Board of Education Meeting: March 24th, 2026

001Good evening and welcome to the March 24th, 2026 meeting of the Spacken Hill Union Free School District Board of Education. I'd ask that you rise and recite the pledge of allegiance with me. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. Item 2.01 is comments from the public on consent agenda items only. Do we have any public comment on consent agenda items? Any board discussion on the consent agenda? No. Okay. I'll ask for a vote to accept the consent agenda as prepared. Do >> I have a second? Second. >> All in favor? >> It's 40. >> Brings us over to 6.01. The superintendent's preliminary recommended budget. >> Wow, that did

002come fast. That was fast. Seemed very fast. >> Yeah. So, I'll just start off. I'll probably end up reading it even though I say I won't read it, but uh just look at the agenda uh for tonight. So, this is what the presentation uh will entail, talking a little bit about the state budget, the economy, what are responsible decisions, and you can kind of see down there. We we'll really highlight district successes. So we could talk a little bit about uh what we've been doing. Um and then look that look at the budget uh the proposed budget and other things. And then also with within the budget itself would be all this. So we're going to look at you know looking at uh what we're going to spend the money on a contingency budget uh

003what the budget looks like overall and then really look at the tax levy. um and then finish off with only about three more uh dates of the budget and then uh May will be the budget vote. So that'll be tonight's presentation. Um I'll hop right into it. So a little bit of uh the state budget, the economy. So we have conservately budgeted our state revenue forecast in this budget. Our reserves are still healthy and that's a plus and the comprollers fiscal stress report is positive. these are we very consistent with this uh through the years but this continues to to be our trend which is great. Um these are sort of the questions we've answered are what are responsible decisions presenting a budget that's under the tax cap. We've been trying to do that every

004year. Provide a budget that reduces the possibility of significant negative fluctuations in the future. Um that basically means we don't want to go too low one year. So then we have to go really really high another year. We try to balance it uh to really help with that. We've been able to do that. Don't know if that always can be the case, but we have been able to do that, you know, for the best past bunch of years. Maintaining a student centered learning environment, communicating our academic successes, right? And promoting our economic vitality. You'll see that here tonight. And uh seeking additional uh revenues, namely our tuition program. So sort of our instructional response, what do we try to do each year to, you know, make sure we're responding to what what we need. A

005lot is done in our after school programs and our summer curriculum planning to really we take a look at what happening this year, look at the gaps in learning and then try to develop programs to help with that. Our virtual tech academy has been uh a really great endeavor we've been doing now for probably seven years um led by Marcela Bird and that really helps uh in the summertime to really get um our teachers uh trained on the latest bit of technology as we see that that changes daily. So uh this summertime definitely helps catch us up. >> Um some of the other stuff uh we've been doing is we've been working with an AI consultant Jerry Kishi. Uh we did a futuring activity with him uh in November at our superintendent conference. It was

006really a pretty cool um event. Um talked about like what the future will look like. Uh we were in small groups and we looked at what would be probable, plausible, possible and preposterous uh for the future in schools. And this really helped us, you know, helped guide conversations of what schools could look like, like preposterous like flying cars, you know, things like that. Um, and then our district AI guidelines, uh, that's been a goal of ours this year. We we gave an update on that, but we have since uh been able to come out with our own uh AI guidance uh to our district. Um, and this really helped having Mr. Krishi involved. We've had a group going to uh AI circles team which really looks at AI and its impact. We're doing a lot

007with AI. Mr. Farah and I were at AI conference yesterday. Um really trying to learn about it so that we could be prepared for it because it's because it's definitely here. Um our AVID program has been something that is definitely been an instructional response and it's really been taking off right. It's now uh into the high school, two years into that. Um hopefully the the third year in high school will happen next year and there's definitely using a lot of the AVID strategies in our core curriculum looking at the math vocabulary tools and specific techniques that come from the AVID program. They've had real world perspectives. They've had um what do we call them? Guest speakers come in about the real world that's really helped them. Um and these speakers share you know a lot

008about their lives about overcoming adversity and sticking on the path. Uh so a lot of things with the AVID uh really keep going uh expanding student horizons. You can just kind of look at the boldness there the fostering discovery supporting younger students and future readiness. So supporting younger students, we have the elementary assemblies been dealing with P2 which we'll talk about in a second. Our AVID students come and talk to those students and that's great for both the elementary students and for the um AVID students. You know, it's like the mentee mentor. It really benefits both when doing that. P2 is something that we really um have taken a shine to and we're doing very well. So, our elementary schools were recognized this year with the green shield recognition, which not many schools have in

009in our country. Um, so that just means that Nassau and Hagen are doing this with fidelity and doing it in such a way that it's been recognized nationally. So, that's a really cool um status to have. And then if you look at some of the items with P2, fostering relationships, uh tailored approach at Todd, uh they've continually elevated and adapted the P2 curriculum. I think we'll hear a little bit about that later uh with Mr. Doherty uh and talking about restorative practice also. So I'll I'll I'll save that. Student mentorship, just talking about that a little bit with uh the students presenting, but also there's high school mentors that come to elementary schools, which have been great. uh but just a core philosophy you know that other people matter. Routinely recognizing students who bring virtues

010like integrity, optimism, teamwork and humility into action. We've seen this as been a tremendous success. We this really came about when we came out of co and a lot of uh we've been away from school a little bit. we we really needed to come up with something to really help um you know our student body um you know embrace these virtues cuz we really weren't social for a little while. Uh, another item that really expanded out of P2, but really came from the anxious generation. That was a goal we had last year, um, was really the Let Grow experience. And I know that our elementarymentaries have talked a lot about this, but um, Spack has partnered with Let Grow, an international organization that encouraged a play-based over a screenbased childhood. We've talked about this, you

011know, the kind of change where our childhood of people sitting up here was more of a play-based and our students were more of a screenbased. So, we're really trying to counteract the effects of that and there's a lot of research on that now. The book, the board had that book really talked about the extra generation. Um, this is another thing that we're very happy to do. So we did this and we did it so well and I thank our principles we really lead this. Uh we were declared a lighthouse district recently which is only a handful of in the United States are lighthouse. I think there's I don't think there's any lighthouse districts. There's just lighthouse some schools. So another uh kind of feather in our cap of what how we're doing these things but

012doing them with fidelity where we're really getting recognized. And over here at the bottom right is actually something that was in the Let Grow newsletter um where they they spotlighted Spack and Kill, you know, about u how we're using the Let Grow experience. And the top is just uh where the students are doing something at home on their own and they come in and they write it on a on a on a leaf and it goes on the tree that's in each of the elementary schools. So that's been really cool. Other points of success, uh, Nich continues to rank Spack and Kill as the number one school district in Duchess County and the best place to live in Duchess County. So, that's pretty cool. Everyone, everyone in the audience lives here. Um, and the best

013place to teach few teachers here. Um, so that's a testament to our teachers, right? Because they make it the best place to teach and they make it really the best place uh to come and learn. So we appreciate that and our administrators uh the district is ranked in the top 4% by niche. Uh 25 26 best high school ratings. US News ranks back and kill in the top six nationally. Also named Hagen Elementary a best elementary school and Todd a best middle school. They don't rank Nassau. So they're they're not able to be ranked because of the age of the students. So we won't leave out Nassau. I know Mr. lunch back there. I was getting upset. Uh the New York State Board of Regents has named Spack and Kill an exemplary high performing school.

014This is really this was the blue ribbon experience that we went through. This is an amazing experience. Uh we were one of 19 schools that qualified for this honor. Uh a board of regent, you know, we always hear about the board of regents. They're actually people. the regent actually came uh to and visited us and came and uh saw a couple of our schools but but definitely toured the high school. That was an amazing visit. Claire, were you a part of that? Yeah. >> Yeah. >> Uh that was pretty cool. Um so that's a big thing, right? So this is I think we're the only high school ever in Duchess County to get this award and this is actually the second time we got it. Uh we're probably one of only one or two schools

015ever to get it. Um, so we're definitely proud of that and our graduation rate, you know, for 24-25 was was number one in Duchess County. So things to be proud of, right? We're proud of this stuff. Some other district success, uh, the district is a 14-year winner uh, of the Udica National Safety Award. It's since 2012, it's been a best community for music. Um, our athletics department, uh, we won the school of excellent award for the past 10 years. This is like, this is awesome stuff. Uh, our girls team won section 9 small school championship and the boys team just won the Mahal like a week or two ago. Um, in physical education classes, over 240 students in grades 11 and 12 have been certified with uh, CPR, AED. That's awesome. The Odyssey of the

016Mind teams have qualified for the world finals. That's just in, right? It just happened. We're still talking about that. Um, music 32 students participated in NSBA. Uh, Todd won first place in the eighth grade division of the math tournament and seventh eighth grade band in orchestra took first place in the music in the parks, which is just an awesome. That's probably the one with the panda bears. So all that, you know, and niche saying that we're we're a great place to live and come to school. A lot of that is you could see through the real estate data. Um some of the data is up there. If you just look at the lower right, you know, uh we reach out to a local realtor to kind of give us her perspective on uh not just

