001public safety if disclosed, matters made confidential by federal and state law and the employment history of a particular person discussed. Can we all please rise for the pledge of allegiance standing for a moment of silence? Thank you. Um, may I have your attention for a brief announcement? Upon fire alarm activation, immediate evacuation to the closest emergency exit is required. The emergency exits are located over there. Please exit away from the building as so as not to interfere with the fire department and proceed to the evacuation areas. Please follow the school officials directions. Once assembled outside the building, everyone must wait until the school official gives an all clear before re-entering the building. Will the clerk please call the role? >> Robert >> here. >> Rodney C. Pearson >> here. >> Monique Proctor >> Sun Sherwood
002Dudley >> here. >> Germaine El Smith >> present. >> Laura White >> here. >> Ruth B. White Dunn >> here. >> Noah Kent >> here. >> And Mattea SA >> here. Um, does the clerk have any additions or deletions to the agenda? >> Uh, yes. Personnel item 9.03A has been added to the agenda. >> Thank you. And for the board, that's the personnel item we discussed during executive session. Um, president's comments and district announcements real quick. The board of education will hold a regular meeting on Tuesday, December 9th at 6:30 p.m. in the SIS music room. The second grade Thanksgiving giving feast will be held on November 20th at 11:00 a.m. in the SES gymnasium. It's a great event, so I encourage the board to go check it out. I won't be there, but I
003have a son in second grade that will be. Um, an ELA ELELLL parent orientation will be held on November 20th from 6:00 to 7:30 at SCES. The intermediate school will present Greece Jr. on Thursday, November 20th at 6:30 on and on Friday, November 21st at 6:30 and Saturday, November 22nd at 2 PM and 6 PM in the SHS um auditorium. Admission is free of charge. Um the parent teacher conference >> Gree Jr. is so out. It's a Wizard of Oz now. >> Oh, okay. That didn't make There you go. That didn't make sense to me. Um I think it I I because I think I got a family text this week about Blake being in the Wizard of Oz. Is that so? All right. So, Greece Junior's out. Wizard of Oz is in. >> I
004have a niece in it who's in again a lot of texts, a lot of athletes floating around. So, um All right. Um parent teacher conferences will be held on Monday, November 24th and Tuesday, November 25th. Um students will be dismissed early on each day. The SCES PTO will host manners ma manners matter on November 24th and November 25th from 4 to 5:15 in the SCES cafeteria for students in grades 2 through 4. Now my wife is helping with that and she's very excited. She's been saying I need the class. Um Thanksgiving recess will be from November 26th to November 28th and there will be no school. District offices will be closed on Thursday, November 27th and Friday, November 28th. Um, a bus drill will be held on Tuesday, December 2nd. An audit finance committee will
005be held at 3:30 and uh personnel committee will be held at 4:30 on Tuesday, December 2nd. The facilities committee will be held on Thursday, December 4th at 3:30 p.m. The district wellness committee will meet via Zoom on Tuesday, December 9th at 3 p.m. And also on Saturday, November 29th is the lights parade in town. So that's always a great thing, the fire trucks, the ambulance. Um 5:00 pm through the village. I think it's bigger than the Fourth of July parade now. So, I encourage all people to come down, light the tree, and meet Santa. And um a lot of good things we've had going on last week. We had the National Honor Society. Um we had some parents here who had kids in there get inducted. That was a great ceremony. And um Dr. Morell
006did a nice fireside chat this week with we actually got a good amount of parents come to that. So, I was very excited to see the um thing. And thank you, Sunni, for coming to that. That was that was awesome. and um they had pizza that I sat in the back and ate the whole time and avoided people. So um thank you. We're um so now we'll move on to program presentations. Here we have an indigenous >> oh see I was I was I was too I was too tired after the national I know Dr. Moral was going over there. Did you did you win? >> Okay. >> That was nice. That was on was that when Thursday last Wednesday last week? >> Yeah. Yeah. So >> yeah, >> that was great. Yeah. And I
007know our PTOs have been doing a lot of great work in high school, the intermediate school. It's great to see parent involvement in the community the last um year. So we're seeing a lot more events and stuff which is great. Um so we're going to move on. We got some program presentations. I know we've made you wait. It's late. It's almost 7 o'clock. It's almost bedtime. So, ask Dr. Morel to introduce you guys. >> I I just want to concur. Bingo night was amazing. I had so much fun and ate such really great food from a uh Caribbean uh food food truck. So nice and families and the students were so beautiful. Okay, so good evening esteemed board and Southampton community. In November, we honor Indigenous Heritage Month, a time to recognize the rich the
