001So bring meeting to order. May I first Lisa second? Bill. All in favor? All right. Pledge of allegiance. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Thank you. We have um four budget presentations this evening starting with Gil Primary School is first up. >> Is this on >> press the button? >> You have to press the button. >> Do we have >> No, only digital button. That's what was happening today. >> Yesterday, too. >> Yeah, yesterday. >> Joe. Yeah. What's going on? >> It'll work. Does someone maybe have it from up there? Maybe. I don't know. You know what? Maybe there's the other >> Take out the revision history thing
002and see. This kid. >> Turn off the keyboards. Okay. >> Good. >> I know. >> Thank you. How are you? >> I think you go out. Maybe we just do out of this and then just do the manual. >> Just max out the revision that might Oh, >> okay. Use this. A lot of people this way. >> Yeah, this is fine. You're like, >> actually, I don't think we need Rihanna, I don't think we need a speaker on here at all because I think everyone could hear us like this speaker, >> right? But the mics, this this mic just keeps start to >> Do you want this mic like we did last time? We can do that. We have an actual budget to fix the board equipment. >> Good. >> So, this is terrible, right?
003Next thing you know, here >> there's no sound here. I turned it off because everyone will hear you here. >> Oh, so we're not using that. >> No, no, you still need it for the recording. No, >> you're good. You won't you won't hear it here. >> There's no speaker internally. It's just recording. >> Okay, perfect. Whose food is anybody want? >> All right. Good evening. Um, I know we weren't supposed to make a fun long presentation, but I couldn't resist our hill pictures. Our kids are amazing. So, I made a short and sweet presentation, and I'll walk you through it in under three minutes. I promise. Um, do you have the Okay, perfect. So, the current enrollment at Goose Hill, we have six kindergarten classes. We currently have five grade one classes and one
004ABA class that is a 611. So, that means we have six students. Um, we currently don't have a full class of six, we have four. And then we have one program. So, if you look right underneath, our projected enrollment has risen. So we are going from 111 kindergarten students to currently having 126 registered. Um that was as of this afternoon. So we are going to break a section. So we will need one more uh kindergarten class bringing us up to seven sections and then we have coming up we have six kindergarten classes coming up to first. So, we're opening up an additional um first grade class. That'll bring us to 112 first graders. We have one first grader coming in from um one of the friends schools. And our ABA class will be a full
005612. So, we'll have six students next year with um two programs in the program. >> Can I ask them? >> Sure. >> So, you're going to have two more classrooms needed next year than you have? >> Yeah. So, we need two additional classrooms. So, I'll walk you through like all the fun stuff. It's like furnishing a new house. So, we have um our budget line in equipment and materials and textbooks went up about $30,000 for each classroom. So, after we did all of the quotes and, you know, furniture, desk for students, desk for teachers, the carpets, um the additional textbooks for math or um foundations, everything rounds up to about $30,000 per class. So, don't um be alarmed when you see that part going up. Then we have these are just current supports. Um you
006know, we want to thank you for everything that you've done to support us. This year we have booked um I think over six LICM. So the Long Island Children's Museum has come into Goose Hill um and they come in starting this month regularly to visit the classrooms and they have onetoone scheme workshops. So the students um have the opportunity for you know onetoone they were making propellers yesterday they made. They learn all about you know aerospace and how to build an airplane and what the propellers mean. Um during January we had Lunar New Year workshops. So the students in kindergarten because the first graders had already um you know engaged in this program last year. They got to learn about Lunar New Year and what year they're born in and what you know what's the
007animal and what's they made um the animal for that year and work on different crafts. Um so we just want to go through a few things just to say you know thank you. Um so currently this these are some of the professional development and curriculum projects that we have supported throughout this year. Uh we purchased new decodable readers. We have implemented some of the youly strategies in small group learning where we have heerty for each teacher um the multi-ensory phenomena awareness program. We've sent teachers to many science of reading workshops and also our special area teachers have gone to the responsive classroom um workshops specifically for special areas and we purchase books for each teacher um building thinking classrooms in mathematics because of the new math program. We want them to understand the thinking behind
008the conceptual understanding and building a classroom that's run by the students for the students. So, we were able to purchase that and we also were able to purchase um individualized math center kits for each student. So, because the new math program is so handson um each student has their own center kit. So, anytime they need a material, they have it right in their desk or in their seats and they can open it up and just, you know, move on. Like the teacher doesn't have to prepare for every single lesson. the students have that autonomy to take out the materials that are needed for that lesson. And then we have uh we just want to say thank you for all the field trips that you've funded. Friday is our first field trip for kindergarten. We're going
009to the Vanderbilt Planetarium. So the teachers have selected um workshops that align with the science curriculum. The first graders are going to the Hexra Museum of Art. There's a literacy from art program that we're involved in. And at the end of the year, all of the students will attend the Long Island Children's Museum, Don't Let the Pigeon Drive the Bus by Mo Williams the Musical. And then this year, uh, we also want to say thank you for our after school clubs. We were al we were able this year to open up an additional club and it's called the Little Learners Science Discovery Lab. So, this club takes place indoors and outdoors and um we have three sessions at four weeks each and um as soon as I send out the signups, you know, we're filled
010up. Every student has the opportunity to join one of our after school clubs. So, this is the new um projected supports for next year. So, if you look in the textbooks um section, it's gone up by $30,000. Um I highlighted the illustrative map. The illustrative map was not budgeted for last year. So this is the year that each school is taking on their budget for the stu, you know, the um textbooks and the centers that are needed for next year. And all the way on the top right corner, um the professional development code went up by $5,000 for teachers. We sent out a few of our teachers to become certified in IMSC, which is the Orton Gillingham um sensory program for students or who need the additional support or if you have dyslexia. So, we
011want to send two teachers next year to actually get the certification. So, it's double in price. So, we did raise that um budget line so we can have more teachers who are certified in that Orton Millingham program. This is where um come back one joke. This is where um the two additional classrooms will be added. So that line for um equipment and materials will total up to an increase of $30,000 where we have to furnish the two additional classrooms. So now we just have to look for space. >> Do you have space? >> We'll we'll move a few things around and work it out. >> We have the prek in there right now. class, right? So, is that a room that possibly will be redistributed based on enrollment in other buildings? >> Yes. So, we
012uh yeah, we're going to take a walk um Mr. Bertini, Mr. um Monero, we've taken many walks, but we'll take another walk and then we'll find the space. We have some ideas. Yeah, we have ideas and we definitely will make it work. There's there's there's ways to make it work or put like um the resource room teacher or a consultant teacher in a smaller, you know, office area instead of half like a classroom. But we also have the ABA class which is only six students instead of, you know, full 18 where we could also bring them maybe to the TA suite. We have a teacher um assistant area where they work in small groups. We could also, you know, move that around when they're pushing it to the classrooms. How reliable is the projection for
013the kindergarten next year? >> So, at this time, I >> feel like it's early. It >> Yeah, it it is early. It never goes down from here. It only goes up. We usually um will lose maybe two or three, but then over the summer, we get five. So, it is pretty reliable. We've never had this solid of a number at this time, but I have been meeting with many families who are moving in or closing in 2 weeks and they, you know, they're like, "We're like, we're in, we're coming in here. We just wanted to know like what does the building look like and what's your philosophy around technology?" Um, but it is a pretty um solid projection. So, they have to give in um all their paperwork for their house, you know, all that
014stuff. And there it's it's coming along. every day I'm getting, you know, some of the emails that they're already registering in E school. >> And something the I'm sorry, something new we did this year, we did a postcard for UPK and kindergarten. So, I think that really hit everybody in the district. And if you didn't see it, a neighbor said, "Hey, did you get the postcard? You got age kids. We're getting the numbers earlier." And I hope, you know, we'll really get >> Yeah. And the UPK uh UPK registration itself went out much earlier this year as well, which also helps support to put a push around. >> Yeah. >> And I think they also know we have UPK. It's just it's it's, you know, it's our third year going into it next year. So
015the word is out. >> Do we have room around the district for two classes still? >> We we we could fit the two. >> Yeah. Okay. >> Like I said, we we've getting small so you spread out. You know, everybody has a little extra space. They might be, you know, a little tighter. You know, you may a service may be in a smaller space as my wife was a PT, pedal PT. She worked in a closet half of her life. We're not saying they'll do that, but it'll be tighter. >> Um, and then a projected support for next year. We have um so this year we have a well, we started it the first year the board funded the after school club, the Lego robotics club, and it was a big hit. So this year
016we wanted to purchase science Lego robotics kits for the another program that we can add into our um STEM curriculum for next year. Um we did get a message from LEGO that the kits that we're using will be phased out in the next couple of years. So we wanted to start replenishing the science Lego robotics kits um for the students which you know they love. I mean it's been it's a big hit. It's always a fulls size um after school club. So we have to you know use two full teachers to work with that club. But the students I mean they are hands-on and they absolutely love it. And then the next um support for next year is uh these are Ahribots and Spiro Indie cars. So the students are able to code the cars.
