Suffolk BOCES, they did recommend to us a 60/40 English-Spanish split. Um, and we also created a task force because we never wanted to be working in a silo again. Elevating our voices of our community, elevating voices of our district stakeholders and our administrators, we created a task our parents, we created a task force that, um, will be ongoing during this entire process, um, and moving forward that could look at creating a well, making, um, creating, um, pathways for successful dual language program, but also coming up with
024the ideas of what's needed in our district in order to be um to um reclaim what our dual language program was prior to COVID, but also to ensure that the structures and systems of the program meets the needs of everyone and it's not just something coming out of someone's office, but it's really a community endeavor. And that task force was created. Um we met with parents and heard their voices in shared decision-making meetings as well. And many of our parents talked about communication and how our program is or is not communicated with them. And so we knew that was something critical. We heard that over a number of meetings and in our surveys that um parents just did not know what the program entailed, if their student actually was in it, and you know, if
025they had a choice to be in it or not be in it. There were lots of questions. So as a result of that, we um made some very important decisions based on that feedback. And in our SEL meetings, which we have an SEL task force as well, in those meetings um we were able to hear our student voice and receive that feedback from them. And um parents um felt and children felt isolated from their friends in our dual you know, our dual language program. So they would only see their friends there move as a class, and um it was very isolating to many. They wanted to see friends more often. So you'll hear about our new innovative strategy for encore and allowing um opportunities for students to intermingle um in some of our um encore
026subjects like art, phys ed, um music, and so on. And of course, um we had our board update in February, and I've been able to communicate with our board um through my weekly updates, as as as my weekly meetings with our board president. So, the board um has been there. And so, you will hear tonight about some new processes that we have put into place that we are hoping that will um enhance our program, that will um ensure that our students receive the best-in-class instruction in dual language um in dual dual language program and programming that's out there. We already know we have um the you know, the best teachers, the strongest teachers, committed and passionate, and administrators, and um many parents who support our programs. We know we have that. So, we just want
027to make sure that we're providing the right scaffolded supports and infrastructure to ensure that it that the dual language program is sound. And so, moving forward, um as we enter into our dual language programs, we're going to have required parent informational sessions. We no longer want to have parents that say, "I don't know what's going on. I don't know how my child got into this or if my child isn't in it, why isn't he or she?" Um we need informational sessions so that everybody knows what's going on, how my child is in, uh what what are they what are what's the learning strand, what's the course, what's the pacing of it, um how do they uh achieve in these courses um in this dual language program. So, those required parent informational sessions is another uh
028communication tool that we'll be using. You'll hear about more tonight. We're asking for a 1-year commitment to opt in and or opt out. This extends parent choice, but we do need commitment. Our current program we found from not only our administrators, but our teachers, that um the movement of students mid-year, uh the movement of students too much in these programs really do not help. And so we have to stabilize our program. So we ask for that opt-in or opt-out decision to last for one year once committed. We do we will have to for this year enroll enroll in a lottery system for over enrollment class cases. We don't believe that we will have that issue, but we have to be transparent and have that that at the ready just in case we do. So we'll
029talk a little bit more about that system and what it means for our students in Southampton. We are also going to implement our scale up course which scale stands for Spanish culture and language exploratory course. So it's a course that we're going to align to our standards of our standards of of course literacy and art and music as well and social studies. We want to make sure that we expose those students all students to Spanish culture and language and if you're opting out you still have an opportunity to be engaged with Spanish language and culture as an exploratory course. This is our our adaptation of the flex program. You may remember that language, but it's it's it's it's not that. It's allowing more literacy to be infused, but it's also exposure exposure to Spanish language
030and culture. You'll hear about our innovative encore strategy friends interacting with friends in our encore so that fears that isolationism is no longer as prevalent as it used to be. And you'll also hear about our tri-triangle model that supports bilingualism and provides part 154 regulation supports for our English language learners. And if you if that language is a little bit is a lot techy and educational, I'll just say that for our students who are limited English proficient, we are bound and required by the state to ensure interventions for them and classes English classes to ensure that they are biliterate, bilingual, bicultural, and feel a sense of being belonging here in the schools and in the community. That's our work by state law. So when you hear part 154, you know that's something that we are
031required by the state to do. And then it was great opportunity to make this shift through this change and enhance our dual language program while we simultaneously explored the pilot of our new literature program, literacy program. As we had a program that was very good and our teachers did a yeoman's job in getting the work done with that program. And we liked it, but it was not based on the science of reading. And that is another state regulation that we must follow that all of our programs are research-based, evidence-based programs that are based on the science of reading. So while we had that mandate, we also had the dual language uh uh program that we were also making revisions to. So we're able to overlay that literacy program and use some really good Spanish language
032resources that will support the dual language program and our English language arts program as well. So the timing is was kind of perfect to do them both simultaneously because a strong literacy foundation is the is the groundwork, is the foundation of a strong dual language program. And because we have heard you loudly and clearly that we need to be communicated with, we need to know um what's going on with dual language, we need to know um how our students are enrolled, what are the We need to know that they're enrolled, how do I become enrolled? We need to know where they're going with this, where does it end? And so we um have just about finished our dual language handbook for uh our community. And you will have access to that dual language handbook. We'll
033play paint once it's all said and done, we'll post that so you can see the operations transparently of the dual language program and how it operates. Um I'm very proud of the work of doc of uh Miss Julie Williams, um Miss Denalski, and Dr. Zahn, um and the rest of the team in the district and the dual language task force that included our parents, um and um included um other teachers. I don't want to say names right now because uh but I think Miss Mrs. Eppley was is one of our dual language task force parents as well as I think Miss Ward. Um Miss Ward, I want to thank them for bringing a lens and bringing a um a perspective uh to this work as well. So, without further ado, I would like to have
034um Principal Denalski and Dr. Zahn present on this here on these critical topics. Thank you. >> Good evening, everyone. Thank you all for being here tonight, and thank you, Dr. Morrell, for the introduction. Um like Dr. Morrell said, we had an opportunity to work with our dual language task force. Um, the names are included over there. Special thank you to Karen Reiter, an instructional coach, Christina Solari, a bilingual liaison, and dual language teacher, Colleen Hankey, Southampton Elementary School union rep, Brittany Applegate, parent, and Serially Ward, a parent. So, like Dr. Mireles mentioned, we did put out a survey to our constituents, and only 30% agreed that the program provides sufficient resources. So, we knew that that had to be a goal, providing sufficient resources. 45% felt that the structure and the schedule were not optimal
035for students. So, we needed to work on the structure and schedule. There was a perception that the program might not be serving its original purpose effectively. Um, and so, just a little anecdote, the second I walked into Southampton, everyone said, "The dual dual language program needs revision." So, we had an opportunity to do so. Participants highlighted the need for better support for non-Spanish speaking parents, our English-speaking parents, to help their children at home. So, we needed to also work on that. Participants noted the need for better communication with parents and more opportunities for family engagement. Just some feedback from families through conversation, um, and through some representatives of our dual language task force. They said they needed more information regarding the program. They needed a true choice. They felt often that in kindergarten, there wasn't
036enough information, and they felt that their children were just automatically enrolled into the program, and they wanted to be able to make an informed choice about whether their children were in the program or not in the program. They wanted to avoid segregation of opt-out students in tracking, meaning the same group of students are with each other year after year after year. And there was inconsistency in the model throughout. Some grades had, um, stand-alone teachers, some grades had triangle, um and there was no consistency year after year. There wasn't a desire for Spanish exposure for the opt-out students without participating fully in the dual language. Similar to a flex, there was a desire for something like a flex. And then some feedback from our teachers. Management of opt-outs and dual language students in one class is
037definitely a challenge. How do you meet the needs of all of their students? Mid-year opt-outs disrupt planning and instruction. Imagine having a dual language class and then all of a sudden having just a few students opt-out mid-year. Think about the management piece of that. The Spanish and English teachers are often competing for time because there was no true outline. So, we were able to figure out some scheduling. The standalone teachers, meaning that the teachers are bilingual offering both English and Spanish instruction all day, one teacher, no support, were burnt out, as you could imagine. And there was just not enough information for families. >> And I just want to take this opportunity just to um talk about the survey research that we've done. This year, we have been putting out several surveys um that and
038I want to take this opportunity to thank our parents, our teachers who participate. Unfortunately, Mrs. Denowski, myself, and the uh rest of the administrative teams, we don't have the opportunity to sit and have these one-on-one conversations um with everyone. So, it's really important that everyone's participating in the surveys because they give us great great information. This The surveys that um our community completed helped formulate that Mrs. Denowski just um shared from our families, our teachers, really helped formulate some of the goals that um we're going to speak about tonight. So, looking at the dual language um goals and and some of the goals that we were trying to accomplish here. Number one is we heard loud and clear that our our program needs um kind of really updated resources to better support our students. So,
039one of the things that we've been exploring is making sure that our programs are in alignment with one another. That means our English program and our Spanish program really working hand-in-hand. They're not separate and distinct from another. They're not two separate curriculums, but there are common themes that are are found and we're attacking student skills based on those themes, whether they're in English or Spanish. The other piece was the the actual design. We heard loud and clear from our staff, our families that our design needed some work. We heard very clearly from our parents that there wasn't they didn't feel there was a sense of There we go. There wasn't a sense of parent choice. So, that was a priority based on your feedback that we felt there has to be a clear delineation between
040programs and parents need to have true choice in in this process. We also took a look at our language allocation in terms of the minutes spent and we'll get into further detail about the minutes spent. We also wanted to create opportunity for inclusion. We heard and we've seen from the inception of our program for those that have been here that sometimes our dual language programs, whether you're in it or not, creates a scenario where kids are with the same kids year after year and they don't get a chance to really mingle and see other students in the grade level. So, we wanted to make sure that we attack that concern here for whether students are in the dual language program or not in the dual language program. Again, we heard very clearly that and and
041often not so much from the survey, but having those conversations with parents, man, I didn't This is real. I didn't even know that my child was in the dual language program or I didn't even know my child was not in the dual language program. That's a major issue and that's something that we we need to make sure that our parents, our families understand our programs, what what programs that your are your children are in and of course, we heard loud and clearly the opportunity for choice within these programs. >> Um, we also wanted to make sure that, um, you know, we were aligned with part 154. Now, here we are getting into some education lingo. Part 154 is really our guidance documents, our New York State guidance documents that governs our instruction for second language
042learners or English language learners. Anytime we're speaking about a dual language program, and we take a look at at those programs, they are governed by New York State regulation. So, it's really important, and this is ties into our communication with parents, that we're very clear on what we are allowed to do, what we're not allowed to do, and also, um, how we serve our our English language learners here in in the school district. So, we wanted to make sure that we were fully aligned and, um, in compliance with all regulations. And lastly, to increase, um, communication, we have to we have to make sure that we have a dual language handbook, a resource that you as parents or teachers can reference at anytime, um, to really help understand. >> No, thank you, Brett. So, you
043might be wondering, why dual language? Well, it is a state requirement for our ELLs to have an opportunity to learn and not to, um, harm their home language, so they can maintain their home language, but also have like, um, instruction in their home language. Early education is the most effective window for language second language acquisition. And then also closing achievement gaps. Imagine learning math in a different language that you might [snorts] not know. Be really challenging, right? We want to and need to provide opportunities for students to learn in their native language. Bilingualism is a statewide goal. Um, as you'll hear a lot about the seal of biliteracy, specifically in Southampton, we have a lot of students that receive the seal of biliteracy. And cultural and community responsiveness. Um, your neighbors, right? We're all from
044different cultures. Little plug for uh multicultural night in the coming weeks if you care to join us. Um, but just to um expose each other to different cultures um and respond for our community. And long-term economic and workforce benefits. Imagine being bilingual in the workforce. How beneficial it might be for you to attain a job. And then the seals of biliteracy increase college readiness, which Dr. Zot will share a little bit about. >> So, I certainly wanted to share some of um the benefits also just to expand upon what Ms. Denowski said. For those that may not know, um I've served as the high school principal for prior to this position for about 13 years. I've had the unique opportunity to see our dual language program from the very early stages of inception and then
045carry that up to the high school and build a high school program and and see on the back end the benefits that um the program has for our students. So, I'd like to share some of those with you. But before we get into that, one other unique piece about our dual language program is that we are one of the only we are the only school district in New York state that is an international Spanish Academy school district. And that's a benefit that came directly from our um dual language program. What that means is that our program has been um completely endorsed by the um Embassy of Spain uh for calling us an International Spanish Academy, meaning that we are meeting the rigors of a specific type of program that we have our students exiting at
046a language that's beyond conversational, that is a high-level academic language for both our native Spanish speakers and also um our new Spanish learners within the program. It's very unique. We're the only state uh only school district in New York state to be um awarded that prestigious designation. So, that is something that's really, really important. Um the the other piece is and I want to kind of speak on on the back end of it as a high school principal former high school principal and taking a look at some of the benefits that our students have had over the years. Um the the first and foremost as Mrs. Denowski said is that we have students exiting the program who are fully bilingual, not just in conversation, but they are taking something called a DELE assessment, which is
047something that's used by the university uh the International Spanish Academy, the Embassy of Spain. And students are able to show their language uh level of proficiency that is goes far beyond the conversation level. They're actually performing at a very high academic level, meaning that they have a full breadth of academic language within their Spanish vocabulary, um which is amazing and really ties into the benefits of the program post high school and looking at your post high school um aspirations. So, that comes to when we um really take a look at the college application process, which is so important. I know we have a bunch of elementary parents here, um but trust me when I say that time will come and it comes quicker than you think. Um so, it's really important to understand the benefits
048uh of the of the long-term solutions because this is something that we've seen just incredible, incredible um accomplishments from our students. The one piece I can say that that we have that is very important for the college application process is that the dual language program is very unique to colleges and universities. It's so unique that we have to build into what we have we have something called our college or our high school profile. This profile is sent to all colleges and universities that really explains our program. We had to really get creative and and make sure that our colleges and universities understood what the International Spanish Academy and dual language program um is. So, we actually have our counselors, um, building in into their college letters, um, explanations of that. We build that into our
049our, um, profile that's spread to all schools. And the results have been staggering. Because the reality is that we've seen over the years, and we have many years of data, that students who, um, complete the dual language program, who graduate with that seal diploma at the high school level, are having just very unique opportunities in college acceptances. And the reason is is because it's it helps them stand out in that process. For anyone that's gone through the college application process, we know it's very competitive out there. And the most important piece is that students are separating themselves from others. And this was a way that we were able to do that for students, um, within the program. Not only, um, telling that they completed this program, but they're performing at a level that is very
050very rigorous. Um, in addition to that, we have students that that are achieving at what what at the highest level of AP course curriculum in Spanish language. That is something that is, um, very rare that you find within schools. So, we have students that are able to accomplish the highest AP course out there in Spanish culture and literature. And this is something within the college process that is very very attractive to our schools. Um, the other piece, um, that we want, and and I know that Ms. Tenowski said is it does prepare our students to be 21st century learners in the workforce. And we've seen that with some of the careers that our former dual language students, um, have been are are now in. And a lot of that comes from the the experiences that
051they had back within the dual language program. Heck, we've even I've even spoken to, uh, Joe Shaw over the years here at the 27, uh, 27 East. He'd love to hire some of our dual language students because they need, um, they need students who can or people who can work within the communications and within the news news agencies that are bilingual, whether it's for interviews, writing the articles, it is so sought after even here in our own community. And lastly, students earn that ISA diploma in addition to the high school diploma. So, there are really good post-secondary benefits to this program. All right. So, we'll kind of get into the goals now of that. >> Fantastic. So, the number one goal was to make sure that the resources were adequate for our teachers. So, we've
052actually just started a pilot for a program called magnetic literacy. And Curriculum Associates actually has a sister program called Mosaico Fundamentos, and then in September they will have something called Mosaico Lectoescritura. And this program is a sister program. So, let's say your student your child is learning M in English, they learn MA in Spanish right alongside. It's the same where it it can be and different where it has to be. So, in kindergarten and many kindergarten teachers here, you might see your children dancing and singing learning something new. We can talk a little bit more about that when we have our parent info sessions, but this program, very fortunately, lines right up to our magnetic literacy. It is a really nice structured program along with supports as well for our tier two learners. >> Okay.