017home sales in in the county, but home sales in Stackingfield. What does it look like against the county? Generally speaking, each house that goes on the market in Spack and Kill ends up with multiple offers and a fierce competition. Overall, during the 10-year period reflected in the report on the left, home price in Spack and Kill consistently increase at a higher rate than in the county. Right? That's a testament to wanting to be here at Spack and Kill. Some of our other sources of revenue, this is our main source. uh this has been working out very well is we have a non-resident tuition program and we've had you know near near 50 students now involved in that and you could look there of how much money that um has uh provided for the district which

018helps out a lot and the kids have been great. So we started talking about numbers so now I get into it. This is the proposed budget for the year. We've seen this uh before last board meeting, but this is here it is again. So, you could look at uh the proposed budget for 2627 roughly 61 million uh 57 million last year with an increase of just under 4 million. And then the tax levy uh for this year is 30 little little over 34 uh million and last year it was 336. So, the increase in the tax levy is little under 600,000 or uh 1.75%. Same numbers as last time we were here, but just bringing them back up. So, what are some considerations? Uh these are the considerations to the budget. Uh this is the

019the main stuff that Val and I in have to consider when putting the budget together. Uh again this is a repeat from last week but you can look at salaries are are a big piece of the budget. Our Bose services we did have Boseies come and present to us tell us a little about those services transportation special ed tuition health insurance uh debt service and we're looking to replace one facilities vehicle. So, more additional instructional staff. We're looking to add uh a school psychologist this year. Uh this way each building will have one. Right now, one two buildings have to share. So, that's been a goal of ours to have a social worker and a psychologist at each building uh to, you know, to meet the needs of our students. uh adjustments to salaries uh

020that have we've had to do over the past few years in dealing with minimum wage increases uh replacing older damaged facilities, classroom maintenance, instructional needs, and technology. Technology always seems to change. Our software subscriptions go up as that becomes more and more part of uh our everyday lives. This is the vehicle uh we're proposing to uh purchase uh and the cost about 75,000 for the facilities vehicle. Some of the key cost budget drivers, this is what drives virtually 85% of the budget we're voting on is sort of already decided. Um where we have our salaries, health insurance, Boseies, retirement, and debt service. So out of the $61 million for the total budget, 51 million of that is is all tied up in in these budget drivers. We always have to display the budget as part

021of a three um you know three uh part budget. So administrative program and capital with the bulk of that really coming from the program that's the stuff you know for for the students salaries and benefits for the teachers and textbooks and all the materials used to educate our students. So this is the proposed tax levy in in a in a nutshell right in this one. So that we're proposing uh well our what we could have proposed is 34 million uh 357 uh 519 which would have increased uh you know just under 700,000 which would have been over 2%. we're going to propose something a little bit less um and we're going to go at a 1.7% um in a tax level increase of you know 589150. And that goes back with our philosophy of trying

022not not to go all the way to the top but don't want to go too low where we have these major fluctuations in other years. We also need to be aware of and you've seen this also already but be aware of a contingency budget which would happen if uh the budget does not succeed uh when voted on. Um and you could look here what we we have to have one. We could choose to have a revote or we could choose to adopt a contingency budget. If the budget is defeated twice then we must adopt a contingency budget. Um, and we could look at what that would look like. So, at the top is what we just reviewed already, the proposed budget, tax levy, um, and then the amount. If we need to go to contingency

023budget, you can see the required reductions are to equipment transfer to other funds and supplies um, for that total reduction. So then our contingency budget would be 60 million 5553 641 versus the 61 um amount. You look at it, you're like that's pretty darn close. That's because of the budget that we've put together is uh you know not too far from contingency. I can't believe we're already three dates on this. Remember we put this up and it was like full. So, at our April 14th meeting, which is our next meeting, correct? Um, the board will look to adopt adopt the budget. Um, and then we'll have our required public hearing on the 5th and May 19th is our budget vote. And that's a vote for a budget and vote for a trustee seat. I feel

024like Val says that all that information is available through um Barbie and it's on our website if anyone's looking to run for the trustee seat and all of it you could get by clicking on this I believe this is already posted uh this PowerPoint >> on our website. >> Yes. Or or it's in the board docs. >> It's in board docs. Yes. And it will be posted >> and it will be on our website. You can just click on that and get all this you know for public at home. Any questions? >> I don't know a question but more a comment. Um, appreciate all the work that goes in to the preparations budget. you know, we we all know, but it it uh warrants, you know, repeated emphasis, you know, that a lot of work

025goes into preparation budget over many months and so appreciate the hard work that's gone into this and the research. Appreciate as well the responsibility of um you know, proposing a budget that um is prudent I think uh meets our obligations but uh maintains you know a reasonable increase which has been our our trajectory over the last number of years. I know from attending Duchess County Schoolboard Association meetings that a lot of local districts are concerned, you know, about rising costs and and more and more talk every year and especially could be the talk this year at at those meetings about um the viability of the 2% cap. A lot of districts are really uh starting to look uh with real concern at being able to maintain, you know, an increase of 2% or less. uh

026and perhaps some districts are are going to have to get to a point soon of going beyond that, opposing budgets beyond that. So, I think we've done a really responsible job in our district of of holding costs uh down as much as possible while maintaining the educational program. So, I appreciate the work that's gone into it and I support the budget in that respect. >> Thank you. I think there's a couple districts in our county that might have to go above their cap. At least that's what they indicated. Um we're not there yet, you know, and we hope not to, but you know, there's definitely a lot of uh a lot of things that cost a lot. You know, we're trying to try trying to balance it all. So, thank you. Okay. Well, thank you

027very much. That brings us to 6.02, Elementary and Secondary Academic Audit. We'll leave it off at the elementary. Mr. Lewis is us home. So, All right. Uh, good evening everyone. I I do recognize that I am the first uh not of four to present tonight. I hear Mr. Merrill is going to uh have a guest appearance for part of the elementary uh data, so I'll leave some extra time for him. Um, but just a quick reminder, I I think I I say this every year, but at Nassau, we have one um norm referenced assessment that every kindergarten, first grader, and second grader takes. Um, it's both norm referenced and criterion reference. So, um, my entire presentation will be around uh the I Ready assessment, which we switched to I Ready about 5 years ago. what

028used to be called uh MAPS or NWA. Um just another reminder that um all of the data that is shown up here not just for um my presentation but also for Hagen will be based off of last year. All right. So the first slide is a is a reading slide and that is um all of our K5 data in reading uh compared to the New York state average and the national average. And if you look at that um it shows that 50% of students in New York which is uh hundreds of thousands of students are proficient or were proficient in the spring of last year compared to 71% in Spack and Kill. And then we broke it down by grade level. Um again the combined green is on grade level. So the dark green is

029actually on or above grade level and the light green is early on grade level. Um and just to look at at one of those, if you look at the three bars over the right, just for a frame of reference, um you see a two, that's second grade. And the green bars all the way to the right, it says district and 99 students. So that just means that 99 second graders took the assessment last year. Uh 47% of them were mid or above grade level. 27% of them were um early grade level for a total of 74%. Uh compared to that middle bar uh which is New York State for a total of 56%. So now we're going to shift a little bit to growth totals which is so growth um you know Dr. Nathaniel talks

030a lot about uh the growth mindset um not just in in staff but also our students. So we really try to talk about hey wherever you start it's all about improvement. So this shows all of our K5 students in reading last year from the fall uh which is the the bar to the left and the spring is the bar to the right. So that just shows the change in proficiencies for all of our students. I think that total number K5 is 618. Once again, it's broken down by grade level. Um similar trends um in each grade level, so I won't spend too much time there. And th this part's really interesting. So this is what they call um criterion referenced data. So basically there is a um a standard for each domain that is an

031average um all across the country and the the bars up top breaks the reading domains down kind of in the the same idea. So kind of that um the striped green is on or above the green is at the is at the start of of grade level. And I think really the the the big trend here and and this is not a surprise because it's it's really the focus of K2 instruction. I like to think of the top three domains. Phonological awareness, phonics, high frequency words. Those are kind of the domains of learning to read if you will. And that's uh one of our biggest jobs obviously at primary. And if you just compare those those three domains up top compared to uh the bottom two which are vocabulary and comprehension um those are we

032certainly spend time on vocabulary and comprehending um but those are more you know obviously you can't comprehend what you what you read if you can't read. So those are are typically um you know stressed more at the at the older grades. the the bottom part where you see some some blue bars. Um, this is something that we we spend a lot of time on because we want to make sure that all of our students are learning regardless if they start the year as the lowest student in the grade level or the highest grade level. And that kind of goes uh with another one of Dr. Fanuelli's taglines of meet students where they're at. So if you look at those three bars over to the left hand side, our goal is to always be at 100%

033or above for each subgroup. So like that that bottom blue bar, those are all students that started the year two or more grade levels below. If you look at that top left blue bar, those are our students that started the year above grade level or at grade level. So, if you look at all four of those bars to the left, all four of those groups are above 100% which we're really really proud of. All right, shifting over to math. Um, it's the same setup. So, I'm going to go through kind of the the numbers, but the the setup is the same. So, the the first slide is K5 data. Uh, this is proficiency spack and kills the bar to the right. New York's in the middle and the national norm is to the left. And

