BOE Regular Meeting 12/6/2022

001yourself okay and we're just an emergency evacuation announcement upon activation of a fire alarm or media evacuation to the closed emergency exit is required they're both at the side of the room please please exit away from the building so as to not interfere with the fire department and Prestige the evacuation areas and follow the directions of the school officials and once assembled outside the building everyone must wait until an all clears given by school officials before re-entering the building is it possible uh care.com yes uh Personnel items 1301 A and B and 1302 is here the next Board of Education meeting will be held on Tuesday January 10th at 6 30 PM regular meeting for Auditorium on Thursday December 8th at 6 30 PM Friday December 9th at 6 30 pm and Saturday December 10th

002at 2PM and 6 30 p.m there's no charge for admission to the Productions the sis Winter concert will be held on Tuesday December 13th at 7 pm the shs Winter concert on Thursday December 15th at 7 pm the first and second grade Winter concert on Tuesday December 20th at 9 00 a.m and the third and fourth grade Winter concert on Tuesday December 20th at 5 30 PM all concerts will be held in the shs auditorium except the first and second grade concert that will be held in the NCS gymnasium the end of the second quarter progress report parking period is on Friday December 16th and there will be no school on Monday December 26th through Monday January 2nd district offices will be closed December 26 27th and 30th and January 2nd we have some programs

003yes we have three programs um presentations for you this evening that we're really excited about actually I've never seen this room so filled so I'm really excited about that as well the first um first presentation you're going to hear tonight has to do it's a little preview of the upcoming play that's happening this weekend that we just announced at the high school I ended up turning it over to Casey are you introducing me yeah thank you hi everyone hello and welcome to our district our distinguished guests and Board of Education members we would like to take this opportunity today to thank all of you for all these opportunities you've presented to us such as giving us a new uh lighting guy uh while Mr Esposito is out and giving us these extra three weeks because

004I mean that's kind of awesome because you're going to see a huge change in these guys we've noticed that all of our directors have noticed it it's kind of Awesome thank you I hope you enjoy this miniature performance of some of our cast favorites of Beauty studio [Applause] foreign our first selection is going to be yeah [Music] foreign [Music] no minutes [Music] very hard [Music] things [Music] 12 minutes [Music] maybe imagine [Music] thank you [Music] [Applause] [Music] [Applause] what's up is the chairs [Applause] [Music] choreography where you're standing all right [Music] pleasure that as we welcome you tonight and now we invite you to relax let us pull up a chair at the dining room proudly presents [Music] our guests Be Our Guests put our service to the test tie you're knocking around your neck

005Chevy and will provide the rest [Music] up it's delicious [Music] congratulations [Music] is [Applause] [Music] yes it's it's alive [Music] forever [Music] let's see what else is ready [Music] [Applause] [Music] with your peace [Music] foreign [Music] [Applause] [Music] [Applause] [Music] right here [Music] well of course my dear of course [Music] five times [Music] foreign [Music] [Applause] [Music] [Applause] [Music] thank you [Music] [Applause] just a reminder [Applause] and again we welcome anyone to see the production Thursday night 6 30 p.m Friday night 6 30 p.m Saturday 6 30 p.m and Saturday at 2PM at the Southampton High School are you crying [Music] all right the next presentation we have is Mr Diaz is going to do a musical performance with history [Music] [Applause] YouTube carpentry Sensations [Music] I I would like to call Mr Diaz up

006to the podium and while he's on his way up there I do want to tell a little bit about the South Hampton business Alliance and why we're here this evening please come up [Applause] is going to speak a little bit about our carpentry program and what these scholarships mean to our students but in the meantime I do want to thank Ms Cheryl Heather on behalf of the South Haven of business Alliance um she couldn't be here this evening she planned on being here but she had an accomplished that she couldn't be here but she didn't want me to remind the community that this is their sixth year for funding toolkits for town of Southampton students who are attending Building Trades programs she's she says her organization is not only thrilled to help these students but

007they want to spread the word about the tremendous career opportunities and the trades um she plans through the business Alliance to continue funding for many years to come and she hopes we have many students who could benefit from her her generosity so with that I'd like to thank Miss Heather and again I'd like to turn it over to Mr Diaz to talk a little bit about what these might mean for our students and what the kids include yeah so first of all uh thank you so much for having us and my voice is a little crabby right now you know just parking all day uh uh but first um um I would like to say that this is this is huge for the students uh because it gives them the opportunity to buy some of

008their own tools um Southampton supplies a little tools and all the materials for the students to work some of these students don't have some of their own personal tools they could go out and make money that's what it's all about so for them it would be work boots jeans screw guns circles so of course it's not going to cover everything but if they could just start chipping away at some of that list they can get their own tools to go out and perform the jobs and to be performed but for them it's basically Christmas early Christmas and they're very excited and I've been sitting here with them for about 45 minutes here they've been singing and I said why are you guys so happy like oh we're getting some money so we're excited and they're

009excited yeah that's true all right thank you uh Dr Dino and I have to tell you this this crew um as if you were here prior to the meeting you would see how awesome This Crew is and how Lively they are and just the camaraderie that comes with the carpentry program so it's uh it's really exciting to be able to present this and again we just have to thank the South Hampton business Alliance uh to have a community that comes together um and recognizes uh the hard work that you guys do every day and all the materials that you need to support your future endeavors is incredible so we're so grateful to the Southampton business Alliance and again it's about these guys who are working hard every day um I think Mr Diaz they're on

010their small tiny houses now correct managers that's right that's right I think my Mike was one of them right and ever that's right all right and uh ever again he came a little late to the program too and uh still right [Music] all right so um what we're going to do here is call up our students when you guys come up here um I will present to you check and please stay up here just for a moment while everyone's done okay um so we are going to have Anderson Anderson come on up [Applause] thank you all right so our next one is Joe Joe come on I'm sorry [Music] um our next recipient is let in so Lenin [Applause] foreign project managers out there Mike come on up Mike drama [Applause] as you can tell

011these guys are always throughout the day always smiling always having fun doing what they love to do it's so great to see um David David Corral [Applause] Kevin Espio Carlos Uh Kevin [Applause] all right Joseph Gray montalbu [Applause] Carlos Lucero Rayo [Applause] Oswaldo Reyes Aguilar thank you Will Robinson III [Applause] all right and as we said um ever was a new Department he didn't start day one but he's with us so ever come on up ever first now everybody's all right because even though we don't uh because you were new to the program we don't have your check for you tonight they know about it but you are getting it this week all right so we'll have that to you so don't worry about that book ever who came in uh to the program right

012look you've got the interesting all right but um ever came to our program a little bit after uh these guys and has done just a tremendous job and um already made project manager but ever again we promised that check is coming to you all right so check us in the mail but I want to turn it over I think we have uh is it one of our project managers all right come on up to the money uh good evening everyone um that was a little speech with planned now I guess um yeah well I would like to say good evening everyone um my name is Jeffrey Resort I'm a senior South Hampton High School I also had my first year student at a topic closes carpentry program and I'm here speaking tonight on behalf of

013my co-workers my peers um I just really wanted to First just think Dr Dino and Dr Don and all the board members for inviting us tonight and giving us really the opportunity to work in the field and really try to give us an opportunity for gateways and openings growing I guess there was to a better career and to make it easier almost you know and be more comfortable and I also like to thank the business owners for the scholarships we're receiving tonight as well as you know thank you for really buying us the necessary equipments we could be using it for us to feel comfortable as I worked with and thought everyone could tell you they have their own work preference and how the way they use their tools and the way that that's an

014engine so I think that was uh very nice of everyone to helping us out and this would also make us feel more work efficient in the fields and as well as later on adapt their careers and skills and well which will make us better workers and that's all thank you foreign [Applause] [Laughter] our performance data from our Regents in our state and our other high-stakes testing from the school year for 2012. so Dr Zahn and Mrs Tut Hill and Mr kobus will join you on the YouTube intermediate components of our regions report our AP exam report our SAT and ACT performance report from last year which is 21 22. all right thank you very much Dr Dano thank you very much to the Board of Education um uh we are here tonight to present on

