BOE Meeting 4/21/26

001Good evening, everyone. We need a motion [snorts] to approve the minutes of the regular Board of Education meeting of 414 of 2026. Kathy, Steve, all those in favor? It's everyone. >> [snorts] >> Okay, Dr. Farrelly. Good evening, everyone. Thank you for joining us tonight. Last weekend, our WB pride and school spirit were certainly on full display. The energy throughout the week at the high school in particular, culminating in the blue and gold event of this weekend was absolutely electrifying. Right from the tapes galore setting up that gym, everyone taking care of all the last details leading up to the blue and gold event. Again, the excitement and the school spirit was just overwhelming. Congratulations to all of our students, staff, and faculty for an amazing blue and gold event. A special shout-out, obviously, to our

002blue team who did win this year. Um and our gold team who was again equally as amazing. Our Board of Education administration representatives, everyone that was out, our community that came out to support. It really just was a fantastic, fantastic, fantastic weekend. Special shout-out to Savannah and to Grace, our very own blue and gold superstars that help us out every Tuesday night. Well done, ladies. And finally, [snorts] congratulations to Grace for being voted the heart of blue and gold. Certainly [laughter] [snorts] [laughter] [snorts] >> Press the button. There we go. Lightly, Mrs. Cutter, please. Okay. Good. Okay. [laughter] Hi. So, I'm going to I know you have it in front of you. I'm going to kind of do an overview of some of the key points and takeaways from the K-5 ELA reading program evaluation.

003So, first just to know, I gathered input via a survey that went out to all of the K-5 teachers and administrators as well as an a meeting as well to have some kind of narrative feedback as well. And then one kind of big idea about this is we are obviously in the process of transitioning curricular programs. So, we're in the process of moving from the Teachers College and Foundations programs to Benchmark. So, our K-3 teachers are using Benchmark currently and our 4-5 are still using the the old programs. So, most of the feedback that I got, which is understandable, was focused on the new programs. So, most people didn't comment much on the Teachers College and Foundations. It was mostly about our new programs. So, when you're viewing it, that's how you should think about

004it. Generally, the feedback was very positive about our curricular program and about Benchmark specifically. They are obviously in a learning phase right now. Teachers are really navigating the program and learning all the aspects of it, but they are are really enjoying it and they feel that it is really a positive shift for our students. If you look at the program accommodation section, one thing to note that I just wanted to point out is differentiation. When we think about supports that students need, this is this can be a challenge with a program like this that has a core reading text for for the grade because we do have some readers who are struggling readers. And so you know teachers college was you know a lot of students were reading different books which might be easier for

005them to read but it was harder for the teacher to instruct on. So this is much easier for the teacher to make sure that students are doing what they need to on that grade level text but we do teachers did note that they are having to scaffold a bit more because of again if some of our readers are struggling readers and you know it is grade level text. Most felt that it's the right you know the right approach right now and it aligns with the science of reading but it is just something that they are looking for ways to scaffold. Um when I looked at the teacher information really a primary topic of feedback was professional development. A lot of our teachers you know as as with any kind of thing teachers always would like

006and desire more professional development particularly when it's a new program. This mostly was focused on our second and third grade teachers kind of wanted more of that professional development. Our K and one teachers were a little bit more comfortable it may just be because they've had a little bit more time with the program but they were feeling more comfortable that they feel supported where second and third grade teachers still feel like they have a lot to learn and so they're desiring that professional development. In the technology and the materials section this was a real strength for Benchmark. Um teachers are seeing that the materials that this program provides is just a huge strength. There's a wealth of materials that they have through the regular classroom sets. There are certainly some additional items that Benchmark has

007that are you know things like letter boards and further decodables and things that teachers are looking at and think are great too but they're finding that there's a huge amount right within the core program that we have access to and they also noted that Benchmark seems to evolve the technology. Two years ago there when we started there weren't slides for example for teachers to use and now Benchmark is incorporating slides. So they're seeing that as really very supportive for our students and really few outside resources that they have to pull in. So that was a real strength. And really just the key takeaways teachers are really pleased with the direction. They feel that this program is really right for our students and has a lot of strengths and it's aligned to the shifts related to

008the science of reading. The major kind of wish or or desire right at this time is more professional development particularly about that second and third grade Benchmark program as well as in general the shifts related to the science of reading. So teachers did express some desire to just gain kind of more knowledge about the science of reading in general and how they can align their instructional practices. So that's really it. Are there any questions? How does the Who gives the personal development? Is it the reading program company or is it people that know it well internally? So we have we've done a combination. We've kind of done a turnkey model so we um we have had Benchmark trainers actually come in um to kind of do intros and then also to do demo lessons and

009coaching right with our teachers. They are very positive about that you know and those I guess you know are very much like experts in the program. So the teachers have really liked that professional development. We've also had Benchmark trainers who have met with coaches on each kind of teacher leaders and then those teacher leaders can come back to them with questions gather different things that the teachers need more feedback on and then bring it back to their team. >> So it's happened it's just they would want it to happen again more of it more frequently. >> I think I think with our second and third grade they just feel like they want it to happen more frequently. So I think I think with our K in particular they sort of had the initial professional development

010and then they they had some subsequent in in the subsequent years. I think the second and third grade teachers are just feeling like they want a little bit more support right now. Just just to add to that Benchmark which is like most companies will charge us 25 to $4,000 a day for professional development. So what we tend to do and Miss Carter's been invaluable all of the principals have but she's been particularly great. We tend to focus the PD from the company on the grade level that just made the change and then some do some of the coaching pieces with the earlier grades but I mean if money were not an issue we'd be getting PD for all of them. It's not that we're just that they want more they really we don't have enough

011to get them at at about 4,000 a day you have maybe district wide less than 10 days for the whole for the entire district. And it's it just doesn't go around that much. Right. And it's it's given during classroom time or it's Yeah the best professional development we've run and Miss Carter can speak to this more is when we get a group of teachers then that the Benchmark professionals come in teach a class in front of them they all go in and observe it and then they make comments and they spend the afternoon going over how it could be done. That's you can't get that many teachers for that for that bang for that buck but it is probably the best one that we do right? Cuz they're seeing it in action yeah. Any other

012questions? Yeah just quickly so I think I'm understanding the whole how it's systematically being laid out but in terms of the testing day-to-day is that kind of where there's a little bit of a struggle like are you still relying on F&P to kind of like figure out where they're at in terms of the guided reading or is it still the decodable like I guess I'm confused about the assessment throughout and not just the units cuz I'm seeing it right like I have the first hand. >> Good that's a good question. So I when we started so Benchmark has a huge amount of built-in assessments. >> Okay. So when we first started that was something that we've been trying to dig into over time. They have their own in-terms that are part that are kind of

013almost like an i-Ready but that's specific to the Benchmark program. They also have unit assessments they also have um weekly assessments. So when and they have them you can or you can do them on paper and so when we first started we were giving teachers a bit of freedom to try to try them out and see what works and over time this year we've been trying to do a few of them as ones that we look at together but that's something that I think we could really leverage to be more systematic. Okay. Um we and that incorporates both kind of phonics skills so that you can see exactly how the student is reading as well as the comprehension skills. Okay. Which is similar to what F&P was doing. Some of our teachers are still using

014running records and and kind of the guided reading supports to also do that day-to-day but it's just a little less formal. Got it okay thank you. All right thank you. Okay at this point like to invite Miss Asher right our ELA chairperson for the junior high school to provide us with a brief overview of the junior high school. Hi. Hi how is everybody? So this is my second program evaluation as department chair at the junior high school so it's nice to be able to do a full completion of a cycle. So since the last time that I spoke we have successfully transitioned 6th through 8th grade using our CommonLit 360 program which is our English curriculum. Our program that we use to implement our English curriculum. So we've had a lot of success with that

015so we've transitioned from the school wide program fully to CommonLit. Um just like Miss Carter mentioned we've had meetings department meetings and a Google form that the department filled out in order for me to get the information in my report. So starting with the first program the first section teachers do agree that the program prepares students for subsequent years of instruction. Teachers utilize state exams i-Ready diagnostics quarterlies classroom exams and informal assessments to inform instruction throughout 6th 7th and 8th grade in their classrooms. Data analysis aids our teachers when developing instruction and allows them to focus on all students strengths and areas that are in need for further instruction. We our teachers are encouraged to have data chats with their students to review i-Ready and quarterly data. i-Ready diagnostic results are used in ELA lab

016classes in order to provide targeted specific instruction that meets the domains that are in need based on individual students. Okay. Um when asked what made the program motivating and engaging for all students um the teachers have expressed that the CommonLit program helps teachers meet the needs of all students, um which helps to increase motivation and engagement. Um the program provides a variety of text provided through the 360 program. Um there are also supplemental programs that are used in our reading classes as well as our lab classes. Um the unit lessons allow students to explore literature through mul- multiple modalities such as technology, media exploration, creative writing, and creative writing, and project-based learning. The combination of technology and hands-on activities hold students' attention and interest. Um we have also spent a lot of time through professional