034again, just when you think about numbers, Spack and Kill had 629 students take it last spring. New York has hundreds of thousands. Nationally, there are millions. All right. So, this is the breakdown uh with proficiency K through two. Um couple things that that just we always pay attention you know when you look at the bars. So if you look at the district bars there are three of them. One for kindergarten, one for first grade, one for second grade. And if you look at it at at it quickly it looks like wow kindergarten is outperforming first grade and second grade which is not true if you compare it to the actual averages. Um so what we make sure that we pay attention to is either know that 29% in second grade is lower than the 51%

035in let's say kindergarten um we are comparing it to the national averages and not necessarily to other grade levels. So if you look at all three uh they are higher than the averages. Uh once again this is the this is the growth numbers um for the entire district in math where we were at 20% in the fall and we are at uh we were 66% last spring. So that's a nice improvement and this is the breakdown just quickly uh by grade level. And then the domains are very different than reading. So you have numbers and operations, uh algebraic thinking, measurement and data and geometry. I know Mr. Duza and I um talk at board meetings about our data chats, but it's it's really fascinating. Math is such a se sequential uh subject that the midyear

036data, if you were to see the midyear data, so right here you can see the the green bars are very similar. If you look at this data, data in the middle of the year, measurement and data is over to the left. Geometry is over to the left simply because it hasn't been taught. So, this is where it should be uh for the springtime. All right. So, some takeaways um based off of all the data. Number one, um Nassau students continue to outpace the state and national averages both in performance and growth. Um it has been a trend that our both our reading proficiency and growth um has been higher than math which is interesting. I know when I first started in Spack and Kill when we before we we did I Ready our New York

037State scores were actually higher in math. Um so this is defin Mr. Duza will uh get to the reading part but it's been nice to see some of the reading data kind of trickle up. Um, another general trend is our lowest performing students have demonstrated the highest rate of growth across all subgroups and that's in both reading and math and based off of the target targeted instruction through AIS. That's the way that it is supposed to be so that they can kind of catch up uh to the grade level. Another thing that it that has it has been nice to see it kind of pay dividends um really beginning with Dr. Mulford and the special ed department. All of our teachers are trained um in a 5-day intensive program uh for OG Horton Gillingham. Um

038and that that's kind of the science reading before science of reading was a thing and we think that has had a a really great impact on our data. And then the last one which it's a tricky one. Um and you know we talk about anxious the anxious generation and and decreasing tech. Um you know most of our kindergarteners don't don't come to kindergarten with a lot of experience with with tech. And I think one of the results so we think that's a good thing. Um but one of the results of that is their test taking skills if you will when they're five. um they are they are very unreliable and that it is what it is. Um I sit in all of our data meetings. We had AIS regrouping today and it is it is

039not a surprise when a student is in the 22nd percentile in I Ready and they've scored 90% on the past three let's say chapter tests. So that's just so you know we we've reached out to I Ready to to get different uh tricks of the trade with how to get more reliable data there. Um but but I would say we've struggled with that. Uh some some action steps and again some of these things listed here are things that we have in play right now because the data that I just presented was from last year. Um I've mentioned to the board that we have really begun to put some extra focus on math. Um we have four days of training through Boseies. Um and they are really in a slow and detailed way um developing our

040our staff on the New York State numeracy briefs which just came out. Um the other thing which I think is has been the plan from the beginning uh was to focus on phonics awareness uh high frequency words and now that we are starting to every year be higher in those areas. More kids are leaving Nassau able to read. The next level is for us to um put more of a focus on vocabulary and comprehension. And then two things that as you know we already have in place and it will be fascinating to see the data next year based off of this year. uh two big things. we moved to trimesters which increased um the instructional minutes for all of our students K5 and we have I won't go through them all because we've we've done

041this several times already but we've made some significant significant changes um not just to the structure of the school day in terms of play in the anxious generation but really we have a very strong parent group um that has done some really uh awesome work with that as well. So, uh, that's it for Nassau. Thanks everyone. >> So, uh, Steven Merrill is doing his internship for his admin degree. Um, so one of the authentic tasks that I wanted to bring him in on is presenting the data because he's a huge part of the fifth grade data, which we're very proud of, and you'll and you'll see why in a second. Um, so we're going to start with the state testing data, which is ELA, math, and science. Um, science has shifted to fifth grade. So,

042um, we'll we'll certainly talk about the results of that, but you know, I always like to context these scores no matter good, bad, or indifferent. Um, they're always tweaking the standards. And now with the New York State Portrait of Undergraduate, kind of shifting gears to more experiential learning capstone projects, which we did for the first time last year, uh, it'll be interesting to see where the test kind of goes. they have not mentioned changing that. Um so something that we still prepare for as we get into testing season coming up after spring break um as we go into um you know April. CBT is now enforced all three grade levels. We've kind of held the line of math is pen and paper or pencil and paper. Uh but that's no longer the case. So, uh,

043all three grade levels will be taking the math test online, which can get kind of clunky with, uh, using, uh, measurement tools on a computer screen. Um, including the extended responses in ELA and typing out. Some of our third graders are still working on their typing skills. They're still working on their handwriting. Um, so for them, you know, typing out an extended response is a little bit of a laborious task. Um, cut scores and scales change from year to year, so you never know kind of where that mark's going to be based on the whole state and how they do. Um, testing out out opt- out rates uh vary from year to year. We're pretty good at Hagen, but as the the trend is, and I'm sure Mr. Dohy will talk about it, as the

044grades level go up, so do the opt out rates. Um, but we were we were pretty strong with that. Um, this was the first year I kind of felt like CBT played a part in getting us the results quicker. Usually we don't get the results back until October and at that point everyone's moved on to the next year, next cohort. Um, so what does the testing data actually mean? We did get it over the summer which gave me a great kind of opening uh faculty meeting in September to talk about our data. Um, we were able to invite and I'll talk about this later too. We were able to invite Boseies in to kind of analyze into a deeper uh dive our data. Um and this is the second year of the science tests which

045we have found and Mr. Merrill can speak to uh has has really upped in reading level. Um so we do have some struggling readers in fifth grade but the test level we kind of consider it eighth grade reading level with a lot of long documents and and science experiment stuff. So um they've kind of taken the handsoff portion of the test away. If you remember like going in the gym and measuring things that's no longer part of the test. It's a lot more reading based um for the scores. So, um, and I will say before he goes into the data, uh, this is my fifth year at Hagen. When I came in, um, one of the big things was we kind of set the trend for math in Duchess County. But ELA, we were always

046kind of middle or, you know, in the upper top five, but not the top or not, you know, not number two. We we're always kind of questioning where is that area focused and how do we get our ELA scores up? Um, and I I think there's a lot of factors to why we saw such a huge jump this year in our ELA scores. And uh I'll let him kind of take over there. So, thank you for having me. So, for math, when you look at us, grades 3, four, five. Grade three, we were able to test about 93%, grade four, 95, and then grade five 78. So, that trend that Mr. Dusa talked about in terms of the scores uh the part participation rates going down as the grade levels go up. Uh we saw

047that there. The blue is the spack and kill bar. The red is where we are as Duchess County and then the yellow is New York State. So you can see in math we are outperforming uh the both the county and the state and the the bars represent the amount of students that scored a level three or a level four on the exam which represents proficiency in that area. For ELA grade three we tested 92% grade four we tested 95 and then grade five we tested uh 85%. Uh in grade three we ranked two uh within the county and and the state. Again you can see that the bars we are outperforming both the county and the state in ELA. And then this is a a chart from last year. So the blue is the ELA

048of 24, the red is the ELA of 25. And I know Mr. Lynch and Mr. Dusa kind of spoke about the OG approach back to the science of reading. Um but also another change was the adoption of into reading and really rowing in the you used the metaphor of rowing a boat and kind of using a different ore to get there and so now with the adoption of in into reading universal uh every teacher is kind of using the same language within their classroom. So every student is getting the same experience. Um so within that this year we saw a really big increase in our proficiency levels for grades three, four and five in ELA. And then the science test like Mr. Dusa said and I and I teach fifth grade. Uh it is a

049heavy reading exam. Um I would argue that it's actually harder than the ELA exam that the kids get. Uh it was the first year it came out an eighth grade readability level. Um so the students may have known the answer in terms of the science content but they weren't able to digest the passage. Um I know last year as it improved the state continues to tweak it. So the first year we gave the test it did not look the same as when we gave it uh last year but as you can see that we're still outperforming both Duchess County and New York State. And then there's where it was from uh science of 24 the first year that the test was given to last year. >> So I'm really really proud and a testament to

050the teachers um for growing our ELA scores. Um fifth grade was ranked number one in science, math, and ELA. So uh you know that really just shows your K5 experience kind of comes full circle in fifth. um which is which is a great testament to the teachers and and our building. Um we do have some I Ready data kind of similar to how uh Mr. Lynch presented it, but I just wanted to kind of give you um a picture of what it looks like in Hagen 3, four and five. So this is how they grew um in reading over over the span of the fall to the spring of last year. Um really what you want to see is the greens get bigger and the reds get smaller and that's what we see on all