017Um they have like a raceway. They can race the different cars, how fast they're going, how slow they're going. They can code the robots. Um they have sensors on them and then they can create it's they don't have to use um a digital portion with the rebots. They can use a hands-on portion to code them. So they don't have to be on the iPad while they're coding them. Um like some of the other ones you have to use the iPad to code. This one comes with with its own system. It's more advanced. So this these are just some things we're going to purchase for next year. And then um any questions? >> All right, we're good. >> Thank you. >> I think >> it was a camera. I remember it happened previously two years ago.
018>> It was touching All right. Thanks, Dr. Clark. >> Thank you. You could go, Miss. >> Oh, thank you very much. Thanks. >> Hello, everybody. Thank you so much for giving both Shannon, Hannah, and I the opportunity to present this evening. Uh before diving in, we did want to remind folks if you're looking for something wonderful to do this weekend, we hope to see you at our two night production of The Lion King on March 6th and March 7th at 7:00 p.m. at the Cold Spring Harbor pack. The students have been working hard and ladies and gentlemen, we have a show. Um, again, thank you for providing Miss Shanahan and I with the opportunity to provide a brief overview of our proposed 2026 2027 budgets for both Lloyd Harper School and Westside School, our two
019for six elementary schools. This budget reflects a careful balance between fiscal responsibility and our continued commitment to providing a highquality learning environment for every student in grades 2 through six across Cultur Harbor Schools. As we develop this budget, we work with our central administration to remain focused on three key priorities. maintaining strong instructional programming, supporting our students well-being, and investing strategically in our learning spaces to ensure they match the excellence of the teaching and learning happening within them. This next slide shows both schools enrollment projections for the 2026 2027 school year. We have worked diligently to preserve the core instructional structures that support strong student achievement. This includes things like maintaining class sizes determined by our board of education. We know that smaller class sizes will continue to allow for individualized attention and personalized learning.
020We also work to protect our intervention and student support services and to ensure continuous access for students to their specials and to many enrichment opportunities that contribute to a well-rounded and robust elementary school experience. Our goal was to strengthen what is working while being thoughtful and measured in specific areas of growth. This year, Dr. Barnes and I uh continue to work to align our budgets and integrate new and equitable opportunities. As an example, um the Ellis Island immersion experience has finally returned to White Harbor School this year and we successfully uh had our fifth grade participate in the fall and this spring is scheduled to join Westside, not at the same time, different buildings, same time of year, in the fourth grade experience. So, as a result of the Ellis Island immersion experience returning to
021Harbor and been at Westside uh for for many years now, um Dr. Barnes and I worked with our parent groups to conceptualize a fifth grade trip to Ellis Island, which we hope to take yet that inaugural trip this fall. Um so that's why you will see our contractual expenses have an increase there. And that second bullet, you will also see that we have budgeted for half the cost of Philadelphia, Ellis Island, and Broadway trips as the board has um prioritized these last two years. Um the buses for Philadelphia, Ellis Island, and Broadway are also included in our budget. And we do know that sometimes the PTG takes on those expenses, but those are included in our budget as well. a five-year flexible furniture replacement plan so that we can, you know, be focused um on
022and prioritize when and how we are replacing our worn flexible furniture. And then uh monogrammed items such as tablecloths, those are included in our budget. And then replacement classroom carpets that get worn over time, those are in both of our budgets as well. Can I can I ask that half the cost of the field trips to Philadelphia? Are you budgeting for the are you assuming that the board is going to cover half and you're budgeting for the other half or are you putting in your budget ass that you are assuming that the board is that the district will cover half and that's what you're talking about? >> So if the district covers half as we have retroactively in the past two years that's what's budgeted for. The other half comes from families. >> Okay. >>
023So there's So with the Ellis Island, they're they're still going to So the fifth grade that's the new trip for the fifth grade >> and then they're still going to go to Philadelphia. >> Philadelphia is fourth grade and Broadway is sixth grade. Okay. >> Any other questions on that one? Um in terms of our textbook expenses, you will see and we have a slide on this later on. You will see that that category went up quite a bit. We did um obviously we are adopting the illustrative math digital program with the math centers and the homework support and also uh looking to purchase those illustrative math manipulative tool boxes that you see in the bottom right. Christina mentioned this um in her presentation as well. We purchased them for grade two this past year and
024we would be looking to purchase them for grades three through six the the f uh for this coming budget year. And then our neuronet program which was not budgeted for in grade two for last year but we did roll it out. We were able to do that um we have budgeted for that program and the workbooks for grade two. And so that will mean that all of Neuronet in the district grades K through two will continue and that's the the maximum for that program. Okay, one of the areas I'm excited to highlight tonight is our multi-year plan to enhance our physical learning environments, beginning with updates to the Westside Library Media Center. The library media center is truly one of the heartbeats of our school. It is not only a place for students to check
025out books, but a place for research, collaboration, exploration, and of course, community building. Over time, much of the furniture has aged and no longer supports the flexible student learning centered environment. We envision in the 2627 budget. We have proposed a library refresh that includes updated tables and chairs that designed to be uh durable, flexible, and developmentally appropriate. These upgrades will allow the space to be reconfigured easily for whole class instruction, small groupoup collaboration, independent reading, and/or special uh community events. Our intention is to create a welcoming, more modern environment that reflects the importance of literacy and inquiry as a whole within our school. If you have been to Lake Harbor, you know that we host some of the most beautiful and expansive outdoor spaces, which we're very proud of and our students love to enjoy
026as often as we can get outside. So, for this year's budget, we are proposing those uh tables that you see there. We are not only replacing some tables that were worn out um and that we had to dispose of in our interior courtyard that is adjacent to our cafeteria, but also uh implementing some of those out near our recess and uh playground area. Um students can access the tables in the courtyard during lunch. Um perhaps it's like an earn ear burn earn a table outside type of a program. Um I think our aids would be excited to be able to be out a little bit more um when the weather is nice as our students would. And then for the recess and playground area, not every student likes to um you know run wild for