053So, so in terms of our program design, and and let me just back up actually one more. I just want to make one more comment on on this piece because I think this is really important. As you know that we've been piloting our our programs here. Typically in the past with our dual language programs, we were working to find materials to to make the program work in alignment with one another. One of the things that we've done in terms of our literacy program is is we've been looking at playing with programs that are very much intertwined together and very thematic with one another. So, I can't stress enough the importance and what that does for our teachers in the classrooms and we're um attacking skills and curriculum here that we have a real seamless transition.
054Now, it doesn't come without its challenges in terms of what we're trying and speaking with our teachers, we've been hearing some issues of really kind of the rigor involved in um the program which we're not afraid of rigor. Um and some of the other logistical challenges that come with the new program, but all certainly things that we feel um the benefits are outweighing what we're seeing on the on the on the negative side of that. So, looking at our program design and here's where um we will have some shifts in terms of what uh what people are experiencing this year. Currently, we are in in the school, all classrooms are designated as dual language classrooms in our elementary school. In this case, in the scenario that we have moving forward next year, we're looking to
055have what would typically be and again, this really depends on the numbers in enrollment, but what would typically be two dual language classes in a grade level and one non-dual language class. Okay, so what that means is for students that are in a dual language setting and you can see this by looking at our charts that's represented for every grade level. Those colors represent the certifications that our teachers hold. So, those that are in blue are your traditional elementary education certified teachers. Those that are in red hold that elementary education certification plus a bilingual extension which is necessary for the dual language program. Then what you have to the right of that is what you would have in your opt-out classroom would have um two teachers in there. That would be what we call an
056ICT classroom and also have an English elementary education teacher along with the um ICT special education certified co-teacher there. For students that would opt in um in this class into a dual language program, so we're looking at the two sections on the left. That means students would be in one of the two dual language sections that have a bilingual certified teacher there as a core classroom teacher. With that said, each of the dual language classrooms are also partnering with a an elementary education teacher. That way we have specialists real true specialists designed for I'm back. Okay. Um for when we are delivering Spanish instruction or when you're having English instruction in the classroom. And we'll get into those delivery models. But in this scenario, you would have uh within your two bilingual classrooms, you would
057have an elementary education specialist that would be pushing into the classrooms and would be delivering all of our literacy program um in English in those classrooms. Our bilingual teachers would be delivering your what we call our home language arts or Spanish language arts um through their their certifications bilingual certifications. And that teacher, the elementary ed teacher, would be shared between the two bilingual classrooms. When you move to the right-hand side, you have um students that would be in our one opt-out class that would have pure English the entire day. Now, there are some other changes that we've done because we know that there it's important to free up some of that instructional time. We've heard this from our teachers. There's just not enough time in the day. So, we looked at our scheduling how to
058do that. What we've also um proposed here is to have specialists. We have specialists in some content areas. We already have this year uh a science specialist in the elementary school. We are looking to expand that to have a social studies specialist um in the in the school as well. That means the core classroom teachers here were responsible for your English instruction, your Spanish instruction, and your math instruction. And then we would have highly specialized teachers taking care of the social studies in Spanish in the language of the program. Whether it's if it's a dual language program, they'll live it in Spanish. If it's a non-dual language class, that's all in English. >> Except for I'm sorry, what was that? >> Yes, except for the scale class. And the scale class again would be an
059exploratory Spanish for our non-dual language classes here. So, again, we're looking at three classes per um grade level, approximately two being based on a dual language classes, one being an opt-out class. >> So, if they want your okay, should you want to go over this? >> Okay. >> [laughter] >> In terms of language allocation um here and really what we did here and I'll I'll have I'll bounce this over to Mrs. Denowski again to to speak about a little bit more. But the one piece we really wanted to talk about is if you are a dual language student, this is for a dual language student, what would be your language allocations during the day? When you take a look at um our foundational skills that are are available at the kindergarten, first, and second grade,
060those foundational skills are in your dual language classrooms taught both English foundations, Spanish foundations. When you look at the ELA side of the classroom, anytime we're teaching an ELA lesson within the dual language program, that is purely taught in English. In the dual language classroom, when you have Spanish language arts, always taught in Spanish. When you are in math, regardless of if you are in a dual language class or a non-dual language class, your math instruction is always in English. Moving to social studies, when you are a dual language student, your your the content the social studies content will always be taught in Spanish. And that's important because when you take a look at this is for dual language students. This is important because what we found is when students move from the elementary school
061into the intermediate school, their dual language program consists of two courses, one in social studies that's taught in Spanish, and then the other is your Spanish language arts. Okay? That means we've had we've fully aligned this program so when students are moving from the elementary school into the intermediate school, it's a seamless transition following that social studies instruction. For opt-outs, again, if you're a non-dual language student, your social studies always in English. Again, we're talking about dual language students here. When you look at science instruction, we do have a bilingual specialist in science. Um so, again, predominantly taught in English but has the ability to translanguage and support second language learners, which she does a phenomenal job of in the classroom. And finally looking at your world language piece, again, world language, we know that
062is part of your Spanish instruction. >> Anything that you want to add on it to that? Otherwise, I'll go. >> Sure, thank you. Um just one more thing. >> Go ahead. >> Um you might have a question about math. So, the benefit of having the bilingual teacher in the classroom for math is that our Ls will always have access to a Spanish-speaking teacher when they're learning math. At present, not every L has a Spanish-speaking teacher when they are learning math. So, this was done to close achievement gaps for our Ls as well. So, we spoke earlier about some of the feedback from the SEL task force, some student feedback, some parent feedback about inclusion, and the children not having access to their friends throughout the day. Everyone is in this class. I really want my
063kid in this class, or everyone's in that class, I really want to be in that class. Well, to remedy this, we have we do have two encores a day, and the encores include three plus PE classes, art, music, library, STEAM, social studies, our new Spanish culture and language class, aka scale up. Um and our encores will shuffle. So, if the encore is not a Spanish course, for example, art, music, and library, they can be shuffled. So, right now, if your child is in one homeroom class during, let's say, PE, they would mix with other kids from other classes during that time. Cuz right at present, they only get to see other kids at recess and at lunch. But, we want to provide them another opportunity to mingle with their friends throughout the day. Okay. So,
064we want to talk a little bit more about information and commitment. This was a major pain point was parents just didn't felt like they didn't know enough. So, in order to enroll in dual language, this is specifically this year, families must attend one of three informational sessions. Parents must understand that this is a full year commitment. Okay, it's just a one-year commitment. They must submit letters of commitment by May 15th. In the event more students want to participate than there are seats, a lottery will be utilized. We want to make sure everybody gets the program that they want. This is not meant to penalize anybody, um but we want to just really make sure there's an even spread, um and that people have the opportunity. So, just a little bit more about the informational sessions,
065we'll be talking about dates. If you are somebody that want knows they want to opt out, that's fine. We We do understand that dual language is not for everybody. If you know for a fact you do not want to participate, you do not have to attend an informational session. But, everybody will have to decide if they are opt in or opt out. All letters are due by May 15th. You will be getting a call from me on the 13th if you have not submitted a letter. >> Okay. And in terms of the the alignment part 154, again, for those just understanding that, that is New York State Education guidance that governs a dual language program. Our dual language program it and then and it's um I guess scaling back everything, it's really a program that's
066meant to serve our second language learners as as they develop additional language skills. We have options through our dual language programs and how we want to offer that, whether it's through a one-way or two-way model. We offer a two-way model. That means we are developing language on both sides, in native Spanish language and for those that are learning English and vice versa, for those that are native English and learning Spanish. It's an enrichment model that's developing language both languages at the same time. With that said, the program is required to hold to have second language learners have prior knowledge. That's New York State guidance. That is not our decision, that's not a local decision. That is a New York State New York State Education Department decision. Meaning that if any of our students, current students
067or new students coming in, are identified and it's as an English language learner, regardless of their level of language proficiency at that point, whether it's entering, emerging, transitioning, or expanding. Students are and parents have a choice of if they want to be in that program or not. That priority goes first. Again, not a Southampton rule. That is a New York State regulation. So, any students that are second language learners, identified as English language learners, they are they and their parents have first priority into the program because that's the program that's meant to support their language acquisition. And again, New York State guidance from there. Based on that piece, that determines the the number of open seats that we have in terms of the for the other two classrooms. But again, I want to be clear
068here. Although there is choice for parents in terms of if they want to be into the program or not, if you are a native English speaker, that is a choice that you can opt in or opt out after after we work with the parents that are identified as English language learners because as per New York State regs, any parents of students that are English language learners have the ability to be in that program. And if there's a yes, that's the answer. There is no lottery for our second language for our English language learners. >> Dr. Zahn, uh thank you for that. I I want to posit I want to position that our priority is to give the choice though. We understand we have to find follow those regs. Um and and we will, but we
069also have a priority to make to ensure that parents are receiving the choices that they choose for their children. So, we will be working tirelessly um thinking out of the box and our best thinking when we have challenges that does not allow that choice. We want to make sure that we are doing everything within our power to ensure our parents get what they want and what they need. And that is that is a commitment that I am I am saying and having as we move through this journey together, but that you know, we will have to work like the dickens and do everything it is that we need to do to make the decisions that best meets the needs of choice for parents. And and while also meeting those regs. Is it a challenge? Absolutely.