008rich histories, cultures, and contributions of indigenous peoples across the world. Particularly here in Southampton, where the Shinik history, contributions, and culture is so outstanding, vibrant, and brilliant. Indigenous peoples have been the original stewards of the lands we now inhabit. Their resilience, wisdom, and connection to nature have shaped the world in ways both visible and invisible. from the art from the arts, languages, and traditions they have passed down through generations to their deep understanding of the land, our waterways, and ecosystems. Shikok and other indigenous peoples offer invaluable knowledge that is both timeless and profoundly relevant today. Today we have nature rashard and students representing the shinikok nation along with John Boyd who will share some of their cultural tradition of dance with us. Then we will have a curriculum presentation which provides an update on where
009we are with the development of the unique shin curriculum that elevates shinik voices and narrations for all students in our classrooms. Without further ado, I welcome Shinikott curriculum liaison, Miss Nature Rashard. >> Hakame, welcome. Good evening. We're going to do a >> Hakame good evening. Thank you for having us. Happy Native American Heritage Month. We're going to do a land acknowledgement. And I have here Annabella Smith who's going to do our land acknowledgement. And when we dance and drum and sing, we also will have Mr. Juan Gamble and Mr. Manuki Smith. Our land acknowledgement. She said you won't be able to see her. A >> today, collectively as individuals, let us acknowledge the Shinikok Nation who have lived on, cared for, and been stewards of land we stand on from time immemorial. Let us express
010our gratitude to those who reside here and to honor the indigenous people who have lived and worked and cared for this land historically and presently. To do this recognize indigenous people's longstanding presence in the ter in this territory. Further, this recognition and and respect for indigenous people and their land is a key toward reconciliation. >> Awesome. Before we start our update and presentation for Native American Heritage Month and to give you an update on the curriculum and the wonderful things that are happening within our classroom starting at our elementary school this year, I would like to give you a little bit of dance and music to honor Native American Heritage Month. So before I actually begin, I think it's so important that our students show their heritage and on and and it really means a
011lot to me because these are also students who will be performing tomorrow at the high school at our mini pow-wow. They are also going to join us for our 50th second grade Thanksgiving feast at the elementary school on Thursday. So they are on a world tour right now. And so I would like to present Mr. John Boyd, who I also would like to say it's his second year also working at the high school um in our Native American Shinikok indigenous language course. And it really is a wonderful thing. And we're in our second year. So, it's really a wonderful thing that we have um John Boyd from the high school along with our students. Let's give them a hand. There's no one going there. Can't get enough. Let's go. Mama Y can't get enough warm
012your way. Mama, baby, there's no one. Mama. WOO! >> That was wonderful. Thank you so much. >> That was amazing. >> Yes. One more time. >> Great job, guys. That was awesome. >> It's not easy when it's just especially it's the three of them and John. What an excellent job. and I'm very proud of those students who also um dance with that pride in their culture and heritage. Thank you so much. So to update us on the Shinikok infusion project, I would just first like to say thank you to the board um for allowing me to present and update and also to um provide the district with this opportunity to really make sure that we infuse Shinik curriculum which is a local history, culture and heritage to all of our students to connect to. And
013especially thank you to Dr. Murell who did see the um gems that we started about 10 12 years ago and saw the importance of that to bring back and not only bring it back but make sure it was going to work and so this is what it looks like and how it's rolling out. So Hakame again welcome. What is the Shinikhok infusion project? It's prek through 12. It's al, excuse me, it's also um we're gonna I'm going to go over the launch at the elementary school and give a little brief update on our language course at the high school and always highlight the continuous um enrichment opportunities for students through the Shinik History and Culture Club. So, the Southampton School District is actively working to create a more inclusive and culturally responsive learning environment by
014integrating Shinik culture and history into its curriculum and that's really the highlight of this and along with members of the nation we've collaborated. So, what is the infusion project? The Shinikok curriculum infusion project was developed to create a meaningful body of work and curriculum that represents the rich history and culture of the Shinik people. It is a preK through 12 curriculum that deepens students knowledge of the Shinik nation's people, history, culture, and language. It was launched last year we started and it's continued prek through 4 this year and we started this originally in 2016. So what does it look like today? So we have a couple goals and expectations that at each grade level students are taught two mini units that contain two lessons each. So over the course of a year students would have