027for the time that they have at recess. Although a lot of our students some do want to use the time to sit and read a book or play a game of cards with peers or even do a craft. So that will be a really nice addition to our recess area as well. Um the flexible furniture for our three ICT classrooms that I have there. We are lucky enough and and we hope that we are getting you know to be able to expand to six full-time ICT sections at Lloyd Harbor this year. Um you know that would be a full day in grades 2, three, four, five. We have a second section we would need to open up in grade five and then one section in grade six. Whereas there was two in grade six this
028year, there will be two in uh grade five next year only one in grade six. So some of those classrooms um have you know their furniture it are those older style desks. Um they do not have the flexible furniture. So looking at targeting those ICT classrooms to set them up for parallel teaching and small group work. And then um you will also notice the classroom libraries there for 2 4 5 and six. We were able to do grade three this school year. Um in classroom libraries it you know that's quite a an expense but it allows teachers to um pull from their curated lists that they kind of keep and buy classroom sets. Sometimes there's books that just need to be replaced and they're in line with the curriculum and and others are you know
029to peique a student interest. um they're at different levels and they're um design you know the teachers want to have those available with multiple copies available so that they know the stories themselves. They can better help uh guide students um in their assessment conferences and um you know peak student interest based on you know new topics that students like to read about. Basketball is always always a good one. um National Geographic um has a lot of really interesting topics and those are some sets that our our teachers are really um hoping to get get a few more copies of. And then we do have um one teacher that is um at the practicum stage of her Orton Gillingham um experience and she that you'll see that that is specifically a line item um on the
030Lloyd Carver budget for making sure seeing her through uh her practicum experience next year. any questions for me? Um, lastly, this is a little bit of a shock of a page. Um, but, uh, just I'll give you a little bit of a bird's eye view here. You'll see some of our, for instance, our textbook money has gone up significantly, but our instructional resources money has gone down. So number one, the Allesia math program, the new resources that we're, you know, purchasing this year, those are placed in textbooks. And then there were some uh materials that were formerly in instructional resources that we've then moved to textbooks to maximize our aid that we received back on these items. So that's why you see the categories are a little lopsided and wonky. We spent a lot of
031time digging into this with our district leaders and making sure that we were getting the the maximum um aid on all of what we were planning to purchase. >> About what's the percentage of this generally? That's the luster map. Is that like really like I know you're blending two areas together too, but what percentage of all that? I can tell you for at Wood Harbor my illustrative math I can give you the amount >> $30,000 at white harbor that was not there before >> and west side is >> okay that gives us the classroom libraries are also in that textbook budget for Lorie Harbor so that is quite an expense I have 35,000 listed there um and those you know that that's a that's a wish item you know, if we had to scale back
032on something, we we do a little bit at a time and we don't do it all at once. Um, we we will purchase those as we go. >> Is that like the classroom libraries? Is that each teacher picks different books or they get one copy for their classroom and they like or the whole class? >> Grade level. So, they they develop lists by grade level. So, it could be that the entire grade level, especially at like a five or six, is is reading the same book. um or you know sometimes at grades two and three they they like kids to you know they're trying to teach them to love to read. So the topic is really important but also having varying levels. So they'll have multiple copies of the same book because this group may
033or few kids may really love to read about sea otterters and it's at the right level for those kids and it's pushing them. So they are looking for sometimes full class sets and sometimes smaller amounts. Um, do you have any idea how much aid we would get back? >> Textbooks. >> Yeah, we textbooks we get the most aid back. Um, so when you compare textbooks, um, software, uh, library aid, textbooks, we get the most back. Um, I can get you the figure. I don't want to misspeak. Um, but it's it's definitely within our favor to put as much as we can that qualifies as textbook aid into the textbook line so that we are maximizing that >> about 50%. >> It's a it's a dollar amount um per Yeah. So, so I and then you
034can hit a maximum ceiling. So, it's not it's not um something that is, you know, like OC's where we can just put as much into BOS's as we can and we get all that aid back. But I'll get that big. But we did work very hard to make sure that we were looking and seeing what the state will aid for textbooks. Um and we made sure we put whatever they wanted into that. Very smart. And you'll see that there may be some things now in the code that the state or Boseies changes and does accept for aid. We may shift where we ultimately purchase it from >> uh you know if we see that change but it's still on Bosey's still early for them in the state >> right and that's sometimes why you see
035budget code shifting. >> So we just um have Westside to answer the same question about textbooks. uh we increased $20,000 for illustrative and math and $17,500 for classroom library upgrades. If you looked at the first category in equipment, um while it might look like a reduction, part of the budgeting process was making sure that we were putting funding in the specific categories. So, uh, money was decreased because, uh, $14,000 was moved to building a grounds to do some some of the facility work in our cafeteria with noise panels. And then you'll see the instructional resources was primarily uh, looks like it decreased, but that's because many items were moved from instructional resources to textbooks. So, it's just making sure that they're hitting the right homes for the actual subject lines. So things like the handwriting
036books, the foundations notebooks and so on. So with that uh again this was a brief overview overview. Miss Shanahan did want to just say to the board of education, thank you so much for the support to our 2 through six elementary schools. Um we work to have our budget reflect our district's ongoing commitment to academic excellence, a strive for excellence. uh making sure we're being responsible um stewards of of of the resources and of course uh to create learning environments that inspire curiosity and growth and a love of learning. I am proud of the thoughtful work that went into this proposal and grateful to the board's continued support of our students and staff. On behalf of Michan and I, we thank you and we're happy to answer any questions or field any of your inquiries.