017development um provided over the last 4 years using engagement protocols that have then been embedded in our department goals um for teachers to use. For example, um silent chalk talks and different kinds of activities that get the that get the students up and moving and talking about the literature that they're being taught. This has helped to increase motivation and engagement across the board according to the teachers. Um as far as the scope and sequence of our program, all uh department members do feel that the ELA department is able to complete the scope and sequence within the academic year. So, they that was all um agree and strongly agree. Professional development um is provided through the CommonLit program, and that has been an asset to us over the last 4 years and beyond. Um so, we

018do take advantage of the PD and webinars that they provide. Um we've also had PDs run by colleagues such as Ed Camps. Um some of our teachers have um participated in Wilson Reading um professional development, the engagement protocols professional development that then has been brought back into the classroom. We've also um had peer um had had professional development provided by the district on DOK at conference day, and um we are very fortunate at our school to have um lunch and learn technology workshops by Miss Affeldt. So, our department really enjoys participating in those to get new resources and ideas. Um technology the ELA department is very happy with the technology that the district provides. They are all in agreement that technology enhances instruction and student achievement in our building. Um they use a variety of

019technology on a daily basis. Um and we also use technology to analyze data that we receive from i-Ready, um Google Forms through quarterlies, and the CommonLit um website itself provides us with a lot of data um that the teachers have used to inform their instruction. Um going to the section on materials and supply information the ELA department uses a variety of district-provided materials through such as the CommonLit digital units, the classroom libraries. Um we have classroom um class sets of novels that we teach grade-wide. Um common the CommonLit library, which has been um invaluable really in our building. Again, used across many content areas, and then um i-Ready. In addition to teaching the CommonLit 360 program um teachers also create innovative and engaging materials to enhance their instruction. Um Google Slide presentations are often utilized

020as a visually appealing way to supplement the CommonLit units. So, the CommonLit units um the texts are provided and guidance, essential questions, and it's all linked to the New York State standards, but um teachers do create their own visual components to to teach those. We look at it as um back in the day having a textbook, right? But then you're going to create your supplemental materials to make it engaging and fun for your students. Teachers have created um supplemental lessons, graphic organizers, and assessments to differentiate the program. Um teachers also create additional vocabulary activities um to create supplemental mini lessons and reinforce basic reading and writing skills. Um students have responded very well to the interactive projects and station activities created by their teachers again to enhance um engagement and motivation because we know that

021that's what really creates um successful learners. As well as student collaboration. To sum up our report, the ELA department um has estimated that most lessons are district-based um for the 6th, 7th, and 8th grade ELA classes. Um however, all teachers agree that the addition of the teacher-made materials to supplement the CommonLit 360 in our curriculum are imperative to the success of the program. Um the additional materials increase variety as well as increasing student engagement and interest. Um the teachers appreciate continually updating books in their English classes. We've had the opportunity for updated classroom libraries from both the junior high school PTI um and through the district over the years. And they appreciate that. Um going forward for the next 4 years until we meet again, um we're looking forward to just continuing to improve our

022ELA lab curriculum and really um take the data from i-Ready and the bar data from the state assessments and continue to um assess the skills of our individual students and help them improve. Um and also just to continue using the CommonLit program and help you know, see it grow with our teachers and our students over the years. And that's my report. Any questions? Uh just one. Uh 6th grade is still considered elementary. Yes. Yes. So, the program you're using does it take in Are we just using it for that grade 6, or does it take into account Oh, it is it is designed for for grade 6. 6th graders with the 6th grade standards. Absolutely. We're not um we're not changing it like we're not adapting it to 6th grade. CommonLit does extend >> Okay.

023um into high school as well. Okay. >> Yes, CommonLit is a multiple grade levels. Okay. Yeah, there are units that are designed specifically for 6th grade, 7th grade, 8th grade. >> And um we started with 7th and 8th grade to make sure that it was a program we felt really benefited our students. Um and from the feedback, we wanted the consistency going from 6th grade to 7th grade. So, we slowly rolled it out to 6th grade. We started with one unit um and kept three of the school-wide units our old program. Um and then the feedback was great from the teachers. They felt like it really tied in more um strongly with the standards. Okay. And then so, we over the next year um we transitioned into all all quarters using CommonLit. >> traditionally done

024that where they in programs considered 6th as 7th and 8th all the time, or has it ever been I would say for the most part kind of within the building. I mean, always tied to the standards of that particular grade, and Mr. Payne can speak more to that, right? Yeah, it really on the secondary level a lot of our programs like Miss Ash was saying is our when it's called a school-wide, it's developed by the teachers. Okay. So, we just developed it for the 6th grade as well as for the 7th and 8th. This program was adopted then specifically on the secondary to the elementary. But yeah, there's parity on the on the board programs between the two. 6th grade is elementary, but it's also junior high school. So, we it tends to be separate

025from K-5. Right. Okay. But always standards-based, right? Always standards-based. Yeah, definitely. And um we we try to um have as many conversations across grade levels as possible. So, the 7th grade teachers feel like the 6th graders are more prepared for 7th grade because now their curriculum is intertwined with what then they will be doing. But of course, it's on the 6th grade level. That's a great point. Yes. And the the CommonLit library as well has, you know, um level texts all the way down to 2nd grade, 3rd grade, you know, so there are um texts when you're working with students on an individual basis on all levels. Oh, great. Okay. >> program. All right. Thank you. >> All right. And then the third leg, third component of our ELA program review is Mr. Bohr who

026will provide some highlights and summary points on the high school. Hi, good evening. How are you, everybody? I'm going to just going to dive right into the high school program evaluation. Uh regarding student information and data uh the department feels that the program does prepare all of the students uh for subsequent years of instruction moving on to college and beyond. Uh regarding data analysis uh the our data is collected through various assessments uh both summative and and formative uh both in the classroom and department-wide um through quarterlies, midterms, final exams, and in 11th grade through the state Regents examination. Uh all of the data that we receive, we use to drive our instruction in the classroom and uh develop at grade levels uh for the future and to meet specific students' uh strengths, weaknesses, uh

027and the need for enrichment. Regarding program uh accommodation information uh the we feel the program accommodates the needs of all students. Uh what makes it uh motivating and engaging for all students is that we really try to get the students to think critically about the world around them through the reading and analysis of literature and a variety of nonfiction texts. Um they we really try to get them to connect uh and further develop their ideas through written assessments and assignments, through projects. Uh at the senior level, we have the thesis paper, uh creative writing assignments, analysis essays. Uh we try to get the students to engage in rich classroom discussions on topics that springboard off of themes and issues with the world around us while learning how to support their line of reasoning uh with

028evidence from their sources. Uh as far as additional academic support services needed to improve the program, uh our department members offer extra help sessions throughout the week on a regular basis to support students who are in need of extra assistance. Regarding teacher information, uh we have uh we do feel that as far as the scope and sequence of the program, that we can effectively complete the curriculum within the academic year. Uh throughout the year, we do have grade level meetings, department meetings, and faculty meetings, which really help to enrich our own uh professional development and improve the instruction and student achievement. Uh going further into the professional development, uh teachers really try to access the Western Suffolk BOCES uh professional development opportunities uh such as Amy Benjamin's vocabulary workshops. At the AP level, uh we've

029been using uh AP Kentucky Advanced Kentucky. It's more of a virtual type of program, but it's very useful because we can network out with other teachers at the AP level across the country. So, uh that's been very useful at the AP level. Uh and this also helps and we have other professional development opportunities building-wide and uh we bring that back to our department meetings and we key turn uh turn key throughout that. Uh as far as technology, uh we use our Chromebooks, uh the students' Chromebooks. Uh they continue to be the most widely used technology uh doing part to the accessibility of resources online and the ability for students to access work at any given point in the day. Uh uh we use Google Classroom regularly. Even when we're pen to paper in the classroom,

030that Google Classroom helps as a remote resource and library for the students when they are not in the classroom. So, it's definitely consistently helpful and um the students appreciate it as well. Uh at the AP level, uh the College Board's move to digital testing makes AP Classroom, which is uh something that they implemented around 2020, uh vital for the success of our AP program. We noticed that a lot of the practice that students do throughout the year mirrors what they will see on the exam. So, uh with that, in addition to the Chromebooks, teachers utilize the sharp um the smart boards in the classroom, the Elmo digital cameras, um Canva, YouTube, other online resources. Uh as far as technology being used to analyze data, we use Google Forms, Google Sheets, eSchool at a department level

031to analyze the data to see how students are doing on the quarterlies, midterms, finals, and see where the weaknesses are so that we can drive our instruction, but also see what we need to do to address those weaknesses. And uh regarding the 11th grade Regents, we use those BOCES item analysis reports to do the same thing, to see where the weaknesses are, where we need to really focus on getting students to improve. Uh as far as additional technology uh that's needed to enhance instruction, our ninth grade teachers this year uh have been working with Tara Kelly, uh our senior high school librarian, uh library media specialist, on instructing students on the proper use and uses and the pitfalls of uh AI in both the academic world and the society in general. Uh currently, the department's