015had four lessons in each grade level. They are aligned to New York State ELA and social studies nextgen standards. lessons include authentic Native American resources. And we've worked really hard to make sure that they're not just Native American, but that they are specific and authentic to Aangquin and Shinikok history. And we engage students through activities of reading, writing, speaking, and listening. We've made sure we included vocabulary instruction. And the units are developed around five shinikott guiding principles. I'll go over those guiding principles in a moment. So over the summer, um, one of the things I really wanted to highlight, um, with the infusion project is I worked over the summer with two teachers and, um, I worked with, um, um, Alli Hopson and Lisa >> Bower. Thank you. and they were very gracious in saying
016we would absolutely love to have them come in during the summer work with our summer school students nature and we'll see how this goes and I can receive feedback before we actually go into the classrooms this year. So um our SCES summer school enrichment program piloted a grade three drumming lesson that lasted for two days and Dr. an was very gracious and joined me um to just observe the lesson and really see um what that will look like in our classrooms this year and I also um met with the teachers after so that they can give me even more feedback because we really want to make sure we do this right. So our lesson launch this year is starting. So at the elementary school, I've been spending the last two months really working closely in
017giving half-day professional development with teachers in prek all the way to fourth grade. So prek through fourth grade have participated in the half day professional development with myself where we really just sit down very intimately at a table. It's not like I'm standing in front. Um, we really are working together, opening up that curriculum, going through it, seeing what it's like and revising it, adding, and so that the teachers take ownership of it, which is really important. So, it's nothing that just sits on the shelf. We want it to be something that kids actually are active in. Teachers had an opportunity with that deep dive to give the feedback and to feel comfortable. Now teachers are ready to launch the lessons and their classrooms are starting in November for Native American Heritage Month and beyond.
018Our guiding principles are very important. These are important principles not only for the nation but also for our students to be able to make greater connections with what principles that Shinhok um the Shinhok nation really holds close which are being their original inhabitants. And so each lesson teachers choose one of the guiding principles that supports foundation and highlights the lesson. And with the original inhabitants, we're looking at um being stewards of the land. And and this actually even connects to our land acknowledgement, acknowledging our lands and how we are grateful from the land for the land we are on and caring for it and having a long-standing presence on the land. Protecting the earth's waters, very important. how we honor and protect our water and respect it as a sacred role in our nation and
019tradition. Cultural diversity, celebrating and acknowledging our differences and commonalities across cultures, and our sovereignty, respecting the sovereignty and free will of the Shinik nation to govern themselves. And these will follow preK to 12th grade. So, what does a Shinikok lesson look like? So, I'm just going to give you a couple pieces of it. So, we have a template that all teachers are absolutely following, but we want to make it accessible for teachers. We want to make it so that when teachers are with students, they don't feel like they've had to study a lesson plan and learn a new history. So, one of the things I've been working very hard on is making sure that the lesson is very fluid. So, we start off and we activate their knowledge. This is an example of a drumming
020lesson that I worked on with the third grade teachers. And this is a lesson that I developed um along um with the feedback of the third grade team. And this drumming lessons allows students in third grade to have an anchor text. And I'll show you the anchor text in a moment. and I laid out some of our texts that we've been very actively making sure we order for our classrooms so that our classrooms have the rich um literacy and authentic text that students can both read in class and even take home and borrow and share with their families. So this one here we're activating and building their knowledge and there's even a video in there. And it was very important that the lessons were lessons that included music, they included visuals, they included hands-on activities
021because especially when we're building these lessons at the elementary school, kids need to be um hands-on and really dig their hands deep in it so they're just not sitting and reading a book. This is the anchor text for the third grade. It's called Drum from the Heart. We'd really worked hard on finding texts that connected with um our Shinikok traditions with those guiding principles and also books that really fit the grade level. I did joke with um Dr. Morurell that when I went over to the elementary school, I met with the prek teachers and when they ran in, I couldn't believe it. I was like, "Oh my gosh, they go to school here. They were so tiny and cute." But when I saw them, it also said, "Oh, make sure we have texts that really