037Thank you so much. >> Thank you. All right, moving on. Thank you guys. >> Yes, you guys go. Is that where I am? Okay. So, following um those stellar presentations, I'm just going to give you an overview of some instruction for this year. I want to begin by uh thanking the board uh for funding all three professional development and uh materials and training that really support all of our program 12. Um as I go through this evening, you'll you'll hear a little bit about some increases and um some reallocations very similar to what we just saw in the in the other presentations. It's not going to be a line by line comparison because there were a lot of shifts from one code to another very similarly. You'll also see that um I've taken a look
038at areas where we were in uh we were in deficit and we had to move money into uh my funding for this year. So I want to make sure that we were properly allocated uh for the upcoming year. So when it comes to staffing one of I I am proposing that there be a shared secretary for the directors and chairs. So when you look um at the sheer paperwork, materials, uh receiving of materials, distribution, uh organization of field trips and and various things that come uh department by department, um it would be very valuable for us to have a secretary for directors and chairs. When you uh examine our neighboring districts both in Nassau and SuffK, uh they all have an offer a secretary for their directors and chairs. It would be one secretary shared
039by all of them. So, um, it's definitely going to allow them more time, uh, to get into the classroom, to build their students up and work with the teachers. When we think about core instruction, I wanted to distinguish between the literacy and math coach versus the science specialist. I'm proposing a literacy coach 1.0 FTE as well as a math coach 1.0 FTE full-time 1.0. Um, just as a reminder, these coaches will be working across all of our elementary buildings, which is a large amount of classrooms and teachers that they're supporting. They become the bridge between our classroom teachers, our AAS providers, our special ed providers, and our instructional um initiatives. So they really are the ones that as we uh examine what our pra best practices are, they're going into classrooms, they're examining lessons, they're
040modeling with teachers, they're using the new resources, they're doing uh that modeling with teachers, they're examining our AIS data uh that comes out of all of the testing that we do. They're making sure that the pedagogical approaches really really are tailored to >> I don't I don't want to be taking forever, but I'm just curious is this going to be a teacher that we bring on on a tenure track to keep forever because I feel like we've you know Mrs. Soul did a great job but then she goes back to the classroom like >> like a 1.0 full-time teacher under my umbrella uh working across all buildings where they will stay as that position. It's not going to be a special assignment. That's what I'm saying. >> So, they would be just the coach, not
041>> they're not a classroom teacher, which is why I'm distinguishing between classroom teachers and coaches. Um, so the science specialist is a classroom teacher, so I'll get into that. >> Is it K to 12? >> So, no, they would be they would be K to six in in our in our elementary buildings only. Uh, so uh the math coach currently what we have is a 2 and 0.2 2 is distributed to our AIS coordinator who took that on just because we don't have anybody with, you know, nobody's coming for a 0.2 math coach position and we're asking that one individual to travel to all of the buildings to work with our new illustrative math with every single teacher modeling instruction um providing support resources. A lot of our new alles program again is a very
042handson approach to mathematics requires a lot of communication with our uh parents as well as providing additional instructional resources to support both at homework from the homework area as well as aligning what we would consider the benchmark assessments and all of that would really come from uh the math coach. They would be modeling a lot of the components of the electric program which is a lot of work across the district and that doesn't go away. it doesn't go away after we on board uh to you know to the new program because you're always one we're always getting new staff that's really important we keep hiring you know we're we're we see a large amount of retirements and when we look forward fast forward five years we're seeing a lot of uh teachers going to be
043exiting our system as we get new teachers on board they too need to have experiences and and be on board to the actual vision of what this program is and make sure that >> and also yesterday when we sat in the PD This be a teacher that would give PD. Say it again. >> Would they give PD as well? >> This this teacher would be working with our classroom teachers during the curricular day. No pull outs are going directly into the classroom. Uh examining what's being done, offering uh like instructional models to make sure that uh the small group is running correctly. Uh again looking at the data that the stu that the AIS and all of our testing shows making sure that all of the hands-on activities are tailored to each of the students
044in each teachers alone because of all of the initiatives that we have don't have the opportunity to go ahead and and dig in that deeply. So that's the role that they play. So these would be forever position. These would be forever position here. >> And we just added two on the math coach this past year. this past year because you right so it was a >> new program >> this is a new program um and the point 2 is not it we can't get to everybody that that needs that needs our support um we would be able to pair back substantially on outside professional development if we had internal internal people I can definitely see that as we as we continue through the years um after illustrative math has been going on for a few
045years do you think you scale back maybe on the math coach >> no because I you know again the math coach becomes the liaison between all of these all of the programs and making sure that we're tailoring instruction. So again, as a from a director standpoint, at that bird's eye view, we don't have the opportunity to get into every single class on a consistent basis, on a daily basis to make sure that those things are happening and that we're tailoring that instruction. If we have a math coach, do they then become that consistent person that's able to make those rounds on a scheduled uh you know visits seeing watching small group uh identifying where there might be gaps looking at state data making sure that we're uh turning you know assessments and and other things
046to address >> not it's a it's a teacher not an administrator >> it is not it is a teacher not an administrator they would be working under my like I would be overseeing them but they are they are a teacher but not if they don't have their own class. That's the difference. So there are teacher teaching teachers >> right now. Who's taking on these roles that are now going to be distributed to these four employees? >> So right now we're we don't have enough uh for of the math coach that's happening right now. I brought in outside professional development to bridge the gap. But even with that outside professional development, I can't get to the teachers enough as much as I need to in order to make sure >> to leave the classroom to get
047that. >> They are being pulled out. pulled out to subs. That's correct. When they get pulled out, this would this would maintain fluidity within the program. So, you would have like a class like a regular teacher just popping in, seeing what's going on, then connecting during grade level meetings and saying, "I was in your class. I saw this. Let's let's take a look at what that looked like. Let me give you some more feedback. Here's some resources. Make sure that the parents get this." You know, that they're cons they're making they're revising assessments based on what you're seeing in each cohort. It's it's very different than what can happen from the director. >> And right now, who's doing the work of the would be the shared secretary? Is that something you're dealing with or is
048that something that our director of humanities and our chair people are? >> The chair people and the and the directors are are doing all of their secretarial work. They do have a purchasing agent at the high school um that does help once the orders and they they've you know they've identified all of those individuals. >> That's correct. So on the um on the coaching we would say what if we wanted to assess let's let's say we approved it and two years down the road we wanted to say how's it working what type of metrics do you and you don't have to answer this now but I think I'd be curious like what type of metrics we could look at to see that we're getting value out of that investment is it better state assessment scores.
049Is it better retention? You know, like I don't know. Maybe you could think about that. >> Sure. I'll let that and I can start certainly together. >> Yeah, I think that's important. Um I was going to ask something similar because we, as you know, were told that the math coach was a temporary position and we weren't expecting to have another level, I don't think, put in between the administration and I guess between the teacher, but another level at this point. So um it's not something that we were when we took on the new program and all the planning for this this level is not something that was in the ongoing plans. We definitely need to see something that can justify the ongoing cost of it. Right. >> Absolutely. And also um we're we were on
050a twoyear or a threeyear uh plan with literacy strategies on literacy that's over. >> So we are in the next year will be the last year for the view and grade two. They were off cycle so they started at a different at a different time point. So next year is the last year for them. Um but we have paired back substantially on the professional development uh from that group this particular year and just kept up with the uh progression for the the K1 and then we were finishing out with the other three levels. >> So so we really don't >> coach and the literacy strategy. So again, I think the we we should finish so that there's equity across all grade levels in terms of the overall training that they've received. I've been working very
