001Um, can I have a motion to open the meeting? A first. Lisa, a second. Bruce. All in favor? Um, I'll take a motion to adjourn to executive session. May I have a first? A second. Bruce. All in favor? and move to executive SE session to discuss um personnel >> personnel and contracts >> and contracts. All right. >> Very good. >> Thank you. >> The board has returned from executive session and there were no actions taken. Can I have a motion to open the meeting? A first. Lisa, a second. Bruce. All in favor? Let us all rise for the pledge of allegiance. To the flag of the United States of America and to the for it stands one nation under God, indivisible with liberty and justice for all. Each meeting we hear from students from different
002buildings about all the wonderful events going on at their locations. Tonight we are pleased to welcome our youngest students from Goose Hill Primary School. [applause] >> Hi. My name is Thank you to the board of education for Hi, my name is Hannah. Thank you to the board of education for inviting us here to present. We are excited for a wonderful year at Gusville. Our first day of school was lots of fun. We learn all about our new teachers, classmates, and learn routine so we can be independent. >> Hi, my name is William. Kindergarten has been learning to stretch out words in writing. They have been pointing to match the words that they read. First grade has been writing small moment narratives. We exercise daily to build our executive funkin skills with piranha. This year we
003have been using illustrative math. We have been learning addition and subtraction. We also learn to take surveys and use tally marks. We get to play games through math centers and share our math ideas with partners. Hi, my name is Michaela. During social studies, we learned about the constitution and rules we have in school and the United States. Kindergarten has been warning about weather in science. First grade has been worrying about patterns in nature such as the moon phase and the Sunday night cycle. We had so much fun playing games, dancing, and eating with new and old friends at the Welcome back Carnival. Hi, my name is Julian. The Cold Spring Harbor 5 department came to visit. We learned about fire safety. We loved going on the file truck and seeing their special tools such as
004the jaws of life and the mask. [clears throat] The Cold Spring Hubble Fish Hatchery visited Guso to teach us about totals and how to take care of them. They gave each class one tiny total as a class pet to raise for the school year. We voted and picked the names such as Pumpkin, JJ, Gary, Zipple, Zippy, Skittles, and Shelly. Hi, my name is Claire. In the gym with Mr. Malone, we learn about being healthy. We play games like pin down, tunnel tag, banana tag, pumpkin tag, zombie tag, and >> Mr. has taught us the notes sol during music class. We play pass the ball while singing. We learn to sing as our land. >> Hi, my name is Michael. We have Hi. Okay. We have been listening to reloads in library while also learning about
005the authors and illustrators. We also learn the difference between fiction and non-fiction. The pre learning web is our place to learn about technology and science. We have been learning to be responsible digital citizens. We have been using the engineering design process to create our own balloon puppets based on the Macy Thanksgiving Day parade. Hi, my name is Will. We have been creating landscapes in art with Miss Albanese. We have been learning foreground, midground, and background just like Claw Monet famous water lily pond. Kindergarten are learning about geometric shapes based on the artwork of Paul Clay. We also celebrated spirit week by wearing a shirt with kind words. We also wrote a a also while writing a kind act on paper chain links. We connected them to others school links. Look around. You'll see how much
006the kindness has spread around the distance. >> Hi, my name is Adriana. Did you know Goo had its own pumpkin patch? We pick our pumpkins then decorate them in the classroom. This year we had really big pumpkins. We had so much fun dancing in our costumes at the Halloween parade. [clears throat] We did the skeleton. >> Hi, my name is Kai. Many of our parents were trained to be recess helpers. I am so excited to see my parent at lunch and recess. This year we also wore orange for unity day and invited someone new to play with during recess. Goose who gets to vote too. We vote on pajama day versus stuffy day. Stuffy day was the winner. [clears throat] >> Hi, my name is Liv. We like to help others at GAP. We collected
007cans, goods, and boxes for our Thanksgiving food drive for helping hands rescue mission. Thank you so much for inviting us here to tell you about Goose Hill. [applause] Thank you so much for coming. I [clears throat] can't believe you packed all that in and it's not even the end of November. It's not even the hundth day of school yet. So amazing. But who's counting, right? [laughter] >> That's great. Great job, everyone. >> Thank you. Do you guys have any questions for us? >> Take a picture. [clears throat] You want to do a picture? >> I'll come up. >> [laughter] >> My favorite Mom and dad, do you want your pictures? Come on. I know you want I just feel bad. Heat. Heat. >> [applause] >> That's sector. That was awesome. Awesome. Awesome. >> [clears throat]
008>> Everybody All right. Now, we will [laughter] recognize some of our students and teachers from the junior senior high school who have received the AP Capstone Diploma Award. I would like to introduce Megan Geyser who will give a brief description of the AP Capstone Diploma Awards. [applause] many of our senior parents were remembering when their children were that young. >> I'll try to be brief, but I think this distinction deserves a bit more commentary. So, good evening everybody and thank you for joining us tonight as we celebrate a group of students whose work over the past two years has been nothing short of exceptional. Our 15 AP Capstone diploma recipients. This is a rigorous and meaningful distinction and we're proud to recognize the dedication and intellectual curiosity behind it. I'll try to keep my head
009this way. For those who may not know the full scope of the AP Capstone experience, it is a College Board program that invites students to think deeply, investigate complex ideas, and communicate their findings with clarity and confidence. Through two sequential courses, AP Seminar and AP Research, students learn to frame thoughtful questions, evaluate evidence, construct arguments, and share their insights in both written and spoken form. To earn the AP Capstone diploma, students must earn three or higher on both AP Seminar and AP research and on four additional AP exams of their choosing. This represents a significant academic commitment across multiple subject areas. Students who complete seminar research with qualifying scores earn AP seminar and research certificate, but the diploma signifies an even higher level of accomplishment. The students we honor tonight demonstrated curiosity, persistence, and resilience.
