001Heaven and nature sing. Oh joy to the world, the Lord has come. Let earth receive her king. Let every heart prepare him. Heaven and nature sing. And heaven and heaven and nature sing. >> Hi everybody. How are you doing this evening? >> I'm Katie Pertie. >> I'm Lisa. And we are your Sioset High School Adelletes presidents. The song you just heard was Joy to the World, which is what we performed for the NBC Star Choir contest in which 112 groups submitted and we were selected for the top three. It was arranged and choreographed specifically for us and it was such an honor to perform it. >> And now we'd like to send you off on the request of Dr. Rogers with something by the Beatles. Happy holidays. attracts me like no other lover. Something you
002know I believe in smiley that I don't need no other lovery that shows me I don't want to and I believe it. You're asking me love. I don't know. You stick around now. It may show. I don't know. He knows. And all I have to do is think of him. things he shows me. I don't want to leave him now. You know, I believe in The way he moves. Yes. Are we >> alumni from Sorry. >> So, we're going to perform our alumni song, White Christmas, which is a song that we've been singing for 52 years. We have alumni come back who um maybe haven't seen the music in a long time, but they get up here and they really enjoy singing it. So, we uh we're going to share that with you tonight. We
003certainly wish everybody the happiest of holidays. We love performing for you. I love working with these young women. Um, they're absolutely a joy. So, enjoy. >> Does it major? I'm dreaming of a white Christmas just like the ones I used to know. Where the trees and children listen to sleigh bells in the snowle Christmas with every Christmas I may your days be merry and bright so bright and may all your Christmases may Your days be merry and bright, oh so bright. And may all your Christmases be well. May your Christmases be Amen. Okay. Amazing performance. Thank you so much. Thank you. It sounded wonderful. I can't believe it. They were so good. Thank you. Thank you. And their performance at the NISSBA conference was definitely the highlight of the entire convention. I really have to
004say that. And they were they just sounded wonderful again tonight. So, thank you so much for their performance. and the board is going to start the meeting uh moving on to the deas and then this is your perfect chance to uh make a graceful exit if you don't want to stay for the meeting. Thank you. Hey guys. Okay. So, the board is going to uh continue uh with the meeting and the uh the next item on the agenda is the uh approval of the minutes of the November 17th, 2025 meeting. Can I have a motion, please? Uh Miss Levitin, seconded by Mr. Ginsburg. Are there any questions? All in favor? Opposed? Any abstensions? Okay. The next one is the uh Dr. Rufo's report. So, Dr. Rufo, can we have the treasures report? As shown in
005the treasures report, the cash on hand for the month end October 2025 was $83,678,44253. The treasures report shows that all bank balances for the cash accounts were reconciled to the book balance and were collateralized in accordance with the district's banking agreements and investment policy. Thank you. Okay. Thank you, Dr. Rufol. Um 6A and 6B can be taken together and they're the approval of the treasures report and appropriation adjustments. Can I have a motion, please, Mr. Rotolo, seconded by uh Dr. Park, are there any questions? All in favor? Opposed? Any abstensions? Okay. 6 C and Mr. Greckle will provide an update on the November 18th citizens finance committee meeting. >> Thank you, Miss Chang. Uh the citizens finance committee last met on November 18th. We spoke about the facilities plan and its status. Uh it seems
006to be moving along nicely. Obviously safety and security are paramount within this plan and items like the HPT vestibule and the SG loop. What's already been completed are the priorities. We also spoke about the 2627 budget. Essentially a preview of that budget. Uh it's obviously still 2025, but it's always a good reminder that our business staff stays ahead and and stays nimble. So on that note, thank you Dr. Rufo. Uh and to your team, you guys are tremendous. Uh and the only thing that jumped out at me that I just want to report back here is that it does appear that the state's revenues are improving. Obviously, it's early and you know, we don't rely that much on the state, but it's still a sizable portion of our budget. Uh so that could be good
007news. and we spoke about the uh potential for an energy management um program uh would be different than the typical energy management program you see that is normally system based and this would be something that would be more inkin to a behavioral energy management system it's very early stage but something that was discussed at a meeting so I wanted to report back to the board on that so that's it >> thank you Mr. Okay. And uh we are going to do one thing out of the uh order and that is going to be the uh appointment to tenure. So I uh we are doing that uh first. Uh and that's the appointment to tenure. Uh can I have a motion please? Miss Kosha second missal. Are there any questions? All in favor? Opposed? Any abstensions?