022do fit this grade level and age." So, as a teacher who is 7th through 12 and I've been at the middle school and high school, you know, it's very refreshing to go back to the elementary school and see what that foundation is, but also being very aware where kids are and what they need. So, finding these anchor texts were very important and um I'm very grateful that those books have been rolling in and the district has been very supportive of making sure we have it what we need. So, this is an example that if we're reading Drum from the Heart, the teachers won't even have to dig through that lesson plan that we went over. Instead, they can say, "We're going to read Drum from the Heart. Let's turn and talk. Let's discuss themes like
023tradition, pride, communicating, and family. How does drums, how does Ren's drum symbolize pride for him? What traditions does the drum represent?" So, we're talking about traditions, but then students need to make connections for themselves. So there are writing activities and in the end because I think this is very important making connections from school to home. So this is an example of students were given an artifact bag. So after the first lesson we're asking students to go home and like Red's drum they might not have a drum but go home and find something that's important and special to you. Making connections that are beyond just being shinock. We want kids to make connections with their cultures as well. So, this was asking them to go home and find something that they celebrate, that they love, that
024they hold dear and they're going to bring it back and the next day they're going to write an I am from poem in their class. And that allows students to say I'm like Ren, too. There's something that I love that I take pride in in myself, in my culture, in my community. And it also allows them to discuss it at home with their families. and a little update on our Shinikok language and culture course. We're in our second year and the course itself. Um students, this is very exciting because students can walk away and earn a region's language credit. Um Kristen Mter who is our world language um chair actually went over to the classes and even spoke with some of the students to um let them know by taking this course they could also
025have the opportunity to get the bi literacy seal which is extremely important for students who are able to um speak more than one language. Um students can develop a proficiency at levels A1 and A2 and take part in enriching field trips. I know Mr. John Boyd recently took his class um to a montalk to um speak at a school. They're going to the Stonybrook University to a language exhibit by Jeremy Dennis. And tomorrow they're giving a pow-wow where they're even going to use some of the language that they've been learning. So yes, >> you do a demo of the actual lesson. >> Yes. Okay. Thank you. I just want you what what we do is we provide a PowerPoint that's what nature M Rashard has provided that guides the teachers so they know what to
026go to next but we we act I would actually just like the board to see the actual lesson because that is the curriculum and that is the meat of the work. So I would just like to show that actual lesson if possible. >> It's okay. So it wasn't it's actually my link. >> Okay. >> Can you pull up that planning document real quick? Yeah, Brian has gonna pull it up. >> Okay. And while Brian's pulling that up, we can take questions, I guess. >> Miss Rashard. >> Hi. Hello. >> Um, I I love it. I'm so impressed. And I mentioned before, you know, being a history teacher in a nearby district, if there's any plan on extending the infusion project to other districts and how would that happen? What are your thoughts? Do you have
027any plans? Big dreams? >> I have plans. >> Okay. >> And it's starting here in Southampton. Um I absolutely would love to be able to connect with um Dr. and um local school districts to see how we can absolutely um bring our resources together and to be able to support each other and especially when it comes to learning about our local indigenous communities. I think it would be a great idea that we don't just isolate Southampton, but what that looks like at our nearby schools like Sagar, Ber, East Hampton, Hampton Bay, and really collectively bringing um what um more knowledge to our community. Absolutely. >> Thank you. So, we are uh I'm working with New York State right now with several several other tribes around the state to uh form a curriculum, an indigenous curriculum
028that will be infused in all of the districts, you know, not Long Island, upstate New York. Um, and I'm working with a couple of uh my cousins from Shinnik to include the Shinnik, the Ankach, the other nations, Lieutenant that were on Long Island um in that discussion because it all always gets um overtaken by the Hodny upstate because there are so many tribes upstate and much larger tribes. So New York State asked that we could represent Shinnik and bring that curriculum. So that will be rolling out in the next year to the to the entire state. >> Yeah. >> So it looks like we are we're we're starting already and we'll be ready to even meet the demands and needs that you're working on and that the state is working on. So it's wonderful to