010They tackled complex questions, examined real world issues, and produced original research that stands as a testament to their high level of scholarship. Their achievement appears on every AP score report sent to colleges along with a certificate awarded by the college board. We're also proud to recognize the teachers whose expertise helped make the accomplishment possible. Thank you to our AP Seminar teachers, Miss Glenn and Miss Allerin, and AP research teacher, [applause] Miss McCleas, and Miss Ethanosio. [applause] I thank you for your mentorship and your role in helping students refine their abilities as researchers and emerging scholars. And now it's my honor to recognize our AP Capstone diploma recipients. John Erdo, I'm just going to ask you to come up here. Sorry, I should have said that first. If you would come up here, [applause] Aston Kenary,
011[applause] James Cornish, Dagley, [applause] Christopher J. Simone, >> [applause] >> Eisenerstein, [applause] Olivia Keter, [applause] Graham Lynch, [applause] YIK [applause] [applause] Warren Way, [applause] Ashley Winthrop, [applause] and Catherine Zagler. >> [applause] >> TO OUR STUDENTS, I would like to say your achievement reflects exceptional intellectual curiosity and commitment to excellence. You embraced complex ideas, persevered through challenges, and produced work that demonstrates both depth and integrity. You have earned this distinction, and we are proud to recognize you for the capable scholars and emerging leaders you're becoming. to each of you on earning this distinguished honor. You should be proud of yourselves, [applause] >> Miss Howard, Miss Clint, Missio, and Miss medically What's the problem? probably perfect. If not with you guys. >> Wait, wait, wait, wait. >> Congratulations. >> So this is all we do. [applause] I'm
012not a person. [laughter] That's why [laughter] everywhere. All right. >> Good evening. We were very pleased to recognize those 15 students this evening who earned the AP Capstone diploma, a first for Spring Harbor, and to recognize the four teachers who lead this exceptional program as we celebrate the milestone together. I would like to welcome Steve Hal. He's in the back. Hi, STEVE. [applause] Welcome to our leadership team. Mr. how was recently hired and has started this week as an intern director of STEM. Steve joins us as a retired administrator with many years of leadership experience and we are excited for the expertise he will bring to this important role. Tonight's agenda also includes the appointment of Miss Allison Offerman Sentinano as our new assistant superintendent of business. WELCOME. [applause] Allison brings extensive central office experience
013and has already been warmly welcomed by our leadership team. In other news, we are continuing our good faith negotiations to resolve the teachers contract. The state appointed FactFinder selected December 15 as the date for its first meeting. Additionally, budget season is officially underway with our first dedicated work session held on October 21st. We are looking forward to several additional budget work sessions in the months ahead as we prepare the budget for the upcoming school year. Our next budget work session will take place on February 10. This evening, we are looking forward to two presentations, one highlighting new course offerings and another sharing the results of our community survey. We extend our warmest wishes to our teachers, staff, and community for very happy Thanksgiving and a wonderful holiday season. Thank you. >> Thank you, Heather. Good
014evening, members of the board of education, students, staff, families, and members of the community. Welcome to our November 18th Board of Education meeting. I want to begin by celebrating the outstanding achievements of our students. This fall season, every one of our varsity teams earned the distinction of New York State Scholar Athlete Team, a powerful reflection of our students commitment both on the field and in the classroom. We also congratulate our championship teams. Football big four champions, boys soccer co- county champions, girls tennis, Nassau County champions, girls soccer, Long Island champions, and our all state cross country runners Claire Delarpini and Isabelle Gar who placed third and sixth in New York State. Their accomplishments are extraordinary. Last Friday, we opened our UPK lottery, which will remain open until December 12th. I'm thrilled that we are able
015to once again offer universal prek here in Closeman Harbor, an important addition that strengthens our early childhood education opportunities. Across the district, our students and staff have been demonstrating incredible generosity leading to Thanksgiving. Food drives, donations to Operation Sweet Tooth for our troops, leadership collection of Halloween Halloween costumes, our natural helpers gathering socks, coats, and winter gear. Every school has shown tremendous compassion for those in need. Our Lloyd Harbert Ellis Island Day was highlighted in the local newspapers last week, recognizing the extraordinary efforts of our parents, grandparents, volunteers, and staff who make every experience so meaningful for our students. On World Kindness Day, November 13th, our schools embraced activities focused on empathy, gratitude, and taking care of one another. students were yelled to shine kindness and together Gooseville Primary students created over 1,000 kindness chain
016links as you can see around the room uh to celebrate and working together in kindness. Our music lab students have composed new hold music for a music for our district phone system. These recordings began to roll out this week and they sound fantastic. Last week, we inducted 58 new members of the National Art Honor Society and were treated to a moving presentation by alumni Tori Miratello, now a successful photographer in New York City. Our schools honored Veterans Day with assemblies, class discussions, letterw writing campaigns, and meaningful reflections in social studies classes. We extended special appreciation to our executive director of technology, Dr. Fton for her service in the United States Navy and Naval Reserves. [applause] Congratulations to our speech and debate team for an exceptional showing at their recent tournament in model Congress and to
017the students inducted to our world language honor societies where 60 students across Spanish and French were inducted. Our students also presented at the civic summit at the NASA community college sharing the reflections from last June's Normandy trip honoring the heroes of D-Day. Their work was featured also in the American Legion website. Two weeks ago, our community enjoyed three outstanding performances of Clue. The cast and crew were phenomenal and I want to thank Mr. Dusky, Miss Lensky for the cameo appearance. It was great honor to be included in the performances. And just today at Westside, three retirees came back to read to our students as part of the book club activities. Miss Jane D. Rosa, Miss Linda Gerber, and Mr. Bill Olaf were superstars with the students, sharing over 100 years of teaching experience between them.
018I was fortunate enough to have worked with each of them here at Cole Spring Harbor and today fortunate enough to share a meal with Mr. Rose and Miss Gerford and the rest of the Lloyd, excuse me, the Westside staff. Looking ahead, this Friday and Saturday, November 21 and 22, our Lloyd Harper School students will be presenting Cinderella 7 PM both nights in the pack. Tickets do sell out quickly. So, you haven't purchased this ticket, please do it as quickly as possible. Winter sports now underway, our musicians preparing for winter concerts, and we have a busy, exciting season ahead of [cough] us. Thank you always for your continued support for our students, staff, and schools. In this season of thanks, please take care of yourself if you can take care of someone in need. Thank you.