051three grade levels. Um and that really just shows that the kids are growing. um and getting more comfortable with the material as the year goes on. Um and this is like Mr. Lynch presented the national New York norm data and then again our district data but Hagen specific 3, four and five are the last bar on the right. Um and you can see we're outpacing the New York and national norms in terms of the amount of kids on and above grade level and then you know lower amount of kids below um that grade level. This is math. So again, you know, sometimes it's a little scary for teachers in the beginning of the year when they give the fall assessment to only have 14% of the grade on grade level in math, but you know,

052they're getting tested on things that they haven't even seen yet. So, it's almost really it's actually normal to see such a huge yellow block like that in the fall because they're getting tested on things in third grade that they haven't been taught. So, it's nice to see that bar go shrinking from 52% to 26% and a lot of them jump into the green in all three grade levels um in math. And again, same idea, you know, comparing us to New York and uh the national data for I Ready, we are uh definitely doing well. So, some of the takeaways, we were very very thankful. Math continues to be a strength. It's not like we took a sharp rise in ELA and math dipped. uh we stay pretty consistent in that. Um and we do like

053that a large pool of Hagen students participate in the testing gives us a really authentic picture and lens into what we can do. Um and again as Mr. Merrill was kind of referring to our ELA took a huge jump. I think a part of that as he mentioned is the inter reading vertical alignment. Uh we're getting kids from Nassau who have done three years of interreading and now into our second year of inter reading at Hagen. they they're getting the same experience um and they're getting the same language and it really gears towards those extended responses which we've struggled with in the past. That's kind of been our dipping point. Um so we we will continue to work in that area. Um we do data chats with each individual teacher, but the really cool thing

054is Boseies came and did a really deep dive into each grade level. They met with each grade level on the New York State testing data and really took a look at some of the questions in multiple choice or extended responses that we struggled with and some where we outpaced even some of the top schools in the state. Um, and really the best part of that is the conversation that happens with the teachers afterwards because they're really kind of uh almost doing an autopsy on the year of, oh yeah, that's not something we really focused on as much. Maybe we need to kind of, you know, really pay attention to that. and that sets them off for a great pace this year and I'm really excited to see what our data is as we get into

055testing season. Um, and there's the first implementation of inter reading. This is our second year. So, I'm sure that will continue to have a positive impact. The numeracy briefs and flat fact fluency are something that we're continue to work on in our math. Um, and then the let grow experience. I I think that's a huge factor to kids um not only getting that extra recess in our master schedule, but really kind of finding that independent voice. Um and they can use that to channel their academics as well. So that's uh elementary. Thank you. >> I passed the bon. >> Yeah, Dan. I think they are. So I don't understand. >> We can pause for a second. >> Mr. Lewis, so they're not leaving on on your turn at this time until Thank you, Science Research.

056>> Well, good evening everybody and uh as always, thank you for having us um do this report to do our reports that uh here at the board of that meeting. Um uh just to get started um kind of a lot of things that that uh Clint talked about, Mr. Susan, in terms of the uh testing um the the 38 testing in terms of the computer based testing, changing and cut scores, refusals, all those things kind of apply to Todd as well. You know, we deal with those things. Um we also want to point out when I go through the numbers because uh of the the amount of students that take tests, you know, a lot of numbers uh can change just with a few students. So, I just want to just just kind of be

057aware of that. uh you're going to see when we look at the comparison rates most uh pretty much all the rates are kind of like within 5% of what they've been which is consistently doing well. Um and they've continued to do that except in earth science and algebra which went up a little more than that but again there's less students who take those tests so they can influence the scores very easily. Um so to look we're going to start off with the um ELA results and the first thing you'll see on the left well we'll go by it goes by grade on the left you're going to see that refusal rate which um has uh has been dropping. It's starting to get almost in uh well sixth grade is elementary school level. So uh it

058because the elementary levels are are pretty low. We're getting down there too. You can see uh the refusal rates are um under 20 uh in both sixth and seventh grade which is good but still means that one out of five students did not take the exam and we don't have those results. So um and if you look at our results uh you'll see where we are in terms of students who achieving three or four of those percentages uh 65% 68% 66%. Um last year they were 62 63 68 so pretty consistent. Um like m I don't have the kind of um I don't have the comparisons within the district uh within the county but they're similar to Hagen. They're either uh near the top or the middle. Uh they and they can kind of fluctuate.

059Uh the reason why I don't go too much with this is because of the refusals and because of like I said with with small numbers things can change um easily but it's consistent. we're consistently doing well. And um and I'm going to talk a little bit about why I think that is uh in some of the later slides. Um looking at the math results, um again, you'll see the refusal rates go up a little bit. Uh the math test is done um after the ELA test. Um but we we keep encouraging all students to take it. Um we want all students to take the test so we get a a better picture of what we're looking at. And you can see the results. uh compared to um ELA, they went down a little bit um

060in some of the uh at the level of sixth, seventh, and eighth grade. Seventh grade was pretty similar. Um rates are still uh that we're doing very well um yeartoear and within the county. Um and you'll see the science results. Um we had uh three out of four students at the 3 to four level at 76%. Last year we were at 72%. So again kind of very similar to um to prior years uh looking at the algebra and earth science mastery and this is where again because the n is so small because we have only 40 to 50 students taking it. It doesn't take too many students one way or another to make those scores uh shift and this year you know they shifted up. So last year we had 43% mastery this year we

061have 57. Um this was that was the second administration of the new um algebra regions exam. Earth science last year 60% uh got mastery by and this is mastery so this is 85 and above level um and last year it was 60% this year was 73%. Um excuse me so 20ou 2024 was 60 and last year was 73%. Uh this year is uh last year was the last administration of the uh old earth science region. So this is going to be the new earth and space science regions this year. Uh so we will see uh what happens with that. We don't we haven't seen the tests. You know they they've put out samples but we will see what that looks like um in June for our students. Um, so this is to me the most

062important part of my presentation, which is um, why I think our results continue to be good and and why I think um, Todd Middle School is a great middle school. And that has to do with all the different programs we do. I want to say that everything you see up here is due to um, couple groups of people. One is the people in this school, which are the teachers, counselors, sports staff, TAs, um, everybody. people who uh custodians, food service workers, bus drivers, everybody involved. Even though the even though the teachers might be one say running say these uh clubs and activities say or whatever I'm going to talk about, but it's really everybody in here and it is a real community. And while the community isn't while we're not necessarily all talking about and

063thinking about uh say ma math and and science tests in April every year, that's what's going that's what's going on though. That's what it's feeding because by feeding the students uh literally and figuratively uh they're ready for the test and they're prepared for the test. So just to go through some of these well sorry the other the other two groups well another big group is is the students which we have amazing resilient students and um they are and middle school as everybody probably knows and remembers or if you had when you when you had middle school students you know the middle school is a challenging time and um we have an amazing middle school um and the students have a lot to do students have the most to do with it. there's more of them

064than everybody anybody else in the building and they and and they're and they're great human beings and and we appreciate what they what they bring. Um and along with them is all is the parents and the caregivers cuz um you know those kinds of things that happen when they leave us has a lot to do with what happens when they're back here. And again all those things feed into things like you know uh really good test results. Uh so and some of these we've talked about already and I know Dr. F you always talked about so I'll just kind of touch on real quick positivity project which we've been doing for a number of years we we added a mindfulness Monday um couple years ago so we we we basically have two opportunities a week

065where the whole school gets together kind of in an assembly it's it's done through a Google meet but it's been a really effective tool that came out of uh the the positivity practice both the the virtual and the mindfulness Mondays Mondays have been really things that have really helped and um the the P2 curriculum is great I mean, the students now have been doing it by the time our eighth graders have been doing it like 5 years. And um and they and again, some middle school students might be they'll be like, "Oh, we're going to talk about, you know, whatever it is, you know, we've been talking about this for so long, but they roll with it because they know that it's good for them and uh and we have a great staff who who

066puts in the time and the work to deliver it. Um it part of that is also behavior discipline reflection. So we kind of bring P2 not just for what we do while we're while doing P2 for the 12 minutes a day but we try to embed it in. So if if a student is um doing something that requires a discipline, we have them reflect. They they fill out a form. They talk about what P2 traits that might have helped them you know or could help them in the future. Those kinds of things. Also we talk about other people matter in terms of those things. So we have the students look at what are how are my actions affecting other people? And it's those simple things that, you know, you would never think, well, how's that

067going to help them, you know, with their SC eighth grade science test? But my experience and and what I've seen, I think it does. You know, I think those things all affect what a student brings when they sit for that test. Uh, our music and sports, which we've talked about. I mean, we've got an amazing program for the size of our school. We do a great job. Um, you guys, everybody sees that at the concerts, but we I get to see it all throughout all the day and I get to hear it all throughout the day. And um, but those things like the music, you know, you wouldn't think music would help you uh with math or ELA or in science, but it does. And we know that all of these subjects that you know

068all the subjects at Todd, not just the math and science and English, but every subject was doing literacy and and doing numeration and helping support that clubs and activities. Of course, you would think these are the things that happen after school, but these are vital for students to be connected. Uh those are run by dedicated teachers who do it for the love of the kids and for the love of what they do. And they do an amazing job. And again, everybody who's here to support him. Um, Honor Key, you know, we that's a great program. The Honor Key kids um are we don't it's our our version of National Junior Honor Society. Our Honor Key kids do great things. They do things in the community. They also tutor students here. Uh we have a homework