070But that's what we're committed to and that's our priority. >> Thank you. >> Um so like I spoke about before, um we were going to be having informational sessions. All families interested in dual language must attend an information session and all families must sign a letter of commitment by May 15th. Now, after this year, um the students that are enrolled in the dual language program will stay enrolled in the dual language program. This commitment is just for this year. Um we can go to the next slide, I believe. 2027 forward, pre-K families will attend an information session and sign letters of commitment by May of the previous year for the next for the next year. So, we're going to have our first pre-K info session this Friday prior to our spring concert, um April 27th
071at 2:00 p.m. right before dismissal. So, if you're planning on picking your children up, you can come to our info session and then pick your child up. Um we will also have one that evening which will also be on Zoom if you can't make it. If a family cannot make it to any of those, they can also attend um the K-3. We separated it because our pre-K families don't really have an experience with the dual language program, so we wanted to offer them some more time to um ask questions and things like that. Our K-3 info sessions will be on April 30th at 8:30 right after arrival May 6th before dismissal um and that evening at 6:30 which will also be on the zoom. The letters of commitment will be due on May 15th and
072then a lottery if needed will be on May 20th at 4:30 it'll be a live lottery at the SES cafeteria. >> Yeah. >> And and again we know that we just wanted to make sure that parents also understood these choices also impact what happens when you students move into your children move into the next school and then the next school. So we spoke about our alignment and wanting to make sure that we are fully aligned within from the elementary school to the intermediate and the intermediate to the high school. With that so we just wanted to give a snapshot because we know some parents maybe at the tail end of the elementary school. So for those students that are in dual language programs at the elementary school when you move into the intermediate school you
073would have your program would be that you have a period of ELA, a period of Spanish language arts and then a period of social studies in Spanish. For our non-dual language students what your humanities there would look like is a double block of ELA and then social studies in English and you would be taking your traditional world language courses starting off at Spanish 1A at that typical time for non-dual language students. So again it it really provides for a smoother transition within program into the next school as well. And of course when I'm talking about the high school but for those that are interested when students move into the high school within our dual language programs we've built our high school programming within the humanities taking on culture courses, social studies based courses. So again
074that's why you could see we have that common thread from K all the way up through 12. So with that we provided a lot of information here Um, but there may be some questions and answers, so uh Ms. Denalski, myself, Dr. [clears throat] Morell, we're here for um any questions that you may have to our board. Thank you. >> Thank you guys. That Dr. Zonn and Mr. Denalski, that was really clear and thorough. I appreciate it. >> I have a question about the the slide of program design. So, you had um class um that for for families that opt out they're going to be in a class with an elementary certified teacher and a co-teacher, right? And then a hot teacher to serve the needs of our students with IEPs, is that right? So, what
075happens when a student with an IEP that wants to be in needs iPad >> Good question. >> needs iPad support, but wants to also have the privilege or opportunity of being in a dual language program? >> Sure. >> Um, so fortunately through very creative scheduling and uh no shared staff on a grade level, um I can basically create times that would mirror, let's say, the ICT class and mirror the middle class. Um, and the way that the IEPs are written, there is some extra time that those students could receive Spanish instruction during the day as well. So, they would basically pop into another class, receive some Spanish instruction, and then return for their related services. >> Cool. >> Your students with IEPs that need iPad instruction will not be in a a full dual language
076program. >> As of right now, yes. We do have dual language experience going into the classrooms. Yeah, we work with them in building their IEPs. Um, we can get into that to Dr. Williams about that. >> Uh I also just wanted to ask a couple questions. Hi everybody. I have um spoken previously about my own daughter who is now graduating this year from the high school with an ISA diploma. Um I am a huge proponent and supporter of the dual language program. I do respect parent choice obviously, but I have lived it, my family has lived it, and I just want to give a shout-out to the short-term benefits including the academic data which July Williams reported on earlier in the year that the students in the dual language program outperform in ELA the students
077that are not in dual language programs. Uh in terms of math scores, I believe the um performance was e- equal, commensurate, but in the ELA they outperform. So, there are tremendous academic uh that's not to mention the social and behavioral and emotional benefits, but in terms of lifelong benefits, my daughter is going to pursue Spanish as a minor in college which is going to open up tremendous opportunities for her when she looks into different careers. Um that's my plug. But I my question has to do with the lottery system and the potential for a family that's interested in the dual language program being turned away. That's that's something that um is very unfortunate. Um that being said, so let's say hypothetically that I have a child that's now going into fourth grade, that's been in
078the dual language program for a couple of years, and I want my uh English-speaking student to remain in the program. And let's say hypothetically that there are 10 additional students of families that want to opt in. Is my my child being the veteran in the program, is her spot secure? And the the students that are in the lottery system, they're in in jeopardy. Their spot is in jeopardy. What what priority is given to the veteran students that want to continue uh for the following years? >> Um >> I think that we must certainly have to look at that, Dr. White. That really we we did think about that as well. And we must certainly have to make sure that we are prio- prioritizing those students who have been historically in the program. Um my greatest
079hope and expectation is that we don't get to this lottery system. This is if we must. We believe, based on our enrollment numbers, that um it it might just even out. Um and be okay, but we have to be transparent around if it's not. And that's why we're presenting that that option and letting you know up front that that exists because we do have to ensure that those L's, that those regulations with 504 met. But we will take every I feel we will get down to the single tons of taking case by case by case and making sure that those children are in the program that actually want to be in the program, and I think it's going to be a great thing um that happens. One of the things that we noticed too, though,
080was that kids who chose to opt out were in the program, um and they didn't they weren't getting their English language arts instruction was being was happening in the same classroom as Spanish language arts. Those things didn't make sense. So we had to make some really hard decisions about what the program looks like so that all kids receive the best education and not just let's just get this done. You know, they needed we needed to make, you know, those tough decisions, those um really innovative decisions to make sure that all the students needs are met and parents receive those options. But I I really um we will be looking at those cases and I will tell you that our priority is to give parents the choice that they that they want and we believe that
081this model extends that choice and it also doesn't force parents who do not want to be in those in in that. So, yes, I I, you know, that's got to be a priority for us and I think we have been considering that and um >> I just um again I'm concerned for the students, the veteran students that have been in the existing program for a couple years and then um are not going to get their ESA credential. Every four years they put so much time in and I believe in the program that for them to then lose their spot is is just would be very, you know, very unfortunate. Um the the other thing I wanted to ask was you know, as we go through this process of restoring the program to its former glory
082that that I remember when my daughter was in elementary school many years ago that the professional development that's that's provided to the teachers and the staff be ongoing and evaluated on a regular basis. So, if you could share with us um what type of professional development has been provided already this year, um how is that being monitored, what's going to continue next year, are are parents and teachers going to be involved in future surveys so that we can then monitor internally because that is going to be critical as we continue to to revamp the program. I'll I'll take what we've done this year and I'll let Dr. Zahn take with what's coming up and um looking at the strategic plan. So, this year and last year, we had a two-year endeavor of multilingual language multilingual
083support training for teachers. We used um Sandra Mercurial for that support. And so, she came in in the summer. It's been two years. We've had afterschool training. We've had administrators trained. We've had teachers trained. I would like to see Julie Williams do some training for parents on this on this as well as we move into the next year. But, there has been quite a bit of training that we have done with teachers around multilingual learners and supporting the needs of our ELLs. And we hope to continue that. So, there were quite a few dosages of that training this year and in the summer that are that that was done. So, we know that that's really important. >> And is the training provided on a regular schedule, you know, twice a month, couple of times a
084quarter or something? >> in this case for Sandra Mercurial, we had her ongoing. So, she was actually coming and working with us. We had a couple different plans with her this year. So, just to talk about even this year, I won't even get into last year, but let's talk about this year. This year we had her doing cohort groups. So, we actually partnered with East Hampton on part of our cohort groups. You may have seen that. Sometimes we were there, sometimes we were here based on the work. So, we had a cohort for our intermediate and high school level dual language teachers and multilingual language teachers. But, we also did the same thing at the elementary school. Actually, the elementary schools in year two of that process. So, last year they had several times where
085Sandra Mercurial would come or Vivian Pratt would come with them on an ongoing cycle. It was about four times. And there was a cycle of first getting the classroom instruction. The second time when they came in, they would talk about developing lessons and lessons within the practices that they're learning. And then the third time would be executing that and getting that on-the-job coaching taking place. So, we've had cycles of that type of PD that is not just drop in the park one-and-done PDs. These are ongoing PDs that are very targeted and ongoing and again, um, really build off of one another. So, we're in 2 years of that. Looking at next year for our professional development cycle, as we just explained, we're in the, um, process of developing and implementing a new literacy program on
086both the English side and the, um, the Spanish language arts side. So, we're going to be devoting a lot of of training and, um, professional development on unpacking that new system. So, first the first level of training is, um, unpacking. We've done that on the English side this year, but some of the program materials that are coming out on the Spanish side are not yet ready uh, or available. Those things will be available to us starting this summer. So, our first level will be at the unpacking of that. Then the second level of that, and I'm actually working with the, and we are working with the Peconic Teacher Center on this, is coming up with on-the-job training, continued on-the-job coaching within that. So, we're actually working with the company to develop a schedule within that
0874-hour dual language programs that would be ongoing about unpacking those units and the on-the-job coaching of those units. >> And looking at the district strategic plan, we're committed over the next few years to provide the, um, sheltered intervention observation protocol, um, for our multilingual learners as well as the the SIOP training, the scaffolded instruction. For so, that will be something else that we put on the table for next year. And just like we rolled it out these past 2 years with Sandra Mercury and Ms. Pratt, we'll be rolling that will be ongoing to ensure that um our teachers are up to speed. And then the other layer would be that um having our parents trained as well to know and understand how to support their children at home with some of the strategies we're using
088at school for English language learners. >> Thanks. >> [snorts] >> So, I've been very fortunate to be in this district like 25 plus years having put four and my youngest is now a senior, but four kids totally. So, I've seen this program from its very early stages and I remember the lottery and I'm I'm a little cringed, but I'm happy that you're it's not our first uh resort. Um anything hopefully last or not even take place because there's a lot of um negatives to having a lottery. Some that people have expressed to me already. Um but I am curious. So, a lot of thought went into making this district a fully dual language uh district and I believe that those that those children are now Is it sixth grade? I think sixth grade. >> They
089are going into They would be sixth grade. >> Okay. Can you share with me um where this where the I guess the struggle or the pushback is? Is it in elementary school? Are you seeing it across all three buildings? And where is it? And then what percentage of What do you anticipate be the the percentage of opt out? >> So, um let's start with that one. In terms of percentage of opt out, we did some initial screeners. Um we had about a 40 We had some initial um screeners that we put out to parents. We had about uh and this went out to elementary parents. So, we had uh about a 40% return rate. So, that gave us in terms of survey research, that's actually pretty good when you get a 40% rate. Um again,
090that gives us an indication of how the community was thinking in terms of their selections for the next year. So, we were using some of that information to really kind of help us um, make some determinations of where students uh, and and um, families would land on that and that helped us come to some of the determinations that we came to. Um, so I know that was one question uh, and the one prior to that, I'm sorry, I just lost it and I wrote Oh, currently right now, how many are opting out? The survey was what we were talking about projections for next year. We sent the survey out to parents based on um, projections of next year. So, we had about a 40% um, return on that. But, that's for next year. Currently this
091year, in terms of our numbers of this year, it varies between grade levels, but where we can say 10% Right now, in its current current situation, but again, I want to preface that we've heard a lot of parents um, from within our service that weren't even sure if their kids were in dual language or not. So, that was something that was very, very concerning to us. >> I'm I'm I'm really glad that we had this presentation this evening because that is one of the things where information should be shared and uh, be presented regularly, consistently because of the just the changes and how hard it is to even like we not receive it because we send out tons of information, but sometimes we as individuals don't see it or don't retain it or whatever, we
092miss information all the time. So, to have it repetitively, you know, sent out. Um, but we've never done this. So, this was this was great. This was really wonderful. Um, So, you said that 40% of the people responded to the >> I think it was 30 I'm trying to remember the number off my head. It was maybe 38% 40 39% somewhere around there. >> Okay, but I'm not clear. Is that 40% that want to opt out you anticipate to opt out of the program? >> were giving us both choices of whether they are choosing to so about 40% of our parents responded to to basically would they opt in or opt out based on the numbers that we were finding it was approximately again within that percentage was coming out to your 2/3 1/3 approximately
093basically. >> Yeah, my so my only suggestion like that I think is really important is the support that families receive for their students that are on either side English language learners or native English speakers because it's a struggle for both sides when they're learning a new language. It doesn't matter if you're learning English or learning Spanish. So the support that families need we have to do a better job of that because I remember going through it and there were a lot of tears in elementary school. >> Very much. >> But when I look back at graduating classes and I've seen hundreds and hundreds of kids that I still cross paths with I don't know anybody who's regretted it and who hasn't benefited and not even just from an academic level or for the skill set
094but also from a humanity level. Um so I would I would encourage um families to to try to persevere and I would also encourage the district to continue to provide uh professional development to our teachers so that as things evolve I mean if you think about when the program started we were I think we were at 15 20% um with English language learners and now we are almost at 50% so things are changing they're going to continue to evolve so I would just emphasize the professional development for our teachers and the support for our families because it is a struggle particularly in the elementary years. Thank you. But, thank you for presenting. I really appreciate it. Just want to be clear that we don't have a lot of parents opting out of the program. Um
095at either, you know, at any of the schools. Not a huge number. He said that 40% responded. I can't pull it up fast, but I think that that we only have about 33 to 36 kids in the elementary school out of 350 kids that opted out. So, it's not a high number of opt-outs. But, I do like what you said that we should have more informational sessions throughout the year because this is change. And so, we will I want to make sure that we throughout the year have more have ongoing informational sessions so that people don't get confused. Thank you. >> Thank you for this presentation. Very informational. And you guys stole my questions. But, I did have one question. You said this is a one-year commitment. So, what if after 1 year then the
096parent says, you know, maybe this is too much for my child this year. Maybe 2 years later, is that still an option for them? And then also, how would they know, you know, say it's they opted out for 1 year and then the next year they're like, okay, I want to do it. How would they know that like there's a list that there's time where they can to opt in like they have an opportunity? >> So, so in terms of of the commitment, what we're asking for parents. And and again, we're at a point where we're a tweak, so we would have that um these conversations at all grade levels, but really that decision point [clears throat] is at the kindergarten just as we've always had from entering kindergarten. So at this point, if we
097parents are opting in, we're asking that you are committed for that duration. What we're trying to avoid here is mid chain mid-year changes that we've seen because in this model what we've had with our opt-outs or or your your dual language classes, it would result in teacher changes and that's never pleasant for anyone. So we don't want we don't want to see that. So what we are asking for parents that are in and just as we've heard sometimes there are struggles and sometimes as parent at the elementary level, sometimes those struggles result in parents asking for those opt-outs mid-year. We're asking for the commitment to be a full year commitment and then at the end of the year, if that program you felt is not right, is not appropriate, that's the time where you can
098exit the program. So we're really trying to avoid those mid-years. Now, at the time we know that we get new students in in all the time, correct? So at that point, please understand that when we do have students coming in, if they're new students that are English language learners, they would have priority into the program choice into the program because again that's a nice and regulation. But the issue is that when we have native English speakers leaving the program and and I'll just be very transparent with this, very hard at that point if you're exiting that program and you're out of that dual language program without a level of language training to enter that program again. So it's going to be very important. We will be explaining this at our parent session, so parents are
099fully informed of these decisions because if you're a native English speaker and you opt out, it does become very difficult to then enter back into the program. >> I have a few things real quick. How do you decide what language is taught in each subject? Like I heard on one of the slides like uh can you just explain that cuz >> Sure. So um So Noah, basically what we did here was we wanted to make sure we looked at our program just not in isolation of one school. We took a look at our program and and what it looked like across K-12. And looking at what do we have to prepare students for for their exit outcome so they can reach um that, you know, ISA Culture 3, which is one of our highest courses,
100or AP Spanish Language and Literature. And being that these are our humanities classes, that's where we made sure that we wanted to keep that strand of Spanish language in the humanities. Uh again, there's a language richness in the humanities as well. So so that's why the reason we wanted to look at our language um allocations not just per school, but looking at the whole K-12 strand and looking at our exit outcomes. And knowing what our students have to complete and have to accomplish at the at the culture course level and at the AP Spanish and Literature level. And that's what helped us guide some of the decisions. So you look at a full breadth of program and then you see how we're going to get there. How are we going to get our students be
101able to perform at a certain level. And you have to kind of work that back. So that's how we made some of those changes. >> That you guys gave a good explanation, thank you. And then uh you guys crossed the path of PE. Uh I was wondering at the elementary school, I know it's every other day for middle school and and high school, but I was wondering if the elementary school kids that have all the energy, I was wondering if they get it every day or every other day. Maybe it's really not every It's not like every other day. It's three times a week. Okay, good. Um and then I agree. All right, great. And then double blocks. I I feel like isn't that too much for middle school? So I mean sitting inside a
102room for 80 minutes. Could we work require them to do like a movement break during the period or something like that? >> Um in terms of the double periods you're talking if you have students taking a double period of ELA, yes. You know, I could say remember we have students that are sitting in lab based science classes at the intermediate school level, not just at the high school level at the intermediate school level. Those are double period classes. So certainly they they are um 80 minutes is a lot longer than 40 minutes and especially if you're a student that maybe is not in in love with that section or on the reverse side you can't get enough of that for some students. So in any case I think good practice is good practice. Now whether
103you're a dual language student or not the reality is no one should be sitting stagnant for 80 minutes at one time. That does not do any too good for us as learners. We understand the importance of >> Yeah, that's what I was wondering if during the those 80 if during the those 80 minutes does the teacher say like all right class we're going to get up for four four five minutes just to give the kids a little break just get them to move around stretch their legs reset their brains and just get them back on focus. >> Yeah, no 100% no. So in our fifth and sixth grade where they have the double block of ELA moving breaks are built throughout the day and even like a regular class they're not sitting in one seat.