019>> Thank you, Joe. Um, this is the first discussion section of our agenda, so we'll turn it over to Miss Libertini with our uh new high school course offerings, please. Yeah. Do you want to do >> Sorry, I wasn't in my script. >> Oh, I read it wrong. Okay, my bad. All right. So, the first Sorry, I messed up the script. [clears throat] So, this is our first discussion portion, not a presentation. Does any board member have any um item for discussion? >> I do actually. >> Okay. Um, it's kind of something that's been brought up before, I think, but I'm just curious to know, sorry, I don't know if this is working. Um, this in elementary schools, Kim, I know you're, you know, somewhat new, but the math period. So, can you explain to
020me there's a there's a I think it's twice a week a double math period. So the way math so we restructured a lot of the um this is before I before I entered here but restructured a lot of the elementary scheduling. So math essentially there it's they have 90 minutes if I'm correct um across the five days of of the school week and how we structure those the 90 minutes uh can um sometimes um give them extra periods at the end um we can split the the math block uh to accommodate some of the other uh specials and other other sections that come in. So for example, we have steam and we have um you know we have other question models. So we alter the way the structuring is throughout of the week but all
021students are getting essentially what comes to 90 minute nap time. So, it seems to be something that's a reoccurring problem, I guess I could say, this year is that the 90 minutes is a long time for a kid to sit through an elementary school. And is it possible that we could get our math done within maybe no longer than 60 minutes at a time? I mean, 90 minutes is a long time for a little kid to sit and do one subject. So I think that we have to think about what we're doing during that 90 minutes and I think you know if we think about it in terms of it's not a 90 minute straight instructional block where students are sitting the entire time. >> I think it is our our math program typically is
022um what we consider a mini lesson and then they are also pulling for small group. They're doing some some station rotations. We're doing some independent. >> I just think it's maybe something we can look out for next year because I don't think it was always 90 minutes. I think from what it sounds like it was 90 minutes and then it was moved to a shorter amount of time and now we're back to the 90 minutes if I'm correct and you know it sounds like since co I know we've been trying to push push push to get back if that's even possible. Um but 90 minutes I mean developmentally I I think after 60 minutes which I think is long they're just not it I would think that it's just beyond what they're capable of. Not
023every kid. I don't want to make a blanket statement here, but a lot of parents are saying to me, "Oh my gosh, my kid is like not, you know, sitting through the math. They don't want to go to school on the days where they have that double math period." I just think it's something we should, you know, maybe think rethink when we're looking at the schedule because, you know, I know we've also had the conversation of of with the board of trying to extend recess, right? So now recess seems to be shrinking by the time the kids get their food on the long lunch line. They get outside and they have, I don't know, 15 minutes to run around and yet then they're expected to come inside and sit for 90 periods of math. Just
024doesn't seem like that is the most successful path for them. >> And we definitely have to see that not every grade level is the same. Definitely when we say elementary, it covers, you know, kindergarten through sixth grade. Uh so there's going to be >> but when you think about like a science class in a seventh grade or a math class in seventh grade how long is the period? >> Well I also think 40 right but the seventh grade and the maturity level of of those seventh graders and the way that we handle math in in seventh grade is very different than what we might do in elementary >> but it's more than double in sixth grade. So you know it's it's not 80 minutes it's 90 or 85 minutes. It's it's it's a significantly more
025time. So would it be possible to think to rethink that or maybe split it up in the day so they're not saying that? >> So we say so ultimately we say you're you should be teaching 90 minutes of math across 5 days but there's fluidity with which how it is they break that math. So >> it doesn't sound that way though because why are they doing no they're doing math every day. They're not doing 90 minutes of math over a week. Sixth grade is more structured because it is it is like a junior high model. You can you switch from period to period or your K through five is less structured. You you may stay with a teacher that they have more flexibility. >> Whatever the reasoning is that like whatever whatever it is that's
026causing it to be 90 minutes. I don't know if it's schedule. I don't know if it's, you know, that we're trying to catch them up. Would you agree or disagree that you think like do you think that that is something we could we could look into? I'm I'm not objectional to looking into it, but I also think that we want to consider the fact that we're bringing in this new lusterative math program in our 3 through six next year. The program itself involves a lot of standard work which, you know, it involves a lot of exploratory time. Uh the structure of the math lessons will not be what envisions math is. So, I [clears throat] would hesitate to make that change in a year when we're actually onboarding a brand new program. Uh what we've
027seen at the K12 uh level has been remarkable with what's happening in Mass. I've been in multiple math classrooms since we've launched this program. I'm seeing engaged students that are active having mathematical dialogue talking about conceptual understanding of mathematics, applying the language at even our youngest levels. So, as we onboard this in grades three all the way to six, I would hesitate to pull back on what our math time looks like. >> I mean, 60 minutes is is a long time. I'm just I'm not saying to pull back like let's do 30 minutes. I'm just saying we should say no maybe just take that into consideration with recess being shortened and now they're expected to sit longer. I don't know the math program. Maybe we'd want to get the teacher input because I think that
028you know the teachers might have something to say too about the 90 minutes in terms of how the kids can sit and focus for 90 minutes. Just you know I don't know about the new program. I haven't seen it yet. I mean I I did you know I got a chance to look at it but I haven't seen it in the classroom. Um, I just think it's something that, you know, sometimes you get more you're you're more uh you get more done in 90 minutes than you would I mean in 60 minutes than than having been you know how much time are we spending redirecting refocusing you know and again I I'm excited that you're you're looking at it in terms of that it has to be an entire block and with sixth grade being
029an exception the other grades it's not that way and we've talked a lot with the teachers about where they can put um the the warm up and where they would put the cool down portions of the new alashet math program and it can be broken and we've talked to other neighboring districts um that are on boarding that particular program and some that are four years deep within the program and 90 minutes does seem appropriate but I'm happy to explore it take a look and get the feedback from the teachers you know identify where it is that there might be some struggles with what that um the block schedule might look like in a curricular day and help them to to figure out what's best for kids >> and especially on the days where they do
030have the 90 minutes if they can make sure there's gym on that day, you know, like I know this sounds so silly, but I know my, you know, my son's class, they don't have gym on Fridays and they're sitting 90 minutes in math and they it's it's hard. Like I it sounds like if there's, you know, in general just a long time. I don't know if that can work on that. It's always hard to predict when it is that we can push any of the specials because remember that we have many teachers that are split schooled um that are serving multiple grade levels um and we're limited by gym time and and where those you know those blocks could fall. So I couldn't ever guarantee that gym would be always on a specific day for
031every single um K to you know grade. >> Yeah. Just something that that you could I understand. I think it would also be easier if we were able to not split teachers, right? is that >> we we would love not to have the split teachers but being a small district there are just you know especially look at Goose Hill and in Westside there's just not enough for some subject level to be a single teacher we're small I mean it it is uh it's always been a struggle here uh as a small district with splitting teachers into like we would love not to have to do that you know it's time how many I know I should know this but I I think I get confused between the school I work in school and my kids
032go How many times a week did they have gym? >> He had it up to two. >> Three. Five and six have three. >> And the youngers. >> They have two. >> Well, it depends upon the grade level. >> So, first is three. >> And then two, three, four. >> Two, three, four, two a week. Grade five and six three times a week. >> Yeah, I think this Yeah, this is I don't know. I I think there's a lot of >> Yeah. I mean, we always struggle. We have 360 minutes and when we look to build a schedule, I would love to have 600 minutes a day to fit in and more gym and more creative and hard time. It's that balance on education, reading. Some kids, like you said, Kate, 90 minutes of math
033is fine. They could do 120 minutes. And for some of the children, that's a greater struggle. But when they're limiting, when they're only in the gym twice a week and then they're or three times a week and they're shortening the recess, I know that there's a bunch of um parents getting together to discuss longer recess. >> I would love for our kids to have longer recesses, but again, we're always restricted into the 360. If we could have, you know, 20 minutes lunched by the state, >> that's our school day in our contract. Yeah. So yeah on that um at what age is appropriate to push stamina uh to to kind of give kids that um stamina call it education in your two previous districts like is a 90minute class for that age group customary? >>
034Well I've been math because there's a there's a fine line between having them alert and rested but also teaching them, you know, I I don't know what age you start to push that timeline out where no, you're going to have a 90minute instruction period, >> right? But they don't even have 90 minutes in the middle school. You know what I'm saying? >> So you're building stamina. So next year they're going to go to 40 minutes. >> But I can't imagine that's different. >> Sure. >> Wait, but I'm not saying 40 minutes. versus an hour and that's so long, >> right? And it is a different level of stamina different at the junior senior. You go from one academic, four minutes to English to four minutes to math, four minutes to science, four minutes in between.