069helper two days a week. We have honor kids come to that. Our counseling department does an amazing job on a middle school level. That's really important. Those are those things you're not going to see. But I know when we see some of these students results, we'll go, you know, the teachers did a great job, but you know, it was that connection with the counselor that got that student to sit through that test for the second day. You know, cuz sometimes they make it get through the first day and I got to sit through a second day. It's a lot for It's a lot to ask for for a 12-year-old uh who knows that, you know, there's some students who were not even taking the test in another room in a building. That's asking a lot

070of a 12-year-old. Um and they sit through it and some and that has to do with our counseling department and our teachers. Uh and then you know, DASA, Title 9, cell phone policy. Oh, sorry. We got two cell phone policies. Sell cell phone. Um but we um those those things that we do of making sure that students feel safe, make sure that students understand um how to be in a middle school and those things need to be explicitly taught to students and we do. You know you can it can easily be like do we really need to talk about the dignity act? Do we talk we need to talk about all these things and the answer is yes we need to talk about them and we do. Um, and then we are looking in for

071next year, you know, the Leo experience that they've been uh that they've been really successful down at the elementary school. We're looking to possibly bring that into next year for grades uh six and seven and you know, then we'll see down the road, but we're looking into to doing that for next year. We're going to try to uh do a pilot for next year with that. Uh so that's all SEAL, that's social emotional support. Then in terms of academic support, um you know, first thing is on the left is teacher student resilience. You know, uh we I didn't really think about resilience that much until the pandemic, but since the pandemic, I really that's something I keep an eye on and the student and teacher resilience and really it's the whole staff coming back from

072things, being able to just keep showing up everybody. You know, in middle school, things that don't seem like a challenge to an adult is a real challenge for a middle school student. And they really sometimes students need to be resilient like day after day because they're having a tough they're having a tough time whether it's with a friend group or whatever it is. And you know, their resilience shows and we know that the support they get at home and the support that they get here helps with that attendance. Our students come to school. We have Mr. Cormier follows up with students. We meet um uh periodically to go over. We send letters home. We remind parents. Of course, at the middle school level, if there's an attendance and a tardy issue, it really has to

073do with the caregiver, not the student. Uh so, we have to make sure that the caregiver knows, hey, student needs to be here. Uh we do uh crosscurricular work um in ELA, math, and science. Uh, and this is another group that I I forgot to mention earlier, which is all of you and the district office and the board of ed because that crosscurricular work are things that we do like summer work where we pay our teachers to come and do work over the summer and that's like a that's like a really important great thing cuz that's a time where you can really reflect and get work done. You know, during the school year, um, you know, a lot that we focus on is what right in front of us. So having that the fact that

074you think that that's important enough that you're willing to pay us pay teachers to do that work is really important. We have our extra help from 2:30 to 3. Uh that's a great part of of a of a teacher's day. Uh we do that every day. We have homework helper in this room every day. Um so students know that if they need help that it's available. Uh the vertical work we talked about with the summer work. Uh our special education department that Dr. Mulford is the leader of is an amazing department. Um it is they do an outstanding job. Um they you know the resources that our teachers have both uh for them but also within them is great. Uh so I really appreciate everything that they do. Um our ENL department is wonderful. um

075you know we those those students in another district because there's not you know we don't have a ton of those students they would not be serviced the way they are and uh and that might not even be something depending on what that is that it might even you know it whether it shows up on on a state test or not I can't tell you for sure but I can tell you this that the students and their families appreciate what we do um m Dr. Fanny talked about the AVID program and the AVID program has been just a wonderful thing not only for the students in the elective class but um the beauty of AVID is that um it's professional development for the whole staff. So what the AVID teachers do and what the AVID students

076what they see what other teachers see AVID students doing they say oh what what's what's that student doing you know and um and we offer professional development um both uh Mr. Lewis and I have done professional development with our whole staff uh with AVID teachers which has been really great. So the AVID program is one of those things that kind of branches out into everything. Um you know our AIS is really important piece. You know that is where we are really looking at you know um students who and this is kind of digging more into sort of things that you can definitely see reflected in the state results that we are really looking at students who we know uh or there's there's some gaps in where they are and we want to fill those gaps.

077We do it with, you know, specific ELA and math instruction, but we also do study skills, which is kind of a more umbrella and might help out multiple classes, maybe not just specific skills, but again, all of those kind of w all those reach the the state exams. Um, and multiensory reading, you know, we have that uh uh Mr. Dusa talked about the training that Dr. Molford has has provided for our teachers. That training comes up to the middle schools well. So all of our all of our special ed teachers and many of our other teachers have been have been trained. Um and then finally we have MTSS uh which used to be called RTI. So we have mentors in that program too. So we get together and kind of every school does uh does

078this. We get together we look at students that we know need extra help. We talk about what to do with them. Many times those talks aren't necessarily about you know did they remember to carry the one on a math problem. it is about uh hey how are we going to make how are we going to make that student feel confident about themselves or how are we gonna whatever that is there's a lot going on besides just sort of um what you see kind of on taking a test and we uh this year uh I ready which has been very successful down at the elementary schools for a number of years we pilot we are piloting it currently with uh rais math so we are currently using I ready so this is the first time that

079we've had that up at the middle school level and they recently just last year changed like cuz part of uh um the part of the the work that I does is they provide you know pads for learning and those pads for the for the mil for the middle school student were uh like kind of elementaryish and students weren't taken seriously that's what the I rated people were telling us but they changed it for this year so we had our this was our first cohort of students that are using it so we're going to track that result um the plan is to continue it next year in AIS math and to pilot it in AIS uh ELA for next year. So, we're going to look at continuing that and then we'll track those results. Um and

080again, you know, all the things I'm talking about, I just want to uh just again just say that uh it is really about um the whole community coming together um to promote the to promote the students um self-efficacy and and their and their their agency. you know, when students feel that they have agency and they have say and this is the time where it begins. Um, and you know, just extends, you know, into high school. So, we're we're in the middle point, you know, uh, I appreciate all the things that the the elementary have done to prepare the students for me and then I hope that when I send them up to Mr. Lewis up at the high school that, you know, they're in a place where they can do the the growth that they

081need for high school and beyond. Quick question. I know this is a perennial issue, but what's your current thinking on on the um why the dropout rates for the refusal rates for the testing, you know, increase into the eighth grade? Is it just fatigue on wei, you know, on the part of the students or have you have you seen any other factors that I know it's been, you know, nothing new? >> I I think it's um it is >> and it it happens mostly it happens more in math as we've done the second day. >> Yeah. Well, it's the second it's the second hole. It's the second like they do they do English uh for two days and then like two weeks later they do that. Now the one of the things that we changed

082was starting last year and we'll be doing this year that the um the opt- out room is uh the person who runs the opt out room is is me. So we started in there last year. So we are hoping that where it'll get out like well you don't want to refuse. If you refuse you got to sit with Mr. Dari for two and a half hours. You know what I mean? So, um, we did that last year. And, um, so we'll see if that, you know, that's one of the things we're working on. You know, one of the questions that always comes up is, you know, we we don't really, um, I don't talk a lot. You know, my letter to the to the parents is very general. You know, I I don't try to

083I I you know, there if people can refuse for reason, people refuse for the reasons that they want to refuse and we respect that. Um, but we know that there probably are some middle school students who whose parents, you know, might not if they, you know, they they if they may be persuaded if I was to talk to them more and we do that. We'll have students anytime we have a refusal, we make sure we we kind of follow up. Um, but I think that's a piece of it, >> but the rates have been going down. >> Yeah. No, I saw that. Yep. >> Just curious that they, you know, eighth grade is always the highest that >> Yeah. >> I'm assuming it's just they're a little bit more fatigued and jaded. >> They're fatigued

084and they're older, you know? I mean, basically they're older and they can convince their parent and then we get into into a thing where, you know, we don't want to push it too much. So, we just say, you know, we respect your decision. Um, and the other thing is though is, and again, this kind of goes back to these results is so say we have a student that wants to refuse, right? I talked to a parent. So now what do we think is going to happen when sisfid or she sisfig tests? >> We that could be a three or a four that just turned into a one. >> Yeah. >> You're not going to know. You're just going to see that instead of it being 65% it's 63%. >> Right. >> Those are the things

085we're talking about. Which is why I try to kind of, you know, talk about this kind of with uh that we're cons we consistently do well. Um and and and I and kind of that's where I don't want to talk too much either way because those things get affected by a lot of things. >> Oh, makes sense. >> Yeah. >> Thanks. >> You're welcome. >> Thank you. All right. Thank you everybody. I know I'm last, so I'm going to try to be concise, but >> you have a You still have a few students here, so they all didn't leave. >> Yeah, appreciate it. Thank you. >> Extra credit. Extra credit for those, Mr. Gerard. >> It's a long night. Um, so thank you for having me. I'm going to just kind of start off talking