104There's carpet time. They're moving throughout the classroom in every lesson whether there's writer workshop or readers they're doing things throughout that 80 minute block and then in between the two classes they also have a moving break and often times depending on the day even snack. It's the afternoon class they had an early lunch. So yeah, plenty of breaks. >> Um after hearing all the Hi, I'm in dual language program in the high school right now. Um so first I just want to say it is so beneficial as we talked about with test scores I think you said were even better than kids who don't take dual language. I was just wondering if maybe there's a way to continue to opt out and just find ways to inform the parents a little more clearly because I
105think it's so beneficial to be bilingual in this world. I feel like a lot of people that you encounter are bilingual from other countries in a lot of school districts and so I'm curious if that's something that we've thought about just trying to honestly >> So so let me tell you that the model at the elementary school is a little bit different from when you you were there. Now at the elementary school every single classroom is receiving currently right now is receiving is quote unquote a dual language classroom. Every single one. >> Right. So what my question is is your you guys touched a lot on the fact that a lot of parents didn't even know their kids were in dual language. So I'm curious if instead of changing the whole program you could just
106maybe find a way to have a meeting with the parents and let them know that their kids are in dual language but continue to teach dual language throughout the school. >> Yeah. Um so one one piece that came up outside of that that I think that we really had to take a look at is for students that were opted out in a dual language classroom were often getting English instruction in the same room at the same time as Spanish instruction was taking place. So that's where it became very problematic within the same room of having your opt-outs and your dual language program taking place at the same time because you have two different languages of instruction taking place which was definitely causing some instructional issues for us and that's really kind of what what we
107were hearing from our parents, from our teachers and from other stakeholder groups. >> And social emotional issues, right? So if if you're a student that's not participating in dual language but it's Spanish time and you're meant to go to another table it can feel a little isolated. So we're hearing that as well. >> Okay. Okay, good. >> Look, absolutely. >> totally get all of this. >> I Is it okay if I jump in? I just I just want to say that, you know, at the high school level in the ESL program, I mean, I know the students start from elementary school and as a former world language teacher, I taught AP Spanish and native language arts as well. I don't think I have seen any students from high schools that I've seen that are fully
108bilingual in the high school that like I have seen at Southampton High School. So, definitely the program, I mean, parents have their choice, but definitely the program has helped many students. I've spoken in Spanish with our students in the ESL program and I would have never known I I would have thought that maybe they they they learned Spanish in the in a Spanish country. They are fully bilingual. And I've received even speaking to some parents that some of our students have gone to different countries and even in Hispanic countries, they have said the same. That they're they speak very fluent and they're very well very well spoken in Spanish. So, I just want to say a big highlight for our high school. It's definitely working and I can say I share it across different um
109when I meet with different world language teachers and I really promote and embrace what we have here and many other high schools wish they had it too. >> Thank you, Mr. Robinson and we have the DELA scores to back that up as well. >> I have a couple of questions. Can you hear me? Um so, first of all, one thing about this this is great information and I um appreciate the thoroughness of everything. This is the one night that should have been translated in and we had a lot of translation going on for maybe new parents in the room or that were watching it. Um so this is the one night we should have had that. Um I have a few questions. What if a parent um has multiple kids in the program and then
110they're forced into the lottery system? How is that fair to those students? >> So that that is something that we um really kind of wrestled with many many years ago. And if you recall, we kind of um really kind of went back and forth on this issue because this was a tough one where you are from a household um where that has one student in the program and then maybe your next child you would hope would be in the program as a means of supporting a learning language offering um supports in the classroom, but it also presented some other challenges in terms of the access for everyone. So we did have at one time many many years ago if there was a if you had a student or a child that was in the dual
111language program, um it automatically gave access to your next child behind. Um then we had to actually make changes to that and take that away because we found that it was causing um tremendous it wasn't allowing access to open seats for people. So I can tell you that that issue has been wrestled with. Um we've been speaking about that issue as of right now in terms of of the lottery, we were discussing leaving where we last left off on that where at the um pre-K into kindergarten level um regardless of if you have one child in or not that if you are a native English speaker and we exceed the number of seats, um it would be in the lottery. There would not be an automatic admission. That's kind of where we we are right
112now, but again still working through that conversation. >> Got you. And then the survey you said it's about 40% you said >> About 38% off the top of my head if I'm yeah. >> So, is that about 100, 120 responses? >> Uh >> I sent out a survey, basically a parent interest survey, um to current students. So, like pre-K students that were going into kindergarten. And [snorts] I sent it out per grade. Um so, let's say there were 60 students on a grade, then 20 or so families replied, whatever it was. Um different on every single grade. We had some yeses, some maybes, I want more information regarding the program, and then some no's, I would definitely like to opt out. Um and it was different on every grade. And so, because I didn't have,
113you know, entire populations reply, this was just to helpful to inform our kind of planning. >> Got you. So, how many meetings has the task force had, and how is this sent out to parents and and people to get involved? How was it promoted? Um my one concern, the other the other concern I have is if you have a the letters have to be in by the 15th, and you said you have parents who didn't even know that they were enrolled in dual language. If some of those fall into the um the the part 154 of United State education, and they're unaware, are they going to be left out? How are they going to, you know, be reached out to? You know, if they don't have that letter in by the 15th. And also, this
114lottery happening now, the 20th of May in like 4 weeks, that's what you're talking about. So, how many meetings are you going to have with parents between now and then? >> I think, Ms. Daskalakis showed six six opportunities. So, it's six public opportunities for that. Um for those meetings. >> Got you. >> Now, to go back, um prior to that, in terms of if if you are an English language learner, it's important to understand there is choice within program for our English language learner families as well. Um should what if you any of the families that are identified as English language learners have a choice of two different models in terms of receiving their English supports. That can be done through a what you call a traditional bilingual education program. We've adopted the bi the
115dual language two-way dual language model. That is considered a traditional what we call it TBE, traditional bilingual education model. Sometimes that's not even for or for native Spanish speakers, that may not be the model of choice. There's another model program model that's your ENL model, your English as a native language. That means that you're receiving those supports, those mandated supports in a non-dual language structure in an opt-out room through through the use of ENL teachers and push-ins and pull-outs. So, there has to be conversation with our native Spanish speakers as well again because you have model choice with I would say for our students, 95% of our Spanish speaking and English parents of English language learners opt for a dual language model, but there is choice. It's really important that and I know at the
116registration point we do a really good job and our registration team Ms. Williams has been heavily explaining that, but it's important that parents of our ELLs also understand the choices that they have within models as well. >> I want to thank you Dr. Dunn. I want to give a concrete a more um concrete response. So, for our dual language engagement survey, we had one and the last one was in January of 2026. We had 201 respondents to that survey. 70% of those respondents were parents. So, the other 30 were teachers and students. So, 70% of 201 respondents were parents. And in terms of our opt-out numbers, um in kindergarten we have 57 enrolled students, we have seven that opt out this year. We have 64 enrolled in first grade, four opt out. 60 in second
117grade, nine opt out. 65 in third grade, six opt out. And 59 in fourth grade, and 10 opt out. And so, that's why I I'm very hopeful that we're not really going to get to that lottery system. I think we're going to be okay. Um but we did want to be transparent. >> And And again, back to the the task force. When did that start, and how were people reached out to about that? >> The task force was developed back in October. Um we um >> And how did you get that word out to people, and how many meetings have you had? >> We've had about four, three, four, about four about four task force meetings. And I know um Julie Williams, she led the development of that task force, and I know she uh
118sent out for parents to be a part of that task force. We also mentioned that was um in our shared decision-making meetings with parents. We were talking about that task force everywhere, and that if anyone wanted to be a part of it, that they could be. >> I just think it's really important to reach those parents, and and to make those phone calls until you make that contact with something like that. Not just a Parent Square or letter sent home, because we guys parents know how that that goes sometimes, and you don't get that response from just a letter or Parent Square. It's, you know, >> Well, the task force is still in in in progress, and we can do that. We can definitely start to, you know, reach out. Um I I know some
119of our parents um parents want to be on that. Some that did ask me personally. And I plan to you know, as we move forward to reach out to them. But you're right. Parent Square isn't the best always the best. And hard copy is also something that we have to look at. So as we move forward, I hope to grow the task force. >> Great. Are there any questions in the main room? >> [laughter] >> Sorry. [clears throat] I I'm thinking about these kids with IEPs and not being included as having opportunities. And we've heard all night tonight about the benefits of being in the program. So I'm really disheartened that um those children will not have that opportunity to be fully immersed in the dual language program. Because currently we have all dual language
120classes. So there are special ed teachers that are working in dual language. So I think that if if if the district could, I would encourage us to accommodate for students that would benefit. And not to dis- discriminate because of an IEP. Not that it's purposefully discriminating, but I can imagine as a parent with a student maybe with an IEP feeling that they're not given the same opportunity. So >> Um I I think with our new scale up program that we can definitely provide that exposure. But it is really hard when you have um so many needs, um, bilingual needs as well as special needs and to fit all of that in a schedule. So, we definitely, certainly will not, um, discriminate. And again, um, working very closely with our parents, we want to make sure
121that we're giving them that voice and choice as well and having those conversations. But as Mr. Nowski stated, um, we have we're going to have to be very savvy and creative with how we do things to make sure everybody finds a soft landing spot with this program. And definitely, we definitely do want do not want to discriminate and we won't and can't. >> No, but I was also concerned because if our numbers of opting out are low, >> Yes. >> then we're going to end up having high numbers of students with IEPs in those classes. We have to be very careful about that. >> Sorry. >> The only kids with IEPs do that. >> Where are the teachers who are going and who are If all of the classes are dual language and there are
122kids with IEPs, where are the teachers who teach them now going to if there are no classes with IEPs? Why can't we do like a half and half situation? >> Say that question again. >> If you if we are currently under an opt-out program, where are the teachers who are teaching IEPs >> let me explain what happens in the current model. So, you have two co-teachers in an ICT classroom within that model. At some point during the day, you have a bilingual teacher that's pushing into that classroom, coming in and delivering that Spanish instruction in that room. So, those two teachers are still present in that room when the, um, the dual language teacher is coming in to push in and provide them. >> So, why would that be altered now that prices are new?
123>> The the what we are are trying to accomplish and what we've heard through the program is the ability for parents to have a clear choice of my child is in a dual language program or not a dual language program. And currently when Currently we have three sections only on a grade level which makes this very very challenging in terms of There's only three sections, three classes on a grade level now. Again, many years ago we had five or six classes on a grade level and we were able to do many different things. And I believe that enrollment number is one of the reasons why although I was not in the spot but one of the places where we did move into a dual language for all across the across the building was because of
124some of these logistical challenges that we're trying to tackle right now. >> Okay. >> Wait, Matea's point is the structure's already in place, maintain it. Fix the logistical issues elsewhere. But right, don't don't change the structure. Right, it's already there in place. That's right. >> I understand don't change the structure and we are not trying to deny anyone access to anything but there were some critical problems that were identified with the current structure. I witnessed and noticed myself through my observation and this isn't the 201 surveys that also said there were structural issues but just my own observations with my own eyes, we would have students who were be in the dual language program who would be opted out and they would have to learn their foundational skills. Those dimensions of reading that are so
125critically important to ongoing reading later in life, such as phonics, phonemic awareness, comprehension, fluency, and so on, they would have to learn that with Spanish in the backdrop. And that was not developmentally appropriate. So, it was a forcing into a space that they actually did not want to be in. And it and they had to learn their their foundational reading skills with this noise that that's good noise for a lot of our children, but it was not good noise when I'm trying to learn English in my own language and I'm and I'm I'm forced to listen to Spanish. We had to fix that. That that was that was not developmentally appropriate and it wasn't the way that we learned. That's not a best practice for literacy learning. So, there are some things that we just
126had to uh uh we had to um attack and to approach and and to approve upon and sometimes you can't fit all, you know, every initiative you want to do into the boat, but you're trying to make it rise for all students. So, I think um we you know, we definitely will be looking at the options that parents are asking for. We definitely will be ensuring that our students are receiving all the services that they need um per the regulations and per our per our abilities as well. Because as Dr. Zorn said, it's very difficult when you only have, you know, those three sections, but I think we need to uh have our informational sessions and allow that parent voice to come into those sessions and then we can see where we are from there
127so that parents have those options, and then we can make if we we're not stuck to us a program. We just think this is a a good way to fix something that's been broken for a little bit of time now, and we're not the only we're not the one saying that. We receive our feedback from the community um about what it is that we need to do. So, I say uh let's you know, let's continue to have dialogue. No dialogue is closed. Let's Let's continue to have dialogue and um in those sessions, and we can get to the bottom of what it is that we need. >> I'm just curious as to you said that there was a lot of pushback about the program and it's um the problems that it had, but um Mr.