051tightly with literacy strategies to make sure that it really aligns with what it is that we're doing across all content areas and then more specific to uh literacy itself. The model itself, I wanted more standards based alignment. We were talking a lot about vocabulary work uh with the teachers uh providing exemplars for what uh the strategies might look like across each specific unit. So those are that's some of the work and the conversations that we've had this year. My goal is of course to make sure that they all the teachers have been trained the same way at the start with the initiation of the program and then K K12 would be done next year the same way as K through six is the same. So the science specialists don't and just to as a followup
052to the literacy and math coach uh conversation and again uh to to to address the justification. Um, I did have extensive conversations with uh the assistant superintendent uh group and there are several districts that are actually adding the coaching model to them including Flu, Beth Page, uh, Northshore, Manhasset, uh, Minola, all of them agree that the coaching model is the best way to get people into all the classrooms on a very consistent basis to provide appropriate uh, supports and and tailored instruction. So each one of those districts will be closing not just one but multiple coaches across the districts. Granted, some of them are larger than us. So I recognize why there may be multiples but there is value to the coaching model and that tends to be the trend uh that we're seeing in
053other districts in terms of addressing again we talked about it. There's a lot of lifts that we have going on and teachers we need to make sure that there's enough support especially to our youngest teachers that are coming on board and having to do all of these lifts all at once. Um, so to make sure that we're taking care of every student and we're achieving what the board of ed goals are, which is excellence and right keeping our ranking at the top. I really feel like this is the model that we should we should be looking to, >> right? So I'm just thinking my helping is that if we hire literacy coach, right, it can it eliminate maybe bringing in somebody like strategies. This teacher maybe is going out learning and bringing it back. >>
054Yes, you will see more turnkey than we currently do. Absolutely. And that would be obviously under my direction and we would you know we would work in tandem and make sure for example we're bringing in writing revolution between Megan Geyser and literacy coach right after initial initial onset of writing revolution that work could be done in house but again if we want to avoid right the pull out model where we're pulling teachers right from their classrooms the coaching model allows them to get into the classroom and then do that modeling directly with the class in front of them right in in in concert with the teacher. And that's a model that I believe we believe in because we don't want to pull our teachers from contact time with students. So the science specialist, you know,
055uh, one of the when I presented the data earlier this year in October, one of one of the gaps that we were seeing is, you know, where is our science levels and our numbers, right? If we think about our 3D wing science, um, and and one of the best ways to do that is to have more hands-on real world laboratory experiences. We're seeing this trend where uh students have to uh draw conclusions. They have to have these cross-ended concepts and these engineering practices and that all those are all the exemplars on the state assessment are through models and hands-on work uh that they're bringing that into these uh paragraphs of information that students then need to extrapolate from and they're supposed to be drawing these connections. So right now we only have one science specialist
056that's shared across both Lloyd Harbor and Westside School. So to increase the total number of lab uh experience time um in both Lloyd Harbor Westside and now blueale especially with um the science for the Lego science program that Mosy wants to bring in and reuse the science 21 which is all hands-on um it would I would propose that we add a teaching position. Again this is different than the literacy coach because this is the the teacher that would be in the laboratory uh and then students would then walk to the laboratory. I'm also proposing that it be a co-e model where the classroom teacher is in with the laboratory instructor. Uh why? Because we want them to understand what real world experiences and experiments that they're doing and then make those connections when they go
057ahead and teach the science in the classroom. >> So would this occur same time because I know we're trying to fit everything into the schedule. So instead of doing science in the classroom with just their regular teacher, they'll be going to a science lab in the building with the science teacher and their regular teacher. >> So So there will be two things that would be happening because it's a dual model. So there will be regular class time because you increase this year was the first time that you increase science across the grade levels to have it multiple times throughout the week. It used to not be as many times as it is now. So this is the newer model, right? we would increase the time in the laboratory for certain grade levels. For other grade
058levels, it it did exist, but we're seeing in the younger grade levels, we didn't see as much time um in the laboratory and um and we'd like to extend that. So, to balance that out and to to gain, you know, to right now we're losing time and travel because we have that teacher traveling to two different buildings and we're trying to right to to cover uh the classes and then we're looking at increasing sections. I would uh take I would add the science specialist to one side that would be split between Westside and Guscale and then keep one full-time uh science specialist at Harvard >> because we already have one science specialist. >> It would be Yes. So we would keep the one that we had and we would add one >> specialist. >> So
059if a if a class has science like four times a week and it's usually in the classroom now two of them will be in the classroom and two will be in the lab. They would most likely for some grades they weren't all getting equal lab time so we would just increase the lab time by one. Some some grades were getting one lab a week so we increase by one. Some weren't getting at all during their curricular their their schedule time as well. They're not adding more block time. So it doesn't change the overall schedule. It's not adding another core onto them. It's not taking away from any any other time. Uh but it is getting for for example in our grades three and four the first time a week and it gives a lab experience
060and it will produce ultimately I feel like this will be more consistent and it's helping the faculty what are they I don't like highlighting. task models they have to diagram. There's always some type of summary that they have to write about their lab experience and that's actually preparing them for the new next generation science test actually applying to uh the language of science into the scientific thinking and justifying whatever might be in the model and then extrapolating. >> Great. Thank you. >> And there still be a science like I know there's a science social studies Okay. So the next uh the next slide just really uh addresses the admin training instruction professional development. For those of you who are on the professional development committee, we we spoke extensively about the levels of professional development that
061go on around the district. I just wanted to point out a couple areas. you will see um some increases in the area of AP summer institute and national conferences for directors um and the conference of lead li. The reason why I put that one is we had several retirements. So we're going to be sending several of new teachers to to train for the AP in order for them to be able to teach it. The second thing is we we you approved right several new AP courses. So we need to have that summer training for those for those teachers for them to be able to teach the course. uh in terms of the national conferences it's something you know when the board charged us with making sure that we were you know aiming towards towards mastery
062you know you you can't aim towards mastery operating in silo right so so ideas and innovation and you know experiences and new ways of thinking come from exposure and conversations and you know gauging what's on you know the national you know scene and making sure that our directors themselves are exposed to those things and bringing that back and turning back to our teachers. Um, so that is something that was formerly here at Cooking Harbor and then faded away I think because of COVID and there were less and less uh national conferences that people uh were attending but I believe now you know we're back on and you know we need to be out there on the streets making sure that we know uh what's going on and making sure that our teachers have access. The
063the second thing you'll see is the increase in uh K to2 and three through six illustrative math. Um and that's in service training. That's through some of our outside professional developer that will be training our our math coach um on the illustrative uh program making sure that they can drive uh that that instruction. Uh that's again examining what what we would consider benchmark assessments and our three through six making sure that they are aligned to the Washington model. Um but they yet they maintain the rigor of what we expect here at Gold Coast Park. The superintendent's conference day speaker. We um have proposed through the professional development committee that we would like to make sure that we have a very motivational speaker that has a theme that we believe that we can spiral all throughout
064the year and we uh have looked at Dr. Joe Sampo. So there will be an increase in uh that budget code uh to make sure that we can cover that. Number four, you heard earlier about Wilson uh and Orton Gillingham responsive classroom. We've heard about a little bit of uh science science resources and science 21. Um and then um we certainly have the the science research uh consultant uh that that we have used in the past for our summer science research. So with Orton Gillingham, I know you already heard it from uh the other elementary principles. The initial Orton Gillingham uh falls under me. So they uh they uh move on and then get the final uh certification. But the initial training comes out of my office. And so the more uh new teachers that