035So you're right, it is a long time for some stamina is different. you do have 40 minutes other than when you go to a laboratory site for every other day. It is two periods long. Um stamina is important. We didn't call it and we've been talking to our parents about that in all our PTG meetings and the like about not having the children opt out of taking a state assessments because they get opted out the first time they take a long exam is a regent exam, >> right? >> And they've never done that and they have a hard time with it because they haven't done and I respect very much what you're saying too here, Kate. It's it's a lot of time movement >> and kids need movement and there's absolutely it's this continuous balance
036we have is what's best for kids and we did see when we looked at a schedule this year if we need to make tweaks during the year small ones as far as major tweaks during the year and we look to see what work this year what will be better and we make changes for next year. One of the things we said we want to have the schedule done before we leave the summer with teacher input, with administrative input, we work with it, see how it operated and how can we make it better. Always looking to see how we can do it better. >> Like I said, I would love to have 500. >> Yeah. I I just know from just hearing from certain kids when they do get to the longer tests, that's half the
037battle. And if we're starting and if 90 minutes is customary um we you know figure we'll all figure it out but like maybe the end is not as it you know you have an arc of the hard stuff maybe in the be but um I think it's an important skill that has to be learned through um repetition and you know it's it's probably is again I don't know not there I don't know what the kids are but I just know it's a skill at some point as a district we have to work on instilling in the kids >> anybody else >> yeah I had some >> something >> housekeeping stuff uh well one's not housekeeping the uh the facilities committee met and we'll go through that at at the committee before time. But one of
038the topics that came up which I think we should consider as a board is grant writing. Um not the board writing grants but we were instructed by a member of the community that's knowledgeable in this area that there's millions of dollars and grant money out there to be had. Um there are people that write uh these grants on a contingency we're told. So they would get paid if the grant is awarded or the district could even employ a part-time grant writer that has um experience in writing grants. And we're probably leaving a lot of money on the table by not uh trying to write grants. And I think it's it's something the district um you know frankly has a hole in in terms of opportunity. And I wanted the board to consider either exploring this
039either on a contingency basis or even bringing on part-time person that will pay for themselves multiple times over. Any thoughts? >> Sounds really interesting to me. Anybody else? >> Wait. Can we You said the board can't do the grounds. No, I we wouldn't write them, >> but >> he's talking about hiring another person. >> We wouldn't sit down, but have an individual write the grants or you can uh Sounds like there are firms that will write grants on your behalf on um on a contingency basis where they'll take a percentage of I don't know how they could take grant money, but again, Allison is like writing feverishly and was smiling a lot. >> Do you Yes. Know your experience with hiring? I don't have experience hiring a grant writer. Um I I know that that
040at one point there was a science um supply company, board science. They had a grant writer on staff. I don't know if they still do. This was a number of years ago. Um and I I myself have written some grants, so it's possible. Um, my experience is that it can be hard to get when you're a higherend district with not as many needs, but that doesn't mean that it's not possible. >> Yeah. And maybe even the age of certain things like our westside building is um somewhat historic and uh there might be opportunities based on the age of that. So, it's just something to explore. It it might be money and time well spent and on that we purchase as much as we can especially through tech I could say through boseies where we get
041state aid so we try and maximize where we can on state aid in we're definitely nowhere near the highest on reimbursement but hey even if it's 15 20% whatever we try and maximize wherever we can but I definitely something we will explore to the board okay this was a hold over I forgot to from prior meetings we got a report um in terms of kids that enrolled in other uh institutions as they went into 9th grade and it wasn't marketkedly up but uh it was slightly up um and I was wondering as a district do do we do exit interviews with the parents now some some kids some some families will split and send their kids to to other institutions while still having kids here but do we ever find out um from the families
042what drove those decisions and if so I think that would be education educational for us to know and and maybe see if there's uh you know things we can glean that we can do differently maybe I I think when we discussed this here and I believe Joe Lily was here we were asking our counselor to see whether we can ask those and and I think it was no I'll confirm I do know sometimes parents may say I aletics and we have one student I don't want to go into detail with something they may be going with something like that. I I'll confirm what what we can and can't do and and get back to the board on that. >> But if we can do it, would would we think that would be a good exercise?
043Would anybody value I mean they do it? >> I would be interested to hear >> I think it's good feedback. >> Yeah. >> Okay. Um those are the two hard ones. These are more easier. Uh any any update on our marine lab? >> I can give you the update on marine lab. So, um, we moved two of the large tanks that were inside out the marine. >> Yeah. Bring that closer >> cuz it's trying to pick you up. >> We moved two. >> Then you could lower. Yeah, >> we moved uh two of the large um tanks out of the marine wet lab into the classroom space. So, that was a huge move. Um, they came in on Saturday and did all that work. Um, we I heard from the company there were several uh
044plumbing pieces that were backordered that they now were able to obtain. Um, we are in the process of our in-house electrician. Now that the large tanks are out of the way, we're taking um two outlets that were double outlets and now making them quads and that will work. Um, Anthony was in the process of working with them. We should have an answer tomorrow morning with our in-house electrician. Um, and then in addition to that, I spoke with Jared and he's going to be giving us a schedule for getting in there starting hopefully next week um to really do the bulk of that work. And we're hoping that at least one full rack with all tanks should be done in the next two weeks. >> Two weeks and then >> one rack and then we're he
045hasn't given us an estimate on the whole time until he gets through that first rack. >> Okay. And then um >> I think is that six that would be six eight or 16 tanks per rack. I think it's uh I think it's 16 tanks, >> I believe. So, >> do you think everything's done by Christmas break or >> I I don't want to speak before, you know, I can't keep Mark. >> One thing the vendor he was finding some of the parts something back order. >> He went out actually outside the country to pull some of the parts because he couldn't get them normally from his usual vendors. So, that was a search on its own. Uh the majority So, one of the things that he's going to do is just start the cutting process,
046the [cough] lower tanks. [clears throat] Um now that he has all the diamond cutters, he'll do that first. Um remember the back of the tanks have to be cut so that the um the um the plumbing can be attached and then we can create our closed system. >> Okay. And I forget when do the condensation tanks get worked on. I had actually asked uh Anthony on Monday to get an update from the vendor and he didn't get back to me today. We're waiting for the parts to come in. We're hoping as soon as possible to get him though getting to work. Would be great to have do some of the work over to Thanksgiving vacation. They're literally just waiting for the parts they've already to be here. So, it's I will have an update for
047Friday notes on when we think they'll be here if if we have one from the vendor. >> Thank you. >> All right. >> I I do if I could bring up one item we we had during our meeting. Was that last week? Yeah. >> We talked about having a I guess a quasi building condition survey conducted by >> um I I think we should do that. I just wanted to to say that to the board. We're roughly 400,000 square feet across our four buildings. Uh it's about 8 cents per square foot. So roughly come in in a little over 30 $3 31,000 $32,000 for the work. I just want to say we'll authorize them to go ahead and do that work and allow our new architect to really have a full understanding of our district.