015our performance data from the 2122 school year um what I'm going to do is just before we get into the data just give a little bit of an overview over um and just some highlights and notes that I'd like to point out um regarding what we're going to look at first and foremost this is a very data dense um presentation so what there's really a lot of numbers on the slide here you have to take your time to really look at it and go through it what I'm going to do is just facilitate some of the highlights that you see on each of the slides I'm going to talk about how we can read this accurately to make sure that we're really looking at all the information and understanding what we're looking at but before

016we get into all of the data that we're about to share I did want to just share a couple of notes um regarding our testing last year uh last year the 2122 school year reflected the first time that New York state issued all of the Regents exams the full battery of Regis exams um from the time that the pandemic started so with that said the last time besides this past June was the let's see June of 2019 so we've had several cycles of recent exams that were not administered during that time and we also know that and we're all living and seeing the the impacts that the pandemic has set forth because of that last year nice it before our exams started knew that it was a bit of a situation with the exams and

017Grading them on the traditional scales that they always do because of the the academic gaps that we're seeing from the pandemic what nicer did is they worked with a lot of our policy makers and actually Southampton the Suffolk County high school principals and creating a special appeal knowing that if they were to keep to the scales the typical scale scores that they do on a yearly basis that many of our students would not be fulfilling the graduation requirements needed with that said what nice it did was created a special appeal that was in effect starting in June of 21 last year not a special appeal that's in effect from that past June of 21 all the way until this coming August that means this appeal is still in effect for our upcoming January Regis exams

018our June Regis exams and August exams what that did was um allowed students to fulfill the graduation requirement of the Regions exam by scoring above a 50 on that scale score so we did have uh several students that did fall into that appeal uh like many districts thank goodness we're not like some of the larger districts that were reporting anywhere from three to five thousand special appeals just in some of the larger districts here on the island um so just keep that uh in mind with the Regency exams is that what we're looking at is it's um we're looking at data that on events that we're doing for the first time since 2019. um our AP exams were offered last year in two types of formats schools at the beginning of the year had to

019select the type of format that they wanted to use for AP exams we were able to choose between computer-based testing or in-person paper and pencil testing we selected to go with the paper and pencil testing so all kids were in our school in our testing environments including paper and pencil testing with that said College Board took the uh the data from the paper and pencil test and the computer-based tests which were two totally different exams I want to say it again two totally different exams but put all the data and comparative data together so we're looking at data that is representative of not only students from across New York State and across the um the globe but we're also looking at data that came from two different exams um coded under that same topic um

020and lastly just because of the number of interrupted school days last year particularly from November all the way through March we did provide our students the option of making AP exams optional typically if students are enrolled in an AP exam they have to sit for that corresponding exam in order to get AP the AP designation on our transcripts because of the um significant interruptions last year we offered students the opportunity to not sit for the original exams if they did not feel ready for them and still have that designation with that said almost all of our students still chose to sit for the exams we have very high participation in our AP testing so that was a really good thing all right so let's get into um some of the data and uh we're going

021to start off first with our New York State Regency exam uh what we're going to do the way that this is set up is that uh on each of the slides I have the number of students that participated in the exams total then we are looking at the passing percentage from Southampton High School also compared to the passing of the region when I speak to the region we are speaking to um the Eastern Suffolk cozies region that they are the uh the BOCES that govern the Eastern side of Long Island so it's comparative data with all the students that fall within Eastern Suffolk BOCES we're also doing the same for the Mastery scores on the Regis exam Mastery represents a score of anything above an 85 an 85 or better when you look at the

022ELA Regions exam this is one I think I can say that we were a little bit uh slightly disappointed in how the results came in because this is an exam that would traditionally do very well and outpace the region in um but here we were actually over 10 below the regions which is something that is definitely we um we have to take a closer look at um our Mastery percentage was a little bit lower as well um even though we're traditionally higher in looking at some of our data digs we already identified some of the reasons for that in particularly in the area of our short and extended writing responses so that's something that our Ela and Humanities teams are looking at in ways of boosting that performance the next slide that we're going to

023have which we have for all of our exams is our demographic breakdown what this um shows is the table represents the percentage of students within each of the subgroups that passed this corresponding exams you will see two numbers in every single box the first number represents the total number of students within that demographic group the second number represents how many within that group is passing now one piece to to understand is that we can we have to make choices on how much data that we're going to put on a slide because with this we can keep going on and on we can actually and we have taken a look at our comparative data with From Within These subgroups meaning that each of these breakdowns we can compare the breakdowns from our school compared to the

024region as well that's not on these slides just because these these this presentation will become enormous if we did so but it doesn't mean that we're not looking at that um we are looking at within all of the subgroups and how we're performing and what I can tell you is that just like you'll see with our results they're really in many areas that we are doing very well within our subgroups and outperforming the region and there are other areas of opportunity that we need and that varies from exam to its end but again you can see that within our some highlights from this slide is that and I think you'll see this trend with all of our demo breakdowns demographic subgroup breakdowns is that you see something that is not um not unfamiliar to schools

025and certainly not to us um here is that we do see uh that our subgroups there's an area of opportunity for many of our underrepresented populations and what generally we are seeing is an over uh we see the the number of students white students that are performing above the average parole students and then within the subgroups we see some those numbers that are not as high as the average ore of their white counterparts and that's an area that we really are looking at and have to break uh break that down and look into but there are also many areas of performance for example when you take a look at our American Indian population here they are outperforming the average of all students um here and these are the types of numbers that we want to

026see that we strive for in looking at our math results um we out formed in algebra one outperformed the region uh in terms of passing we're slightly under a Mastery which is really important because Algebra 1 is the key to everything hopefully the rest of mathematics it is the key to making sure that students can meet them all their their markers one of the pieces that we're really proud of is the strong performance that we're seeing in algebra 2. algebra 2 we know is our College and Career Readiness marker it's our goal we strive to get kids all of our students through Algebra 2 as we know that's at that's your benchmark for being ready to take on the math classes in college um we're seeing a really nice uh passing percentage from that and

027also our Mastery percentage there and we're seeing increases in our enrollment and participation which is important because we want to see all students getting through algebra 2. when you look at the demographic uh the breakdowns of our subgroup performance again there are some really nice areas of of uh of what we're seeing for example when you take a look at the number of economically disadvantaged students and Elsewhere One they are almost at par with all of their counterparts um which is something that was very strong especially when looking at that comparatively to the region um we see that with our students with disabilities as well um looking at our Algebra 2 numbers again with our Democrat demographic breakdowns the students that are accessing Algebra 2 we're seeing some great results across all subgroups and that's

028the trend that we want to see but again that's indicative of the work that our math team is doing and certainly very proud of their efforts looking at our science results here um something that I want to point out that's really important to understand because again this is where just looking at the slide you can go but when you look at Living environment and you look at the participation of living environment in the passing rate living environment is a little tricky because we are right now this measure on here is 91 students that were not advanced in eighth grade so these are the students that took grade 8 science that may have been um not uh did not sit for the advancement course in eighth grade meaning they did not take living environment in eighth

029grade they needed extra support so they came up to us in ninth grade and took that so we're looking at the cohort of um not that is not inclusive of your average of average students it's really the students that need that extra support here hence why you see that passing percentage that is slightly lower to the region but comparatively when you you take all students and you'll see this from Mr covert's group last year when you take all students from 8th and Ninth Grade together that number is much higher so I just want everyone to be to understand that when you're looking at that you're looking at the high school students in ninth grade that did not take us with their peers the year earlier um when you look at our camera results as well

030camera results we saw above the uh the the region there in terms of passing we'd like to see that Mastery a little bit higher as well we definitely see some areas of opportunity in earth science um and in physics physics was a bit and you're going to see this with the regions and AP visits that we were in a bit of a transition year we do have a new staff member that's taken over the program so lastly it did represent a little bit of a um a transition year for us the last piece that I want to um I want to state is that looking at chemistry um it's another goal of hours that we want to see students getting through all of our lab Sciences graduation for graduation requirements you have to get through