008I want just want to say congratulations to Miss Kelly Morgan and also Mr. Alexander Herbert. Welcome to our Saiasa family and we are very very fortunate to have you and we look forward to uh having you in the district. Thank you. Now, the superintendent always says something on the occasion of granting tenure. Normally, the individuals are in a very large bunch and so you can hide from any individualized comments. You won't have that luxury tonight. Um, what I will say is, Alex, I've heard nothing but good things about the contributions you've made to our business department, and my expectation is that you'll keep it up for the next 30 years straight. So, uh, we are very pleased to have you. you have brought a lot to the business department. Uh I know that students really
009enjoy being in your classes and I'm looking forward to seeing all the great things that you're going to do over the course of your career. Miss Morgan, you took uh your leadership role in a very challenging time and you were exactly the perfect person to lead through that challenging time. Uh you held us all together. You showed the way. You kept uh cheer when uh our minds were elsewhere. and you kept the building focused on the most important thing, which was of course making sure our young people had the very best experience they could possibly have. And while you were the perfect person for that time, I will tell you on the occasion of being granted tenure that you are not just the perfect person for that time, you're the perfect person for all the
010times ahead. We look forward to seeing your leadership, all the wonderful things to come in Willlets Elementary School. Uh we know you're exactly the right person for that job, too. and I'm looking forward to seeing all the things you accomplish in your career. Congratulations to you both. Okay. and we are going to uh um continue with the meeting and the next item on the agenda is the uh superintendence report. Uh Dr. Rogers. So I recognize you have your families with you this evening and I know that at least one member of one of those families is extremely young and probably out way past bedtime. So if you're looking for a graceful opportunity to exit, I'm offering it to you now. If you'd like to stay and hear about the amazing things we're doing with elementary
011physical education, stick around because we are doing extraordinary things with elementary physical education. Um, coming out of the pandemic, a lot of the things that we had previously done with physical education had to be rethought. At first, they had to be rethought because of the pandemic and some of the restrictions that we were operating under. But as we came out of the pandemic, we also saw that our children had uh some learning needs because some aspects of what we would have considered to be uh typical uh learning opportunities for young people just hadn't taken place. And so that led to a lot of our elementary fizzed teachers rethinking their instruction in really interesting and innovative ways that were informed by research and informed by the needs of the kids in front of them. And uh
012in the years since I have seen some extraordinary, innovative, imaginative elementary PE lessons that build on what's going on in the classroom, that build on our goals of helping form a community, that give uh children the skills they need to um um engage in free play, which is something that is uh have become less of a strength during the pandemic. Right. And I think that in Sioset there is no area of the curriculum that doesn't go unexamined to see if there are ways that we can take the opportunity of the time that we have with young people to maximize its benefit to them. So uh it occurred to me that uh I've been going to these amazing classes and keeping the secret all to myself and it's probably time to share it with uh the
013board certainly and the community as well. So to help me do that I have Dr. Janette Wjic who is our assistant superintendent for elementary education, Mr. Scott Stuber who is our uh director of physical education health other things. So um please uh Miss Dr. Wick, please take it away. >> You got it. Thank you Dr. Rogers, Dr. Curry, Board of Education. Good evening. Um this evening we're really proud to present our physical education program. across their K12 PE journey. Our students gain essential movement skills, social emotional competencies, and healthy habits. And it all begins with a strong foundation built in our elementary schools. Tonight, you'll see how our program supports the whole child and how it aligns seamlessly with our district's vision for our students. So, our elementary PE program aligns directly with the board
014of education goals by creating individualized learning experiences for students where every child can grow and feel successful. Um, collaboration is built into daily practice as students communicate with one another. They share ideas, they solve problems together in active and engaging settings. PE also fosters wellness by promoting balance and by giving students structured opportunities to move, to play, to regulate and reset throughout the day. And PE also builds strong connections across the school community through crosscurricular partnerships, schoolwide events, and shared movement experiences. So together, these elementaryaries um elements show how PE is meaningful and supports board of education goals. So this is the full story of our PE program. Everything we do is designed to build physical literacy, giving students the skills, the confidence and knowledge to be active for life. So we begin with a