048Goes into the ceilings, goes through the coral spaces, knows everything so we can, you know, do the work that we need to do to get done and move forward quickly on it. I just want to put everybody aware of that. >> I was going to bring that up on the committee report, but do we have to vote on the money? >> We don't. >> Okay. >> But I just, you know, full transparency and having a new mark design seems to be wonderful. >> Y, but we don't have to given that amount and approve it. >> I It's part of our contract with him to do. >> Okay. >> Just just asking. I'm not >> The fee is actually set by the state. >> Oh, there you go. Okay. Excellent. >> All righty. Anyone else before
049I move on? All righty. Okay. Now, Kim, we will move to the focus on teaching and learning section. I will turn it over to you for the new high school course offerings. I'm actually comfortable. So, it must be warm and easy. >> Okay. >> Can we open a little window? >> That means I'm not voted. Of course, [laughter] >> put a little All right. So, I'm going to stop at start at the top and these are really course modifications. So, 413 and 413H Earth and Space Science regions and honors with 475 AP environmental science and 430A. Really the first modification needs to be that we add to the course uh the program of study. Uh this course meets the NYSED climate education graduation requirement and we're going to be adding a symbol for the climate
050education course because this will be under the new graduation requirements. Uh additionally this leaves all of these courses as is. So we haven't changed anything in our course structure. We're just acknowledging that the students that are enrolled in these courses meet that course requirement. Um for 430A, we're adding the uh statement, this course includes a climate education project to be completed by all students by the end of the quarter. Um, and that really is just to make sure knowing that we are a biology for all program that all of our students that run through biology will really have met the climate education coursework um without us having to make any major modifications. When we look at the other paths, some of our students skip Earth, Earth and Space Science. So, we didn't want to u
051miss any part of our cohort as they move through the 9 through 12 programming. Uh so that will be a summer uh summer writing project where we um add the climate education piece uh to the biology uh region's coursework. When I move on to uh 445 and 445H, this really is just us acknowledging that this is will be the new chemistry NGSS course. So I've changed the language to represent the next generation science course and the language matches the science descriptions for that particular regions. Um and then we kept everything the same with regards to the prerequisite for passing uh passing grade on algebra 1 regions examination. Any questions on those before I move forward? So the marine science research course which is 485 uh we've given it that number. This really is for given
052the state of our marine lab and the investment that we have in terms of the programming what we think that marine research is going to come out of this program. We wanted to give students that are currently enrolled in the program uh the opportunity to continue their marine research. Um so this the criteria would be that students that wish to extend their uh the completion of their advanced marine science research would um would enroll in this course. they would have to have completed marine science research itself. Um this would give it an honors designation. Um and then the prerequisite of course is advanced marine science and then um the marine science research course it it delineates the difference between because it would be co-seated in the beginning because we would have very small numbers I
053would imagine. So it would be co-created with marine science. But the difference between those that are enrolled in the 485 and the advanced marine science would be that they would be required to complete quarterly projects andor assessments unique to those enrolled in the research uh section. uh for 344 advanced algebra financial applications. We just wanted to add that this course already meets the NYSCD financial literacy graduation requirement and we also wanted to add a symbol uh to the program of study to help families and students recognize when they are taking courses that lead towards uh the graduation requirements which brings us to um uh 251 economics and 256 AP economics. Those courses also stay the same, but we're adding the sentence that this course meets the NYSCD financial literacy graduation requirement. Additionally, in the 251,
054uh we wanted to point out and add uh to the consideration that this uh this course also meets the uh seal of civic readiness. The 247 is um economic research and wealth management. Uh again, there's no prerequisite for this course and this course meets the NYSCD financial literacy graduation requirement as well as it supports the um the portrait the Cold Spring Harbor portrait of a graduate and seal of civic readiness uh criteria. And for 535, uh we changed the language of the Italian uh course. Uh it's an elective course. We did change some of them based on the board of ed recommendations. Um, and we removed a lot of the uh components that described culture because we believe that it was recommended that some students may have m mixed um feelings about the course itself
055and not signed up for it based on the uh the stress on culture. And so we really aligned it with the AP uh Italian uh coursework um and made sure that the language uh also indicated the prerequisites which were successful completion of the level one coursework in French and/or Spanish and the checkpoint a exam and that the course itself introduces Italian language through communication proficiency uh based approach. the new courses that are being proposed for the first one it would be uh finance 325 it's an introduction to real estate the reason why we have to name it that course is under the new NYSCD regulations for co-enrolled courses with collegiate institutions um we're required to make sure that our naming and our description matches the collegiate institution with which we're receiving credit um so we
056would be looking to LU post uh for this dual enrolled program uh this course itself uh meets multiple things. It certainly hits the NYSAD financial literacy um and social studies standards. It supports the uh close harbor portion of a graduate and seal of civic readiness. Um and what we believe is it also aligns with our uh desire to provide students with real world uh opportunities um and engagement in our local businesses as well as an understanding for uh career readiness. The next course is AP business with personal finance. That's a new AP that's being offered next year. Um so the prerequisite would be college introduction to business or accounting uh accounting one. Uh it would be a fullear course. It does meet the financial literacy and NYSCD requirements and the description there matches exactly as
057um the new uh the AP description on the college board. Any questions before I move on? >> Uh, so first of all, I love the uh real estate class that they have one in Jericho. >> Yes. >> Yeah, that's amazing. So, they graduate with a real estate license. >> They do. That's why there the designation at the top says the students um must be a senior and turn 18 years of age by June in order to take the licensing exam. We do expect that there may be some seniors that do not uh turn 18 by June. So, we just want them to be aware that they wouldn't be able to take the licensing exam until uh they turn 18 because that's the regulations for the certification exam. >> I think I think that's amazing. >>
058Yeah. >> Um so the so with regard to the climate education >> Sure. >> requirement, so that's being included in biology because everybody takes biology. >> Correct. We didn't want we want to capture the whole cohort, >> right? How how for the financial literacy the state wants this you know to start coming out 26 27 like correct so how are you going to capture students who don't take these classes so we are we've already met with the guidance counselors and and the guidance counselors are aware that they must meet some like they'll be given a choice so the students can select some of them right are are you know depending upon the the mathematical ability the interest level of the students So we wanted to give them options but all students would be would need
059to to check one of those items in order to graduate. So the counselors themselves would be tracking uh what students have or have not met them and and prompting families that they need to register for specific courses. They give them options. So that's why we're identifying all of the options and I will say economics is so popular but almost all of our cohort is captured under economics. >> Okay. Okay. All right. Thank you. And um so these look great. They they're additions. Are we subtracting anything or how does this work? We just keep adding classes. >> I mean so you know I I I hear what you're saying. Um I think you know you feel like well we're robbing Peter to pay Paul essentially right. So so what happens here is we adopt the coursework