031one lab-based science Regents exam but if you want to strive towards an advanced Regional diploma or and again and you want to continue into um different career paths and colleges uh you really want to get through chemistry as well through a lab-based science so just as we speak about um Algebra 2 is our College and Career Readiness marker in math we want to see students getting through um getting through the three lab-based sciences and we're seeing some really nice results in chemistry we want to get that participation rate a little bit a little bit higher particularly for our demographic breakdowns that you're going to see in an on the next page and when I refer to that you'll see that for example we don't have we did not list you have any students with disabilities

032that were participating in our chemistry program um in other places so that's one area of opportunity for us that we want to strive to get done um looking at this table again as I stated that all students have to pass a minimum of that one lab based science so for students that we're not able to get that done in living environment I ask the course you're now sitting in Earth Science and looking to um do that as well this year or we're going to take the living environment regions um so again you have your demographic breakdowns and what you're seeing in a living environment represents again a split cohort it's not all of the students in ninth grade it's those that did not take living environment in eighth grade um with this I'm going to

033pause here turn it over to Mr kobus um because we just covered two areas that we also offer Regis exams in the intermediate school so I'm going to pause here and talk about our Intermediate School results thank you Dr Zahn so as Dr John mentioned we do offer two High School accredited courses with a reading exam at the intermediate school so we offer our Alpha One course and we offer living environments when I first entered here about three years ago the district was going through a curriculum decision that really upped its uh requisites for out for one in the intermediate school and we had at that point really talked about possibility of different Pathways to getting students the stats and calculus keeping the pressure off of 8th graders and since that time we had dividend

034and gone back to more of a traditional eighth grade advanced in algebra so more on that in a bit but we do have um smaller numbers for participation last year in intervening school so we had a cohort of only 10 students taking those uh that course last year all didn't pass which is obviously higher than the region and many had Mastery which came was higher than the region so we are having our our strongest math students taking that course um be very honest in speaking with Dr Zhang you'll see next slide in a moment how we're looking to also change some of those requisites and already have um because we're seeing that we want to see more students take that that challenge on in our our math course in algebra living environment much much larger

035cohort we have nearly last year three quarters of our of our students in eighth grade taking on that High School Credit course historically and last year as well a very strong result at the passage rate much stronger than the region and also a higher or just about average Mastery rate as well for our younger students in living environment so many more of our students choosing to take that that High School accredited courses science rather than a minute and as we go to the next slide just very honestly one of the things that we have to work on that we've talked about now and we're already trying to address is who is taking these courses in eighth grade specifically in mathematics but also in science so if you look at that Algebra 1 course it is

036not a diverse place and that is an area for growth for us right now so this is our numbers from last year last year we had only 10 students take that that course um and again only one student of Hispanic heritage no um no no no no no really a diverse group we have to work on that and so one thing we've already done last year which you'll see in this year's numbers we have limited on our requisite so we have kind of changed some of those requirements and opened it up as far as how students can qualify to take that course um our numbers have gone from 10 to 23. we've had a better representation of Hispanic students but we do have a much um we have much work to do with our african-america

037and our Native American students enrolling in that course and so when we work with our councils this year and with Miss Tuttle and we talk about courses for next year and getting our students really recruiting those courses we want to make sure we're very cognizant of who we are asking to and promoting into those courses in our one-on-one family counseling sessions without counseling so we're very cognizant that we want to challenge all of our students and make sure they're all getting the opportunities to stretch themselves as they get older and progress through the program thank you Mr kobus um moving on to our social studies Department last year is a reminder um about two weeks or so prior to the first administration of the U.S history Regents exam um we had the unfortunate events that

038happened in Buffalo New York because there were some questions on that exam that could have been deemed insensitive due to the um that incident that occurred New York State canceled that exam right before its administration because there was a concern with some of the questions on there and the interpretations on there that might uh lead to again some insensitive types of information based on those the unfortunate shooting up in Buffalo um so with that the U.S history exam was canceled and that was supposed to be the first time that the new framework was administered so that exam is scheduled to be administered for the first time coming up this school year our Global Studies and Global Studies uh results you can see that we are still kind of hovering about 10 below the region in

039Global Studies this was an area that we saw and topical discussion that we were talking about pre-pandemic um but you can see that we still have not really gotten over that pump just yet um we also see that Mastery comparatively to the region down below where we want to see that one of the things that we did just as we we noticed in looking at the data this year and trying to identify why um why that was happening one of the areas that we identified just as we did with the ELA piece and the ELA exam is that are students were faring well on the part one and the multiple choice questions where there's a great deal of opportunity for us it is in the writing components for that it's the short extended writing responses

040that's where our students on the ELA exam and the global studies exam which is is so much more of a Humanities literacy also literacy skills built into this test now um that is the opportunity for both the ELA and social studies exams that we really are honing in on this year because that's where we left points on the table that's yeah and that's the area that we can really um work with our students on boosting our scores here um so that's the area that uh joined the effort between our English Department and Global and social studies Department that we're really honing in on interdisciplinary um when you get into the performance of subgroups again we did see that our economically disadvantaged and Hispanic students were really close to meeting the um the average of all

041students we absolutely want to see all of our subgroups do that um so that was a a pretty good performance from those subgroups but certainly areas of opportunity within there as well moving on to our AP um AP exams and again just as a reminder we uh we chose the in-person paper and pencil testing last year um looking at our AP English exams and you'll you'll see this theme across all of our AP exams that we perform very very well um looking at the way that we compare our data is that we look at the number of students that stack for this test we look at our school Proficiency in terms of um how many of those students scored a three four five on these exams a three four or five represents a quote-unquote passing

042score and the possibility of a college accepting that accepting that score and granting credit at the high school level that said we want to state that threes these days are not even really getting it done although that's the marker they're not really getting it done schools are really looking for those scores and fives um fives definitely fours um boards can get that done for the most part schools are not accepting threes at awarding college credit to that anymore we had College Board still keeps that as their um proficiency marker on the AP exams but looking at the AP exams and English language composition for our 11th period and English literature in both cases um we outperform the state and outperformed all the students across the globe that were taking this and we had some really

043nice percentages here looking at our calculus results again comparatively to the New York to New York state where only 50 of the students scored a three or higher we were looking at a number of almost 61 percent of our students scoring that uh three or higher there as well moving on to our social studies exams again another area that we really um do very very well in each year I want to start off with U.S history and U.S government and politics because those are core classes um that are needed for graduation for students that choose to take that rigor that level of rigor for U.S history and also US government and politics replaces economics and participation in government but for those two courses you can see that we fare very very well uh comparatively to

044New York State and across the globe we were at an 80 almost 80 percent of our 44 students that took that exam score to three or higher comparatively to the state and across the globe where it's almost about 48 so again very strong results there for those that took it for our seniors in government politics again 80 of them scored a three or higher where you look across the state and the globe it's only look anywhere from 47 to 48 percent of students scoring a three or higher when we get into our electives human geography is a course if you recall when we went through our um revamping our courses and looking at our groupings heterogeneous groupings when we moved away from Global Studies to honors we introduced a course called AP Human Geography AP

045Human Geography is an elective that 10th graders anyone in grades 10 11 and 12 can choose to take we had nine students last year that chose to take that course and we had almost a 90 passing rate for those nine students uh or scoring a three or higher comparatively to the state and of course the globe again very strong when you look at psychology psychology is an elective AP course now this is a course where we always have very high participation it's actually the highest participation that we have what we do is we really try this is the course where we try to encourage all students who may not want to take a core AP course but they want to get the experience of what an AP and college class is like and we encourage

046students this is an elective that you can try get involved in the course see the rigor of the AP program experience that classroom because it's only going to help you when you move on from high school so we historically have high high participation rates in the selective class but with that said you can see that our results sometimes don't match New York state or um or what we're seeing across the globe but again it's a little bit of a different approach that we have with this class we highly encourage students to really try an AP course and this is one of the areas if you don't want to take it in your core program this is an elective that you should at least try and typically get very high participation rates in that and again