065we have at the elementary level, we want to make sure that we expand capacity, right, for our services. So we're we offer that training for our newest teachers coming in. >> Training in fully certified, >> correct? >> Yeah. So um so in the in the science, we're looking at uh science uh resources and materials. Um so uh science 21 is is a program that we've had ongoing and what I know is that there are several you know there will be some new teachers we look at the um the grade K and they're expanding right to the you know multiple sections the new hires need to be trained on how to implement science 21 um so that falls under that budget and then um you know CDOY is an ongoing uh uh program that we're working
066with in our um in certainly in our junior junior high our new tech teacher will continue to to change from that. Um and then uh number five is our mentoring program. Uh we we anticipate you know like some of this is allocated through the ESSA grant right that comes out of my office. Um so it is partially funded there. I gave the allocation that comes from there. Um but as you know we and we've spoken about now several times just in this presentation alone we have several new teachers that come that are entering right our gates and uh we offer that training. Uh both Brian and I run that program and that currently it's a it's a three-year uh training with a fourth year that's optional. Uh as we continue to grow in terms of
067the two total number of untenure teachers that we have, uh Brian and I have already begun to talk about how we're going to need to modify uh that program because we're going to run out of mentors because we'll have way more mentees than we do uh tenure and seasoned staff. So uh that's something that we're going to continue to look at. uh but in projection based on the total number that we have in the program this year we needed to increase this budget. >> What is the cost for say >> what what is the cost in a mentor program? >> So we pay the mentors for work for hours outside of their curricular day to serve at to work with our mentees. Um so they get paid based on whether or not they're working uh
068with a a newer um bas based on the lure of of the incoming teacher. what what license they're under. So, it's a different rate for the different types of teachers, whether they have the professional license or not. Um, so, but that's really where the time comes from and then the hours that they participate in our trainings. >> And it's a three-year training. >> Currently, it's three years. Not all districts do do that. I think it's something that we should certainly be proud of that we carry our we believe in the road to tenure. We believe in supporting our teachers through that process. We believe in modeling right uh best practices all along the way and really focusing each year on specific um you know forms of pedigogy and best practices for our teachers so that
069they progress and they're successful. Um and then they always the the the relationship that they form with that mentor is is phenomenal. That should extend all the way throughout their >> Okay. So they have the same mentor for three years >> currently. what they've done, you know, is that it's been for the first two years they have the same mentor and then they switch in year three just to give them a different perspective and a different, you know, outlook. My guess is that we'll we won't be able to continue that just on sheer number of mentees. Currently, when Brian and I offer it, there's a 100 people in the room when we run our mentoring uh workshops because it's the mentor and the mentee together. So, we have 50 a little a little over 50
070uh new new staff that we're currently training in those years. Okay. So, so you heard a little bit about our curriculum uh development. This this really comes from this is allocated to our summer curriculum writing. And I want to point out that when I arrived here, uh we were in the negative in this budget code. uh because we had so many uh you know initiatives that were lifted and so so much uh of the of the writing projects that were approved of that we didn't have enough to pay all the things and we had to move money from one code to the other. um so that we wanted to make sure that we had enough to support all of the ongoing initiatives that we have. And this you'll see each of these uh programs that
071are up for the March 10th approval of the board of education for all of the different writing projects that we would like to run uh for this summer. So this is uh for the payment of the teachers in the summer to do that curriculum writing. Any questions on that? Okay. And uh the next code is just uh there the these are the educational memberships and other tech services that fall under my umbrella. Uh you will see uh that the this is membership for the directors right for them to to belong to the national and New York state memberships and consortiums. Uh the DNA learning center for Lloyd Harbor and Westside also comes out of my budget code. Those are those great experiences and our partnership with the lab down the road. We see that so
072valuable. Um, and then I just wanted to make a note that the high school budget um has both biology and um human u molecular genome um molecular genomics and biology course force fees that will all fall under that. So it's we're not limited to those two things at Lloyd Harbor and Westside. We really partner extensively with the um with the laboratory and we value that partnership, but you will see those and they'll show up in the electric combined. Uh and then uh the Boseis consortiums for ELA, math, uh PPS, science, health and PE as well as well as um the curriculum development materials for this is mandatory for for our um our program the math PD that uh that we brought in uh for the illustrative as well as uh in the in the uh
073middle school and then or the junior high I should say. And then this is the last remaining part of the literacy strategies of the final year for K12. And then uh in elementary science uh the NGSS miss PLLDS that's really the and the um PD that's really for as we we've seen at the high school level uh the the the science assessments are changing the regent exams are changing and as you know we're doing a phase roll out so we're following the cohort so last year it was biology this year it's earth science next year it's chemistry and the following year it will be physics my goal is really to train our physics teachers uh in the upcoming year I'd like them to be, you know, wellversed in it all from at the start of
074September. So, they have opportunities to begin uh to implement some of those in in their classrooms before the actual uh testing year. >> Does that hit the same class every year? >> It's the following cohort. >> Yeah, >> that's the model. Yeah, that's the model that we went with. >> Yeah. >> Okay. So then uh next is universal prek which also falls under my budget. So I wanted to point this out because you may have heard a little bit about it. So uh so currently in 2526 we received it through the UPK grant of 5,400 per student. Um which means that we pick up uh 300 per student for the 36 students. That's what we agreed to and contracted out with the YMCA. There was a recent proposal through MIST uh for a uh $10,000
075per student for UPA UP, but we have not been yet guaranteed that money. So again, it was in the news. We're we're hearing about it. We're hopeful uh we remain hopeful that that's what we get. And of course, if we receive that money, then we could allocate some of the some of the money that we've been kicking in uh to other things like security, like you know, anything for the upkeep of any of the buildings that support RPK programs. um it definitely would shift appropriately, but I did want to just point that out that right now because it's not guaranteed, we've placed it into my budget line. Can go ahead. So, this is our second year doing UPK is the money that we allocate for those students. Um was it 5850? >> So, that's what
076the state gets, >> right? So, and then we kick it up to 300. So, 57 student, correct? Is has that been enough? >> Yes, initially there was an initial out um on year one we had to kick in more because we had to buy all the furniture for the two classrooms and we bought some resources. Um but through the grant what we are able to do is we buy neur neuronet we buy any of the the materials but they kick in like their like they kick in a percentage for their paper. I think they pay us for some security and then their bill itself we cover their bill and then we just need the three the additional 300. Oh, that's what we Yeah. So, we haven't we haven't had any issues with that at this
077at this point. >> You're going to see lot of unique programs because they if this money comes through when the new contest go asking for more, but appropriate. So, that 5,400 I want to say it's about the same for 10 years. Maybe it's nine, maybe it's 11. It hasn't changed. So, prices have had increase. Everything has gone up. Again, that's the same amount the state has allocated every year. >> But I thought the $10,000 was only when you had to give EPA to everybody. Right now, that's part of the plan that is not just three years. >> Oh, okay. >> I didn't realize that the 10,000 is going to hit before 12, >> right? That's a great plan, but like many districts, they just don't have the space. I don't know if we could, and
078that's something that we have pushed back on. We love that, but we don't physically have the space to have seven more classrooms. Um, so >> but now what's going to happen if we if we suddenly get 10,000 per student but we're spending 5700 you're saying we keep the difference? >> So we would reallocate you know for some things that are shared amongst the building. So for example we could pick up some of the salaries that are associated with right the pay being inside our building right. So there's certainly aids and and assistants and other things that are sit in the buildings when they're in the lunchroom, when they're on the playground, when we have security that mans the separate, right? They have a separate drop off and a separate pickup and you know so those
079banks have electric heating >> allowed to use the funds for that because they really are really strict on what >> part of it is also being morally liberal on how we could use the funds. >> You just have to write the grant that way. that way. >> Yeah, we used to do it in the park. We we would write the grid so it would subsidize percentages of people's salaries who were involved in UPK. So, it's absolutely right. >> Okay. And then last, I wanted to just point out some of the CNI projects that are fully supported but linked into the building budgets, some of the budgets that uh you'll be hearing in the in the future. So, uh, the just a reminder on the left hand side, this year he committed to phase one of