029hear so that that so that we're not behind it, we're ahead of it and hopefully that our school district can also shine as being leaders in developing the infusion project. So it's very exciting that we are also leaders. So uh Dr. Z was able to pull it up. So this here >> this is the actual curriculum. >> Yes. So I want to show two things. I've been working hard with teachers on developing a curriculum that follows a template. And if Dr. You could just keep flowing like that. So it has learning targets that teachers have. Essential questions are built in alignment to our New York State standards. Social studies and ELA. There are guiding principles there. And you see the one cultural diversity is highlighted. our vocabulary concepts and our and I made sure I
030added a little Algangquian vocabulary. The hope is by the time they get to high school they already know some vocabulary and words and they say I absolutely want to join that course along with other language courses. There are resources all the resources teachers right at their hand can click on all of those and it guides them to different videos and resources that they would need as they teach the lesson and also giving them choice because I think it's very important for teachers to have choice. So I want to highlight here it says activate background knowledge. There's a launch. I'm going to show you how I then deconstructed this and then as the launch goes through then there goes lesson one. Remember it's a two-day lesson. The mini lessons are highlighted. Class read aloud, turn and
031talk. Then day two, there's the writing activity directions. And those are our closures for day one and day two. There's a mini assessment and assessment is just a fancy word. It's really the students create an I am from poem at the end. There's differentiation and there are some other extra links there and resources for teachers. So, Dr. Z, if we could go back to the um the PowerPoint, not the PowerPoint, the slides. Okay. So, I took that there and the Okay. And so, the curriculum, imagine being a teacher and I gave you that template. It could be very overwhelming especially if you are not from the reservation, you're not shinikok and you're you may not understand the um different aspects of being indigenous. So instead of just guessing, we really made sure teachers could stand
032in their classrooms, sit in circles with their students and have this at their hands. So I'm going to just flow through this to show you what it looks like taking that template and turning it into a um slideshow. And I also want you guys to understand the work that you've entrusted in me what that looks like in the end because it's very important. The teachers will have this to say haka and all the words are there for them. Today we will explore the history and modern use of the drum in Native American shin culture. We will explore drumming through storytelling examples and visuals. The essential questions are built in. The learning targets are built in. the vocab right here. Um, I'm not going to click on it, but doagon is the name of drum and
033it's actually Ojiway. John and I went back and forth over the summer of the best way for me to teach this to teachers and students. And one of the things we've done with a lot of this research is that many of the words we can't always find because we're revitalizing our language. So we also use some Ojiway words and um there's even a little quick link of a gentleman saying the words so that teachers don't even have to guess of how to pronounce the words. All right. So I just want to give I'm going to pretend like I'm the teacher here because I want you to know that I've given everything that the teachers need. All right guys, we're going to activate your background knowledge. What do we notice? What do we see? What do
034we wonder? All right. And that little thing that says native drums, I'm going to click on that. And it shows different drums. And the kids would be able to see the drums. And then you ask them again, all right, what do we notice? What do we see? What do we wonder? And there is a video link there for young China kids dancing. And I think um Juan Manuki and Annabella have danced over the summer in our Duck Creek series in East Hampton. And so I thought it was also very important to add videos where kids see themselves and they see other students in their community that they know. Activate that background knowledge again. Class read aloud. There's the writing activity. They're going to take those bags home and share with their families and come back
035the next day and the teacher has an I am from home activity for them. There's a template built in. and they're ready to share on closure. So that's what the paper template looks like turned into a slideshow because it's so important that teachers don't feel uncomfortable with the curriculum. The kids have fun hands-on, they hear music, they see visuals, and I hope that that helps you guys understand a little bit better of what the Shinock Infusion Project is. and all the elementary school teachers have received professional development, keeping those lines of communication open and really getting this started so that we can continue this project at the middle school and the high school by the end of this year as well. >> Anybody have any questions? >> I I just wanted to say something. nature,
036thank you so much for coming and presenting and I'm really pleased. Um, you know, the efforts that were put forth back in 2016 to develop the curriculum, it was known back then that it was still going to be needed to be revisited, expanded, and so I'm really happy to see that that's been done. Um, and I I I love the lessons of not just the of recognizing the history of that, but how it connects us all together. So I think that's really important for people and for the students and I wanted to thank Annabella and Manuki and Juan for coming and performing because I know it can be kind of scary. Uh so thank you for coming and taking the time and um the couple questions that I had was this the drumming song that