060and then the students themselves make the requests and you know based on class size it will depend upon what the students selections are and then we'll determine whether or not a course would run or not. Right? So that's essentially what happens, right? We put them into the course book. The students make their requests. Then the master scheduler tries to push the schedules, right? And and give students their priority choices. Sometimes their priority doesn't come and they get their second choice. And then once the schedule itself is built and students have have like we've determined how many are signing up for each section. We then decide whether or not a section is going to run. If a section collapses, we then give the students the option of this section is collapsing. What is your next choice
061in terms of where you would want to be? Do you have a a teacher assigned for every one of these uh offerings? >> We do not. We have ideas. We've talked about staffing. We've talked about some changes that might need to happen. We we always want to see whether or not there's growth or collapse of sections in other areas because sometimes when another section goes down, it means that we can utilize a teacher under a specific certification to teach another course. Um in terms of the real estate, we've already begun to uh to I survey the the staff to see whether or not there's interest. There are several people that are interested. We're then now in the process of discussing with those teachers what the requirements are and what their licensing is. Then they need
062to submit a um a complete resume to LU Post and then LU Post actually determines who is the best fit candidate to be able to be the professor for that course. >> And I remember during um the interview process you mentioned a bunch of great initiatives you had put in place. Uh are those um a work in progress or they're they're too small or >> um we can initiatives with regards to new coursework. I mean the real estate course is definitely one some of one of the things that I proposed in terms of other initiatives that we're working on. I've arranged for um several trips to local uh area schools to take a look at other programming. For example, I'm taking our computer science teachers uh to Half Hollow Hills and they're going to be
063observing their new lab that they set up for some steam and drone work and um hydroponics and aquaponics. So, we're looking at those options. We're also speaking to um Walt Whitman school. So, I'm taking uh some of our teachers there. Um uh and we're looking at it in terms of really uh elementary all the way through middle and high school programming uh to take a look at what um types of I computer science uh um Arduino, Raspberry Pi units that our students can can see and experience hands-on across um all disciplines. There's there's a program that I [clears throat] included in the uh Friday notes called uh land sea air and we're looking to actually split it amongst all the groups so that one cohort in the elementary might might visit land, one uh visits
064uh uh air and then the other visits sea and then we're identifying with our computer science teachers and our steam teachers where it would fit best. Um and then which particular grade levels >> and then those entrepreneurial projects you talked about, are those something one day we could maybe introduce here as well? I'll look into it for sure. >> Very good. And on the discussion about adding all these courses, we also like to include in our course booklet, these courses are running this year while next year will be the following because again, we're very small. As you know, a graduating class is 101 students so they can see the future. It may not be this year that we say financial 325 is running, but it'll be the following year. So you can plan ahead over
065multiple years what classes you can and can't take. We want to keep them as informed as possible. >> Can can just on the uh successful performance may earn college credit. >> When you say may, is it very random as far as what colleges will actually accept it as credit or is that what you mean by >> for which one? I'm sorry. Which one are you talking about? Yeah. So, typically with APs, it's always you may based on the score that you receive on the AP exam. So, a AP scores of four or five are heavily considered. AP scores of three, it's a question whether or not the school will consider it. Typically fives, it's still whether or not the course itself aligns with some of one of the coursework that the student would be actively
066pursuing for their graduate degree. >> Get a five, it's still not a college. >> It's very possible. Yes. >> Okay. >> Um, so I just have a specific question now that I just realized about the financial literacy. Sure. So, if you have a junior that's planning senior year to take AP gov instead of economics and all that, will that be an issue if they don't have financial literacy? Well, they would have had financial literacy hopefully in some in one of the other areas. We're not waiting until senior year for them for us to determine whether or not they meet the financial literacy requirement. We're going to encourage them early. So, there's advanced algebra with financial applications they could take. There's you know there's there's a business the business course there's accounting like those all are
067also financial a >> your question is someone who is a junior now >> the roll up for these requirements for the nth grade that's it okay >> okay all right so the next one is the preap 2 preap English 2 um we're proposing this because we had already um uh accepted the preap English one uh last year I believe So um the prerequisite would be for the pre pre-AP English one students. We would in turn remove the it would be in place of English 10 honors. Um it would still have that designation but it's really important for us to to think about there's only one section of English 10 honors right now. So I think putting in both would really cause an issue in terms of uh students not getting their their course selection. Can
068that honors designation be included at >> In the description. Yeah, >> please. >> Sure. >> Okay. So there's just so there's no question about it. >> In terms of the waiting you're talking about? >> Well, I mean just >> just that it is honors. >> Yeah, cuz cuz right now >> you wanted to say honors. Yes. No. >> Okay. All right. So then uh the new course that we're also proposing is AP cyber security. And uh really the best chance for success here would be the completion of computer science 1 or an AP computer science principles. This too is a brand new AP course and we really feel like this also works towards our real world um and workforce readiness. The idea that cyber security is almost everywhere in every domain that we have in
069terms of careers. Um it's an excellent opportunity for our students that are pursuing a computer science um to really gain a designation or an expertise in this particular area. And the la the next two are I would pair them together because they both uh go with our music program. One is called Honors Select Corral and then the Honors Wind Ensemble. Um both of these really are unique because they really take uh students that have scored exceptionally well right in NISMA solos right by receiving a score of 25 or above. The students themselves would have to um interview or audition right uh for based on performance and then the students would this would replace their regular band or their regular chorus. So it's not um they wouldn't be mixed back in with the reg the regular
070population. They would be separated. it would be one credit for one full year in everyday course. And what this really does is, you know, we have some students in the in the general uh course or the general bands that are exceptional and they're they're really being held back um by playing music or singing music that is below their level. And because we have such a large mix, it's our ability to kind of um extend uh their skills uh for those that want to pursue music and and other avenues. And then the last course is the art and science of observation proposed by the art department. Um it's an interdisiplinary course that actually examines and unites science through the study of anatomy, structure, and observation. Um it's a halfyear course and a halfyear credit. Great. It's
071great. I think it was really and I think it um how amazing that it was was our our teachers had the opportunity to ext to attend some professional development on superintendent conference day that also examined the the unification of these two areas of art and science. and they were, you know, um, really immersed in in the experience and and and it definitely inspired some ideas for what this course will offer. Any questions? Great. Thank you. Thank you. [applause] >> I do want to take one moment here. I want to thank Miss Oswald who's in the audience. what the art department does here in Coleman Harbor being such a small school district we often co-ceed art classes not just two sometimes three and four at the same time so kids can take those classes different levels
072different mediums uh it's truly amazing what they do with those students in the room so they can continue with the love of art and I congratulate you your department your staff and what they do to make sure students are able to continue with what they do in uh their career in art. So, thank you, CHRISTINE. [applause] >> UM, at this time, could I walk on a motion to approve this like the corset work do it right now? >> Okay. All right. So, I'm going to walk on a motion to approve the new high school. >> Take a motion. Do I have it at the end? I didn't say anything. >> It is at the end. >> Should I wait or do the end? >> Okay. >> All right. >> Don't rush it. All right. I