032still looking for AI detection programs. There were a couple of free programs that were provided by Google, uh but since have become uh you know have a price tag added to them. Uh in the interim, in the last few weeks, Dr. Wright has actually helped us secure a revision history uh through Google. It's a free resource that uh really helps to red flag work that student have done and maybe intentional or not intentional, but it helps get the conversation started with the with the students on the authenticity of their work and to see uh you know, what is needed so that they can improve on their own writing. Uh So, uh that continues. As far as materials and supply information uh for the rest of the department, district provided instructional materials, uh text books and

033more more so supplemental materials such as paperbacks, novels uh are used on a regular basis, vocabulary workbooks, uh within the textbook short stories, articles, poetry are used. We definitely have been using ProQuest, NoodleTools York, Google Suite, uh ProQuest and NoodleTools New York, uh and InfoBank, I believe is the new one, which are um utilized through the library are great databases for the students to get previously published articles, and it's something that we've been using for years, but it's a great resource for the students to use to get evidence. Uh as far as teacher-created materials, worksheets, activities, assignments uh for reading comprehension, sometimes teachers turn to CommonLit to access some resources to enhance their own instruction and their own units. Uh teachers have also created department and share materials for independent reading and argument units. Uh

034as far as the technology end, teachers utilize Google Forms, Google Slides, and they utilize Canva to help aid their instruction. And to make, you know, Canva's great. It helps make lessons more engaging for the students as well. As far as materials used most frequently, uh either district or teacher-created, uh the department continues to feel that when used in tandem, uh the balance of teacher-created materials and district-provided materials really serve the student best. Uh as far as additional resources needed to enhance instruction, uh we continue to look for a bridge text for our ELL population and our special education students. Uh and, you know, it continues to be successful. Uh the department also continues to update and add to the canon of literature used in the classroom to enhance the students' interest and reading experience. And

035uh there's no current concerns, and we appreciate the district's continued support in strengthening our program and updating the literature in our curriculum. Any questions? Nope. I just one reference to you said the the AI detector. Mhm. So, he he found a workaround to help, or is it not the same as what you were using? It's it is what we are now using. It it The the problem is that the program that we were using suddenly became something that, you know, cost cost money. So, we discussed it at the last at the last meeting, and in the interim, he he said, "I'm going to look into it. Let's see for the future what we could do." And he found revision history, which is free. So, and For now. The for now. And the teachers actually we

036have I've been using it, and many teachers in the department have used it, and they said, "Wow, this is very useful because you can in real time the the students' work and how many times they've updated. So, if a student, say um hands in an assignment online, and you can see how many updates were done to the assignment. So, if there's only two updates, that means there were two pastes to the assignment. Or if it all came up at once, it's like, "Hmm, that's interesting." And it will even say, "Something unusual has happened. There have been a couple of unusual events." So, although it's it's there's as we all know with AI, there's nothing that's going to say this is absolutely not the student's work. Right. But like I said, it does get the conversation

037started to say, "You know, what happened here?" Yeah. You know, can you tell me a little bit more about this? Are you see are you seeing that as something that more and more students are doing, or is it on par with prior to AI? Yes and no. You know, I I think students are more interested in moving forward in the future what it can do for them. Mhm. Uh and there are some we all know there there are some useful benefits to it, you know, to gain ideas and to uh help with getting things started. But there are also, you know, we're human beings. So, some students are going to say, "Well, let's see if AI can just do this for me and I'll hand it in." You know, it's the new form of getting

038the paper from a friend. Right. Right. Yeah. Yeah. Okay. So, that's why we're also, you know, it's so beneficial having Ms. Kelly in the library to help instruct the students on, you know, the dangers of this and just, you know, legally as they move forward in their education and into the real world beyond the ramifications of plagiarism. Yeah. Yeah. So. All right. All right. Dr. Wright um is is working on a draft policy, right, with the assistance from, you know, Ms. Ms. uh Sedasky. >> Right. Um so we'll be navigating through that, right, kind of asking for input, right, of various different departments before we bring it to to the board. Okay. All right, team. Thank you. That was great. I mean, it's a large report, 9 10 pages, and you ladies did a wonderful

039job of of summarizing all three of those. This point, I would like to introduce our great team from Nawrocki and Smith, um Ms. Lauren Gunzo and Mr. Michael Reinhardt, who are here to discuss with the board our internal um audit, right, of safety and security that was the specific cycle. So, I'm going to turn it over to the team. Okay. All right. I think you all got this. Everybody got this ahead of time. We do have the hard copies. Yeah. Yeah, a number of years. So, what Mike is handing out is our work for the 6/30/25 year, so last fiscal year, um which included um as the superintendent just mentioned, our cycle of safety and security, which is the area we had agreed upon last time we met that we were going to be looking

040at. And then, of course, our risk assessment update as of June 30, 2025. So, that uh obviously assesses the risks of all the areas that we looked at um and helps determine the area that we're going to look in this upcoming year, which we're almost done with. Yes. So, we've already started, um which was uh human resources. Um so, we're going to go high level on the safety and security. I'll let Mike kind of, you know, give you the highlights on that. Um and then uh then we'll get into our risk assessment. All right. So, for the safety and security area, uh we look into various different areas, general policies, procedures of the district. Um we looked at the safety plans district-wide, uh each individual district uh building. Uh we also look at building access

041and security system, uh safety and security monitoring. We look at compliance and incident reporting. And then, obviously, we do an evaluation based on all this data. We also do some walk-throughs in all the buildings, so we'll do spot checks on uh security procedures such as doors being locked, windows, camera system, um all things like that. And based on our review and results, there are four major areas or sub-processes within our risk assessment for the safety and security. And we had two moderate ratings and two low ratings. Um we provided these ratings to the business office, and they have you've already started a corrective action plan, and I know many of these have been rectified already, so um nothing major, and I think you'll probably be in good shape going forward. Yeah, any questions on the

042actual observations that we have in the report? No. No. I mean, they're they're very standard. We this is an area that we look at a lot, and you're going to find things here and there, a door that's not locked, maybe a drill that was done outside the date or whatever the case may be, so um we don't think there's anything alarming in here. Um it's a satisfactory opinion. Um but obviously, you know, going through this process um you know, is is good for the district to see, to make sure, cuz it is a very very important area. Um and we are not security experts, but we do, you know, obviously know what the law requires, what your school district policies are, and that's what we're auditing to. So, and then if there's any best practices,

043that's something that we mention as well, so um as Mike mentioned, there's four um recommendations [clears throat] in there. Those did transfer over into our risk assessment. Um so, uh you know, you'll see that there as well, but um in terms of our risk assessment, um on page four is our executive summary. So, we analyzed 21 business process areas. Um within those 21 areas, we have 92 subcategories that we look at. Um so, a summary of your risk rating, we don't have any areas that we uh that we rated as a high risk, so that's excellent. Um we had six areas that we rated as a moderate, and then 86 areas that we rated as a low. So, it really is an excellent risk profile. Um what we always look to do is get as

044many lows as possible, but when you dig deep into an area, that's where you're going to find those recommendations, and that's where you're going to find, you know, maybe the ratings moving up to a moderate, but then corrective action is taken in the upcoming year, we reevaluated, and uh hopefully it turns into a low. So, that's what we will be looking for in the uh in the upcoming year. Um in terms of changes from last year this year, we did have three areas that went from low to moderate, um and those were in the um the safety and security area and one in the and uh revenue and cash management. Um so, we had five recommendations in our risk assessment, but they're the same four ones from the safety and security, and then we had

045the one from revenue and cash management, which had to do with the bank reconciliations. Um and then in terms of last year, we had five uh report recommendations. Four of those, corrective action was taken place, and then we have one in process, so um it's always good to see the the corrective action being implemented and and controls being strengthened. Um the area that we're looking at, which we've already started, I'll let Mike kind of fill you in, was um human resources. So, uh if you want to just talk about what we've done so far. Yeah, so we're in the middle of doing field work for that. Um we [snorts] review multiple, you know, employee files, employee requisition, new employees, job postings, things like that. Um we also look at evaluations, uh terminated employees, and employee

046attendance. Um so, we're in the midst of doing our field work. Um narrative's in the midst of doing that, which is a documented essentially a documented procedure uh manual for the district that they can custom tailor uh when we're completed. And then, we will be issuing a draft report uh to the business office to review, and uh Or to HR. Or and HR, and then uh we'll obviously be here next year presenting that. Yeah, so that was that's the other thing, even with safety and security, one of the things that we do when we do our in-depth cycle review, is we document the process and highlight the key controls, so you'll always see that um at the back of the report. I just mentioned to Victor before that if we can keep this somewhat confidential,