037was performed this evening. Was there what was the the is there a particular um I don't know theme or or message that >> John when I need him. >> I know. I'm sorry. And then I was I'm curious about the uh the attire that the students were wearing. Was there >> So yes. Okay. So that I can definitely um help you out with. So um Annabella, if you could stand up for us, please. >> I'd love the jingle. >> Annabella is in a jingle dress, which is very popular. She actually did an announcement at the beginning of the month um for Native American Heritage Month because um we've been working on announcements. And she did talk about the dress and it's a dress of what? Nice and loud. >> Healing. >> It's a dress of
038healing. >> And yes. Okay, Manuki, if you could stand up, please. Manuki actually did a presentation in his social studies class in Mr. Maldonado's class. And John, Mr. John actually came and drumed and um Manuki did a presentation. Manuki, if you could just say what type of um dancer you are. >> He's an eastern woodland dancer. And there is a lesson where we do talk about all of the different types and the kids can see the types and name them. All right. And Juan, what type of dancer are you? He has a ribbon shirt on. He has a new brand new headdress. I'm a eastern wood dancer. >> He's an eastern woodland dancer as well. And this these are traditional. The two gentlemen are traditional. So do you make them locally like this? This like
039or do you have to source them out or? >> They're made by families. So, fathers, mothers, cousins, aunties, uncles, they're all made locally. >> I love that. Thank you so much. >> And actually, Annabella um said that during pow-wow, she ripped a side of um her dress and a family member sewed it for her. So, you know, a lot of love and um and >> family taken care of. Yes. And passed down >> and they grow out of them. passing on to other members of the tribe. And yeah, >> so thank you so much. And any other questions? I just want to say you guys were absolutely amazing. You brought the spirit in the room. All of your regalia, beautiful feathers, air, right? Manuki, what is your what is your brown >> in the front?
040>> Um, so that is a >> bleach. Yes. >> And your the movements of the different dances and the meanings of them. But I really want to say I think it's amazing that the students in the high school once they get there and have the option that it's available and that it's applicable going forward. Yes, it's important to make the connections from building to building and I that way when they get to the high school they see that opportunity and really not just see it but take a hold of it and understand the importance of it and not just for our Shinik students because I really want to um impress upon um our community and the board that this is for all students. Um I believe um so today we took the entire intermediate school
041over to Southampton theater. I was extremely impressed by the theater, but we watched a thousand years of witness by Brian Downey. Brian Downey even joined us today as the director of the film and we had Miss Margarite Smith. We had Reverend Mike Smith and um they did Q&A with the students afterwards and it was really about hearing from our elders and the importance of culture and tradition. And one thing that Margarit said before I leave you is that really understanding our culture and talking about it, viewing it, it really just um highlights the fact that we're all humans and we're all here together and there's a commonality between all of us and to really celebrate that commonality while also uplifting our differences in culture and that diversity. So, thank you again for this opportunity and
042um I didn't mean to stay so long. Have a great night. >> Thank Thank you, Nath. I just want to say too, you did a wonderful job with all this with the L and it's it's very impressive the way you did per grade and you know it's it's not an easy task to cater stuff to second third graders, fourth graders that will engage them and stuff and this is wonderful and I had a fifth grader that went on the field trip today and she was very excited about it. So, thank you and thank you guys for coming to dance. I love I love the butterflies. Those are those are my favorite parties. So, they're beautiful. Thank you guys. I I just want to say to nature um it's been a year and a couple of
043months journey together and it was you're doing a fantastic job but this this was a big lift and I just want to thank you because there were a lot of changes in the middle of this that were unexpected and all we had is a template and some guiding principles. But you went in there and you organized the teachers and we pulled this together. I'm very proud of you and proud of what our children will now have access to. Thank you. We'll keep building. Thank you. >> All right. Awesome. So, um now we're going to move on to work session topics. Here we have um two things. I don't think they're going to take very long. Um so you know the first one on here my yeah no this right yeah so um protocols for board