047we feel strongly the experience of being in an AP class even if you don't score that three or get that 90 and transfer that experience is going to be very very helpful for you along the way um looking at AP Sciences very strong performance from our ad bio students with a almost a 91 three or higher compared to the state and the globe with about a 66 percent um three or higher there our AP environmental science course which last year was the last year that we are had that course through the AP program we uh we scored a 56 percent um three or higher on there again over 10 percent about 10 percent higher than we see across the state as a reminder with our program what we chose to do is have environmental science

048as a dual credited course meaning that although it's not an AP course this year it's a course that is credentialed through um Stony Brook University and for students who sit in that course we follow Stony Brook's College syllabus there and students are not only earning high school credit but they are actually earning um a college credit a SUNY Stony Brook credit highly transferable credit for that the other reason that we chose to move towards the Dual accredited program rather than the AP is that we are in an amazing spot on the East End of Long Island in terms of what we can provide for our students taking our students out into the field and experiencing everything that the East End has to offer you don't get that in the College Board curriculum the College Board

049curriculum was keeping our students locked in the classroom where we felt that there was so much opportunity environmental Sciences to get our kids out in the field and by switching to the Stony Brook um dual credit of course our students have been doing that going spending much more time in the field doing their environmental science work than being locked just into simply into a classroom and looking at physics one again not the area not the performance we wanted to see but again as I spoke earlier we were in a bit of transition um with our program there and certainly areas of opportunity here and I have to report our new teacher um AP Physics teacher's business teachers doing a phenomenal job so far jumped right into it um really doing a great job collaborating with

050ap teachers across the East End as well and certainly great things are happening in that classroom and we certainly uh anticipate a a rebound for that exam and looking at our foreign languages exams starting with the first one is spangling uh Spanish language and culture um Spanish language and culture consists of students that are in our ESA program and also students that were not used to students taking that in senior year if you're an artistic language program you would be taking this exam in 11th grade and most of the participants there consist of well I would say about 25 of those 20 questions where it's about 25 to 27 of the 38 came from our ESA program and when you look at our results again outperforming the state outperforming um the globe there when you

051look at Spanish Literature literature and culture 24 students these are students that came from our ESA program our dual language students this number when I first saw it I was like hmm this is interesting why why are our students performing only at 50 under the region under the globe it didn't make sense to me at first and I had to do a lot of research into this one and then ultimately it did make sense generally what you find is that when you look at Spanish language and culture for example there are thousands upon thousands of students across the state and many more across the globe that take that exam it's a very fairly common exam that's given in public high schools when you look at Spanish Literature and culture it is not from what I've

052discovered there were only of the of the we had 24 of only about 900 students in the state that sat for that exam and looking at where this exam was given it wasn't given in public high schools most of these attacks came from your um private international schools and of that nature very rarely are you seeing public high schools offer this exam the participation really came from across the globe and of course really came from European countries and that's where the bulk of the percentage so our Easter students were compared uh were basically up against students that were in international private schools um and those types of schools the 900 students that that of course the state but predominantly we were looking at um comparing ourselves across the globe for this exam when I looked

053at the same cohort and did a little bit of a deeper dive this same group took our delay exams last year the delay exam is the exam that is endorsed and given by the international Spanish academy and our students performed very very well on them um so again you have you have the delay results which represent a significant level of language proficiency where our students were outperforming many adults that even took this exam but then you look at the Spanish lit and culture so I don't want everyone to get uh look at the at that 50 and think it that what is going on in the esa course it's really important that you understand who we're comparing ourselves against this is not an exam that we typically give or public schools across the state typically

054give this was an exam that really most of the students came from across the globe outside of the nation and again those from New York were coming from um very specialized private schools here but again when you compare that and just take that second piece of data of our delay exam to our students perform very very well on that and looking at the same cohort um prior for those that chose to take the APA exams the year before which participation was much lower during that covert year we did have really good results in that exam from that cohort all right moving on and lastly if you can do the science is a course that we took that we offered for the first time um for the AP exam we had many more students that were

055enrolled in this course but only three decided to take it um just as those trying for the first times we we anticipate that now that we had one cycle under our belt and our students experienced that our teachers experienced that already making um some you know significant modifications to meet the needs of that exam we anticipate that we'll have a much higher participation rate as we do in the course and we will see those scores will dramatically increase that is something we're very confident about there looking at the um the breakdown sorry at the exam subgroup performance breakdown the way College Board um does this is that students uh when they take their AP exams they have to self-report their demographics so what you're seeing here in terms of a demographic breakdowns are not those

056that come from our student management system but these are what students are self-reporting when and when taking these exams we had 156 total students that were involved in one or more AP exams um what college board does is they break down the number of exams they tell us the total number of students 156 but then they tell us the total number of exams there and you can see that's much higher um that's actually over 300 let me look at the top of my head we were around 325 exams or so last year what we want to see though is we want to see much more of a representation that looks like us in our school where our the number of exams from White students is about we would like to see somewhere in the range

057of the 40 to 45 percent same thing with our Hispanic students followed by about 10 percent um number of attempts from our American Indian students um with a much smaller percentage from the others so you can see that you still have work to do with the number with access not so much access but because access is there but making sure that students are selecting to go into these courses and be successful in them but certainly we still have an over represent representation from one demographic compared to the rest and we are definitely striving to make sure that is much more representative of us here at Southampton High School um with that I'm going to turn the presentation over to Mrs tahill who's going to talk about SAT and ACT thank you and I'm so grateful

058that he printed this out because I cannot see that far so okay um so we were looking at SAT and ACT which as you know are typically the college entrance exams um there's been a big drop off and students taking these exams the last couple of years due to the pandemic and depending on who you talk to they are either going away or not going away so we are operating under the assumption right now that um they are still worthwhile and they are helping our students in different ways which I'll talk about in a little bit um but if we look at the SAT participation rates um we had 80 of 157 students so a little over half of the class of 2022 um sit for uh an AC for an SAT exam um we

059and they may have taken more than one um but they they 80 of the 80 students took the exam and then Nationwide it was um over 1.7 million Nationwide that number was up about 15 percent from the year before but it was still uh below the pre-pandemic numbers so these exams um you know we're not seeing as many people take them as we had in the past but uh it did increase significantly from the year before which tells us that people were encouraging students to take these for various reasons um so the good news is is our combined average was an 11 and the average for our students was an 1163 which is very good and the Nationwide combined score was at 10.50 so we were nine percent higher than the national average um which

060is great our math is um was an average of 583 and the evidence-based reading and writing section they no longer have an essay section so they combined that and that was a 580 which is those are really strong scores um for our average so the um act uh I'm going to say was a little bit of a smaller um number that took that uh smaller number of students are taking advantage of the ECT we had 34 of 157 um students in the class of 2022 sit for that for an act exam but our numbers were 20 percent higher than the national average so I'm just going to say that I really think we should be pushing more um our students should try the act as well we introduced this year for the first time uh

061in a while I think we had done this years ago but we brought back the pre-act for 10th grade students so that they could sample it and see what it's like they are very different exams and um the timing is different there's um it's just a very different exams and students either do really well you know better on one versus the other so as a counselor I always encourage students to take both see which is your better exam and then let's take that another you know at least one more time and forget about the other one um and and keep going to you know to get the score that you want or that you need um so and again with the Nationwide I'll just read you the numbers the composite uh for the national it

062was a 19.8 and ours was a 24.9 which is really good and our I broke out the sections with the English math reading and science the participation for Nationwide was up five percent from 2021 but still below the pre-pandemic number uh I will say that um the 19.8 is the lowest national average that uh has been in a very long time it's I think it was uh they said consistently it's been going down over the last five years so that's even before the pandemic um so nationally that's not good uh but our numbers is pretty good so that's that is good um just a few thoughts about these exams um again the post-pandemic trend is uh colleges a lot of colleges are staying test optional but many are encouraging students to take these exams for

063Merit Scholarships and and then some are bringing them back for admission um decisions because they you know they just felt that they need them so um you know at the very least we should still uh you know encourage the students to take them that some of the very MIT but just brought them back like some of the very competitive schools are bringing them back so um they're still here uh we don't know what's gonna happen but I think in the meantime we should operate under the assumption that they're still going to be helpful to the students um what we're doing here at Southampton High School is we're offering um well first of all we're having all students sit for a practice exam in 10th Grade and in 11th grade so that's great and we're doing