047and maybe you want to talk to to counsel about it, because there are a lot of, you know, confidential aspects to safety and security. Um and we probably should have mentioned that from the beginning, so I don't know if you have it posted anywhere, but maybe just good. Okay. Um yeah, I mean, certainly the report, I think we can, you know, um would be okay, but the I think the the uh narrative in the back, we certainly don't want to have that public. Because the report observations or recommendations, while they may list certain items, most the school things are not specifically Mhm. uh listed in there, so that would be the detailed findings of which we had sent over. Yeah, I mean, well, some of the things in there were as simple as like caution

048tape missing from a kid. Yes. Uh the high school not having a building noted as >> Yeah, sometimes there's funny ones that, you know, there's >> Yeah. Yeah. the the hedges outside a window, and certain things like that, [clears throat] but, you know, Yeah, and a lot of them are also budget constraints, which is like, you know, you may have cameras that don't view certain areas, but again, that's a budget constraint. The district has to spend money to buy more cameras. Right. So. But as long as the major areas are covered, that's what's important. Right. And had there been something that was extremely uh security threat, it would have obviously been up here. Yeah, and it probably would have been addressed already, cuz we would have brought it up immediately in the while we're doing

049our audit. Yeah, exactly. Um but yeah, they weren't not very heavy heavy recommendations in that in that area. Um yeah, sometimes a lot of times, too, when you have, you know, at other districts, what we'll see is is the security relating to letting visitors in the building. You know, sometimes it gets a little loose. Right. Um and that could be just from turnover or I I know that person or whatever the case may be, so Right. you didn't have that here, so that's that's good. >> Right. Right. I appreciate you clarifying that, because when you said confidential, I can imagine people started thinking Yeah. you know, Yeah, yeah, yeah, no, it's more like Exactly. Exactly. We don't want it We don't want West Babylon to Um so, that's really all we have. Any questions on

050our work for the No, not for me. I the corrective action plan, that's on tonight's agenda, and that we all read that. I think so. And you'll file that with the state, or maybe you have already? Oh, no, we have to tonight, right? And seeing that we are currently in the mid middle of a cycle for the current school year, um if anyone has any concerns or areas of concern that they would like us to look at, uh we could potentially do that for the next uh fiscal school year. >> by the time we meet you, it's kind of, you know, already in the midst, so certainly, you know, feel free to communicate that with us if the board has any concerns. We would do that. Email directly? Yeah. Yeah. Okay. All right. Thank you

051so much. Thank you. All right. Um statement of uh residents on agenda items only. Uh Residents wishing to share a statement. Residents must state their name, address, and any organization they represent. They should also [snorts] write this info They can also write this information on an index card and give it to the assistant superintendent of for finance and operations. Comments about individual students or employees are not permitted. Each resident will have up to 3 minutes to speak with a total of 15 minutes allotted. Responses will be given after all statements and any questions needing further research will be addressed at the next meeting. All right. Okay. Need a motion. We need a motion to approve the consent agenda. Patty? Yep. Okay. Anthony, all those in favor? Okay. Policy review. Motion to waive [snorts] the first

052time reading and adopt policy 0320 as revised. John, Anthony, all those in favor? Okay. Old business. Doesn't seem that old. Okay, so follow-up on our discussion with regards to proposed graduation safety and capacity and capacity changes and enhancements. >> [snorts] >> So, as we all know, right, graduation is certainly again the pinnacle of our academic year, right? Certainly one of my favorite days of the year, along with the first day of school, also. Um a formal sacred ceremony, right, that deserves an environment of dignity and respect. Um over the years, we have consistently reviewed our protocols to ensure that this event remains both enjoyable and safe. For example, years ago, we moved the senior high school ceremony, some of you may remember this, right, from Saturday morning to Friday evening, right, to address heat safety

053concerns, right, that we were having as a result of the Saturday morning um ceremonies. Throughout the years, we have steadily increased our chaperone and security presence throughout both ceremonies, again, to enhance um safety and security. However, as our graduation attendance our graduation ceremony attendance grows, uh we must continue to address, right, a a reoccurring challenge, which is crowd density and bleacher site capacity. So, the why, right, the why behind the proposed change is really simple. Again, we're looking to enhance safety, right, and create a more enjoyable experience, right, for all of our guests at graduation. While I or we recognize that no event, right, it regardless of size, 10 people or 10,000 people, right, um no event, regardless of size, can come with, let's say, 100% guarantee of perfect behavior, right, or of perfect safety,

054or any of those pieces, um I do have a professional responsibility, right, to mitigate risks, right, to the best of our ability, right, and and and enact changes as things come up. No, um we have not commissioned a third-party formal safety assessment, right, of graduation, quite honestly, because we don't believe that we need to do so, right? I I incorporated, by the way, into this um just some questions, right, that we've that we've received, so that we can kind of address it all together. Um [snorts] so, has a separate formal safety assessment, right, with an outside company or something along those lines, um for graduation, has that been done? No. Um quite honestly, we employ a phenomenal security team with extensive law enforcement backgrounds um and specialized safety trainings. It is their expertise and the

055on-the-ground observations that we rely on to enhance our safety protocols for school programs. So, quite honestly, no, I don't believe that we need to bring in an outside group to, you know, take a look at our graduation and and tell us that we should move in the direction of of mitigating some of these um safety concerns. In addition to our school resource officers, um those of us who attend graduation every year have observed safety crowding concerns. Every year, right, and we've noticed it in different ways, but absolutely having to do with crowding. We have observed overcrowded bleachers that have led to guests standing in exit rows and blocking walkways. It's not just a comfort issue, right, or a sightline problem that that causes, obviously, and and frustrates other family members that are sitting in the

056bleachers. It is a safety hazard that impedes emergency egress. As such, right, um we did uh implement not allowing people to stand, right, in certain areas, um again, because of that specific um concern. By adding this additional restriction, we then caused the bleachers and other designated standing areas to also then be extremely overcrowded. So, some may ask, "Why would we limit tickets for graduation, but, let's say, not for a Friday night football game or homecoming, right?" Um the answer lies really in the nature of the event, right, when we talk about athletic events when we talk about social events, these are informal, right? Crowds are fluid, they're moving, um attendance typically doesn't exceed, right, in terms of the bleacher capacity. Um I guess probably the highest amount, right, would be homecoming, right, and there's still

057space, you know, in terms of seating on the bleachers. >> [snorts] >> Uh graduation, right, is a formal seated ceremony, right, like to I'll call it like our indoor in some ways blue and gold event that we just had. Uh tickets are limited based on the fire code for that particular room, right? Um so, now and what we're looking to do is apply that same type of logic in terms of a capacity-based planning, specifically in terms of, obviously, the bleachers, um to ensure uh not just a safe environment, but also professional, right, um and trying to avoid, right, what naturally happens when there's overcrowding in certain areas. As such, to enhance the experience of um our graduates and obviously our guests, right, in addition to live streaming our secondary graduation ceremonies, we are proposing a

058structured ticket system. Uh and this is what we started I um started to speak about in terms of last week and had previously uh shared via email to our with our board. Uh so, we have approximately 318 graduates uh this year, right? So, the graduates um with the concept of each graduate receiving five family-specific ticket codes, right? Um information again would be communicated and shared via by each building, by the junior high school, by the senior high school, um with regards to the process in which families would follow to log in to a secure portal to claim their tickets, right, um by a designated date. Of course, all materials would be translated to ensure equity, right, and access. Um our high school and junior high school teams would, of course, personally follow up with any

059family members who maybe didn't claim any of their tickets, because we want to ensure that, obviously, every graduate, right, um no student is left out. And we would establish a secondary link, right, for families to submit our request, right, that if additional tickets are available um in the surplus pool, right, maybe there's a family that only needs, you know, two tickets or three tickets, right, um then we would be able to, you know, reassign those those um available tickets, right, to families that requested additional tickets. To ensure enhance, right, uh seamless kind of experience of the day on the day of the ceremony, we would be also proposing some logistical, right, shifts, uh strategic parking, right, so designated areas of parking board um and and employees, uh specific expanded ADA handicap parking. Um the area

060by the cafeteria handball courts, right, we would want to have that clear to facilitate kind of the pedestrian flow, right, without, you know, cars kind of moving around there. Um we would streamline the entry process, right, so we would have our guests um graduation guests enter through the junior high school, near kind of that U-shaped dairy barn area, and we would be scanning tickets in the junior high school gym, where guests would be able to, you know, again, their tickets would be scanned, um and then they would access, obviously, our fields from there. Um basically, the indoor check-in process would allow for a controlled orderly entry, right, um and just kind of the way that the line would work itself out, which would be a much better than when you think about kind of outside

061of receiving everyone gathering, right? Um this would be a much better um orderly process. Um so, seating capacity, right, um and sightlines. In addition to, obviously, enhancing safety, our goal is for every guest to have a comfortable view and clear audio, right? So, five guests per graduate would bring us to about, I'm rounding here, um 1,600 guests, not including employees. These guests would be seated in our bleachers, right, and we would establish and have some seating in the track area, right, um and, of course, under our tents. Um Just for some numbers, right, bleachers um hold about uh 1,372 seats, right? That's based on the industry standard of 18 in allowance. That's not accounting for I'm going to kind of do a some extra room, or that's using, again, the 18 18 in there. So,