015strong foundation in movement, coordination, fitness, and play. And as students grow, the program evolves and progresses with more advanced skills for students. Social emotional learning is embedded throughout everything we do. We practice communication, regulation, empathy, teamwork in authentic settings. Students um have an opportunity to strengthen their academics with crosscutting oper opportunities that integrate reading, math, science, and social studies. And we intentionally support all learners through our universal design, differentiated tasks, and adaptive supports. and we help students develop lifelong skills introducing a wide range of activities that encourage them to stay active beyond the school day. These six components work together. They form a cohesive research aligned program that makes Sioset an exemplar for physical education. The rest of the presentation will unpack each of these elements and show how they come alive for our students
016each and every day. At this time, I'd like to welcome up to the podium our director of athletics, phys physical education, and recreation, Mr. Scott Stuber. >> Good evening. I would like to thank the board of education, Dr. Rogers, for providing us with this opportunity to share the many great things our students and staffs are doing in our elementary physical education program. As you can see the standards on the slide before you, I can't help but think about the portrait of a graduate. And in physical education, we always talk about what it means to be a physically physically educated student when you graduate high school. But we also do this at the elementary level. Our teachers want to see our students so they have the make sure they have the skills and knowledge as they
017transition to middle school. So these learning standards which were adopted in 23 24 school year um really our staff has been doing that for many years. And I'll just share a little uh side note from me joining this team four years ago. I was really excited to learn and work with the elementary staff where I came from a district that was a 7 through 12. So not having the ability to work directly with the elementary students was something that I kind of craved since my student teaching experience. But I learned as a seventh grade teacher that if the curriculum is not carefully designed and the teachers aren't teaching the skills, the students will come to seventh grade for me and and really, you know, be at a disadvantage. And the one thing that I learned
018teaching seventh grade, which kind of developed my philosophy as an educator, um, is that my colleagues and I by the end of September could tell which school the students went to based on what they can and could not do and what they knew and how they applied things in physical activity. I could not be more proud to say that that does not exist here in SAS. Um you know our curriculum effectively provides the foundational skills, knowledge and positive attitudes necessary for children's holistic development and lifelong learning. So our curriculum focuses both on health related and skill related components of fitness. While both are important, the health rellated components are essential for overall well-being and long-term health. The skill related components conversely focus on performance proficiency and physical tasks or even sports. At the elementary level,
019we place a significant emphasis on developing skills related components because they form the foundational skills for the many activities our students may may be interested in pursuing at the middle school level and as they continue to grow and develop. Our elementary physical education classes provide a unique opportunity to engage students in all three learning domains. The psycho motor, the cognitive, and the effective. While developing physical skills has always been a central focus, there's an increase increasing need to intentionally incorporate cognitive learning and social emotional growth within our physical education classes. We place strong emphasis on building positive attitudes towards physical activity, developing emotional well-being, civility, and resilience. in our lessons. Skills that transfer well beyond the physical education classroom. By integrating strategies that promote problem solving, decision-making, positive interpersonal skills, we can ensure that students
020benefit from well-rounded experiences that support both their physical development and their well-being. To speak a little bit more about that, I'd like to welcome up Bis Elementary teacher, Mr. John Austin. Good evening. Thank you, Scott. Uh thank you, Dr. Rogers, uh and the board for the opportunity to give you a little bit of a deeper look into what we do here at uh Sasset. Um our our program goal is to create um physically literate students, right? So, what does that mean? It means that our students have the skills, the confident, the confidence and the knowledge to seek out physical activity right now outside of the PE classroom and and as they continue their their education. And as elementary teachers, right, we often provide that first experience with physical activity, right? So, we have such a
021need to make the relationship with physical activity a positive one. So, our students have a desire to seek out physical activity. Um there's a lot of research that shows that um physical activity supports academic performance. Um when you exercise, you naturally produce more oxygen to your brain. You deliver more nutrients to your brain and it's shown to increase your ability to pay attention to have uh the ability to retain memory. Um so when you um have physical activity before academics and throughout, right, it increases that ability uh and supports them in the classroom. We also support our students emotionally and socially with physical activity. Right? Emotionally they're they have the chance to um master skills, set goals, attain different goals, they are um feeling success from effort. Um socially they are building relationships, they're they're