064it during the school day um so that's not every High School is doing that so that's a very big benefit to our students um the Saturday Administration is not always successful I mean you do not get the participation so I think it's great that we're doing that we do offer method test prep uh via Castle Learning which is an online uh test prep program so students do have that available to them we are we advertise the library programs I did have a parent ask me recently if we could look into method test prep in person classes so I I definitely will call them and see what you know they offer on that front I know those were they did do them at one point they went away with the pandemic but now maybe they'll bring

065them back um and then we are also a test site for the SAT and the ACT which is a big benefit to our students because again many many schools are um after the panda it's not an easy job to administer the exam it's not a lot of money to administer the exam so a lot once the pandemic hit and schools had the um you know the option of getting rid of it a lot of them didn't bring it back so it's great that we're offering it and to make it easier on our students um for you know for college um again I just mentioned this before but ACT versus SAT they are colleges do not care which one you send they they just like to brag about the high numbers that they're getting so um

066you know it really does prove our students to take either you know to take both and then decide which is great for them um and which score so um that's about it are there any questions for any of the information we just presented anybody else I have a quick question but um like the AP science exams there are no demographic breakdowns for that or the essay threes I'm sorry for the AP science exams yeah like like how do you have in uh that's not out so for the the what you can see career this is the group that this is the way that college board reports demographic breakdowns on this um again we're looking at not AP grades that are in our score that are in our system we're looking at AP exam scores AP

067exam scores are not loaded into our system they are loaded into the College Board account and college board This Is How They package them for us because the exam students can use in in many different ways so we have to look at it based on the way that um that the College Board packages it for us the way that they do it is they break it down on their scores of one two three four and five based on the self-reported um demographic breakdowns here so we can look at this um I can go deeper in and again it's a matter of just selections of what type of data we're going to show but there are breakdowns of every single student who can go into a student profile to look at their exams and to see

068how they scored on there so we have that data no I was just looking at a difference in the science resource exam group performance for the inside of world science we have it by economically disadvantaged students with disabilities uh it's all broken down that way but not in the AP section and I'm just wondering if we have that data in the so again we do have that we would have to go student by student in that system in this data before this New York State um correct New York State and Eastern Suffolk BOCES in that program helps us to saturate this data much much better College Board does not what we would have to do for college board is go student by student into the exam and look at each exam to see how they

069uh perform and then go to their recorded breakdown of that we can do that is my point um but it's different it's the state and BOCES presents very differently than the College Board does so what I'm showing you is the way that the breakdowns come to us and then how we disaggravate that but if you were asking if we can do that we can do that again it's a little bit more of a not a little bit much more of a time-consuming effort because you have to go student by student for this whereas we can look at larger data through New York State I hope that makes sense but it's really the way that college board presents us the data and what we can do with it compared to having your mistake does we have

070college board private organization of course New York state is very different so first of all your charts are beautiful thank you very clear coming from the math guy I so appreciate it I have to tell you this is really good thank you the only chart that I would ask you in a future presentation to make and repeat a different slide should be I feel like I've been dropped into a spot in time and there's no comparison to the last previous time 18 or 19. so if you got 30 we don't have the comparison and not get just an observation no and and Jim you're absolutely correct and when I was looking at and Martha and I were discussing the best way to do this we were actually going through that prior to the pandemic what

071you what the way I presented this is that it I always presented a five-year look back here as well um here we really have nothing to compare in terms of this is the last time that we would compare ourselves to was again 2019 and so much has changed so um that's why I really didn't put this in here because you're comparing it would be from pre-pandemic to now and I just felt that that was not a really wheel I thought that that was probably not the best comparison you know to do so I just to continue just observations I claim to know nothing more than anybody else in your room just an observation I'm looking at it so when I go back and I see something like the one of the first slides with the

072ELA regents subgroup and I look at the limited English proficiency yep and my heart just drops so the first question I'd ask for I think about is so when do they take those exams what background does the state of New York who want from a kid to sit and take that examination and get a mastery so that's a great question unfortunately we have students that are in our um um anywhere from our emerging all the way up to still within and identified as limited English proficient have to sit with that exam without any translation so um there is an exception to the number to the students that have to take that and those come from really our side students who could interpret formal education so coming straight from another country but after that one year

073window or so or after Ernest looks slight um um schooling they're required to sit for that exam and take that exam and that is not an easy exam there's that is a very language-rich exam and we have students that are not even nearly proficient in the English language that are required to take the other piece that Dr Diner I think it's a meeting or two ago we talked about the changing population in the district that roughly 20 percent of your students this year may not be the same as last year has anyone take that number and you put it into this number and you go like what do they want you to do people really have to understand what they're looking at when you look at these numbers it's more than just and Jim that's

074a reason why I also um we chose not to give you the comparative data from 2019 and 18 because I think South End is a very different place also compared to that we've seen such a turnover from our building as well so I think that type of comparison was another reason that led us to kind of just focus on this year's data for the first time that we're coming ahead of that pandemic because that's the one I've kind of had my eye on for a couple years sure so am I correct that every student at the high school in algebra in Geometry the trade now has a second period resource period yeah there's a let if you are taking in in Southampton High School if you are taking one of our uh math courses that

075culminate in a Regis exam every single class has an everyday single period and every other day double period Library so that is correct I love the the man I wanted the two results I remember speaking to Frank several years ago and that was hurting this was certainly very good I go back to the algebra and once again my part kind of just sinks a little bit but in my statistic or my background of this may be a little old but I always went with the impression that if you didn't get a Mastery grade or an 85 on the algebra regions that you were going to have different difficulty in a college course so when I look at these numbers and say wow we've only got the nine percent with additional help getting a Mastery grade

076I take loss so I'm not smoking anybody you know I don't want anybody to say like it's just an observation and I worry about that but then I'm going to turn to the community school because that even bothers me more now again no offense to any public they're looking at me but I always said there were 40 honors parents but really only 20 honors kids and then when I look at this numbering it down to 10 in that first year on the chart and other than whatever the criteria was that you use only seven of them had an 85 on the regions this is your honors kids in the eighth grade and they have the Baseline to do well in a college class what about the other three and what about everybody else that makes

077me just take pause I don't know whether the exams have changed how the curtains have changed but I just kind of pointed out to you that uh you know so I know that I spoke into the math people a couple years ago about the different criteria through Amy's web to your grades and fifth sixth or seventh grade it's that entry point into the algebra in the eighth grade that tells you that's always this fast forward to ad calculus in the 12th grade you know what's that number going to look like we all need to know that there's only going to be at about 28 29 you're going to have like seven kids taking calculus nobody should be surprised they're in the truth so just be aware of it but anyway those are my observations in

078terms of the of the map um again I just I I if I get to say I think that we're looking at the number last year hey we had a very small Court we have about 75 students in that color last year and those students are making that decision during the year their hybrids the year before that you know they're coming really from a lockdown and I think parents are on the fence about whether or not to have one or two High School courses for eighth grade coming out of that pandemic I'm not going to I think they maybe took their broke the gas a little bit and said let's just focus on more high school board so I agree we're looking at the number um to small cohort with definitely a different year prior

079so all those things add up to us pay attention and maybe I'll just say my commentary where we began uh Germany this AP uh report is I think is really super uh data point um because it's very it's very clear and you said that the difference between the uh white versus Hispanic versus uh American Indian is very clear that we're not the opportunity may be there but let's take the advantage of it so this is I like this chart because it's pretty clear that we have some work doing that that's why we selected that chart because I think out of all the data that we were looking at and put that one together that one was pretty telling and I thought it was important to share so thank you thank you one more thing since

080we're on the map the math Regis exams so you have that broken down by um and the shs master group and compared to the region Mastery but then when you get down to these subgroups there's no Mastery levels only passing percentages correct so we could again we had to make some choices on how much data we're going to share here and how many slides we're going to go uh but Jermaine we do have the data on the performance subgroup of their Master rates as well we have that and we can certainly you know present that and share that as a model thank you um just one clarifying question as far as the algebra one living environment are those one and a half periods as well each of them at the intermediate school and then High