062going with um allowing for that, right, then we would establish we would rent seats, right, 160 to 175 seats would be placed on the track, right, including, of course, some ADA, you know, um seating um uh section, I should say, right, um for graduation. And one of the tents, right, um we would increase the number of seats there, as well, um to kind of get us to that point of um 1,600 guests or so. So, again, about 13, you know, 1372 in terms of in the bleachers, then about 175 seats placed on the track area, um double or triple line, right, um allowing for ADA access. Um that's the general plan. Uh, the main combined I'll say comment and question that I've received um in the last couple of days has been centered around yes,

063absolutely 100% Dr. Farley agree with the safety concerns, agree with the overcrowding, agree, you know, kind of all those different pieces. Um, however, is there any way that we didn't increase the number of tickets per student, right? By maybe spreading people out on the field, right? I would say that's probably, you know, quite quite a number of people focused on that general question. Yes, technically we can, right? Um, so we've crunched the numbers um and again, just so that everyone has an understanding here, right? Uh, we've so I'm going to go with six tickets and seven tickets, right? If we allow for every graduate to have six tickets, uh, we would rent um about 540 seats and we would spread them in not just in terms of the track, but the end zones and corners,

064right? Which a number of you asked about. Um, if we allow for seven tickets, we would rent um about 854 seats and we would have them spread throughout, right? The track and the end zones and corners and and different areas. Um, I just need to make it clear though, right? That allowing for six or seven tickets, right? For all students would result in those 500 to 800 additional seats or guests having close to zero visibility right? Of the graduates um and really limited audio. Right? I So, I just I need to repeat that, right? Um, do we have, you know, like can we rent additional seats? Can we allow for additional tickets by [snorts] using in terms of the end zones and kind of all those nooks and crannies? Yes. There will the visibility to

065what the graduation ceremony um will be limited to none and the audio, right? Would also be limited. As an aside, we definitely are also looking at um another speaker, right? So, but still again, in terms of the open space, that is definitely a fact, right? Um, that the visual piece of the actual ceremony uh when we start to expand out beyond you know, beyond the original kind of plan of the five and staggering in the track area, right? Um, still being able to kind of for the most part view, those areas would be affected in that in that manner. So, would they be seated in would they be on site? Yes. Um, they wouldn't be able to truly see the ceremony, see the graduates or really hear what's going on. Um, so again, we're not

066just kind of managing numbers, right? You know, in terms of in this process, we really are in addition to obviously the enhancing safety piece um uh, looking to create a more enjoyable experience for all of our guests that are in attendance um as a result of you know, even with the minor um the different changes that we've continued to make after every graduation, still seeing the need to do so. Um, this is not new, right? In terms of other places and other school districts, I think we've all, you know, a number of us have talked about this district does this does that, right? Like um that that's really what it boils down to. What [snorts] what did the district do when there was 450 students or five, you know, close What what families were probably

067larger, I would think at that point. I mean, how how was it handled? I don't recall. I remember it being a ton of people when I graduated, but I didn't I, you know, take note of I kind of just wanted to get out of there, to be honest with you, but I didn't really take note of any crowding situations. How was it handled when enrollment was much higher? I would say probably the same. The same. Right. Yeah, I I think I think for most people the the security protocols, the logistical side of things um >> [clears throat] >> where you're coming in, where you're going and all that and and where people are sitting. I don't think you can debate any of those steps being taken because I know after the instances we had the

068question wasn't I'm so glad grandpa came to see the graduation, it was people emailing and messaging about how embarrassed they were by what took place and what are you going to do to solve it? So, all the security security side of things, I think it's fine. I think the limit on the tickets which I feel would take care of itself by maximizing the seating and having that pool of extra tickets because not everybody's going to have six or seven people, would kind of take care of itself. Um, when you say the the the added seating to get to six or seven tickets would limit visibility with the >> and audio, mhm. and audio, would the graduation be able the where they graduate be able to be pushed back further in the field? Yeah, we definitely

069can adjust in terms of things back. It still doesn't change that where we would be we would be putting the seating would be all the way to the left and all the way to the right, right? Um, away from right? Like so, that setup, right? Like we would still, you know, we absolutely could shift back. We're already kind of accounting for in terms of additional seats in terms of um, you know, the uh the tent area, right? Um, but the additional and then also um the staggering on the track, right? Um, and allowing for the handicapped you know, accessibility piece and the zigzag, right? In terms of throughout so that it's also a safe piece in terms of navigating to those seats. Um, it doesn't change that, you know, at six we're talking about 540

070additional folded up chairs and those would they would just they would be in the end zones, right? Um, Understood. What what's the visibility from the bleachers? Does anybody recall? I I I kind of feel like when I watch a game, I I'm barely making out what I'm seeing. I mean, is it is it good or >> have a couple of pieces. Well, the I mean, the live stream actually, you know, the live stream is the best in terms of view, right? Because they zoom into the actual speakers, right? You know, in terms of uh the graduates as they're getting their diplomas and walking through. Um, from the bleachers, especially if you're kind of sitting here, you're getting that Right. >> that whole aerial view, right? Um, you're not necessarily the the best picture, but you're

071getting a picture of your child coming through, right? All those pieces. So, that is there um from the bleacher perspective, right? Right. And I and I think if you move the graduation back further away from the bleachers, those who are in the last rows of the bleachers are going to have toward the power you're going to have a harder time seeing them. I was thinking the visibility limits by the end zones are because they would be further back behind the tent, so I was thinking of, you know, but No, I I agree. I agree on that. I was thinking the same thought, but then the further away that main main main scene is going to be, the harder it's going to be for those guys that are in the bleachers in the back to be

072able to see that, you know, a little bit more clearly. My my feeling is just maximize >> My point on this is again, you talk about Chris saying about um the amount of people coming years ago, we probably had more kids, more kids, more parents, more grandparents, more sisters, brothers, whatever. Um, a lot more or less kids. I think the issue here is security. I'm saying our guys do an outstanding job. Mr. Wallace is right here. Um, they do an awesome job. I just don't know if we have enough. I I think it it's how we do it. I think it's when we get everybody in our area for the ceremony to start, we got to lock down our building. I think the parking lot's got to be locked down. I think the back dead

073end has got to be locked down. Pay park has got to get locked down. Just have our security and maybe Suffolk County has got to get involved. I think I would >> they won't come to um graduation unless there's >> They'll do a parade, but they won't do a graduation. >> They will not come to graduation unless there is an issue. We've we've gone down that road. Um, So, in terms of all we have involved in. So, we have chaperones, right? So, we have over the years increased chaperones. Um, our whole squad is there in terms of from a security standpoint. Um, you know, I think you know, someone you know, had asked in terms of um have we um had, you know, outside security? Quite honestly, we did years ago and it was hot

074mess disaster. No, we have a phenomenal team and the whole team is is is on. However you twist and turn it, we are talking about 2,000 something, God forbid it right? Like it's it's um I don't know like what is what is enough, right? The whole team is here, right? From a security perspective. And definitely agree with you in terms of um the [snorts] shutting down. The shutting down is the only access point in in terms of this um you know, process that we're presenting, right? Would be the process of, you know, entering through designated to designated areas in the junior high school into the building, into the gym to get stamped, you know, give to for your ticket to be scanned. Once it's scanned once once it's scanned once, it doesn't work again, right?

075Once you've gotten up to your you know, five allotted tickets, right? There's no oh, you made a copy and someone else, right? Can then take it cuz it then, you know, isn't isn't won't process. So, that's the only access point in terms of then in. Those other areas where conceivably someone could access, we would have different people in those areas, right? Um, and again, what I shared with the That prevents less year situation. >> the added the added piece, right? Of people coming in terms of later or it's your yeah. The the situation we had two years ago with a parent issue that we had just past the bleachers where there are fences, you know, who was in front of who, who was trying to take a picture and then we had just a total

076embarrassment situation there of parents almost getting into a fist fight. Um, that situation just gets helped by putting chairs out. Like you were saying, rent more chairs. We could all those people that are standing, put them in chairs at the bends of each corner. If you can't see, you can't see. It's all To me, it's all about hearing. I sat in the stands 2 years ago. You know, I'm not looking for anything in particular of just hearing my kids' name. All right, Thomas Rockman out of here. Yeah, so so my point is that definitely, I mean, we're not we're not allowing in terms of people sitting standing, right? In terms of in certain areas. We we can absolutely get additional seats. Those were the examples that I gave. I just want to crystallize it, right?