044of education superintendent roles and responsibilities um so I know we we've done some trainings we've gone to some stuff and we've talked about doing this for a long time and developing um like a platform for the roles and responsibilities for the boards of ed and superintendent and um I know we do have an orientation packet that you guys were given um which I I think is awesome and thank you Amy updating this every year and keeping on there. Um and as part of this we were hoping to include like a like a one pager of roles and responsibilities for for board members and stuff in this packet. So every year when you get it, it kind of reminds you of that stuff. Um now this was the reason we brought it here is because um
045it's not a school policy but more of like guidelines for the board. So we thought it'd be easier to talk about here. Um, one of the things that we're we're still in other district was the Pleasantville School District has something like this and they'd shared that with us at um at one of the trainings. So, we we services to all the board members to review. Um, I didn't know if we'll discuss here or maybe there was a board member too that wanted to volunteer to kind of take the lead on this and review this and then um work with Amy about getting a a template together with Dr. maybe and um and then we can include it in the packet instead of going over. So I didn't know if there was one when I need
046volunteers. All right. So So Ruth, without maybe just use this, we'll go through quick and and look through and is there is there anything in this that anybody saw that might not be relevant to us that we wanted to kind of talk about? I I think it's all pretty straightforward with the stuff we've looked at. Um, maybe Ruth and and if you need help with that, Ruth, I'll I'll help you and we'll work with Amy. We'll develop it. We'll get it on our C uh Southampton. I want to keep saying Cfield because that's where I used to have these meetings and um and stuff and then we'll include it in the packet and we'll um we'll get it back out to everybody if that that works for everybody. So then we're not going through a
047document line by line right now. Like that. Good. All right. Cool. So that that's that with that one. Um and then um the second one I have here is the um so the Southampton Village Ocean Rescue um reached out to the school district about um getting a similar property exemption that the um volunteer fire and ambulance get. So Chip can correct me any if I'm wrong on this, but I believe after 5 years of service, you're allowed a 10% discount on your taxes. And if you serve more than like 10 years or 15 years, >> it's more than 10. >> So at at after 10 years, it stays forever. >> Um you get a 10% discount on your your tax bill. Um and so it's something they put in place years ago for these municipal
048for the volunteers to, you know, encourage them to buy properties, give them a little something because they're volunteering. Um, so the Ocean Rescue has gone around to all the municipalities and asked for this similar discount um on the taxes, which rightfully so. They're a volunteer organization and there's a lot of them. Um, and I know so I talked to Bill Pel this week over in the town and he said that the town has done it for them. I know the village of Southampton has done it on their taxes. So it would be up to us as the school to also copy that. I believe we have this in place already for the fire. We have this in place for the ambulance. Um, this would require a public hearing and a notice to go out two
049weeks prior. So, the if we wanted to do this as a public hearing and a resolution for the December 9th meeting, um, we could. I I would figure just calculating, I would figure it's probably five to 10 members that might be in that ballpark of having five years. I don't even know if they've been around for five years yet. So, I think they haven't even hit that point yet to get that. and you know a 10% discount would you know be a few hundred bucks a year for those small members on a on a thing and a kind of a thank you to them. So if I'm going to I'm just asking if you guys are something that you guys are okay with I'd like to get the resolution and set a public hearing um
050for December 9th and I talked to Mike the attorney about doing it. So I just go down check. >> Yeah. I'd like to >> to hear more about their program, um how they run, what kind of command structure they have, uh things like that. I know they're they're pretty new. Um but, uh again, don't know much about them, so I'd love to hear something or maybe even come in and and give us some presentation. >> So, Alex, who's their chief had offered to come in and give some kind of presentation. So, I'll um I'll reach out to him and see if maybe they're available on the 9th to come in and talk about their program at the public hearing section of it all. Definitely. >> Okay. Lauren, everybody good with it? 5 years before they
051get the 10% and then yes >> 10% after 10 years indefinitely. >> Yes. So yes, the way that works with the fire is you have to own your property. So it can't be like you live with your parents and your parents get discount. has to be in your name and you have to serve five years in that in the fire before you become eligible for the 10% discount. And then after 10 years of service, that 10% discount stays on your tax bill for for life in that property. Um, this would only apply, of course, to people that are in the ocean rescue that live in Southampton school district. If they do not live in our school district, they do not get that discount. Um, which there might be some people that live outside the school