080the marine lab and we're expecting that it will be completed. I just two days ago and he's expecting to complete the the rack three uh by hopefully the end of next week and then he'll start on the final rack um or sorry the black rack black rack three and then he'll do four and five together. So, but the rats are up and coming. I don't know if you had an opportunity to go and see it, but they are phenomenal and we're really excited about what's happening in that marine lab and how far it's come this year. So, um, but phase two is would be the coral reef room. So, you will see coral reef part one sitting in Danzk's uh Dan Musky's budget. Um, that would involve and I just wanted to delineate what that
081$100,000 would go towards. So, it would be uh towards the reef tank construction. I did a picture of a very similar wreath that we would be putting in in a similar size room. Um, it would also include the RODi self-sustaining system which is similar to what we have on the racks, but it would be just the re. Um, it would uh include the lighting fixtures like you see the lighting pictures above. Um, and um, and the plumbing and electric that's necessary for us to uh, extend out that's currently in that room. Um, and it would start the seating of some of our initial coral uh, species that would be inside that room. So this $100,000 is what you're asking for. It's outside what was put forth in the bond and it's like a one time
082cost to get it started. >> Correct. And what it says is it's a self-sustaining system. Is it really self- sustaining or does there any need for someone to come check on it to make it? Is there an associated ongoing cost for you? There are ongoing costs anytime that you have living organisms in tanks. So that that's a that's a thing. Uh but when I was talking about the term self-sustaining system is that the the the water itself and the circulation it all circles through one system so that we're not constantly pouring water into the system and trying to look at levels. All of that would be balanced and and run by by the actual system. But yes, whenever you have uh living organisms, you would be an individual. My goal is for the students to
083be those individuals, right, that are manic systems. We believe in hands-on experiences. This is real world hands-on experience. Anyone going into marine biology or studying marine ecosystems or any type of marine environmental work should be exposed to this and and learn how to manage a we tank system. >> So it's going to be completely sustained by the students. >> Not completely. I mean there there's always challenges that we would face you know in terms of uh you know outside of the curricular year. So when when June goes away and then you know July and August set in the summer some are shorter and shorter but we do have you know summer weeks uh where there would need to be care. Uh we currently have a lab aid uh that that we that is through uh
084the science department. So um I would hope that we could extend lab hours lab aid hours that that operate in the summer not full days we're talking about a few hours a week. you know, anytime that there's, for example, a major um power outage, we really need to check on right hourly and make sure that there's, you know, there's care to the organisms that everything's kicked on for the generator, whatever it may be. Anytime that there's a die off, so if you have an organism that dies in in in a tank, anyway, that's experienced tank, there's there's usually cascade. So, that a cleanup process would need to be if there's an algo bloom, we need to cover that. So those are little things that would need to occur uh all throughout the sense of how
085much those ongoing costs are needed per year to keep this $100,000 investment. So I have prior way back when when I was here in the initial bond proposal when we designed this space and we had the vision for the coral reef we looked at an individual that would really care for the marine wetland which we priced out other schools and there's only a few right Southampton is one of the Marine magnet schools rotten Connecticut is another uh when we priced out uh Huntington has has one as well when we priced out what that look like. You're talking about about $57,000 per year is the average salary of a marine aquarist. The role of that aquarist would be up to us. Uh but in other districts, what they do is if you have uh marine species
086that you'd like to bring in and they need to go to a place to pick up the species, right? If they're buying it from from a store that sells that species, they would do that drive and go because we don't want to send a teacher during their curricular day outside of their classroom and lose travel time and whatnot. So they take care of that. Um if there's a frag swap, for those of you who don't know, that would be uh when you have a portal and you actually want to do a portal sale, they would organize all of that. When we initially uh proposed this vision, we also saw this space as a K12 space. We believe in providing our elementary students with a hands-on exemplar of what ecosystems look like. That person was scheduling
087field trips to come into the marine lab and doing the tours while the teacher was teaching their classes, right? took teacher camp do both. Uh so that job when we looked at it was part of what the Aquarius role would be and then there we also thought about it in terms of summer camps uh for some of our students at elementary level bringing them in having them do mini experiments right and and having that marine approach be part of that process. So that's an option that are you suggesting we get >> it's not in this proposal because this was this was phase you know this is just once we do it like that would be to know what an ongoing cost would be if we you know if we put 100,000 down then it's going
088to be half that plus every year to keep it up basically is part of what that is >> that's part we're committing future boards to >> there are other ways to get around that and we can certainly examine those. I don't want to commit to that one particular model. That was one example of a model that we could do. We could springboard from the lab a model and extend that slightly to reduce that overall cost. Um I'm certainly willing to explore all options uh for the upkeep of this. And again, you know, our our belief really is that during the curricular year, a large amount of what's happening in these spaces should be student driven. >> At one point, we did have room for something like it, right? And now >> it was black. >>
089It was in the greenhouse. I'm not sure why it was placed there, which it suffered enormous amount of alcohol blooms given the the high temperatures and and the >> I've heard a lot of stories of things like that happening in other schools. So, we're not alone, but it's these types of things are very very sensitive and very >> this question comes up every year >> about what the ongoing cost will be and what we're committing to. So, I feel like we need to actually have a plan at some point. point we were going to approve this. I think we need a real plan. >> Um because it it comes up time and time again. One of the things that we talked about at 1.2 was whether or not there were student like summer internships that
090could be done. We can't rely on but you know perhaps if there was somebody who was professional but if they could guide that then that maybe will maybe be another way to justify the cost but something that we're really giving this experience. >> Sure. I mean that summer internship model is a fantastic model and the students can earn credit summer credit for that which would be really you know wonderful for them especially on their portfolio or resume right for them to say that they uh they ran a marine wet lab in the summer right how how amazing that would be so that would definitely be something >> part of the science research program >> there would need to be a teacher though in in charge of >> well during the curricular year that that's what
091they're learning so they should essentially know all those things and then you know and and our directors are here, right? So, we have a director of STEM that's here also to refer to that, right? They work all year. Um, and and you know, I have extensive experience in this area. So, you know, another offer question I have is the kids can the kids really get into this and use this. I know they they can with the tanks, but is it so sensitive that >> No, they use it. If you if you go to Walt, if you go to Southampton, we went to Graten, this is all kid kidri, >> right? So this is >> but just like the tanks like they >> is it a touch tank? Well, coral you don't necessarily touch physically yourself,
092right? So, that's that's not what we do with coral. Um, but they would they experiments would be happening in the various like areas of the tank. Um, where they could uh they could literally start like seed coral and learn like the best ways to re like for example when we have a dying reef, right? What are the right what what are the best ways to see the coral to make sure that we can come back to I'm just wondering because it's one it looks like one big thing like the tanks right you're the tanks we have there now in this room you're responsible for your tank right like there's different groups responsible for the different marine lab tanks there's different systems is this one big system >> so it's one tank where you can have
093different coral species living in different areas and you can certainly separate great areas where you even if one species is having you know if you're experimenting with one piece it's not >> I'm just worried like if everything's interwoven someone makes >> yeah we had talked about that too I thought where's Joe behind me so I thought when you looked in Southampton all the tanks were not connected so the water was foul in one tank >> that's in our rack systems >> okay that's in this >> those systems and that's why we designed so many tanks in our racks But that's not >> on the reef. Not in the reef. But it sounds like everything >> more sensitive than that. In that reef, there are two tanks. You can't see it from the you know, again
094with the lighting, it's hard always to take a picture of a coral reef that's that's that's ongoing. But there are actually two separate uh tanks. There's one one smaller in the back end and then there's one larger. So it actually is a two tank section. But yes, in that in that model we can certainly design our own model. If we feel like we wanted se more separation areas for specific experimental areas, we can certainly do that. It's custom the way that tank is built. >> How many students approximately are on the marine biology path track? Like >> I think this, you know, I think the program itself is growing. We have several, you know, we have several electives now that that feed uh that program. Joe, I don't I don't have the direct numbers probably