077That anything beyond the five will be in those bends, in those curbs, and in those end zones, right? And there will be audio and visual concerns, right? So, if we're comfortable with that, right? Because again, we're spread and and as far as I have been told in terms of from the actual field's perspective, could I add that, right? Again, keep in mind we have 318, right? Students in the middle. We have kind of the the two tents here. We have a band and students in terms of here, right? So, can I load up and put 854 seats spread on the left and right and nooks and crannies and curves? Yes. Um Is that concerning for me and the security team? 100,000%. >> Sure. If there's no If there's no value in If there's no value

078in that. >> it in terms of, right? Like the that um piece. So, but if you know, and also knowing that they're not going to be able to see or regardless of how we like the setup, right? Um and quite honestly, changing in terms of how they're all set up right now to then try and accommodate for the left and right, but I'm going to affect viewing the 1,300 that are in the bleachers. And that's on top of that, right? The live streaming, you know, in terms of direction piece. So, yes, I definitely we definitely can rent additional seats, right? If we go up to the six tickets per student, that's 540, you know, seats that we would rent and strategically place in end zones and corners. Um or if we went to the seven,

079it would be 554. I mean, 854. And regardless of that, to Chris to Mr. Palillo's point beforehand, we do part of the process would also Part of the process would also be to have families submit a request, right? For additional tickets. Um because we do believe that there may be some families that won't utilize or don't need, right? You know, the up to amount, right? Of tickets. And that would allow us to be able to then redistribute, you know, those that are available. Well, this is the largest capacity we've ever We would this could potentially be the largest amount of seats capacity we've ever had. Right now, you're hearing from we're hearing from everybody that has more than the five, six, or seven, but that necessarily is not a majority of everyone, but the seats

080are there. So, if there's going to be a pool available, we would max Right, we would certainly try to maximize in terms of yes, correct. Now, last graduation, did we have people in that pit area in front of the bleachers again? No, we adjusted that last year. We adjusted that. Okay. Yep. Which caused overcrowding in other areas, but yes, we adjusted that. >> Okay. Yep, correct. Yep. Right. But so And by the way, the the last three incidents we I'll say no about cuz they were more prevalent in everyone's eyes. The reality is that there were other incidents in different areas that have occurred that may not have been right in the limelight of others. And you know, there's no you know, questioning in you like the the larger the crowd, obviously the bigger the

081risk factors, right? But even simultaneously, even the smaller crowd of 10 people, right? Like I mentioned beforehand, there's also no guarantee, right? In terms of where people are at. And you kind of alluded to it a little earlier. Are there Is there kind of like um I don't want to say standard because it's not really a standard, but other districts around like there the other districts that are limiting the amount of you know, people that are coming in. And is it in line with what we're off what we're what we're saying here? >> Yep. Okay. So, can I can I just ask what correct? Yes, less. Yep. If uh if spectators are permitted in that end zone area, as you say, about how far away are they from the graduates, from the ceremony itself? Right,

082that that's my point that we would push them as far back as possible so that, you know, the integrity of the graduates seated, right? That there is space, right? In terms of that. It can't be in pushing into the track, right? In this direction and this direction. It would be track this way, right? And that way, right? As far out into the end zone. So, yes, Dr. Neville. Yep, we would definitely create distance as much distance as we as we could. I might be the odd one out here, but the as great as that sounds, all the extra seating on the end zones, I just feel like every graduate and their parents, at least um or guardian, should have the opportunity to have that nice face forward seeing their graduate come through, not, you know,

083just hearing their name, but seeing it visually. And because those sides are not just going to be for the overflow of like, you know, my aunt's cousin's best friend wanted to come see my kid graduate. It's It could end up being two parents that might have just got there a few minutes late because their younger child was throwing a tantrum or whatever the case may be. It's just, you know, I feel that limiting those and like you said, other schools do it as well and even less tickets. And it it works out. I just feel that everybody should have that opportunity to see that nice straight ahead and not have to fight over these side pieces of, you know, it's not going to be assigned seating, so it's going to be a free-for-all. No, it

084definitely I just said to Grace, it's going to be like blue and gold where everybody rushes to get into They'll be camping out there at 3:00 in the morning. >> Yeah. Yeah, well, the the other right. >> Dr. Farley, can you line those chairs on the track close to the fence line in front of the bleachers? Just make rows of Oh, yeah. Instead of the end zones. >> of the original five. >> So, the original part of the original five will include about 175 chairs in that area that you're referencing. On the track part facing the graduates. >> Correct. Right. So, you you could probably get more there than 175, no? I'm just I'm I'm guessing. So, here's here's the the piece, right? It has to I'm going to It's It's It's going based on

085what is What are the numbers bring us of five tickets per family, six tickets per, right? Can't be that half of the class I assign five and half of the class I assign six, right? So, the numbers are as straightforward, right? If it's five, then I'm adding about 175 seats, right? Into that area. However it lands. Not, let's say, 400. 320, right? Because that doesn't allow me to do an even allowance for every right? Like on that first kind of assignment of of of it. So, the next step, um you know, would be, you know, six tickets, right? So, then that would mean 500 544 540 seats. So, that's certainly maximizing that track area in a way that's still safe and allows for movement, right? And then then I'm pushing off, then I'm going to

086the sides. Yeah, my concern with having too many people is overwhelming our security. Uh the more people we have, it thins out our security and all people on the field if we have to evacuate the field off in an emergency, how are we going to get all them off safely? >> The ratio of people too, right? The more you we add on that end. Yes. And again, our whole phenomenal squad is there, right? In strategically in different areas. But we also will need to have people in all those designated areas to make sure that those entry points remain non-accessible, right? They'll be designated areas we talked through of all the employees, right? That are walk, you know, the chaperones, all right? So that it's a clean here's where this group enters, here's where this group

087parks. To try and eliminate kind of that, you know, concern piece of added people coming later. And that last year's situation came as, you know, they throw the hats, everybody gets excited, they start taking pictures on a football field. There's organized chaos on a football field from parents and everybody and celebrating. And now it's you don't know who's who anymore. Yeah. >> Anybody can come in. Well, that's the control, though. Who's Who's Who's on that field is where the check-in process begins. Right as That's why that helps that. Right. That's why that That's why that helps that. The people that came and caused the problem last year did not sit through the ceremony. Grandma and grandpa want to come, they want to see the ceremony, they want to see the hats be thrown in the

088air, they want to be on the field for pictures. I'm I think we should try to accommodate seating for these people. We did not have 400 people standing last year. There's no way we had that many people standing. We're not talking about too many more people than the bleachers do hold. We're not talking 500 people standing. I think I think I think I think for me, it's we should just accommodate the number we kind of think that's going to be there based off of last year and previous years. Not decrease the amount we've had previously. We We didn't have accommodations for them. And the granted, it it it's going to People won't like their seats or they're not going to like the new process of how to get on the field or the ticket There's

089going to be all those hiccups. But I don't know that I I don't know that all the seats are even going to be used. But if we're cuz we're accounting for six or seven per student and that's just not necessarily the amount that comes. So, why not just accommodate to Steve's point? So, how many students cuz I how many how many guests per student because I wouldn't I need a number to be able to then create and establish a system of you know that >> Right. Well, if if the if the it's a very simple calculation that we're doing. Right. >> We're just saying this if if the max number of seats we can get on the field I don't know. Field or bleachers? >> On in the bleachers and on on the field. Whatever

090that number is. If that's >> But that's we have to before the next sentence, right? Like what is that what what what is that, right? Um are we focusing specifically on in terms of maximizing out in terms, right? Um So, the I mean like like what do you like are you focusing on terms of just the bleachers and in terms of the front or maximizing out in terms of the bleachers? >> more more seats on the field cuz if we're going to if we're going to say seven and then have a pool, that's my point. I have a pool of tickets available because not everybody's going to use seven and I don't know how that system's going to work. That's that's for whoever's doing the research, but So, allow for seven tickets for every graduate

091which would mean that we would Can it be eight? I don't know that's what I'm saying. I don't know what that number is, but I don't think we're suddenly going to have an influx of thousands of people. I I I agree. I think when you put I think when you put a number on it, they're going to use that number. >> Yes. I agree. >> I agree. When you leave it the way it is, mom and dad are going to come with grandma and grandpa and that's it. If they say, "Oh, we get six. Oh, just call up aunt and uncle. Tell them to come." I think when you stop I think there should be a ticketing system to know who's coming and going. >> Okay. But I don't know that the number I don't

092know that the number is going to Right, but to John's point though, the more that we allow, the more that people are going to accept that. The more that people are going to accept that, the more thin the security is going to be. But we we've had no we've had no limitation for generations. No, no, but now we're starting to police. But we're starting to police the the point of ingress and egress. And we're going to lock down the pit area and we're going to lock down the other parts which means that those resources that weren't used in the past are now being used for those purposes, which means that they're going to be focused in certain areas. So, if you're talking about now having another 2,500 people on the in the the the field