128Robinson spoke of the success. My daughter was in the program in the first grade. Um and I think it worked out well for her. She's now in the eighth grade. She went to Tuckahoe, but she had a head start when she started in the sixth grade in Spanish. Um so I'm just curious the percentage of responses that you got back. These changes, was that all compiled and done by the majority of those responses, or was it a small group of those responses because you already had a group of responses that didn't encompass and I know it's hard with surveys as as Dr. Zong said to get an 80 70 60% response. Um but I'm just wondering if this pushback is a small group of people or if it's the majority of the people that felt
129like they were failures in the in the program. And hindering their native English speakers in the learning process um with having Spanish in the background. >> Um Julie Williams did bring this data forward um in February. I'll just um and this is just one snap shot. We've had um shared decision-making meetings. We have a dual language task force. We're getting feedback, but some of the concerns that were brought up um communication, of course, was the number one concern from our parents. With 46% disagree that it's clear and accessible. Um there was also 48% of the respondents said they have a positive experience with the program. And 45% felt the structure and schedule do not work well for students. So, while there were many parents who felt and that we were not throwing the baby the
130baby away with the bathwater. Many parents felt that they definitely love this program and we must continue this program. Um for everything that happens in the upper levels, there is structural issues at the lower level. Um and that was identified um in those surveys and during those conversations. Um so um some 65% of respondents understand the program's goals and structures, but only 38% agree that it provide adequate instruction. So, uh instructional resources. So, those are the things we >> Joseph >> were trying to approach. And I think that dialogue is still happening because nothing is ever perfect and we can always, you know, continue to enhance and um build, you know, and add and build this, but what we do know unequivocally is that what we had did not It It It was not the
131program of many of many years ago. There was a post-COVID decline in the program that we had to address and we did. And we're listening to our parents. Did we get everything absolutely perfect? No. There are some things that we we're going to have to work on. Um and I think that's what some of those parent informational sessions will allow us to do. Um but um it's still a work in progress, but we feel we have addressed what the community um actually is saying and what we have been seeing with our own eyes. And And And the program. It's not the program of yesterday. >> So those parent informational sessions [clears throat] that will take place before the 20th, does that somehow change that date, influence it if things are a little bit different now
132you get more people out and more responses to what's going on? Do you know what I mean? Like do you seem to have that date set in stone or we're doing the lottery on the 20th? >> I I think that those informational sessions will really help us help help parents to understand more um of what we are doing um individually in in the in the schools in the elementary school cuz that's really ground zero. It's in the elementary school where the problems um have kind of materialized and exist. So that's where we're going to So I think it'll help us to understand what their needs are and it'll also help us to help them to understand what we are trying to do and that we're doing that collaboratively and it's not seen as something that's
133done being done to them. That's what I'm hoping. That's what I'm hoping. >> All right. All right. Do we have any [singing] other questions up here? I just >> Just say um you know, I've been in the elementary school for the last 7 years. Every year we go to open night house there's people questions about dual language and is my kid in it? Is my kid not in it? What's going on? Um, I just want to applaud you guys because at least we're we're putting together a handbook. We're trying to educate people about what this program entitles. It um, it tells like what the restraints are, you know, what to get into it, what would it be and, you know, the work that has to be done. Um, you know, there are positives. There's been
134a lot of kids that go through this and are successful and then there's kids that go into it and then withdraw and, you know, go forward. So, I think it's important that we are restoring choice to the parents here. I think we, you know, we can guess and estimate off of all these surveys. I know we're the model you're showing with the layout of the classes and stuff. We won't know exactly what it is until we start getting people opting in, opting out, going to the meetings, asking questions, and signing up. And then, once we look at the numbers, you'll be able to tell. I mean, everybody's freaking out about lotteries and everything like that. Everyone remembers the days of when we had a hundred and something kids in the elementary schools and 25% of
135the class getting dual language and people are trying to These classes barely have 60 kids in it. You know, the way it's kind of come with the surveys, it looks like two-thirds of the classes really wanted to do it. There's a bunch of people that don't want to do it and then there's people that have no clue whether their kid is in it or not. And, um, those are the people that need to be educated on this. So, I encourage parents to go. I know I'm sure there's some questions here in the audience tonight. What What you can do is you can ask questions during the public comment time here. If I know the answer, if there's something we can do, we can we can talk about it and try to answer those quick. Um,
136there's probably a lot of stuff that's going to be debated, which I think these conversations, these sit-downs with, you know, Brian, Melissa, can answer those. We can look at the actual scheduling. We can look at, you know, maybe there is a lot of ICT kids that opt in or want to do it and we can we can find a route for them, you know. Um, you know, there's the fear of people that want to opt their kid out and then, oh my god, my kid's going to be in the IC. I got news for you, Mike. My kids have been in the ICT class every year cuz I love those teachers and, um, Alicia Phillips is here right now and Jesse teaches one of those classes and Sadie's in there and she loves it. So,
137there's no and stuff. We have great teachers across the board. We're going to be okay. Um, and I think this is a a good step in the right direction of us looking at it, you know, and trying to give information out to the community, which has not been there in the past. And I think for the last five year seven years, it's oh, there's little things need to change and we kind of piecemeal things here and there. We're taking a reading program. We're lining it up to a dual program that coincides together. It's not this is our reading program and then we're going to try to translate everything over like we did in the past and then create our own dual program. We're putting it all together. We're going to have set schedules. You know,
138again, is everything going to be perfect? No, it's not. Things will have to be just, but we won't know until we get everybody signed up and in. So, I encourage parents, ask the questions, look at this presentation. If you have questions, write them down. You can also send them to Melissa. You can send them to send them to me. I'll forward them right to Dr. Mireles Melissa and we can get you answers on some of those questions. Um, but I think until we see the numbers of where the kids are and if they're not responding to the surveys, 60 kids a grade, Melissa has promised she's going to be reaching out to parents and we'll get them on the phone, we'll get them in, we'll talk to them. But I'm very confident no one's being
139left out of a program. Everybody's going to be where they want to go. We just have to let people know that it could be an option. But I don't think it's something we need to worry about with the weather we're at with the numbers with the kids. So Um I want to thank you guys for for doing this and um we're going to move on to public comment at this time and then feel free to raise any questions. So at this time public comments we heard on agenda items only. Um the Board of Education encourages public participation in school related matters at board meetings. Any group or organization wishing to address the board must first identify a single spokesperson. The presentation should be as brief as possible. Speakers will be permitted to up to speak
140to up to 3 minutes. The board will not allow public session discussions involving individual district personnel or students. All students are to conduct themselves civilly. Obscene language, libelous statements, threats of violence, and statements advocating race, racial, religious, and other forms of prejudice will not be tolerated. Persons making presentations at the board meeting will address remarks to the president. How many uh they may direct questions or comments to the board members or other district officials only upon approval of the president. So if we have any public comment at this time or anybody that wants to come up and state I don't know. Father Constantine, you got anything? I know you're sitting there. I know you got some stuff you want to talk about. >> I I >> If if you want to go ahead and come
141to the mic and tell tell us who you are, you got 3 minutes and then we'll keep you going here. So I I know I know you got something. >> I have 3 minutes. I have three questions. >> the clock. >> Very good. Yeah, let me say it somewhere. No, seriously. I have 3 minutes. I have three questions. First of all um my son is a brilliant dyslexic junior at um the high school. And he was left behind by this great dual language program because he they figured out he had his learning disabilities and like Dr. was saying you know like the but the truth is is that he left the dual language programs >> Stop the clock. >> [laughter] >> and they didn't teach him to read till he got to fourth grade right
142and if you look at the district's reading numbers right now they're not any better than when Demetrius was a kid so it's just it like it is so crazy [snorts] to me that we can't just teach kids to read English I can't stand it and then to hear that because a kid's got dyslexia he's going to be excluded from the dual language program after me coming to a hundred board meetings and screaming at you guys like month after month year after year after year and then I see this program that all the ICT kids in one one column and none of them have any access to the program oh we're going to teach them they can push in they get a little education I special ed is not one size fits all there are special
143ed kids who cannot do a dual language program that is a fact and there are special ed kids who are ten times smarter than anybody else in this room I'm biased I think my kid is one of them so he's done but you need to find a way to make this as accessible to special ed kids who are able to do it as it is to everyone else so my question is will you please do that first question I'm probably over my three minutes second I heard I heard and I don't know if it's true but I I that this program is going to displace a lot of our English-speaking teachers, that some of them are going to lose their classrooms and only going to be teaching in on a push-in basis. That's not right.
144It's not fair. I know that you can do right by the teachers who have been serving this district for many, many years without displacing them. I think you should put some serious and hard thought into that if that is a real problem. I don't know if it is. I'm I'm done in a year anyway, so but you should be fair to the teachers who have served for many, many years. Um and the third question is >> How do the kids >> I grew up in a dual language household. So did my wife. So how do kids who are English learners not from a Spanish-speaking background fit into all of this? And that just came up as I was thinking and listening to you all. I'm going to sit down and maybe I'm under 3 minutes.
145>> I You were perfect to the 3 minutes. The alarm just went off. Um we are going to be looking at the ICT stuff and address that as we get the numbers coming in if who wants to do it. I agree. I Yeah, I >> As a kid, as a parent of an ICT student, these scheduling issues come up all the time. And I hate to say it, you guys have the money to hire more ICT teachers. >> Correct. >> It's not one size fits all and they shouldn't all be grouped together cuz they don't all have the same issues. And you guys have the money. There are districts out there that don't. You have the money to really tailor these kids' educations and really allow them to reach their potential. Yeah. Right? You have
146the money. So the money's not the issue. It's the priority, it's the creativity, it's the thought. Don't let the ICT kids be an afterthought. That's a joke. >> We're We're going to look into that. Um I got three and so the The other one was the reading. That's why we we're switching up the reading program, my kids scores and stuff. So, I'm very excited. And our scores went up by 12% this year from last year. Um I know, they put everybody else in. Um And then the third, uh with about the teachers. So, we have we know there's going to be some classroom changes in there. And um and um Dr. Zorn has been looking into that. And um I know there's very good teachers at that. I look at it as a positive. So,
147I'm a half glass half full guy that now those teachers get to go to multiple classes and multiple kids get to experience those wonderful teachers, not just the kids in that one class. So, that's the way I look at it. But I know there's some people some upset. So, um so, Brian's going to look at this. >> Some some teachers some teachers want to like this idea. So, we do have we do have some teachers that we want to work with. We don't want to force anyone to do anything. That that will not work. We will be talking to our teachers. We will be making those uh you know, having that those understandings to see what's the best you know, what's the best fit, who fits best with who, and who wants to do what.
148Um I don't think that we're coming from a an approach of forcing teachers out of classrooms. That's not that's not what we're doing. >> I'm only giving voice to what >> Right, I know. And sometimes it could be perceived that way. Thank you. >> Any other public comment that we have? Oh. All right. No, you're good. You're good. You go one at a time. >> Sorry. I just we've been here so long. I just feel like if I don't say something, I'll feel bad about it. Um I want to thank everyone for all this. This was obviously very thoughtful and detailed. And thank you because it's it's helped with some of our questions. But something you guys talked a lot about choice and consistency. But there seems to be some contradictions in what you're all
149saying, too. And I'm just confused about that. I have two children in the district, one in the middle school, one in the elementary school. My elementary student would be in fourth grade next year. And so the consistency of him being in dual from kindergarten to third grade it has been important to me. I absolutely love the programs that side note. You know, fourth grade is a checkpoint for ELA as is eighth grade and then 12th grade. And so the consistency that my fourth grader who has done this since kindergarten might not be able to be in that class. And again, you guys have numbers that I have not seen and so you know, you're saying I think six opted out in third grade. That doesn't make me feel confident that there'll be enough space in
150a lottery for him to definitely be in that dual language class. Maybe you know differently or better obviously than I do with the exact numbers, but six is not making me feel like I can walk out here knowing that there's a space in that dual language class for him next year and he's been in it since kindergarten. So consistency and choice, I don't feel like I have either of that if that's how I'm walking out right now. Definitely not three minutes. >> It was It was quicker than three minutes. That's good. Yeah, and we'll talk about that stuff with the but until we I'm I'm not worried about >> Hi. Thank you so much for all this information. I am a parent of a current pre-K student and this is our first opportunity to really
151hear about the new program. When that first survey came out, I'm just speaking for the pre-K parents, when that first survey came out to us a few months ago, it was based on the current program. So we looked at that very nice PowerPoint presentation that's on the website and we talked about it, made our decision and voted. But now there's a new program. There's a new plan in place and so my question is, do the pre-K parents get a new vote because this is entirely different. So the numbers that you keep talking about may not be the numbers after this is presented to parents. So will there be a new survey on who's opting in and who's opting out to >> Melissa >> try and change >> Well, at this at this point the in
152the until we get the numbers, the numbers are going to be the survey. So, that's what we'll we'll look at when you go to the informational >> They'll be a survey at that time. >> And you'll be able to ask those questions, look at stuff, answer questions, and it'll be more in-depth conversation like one-on-one with people. So, um that's why I encourage you guys to go to those meetings. And trust me, we've been trying to have some meetings throughout the year and we have these stuff and you know, we get like two parents that come to some of this stuff, you know? Um that's why it's important. I'm actually very happy you guys are all here. I feel like it's a high school reunion. All right, great showing up [laughter] tonight. I know everybody in
153the audience. Um um you guys probably shocked that I'm up here as the president. >> Well, I like you. >> [laughter] >> Um so, I I encourage you guys to go to that is what I I would say. >> The other thing I wanted to say is that >> Can Can I just clarify something also? That that survey that you um did a while ago, that was not a binding survey by by any means. That was just an interest We were expressing interest. Your binding decision will come after >> Okay. >> the uh the meeting that you have, then when you actually formulate that decision on the paper you'll submit to us. >> Okay. The other thing I just wanted to say was during this entire time tonight, there is a lot of advocacy advocacy