081School I forget I remember we we did do that at some point when we added a period uh for Math and Science I'm not sure what's still happening so most definitely for living environments as it's a lab course we have to have that New York State in the past historically been balancing how to fit all those potatoes into one bag in eighth grade when we have dual language we have a music or art we have you know what was a period and a half commitment to algebra we decided to Pivot from that and offer a one period allergy traditional course we do however offer daily extra help for those algebra students so they do have a daily access to see Miss men alone was during lunch unfortunately the number of periods add up to more

082periods that we have today so something had to give whether it would be you know losing a huge number of our historically our string students but we had to create some sort of option and unfortunately it was either just no lunch at all by requiring it or having the option of attending during a long stretch at home so we just had to do that we preserve our numbers for orchestra we have a strong number of Simi algebra so it is kind of a compromise honestly um it is not in line with the high school model but we call it for the middle school and for all you need to discuss for our students tonight I I feel like that's a big you know that's a big decision for children to make because now you're telling

083them that they have to do it in one period this intense Force so I remember some of my kids had one period some had two periods the ones that had two periods did better um the whole cohort I think moved along better but I unders I understand the dilemma I don't know what the answer is I don't know what the right thing to do Middle School principal conference about two weeks ago and kind of opened up with a room you know who's offering what or eight grade courses um some schools actually double down and have their math eight students in a period and a half and have their album students in one period like it really depends on the philosophy and it has more time in your you know with your students so yeah we

084talk about our master's schedule and Marcus did a great job coming in with some fresh ideas we'll look at this for next year and see how we can get our best investment in time for our students right questions thank you so much thank you very much here so I'm going to move on to superintendent reports great thank you of two of their two two times I wanted to talk about tonight one again is the time of the amount of permanently provide the informative work and I don't know if you can see it up on the screen but I did want to share with you just um um Mr McKenna and Dr John are talking about to start changing enrollment Health not just the numbers it's the scoring behind the numbers that tells the story we

085did have an increase of 10 students go from who entered the district during the month of December um as you'll see it's actually we had a change of 12 students we had 10 enter the district and two leave the district so you'll see on the chart of the grade levels with the flu shows an increase in grade numbers of students in those grade levels and the ones with the light pink show that's actually supposed to be orange they show a drop in the students November to December so I'm not sure what the changes this year um typically we see a decrease from going into December and then we see another decrease in January February so this year again since the pandemic is so hard every trip we have is kind of like all around the

086water and it's hard to predict but we have seen this increase students um we get yeah like it's in other schools I'm just curious from other districts but these are students like Transit from public schools class two because are too large great and then the last item I want to talk about this is some a topic from last board meeting that just wanted to provide you more information your table tonight and last board meeting regarding the addition of a Newton Club at the high school and I sent you some background information I just wanted to talk about it a little bit um it could be called last year there was um a student proposal to start a club at the high school um the mock trial club that was an existing Club at the Intermediate

087School it was a club that was tried at the high school several years ago wasn't successful because you couldn't get the enrollment that we had a group of students who moved up from the interview school to the high school they really wanted it last year they and their parents petition school district and went to the board and we ended up here and we ended up you approved the addition of that club um prior to that practice that we used in the district and this this predates me but it's a practice that was not that you're 16 years prior to that the practice was if the district wanted to start a new club we live through the athletic department or through the high school high school the district would add that to the budget and their

088ability side to the club and it will be posted with all the other clubs and the club would happen if a teacher had an idea for a club and typically that would happen after the budget creation cycle what we've asked the teacher to do is run the club as a volunteer club for a year if they hadn't moment enough to do it it was successful during that pilot year we would then add it to the budget or they're building the budget of the winter and offer them following year so after the change in the addition of what happened last year we sat down the administrative team set up with um our common parts of the STA and we just reviewed where we were as a district we came up with a new protocol that we're

089going to use which was that every club would now be District sponsored the teacher had an idea for our club the teacher would propose the idea and again remember since that time we've been added clubs at the interview school at the elementary school but the teacher had an idea for a club during the budget development process they would submit that idea to administration at Administration would read through the idea and either say yes or no included in a budget or not so that's what happened from the addition to that of that club the addition to the mock truck Club at the high school to where we are this year as it said through that process we then added five one two three four five plus the one that was on the generosity um were added

090using that process we have the SDS Orchestra Club at sis Multicultural club and pure system leadership club we had the black girl magic club which was a pilot Club the year before at the high school which now the teacher submitted to propose was approved by Administration and a cooking club at the high school for those who are the five clubs that were approved using that process the boxing club was a later Edition it didn't go through that process it was sponsored from the athletic department that wanted that club as the district they provided they asked for us to have that club it was added we posted for it and that's where we were with the agenda last week so I just wanted to give you that background because we stand on the agenda tonight for

091you to consider what you choose to do but it is a change in practice that we did as a result of what happened last year and that's how we ended up growing up foreign okay I just want to say it's nice to be back for one day um I did have a question about the demographics and things I want to know people can do these different graphics and you ever look at the achievements because each other before you this data like let's say something I know the African-American population and I know that some kids were some classes working from the high school from this school to high school then maybe one or two African-American kids in that class so how are you comparing them with taking these subjects that you want to give them you

092know to give and and consuming that they they're not prepared or they can't take it because their schedule is so filled so how are you doing this on demographics when each year it's different and each year the African-American population some Native American populations some some are going higher and some are getting lower so how do you how are you comparing uh one grade to the next and not looking at the attendance or or the demographics of each break you understand what I'm saying I I can I can speak to that um so Jackie some of the things that we do what you're seeing here is more of like your your at large macro kind of Big Data um our teams when we deploy ourselves when we look at our data teams are actually drilling into

093not only the standards and but we're looking at individual students um so we'll be breaking down all the way down to from the big at large looking at cohorts and large groups well and drilling it down all the way to looking at individual students and when we look at um and do some um like data walks for um some of the work that we do we will look at students not only on their um their Regency grades but we'll look at their classroom performance and tied to that we'll even look at their attendance um Trends and at the high school you know that uh one of the things that we know in high school is just because students are walking in the door doesn't mean that they're in class and you struggle to or we

094strive to excuse me make sure that all students are in classroom looking at not only are we looking at their Regents grades but we're drilling down looking at their class grades and also looking at um their attendance Trends as well so you have all of that and it really depends on in what we're looking at so there's so many ways to analyze the data so many different ways that you can look at this uh but when we we pass it on and pass this down looking at from um from us as the administrators in the building and then turning it over to our department chairs they're really drilling down into the student groups and into the individual students and doing that so when you look at data it often present presents some information but it

095also presents a lot more questions and you have to keep digging through it for example we'll take a look at some of the Regency that some of our subgroups and be like well why it will just lead us to asking why is this then you look at you look at more information you look at your class grades for that well why is that why do we see that in some cases students are getting high high course grades low region scripts or low and low then we look at all right let's see what the independence is for the students and looking at that so it really depends on the direction and the type of data that you're looking at and the data walks that we're doing but it's drilled down to all levels um for that

096so I guess the best way to explain it is it really depends on we look at it from the at large and drill down to the individual student and you can't just look at one piece of data such as the testing you have to look at the whole body and what that what is the story it tells the story of that student so looking at it all um and again in many different ways in many different forms and many different structures okay second question uh our bill will be talking a lot I haven't been here in a long time but that's okay uh so what are you planning to do or what are you doing now to encourage the the kids that the demographics those kids that's not in the regions not taking those Regents

097courses what are you doing or what are you planning to do I'm talking about in high school rather than in this room because most kids at night a lot of kids are not ready and I have another problem that I'm going to write a letter to the board about that I would like for you to take consider and really take a look at how we are doing SEL uh social emotional learning for our kids at this time because not only have this pandemic bit of trauma to us as adults it has been informative to the children too so I want to know what we're doing while we're doing this all this um I could give it to stuff um because I had to think of like we must not only teach what you must teach