086about our school profile. I did do this presentation uh for any community members too that might be looking at the board doc so that they can kind of peruse it. So I'm not going to go through every single thing on on the slide but uh starting off with the school profile uh shift to our academic program and enrollments then we'll go to performance markers and I'll finish off talking a little bit about portrait of a graduate and where we are. All right. So, uh, really just a takeaway from this would be for me that last piece in academics. The last line, um, we don't just prioritize test scores, we emphasize critical thinking, intellectual curiosity, and a well-rounded foundation. And I'm really proud of what Spack and Kill does for that well-rounded piece. I really think

087what we do, we do well. Um, and we focus on the whole child. Um, and we don't, you know, sure there's schools that have a lot a plethora of different programs in their schools, but they don't always do it well. And what we do at our school, we put 100% into every program that we have. And I think that is a direct reason why uh our performances are are trend to be so high. So, uh, as far as clubs and activities, we, uh, we audit every year our clubs and activities, and we look at what's running, how it's running, how often we meet, um, to kind of decide like we don't want to oversaturate what our school offers. We want to really make sure that, uh, the clubs that we're offering, activities have value and

088meaning, and we can have kids attend it. Uh and so so is a really focus this year of what what clubs we offer and why. Um science olympiad, math team, mock trial are just some of them. We have esports still running. Spack on stage. Do want to do a quick plug. Mean girls on uh the 17th and 18th and 19th of April. Youth against racism. Student government. Our egg hunt will be this Saturday. So hopefully we'll see all the little kiddos there for the egg hunt. uh GSA, Speck News, Ski Club, LEO, NHS. Those are like some of the the core groups that really uh all of our students take advantage of on top of a plethora of other clubs and activities. Our French club, also do want to plug them. They're I believe Claire's

089going on Thursday. Uh so our French uh our French and our world language classes are going to France on Thursday. So they're very excited for that over spring break. We've done that every year. It's a it's a great opportunity for these students to attend that and uh safe travels. >> They were pretty excited. Like Mr. Lewis and I walked into French class today and uh they were excited about going. >> Are you excited, Claire? >> Yes. >> Just want to spotlight a club, positivity club. This is our P2 movement at the high school. We've been running it for a couple years now. Uh Miss Phillips, Miss Maguire, our school social worker, school psychologist there, the advisers of the club. Uh just some of our pictures from the soulmates initiative that we had a couple weeks

090ago through Jersey Mike's. I would say positivity uh P2 in general. I've seen a shift in the last couple years at the high school. Uh just overwhelmingly our halls are positive and sometimes I stand in the halls and I wonder like I'm I'm so fortunate to be a leader in a school like this. The students, we're not a utopia. We're not perfect. I tell everybody that. we have our issues, but overwhelmingly it is a positive environment. Kids are happy, their smiles, their staff that are happy. Um, and this is just one of those initiative that shows that, you know, just matching up what we're wearing and and uh complimenting each other as we see them when we don't even sometimes you don't even know each other, but it's a good opportunity to to bring people

091together. Um, P2 is also in the uh process of uh uh remodeling our our counseling center conference room. So, you'll see some changes to that. We're going to be doing some painting, adding some new tech in there, really just bringing it up to a modern-day conference room rather than just a room where we where we sit in. And that's where our nerve center is to our MTSS. So, I'm really excited to see that and I'm glad PTO has kind of taken initiative on that and and they're running with it. And there'll be some murals in there that they've designed and and hopefully will make that a room that that continues to echo the point of P2 and and to bring positivity there and supports for the board. That's usually the room we meet in uh

092when we do tours. We have a little breakfast in there and then So, we'll see a difference next year on the tour. You'll see a difference in two weeks. >> Okay. >> Yeah, that's the that's the timeline right now. We've got it all running over spring break. They'll be doing some work in there. So, uh speaking about our counseling staff, so we have 15 counseling uh excuse me, one one and a half counseling centers secretaries, three school counselors, a school psychologist, a school social worker, a nurse, an SRO. We all work hand in hand in our NTS MTSS committee multi-tered support systems which consists of the principal assistant principal all the counseling center staffs our athletic director um and we do a referral system from our staff. Uh so that's fairly newer pro uh process.

093We've always had it but we've really tried to have an initiative this year to bring that to light and it has been effective and you saw that at the beginning of the year. The board uh saw that in our walkthrough. We do that every Friday uh without a doubt and it is like I said the nerve center of our school um and and where we get the work done and and uh disseminated out to the staff. We work uh very well with a lot of uh centers in the community in that bottom right hand corner. Uh Aster United Way, our stabilization center, mobile crisis. Um there's I'm not going to list them all, but Charlie Health is fairly new too. That's a a new mental health um outreach uh for in in Pikipsy that we've

094been working with Newbian direction too. I'll mention that in a minute because all this has all this ties into graduation and the story we tell every year that looks different every year uh based on the students experiences their households and their experience in school. So, uh, after hours, we have our 10th period, a staple of what Spackman Hill offers, uh, from 2:00 to 2:45, our 3 to 5 program, uh, sports activities, academic study hall at the end of the day, and our AVID program. All right, so just uh this is shifting into our programs, a little snapshot into what we're offering in our engagement. So 35% participation in our music program. 35% of our students in the building are are somehow participating in music chorus, orchestra, band. Um we have 274 students enrolled in our

095world languages. 42 students currently, 27 juniors, 15 seniors in our CTI programs. Uh we have an 81% AP exam pass rate. 164 students last year took 353 AP exams. Uh and 81% of those scored a three or higher, which is what would uh what is required of the student to receive college credit. We uh we've kind of we've had a lot of conversation about dual enrollments and working with Duchess Community College versus AP's uh college board, different schools. There's a lot of I guess some like red tape I guess you would call it with that. So not every college accepts AP credits just like not every college accepts Duchess Community College credits but it but we also cannot use Sunni Albany or Merist or other schools prior to going through Duchess Community College. Uh that's

096a that's a statewide I guess mandate you'd call it to make sure you focus on the uh the community college that's near you first before they have first right of refusal I guess to to enter a college class in the school. So we do have our our dual enrollments 164 students there. Um those are just some of our classes there. participation in government 97 students um English 50 AP bio I do have all the numbers calculus one honors duel we have 17 students uh we have pre-calculus duel public speaking duel and and um by dual I mean that's those are AP classes or dcc classes or honors level so we combine those two to make sure we're offering a robust program in the school being a small school um but we do have to have

097that balance of not uh offering so much that it's saturated and then we uh it it impacts our budget and all different types of staffing constraints creating I don't want to get too deep into scheduling but if you have in a school like us tons of singletons you'll have a plethora of courses that can be offered with no students that can take them because there's not enough time in the day there's not enough staffing a bunch of different reasons so uh a way for us to offer more uh well-rounded experience and more opportunity for college credit and programming is by combining classes and doing dual enrollments. So, that's why we do that. Um, any questions about that right now? I do want to bring up Miss Upright and Miss Maloney to speak briefly about science

098research. Just want to spotlight that program. It is a three-year program. We had Adam Kershided, uh, Angela Louu, and S. Hussein here, seniors, that gave a little bit of a teaser of the science research symposium that will be coming up soon, which Miss Melania separate will speak to. >> Hi everybody. Thank you for having us today. >> Hello. >> Everybody's a little taller than we are. Um, we'd like to just let you know a little bit about science research. It is a three-year course offered through Sunni Albany. Our students start out as sophomores and continue through their senior year. Their goal is to find an authentic research question and a topic of interest that they choose on their own. And they find a mentor. They have to reach out trying to find a mentor that

099is willing to work with them. The mentor has to have a PhD in the field or the mentor can be a specialist in the field. Um the students work throughout the school year as well as the summers with the mentor. They often end up uh working with graduate level students. The goal at the end of the three years they have to produce a research paper at which time they can choose to participate in several different competitions that are offered like um Regeneron competition. Say won. He was a finalist at Regeneron this year. Brought in a he earned some money doing that and as well as the school earned some money for his his uh placing. They also compete in the junior science humanities symposium and they can compete at any uh competition that they find

100that they're they want to compete in. We offer a symposium every year. This is our 20th year. So that's um that's great. We made it 20 years with science research. It's been it's been a great it's been a great ride. It really has. Um I think that's about all I'd have to say about that. Oh, some soft skills, right? >> Yeah. So Oh, yeah. Sure. >> I mean, if you talk about dual enrollment, I think we're doing quadruple. We're talking every soft skill you can speak of. We have our kids emailing professionally. They're calling professionally. They're running their own Zoom calls, coming in with their own plans. They are writing at a college level, presenting at a college level. We're doing presentations in both the poster board form that you saw coming in, but also

101in slideshow form as well. So, we really hope you all can make it. On May 28th, mark it on your calendars. May 28th, we're going to have um Maris Professor Dr. Lani presenting as our keynote this year and we've also been working with Maris throughout the semester his capstone class and our students as well. So we hope you can come find out more. >> Yeah. >> Thank you. Anybody have any >> and those are beautiful seniors in the center photo as well. >> Can you talk quickly about the Maris partnership because that's so cool. >> Yeah, sure. So, uh Dr. Langani he is one of our students mentors and so she bridged the gap and she introduced us to Dr. Langani and his class it's a senior capping class so out in environmental science. So