093area bleacher area where now some security guards are now focused in other areas, now you have a thin level of security in the main part of the area. So, I think if you're going to if you think you're going to even go to eight, I think that's too much. But you but you're assuming that because of the ticket system, more people are going to be coming. I don't think that's the case. No, I mean I don't think that's the Because there's never been a limitation and there's never been a thousand people in the pit in front of the bleachers. No, but I think there's a certain point where it does say, "Oh, we could get eight tickets. Let's just grab eight of them." But that but they're not going to I think I just think

094we're stuck on the number side of it rather than just accommodating the crowd we usually have. All the other security measures, hey, there there'll be complaints about coming through this way come that's that's a security thing. That's a totally different thing. We're talking about The main security concern that we have is definitely crowd control that is directly related also to the amount of people. And [clears throat] we didn't really accommodate the crowd last year. It was overcrowded. Cuz we didn't have enough seats. So, Why would you put seats all the way on the end of each field? What about those people that are stuck over there? What what good is that to see their child? And how we securing our graduates on that same lawn? Did you have >> spoken with your security team about

095this and what their input is? Yes. Did we factor in the cost of renting chairs? It it's part of the recommendation that I've already made. Okay. Yes. I'm just curious if people knew that cuz I think a lot of people didn't come. If you tell people they have to tickets I want to show there's going to be seats for eight of the families now. They could bring their friends and They didn't say, "I'll bring my three best friends now. Who cares, you know, I'll bring my friends from whatever." Well, you think they're going to show up? I mean they didn't come in the past. They will at the risk of They don't only have a seat, they'll show. At the risk of having a bad seat? You think that you think people are Yeah. Did

096we factor in the cost of renting chairs? They they can't be that much. We I don't have it in terms of a dollar amount, right? But we do have a budget line associated with with graduation, right? So, if it's more than what is there, then Well, you usually pulling from different other spots to account for it, but I didn't calculate that. Definitely, yeah. I think some of the problems that we've had in the past was at a our children's graduation where the two parents had an argument was a seating issue. Correct. They got who was in whose way. Last year was a different issue. It was >> [clears throat] >> not people that sat through the ceremony we're worrying about seating the people that were standing last year and I think that's what we got

097to cater to. I don't think there's going to be any more than there were last year. Any more people in attendance than there were last year. Just because they have 10 tickets, eight tickets, doesn't mean everybody's going to bring eight 10 people, six people. So, So, where is the Your your your your your comment to me just now but you you and your security team had this conversation and they're in agreement with what you're saying. They're part of you putting this cap. Yeah. Um I guess if you're recommending doing this for the first year and giving it a shot, I guess we'll support you on that. Um you know, I guess our security guys have to be safe. They they want to know that they can handle It's it's always a nerve-wracking day, right? Because

098of the volume of people. >> Right? Um Certainly, obviously, Yeah. heat affects things. I would love not to put a cap on it personally, but if this is what you and your team are looking to do, I guess we try it for a year and see how it goes. We also your this is your recommendation. We're also assuming that with that wait list that you spoke of, people saying, "I have one more." Creating a first come list, this might not even be an issue. So, we're assuming that it's an issue that it might not be based on the numbers. So, if we go forward with your recommendation that your team met multiple times and the wait list says 40 people and we meet as a team again and go, "You know what? We can probably

099accommodate that through whatever." Then this isn't an issue. >> beyond is 40 people. We don't even have to come There's no discussion. There's 40 additional seats and they all get granted, right? Like it's just a different right like Yeah. It may. And times are different than they were 10 and 20 years ago. People are different. You have to be safe first. >> People's people's patience level and the ability to stand really close to someone for an extended period of time is not what it was before. What >> And again, we're we're we're specifically referencing the last two three years. We can give you other examples of prior years that are specific to overcrowding. Thinking about the situation that happened last year, what would the plan be? Thanks. What what would the plan be um post

100graduation with the security team still secure the perimeter for a period of time so the families can go down on the field and protect those points of egress and if so, how long is that time? >> That's it's a great question and I think I forget who was it that had asked about that, right? In terms of concern about that process of everyone coming on the field, right? Asking like if you know, should we should we change that, right? Um so, we we we talked about that at length, right? And ultimately by there being a a cap, right? On the number So, there's less people in inherently, right? In that process. There's also I'm going to venture to say it's it's more specific in terms of who each graduate had that the graduate you know,

101the people that are there, right? Um So, we talked about that for this year we would want to evaluate it now that we would have kind of a greater crowd control, right? Into the mix and see how that went, right? And if there there's still you know, there was a concern then still after this year after these added measures, right? We're put into play, then we would talk about it in terms of that, right? Like Right, exactly. Yeah. Okay. All right. You know, we felt that by mitigating these other pieces and and specifically less people, right? In terms of on site, right? Um that that does change a little bit of of the dynamics. >> And just out of curiosity, how many people did we estimate that showed up last year? >> I don't right

102we didn't have a ticket system, we didn't have a count system, right? Like so, that's the hard piece, right? That you know, I can tell you right like there've even been some comments here. We didn't have this many, we didn't have that many. There other people that have said we've had well more than this or more than that, right? In in different areas, right? I wasn't standing in that area. So, I can't directly speak to that particular area. It would be hearsay if I spoke about how many people right were right like so, I don't have we don't have a good you know, like gauge of how many people in terms of were were on site, right? Um yeah. If if we were to entertain the idea of these end zone seating, right? Um obviously,

103you don't want to take away from the core of the graduates and you know, they're the focus. Um right now the way the graduates come through the middle, right? And then they go under the arch, right? That's usually how we do it. It's Wait, they come through the track and then come up. I just throwing it out there. If it really came down to us wanting to do this end zone seating, would we be able to maybe change and do like an elevated stage like some schools do where they the student comes up and walks over the stage and comes back down like a square stage type so that at least the side view can see it. Oh, when they they're >> When they're at least Yeah, they have their They can take a look

104at that. Because I think that's one of the things because if you have people sitting on this side and your student is maybe seated on that side all those you know, you're all kind of the same level so you can't really see. And um I just feel it's important to see your child. You've been there or you're you know, whoever you're there to see. >> at that. You know, we definitely can take a look at that. I mean again, back to the the completing a a request for additional tickets, right? After that process unfolds, right? And and families go through and they they get their tickets and then they request additional if they need additional tickets. If we're talking 80 additional, right? You know, or that that's that's different, >> [laughter] >> right? Um that's

105doable, right? Um it's just from the onset of establishing it, right? Um we have to kind of have a a set number, right? Um so that it would be a fair in terms of the initial access right point. Then you have your families in terms of who request additional ones, we see where we're at there, right? We obviously make sure that every child, right? Every student and their family has access and has requested something, right? In terms of tickets. Meaning if if Yandy's family never never logged in, right? Still showing zero, no tickets picked up, we need to contact Yandy's family to make sure that they do that. So once we check off all those boxes, okay, how many tickets do we have left? How many families have requested additional ones, right? Um but that

106may match. If it doesn't match and the net difference is 40, is 60, is 80, that's totally doable, right? Than establishing and putting out an initial onset of at seven per and it's 800 seats because then we may have you know, like those other situations that we just described as an example. Why are we anticipating so many more people than last year? We're making it like 3,000 more people are going to show up this year than last year. >> year was too much. It was too much cuz they were standing. >> Too much because they were standing and we didn't have enough seats. >> too much if they were sitting down. The people that came and ruined the graduation like I said, did not sit through and it was not related to seating. It It

107was kids that came to cause problems after the ceremony was over. If I was a parent and my kid was graduating and I got stuck all the way in the corner, I would not be happy. Get here earlier. So just as an aside, none of the not none of the totals that none of the totals that we've referenced, right? The totals that we've referenced, the highest that we've referenced brings us to about 2,000. So you know, we're not assuming 2,500, 3,000, 4,000 right? We're not assuming any of those numbers. Um We we don't The problem is we don't really have we don't really know what the number is. That's the problem. >> We We do not know. We just know it's >> is to put out a ticketing system and people have to apply a

108name to that ticket, I would think so that it's it's more of a definitive not just everybody gets a blanket amount. That's really the number we need. Then we know what to accommodate. I But I don't know how >> I need a starting point, right? In terms of that that piece. I understand. I think the starting point has to be five per the recommendation that you had with the with the with the security team. Would our security team be able to speak now or no? No, we're not doing that. >> No. I'm not going to put him on the spot. >> Okay. Unless [laughter] he feels comfortable. Oh, okay. I didn't want to be on the spot. All right. And talking about estimates, easy double the amount of what the tickets we want to sell.