022working through problems. Um this is all stuff that we provide in the gym. Um, and like uh Scott mentioned, we we hit all three domains and there there always is a a big focus on the psycho motor domain, but we've seen a need to to bring in the cognitive and effective domain in every single thing we do. Um, so our curriculum for K through2 is the it's building that foundational skills in all three of those areas for our students. And as Dr. Rogers mentioned the pandemic did change um the way we think in order to perform uh and give our students more. I remember um teaching a virtual kindergarten for an entire year and when those students went to first grade, it was their first time in the gym. They didn't have that full year
023of building connections in the gym as some of their peers did. And for us, it was like how do we make that connection for them and apply it to something that we're doing in the gym? And one of the ways we did it was with locomotive skills. And we would have the students roll a dice. And depending on the number they rolled on the dice, they had to perform a locomotive movement, whether it was skipping or side shuffle. And they did that movement until the music stopped. And then when the music stopped, they found a partner. And we facilitated a conversation by having the students share their favorite summer activity. And then they did this over and over again. And we were showing these students the importance of building connections and and meeting and building
024relationships within the gym. and how it's so important in physical activity, right? And it was something we felt they needed. Um, another thing that because our our units are always changing, right? We're building physical literacy through all these units, but we're also looking at what our students need and how can we um hit those needs through what we're doing. And one of the needs was we saw some of our students are not as involved in unstructured play. Everything is so adult-driven. It's so routine. we're the ones facilitating everything for our students and we how can we support them so that it can translate to recess, it can translate when they're playing with their friends um at home and we took a manipulative skill of the underhand serve or the underhand toss um and the game
025that we do was four square and we practiced that skill but we said how can we make it help support recess and we would set up six four square courts in our gym and students had control of their own court. They had to solve the problems that arose at their court, whether the ball was in or out. They had to figure out rotations. They had to um kind of present a leader of the group. It's skills that you need to play successfully during unstructured play that they weren't developing as naturally as we felt they had in the past. And this was a way we could do it in the gym and hopefully see it transfer outside of the gym. um as our students move on and they they get into grades three, four, and five,
026we're now advancing on that foundation that we built with our students uh through K through two. Um and a couple ex couple examples is I talked about locomotive movements, right? So K through two, we're teaching our students how to side shuffle. Um at grades three through five, we're now going to ask our students to side shuffle or use the skill of side shuffling to guard somebody in basketball. let's say you have now have to react to something someone else is doing and that foundational skill is going to help you do it and learn it at at a more in-depth level. Um dribbling a basketball is one of the manipulative skills we work on K through two but you're dribbling a basketball in an open space with just control. Now in three through five we're asking
027them to dribble a basketball and keep control of the ball while someone's trying to take it away from you. It's adding difficulty to the skill and over time is developing a a better understanding uh of the skill. And um throughout everything we do, the social emotional aspect is embedded in all of our lessons. Um and we're very direct in the way we administer that, whether it's embedded in teaching skills or it's as direct as putting them in cooperative game or team building game environments where they have to work on these skills. And um one of the ways we do this is through a team building unit that we often do in the beginning of the year to get students familiar with each other. um it it overall brings classes together. And we one of the
028games we use is the game called the human knot. And if you look at the photo on the top right, we put the students in a circle um with each holding a pool noodle and they have to hold the pool noodle of somebody else's um across the circle. And basically it entangles them into one big knot. And the only way to and the goal is to get them to um untangle themselves and form a perfect circle. In order to do it, they have to collaborate. they have to take on perspectives of other people's ideas while they're in this environment. It is somewhat silly. So, it gets them laughing. It gets them comfortable with one another and it allows people to kind of come out of their shell a bit and share more. So, it's a