102throughout the semester we've been using Padlet and our student will present a summary of an article. So they're all reading the same article the Maris students as well as the Spack and Hill students and then our students will present a summary of that article and then the Maris students would come back and and critique them on their summary. We moved up to our students presenting to the MARA students their research that they have completed um or some of them just articles that they have read and then the MARA students have come back and critiqued them. We've met um we met yesterday actually in class through Google meet and we got to meet the whole class and they met ours. we're going to visit Maris to bringing all of our students to Maris to see one

103of their symposiums and they we've invited them all to ours. So that's been um a really great we've had a really great experience with that which will continue next year. So we're already designing and changing up what we're going to do next year. We took a lot of feedback from the students. Our students um we haven't heard yet what Maris students feedback is on the um assignment but our students have given us some feedback as to what they want more of. They really enjoyed it. They love collaborating with one another uh and providing mentorship to each other. So this this um working with Mar students really worked out well. A lot of positive comments being made. You think? Yeah, we our goal is to continue to foster uh basically how to continue to work at

104a college level. So, we're hoping to introduce the sophomores next year a little sooner and do a collaboration with his seniors and how to read a journal article. >> Yeah. >> Anybody have any questions? >> It's just amazing like to to have that opportunity and I thank you too for uh forging forward with that. just want to give like a tangible example of what we deal with with budget and and how some technology is skyrocketing. So over the past year, we've been working together because the database for science research, which is like the gold standard for any research that happens really anywhere globally, scientific nature, scientific American nature, went from what was it like 2,000? >> Yeah, it was like $2,000 last year and is over 6,000 now for the same database. And that's just

105one piece of software. And you can't really run this class while without doing that. So, it took a lot of work with us to kind of negotiate with the, you know, the the uh owners of however that works, the representative for Scientific America, and we worked with them and negotiated a little bit to make sure it kept working. We didn't have to pay that full amount, but it's a struggle and and a lot of these databases and these companies are really increasing their prices and it's it's a challenge. So, we're glad to continue that and we're glad that the students have access to it. Another thing with uh Sunni Albany because Duchess Community College doesn't offer a science research program. That's why we are allowed to go to another school, Sunni Albany, and um go

106from there. So, all right, get into the performance markers a little bit. So, it was mentioned earlier in the night, our graduation rate last year was 97%. I'm glad to be part of that. uh that's a very high graduation rate and I hope that we can continue to do that and that is typically our trend but like I said every graduation class every graduate class tells a different story um our graduation rate from the year prior was 98% so we dipped a little bit um and that will fluctuate if you look at years um prior to that which I do have some of that data um you'll see it's g it's gone anywhere from 89% to 98% and anywhere in between and it's all about the story and what we do uh with each and

107every one of those students because in a school where there's 110 students roughly in a grade, one student leaving can can adjust that percentage. So we don't always lean on looking at those numbers. We look at the story behind it. Um, and I'm proud to say that I could tell, you know, there's the whole MTSF's team, teachers in the school, we could tell the story of any of these kids. And often times it is a success story in itself, even if it doesn't mean that there's a a graduation across our stage. Um, uh, some of the the other um pieces to the graduation, students with disabilities, 2025 graduation rate 93%, 2024 93.8 8 and economically disadvantaged 95% this past year, 92.9 prior to that. Uh for our non-graduate plans, again, I wanted to mention that

108because we put just as much energy into that and I'm really proud of what we do with that. Uh we work diligently with families to establish plans and we really start those conversations before senior year. Um typically it is not a surprise. uh and we work out what their life looks like after high school if they are not going to walk across the stage. A perfect example would be one of the uh schools in the city of Pikipsy that branches with Duchess Community College called Nubian directions. I've had a great relationship with them over the past 7 years. They offer an HSC high school equivalency diploma course with construction trade OSHA certifications uh in tandem with that. So, I've sent a number of students there with support from the families, with excitement from the students,

109uh, who just kind of look at where is my life headed, how old will I be when I gain the credits to graduate, and what's the best plan for me to get out there and start supporting myself and being a member of community and the community. And um, we we really work diligently with families and overall have a very positive relationship. uh and outcomes with our students whether or not they walk across our stage or a different stage. Um really proud of that. The adult education uh sometimes fifth year status that makes sense. Um sometimes it's a January graduate and August graduate and it all depends on what their story is and sometimes it's uh medical issues. There's a there's a plethora of reasons why these things happen and why our our rates trend, but

110there's something to be proud of in saying that. Um, so some of the trends we've had consistent year-over-year improvements. Our graduation rates have ris risen steadily from 92 really 89 and I think in 20 uh 2019 was 89 and we've risen and hovered around 98 97. Uh hopefully we'll be around there this year too. uh success for students with disabilities significant increase. 2022 we're at 87.5 uh compared to now 92 point uh 92.9 and rates for economically disadvantaged students climb to 95.1 by 2025. So just some some different analysis of the data rather than just looking at numbers regional rankings. So for all students last year we ranked one out of 13. We're in the top 20% in New York State. Students with disabilities one out of 13, top 30% and economically disadvantaged one out

111of 13 in Duchess County and top 20% in the state. Just kind of dig into the regent examination results of each exam. So if you kind of peruse through that, there is mastery in five of those exams which I'll talk about in a minute and uh 83 84 84% algebra 1, chemistry, geometry. I think that's a trend too with all the other schools, math and science. We have to focus on that. We have to kind of dig down into uh why those numbers are a little bit lower or trend lower. Um and we continue to do that. I am going to mention how we do that when it comes to regent exams and where we're headed with that when I talk about portrait of a graduate. All right. So again, we're county leaders in five

112of these areas. US history, global bio, physics, algebra 1 and we are achieving mastery in physics ELA, US history, global and earth science. Um, biology maintains an 86 pass rate while we've tested the largest cohort. So, uh, out of all these exams and like geometry is a very small cohort. There's about 50 students, 50 to 60 students taking that exam versus 161 taking bio um at an 86% pass rate on the first uh first time. Any questions on that? All right, just some brief SAT results. Um if you see where the green line um that is spack and kill versus New York state and the national average. So New York state's average right now is a is a little bit higher than the national and then we would uh in both math and reading and

113writing score consistently higher than the norm than average. Just a little bit about attendance. So over uh last year's attendance reporting, 96% attendance 9th grade, 90 94 state schoolwide, excuse me. Uh 94% for 10th and 11th graders, and 92% for the 12th grade. A little senioritis there, I'm imagining. So we're going to have to uh keep tabs on that, but overall uh just continue on with attendance. So the the average attendance for New York State schools is 90%. We do tie this past year with whoers as far as who is number one for attendance in Duchess County. Uh and the lowest I guess the lowest attendance rate for Duchess County was 89%. So every other of those 13 schools besides Wingers would fall in between 89% and 93%. All right. And I just want to

114briefly talk about Portrait of a Graduate. I'm going to try to be brief. There's a lot to be said about it, but I think that we could save that for another time. But um before I do that, those quick facts. 89% of Spack and Kill graduates attend higher education. Four-year colleges are 63%, two-year colleges are 26%. We are seeing a shift in two-year colleges uh creating more programming um branching the gap between or bridging the gap between trades and uh college degrees in what we would normally or we would we're more historically accustomed to seeing. So you'll see you'll start seeing more degrees in construction management and things like that, welding um and then like schools like Newbie and our bridging with Duchess to offer uh sometimes even associates degrees in that field. So I

115would imagine just my gut feeling is we may start seeing an increase in two-year colleges um and we'll see an increase in four-year colleges offering programs more in the in the trade field. Um but anyways so so portrait of a graduate the bottom lefthand corner that is what the state has adopted as like the framework through olsterose uh New York inspires transformation design cycle. So what we've done at Spack and Kill is we've kind of reviewed the framework uh and we're looking at what our current infrastructure is and how do we apply what the state is requiring in our current framework because or or infrastructure because you could you know you could go really uh far down the road of major capital improvement projects to accommodate some of the requirements that they would like to

116see. Um so we're just starting right now developing program based on what we currently have. Um and we can do a lot with that already. So the the recommendation from the state and reading that book is that schools develop a portrait of the graduate design team which we have done. Um the centerpiece of of New York State Inspires is that cultural sustaining education framework which really stemmed from all the DEI work that's gone uh that's been done over the past 7 years. So, we really kind of shifted our DEI into that community connections model. And then now we have shifted that and and focused our energy um into what graduation and what skills uh determining skills looks like through our community connections uh committees. So, our design team has one member from every department. uh

117we have discussed a lot about future focused mindset and being collaborative and being productive and and having a commitment to equity uh and a radical diverse perspective. So, we could sit in a room all there's about 12 or 13 of us and we could pick apart every issue that we have with where this could go and we could go down rabbit holes and we have all personally chosen not to do that and to look at what our program is at Spack and Kill and make the best of it and make it makes make sense for everybody and for students that are coming up because 10th grade right now will be the first grade that regent exams are decoupled uh from gradu graduation requirements, but I want to be clear that regent exams are not going

118to go away. And I think I've said this the last time too because there's funding that's tied into that. And I do think when we talk about um some of the optouts, there may be a feeling that well, I don't need to do this exam because we're not going to have to take exams anymore and we're always going to have seated exams and we have to. Um, we use the regency exams right now to really dive into the skills and really narrow down the standard of where the gaps are for students. And you can look at reports on regions, every regions exam. You can pull a report and I'll use like CLA as an example. Claire takes algebra 2 um, and she uh scores lower on one part of the test. we can look at