109Easy over 2,000, probably closer to 2,500 to 3,000 people have been coming. Easy. So if you limit the tickets to what is it? 1,300? 1,500. Yeah, 1,500 to 1,600, right? Yeah. That is a significant number less than what has been showing up. You go to the what happened last year, that won't happen if we don't let them in. If you let everybody come in with no tickets, they're going to come in again at the end. That goes to the point of what I was saying earlier about having having those security presence at the perimeter post graduation. Um nobody else without tickets can come in. Now, they could hang out in the parking lot, wait, but I'd rather deal with that after >> There. than what we had where I'm facing off with five kids on

110the field while people taking pictures. All right. I'm telling you, easy 2,500 every year. Last year was probably about that 2,500. Your graduation was easy 3,000. Because in front of the stands, we still have the disabled seating and that's we always had this year. 100, 150 or more plus the path that was packed, the bleachers, the whole thing was packed in front, the whole side was packed. It's easy 2,500. If we We're talking a thousand [snorts] people less. And I'm not going to give specific numbers of how many guys I'm going to have there. No. But thousand less is a lot easier for my guys to handle. >> [snorts] >> Especially the size cuz it's not just the field, it's not just the stands. It's the gates all around. So Right. That's just Yes. I

111would like four tickets, but I got overruled on that one. But I understand where you come from. Both of my kids graduated here. There was no limits. I burned my head of my daughters and in a packed stands and was not comfortable. Unpleasant. It's too many people. It's not fair to >> And it's just I think it just make it much easier if we limit it. We keep the amount of people coming in through a designated area. >> [snorts] >> Nobody else can come in after once it's started unless you have a ticket. And then you close the perimeter. The perimeter's closed. Yeah. They're going to come in the designated area. If if one of them comes up to the one side, they're going to be pointed there. The people will still stay there. They

112can come cuz we ultimately have people coming 15, 20 minutes, 30 minutes, 45 minutes late >> Right. all the time. Right. >> the ones that will stand in front of the stands and all that. They're going to be pushed to the sides of the the seats that are probably on the field cuz the stands will be full by then. And if you And if you add more and we're putting them in the end zones, it's going to be very hard for us to limit or count to get to that 1,300 number that's in the stands and then shut the stands down. Right. >> them to the sides cuz you're going to have people fighting, I want to go into the stands. >> Right. Yeah. Especially if you're putting them in the end zone where Yes,

113it's going to be hard to see. And if this is something that other districts are doing, I think we should be in line with that. I think five is a generous number, I think. I think that's >> Yeah, five Other districts go out of out of places, rent, and they give them two or three tickets. Right. Like they go to like an indoor hall or something. What's that again? If it rains, you get two tickets. Yeah, that's correct. Yeah. Right. >> I did I had to do that at graduation. Two tickets. Now to the point you made about doing the the pool of unused tickets, um I guess that there's a closeout window and any unused tickets, however that's going to be determined, um how quickly could would you know how quickly you'd be able

114to decide whether there's only a a hundred extra re a request for only a hundred extra tickets and how quickly could you respond to possibly thinking I maybe I could have another hundred seats. If that whatever the number was. You know, like you said, it might only be 50 or might only be 60. What what's I I was a I'll say pretty quickly, right? Without right? I mean we we do want to establish a process. Um We have letters ready to go, right? We're ready to sign in terms with the ticketing system. When I say letters ready to go in terms of right like to send to families the initial notification, right? Um then the actual process of here is go onto this website to purchase your tickets. It's obviously purchased at no cost, but

115it's the one ticket Yandy family, second ticket Sean Hanley, third right? And so on and so forth. Um go through that process. So we would send that out. Then we want to go through a process where we have three to four weeks in there of reminders for families. Please, right? Um it's a unique code to every family, right? So to the Farrelly family, to the Neville family, right? So it's not kind of intermingled in terms of um between students and can't be replicated, right? Um so we want to have several weeks in there, right? Of of doing that so that would be the month of May, right? Closes out X date in May. Uh then we have a several days there of following up with families, you know, if Miss Galante's family never obtained any

116tickets, right? With them. That's two to three days. But simultaneously in that first notification is the link of if you'd like additional tickets to request them, please submit it here. So then that list is already being generated while that process is happening, right? We then get to that point and then we move on to that. And that list is being generated as a first come first serve. So like if you have ten people that submit for a request for additional tickets, you'll get some sort of output that'll say family A requested three, family B requested four. Right. Okay. So when you when you're filling out your tickets per family, if you only put in the names of four people, the remaining ticket gets closed out and put into the pool or Correct. So, from a

117system um application perspective, right? We give them a particular date in which it then gets shut down and closed, right? So, that then we can evaluate and say, "Okay, Yanni's family didn't uh we can evaluate and say, "Okay, we don't um this was the total pool of tickets and X number weren't uh they're still available." Right? Um and then we could also evaluate, Kathy's family hasn't Miss Gizmovic's family hasn't gotten any tickets, we call those families. So, we would have those reports from the company, right? Um and to be able to then take it take the next step. And uh students that come to the graduation to see um other students graduate, I guess that's there's there's no room for that in this at all. Cuz that's probably where a lot Still the same, they

118need a ticket. Everyone needs a ticket. Right? >> Well, same thing. I mean, here's the piece. We also talked about cuz again, people are people, right? Um right, this we haven't factored We're not factoring in in terms of employees here, right? So, the concept from an employee perspective is they're standing and once we kind of get all the guest other than people that are working, right? Chaperones, right? And and need to be in different uh designated areas. Um we'll consider kind of others, right? And how to manage that and where they would be standing or you know, that that process after our guests in terms of our our student our graduates and their families. But yeah, no, it wouldn't be, you know, I don't know. Right, if 30 juniors want to come to the Right,

119like that's not that wouldn't be in the mix. Unless they have a ticket. Right. Assigned to a family, right? Yeah, I think we should proceed with the five. I agree. All right. Everybody want to go on the record? I'm good with the five. Five. The security team said five, I think. D'Angelo Best. And we'll keep us posted on the the waitlist. Yes. I will. Okay. All right. That's it for this topic. >> [cough] >> Okay, [clears throat] statement of residents. Residents wishing to share a statement on on any general topic, please state your name, address, and any organization you represent. You can also write this information on the index card and give it to the assistant superintendent of finance and operations. Comments about individual students or employees are not permitted. Each resident will have up

120to 3 minutes to speak with a total of 15 minutes allotted. Responses will be given after all statements or questions needing further research will be addressed at the next meeting. Hello, Josette Crean, 12 Reno Street. Um and I'm speaking on behalf of West Babylon SEPTA today. Um I didn't put my thing in quick enough to uh early enough to speak earlier. So, um we would like to invite all of you to join SEPTA to celebrate a decade of advocacy, inclusion, and community at our SEPTA 10-year anniversary celebration dinner. I have invitations I'm going to give you in a minute. It's being held May 14th, 6:30 to 8:30 at the Santapaug Santapaug gym. In addition to celebrating, we've teamed up with some amazing an amazing group of special ed teachers that and we are presenting awards

121to our neurodiverse students. So, Google Vo- forms was sent out to every special ed staff member, all special ed teachers, service providers, psychologists, behaviorists, social workers, everyone that works with students. Um they each get to nominate one student with an IEP. The award is not an academic award. It is for recognition of consistency, demonstrating compassion, perseverance, a love of learning, and exemplary West Babylon spirit. We are really excited about this opportunity to shine a light on our students that often don't get recognized. Um we are also going to be recognizing our students that are aging out of district and all of their achievements. Um we really hope that you could join us. Oh, and just so you know, our award I just remember I our award is called do do do do the Spirit of

122an Eagle Award. Um and I did email, but I totally waited till the last minute, but um we we are also ask requesting that maybe the board could consider waving the fees for security. In the fall, all of the PTA units have had had their big fall event, the fall festival, and security fees are waived. SEPTA as a unit has never had a large event that utilizes security. Um so, we did not receive that benefit um of having the event waived. So, with that being said, we're requesting that to be considered by the Board of Ed. Um but regardless, we hope that you could join us and I have invitations to give out if It's a um uh It's not an open to the public event, right? It's invite. Um we're inviting all of the

123principals, all of the administrative special administrators, um the past the um the initial board of I'm sorry, the initial um SEPTA board. And all the past presidents, um special ed teachers, and all of the families of the students that receiving awards. And we are also hoping that this would be a great opportunity for those parents. We're going to have a slideshow um to really see what SEPTA does and so that they can cuz we don't really get a lot of those parents and they don't really see um what we do and what we can do. So, we're really hoping that this could be a good eye-opener for them to really see. So, >> [clears throat] >> that's what I think. Okay, thank you so much. >> You're welcome. We hope you join us. We were

124also thinking of doing um the the seniors that get awards also letting them have that opportunity to come up there and really be recognized as well. In addition to You're welcome. Thank you, Miss Crean. And thank you for all you do with our SEPTA team. But there was originally a SEPTA meeting on that day, right? So, >> That was This is in place of our SEPTA meeting. >> Got you. Okay. So, that's what I have on my calendar. Yeah, well, there's only so many dates. May and June are like crazy. >> [laughter] >> We're all crazy. All right, thank you. Thank you. What's that? Okay, good. We're all on you. No, I I was like, how did I know about this already? And We don't want to ask you, please. Okay. Uh we need a

125motion to adjourn. Steve, Kathy, all those in favor? That's everyone.