029way to directly put them in a position to work on that social emotional aspect um other than embedding it in what we do. Um and just like in our units, there's different objectives for our students and when it comes to the social emotional piece. Um, so for K through 2 and three through through 5, we want them to be able to identify emotions, have self-awareness and and social awareness, how others may be feeling. Um, and one of the ways we do this in the gym is we have um stations in the gym where students are performing different skills and they're then charting their emotions while doing those activities. So for K through two, we're just asking them to identify at one station, let's say it's um you're throwing a ball at a target. How did
030you feel when you hit the target? Can you chart it for a kindergartener? Can you say if it made me feel happy, sad, if you missed the target? Was it frustrating? Just being able to identify the emotion. Where we try to advance it for our our third, fourth, and fifth graders is how is that emotion, that self-awareness, how is it now impacting your performance as you move throughout the activity? So now you hit the target three times in a row. Are you feeling more confident when you try that fourth time? is missing the target, causing frustration and taking away from your focus. And what does that look like for you and for others? So now we're we're peeling back the layers and what performance or what emotions do in performance and how skills translate um
031and correlate with your social emotional learning. And the fun part for us is that we're doing all this and students think they're just playing, but really they're learning. And that's the fun part for us is that we're disguising all of this um as just play. Um, and now I'm going to have uh Miss Jen Graham come up and she's going to talk to you about how this is now provided to all of our students uh throughout Siosa. >> Thanks, John. Good evening and thank you for the privilege to speak tonight and share some of the work we get to do every day. Um, we're now going to talk about the ways that we meet the needs of all learners while in the gym. Specifically, some of the ways that we help students feel a sense
032of belonging while in our space. Universal design is an intentional design of lessons that allows multiple avenues to achieve a desired goal. There is no one-sizefits-all in learning and that's evident in PE. Also, lessons are designed to have students find success in many different ways, even if they don't look the same while getting there. The idea is that at the end, each student is able to complete the task that is given to them. A powerful piece is giving ch students choice in what we do, allowing them to self assess and find opportunities that meet their individual needs. When students feel they own a piece of what they are doing, it helps them connect more to what they are learning. Choice not only increases motivation, but it also increases ownership. Small choices make a big difference.
033One example of choices that we give in PE is during our warm-ups. Instead of telling students exact exercises, what we do is we provide them with one of the five components of health related fitness. So, for example, we might say cardio. And then each individual student is able to choose the exercise that they feel comfortable doing that falls within that specific group. At the heart of what we do is the relationships and bonds that we form. As elementary physical education teachers, we're in a unique position that we have students for multiple years throughout their elementary experience. In some cases, we even have students for up to six years, which allows us to really get to know each student personally. Through these relationships, it helps them feel safe in our space, not only physically, but mentally
034and emotionally as well. This sense of safety and comfortability helps them grow and learn by being more willing to try things while in our space. Small gestures such as greeting students as they enter the door really helps them feel seen and valued in our space. This next slide um provides some real examples of how we different the different differentiate the instruction to meet each student's needs. So if you look at the bottom picture, this is an example of a tiered challenge that could be seen for a soccer shooting lesson. As you can see, there are multiple goals. The sizes of the goals that are different, the distance of the goals that are distance of the goals are different, and students get to choose which goal they would like to shoot at. based on their individual
035skill and comfort level. The use of different goals at different distances allows multiple challenges to happen within one activity. It also helps each student feel some s sense of success as they progress through this activity. We're very lucky in that we get to really emphasize fun, exploration, and creativity in our space. Um, if you take a look at this top picture here, students are performing different locomot. So instead of calling out the specific locomotive movement that we want students to perform, we use the use of animals. So we call out different animals and students are allowed to visualize what is being asked of them and they have the chance to put their own creative spin on it. It's really interesting to see how students interpret it interpret different animals and the way that they move