095those >> but there are several students now that >> want to make sure we didn't weren't doing this for the three students. >> No. No. You know, and another another piece to this is again that when I arrived here the very first time as a director of STEM, one of the challenges that was brought up was we predominantly have competed in the benchtop molecular biology category in science research year in year out. That is the most popular category to enter in science research, which means that it's it's very difficult to win, right? because you have the most competitors. And the goal was to expand our science research program. And so one of the areas that we expanded it was adding more computer science uh into our our um our science research program. And this was
096the second area we wanted to to diversify the types of projects that were entering. And environmental projects or anything with marine life tends to be a category that is not overpop populated. And is that work that will be increased by by this room or do you feel like this room is the room where that work is going to be happening? >> I it's a combination. I think I think both. So we have you know different things going on in each of the rooms which you know obviously one is very coral coral focused and and um the ecosystem the coral ecosystem focus. The other one is going to be on the fish life itself and then others will be into aquaponics. Right. We have an appronic center in the in the main room. So that's something
097totally different and again that's more aligned with what we're seeing out in the field that students should have those experiences. And again it's it's if our students are pursuing areas in this for their career. This is hands-on like they're not getting anything better from this. Okay. So, uh, piggybacking off of that, then, uh, we are looking to to increase our robotics program and then also extend our summer science research program. Uh, so we're really looking to do more work with, uh, with our computer science and then making computer science hands-on. Uh, so we have uh, this landc robotics uh, that I've already begun training our teachers for. Um, we're looking at, you know, hydroponic. Uh if you saw the Friday notes, uh we just submitted a grant uh for more hydroponic uh with Ardino and
098Raspberry Pies. Uh so we would like to be doing more of that work. Um the robotic cars is something that I would like to extend into our elementary uh schools so that they can shoot the hands-on. So right now they're doing coding, but what does coding transcend to? Let's do a lot more of the hands-on components uh and and do a lot more data analysis with with the materials that they're creating. Um you saw the satellite system that was a grant that we had recently proposed uh to the ed foundation for a startup of one but we would be extending that out into our elementary school so they're all getting experience with coding connecting earth and space science um and then seeing the robotic uh the robotic piece. Um so and then that would also
099include professional development in that area. And then the last area is the digital tech design room which is uh to support both art and uh technology education. Uh and this would be a digital design center that would then move a lot of the computers and other things out of uh Miss Oswald's current room which is a a ar right. Is that is that a correct? Yeah. Uh it would move that out and place that here which would give her more room for uh the hands-on components and pieces to lay out in the actual heart. Okay. So where would this be located then? >> So so this would be if you remember when we took the tour of Miss Oswel room she has a computers in the back of the room. Right behind us is the
100old Bob Gar gallery. We would break into there and utilize that as one space that teachers can supervise both. We would move the technology there and provide more space and airate as it is now for the media art like you know your painting and drawing and everything else and that would be the computer lab behind there. I have a a question just with um the coding. I think robotics is it's so exciting and so important and I was listening to Jess talk about like how AI is actually doing so much of the coding now but like people are going to need to know how to build robots and utilize the AI to so is that something that will be incorporated in the curriculum? Like I hate to think like I I know Christina Cosme has
101the the cars that you can code that teach the kids It's not built. They build it. >> No, I I understand. But >> do you think forward thinking that we really need to be teaching kids all of the coding as much as how to use the AI to do the coding and more on the building side? I mean, I think that that's where it's going now. I'm not I'm a novice, but I listen to a three-hour podcast and now I think I'm an expert. But um this is you know something I just as if we're I think it's very important to put funds behind this. I think this is where the future is. But I I just worry that if our tech is behind or what we're teaching is behind in on the tech side
102that that's not going to benefit. Does that make sense? >> It does. Absolutely. And I think that you're right in terms of doing a combination. But I also think if you're using AI and there's something that goes wrong and it's that the function doesn't come out the right way, then you need to understand the code on the back end to be able to make those corrections. Right. So our >> almost always wrong times. >> Correct. Right. So it's like right now the the the field is not like like perfect. So we want our kids to have that foundation so that they can pull apart the code. The second thing is is somebody's working for these AI companies. right that are that are helping to to make it feed the a the code to make it
103the powerhouse that it is. And then AI there's going to be a lot less coders though is the thing. So >> the AI is but but we know that also there are other companies that will require coding that won't just rely on on the AI itself. Right? So there are other companies out there that will need coding or AI or coders to diagnose issues with their AI platform. So we want those kids to have that for me and for this program and my vision um you know and our vision I think it should also be helping them to understand the functions that they want right the robots to do and why and helping them to extend out and get it to complete the task. um and then collect the data, right? Because if we think
104about like data science, that's a huge field, right? And we want them to to be able to create the device that's pulling the data and then like extract that data and learn how to interpret it. And I think this is the whole package where they see it from start to finish and the best right engineers know everything from ground up. >> You're right. I think that the hands-on component is is is such an important part and I could just give an example today. I donated blood. I was up on the stage and a couple of the robotics kids were there and they talked about at this Saturdays or Sunday's competition. Uh the robot swung, hit the wall and their their mechanism came off. So they used a clipboard. They cut a clipboard around like on
105the spot to to put it together and still continue with the competition. So right, they need a coding part. It was actually the coding that went wrong that made this happen. But they use an ingenuity on the site with a clipboard to put the part back on and be able to continue with the competition. By the way, they think they're fine. So, it was really nice and you're right that hands- on and a lot of these things. Sorry, change the slide is is that hands-on working in the marine wet lab building and doing the work, not just taking the data. There was actually a very good article this weekend's journal on computer scientists and computer engineers. It's kind of been wavering up and down. Where's the future? One expert says they're going away. One experts
106this they're going to be here forever. We shall see. But you're right. They really need that hands-on. My father was in the construction business and he knew the guys who never touched a hammer whose drawings those were. And those whose work with hammer, they knew how to do stuff. You're absolutely right. >> Okay. Great. Thank you so much. >> Thank you. I I just want to thank as you can see uh experience is really what makes Colton Harbor very different than a lot of places and that really hit home when we had something we've known. But when we had our uh freshmen come back and talk to us about their college experiences, they didn't truly realize until they spoke to their friends in other schools. They thought everywhere was like cold screen and they were
107like, "Wow, >> they're gonna learn that quick." >> Yes. So many different >> in many different ways, >> right? But the experiences that they've done that they could talk to bar none. >> No, it's it's >> it really makes the difference. Uh you know, talking about if you're going to do summer research and you maintain a a wet lab and that's what you're talking about when you are on your interview, that makes the world of a difference. So, I'm very proud of the work Kim has put together, our principles put together with the work we've done over the years, Rihanna puts together with our students, our summer interns over the summer with the work that they do. It's real hands-on. I actually think what Kim said really differentiated the program for me, the wet lab
108program for me in a way that had never been clearly explained before where it really is putting our kids in an advantage to have them in a c different category too so that they can shine and build not just their hands-on experience which is so important but also to further their careers in science or whatever it may be to leverage them so they can get into the best programs moving forward too. Makes a lot more sense to put the infrastructure behind it than just because it's cool for kids to I mean it it's cool but like it's it's expensive and like why we kept being like why why is the money and putting them in a different category really explains that in a new way. So thank you. I also want Kim to give us
109a or give me a class on just how to make a beautiful presentation. I had to make a presentation the other day and I was like gosh like that >> Chris Kim she could help me make it so clear and explain everything >> when those skills are not being taught in other places not only are we just our level is we're expanding upon them so it's really separating our kids from the rest >> very happy all right we have one more item this evening um motion to approve engagement letter for Von Shik and K may have first bill second Alex all in favor that's it for this evening I'll take a motion to adjourn the first Lisa the second all in favor thank