154for the students who want to be in the program or who are currently in the program, but there doesn't really seem to be a lot of advocacy for the students who want to or need to be opted out of position. Um as a parent of a child that there are a lot of sensitive things to think about when we're talking about each individual child and their individual needs as we all should be thinking that way. And it doesn't seem to be so tactful in this conversation. We have not really heard about the opt-out students. How successful are they? All we keep hearing about is how successful only the dual language students are. Um as a parent who is considering the opt-out option, um I would like to know more about those students and how that's
155going. But the sensitivity piece to the opt-out students has not really been present tonight and that is upsetting to me as a parent. >> Really nobody talks now. [applause] Great. Really nobody talks now to opt out parents. >> Thank you. Any other? >> Hello board. Uh my name is Daniel Gomez. I'm a local parent of a pre-K student. Um I'm actually also the brother of two uh bilingual uh seal of biliteracy graduates. My sisters were part of the first cohorts, Julian and Catherine. Julie went to Wesleyan. She's working now at IBM. Catherine's graduating from USC next month. So I'm very proud of their of their success. Now my wife and I have bought a very small house here in Southampton for one reason and one reason only. The dual language program at the Southampton elementary
156schools. And it's not just me. A lot of families, such as myself, first generation Latino families, a lot of immigrant families work their butts off >> [snorts] >> to live in this community for one purpose. The dual language program that has been held as the jewel of this community. And now it seems like I know uh Mr. Rapply, you're saying you're giving us choice. But if we go to a lottery, you're taking away that choice from us. That choice that we've worked very hard for to uh sacrifice and be part of this very expensive community. And I agree with um Father Las Oractus. I don't think it's a dual language issue. I think it's a logistics issue. Why can we keep the current system but hire more teachers to accommodate the students that I want
157to opt out? To accommodate the ACT students, to accommodate the bilingual parents. That would be true choice giving us the reasons why we want to live in this community because we have the sources, we have the history, and we have the means. I don't think changing the whole system uh at the end of the year is going to be uh of great success. And Dr. Romero, I I fear that it is going to become a lottery system. If six students opted out of out of a 60 person class >> It's going to be lottery. >> What what's percentage are we going to get that the next year there's going to be enough space in two classrooms? Unless those two classrooms have 30 students each and that's all our kids. So as again, as a uh
158So Hackensack graduate as a Latino parent uh hopefully speaking for many of my uh neighbors who couldn't be here tonight uh I implore you to think critically about the choices you're making and the choices you might be taking away from the community members uh who are not here and who have not heard heard their voices uh heard and who might not understand what's going on because there is no translation being provided at this board meeting. Thank you. >> You can buy paper and pencil. >> [applause] >> Anybody else? >> Yeah. >> Hi, I'm Morgan Rewinski. I'm a kindergarten parent. Um so my question is you guys keep saying don't worry about the lottery, don't worry there's 36 kids opting out. What is the exact protocol for if there is a lottery? So, my kid is
159you know, doing very well in the dual program. So, what happens if she ends up in the lottery and not getting chosen? It's case-by-case for all the students? How does this work? This could take all summer. If you're starting this in September, what is the protocol? >> It in May, so that we can actually >> school year starting in September? >> Right. We're We're We're going to have those numbers after we get those commitment letters. We're going to have those numbers in May, and I think that at that time we would know if we where we have an overage, where we where you know, we would have a better idea of decisions that um we would need to make. We're very I'm very happy to hear these concerns tonight. I'm glad >> [snorts] >> you
160know, you all have brought your concerns to our attention because as we get those enrollment numbers to see exactly where everyone falls, then we can um take those concerns into consideration. And as I as I stated, some things will be on a case-by-case basis, and some things will just automatically um go roll into what they already are. Let me just say this as well. The whole program isn't changing. And I think that's what um I've heard that quite a bit tonight. The whole program is not changing. We do have to think a little bit more systemically though about how we use our our our teachers to get the um the best for our kids. And I think there's was some serious concerns about our program. There were there was not a um you know, an
161aligned program and things like that. There was just it was too um it was too loose. We couldn't tell what was happening from third grade to second grade, and so I just think that we need that opportunity to actually see those numbers. And then if we have a situation where now everybody's opting in, then we would have to make some different choices. And while we present this here to you tonight, no one's married, um, to the program. As our president said, it's a great start to try and right the ship with what's been going on with dual language now for, you know, post-COVID. Um, that's where we had some breakdown. Um, but I think that this is a first approach, and I I'm confident that we will be able to meet the needs of the
162community. I'm very confident in that. >> Yeah, it just feels like there's no transparency. It's kind of like this was thrown at us, and now it's like, "Oh, there's possibly a lottery, but there's still no transparency of what the protocol would be if there is a lottery." Like, what what would the steps be to choose these students? >> But it might not be the decision. >> We're We're saying we just want parents to be aware that if we came to that last resort, that we would we would have to pull that alarm. And so we want parents to be aware. We're not We are being transparent, and that's why you're hearing this. Because we're being transparent that we have to make sure that we have those seats for our Ls. We have to make sure
163that we protect the opt-outs, who, in my opinion, were receiving instruction in a in a, you know, many of them were receiving instruction in not not the best environment for them if we really want to increase their achievement levels. And so I think we are being transparent, and I'm glad for your feedback. >> So, what would How How you protect the veterans then? In the program? >> I think the veterans I think all children are protected. >> Okay. >> In this program. >> Okay. >> And I think we were going to make sure that all the children um and their parents receive the best outcome possible. And so I know we're going to have to work one-on-one. >> Yeah, we're I just say go to the meetings, we'll get the numbers, and then I will
164we'll see from there. We got to once we start getting the commitments and stuff, this was just a 30,000 foot this is what we think it's going to look like based on surveys. Let's start getting the commitment letters and we'll be >> All right. >> Okay, perfect. Thank you. >> Anybody else? All right. Um moving on here, we got oh we got one more. >> Good evening everyone. My name is Victoria Nava. I have a two questions that are my personal questions and there is a question that a parent um texted to me. Um it might have been answered already. Um what happens if an English language learner has an ICT setting as part of their IEP? Um are there any concerns about overwhelming ICT classrooms with up to 12 students and should be in
165the balance of general education and special education students? >> Good question. >> Yeah, I think that's what we're going to look at and stuff. So, yeah. I don't know. Yeah. >> So, first and foremost, um there there are there's clear guidance on how we have to assemble in the ratios that could be in an integrated co-teaching classroom. That's something we cannot choose to to violate. You always have to have a balance within those classrooms. Um and and when I talk about ratios, New York State governs the cap of how many students with disabilities could be in a classroom compared to how many general ed students. And that's all behind these guidance that we absolutely have to maintain. And that's why there also has to be a balance across all three classrooms. We have also not
166to your second question is that we have many scenarios even outside of say the elementary school and I'm talking in the intermediate school and high school where we have dual language students that also are students that have IEPs. And of course we can fit and and maintain their program. It's just the the difficulty with that is that you have to make sure all mandated services are met. Mandated services from language acquisition side and also your mandated services that govern your IEP. So we have to get creative with scheduling with that for students. That can absolutely be done although we spoke about one way that do that in the elementary model. I want to be clear that in no way do our decisions limit or prevent any student with a disability to be within the dual
167language program at the elementary school, middle school or high school. >> Okay. And um my next question, how are you planning to reach out to the parents um to the L students' parents about attending informational sessions and that they need to submit a commitment letter by May 15th and um we talk about inclusion but none of these here it's you know translated nor there is a a an interpreter in the room having you know parents that might just speak Spanish. >> I'm willing to and I do apologize for that that um oversight. I should have ensured an interpreter was here. I'm willing to have another session where we you know in addition to the informational set will definitely have translators at the informational sessions, but I'm even willing to have an additional session to have,
168you know, those conversations that's all in Spanish to provide that that support as well. What was your other question? >> No, I just want to make sure that um you know the Latino parents or >> Yeah. >> getting the information because you said um Julie Williams reach out to parents to be part of the workforce. Um for Yeah, the task force. Um but um I don't know anyone, you know, that was invited, you know, and we're a um an or organization that tries to um that we talk to many other parents, but >> Okay. Okay, let's Well, we can write that ship now. I'll make sure >> important also that our Latino parents or filling out those um um surveys. Like one of the board members said send it out repeatedly. Um maybe you'll, you
169know, you'll have more responses. >> Okay. >> Yeah, they said we'll get these questions answered. I know we say just go to the informational sessions. That's really what we're supposed to the Q&A back and forth. This is kind of just like a public comment session for the board meeting. We're trying to answer them. Um but go to the informational stuff. The stuff gets put out in both languages. Our parents were there and stuff and we'll make sure everything is is put in. There'll be translators there and we'll we'll go through it all. So Um we're sending out those dates and we'll we'll go from there. So does anybody have any other questions or So All right. We're going to move on now to the superintendent's report, Dr. morale. >> I just wanted to say something
170before our L population leaves. I attended the National School Board Association conference. Um I believe it was the 9th through the 12th and I attended a immigration um class really just to inform that not everyone feels comfortable to come out here and speak. And we as a community and as a district we should be coming to meet you where you are. Because like I said there's a lot of children that have to go home and tell their parents things sometimes they don't remember. Some you know there's a lot there was a lot of aspects to that and I I wanted to meet with Dr. Morrell as well as the board. >> [snorts] >> I have a lot to debrief. When I go to these things there are the amount of information that is valuable to
171our district and this population that our district serves is very important. So I'm very grateful for you guys coming out tonight. And another thing is um we're talking about human beings. Okay? So let everyone remember we are all human beings and we all deserve the same care. Thank you. >> Thank you. Okay. Um can I start with the enrollment report? So we are um we have a net gain of seven net loss of seven which means that we have the same 1153 that we had last month. Um so, we're we're picking up kids and we're we're losing a few, but it all it all uh blows out uh blows down to be the same number. Um and we're holding steady at 11:53. Um I just want to um Hello. Hello. Can you hear I am.
172Um just want to report out on the New York State Assessments kicked off today at the um intermediate school with a great start to the administration season. Want to thank um Mr. Benson, Principal Benson, and Dr. Effley, Assistant Principal, for their great administration today. Um happy to report that we have dramatic improvements in students sitting for the exams at the intermediate school today. Our participation rates are up by 17% in grade five, a whopping 39% in grade six, and 6% in both grade seven and eight. Um I want to thank our parents and our families for opting in to take the assessment so that the state can see a true measurement of our academic growth um of our students, and I'm confident that with more students taking this, we will soon be off the state's
173watch list um with more students demonstrating their uh their true knowledge. So, thank you and great administration to the uh administration to the um principal and assistant principal. Um I'm excited about the new MacNeals uh that our Superintendent's Student Leadership Cabinet um are currently piloting um for assessing the usefulness and capabilities of these new technological devices. The pilot is important as we stay ahead of the emerging global supply chain disruptions that are tied to increased demand for AI capable hardware. Um, the student leadership cabinet along with our teacher leaders in the district, uh, are also at this time they are, um, piloting these new devices. Want to thank Julie, um, um, Ms. Julianne Purcell, executive director of technology for, um, and her amazing team for piloting, um, support in piloting this program. Congratulations to Dr.
174Mitchell again in the robotics club class that has been invited [applause] to the global robotics competition at the end of this month after winning the regional in Hofstra. We want to thank the thank the many sponsors and donors and parent fundraising efforts that is making it possible for the scholars to compete on the world stage. We're extremely proud of our students and their advisors, Dr. Mitchell, Mr. Fluke, Mr. Repicci and Mr. Ruisi. And finally, we met with the Shinnecock Nation community last week for our annual academic update. I want to thank all the administrators that were able to make the trip to the territory to participate in the, um, academic, um, update to the, um, Shinnecock Nation. Thank you to board trustee Smith for his participation and support. We shared the data which shows, um,
175much improved academic achievement outcomes across a number of metrics. And, um, I believe the Shinnecock Nation, um, community members were were, um, happy at our report, um, and the improvements in the student data. It was a very positive meeting. Thank you. Jane. >> Thank you, Mr. President. Um the Audit and Finance Committee met last Tuesday to go over some of these reports that you'll see on the agenda tonight. Uh if anyone has any questions, I'd be glad to answer them, but also trustee Smith and trustee Pearson who participated in the meeting and once we get through the committee reports, if you have any questions, they can also Um as we approach the budget vote, the budget hearing will be at the next meeting on May 5th and the budget vote will be scheduled for May
17619th. Um So, I've been working on uploading a lot of the documents to the website and for the community and for the people that are here for the meeting, I would like to give a demonstration of how you can go to the website and access some of the documents. Mostly all of the presentations and all of the reports with specific information on the budget that we actually have public record on on these committee meetings. So, basically this is the landing page of the district. So, if you go to the landing page under district, you'll see the heading of Business and Financials and the next drop-down you'll have the option of selecting the 2026-2027 proposed budget. >> [snorts] >> If you click on that, you should land on all those reports. So, you have the first
177one session, the second, and the third. Um you have all the reports, the revenue projection. Um that's the summary. You have the revenue projection details. Um you can click it any of those and it should open and give you the information that you're looking for. So, this is the tax impact worksheet. We also have the So, very shortly in the next couple weeks or so, you should be receiving the budget notice in your in the mail, and this is what it looks like along with the budget newsletter. Um, you have the appropriation summary report, which give you each budget code and how much is budgeted for 2026-2027 versus this current year and what the dollar changes as well as the percentage change. And it also give you a The last column give you the expenditures
178up-to-date for this year. So, all those reports are available to the general public by just accessing the website. >> Thank you. Thank you. On to Yep. >> All right. >> Yep. Thank you, Mr. President. Um, just to follow up, we know that we are in testing season right now, and I just want to reinforce what Dr. Morrow was saying. Uh, we had a really good showing from, uh, starting off last week with the New York State Science Assessment, uh, which had a really good, uh, showing. Very grateful for our students and their efforts. Today, we saw the same thing at the elementary school, uh, at the intermediate school. Tomorrow, we start elementary school for the next two days, but don't forget, parents, we do have some more, um, just dates to keep in mind. Next