036according to that interpretation. Uh at the elementary level, students genuinely love to help and they love to take on different roles and jobs. So this is something that we take advantage of in the gym. Um, it really helps students feel important and there's all different roles that we can assign. Some examples of this can be as small as just the setup crew. They love to set up the cones. They love to clean up the cones. Um, in some cases, we are able to assign referees, scorekeepers, and timers. And again, it's just allowing students to feel that different sense of accomplishment while in our space. As you can see, there are many important roles and places for students in every PE class that we have. Uh, next, I'm going to talk a little bit about the
037adaptive physical education program here. And this is a specifically designed program for students as outlined on their IEP. It's a continuum of our PE program that meets all students individual needs. Adaptive fizzed the focuses on ensuring accessibility, maximum participation, and individual individualized support in a positive and inclusive environment. These are some of the instructional strategies that are used here um listed below there. And then these are some of the um specific adaptations and modifications that could be used during our adaptive PE classes that would help meet the individual needs of all our students. Uh one strategy that we do use is sensory regulation strategy. And this is a really important way that we help students find success. Providing breaks to allow students to self-regulate. This goes back to that relationship piece of what we were
038talking about. Um being able to notice when students might be overstimulated and giving them the necessary tools to help manage these emotions is really important. And this is done in a variety of different ways. Um it could be done through walks, it could be done through the use of sensory items, mindful minutes, and just different breathing exercises. Again, the way that this is done is specific to the child and what they need in that exact moment. As adaptive physical education teachers, we're really lucky in that it's not an individual effort and we're part of a much larger group that works continuously together to make sure each students are receiving exactly what they need each and every class. um whether it be different specialists such as the OT or PT pushing into our classes or our
039weekly team meetings where we come together as a group and are able to collaborate again with the individual needs of each student at the heart of everything we do. Um some of our uh students communicate in different ways. Some use alternative communication devices to express their wants and needs. If you take a look at this picture here up on the screen, this is an example of a communication board that was developed for a student to use during field day. um it has all the activities listed on it as well as visual aids that help to guide this student throughout the vi the various events that took place that day. This is just one of the many ways that we're able to ensure that each of our students needs are met each and every day. Again,
040thank you so much for having me here tonight. I would now like to welcome up Mr. Larry Wilkinson from AP Willlets. Good evening. Tonight I'm going to share how we bring purpose to PE by crosscutting different subjects into our gym. Our PE program goes far beyond teaching skills and playing games. Students make connections that link the gym to the classroom and real life. In kindergarten and first grade, we build early literacy through movement. By collaborating with the classroom teachers, we are able to organize games that support what they are teaching within the classroom. One way we love to make connections is through fitness puzzles, supporting the letter identification and spelling skills being taught by kindergarten and first grade teachers. Each puzzle piece pairs an exercise with the visual of the movement. As students collect the
041pieces, they perform the exercises together and then work collaboratively to assemble the puzzle. We also begin connecting social studies to the sports we teach. Students explore the innovators, traditions, and global influences on the games. In grades two and three, our crosscutting connections expand throughout many different units. Students keep score, add points, and compare totals using real life math application application through gameplay. We also scaffold literacy through different skill-based activities. One of our favorite ways to make this connection is through Scrabble style games to strengthen spelling and word building. For example, during a volleyball unit, students would work in teams to demonstrate specific skills to earn letter tiles for each skill that they performed. correctly. Together, they will use these tiles to spell key content words such as bump, set, spike, and serve. To keep going,
042in grades four and five, we focus on making real world connections so students understand that what they're learning in the gym connects to the events happening in the world around them. For example, our fourth and fifth grade students participate in a basketball tournament which aligns with the NCAA March Madness tournament. The ultimate goal for this tournament is for every student regardless of skill to eventually step onto the court and play basketball with pride and confidence. To make this possible, we structure the tournament as threeon-ree games within teams of six, allowing hesitant players to ease in while still contributing meaningfully from day one. Each team represents an NCAA university, and this becomes the bridge that brings in other subjects. Students research their school history and geography, practice literacy skills by summarizing information, create visual designs posting