052district. There's probably resident there's probably a good amount of them that live in Tuo. They would not receive that 10% discount unless Tujo grants it to them themselves. Um the town of Southampton gave it to them for the town portion of the bill and the village gave it to them for their their portion um of it. So that would >> Okay. >> And we we have it in place right now for the fire and the ambulance and all the services. All right. Cool. So we'll reach out to Mike and Amy. Is there any steps we need to take? >> Yep. We just need to have a motion in a second to give me the authority to place it public notice. >> All right. So, may I have a motion to approve holding a public hearing
053on Tuesday, December 9th, 2025 at 6:30 p.m. in Southampton Intermediate School Music Room to consider the approval of property tax exemption for Southampton Village Ocean Rescue members as authorized under local law number 22-2025 and permitted by New York State Real Property Tax Law. >> Motion Monique, second. I heard another one over there, too. Um um will the clerk please call a roll for a vote? >> Yes. >> You see Pearson? >> Yes. >> Monique Proctor? >> Suni Sherwood Dudley? >> Yes. >> Germaine El Smith? >> Yes. >> Laura White? >> Yes. >> And Ruth B. White? Yes. >> Okay. Great. Um that's all I had for work session topic. Did anybody have any? I know we had a where Okay, so we move on here to public comments at this time. The board of education
054encourages public participation in school related matters at board meetings. Any group or organization wishing to address the board must identify a single spokesperson. The presentations must be brief as possible. No speaker will be permitted to speak for longer than three minutes. The board will not permit in public um session discussions involving individual district personnel or students. All speakers are to conduct themselves in a civil manner. Obscene language, lev statements, threats of violence, statements advocating racial, religious, and other forms of prejudice will not be tolerated. Persons making presentations to the board meeting shall address remarks to the president and may direct questions and comments to board members or other district officials only upon approval of the president. So, we have any comments, Jill? >> Good. >> I'm going to get you one at one time. You're
055going to get up there. >> Hopefully not. >> All right. All right. So, we have no public comments. We're going to move on to a action items here. We just have um few small ones here. Um so, the first one we have is 9:01. May I have a motion to award um base bid one GC1 number GC1 general construction single prime contract to Central Air Corporation for HVAC unit replacement at Southampton Administration Office. Rebid for a total bid award of 26,000 as presented in the agenda. >> Motion ship. >> Second. Ruth. Um, will the clerk please call a role for a vote? >> Robert Zachary, >> yes. >> Ronnie C. Pearson, >> yes. >> Monnique Tractor, >> yes. >> Sunhi Sherwood Dudley, >> yes. >> Germaine Elkmith, >> yes. >> Laura White, yes. And Ruth
056B. White, >> yes. >> Um, the next one is 9:02. May I have a motion to approve a stipulation or of settlement and release for a student as presented? Um, that was in your I'm getting a Mon'nique. Yes, I'm getting a Ruth second. Um, will the clerk please call the role for a vote? >> Robert Zachary, >> yes. >> Rodney C. Pearson, >> yes. >> Monnique Proctor, >> yes. >> Sunni Sherwood Dudley, >> yes. >> Germaine L. Smith, >> yes. >> Laura White, >> yes. And Ruby White, >> yes. Um the next one here um is um may I have a motion to approve action item 90031 the granting of tenure to Stephanie J. Moran effective 1119 2025 as a speech teacher in the tenure area of speech and language disabilities as presented. >> Motion
057move second. Monnique will the clerk please call the role for a vote. >> Robert Zachary >> yes. >> Rodney C. Pearson >> yes. >> Monique Proctor. Yes. >> Sunhi Sherwood Dudley. >> Yes. >> Germaine El Smith. >> Yes. >> Norah White. >> Yes. And Ruth B. Whiten. >> Yes. >> Just want to congratulate um Stephanie on her tenure. I know Patrick, she's going to be coming in on December 9th and we're going to have some wonderful things to say about her. So, just >> sent the emojis and congratulations and we'll celebrate her in December. >> All right. Um the uh the next one we have is the the add-on um 9003A. May I have a motion to approve action item 903A as presented? >> Chip. >> Second. Laura. Um, may I have uh the clerk
058please call the role on the vote? >> Robert Zachary, >> yes. >> Rodney C. Pearson, >> yes. >> Monique Proctor, >> yes. >> Si Sherwood Dudley, >> yes. >> Germaine El Smith, >> yes. >> Laura White, >> yes. And Ruth Bon, >> yes. >> Great. Um, since it's a work session on a regular meeting, we usually go around. I don't know if anybody has anything they'd like to say. No, return to executive session. We're We're good here. Everybody's good. All right. Um, >> conferences. >> Yeah. Yes. Please sign up Monday, Tuesday, parent teacher conferences. Get them locked in. Then my wife has hers locked in, everybody. So, um, that's it. Um, can I have a motion to adjourn the meeting at 7:38? motion and happy Thanksgiving everybody because I will not see you guys on
059that. So enjoy the week off. We got a motion from Sunni, second from Yep. Um all in favor. All right, there we go. Thanks guys. So my