073like it. All right. On to the community survey. One day 2:30 wait. Thank you very much. As you know, uh, at the end of last year, we, uh, conducted a community survey that went out to the entire community. We shared it multiple times via parent square and also on our website and we had students also were afforded the opportunity to uh, take their survey. Some questions were very much geared towards students. Others then depending upon uh the uh grade level whether what the parent had students in uh they could take the survey and they were also allowed or able to take the survey uh multiple times if they chose for each of their child because you could have a child in Gooseill one of the elementarymentaries and at the junior senior high school have different
074experiences different desires for them. So the survey was dynamic in that sense. Uh we have a fuller uh output from uh the company that did the survey that we'll post on their website. Uh it was extensive. It is extensive. I believe it's 40 pages long. Uh which would have greater findings, but here this is an overview for the board of education in the community here tonight. And of course those are our two kids from homecoming the other a couple of uh weeks ago. So tonight, I'm going to sit down here so I can hit see the microphone. Purpose and content. We're going to talk about some of the bright spots that were reported in the survey. Some key findings, overviews of things that we look to update that we think we need to change. Some
075action plans for uh stuff that we do dig quickly. We'll continue to do quickly. 12 to 6 month shifts in our system. Look at some of the possible cost of things we have to do. continues to look at metrics that we have uh and understanding how a district operates and how we proceed for a school and and a lot of this deals with communication. Uh we're a great district. How can we continue to be great district? We are looking to do a survey a year or two from now so we can see how did we do? Did we improve? Did we hit some of the things that we saw in the survey and always how we could do better. So, purpose and contest, we want to provide a clear public readout to all our families
076and staff of what we saw, uh, what they reported to us. Uh, get it out to what the timelines are, who owns certain changes, who's responsible for making these updates, how we're going to measure them, and as I said, handover, who is the company that administered the survey, will post that on the website this week for everyone to see. So some uh very high level bright spots that came uh there was a very high level from the survey on security. Um so during this uh when we took a survey and uh since then we have done a lot of things to increase security across the district. someone. We added new uh cameras. We added a license plate reader system. We added new gates, fencing. Our security staff have uniforms so they're easily identifiable. Uh all
077our staff across the district have parking tags to easily identify which are staff cars and which are not. In the past, it was only at the junior senior high school. At the junior senior high school, the senior parking is numbered so we know exactly who's parked in each lot in each spot. and if it's someone else in there, believing those seniors tell us right away because someone's taking a spot. It allows us to have better control of traffic and who's there. Uh we also added some guards. Uh we are we added a cart last year for athletics. So when uh the security is out for uh events and sporting events, it's easier to move around our vast fields. Uh and we continue to do training with work. We had active shooter training two weeks ago
078at Goose Hill and we continue to train all our staff on security measures. Next, we see academic expectations and access to extra help were very positive according to the survey. Uh we see that there's a positive feel from staff and students about extra help. Uh we also saw extracurricular athletic drive and pride very high. We have a tremendous amount of athletic teams. Mike stated today at a presentation at CPC that we have four less teams than Sioset does and they're about six times as large as we are. Mike, >> five times in >> the largest school in Nassor County. Uh and and we have four less teams than they do. So we have a lot of uh extracurricular activities and athletics. key gaps that came from uh the survey certain locations, restroom cleanliness and upkeep
079and we'll discuss on some remedies as we move on later on. Lunch quality and variety. We've done some changes already. Consistency and discipline and reduction in appearance-based bullying. Some students reported about bullying based on their appearance and how do we address that? Career readiness. Some things we discussed already here with Kim and her presentations. giving authentic experiences, transparency in the involvement of decision- making and staff experience, professional development and feedback and support. And again, I will go into more detail on these topics as we move on. So, first restrooms, what we heard some low satisfaction and cleanliness. Uh there were definitely some bathrooms we see that are the key hitters. uh where we see that students uh I was in one of the buildings just last week and I heard over the a loudspeaker can
080we have a custodian come down there is you know toilet paper on the wall kids are throwing it you know in in there so one of the things we've done is much more checks of the bathrooms uh we've had at some of the buildings a a a change in our cleaning uh products to help them clean. We're calling in a company if we haven't already sorry Mr. S uh Mr. Um, uh, Clemens is not here to talk about we're having a steam cleaner come in to clean the tile to try and keep it as clean. I fully believe a student walks into a clean area, they're more likely to keep it clean and respect that area than if it is messy. So these new products, I definitely myself personally smell a difference in the room
081that doesn't smell as much having more checks and when it is messy, we need to let the custodians know so they go in and clean it. may need to walk by and they are definitely across all four buildings doing more visits to keep it clean. Um, any questions here? I I guess it's easy to do each one individually on restrooms. >> Whatever cleaning solution they use at Westside smells fantastic. >> Yes, it does. >> It smelt like cinnamon there today. [laughter] >> It was great. I don't know if we the bathroom, but it smelt like >> [cough and clears throat] >> uh climate and discipline. Some felt that rules seem consistent. It is there's always a challenge in a building. We can't advertise discipline that does happen. Uh I know there are times parents have
082said to me being a vice principal in gym with discipline this person got away with murdered nothing happened to him. Well, I know the consequence that child received but I can't say anything because it's not their child. So there's always a diff difficulty there. With that said, we need to make sure that we are consistent. We we need to make sure if something comes our way that we investigate and that we make sure that the consequences are appropriate uh and and we follow through. Appearance-based bullying. Again, a couple mentioned on how they look is how they feel they're being bullied. Uh again, we have to look at that. These are things that work with a social worker, a school psychologist. As you can see here, we have a kindness ribbons, red ribbon week, our social
083workers. And I also believe the reduction and hopefully complete ban of using a cell phones, especially at the junior senior high school, something that's going to help with the online bullying, prevent students take be taking pictures, making fun of people uh and the like. So, these are all things that I think are helping and moving this direction. [clears throat] Having more classroom meetings, we're doing uh with athletics. Uh we have our anonymous reporting system that students can use at the junior senior high school to report if something's going on, they feel they're being bullied or something is not appropriate. We utilize that. Uh we want to expand our restorative practices. We have grade level meetings. Uh we have our students presenting here at school. Just being more involved in your school is going to make
084it better off for them. They're going to want to be there. Again, it's not as if we have a dangerous school. It's not as if we have a lot going on. We looked at the uh handover showed comparative numbers of other districts. We do perform much higher than the comparative districts. But again, if one student doesn't feel accepted, it doesn't feel right, we want to reach out to that child and help them. Every single child is important to us and we want to do whatever we can to assist all of them. Some other things we started doing a monthly incident discipline report of education. We get one two at the end of every month is sent home in their Friday notes including our cell phone usage. We're we're collecting other metrics which Kim I believe