043inspired by art concepts and acts of scorekeepers using real math applications during gameplay. These academic outlets give beginner players a safe, familiar entry point. If they feel confident researching, designing, or keeping stats and scores, they're more likely to feel agency, belonging, and readiness to take court. By staying with the same team for a full unit, students build communication, leadership, and trust, creating the supportive environment needed for every child to eventually move from an offc offc court role to becoming an active basketball player by the end of the tournament. As you can see from the photos, opportunities like the Kentucky Derby and the Winter Olympics also allow us to cross cut in PE. While these are just a few of the ways we cross cut in our PE programs, students are successfully establishing real world connections,
044are actively engaged, and see the true purpose behind the activities they learn each day. Thank you. We're going back to the learning standards. The sixth learning standard has to do with resource management. And one of the things that we want to inspire our children to do is to be under be good citizens within their community and know how to access different opportunities outside the classroom. So here is a list of some of the community resources that we partner with. many of them um have permits within our district and we try to support those organizations that support our students. We also want our students to start to understand how to evaluate other programs because there are some programs such as dance, gymnastics or even rowing that students are expressing an interest in and we want to
045make sure they know how to again go out and find a place where they can continue to explore and grow. So, as we close this evening, I want to return to the core principle we shared at the start, physical literacy as the foundation of our programs. So, everything you've seen tonight reflects how that idea comes to life in our elementary schools. You've seen how our youngest learners build foundational skills and how our our elementary upper elementary students build advanced skills. how social emotional learning is embedded and weaved through everything that we do. You've seen how um our inclusive settings allow every child to be successful in physical education. It's also important to acknowledge, you heard Dr. Rogers share, Mr. Austin share how we arrived here. You know, as a result of the pandemic, our teachers
046innovation, creativity, and commitment to student well-being pushed them forward in powerful ways. They've re-imagined movement, adapted instruction, strengthened routines, and built new approaches that continue to enrich our program today. So, their work, the work of our PE teachers is a key reason why our elementary PE program is as strong and forwardthinking as it is. So taken together, these pieces form a cohesive, thoughtful, and research aligned program, one that nurtures physical, social, emotional, and academic growth. This is the heart of SIASET's approach to elementary PE. And it's a strong um and meaningful foundation for our students as they embark on their K to2 PE journey. Thank you. Thank you again for the presentation. A lot of information and a lot of great things happening. And at this point, are there any questions? And questions only from
047the board for the team. No. Great. Thank you again. Thank you so much. So, I have the luxury of being able to go into these classrooms and see what you heard described in person. When we were preparing for our presentation to you, we were talking about uh what examples might be meaningful to illustrate uh for you what goes on in the in the gym. And one of the observations uh was made by the team that uh after the first year in the pandemic, our youngest learners had never um seen each other without masks. And so they had a deficit in terms of being able to read facial expression, which actually turns out to be a very important skill when you're trying to do teamwork uh in a physical kind of setting. And so the the
048team had to figure out ways to help students understand uh what they were looking at when they were looking at their peers so that they could understand those non-verbal cues that their peers were giving. So I think um it's been a remarkable journey for us. I think there's more to come and uh some there's no area of the curriculum in SIASET that doesn't get maximized for student benefit and I thought you'd appreciate seeing uh how we've uh been working uh to realize the full potential of elementary PE. So, thank you again to the team for your time and for the work that went into this presentation and for the time and work that goes into the gym every day. Thank you. >> Okay, thank you. And we have no legislated items. And the discussion item,
049we do have one item and that is to select a member uh to uh represent SIASE to attend the 2026 2027 Nassau Boseis budget review committee. Um and we are also going to uh select an alternate. Um so uh do we have a volunteer for to attend? Okay. Thank you, Mr. Ginsburg. And uh I will be the alternate. So in case Mr. Ginsburg couldn't make it, then I'll I'll be attending as well. And uh so um there'll be more information shared so uh you know um you'll be getting that in the next few days. Thank you Mr. Ginsburg. Okay we have no unfinished business and to the new business 11A is the approval of staff changes. Can I have a motion please? Mr. Rotolo second by Miss Abramson. Are there any questions? All in favor?