119the report and drill down to the exact standard that she needed support in to make sure that she understood that when you're talking about skills-based assessment and and project based assessment that looks much different. So there's a there's a place for that, but there's also a place for assessing uh through seated exams and what we do currently. Um I believe that regent exams will most likely continue to be uh a chosen pathway for most of our students, for many of our students um because it is a a a measure that is tangible. Um, but we are going to develop other pathways for students and you'll see that come out through the next couple years. We're at the very beginning stages, but I would say we're um we're pretty far ahead compared to other districts and

120the work that they're doing. So right now again we've um we've looked at what our current program is and how do we draft program to show pathways multiple pathways to achieve a diploma uh via a region's pathway humanities via uh uh internships um hands-on learning in the school through BoseCI through science research and and we're looking at everything that we have in our full program really drilling down and and um creating plans with what we currently have. We're trying not to go deep into we need to make additions. We need to add staff. We need to uh add this program. We're not there yet. Um and we may not be for a long time. So, we want to be realistic and we want to make sure that we're still ahead of the curve and we're

121still providing uh the best quality education for the students. and and I feel really good about it. I'm really proud of it. It's probably for me personally what I'm most proud of right now in my first year as principal that we meet every other week as a portrait of a graduate design team um using the framework from the state. We were given that book by our uh the board of regent that came and visited us and and we've studied it and and we're applying it. So we're proud of that. Um just two things topic of coverage for personal finance climate education they will be embedded next year. one in economics, one in participation in government. Those are the two tangible um those are those are the two mandates that must happen next year. Uh so

122that's what we're doing right now. Will that change potentially? We should consider uh offering a personal finance class to all students and requiring that. Uh we're not there yet with staffing, but uh we're looking at different ways to provide that in the future. Um most schools are applying it this way right now. um unless they already have that infrastructure built into their school that they can they can require every student to take it. Um and thank you for listening. I'm sorry it's a little little long but >> just to clarify so uh you said 10th graders current 10th graders are the first group to have the exam to couple readings exam. Well, half your student a will not be required to take previous exams. >> Not be required, but >> we have to like we

123have to make sure that we we I don't know what the word like we don't really >> it is required because >> it's a pathway. It is a pathway and there there are a lot of federal pieces to that that we want to make sure that we're doing our due diligence with that and making making sure we have the data. And it's also again like I say like when you really look at the plans many students and parents are going to go I think that's the best pathway for you. Um so we really want to make sure that we don't just say like we don't have to >> Yeah. you know, do it. You know, >> it's complicated. >> Yeah, it really is. Um, >> but I I think like the work that we're doing

124in the school and the conversations like we really have a pretty good understanding. The other dilemma we have right now and this is not a secret is that although 10th grade is decoupled, the state hasn't put out the maps or the curriculum or the guidance to um bring those two things together. and they are aware that there's a gap like that 10th grade and our current 9th grade. There's it's like a gap year where the plans don't line up with the state timeline and the fact that they're decoupled. So, it's a little bit of a gray area and I've asked that question when we've gone to Boseis and and they it's just and it's no fault to anybody but they know that that's a great gray area. So, we we're probably going to have a

125little growing pains unless there's some shift in the timelines. Um but this current 10th grade they will be decoupled but we will not have the plans from the state yet about what >> alternative >> the pathways look. Yes. >> Alternative. >> Yeah. >> I appreciate that little detail. That's interesting. any board comments for any of our presentation here. I guess I'll just say that we don't always emphasize test scores and data here particularly at the board level. It is but one indicator of the performance of the district. And for myself, uh, being an engineering math mind, this is always one of my favorite presentations of the year. I sincerely appreciate all the effort that it takes to compile the data, to assess and analyze the data, to come up with the presentation data, makes it

126very clear for the us and the community to understand all the effort that goes into that. Um just so super grateful for all of that. Um and I think the next level which is your as you mentioned the autopsy or you called it the takeaways and how that comes about with how we change and evolve and make it for better outcomes for our students is the most important thing that we do here. So really grateful for all of the time and effort that you put into this and and for all the hard work you do, our teachers, uh all of our staff. It's really this is always one of my favorites as I mentioned. So thank you. Anyone else? Uh 7.01 01. Did you >> I could wait to the end. >> Okay. >> Yeah.

127>> Uh 7.01 is a board correspondence. Um I don't think we had anything. We might have gotten something today actually. Uh we did get the letter from uh the Duchess board president with regard to the two open seats on the Duchess uh board. Um and we'll be addressing that. uh with a vote at some point in the near future. Uh 702 comments from the public on non-aggenda items. Public comments, non-aggenda items. Okay. Uh 703 comments from the board. Comments. Then with that, I'll turn it over to uh 704 comments from our superintendent. So, have a few things just to kind of cap up the the evening. Um, first some thank yous. Uh, what you saw today, uh, and I know Mr. Coler talked about this is his favorite part. Uh, we do this a lot.

128We really break down data. Um, what we always find is we do well, right? So, we never focus on the data because we know we do well. We figure out how can we do better, right? And and what you talked about the the change or the evolvement. That's really what you've seen some of the programs that we talk about. We talk about P2, we talk about AVID, we talk about uh changes to the MTSS, we talk about special education. All of those uh all the data that helps us make decisions about what programs to run, right? So, a lot of the programs you see and that we highlight is because uh we take a look at all that. Uh there is one person in the room uh who I want to thank uh explicitly for

129really helping uh and I think everyone will probably know who I'm talking about and probably point to her uh because she was really what's behind all the the data you see today. So we have data meetings uh monthly, quarterly, depends upon the data. Um and she's been leading them and brings us I need someone who is going to look at trends not just say here here's the data and she's been doing that. She's been doing that for a long long time. She is retiring. Um but I definitely want to thank Kathy Hoey for all her work uh with with this presentation and everything. And then a quick thank you to our science research teachers who are here. Thank you for uh presenting and staying throughout. Um I enjoy talking to the students very quickly, but

130just amazing the the level. I mean, they're really at a college level. Uh they're talking about, you know, things that I did for my dissertation. You know, they're talking about it in high school and uh it's just amazing. Uh and they're just just fun to talk to and they they came to life. you know, I walked up to them when they they came to life. They're they're definitely ready, willing, and able to uh talk about uh uh their projects. So, thank you for that. Uh thank you to Mr. Roard who's here uh who always brings her students, but u Mr. Lewis talked about how we're going to add those two changes, uh climate and finance, and I believe Mr. Vard is spearheading both of those, um cuz she teaches both of those classes. So, thank

131you for that. Um, and what Mr. Lewis said about the portrait of a graduate is true. Like we're trying to almost build the plane as we're flying it. Um, we actually have a pretty u major meeting uh right after break uh with all the principles uh with Duchess Boseies to really talk about portrait of the graduate um and where we're headed with that. So, and thank you uh Ken for all your or your diligence with that because that is is is really great uh what we're doing. Um and I guess just the final thing is if you really look at the presentations today, um there's a word I'm going to use and I'll ask Mr. Duza or Mr. Lynch which which one because I guess they laugh because I have many things I go to.

132But if you notice the trend through everything reported today, is there a word that comes to mind and you're on the spot? I I didn't ask you this before. What do you think it is? >> It's not me, are you? >> Whoever wants it. >> Align. So, thank you. Uh, if you notice, we really try to stay aligned. And I think that's really been a key uh to our success is that we don't jump around and choose this, you know, PD of the day or or program of the day. We try to align everything. We try to look at it uh the work with what they've done at elementary level with with with reading. um you know they noticed like you had said looked at some of the data and we noticed some of the

133trends and then to get the entire elementary on the same program speaking the same language you know very similar what we're doing with P2 the whole district speaking the same language it's it's that alignment that I think has really been uh very successful for us um and just want to it kind of gets lost because we look at it but if you looked at the presentations right and elementary really didn't talk to to Mr. Dhy Mr. DHY didn't really talk to to Ken about the presentations in in particular, but you could totally see that alignment thread through that. So, I appreciate your work on that. Um, and that's cool. And you got the right word, uh, Mr. Duza, so the pressure is off. >> I think I'm 100%. >> Often times when we have interviews

134with teachers, I I ask one of the principles, "What am I thinking now?" And they're usually pretty pretty great. Mr. Mr. Dory always like, "Which one you want?" Um, but I thank you. Um, and I thank the board and I thank everyone for the president. Just as Mr. Kohler said, this is a great night for Spackman really to look at look at this um, and look at what we're doing and how we're aligned. Um, this isn't at other districts. So, this is this is pretty special and I I thank everyone uh, um, for their for their diligence putting this today because I know it definitely was a lot of work for them. So, thank you and that'll be my final thank you. Thank you for that. So 8.01, the board will vote to enter executive

135session to seek legal advice for contract negotiations. Following the executive session, the board does not anticipate conducting further business. Do I have a motion to enter into executive session? Do I have a second? >> All in favor? >> Okay, that passes 40. Thank you. We will see you April 14th. >> Thank you guys.