098like and that's something I'm really practicing every day and hope that we begin to teach the life because so many of our kids are being stressed we don't know what they've been through we don't know where they what where they are now and we're putting more on their plates and we're not looking at the whole trial and that's another thing I would like for us to look at the whole child so right now my question is what are we doing or what are you doing or what are you planning to do to encourage more children keeping in mind sdl social emotional learning uh to help more kids of the other the lower demographics or the ones that are going to be daily all those what are we doing now and what are we planning to

099do to help them to get to know in those Regents classes so that they can just be just as equal as everybody else and then that would take indeed are not diversity equity and inclusion I much rather hear the I'd much rather be this way d-i-e diversity inclusion and Equity because that makes a lot of sense to me than okay all right so Jackie to answer some of that is that we're looking particularly with our our teacher leadership team these are our department chairs and um our teacher leaders and the administrators we've been honing in on two specific areas that we're looking at on the academics based on what we're seeing from our religious performance and drilling down and looking at we can drill down into each specific subgroup performance all the way down to

100the actual questions on the exam and the standards that they represent to see where we're falling down and where each subgroup is falling down because I can tell you that what we're learning is that some of the areas that our L's um and limited students that have limited English proficiency the standards that they're not meeting are different than some of the standards that we're seeing from some of the other subgroups so first our teachers have to understand that and know and look at the data and look to see where those gaps are and the opportunities are so that's what we're doing on the on the one side on the other side we charged um our groups and the school-wide initially put our leadership team of that other piece that we know is critical and that's

101the SEL piece um we across the board are teachers and just some of the reporting that they're doing and we actually this was a big topic of one of our our last um faculty meetings is that um there is something missing for not only our students but many students across across the Island state in terms of schools who are putting a lot of emphasis on the academics but we know that there's much more that's needed in terms of social emotional literacy particularly coming out of the pandemic one of the goals that we have this year is that we are working as a team to develop an advisory model for our students to make sure that every student has that champion someone that they're connected to someone that they can go to on an everyday basis

102that can assist them with whether it's they're struggling with homework Concepts or can't get to their home because of other reasons but if we can increase connections and relationships and feel that students um want to come to school and feel connected to people we think that that's going to um help it's not going to solve everything but it's also going to help the other team that's looking at this is actually our principal's cabinet that we've been working with our students our students have have pretty strong emphasis on the piece that you're speaking about they are and they are recording on if we think we know what students are going going through we think we know until you actually have the opportunity to really speak to them because we make a lot of assumptions about our

103young people but hearing them in the principal's cabinet is something very very different and the cabinet actually last week this past Friday we had a conference call with teamtruth.net teamtruth.net and the owner of that that they're based out of Texas and what they do is they come into schools and they develop programs for students based on a lot of the issues that we're speaking about the SEL issues and students had the opportunity for about an hour um to meet with the owner of teamtruth.net and one of their their key speakers to share what our students what they are experiencing Southampton High School to develop programming for our kids and this is not us as adults putting programming down on kids this is their peers understanding what they're going through developing two things we're looking at

104assembly programs that we're developing coming straight from the kids and also leadership institutes where we're going to be calling all different types of leaders not just the ones that are elected to student council and other ones but what's when you look at like your natural purpose um your your peers that know that there are students that are very influential um and looking to pull them in and and put them through leadership types of opportunities to help spread some of the the work that we're doing so we're attacking it um from um from us at the uh from the Educators in terms of advisory and other pieces but we're also attacking the Grassroots from our our students who are developing programming based on what they're experiencing and many of the same issues that they're experiencing they

105are the ones that are also coming up with um assembly programs and Leadership Summits for our students we're trying to go about it for many many different ways kids have heard these days they are they are families are hurting our students have heard it is loud and clear to us um and again it's going to take a team effort not just from the adults but from the students trying to help solve this as well so we're going about many different ways Jackie and and our young people are involved in it and helping to try to make these plans to to try and correct it and fix things and just help with some of the healing that we have to go through after this pandemic I would also like to know what the elementary school and

106the middle school is doing as far as foreign I would greatly appreciate it yes I want to back up in two seconds um so we have 35 African-American and or Native American citizens building at sis just about 10 so we have a lot to hear some grant funding from the state so we have an extra problem we'll be starting in January all of our African-American Native American families will have all information as far as an invitation of how they're doing in math and Ela and they'll have like a personal contact from the school to be invited to that so everyone each and every one of our African-American Native American students whether they're at grade level above below and all of them will be invited to take part in that because of our funding from the

107stadium so that's another genuine and as far as SEL I don't think you can ever get enough of that SEL we're trying to be very kind of that so we are trying to have our students outside and actually going back and making field trips things that we're getting back to that were pre-pandemic to get them out in the community you know our eighth graders at the Safe Harbor today we're trying to get them back to some very common practices of getting out of the building we also have our four school counselors and Miss Tucker we're recording all the pushings that we used to have so you know School councils are in classrooms quite a bit we also have a great number of outside agencies coming in and presenting in all different areas so we can

108never be enough of that and we're always open opening with some new ideas but we hear you very loud and clear about that at the elementary building we're doing a lot of the similar things where we have also have a principal's cabinet and we have different representatives from three two through four and we've been meeting monthly with them so the kids are coming out with ideas on the things that they need and the things that they're looking for and they're implementing those kinds of things and they range between more time of just talking about their needs to wanting to change the PE curriculum but you know we're listening to them and we're trying to really Implement things with as much as we can um and then we also are meeting with our staff um we

109have an SEL committee going on every other week where we're also just trying to think of different kinds of ways to include the kids to be involved so right now we have monthly assemblies where we meet school-wide in our being throughout the year has been how do we respect ourselves how to respect others how to do we respect our environment how do we get the sense of belonging and work together and in addition to that we're also meeting with our this with grade levels and all also talking to the kids which is how do we behave how do we get along how do we respect each other um and our social workers and our guidance counselors also work really closely so we're you know we're kind of moving in the right direction we think we

110have a long way ago and we have lots of ideas that we want to implement but just one day at a time and we're just making it um you know our our priority for us right now to really be looking at the kids and what they need thank you okay I'm finished thank you Jackie nice to see you get with a bunch of administrative reports Mr Mingo good evening um this past Tuesday we met is the audit and finance committee so we've read it and reviewed all the items that you see on the agenda tonight um this afternoon I shared an email with the ordered and finance committee members about the 10 on the tax and suspicion note that was the second round that I spoke about the last meeting we went out for um

111four million dollars if you recall in July we went out for 10 million so this time around um we got the big results and um we got a rate of 3.09 which is pretty good considering you know the inflation rate but again like I always um remind everyone um our ability to um the fact that we have a triple a bond rating give us the ability to get the best rates available so this is the second round and um the money will be due on May 18th and for the first round the 10 million dollars plus the interest will be due on February 15th by that time we hope to collect the significant amount of taxes great thank you and you'll see a couple of transfers here I think these are typical transfers and all

112the reports that we have on a monthly basis so if you have any questions I'd be happy to answer yesterday I just have one quick um thing to share with you so yesterday we had a visit at sis from Mr Frank Frost who was the social who is a social worker and expert on the Adolescent brain so he he was here all day yesterday started to stay with Justin and myself taking a tour of the building and meeting people around the building um then he met with all of our eighth grade students um and did a presentation with them called your awesome brain and talk to them about how to make your brain move faster and better they worked on some problem solving scenarios and some stuff and things strategies so that was great and

113then he met with our entire staff at the faculty meeting here where he um presented about building self-control and Adolescent children resilience building self-control strategies um it was a rather energetic experience for everyone and it was really great and then he concluded the day with a parent workshop at 7 pm he came back and his parents on how brain development impacts your child and yourself and we learned as parents and as Educators how to shape our child's development for the better including things like tone and feedback natural consequences praise and rewards so it was a great day so thank you to Justin for really putting this all together and we're just happy that we were able to make this happen and he's returning in January February and then again in May and the kids really