050Opposed? Any abstensions? 11B is the approval of statements and hourly rates 2025 2026. Can I have a motion please? Miss Koshia, second by Mr. Ginsper. Are there any questions? All in favor? Opposed? Any abstensions? Um 11D is the authorization of stipulation of settlements CEA. Can I have a motion, please? Uh Mr. Rotolo, second by Miss Abramson. Are there any questions? All in favor? Opposed? Any abstensions? 12A is the second reading and adop adoption of new and revised policies. And that's policy 1900, parent and family engagement. Policy 4321, programs for students with disabilities on under the IDA and New York education law. Article 89. Policy 8330, authorized use of schoolowned materials and equipment. Policy 8336, use of surveillance cameras on school district property. Policy 8410, student transportation services. policy 8421 use of district owned vehicle and
051can I have a motion please? Um Miss Kosha seconded by uh Miss Valov. Are there any questions? All in favor opposed any abstensions and 12B and 12 C can be taken together there. The approval of committee on preschool special education and committee on special education recommendations. Can I have a motion please? Mr. Rotolo second by uh uh Miss Abramson. Are there any questions? All in favor? Opposed? Any abstensions? 13A is the author authorization of service contracts. Can I have a motion please? Miss Koshia second seconded by Miss Levitan. Are there any questions? All in favor? Opposed? Any abstensions? 13B is the authorization for special education and or nursing contracts. Can I have a motion, please? Mr. Rotolo, second by Mr. Gle. Are there any questions? All in favor? Opposed? Any abstensions? 13 C is the
052authorization for contracts for federal part B funds. Can I have a motion, please? Miss Valov, seconded by Mr. Ginsburg. Are there any questions? All in favor? Opposed? Any abstensions? 13D is the approval of student club charters 2025 2026. Can I have a motion, please? Dr. Park, second by Miss Abramson. Are there any questions? All in favor? Opposed? Any abstensions? 13E is the approval of student group charters 2025 2026. Can I have a motion please? Miss Koshia, second by Mr. Ginsburg. Are there any questions? All in favor? Opposed? Any abstensions? 13F is the approval of disposal of broken surplus and or absolutely equipment supplies and books. Can I have a motion please? Dr. Park, second by Mr. Bollo. Are there any questions? All in favor? Opposed? Any abstensions? Okay. and the and we are going to
053uh have the audience to the public. Please bear with me as I read the procedures the the board values community input and provides opportunities to offer that input via email email or in person. Persons who wish to speak to speak during audience to the public must register online to speak in advance of the meeting by 5:00 pm the day of the board meeting. A link to the pre-registration form will be made available on the homepage on the district website one week before the meeting. Persons wishing to address the board in person doing audience to the public must conform to procedures adopted by the board. Speakers remarks must conform to the following rules. One, all speakers and observers are required to conduct themselves in respectful and civil manner in accordance with rules set by the board.
054Two, speakers must address the board only, not members of the audience or audience as a whole. Three, speakers must limit their comments to issues concerning school district operations, school district affairs, or bore policy. Four, because of because of rights protected by state and federal law, no speaker may speak about an individual student or staff member. nor will the board or administration entertain questions in public regarding collective bargaining negotiations, personnel matters, student matters, or legal matters. Five, no speaker may speak about decisions involving speci specific personnel or specific students. If a speak if a speaker wishes to address the board concerning specific personnel or specific students, the speak speaker must write to the board. Six speakers may not use a e a slurs, personal abuse, lewd and obscene speech, profanity, lifeless speech, threats, and fighting words
055or gestures. Any person who violates the rules above will immediately forfeate the balance of their time addressing the board. To be recognized to speak, persons must register with their full name and address and attest that they will comply with the rules stated above. And in addition, only residents of the SAS Central School District are permitted to address the board. Each resident will have four minutes to address the board, which may be extended or reduced. The board will not permit polling of the board members by speakers after every resident wishing to speak who had an opportunity to do so. The board and or administration may respond to residents questions or comments. No res no resident will be permitted to address the board more than once per meeting and no one may record another member of the
056public in a manner that is disruptive or confrontational. And with that we have Evagel Vos.