179week, um, the week of April 28th and 29th, that's when our fifth through eighth graders will be taking their math assessment, followed by the following week, May 6th and 7th from our grades three and four elementary students. Um, for students that are English language learners, we do have our NYSESLAT testing coming up, and that is um, we already started that in the speaking portion, but our listening, writing, and reading portion take place May 11th through the 14th. And also have to give the high school some love here during testing season because it becomes a very busy time for all parents that have students in AP programming, AP tests start that first week of April, and they take place the first 2 weeks of excuse me of May, not of April. Um but of May, so
180very very busy testing time going on. Another update that we have, we've been working collaboratively with our teachers teachers union and teachers committee to work on what we call our steps plan. New York State has dictated that schools do have to update update their teacher observation and their teacher observation and professional responsibilities plan. So we've been working with a team teachers from the teachers union working through our steps plan. We're at the place where we feel we have a really good model that we're going to start getting some feedback on from New York State, but we're really looking to implement this new teacher observation protocol starting in the next school year, and we think that we can get that done. Um this past Monday the high school opened their doors to the executive team where
181we came in joined some of our teacher leaders and the building administration where we held our spring spring learning walk. This walk, what we did and this was a a collaboration again between the administration teachers. Together we walked the class the hallways looking for three elements that were tied to our strategic plan. We were looking at elevating student voice and the levels of student engagement. We were also looking at how teachers utilize informative assessment in their class and checking for student understanding. And then we also wanted to take a look at to see how well or how measurable our learning targets are in our classrooms for every period. So again, looking through that, we had a great visit, tons of glows that we saw. We saw really good really good evidence of those three instructional
182priorities that we were looking at. So just we wanted to commend Mr. Robinson, Dr. Mitchell, and the high school staff because it was such a great visit on that day. So thank you and our students are really benefiting from that. And last but not least, this Saturday is the special education Polar Bear Plunge taking place at Splish Splash. So we hope that many of you will be joining us. I know Mr. Benson will be plunging with us. I'll be plunging plunging. There's a bunch of us plunging. I believe I'm not sure if anyone at the table is, but we have a bunch of students that are also joining us. So we raised several thousands of I mean almost what I think we're close to about $10,000 for the Special Olympics and knowing that our team
183this year was invited to the New York State games. So any help and support that you can provide to our Special Olympics team will be there at Splish Splash on Saturday supporting our team as they get ready for the New York games. So thank you very much for the updates. >> All right. On to committees here. Audit and finance, you guys Everything good? >> I think Jean went over a lot of I was boiler plate stuff. Went over all our reports. And then you know, we take them home, take a look at everything. But Jean seems to be on it and looking good. >> And there were some some arrears with the tuition Native American tuition from New York State. We got some updates that some of those ones have been released. We have about
184300 350 working from Monday. Transportation that's going to be released shortly. >> Yes, well, there is a correction that's being made through the tuition for the previous 5 years and it gets on the agenda tonight. So, once we send out that correction, we can get in touch about it. Uh we also submitted the bills for 24-25 and uh most of the bills for 25-26. So, as soon as the contract is executed, which we expect in 2025. >> Okay. >> Awesome. Um personnel? >> Yes, sir. And personnel may met on 4-14. We discussed uh resignation, termination, leaves of absences, and reductions. Items 14.01 1 through 8. And then we also discussed appointments, tenures, salary changes. Um 14.02 items 9 through 36. As presented on board docs. >> All right. Awesome. Um merger committee, we have not
185had anything. There was stuff with insurance. It's all um between the company and making sure everything's right. So, it seems like everything's worked out. And um we're on our end and um stuff. So, we're kind of waiting on some stuff there. So, um yep. >> Contract said that they were trying to work out some stuff. >> Yeah, there was It was about um the company the Myers Consulting having the right insurance policies in place and being able to produce the accords for different stuff like being on site and stuff. So, he was working on getting that stuff over to us. >> So, but where where are we in the process of >> We don't We don't have a signed contract or >> I mean, we have a signed contract, but it's Tuckahoe signed it or
186is >> Yeah, both both boards have agreed to move forward and signed it. We can't start anything until Myers Consulting has the right >> Yes. We had Myers We had our working with Yeah, Tuckahoe attorney to make sure that we have the proper insurance coverage. Uh provided some insurance certificate, but there was an item that was missing. And both districts agreed that he needed to have coverage there. So, as of Monday, I believe both districts have come to a resolution to get things moving forward again. >> Thank you. >> Yeah, I would um I would ask if the board be brought up to speed on these meetings that we're having. We're We're all in the dark on this. I've gotten some uh questions posed to me um that, you know, we're having meetings with Tuckahoe
187and when when something happens, you guys get a uh a meeting, I would like to be updated the next day on what the meeting was about and do we need to But, you know, the information needs to flow to us and it's not flowing. >> Did you receive my board update? >> Yes. >> On Monday? >> Yes. >> Because it was number one on the list. >> And when did you meet with Tuckahoe? >> Uh >> [clears throat] >> a week ago. >> There you go. So, that's not enough time. I want to know about it when it happens, not a week later. >> At least the committee That's what I'm saying. That's what I'm saying. >> Yeah. All All Yeah, I think there was some back and forth with admin here and there and
188stuff. So, going forward we'll just make sure everybody's aware and cuz I'm on the committee and I wasn't at the meetings either and stuff. So, well, we'll just make sure we're all in the loop here on on stuff going forward. Um All right, on to facilities. I think Uh >> We had um a great meeting. It was long and very unusual, but we had a really good It was a great meeting. We're very productive and we got to hear first from Noah right on our high school beautification project that he spearheaded. Um and then you're going to We're going to put on the air, right? Um we had a couple of questions, but um then we Marcus gave us an update on the elementary school kitchen and the bathroom project. The kitchen is going to
189get worked on this summer [snorts] and should be finished by September for the start of the next school year. Um I think we have some rust issues in the bathrooms, so that's going to get pushed the back a little bit. Um but at least that's going to get done. And then uh the bulk of the meeting uh was turned over to our architects and engineers from BBS and just a great talented group of uh men that came and met with us. They took all of our uh needs from all of our facilities and um analyzed them based on a priority rating. So, we were able to kind of see where we're going to start. Um we have funds that are expiring that we're going to um use for a lot of things. Next year for
190these projects. Uh so, we kind of discussed the timeline for that and >> What's your name? >> That's That's how I like it. Whatever. But, lots of exciting uh discussions happening. >> Huh? Awesome. Um, wellness doesn't look like you guys met. Um, policy >> Yes, so we met on March 12th and spent the entire session reviewing the wellness uh updating and revising the language within the wellness policy um regarding the school meal program and also updating the section on substance abuse. We are going to be meeting again on April 27th, Monday. And we'll have more information for you at the next meeting. >> Awesome. Um, brings us on to policies for readings. We have none. Um, now we're We're on to consent agenda item. So, are there any consent agenda items from 12.01 through 12.33
191that any member wishes to discuss or has questions about? Yes, and I think there's some questions about funny that will also go over to the action item part two. We'll have that conversation. So, 12.33 the robotics. >> And 12.32. >> 12.32. Um, Um, um, like Yeah, we'll Yeah, we'll answer questions here on these and >> Uh, so I'm I'm so happy to hear that uh the the the training is complete for some of our staff, our psychologist, speech pathologist, and a special ed teacher that have been trained in um and ready to be approved as CSE chair, CPSE chair, subcommittee chair. Uh, which will just uh It's a, it's a more efficient use of our resources, so I'm, I'm grateful for that. Thank you. Um, I just want to just clarify that these individuals, as
192well as the entire group, are going to be reapproved by the board at the beginning of the next well, over the summer, after the July 1st reorganization meeting, right? So, I'm just curious why, and I mean, it's April 21st, why the, the bulk of the annual review season, the bulk of the CSEs are now done in, um, are, is the intent that these individuals are now going to be chairing meetings for the rest of the year, because there aren't, you know, there aren't really that many, um, especially given the fact that they're all going to be reapproved by the board, you know, come this summer. Thank you. >> Yes, so, um, it did take, um, some time to get them trained, and, um, we did have some, um, conversations about that earlier in the year,
193that, um, this was a cultural shift with roles and responsibilities, and that we needed that time to have our Matt Progo and go in there, and, um, Dr. Mears to work with them to make sure. But, they're that the training occurred, and that they're able to do the CPSEs and the CSEs. However, there was a delay with the, um, some of the certification workshops, Easter Seals itself, and so, our training was paused, um, for quite some time there, um, um, mid-year. And so, then, once we were able to get that training, um, re, re, you know, going again, we, we continued to move through with the process. So, um, we believe that, um, there's still a lot of work to do. I know that the CSE season and annuals are basically, um, done, but we
194do have about 18, um, CPSEs that need to be done. We're still working to you know that department is still you know working on um um other other updates to to that department that I mean there's work to be done. Um we also you know the McKinney-Vento and the um the the CPSE that's all been kind of shifted on to one person. So now while we have um our new site for psychologist trained we can have you know like you said a better use of those resources so that um our director and um coordinator can focus in on some of those other um departmental items that they have to take care of more readily. Yeah. You're welcome. >> Okay. Good. >> answer. Um >> Any more Anyone else with the is on that 12.15? >>
195You want to hold that for separate action or you want to >> Separate action. Well, not separate action just discuss it. >> Yeah, yeah. Um yeah, if you have questions about 12. >> The um HUGS. >> Yep. >> Camp Quonset Bay. >> Yep. >> Rescinding the 311 approval of the overnight trip. What is I just want some explanation. >> Rescheduled. >> Would you like me to Yeah, so that that was actually not our doing. That was um Camp Quonset Bay and HUGS reached out to us informing us that they had to move the weekend. So we we responded to them. >> Okay. And then Jean if you can 12 just give a little more insight to 12.31. That's the modification agreement between the people of the state of New York and the South Hampton Union
196Free School District to add $734,943.16 in additional funds to the Native American Tuition Reimbursement Agreement. Yes. So, this is in reference to the previous contract that expired. So, often time, um, at the end of the year or at the end of the contract, there are rate changes in the Native American tuition rate and the state makes adjustments up or down, um, in those based on those rates. So, after the grant ended, they determined that there was some rate changes that they didn't account for in their previous five years. So, this is to rectify that. It works out to our benefit because the rates are going up, so we're getting an additional $754,000, uh, as a result of those rate money. Yes. So, that's on top of the 4.7 or something million that was That's Yeah,
197that's in addition to whatever we billed them for 24-25 and what we are in the process of building them for 25-26. Often time, at the end of the year, like with any tuition, the the tuition is usually a year or two behind. They make adjustments, so you build them based on whatever rate they Whatever the latest rate that they provide you and when they make the adjustments, because the adjustments are based on the what we call the report that we submit every year called the ST-3. At the end of the year, there's a very comprehensive report that, once the financial statement audit is done and close to close, that we're we we make that report to the state, the ST-3. They use the ST-3 to determine the future rates to put the different. And likely
198the rates will always go up because salaries go up, benefits go up, so they have to make that adjustment a year or two after. >> Thank you. Hey. Um I'm going to invite the child to talk about the robot trip um cuz I the robotics going and stuff and and your fundraiser. I know you guys got to raise a lot of money and that's kind of part of some of the stuff with the overnight approval and then there's an action item um requesting some funds. So I I just want um to go over kind of what what the trip's costing and how you guys doing with fundraising, what the request is to the board cuz I know it's a unusual request cuz we usually don't contribute to things like this, but it's also you unusual
199timing where you found out last week that you're invited to a national competition in Texas and you have 2 weeks to get funds. So >> Yes, we actually got our official invite on Sunday, this Sunday. Um it was still on. >> I grabbed the one >> I know that I know some of the team is watching. They've been they're very excited to hear um me get up here, so I'm glad that they're out there supporting me. So um we found out this Sunday and one of the main reasons is is the first robotics program changed the way that they invite the teams to the international competition. Um we did already compete in the regional um national competition, but the way that they invite teams to the world championship has changed over the years. And so
200because we were the third team on that winning alliance for the Long Island regional, we were put in a pool. And so all the other regionals have happened. So, there were 6 weeks of regionals that happened all along the country. And so, all the other regionals have happened, and then there's 600 slots for the World Championship. And what happens is the other teams start to rank up based on where they win at certain regionals, right? So, if the alliances are winning, and there are certain awards that teams can win that also place them in the World Championship, those teams start to rank up. So, our team has literally we've been watching the rankings every single day since we came home from Hofstra. Um we qualified because we had 84 points. Teams qualify with 83 points,
201but that doesn't necessarily get them the automatic spot in the World Championship. Um so, we did get the official invite Sunday. Um it was very, very exciting for all of us. It's definitely not something we expected to have as a third-year team. Um so, this is a huge honor for the team to be invited to Texas. Um I spoke to um someone today that's helping to organize um flights, actually, and she said, "I can't believe how many people have called me from all around the world." She goes, "What is happening in Houston?" So, and I said, "It's robotics." She's She was blown away. Um so, hopefully that gives you a little better perspective of like how short this was even for the team just cuz we found out Sunday. So, as of Sunday, parents and
202students on the team rallied together um to raise additional funds because when we came back from Hofstra, they started to go back to their original donors because we won. So, for example, um fire department reached out and said, "Listen, we're so excited you guys won. We would love to have you back again." So, like students went back to original donors and did presentations at fire departments. Um we went back to um we actually went to the 4th of July fundraiser to a presentation with that committee in the village. Uh let me think. We went to a few things. Hopefully we're going to the Rotary lunch Thursday. So, the students have been actively participating in those community events to kind of go back to their original donors. So, very long story short, you just want to
203know how much it is to get there and then how much you raised. Yeah. >> Yeah, like like cuz I talked I got some numbers today, but I how much how much is it? How much have you raised so far? What do you look cuz I know this number too as you guys are constantly raising so you kind of looking for a number from us, but it could end up being nothing because you could raise the rest of it. >> We could raise the rest. So, as of today, I just checked again and while I was sitting here we got another $200 on the GoFundMe that parents compiled. So, right now the GoFundMe is at $4,670. Um that goes up incrementally by the hour. We check it. We also received a $7,500 grant from the
204Southampton Educational Foundation. We received um a $1,000 from Village Green Irrigation, 100 from the farm, 2,500 from the Masonic Lodge today, and we received some commitments from other organizations like Rotary. Um I'm not going to name a couple on here cuz they're kind of private. Uh some private donations, but we're getting some other additional donations coming in. I just don't know the numbers yet. So, essentially it's costing us $13,631.76 to fly the team there. That's 30 of us. That's well, 29. There's 25 students and four adults. And then the hotel is 9,000 um $360. So, that that doesn't include like taking a shuttle bus though from the hotel to the arena. Like we haven't We didn't want to put so much down where it was like, "Wow, how are we going to pull this off?"