114enjoyed their day when he returned he's going to work with seventh grade then sixth grade then fifth grade so he'll get an opportunity to work with every group of students in this building foreign we have gone over confidential matters matters in executive sessions so we will be I will be meeting with the special ed committee on eight o'clock on December 16th auditing Finance on November 29th facilities met December the second I will give you a Reader's Digest version of this um report but since the hours late the lock project the district I guess was 95 complete they've been installed on all three buildings when you listen to what some of the things that they can do that can lock the whole building down and see at eight o'clock at night or open it up at

115six o'clock in the morning it could be really Nifty if they get them done he estimated completion of that project is in April here um the public address system uh I guess that's uh it was rewarded at the October 11 Court meeting with a walk through they they can look I guess what equipment is needed and they expect to have that completed by the February break and I guess that's the wrong three coaches too right um there are handbook notes like I said no it says the propane heater the bus garage again that's about 95 complete so that'll be that'll be those guys happy um the I think on the but on the um the DACA tonight you have uh that some of the bids for the um that HVAC system at the elementary school

116um so what you need to know is though that the elementary school is probably going to be closed for the summer then of 2023 for any of any classes so all those help you move to the other facilities um the if the numbers from the exams maybe take for us some of the numbers that he gave me here maybe take pause so just listen carefully there's some capital projects that or some projects that Marcus is talking about that he thinks we should take a look at using the repair Reserve we talked uh the last time I mentioned you about the leak in the roof that set up the fire alarms because they went into a light fixture or whatever so we were talking about taking off the solar on the roof of the high school

117and then fixing the rubber membrane underneath it so now there's numbers so it would cost to take off and reinstall the 10-year solar panels at about 350 000 dollars um to install new solar panels rather than put the old solar panels back would be about 438 000. then you've been into a whole discussion about a single membrane versus a double membrane or to apply for particular rewards to apply uh roof uh the cost of that is 825 000 so if you put some of those numbers together you're talking about 1 million 200 at one and a quarter million dollars so that's a project it's going to take you serious looking at um there's a lighting issue at the auxiliary gym at the highest Club has been trying for years to get it fixed um they're

118working on that there's an issue with the boiler controls at all three of the buildings we talked about uh costs of using some of the pillaging some of the parts from one to fix another um but again the numbers on that is about 250 000 plus and um there's a I guess it's a leak at the elementary school the cafeteria there's some coils I guess from the rooftop unit right um and the course from that's about thirty thousand so he put all of this together and uh the the good news is that any repair Reserve there's about 2.5 million dollars but you really already talking about using half of that and I guess we need a uh just a hearing in order to do that I think we stick with that for that very soon

119and then as soon as if I came from the committee it's just my opinion I think we all it's important to keep our physical plant type that's why that roof really uh you know so one is just replaced so and then lighting started that gym when we first built it has always been an issue so we wanted that was what we wanted to see kind of carries there's been a couple of showings of the major cat building so that you should do where that and the other thing that Dr Dino Greek dishonor Gene Greek the song was that um I guess the their it's going to be Land Rover is ranking a couple of spaces of the parking lot at the new district office where they're going to pass 1400 a month for maybe 16

120spaces the replacement of the roof is that we vote on it in January when it was he thinking about doing it over the summer over the summer I think it's an emergency repair yeah and not replacing the solar I think we talked that the committee report in the future we talk about even more additional feeling for more green green and adding more soda because the panels are so much more efficient now you know and we have space that we could use it's just important to get that roof tight through that age yeah we spoke about the possibility of going out for another energy performance contract so that we can put those solar panels so we'll exploring that look at it that's okay thank you okay um Personnel committee met on November 29th does anyone have

121an update for us now okay policy has no no probably didn't need infrastructure security met on the number 18. yeah so the communications also uh that was November 17th we met right we spoke about this very English don't ask me okay so all this okay all right now we move on to consent agenda items are there any agenda items from 11.01 to 11 15 . that any members wishes to discuss who has questions about as presented in the agenda are there any agenda items from 11.01 through 11.15 that any member wishes to hold out for separate action as presented in the agenda okay but that objection consent agenda items 11.01 through 11.15 are nearby approved as presented are there any Financial items 12.01 through 12.12 that any member wishes to discuss or ask questions about

122as presented in the agenda okay I'm going to hold out Financial items 12.01 and 12.02 for separate roll call votes are there any other Financial items 12.01 through 12.10 that any member wishes to hold out for separate action as presented in the agenda okay without objection Financial items 12.03 through 12.12 are hereby approved as presented in the agenda they have a motion to approve approve Financial item 12.01 the extra classroom activity funds financial statement with independent Auditor's report for June 30th 2022 with the roll call vote as presented don't move is that done yes okay second exactly yes yes James F McKenna yes Jacqueline Robinson yes soon he should work Dudley yes and Jermaine ellisman yes so Carrie may have a motion to approve Financial item 12.02 the financial statements and supplementary information with independent

123Auditors reports for June 30 2022 with a roll call vote as presented second destination okay I'm gonna make a comment on you allow me sure I just want to congratulate Gene and I think it's appropriate time to closing up the year and to end up with two clean audits most people don't go through and replicate an audit they'll look at the first five pages within the first page and a half you have an opinion that surrendered and they have two clean opinions you know you've done very very well uh Gene and I have to congratulate you uh you know it's a testament to your knowledge and your dedication to this District so thank you thank you thank you Mr Lincoln all right yes please okay uh care Conklin Wingfield yes Anastasia cabalis yes Donald J

124King yes James F McKenna yes Jacqueline Robinson yes soon he sure would deadly yes and Jermaine ellsman yes okay so Carrie okay on to Personnel no are there any personal items 13.01 one through three A or B that any member wishes to discuss or have questions about as presented foreign other Personnel items 13.01133a or B that any member wishes to hold out for separate action as presented in the agenda that objection personal items 13.01 one through three A and B are hereby approved as presented are there any personal items 13.02 4 through 35 C D or E that any member wishes to discuss or have questions about as presented Are any are there any personal items 13.02 4 through 35 C D or E that any member wishes to hold out for separate action as

125presented in the agenda uh 13 uh 1302 31. you'd like to know that person okay it could be 34 and 35 yes thank you okay for that objection personal items 13.02 4 through 30 32 33 C D and E are hereby approved as presented in the agenda we have a motion to approve Personnel item 13.02 31 as presented in the agenda Jackie and Karen Jackie which whatever you want to go okay thank you very much all in favor any opposed so interesting and Cara okay so Carrie may have a motion to approve personal items 1302 34 and 35 as presented in the agenda second all in favor aye aye any opposed okay thank you thank you so carried right okay may I have a motion to approve the minutes of November 15th 2022 regular meeting

126as presented second all in favor any opposed no okay public comments will be heard at this time and do we have any public comments thank you very much all right new business we have a new business I just want to say it's nice to have the art students come before the board and present so you can do that every meeting as far as I'm concerned in 10 minutes I agree that was wonderful sure um I mentioned to the board this morning we had an issue and then I think Casey Kelly our student mentioned it that there's an issue with the sound um sound Organization for the play this weekend due to um a staff member who's ill so um Julianne worked really hard this morning and we were on the phone with everyone we could

127to try to find someone who could manage the sound board so that our students could have a suitable performance that their parents could hear them perform um we got the names of some local people that we thought could help but due to the QuickTime turnaround and schedules we weren't able to manage that however Julianne was able to work it through with of a company that has the service contract on the board they have a technician available who knows the sound board and he'll be able to come out both for Jesse herself on Wednesday and then for the performances on Thursday Friday and both of them on Saturday so that has been a range so fingers crossed that everything works well but um we have we were able to resolve that issue oh fantastic okay you

128may have a motion to return I didn't say that I'll give you the quote I took exactly what you sent me to give you the code no because we're not going in for that I pull up the emails to give me a moment okay um may have a motion to turn to Executive session for the discussion of matters leading to the appointment employment I'm sorry this the server is blocking my thing here promotion demotion discipline suspension dismissal or removal of a particular person or Corporation someone like it all in favor okay so Carrick executive session has begun at 8 48.