205Um but you know, we're rallying together as a team to make it work. Even it if we have to get on like train, you know, public transportation like subway systems and um um other buses and whatnot, not coach buses. So, and then we also included food for students to help them out. That's a number that we obviously can take off if we have to. Um but we don't want to have a situation where some students can afford food and some students can't afford food. We want to make sure the team is taken care of over there. So, right now it's about $31,491.76 for us to get there. That also includes a portion of the entrance fee cuz Beaver Technology paid for a portion of it. They gave us a grant of 1250. So, we owe
2064550 entrance fee and that includes that. And right now we've raised about $20,000 if we're not including the request. >> So, okay. So, the trip for the hotels, transportation, food, everything is about 31,000. >> 31,000. >> And that doesn't include any entry fees cuz those are already covered. >> The entrance fee was partially covered. Yeah, 1250. So, we still I mean >> That That includes a little bit of the number, right? So, you guys You guys need 31,000. You guys have raised almost 21,000. >> Yes. >> So, you're looking for You got to You got to get another 10,000. >> 10,000. Yeah. >> Um to go but there might be more money coming in. >> money coming in cuz we got verbal confirmations today from at least one or more donors. I just don't know
207what those numbers are. >> I I have a thousand dollar check here too, so. Um So, there you go. Uh So, the request is you're looking cuz we have a a budget transfer on here for up to 12,000 which it already looks like it's not even going to be that because it's where I like a $10,000 number now but it can go up to on there. Um So, I know that's not something we usually do for clubs and stuff and what it is is a wonderful opportunity and it's a and stuff and it was a late stuff and this is not, you know, something that you fundraise for all year and then don't go. So, um I'm going to open up for anyone that has any questions here. Um I think it's a great opportunity
208for you guys. Um does anyone have any? Yep. >> Um we have all the information here. There's so much that we can >> Um you're welcome. I did bring another report. I will share it with the board though cuz it didn't print very well, but it's actually like the there's a lot of research that First does about like longitudinal studies on the impact of this program but not only the kids in the program but the kids in the district. So, I'm I'm going to actually make this a nice PDF and share it with all of you electronically cuz this one's it's just a handout. Um but I do think it's important that we have like a bigger understanding of where this could really take us as a district. So. >> So, what So, my one
209question is would the team be using and modifying their existing robot or do they or or do they need to build a purchase from New World? >> So, we are actually not allowed to make a new robot at all. We have to compete with the original robot that we competed with at the regional. Um that's part of the rules with First Robotics. We can make slight modifications. We can um the rule book is almost 500 pages long. Um so, we can make slight um measurement modifications, weight modifications to adjust the robot, but we cannot remake the robot at all. It's actually completely against the rules. Um at all. You cannot bring any other uh robots with us to like bring a part. Like you just can't do that. So, it's the same robot we competed
210with um just with slight modifications to help us do even better. >> How is the robot getting to Texas? >> Oh, that's [laughter] a really good question. So, FedEx actually pays um gives the teams a voucher to ship and the date to ship was today. And our wonderful carpentry construction those these class has been partnering with us to get some work done in there to help build a crate. So, that was the plan in a day to build this crate and I gave them all the dimensions and all the things. And um very The other issue, too, is we cannot ship the batteries by FedEx or fly on the plane with them. So, how am I getting my batteries there? And the batteries are quite large and heavy. We had another team that was willing
211initially to drive them. So, I was going to go to Great Oak with batteries. Long story short, a parent has offered um a mom and dad in the team have offered very generously to actually drive our robot and materials to Texas for us so that nothing happens to the robot in transport and we don't have to pay any additional costs to ship things. I said it changed my life. And I said to that that student, I said, "You're very fortunate. You're very lucky. Your parents clearly care a lot." My mom would have been like, "Yeah, but mom." He's very fortunate. So, that's how it's getting there. >> Hi Melissa, congratulations. I'm very proud of you and the team. I know how great it is having this program at Pearson, too. Next year This is you
212know, it's it's a big deal. But, it's a lot of money. Um is there a plan next year to try and build build up for the goal of getting back to the stage and not being in this kind of like tight position? >> Yeah, I mean, ultimately we would love to pre-plan and hope that we would make it to Texas every year, but it is such a unique opportunity that that just wasn't in our thoughts this year at all. Now, that's obviously we need to approach it differently from year to year, for sure. Um the beautiful thing is that we were able to build it in as a robotics and engineering class and program in the high school and I'm hoping that that will continue to like help us in certain ways so it isn't
213such a daunting task each year to you know, fundraise so much money to do certain things. So, that has made a huge difference. But, yeah, we, you know, we're obviously thinking each year of how we can continue to go to competition. >> All right. I'm going to post this fast with two of the students, my best friend, my friends. And I think this robotics has kind of like changed their life in a way. Like, every day they come in and like all the kids are like cheering them on and stuff and like giving them support and like raising the money and everything. And it's really all they talk about. I can't really hear enough of it. But, it's pretty cool and it's cool to see how passionate they are. So, I think the program and
214club is working. So, good job to my fellow. >> Thank you. >> I also I just want to say that in the building the students are talking about it. Everybody's really excited. So, it's definitely put a lot a lot of light into our robotics team. The kids, you know, they walked in very happy to the building and they they ran to me and saying, "Mr. Do you know what?" You know, so they're like really excited about the opportunity and you know, it's it's something nice for the kids. >> Awesome. >> Thank you. >> Chip, do you have some questions? Two? >> Yeah, a few questions. Um Number one, uh we are breaking a policy here. >> Mhm. >> Um which I've come to grips with a little bit because really we're up here to follow
215policies. Um but, I don't want to uh deny the kids to go anywhere. Uh so, my first question would be, does the whole club have to go? 25 people seems like a lot of people for this venture. >> It is a lot. Um but, the students that we're bringing on the trip are the original students that were at Hofstra and had that opportunity to participate in the regional. We have more students that are actually involved in the club and the class that did not go to Hofstra. Um I wish I I I will say I wish I could take them all. I really do because they've all had such an important part of it. Um but we had to limit it. We really did cuz kids were coming to us saying, you know, I know
216we I couldn't go to Hofstra because of this reason or that, but can I come to this? Um we have to limit it, obviously, cuz it is so expensive. So, the students that are coming are the original students. It was it would have been very difficult for us to say, "Okay, well, we can only take you, but not you." Right? So, we didn't want to have a situation where students who had already participated in that felt excluded in any way. And that's why we're fundraising. And honestly, I'm hoping we can fundraise for us and not even ask for anything from the district um just because the kids are working so hard to make it there. And I wouldn't want to exclude anyone that had already participated, you know. >> If we had okayed tonight the
217expenditure >> Mhm. >> and you raise past your number, what I need, will we be getting that money back? >> I mean, I don't know how that process would work, but I you know, I would not be opposed to that if that was something that you needed us to do. I just don't know how that process would work financially. I have no idea. >> Yeah. I I'll refer to >> I mean, it goes into the club account now. >> I think it it just gets moved over to the club account and then they access it as needed. Um from my understanding, you guys have raised enough money to already put the deposits on the hotels, the flights, and stuff. So, that is already in that account um account. So, I I think it goes into
218the club account. So, I think it's something that would sit there. As they raise more money, it goes to club account. And if there's more than $12,000 that we had put in there, we would get it >> I think my biggest concern there is not that uh as a club you raise your funds. Uh we pretty much had a lot of clubs. So, you know what happens the next time that a club needs something, now it starts to build and um you know, where we could afford this tonight, maybe next year with every club uh coming to us, then it gets a little pricey. So, that's a concern of mine. Um you know, I'm pretty much on board, but I would like to know, you know, it's a it's it's slippery. >> I totally understand.
219>> Yeah, right. Yeah, I I think that's my understanding is it's like an up to Yeah, um if they don't clear their whole amount, um we'll cover the rest of that on the trip, but it our goal is your goal is to to make the whole amount. Um and they were about they're about $10,000 short right now, and they have still you guys have another week, right, before you leave? >> Yep. >> Um so, there's a whole there's a week to um to try to raise that $10,000 and I you might even have by tomorrow or something like this. Um so, yeah. >> If if we do this, um we'll get an accounting, I'm sure, of every >> Yeah. >> anything. >> Yeah, of course. Yeah. I think can I I mean, is it are
220we voting on that or are we voting on the trip, just voting? >> Uh Yeah, oh, sorry. That was the >> I mean, it's the same thing on the agenda, to vote on the thing. >> Uh yeah, no, it's it's both, but um so, the the funding is under the action item. This is a consent item. Um so, we're we're going to vote on the overnight. We just I figured ask the questions now so that we get to that part instead of having two different conversations about it. >> Got it. Just making sure. >> Um so, >> All right. >> Um do I need to hold I I don't think I need to hold up the idea of the overnight under the consent agenda items. Anybody want to hold it out? No? Is everyone okay?
221Um there are two that we do need to hold out. Thank you, Laura both. Get a vote on this stuff here. Um we have to hold out 12.01 and 12.02 for separate action just because they're um BOCES stuff. So, um we're going to do the separate action consent agenda items first. So, may I have a motion to approve consent agenda item 12.01, the approval of the following resolution. Be resolved that the Board of Education of Southampton Union Free School District in accordance with Education Law Section 1950 hereby approves the Eastern Suffolk BOCES tentative administrative budget for the 2026-2027 school year and authorizes the district clerk to provide notification to the Eastern Suffolk BOCES clerk. Do I have a motion for that? Motion. Laura. Second. Um will the clerk please call the roll for the vote.
222Yes. The next one is to um cast the votes for the the BOCES here. May I have a motion to approve consent agenda item 12.02 to approve the following resolution. Resolved that the Board of Education of Southampton Union Free School District cast its vote for the election of members to the Eastern Suffolk Board of Cooperative Educational Services for the following persons indicated on the attached ballots. Susan Lipman, Joseph LoSchiavo, Anne McCauley Casey Victoria Malloy, Katherine Romano, and authorizes the district clerk to provide notification to Eastern Suffolk BOCES clerk as presented. Motion approved by Ann. Second. Laura, uh will the clerk please call the roll for a vote? Yes. Um next may I have a motion to approve consent agenda items 12.03 through 12.33 as presented in the agenda. I mean um will the clerk please
223call the roll? Yes. Um This is the financial item on here too. Are there any financial items on 13.01 through 13.16 that any member wishes to um hold out for separate action? >> Discussion? 13.16 >> Yeah, that's yep. Yeah, well we'll discuss it so do you If you have questions >> Can I go for it? >> Yeah, that's what we're um yeah. >> Um number one Where is this uh $12,000 coming from? Um can you put a little explanation on that [clears throat] for me, Jean? >> It's coming from the conference line from the superintendent's budget. I believe the original budget was 16 Well, it was It's about $16,000 left available balance and based on the conversation with Dr. Morrell, we were requesting for a transfer of $12,000. >> Okay. And is this covering is
224this going right to uh the robotics? How are How we going to put this into play? >> Well, the code is moving into the ED technology education code. However, it's based on as needed. So, although the transfer request is for $12,000, as Dr. Mitchell spoke about, if they raise, let's say, an additional $8,000, then they only need $4,000, then it's going to be $4,000. If they raise the entire amount, then we can reverse the transfer very easily or we can reverse part of it. >> Have we used the credit card for any purchases on this? >> Uh today we booked the flights and the hotels, but it's not based on this transfer here. It's based on the fundraiser from money that was raised through those fundraising activities. >> Okay. So, I'm just going to bring
225up this real quick that the credit card seems to be a problem. Uh this is the second month in a row where the credit card's been used without board approval. Um Could have got board board approval. Could have had a special meeting. But again, um uh I don't you know, we're seeing in our in our finance uh meeting that the approvals that you kind of sign off on, but this money should not be spent. It can't be spent before this board takes action. Um >> Just to be clear, this money is not coming from the general fund. This money is coming from the club activity extracurricular activity. >> I understand. Um it's being really it's being paid back to the credit card. I mean you're taking a credit card you're buying, right? >> No. No.
226The process is uh we generate a PO from the club activity fund to reserve the money from that account. Then we charge it on the credit card. And once the bill comes in, that PO is used to pay the the the the credit card statement. >> Right. Okay, so I I understand. But basically money's being spent before we know about it. That's the bottom line, right? Um >> I Since my tenure here, when it comes to club activities and charges on credit card, they never came to the board. This is >> Well, that doesn't I understand that and that doesn't make it right. I'm just pointing out that this is the we we pointed this out the last time. Uh with the $4,500, right? It's not you can't spend money taxpayer money without board approval.
227We need to know and say yes. >> We have policy as well um around around this and best practice and if this is a new practice that you want us to bring every expenditure out here, hundreds of um expenditures. Okay, let >> I I understand that. The problem is Go ahead. Go ahead. Sure. >> Um there are hundreds of expenditures with staff that um conferences we have to hold hold hotels um four rooms are booked before they're booked. I think we process that you are alluding to having us enter into will obliterate our our our ability to operate. And we have all the all the money is totally transparent. We do now have requests that we provided to you in every audit meeting and you're doing that now. Um that was never requested of the
228prior boards. >> That doesn't make them right. That doesn't make it the right situation. >> But every time you change it, we change it. So if you want us to do something different >> The law the law is very clear. It's very clear and it's clear for I'm just doing it. You do. >> I >> You do. >> Um >> Yes. Yes, you do. >> Dr. Martin >> Well, how much did we spend on the credit card there? >> I So I >> How much? I I No, listen, I'm not saying it's easy, but I'm saying you need to plan ahead for these expenditures or or in this case have a special board meeting. Let us know. Communicate. >> So I I think wait, there's There yes and like I like certain things yes, we
229need to talk about this charge I think is what she's trying to explain is this is not Um they have to produce the money in their club account. So they're showing that the money is in the club account which they had raised. The purchase order PO goes to the money gets set aside and then the schools using the the card for it. So it's it's it's going on the school credit card, but when it gets paid out, there's actually no money in the schools you in this circumstance, um it's actually the money from the club that's in there and I think that happens with some of these clubs and stuff. But there are stuff and I know we've been starting to look at the credit card, but >> But we the board hadn't even approved
230the field trip. I mean we literally >> Yes, that >> a ago. So the purchases, in my opinion, correct me if I'm wrong, shouldn't have shouldn't have been done until we approved >> Yes, that that is probably the discussion we should have had of, "Hey, listen, let's approve the school uh field trip." We approved it now, but it's already approved. But hey, before we put deposits on flights and hotels, let's make sure the trip is approved by the um the board. So that like with the money, but yes, I think Laura's point is that we probably could have done it tomorrow instead of today. >> Absolutely. >> Okay. All right. Um yeah, that it's a process we got to look at. Um All right. Joy, are we holding Are we holding anything out for separate
231action? You just want to >> No. >> Okay. All right. All right. Um so um May I have a motion >> to approve financial items 13.01 through 13.16 as presented in the agenda. >> Motion. >> Do I have a second? Um will the clerk please call the roll for a vote? >> Robert Zachary? >> Yes. >> Robert Cichocki? >> Yes. >> Yeah. Yes. >> Okay. Awesome. [clears throat] Um good. All good. >> [laughter] >> Um are there any personnel items on 14.01 1 through 8 or A that any member wishes to discuss or has questions about? Um I'm going to hold out personnel item 14.01 3 for separate action. Are there any other personnel items 14.01 1 2 4 through 8 or A that any member wants to hold out for separate action? Um may
232I have a motion to approve personnel items 14.01 1 2 4 through 8 and and A as presented in the agenda. Do I hear a second? Uh will the clerk please call the roll for a vote? Uh yes. Yes. Um may I have a motion to approve personal item 14.013, the retirement of Claire Hershey, with regret and gratitude for 10 years of service to the district as presented in the agenda. Um second. Will the clerk please call the roll for Yes. Um are there any personnel items from 14.029 through 36 or B that any member wishes to discuss or ask questions about? Um No. May I have a motion to approve personal items 14.029 through 36 or B as presented in the agenda. Uh will the clerk please call the roll for a vote? Yes.
233>> [clears throat] >> Yes. Um may I have a motion to approve the minutes of the 31126 regular meeting and the 32426 work session um and the 41 special meeting as presented. Do I hear a second? Um will the clerk please call the roll for a vote? Yes. >> [clears throat] >> Um public comments will be heard at this time. Um For everybody that's staying in it, everybody left. We're all good. Um All right. Um This brings us on to new business business action items. I know we always talk here. It's already past 10:00. If um I don't know if we have anything else to say. If not, um I'm going around. We're all good here. Um At that point, may I have a motion to adjourn the meeting at 10:09. >> Motion. >> Second.
234Um all in favor. >> Aye. >> All right. Thank you.