085was last month we discussed the metrics we came up with some that go directly to here is the leadership roles we provide our students student exit survey when they leave a course will they graduate from Colin Harvard the good the bad we want to know those things student involvement in school activities the more they're involved in school the better the school is the better the student is we want to encourage that looking at attendance cuts and fractions ties All these things help look to see about the climate of our school and how we could help our students be better, be better people, work with each other and help each other out. And then I'll stop at this. Is does anyone have a question? Mark couple generic questions. Um on on this page I'm looking at
086the N for students is 30 to 31. Does that mean 31 responded, but one of those students didn't answer one question, so it goes 30. Is that why? >> Correct. >> Okay. And you know, some of we're not talking numbers here, but some of some of this data is troubling, but we're also talking 30 to 31 students responded out of how many could have. >> This question was at the junior senior high school, roughly 700. >> Okay. So we don't even I mean the >> right it's not a good >> the p value got to be >> almost useless. So it's you got to be cautious about making decisions based on this data although you know staff we had 47 to 50 respond. So 50 total max out of how many look at teachers are
087roughly 170 teachers across the >> Okay. Yeah. And then parents uh up to 185 responded out of how many? >> Uh about it's hard to tell exactly we have 1540 students. If you that by two >> well it's not going to be that high because we have multiple families. So say roughly 2500 >> and then the people that responded I mean I don't know if I would think are generally the people that want to make a statement that is less fake. I'm not excusing some of this stuff like no if you look at uh connect you know class lessons to outside life 37% of students say and the teachers are at 94 so the teachers think they're teaching preparing them for outside life and the students are like I'm I don't feel prepared at all
088but then you go to the student number it's at 31 so you really don't know it's it's almost um it's unfortunate we went through this exercise and you you want to get good data and good feedback, but I'm not sure we have good data to um to go by. What do you think? >> You're absolutely right. Our numbers are low. But regardless of that, this helps us look at these are questions to help us reflect on how are we making sure we're preparing students for a life beyond Col Spring Harbor. How are we making sure we're keeping kids that they feel safe in the building? Whether it it's an extremely safe building. I mean there are I speak to our our um local police officer who who there in other districts I'm not going to
089name continuously and not here with fights and gangs. We have none of that going on. So whether it's reflected here and it helps us reflect upon ourselves. These are questions we're asking ourselves and says how can we do better for all our students. Even if one student doesn't feel accepted for whatever the reason is we need to find who that is and help that student out. And I think we're fortunate being a small district, a very caring district, and our students overall are very caring. We can help them out there. So, you're right, the data is not perfect. Uh the numbers are relatively small. And I think you're right. People who tend to want to say something take the survey. And those who think things are fine don't say anything. So, that does say something,
090too. But it's you're right. It's not that hard data. And we couldn't force people to do it. I don't remember how many times we sent it out. >> Five, six, seven times we reminded them. >> I know we did. Yeah, but I I I I just um this the the the root data is not great, but I also don't know how accurate it is. That's the problem. Yeah. Okay. No, you're right. You're right. Any others before I move on? Focus on college and career readiness. You can see here students want more authentic. This goes to your what you just said there, Mark. Career connected experience. we see some of the uh courses that Kim is looking to introduce and we have here like AP cyber security business the real estate I think these are wonderful
091examples and I will say some of the things the state is requiring us to do like basic economic stuff someone who taught AP economics for 10 years it was very theory orientated it may not be those things about getting a mortgage uh the cost of renting an apartment those weren't the things that were were covered in there but these are all things that students is going to have to do in their life when they go out and get a job. Uh so I think these are good things that we make sure that we incorporate. We did do that above and beyond what's required to in the AP curriculum. Uh so I think there's always been cognizant the state is just making sure we do that as a whole. Uh we're rolling out our career pathways
092in civics and language as Kim has described earlier today. Increase in promotion of leadership public speaking. We had 10 kindergarten and first graders here come up to make public speaking the cutest thing in the world. We're continually trying to do that. Give our kids the opportunities. Dylan is here as a student board member. We had our students who not just went to Normandy but then presented [clears throat] at Nasser Community College about their experience and answered questions out of college from from fellow students and and adults about their experience. We gave them that opportunity. So we continue to try and give us our our students as many opportunities as possible. Louis has Miss Elmir who unfortunately is is is sick right now um with some congestion updates on additional guidance programs. We have [clears throat]
093our board meetings are now recorded. Our uh communications during parent square not only just in parent square but then on the website so it's easier for parents to see these things that are going on. and we updated the website to make it much easier for everybody to see what we're doing with college and career readiness. Uh not just college, we see the college process is starting sooner. Used to be really just a senior process. It's really a junior process. We're inviting everyone to our presentations. There's nothing wrong with starting in 9th grade, even in seventh and eighth grade. It's open to everyone at the junior senior high school so they can come and be part of that process. Questions on this one? No. focus on transparency and involvement. It says what it is. We see
094with the board of education committees, we're looking to include community members. We're looking at our parent meetings. We saw just today uh might expect probably an hour talking about athletics at our PTG meeting at the junior senior high school. All our meetings across every building or PG meetings or CPC meetings. I know I stay to the end to answer every single question. I don't leave until we're done. And then when it's over, I stay for people to ask questions they may not want to ask in public and trying to answer everybody's question. Have everybody involved, have an open dialogue. And this is also open for our students. We want to make sure our students are involved. We made sure in parent square, excuse not parent square, in class link, we put the announcements on their
095on their uh class link page that are at the junior senior high school. The the video announcements that come up uh the announcements from guidance just making everything more accessible for students because I think it's important for the student to be part of the process. If we're doing all the work for the students, they go away to college. That's not helpful because they they're not they're not used to doing the work themselves. A little struggle here in a very safe community, in a caring community, in a caring school is very important. We need them to struggle a little bit and learn on their own. God bless you. God bless you. Questions. Staff learning experience. Sorry. Uh so this is something We've gone back a low ready for professional development and usefulness by some of the
096uh staff. One of the things we're going back to is having more choice orientated professional development like we had done three and four years ago where on profess on superintendent's conference say you could choose some of the uh professional development to go to now somewhat definitely directed certain teachers need to be at certain locations. We was just talking to Kim about our new teacher orientation, some of the work she had them doing yesterday on MTSS and working out in how to help our students. So, we're providing definitely more professional development for our students and our staff to help our students. We're also doing quarterly reviews with our untenured staff, with their administration, so we best understand the needs that they have. Sometimes new teachers don't know what they don't know. You know, so in education
097is a is a unique field is we expect the same thing from a 22-year-old first year teacher from that 55year-old 30-year teacher. They could be teaching the same exact class in the same exact expectations of them, which is good. We want to have high expectations, but we need to support them. And a new teacher getting support and assistance and asking help is not a bad thing. I have to say when I was in school learning to be become a teacher, they would say make sure the principal doesn't know who you are. Don't stand out. Don't get in the way. Just get it done. Be invisible. That's the best way to get that is horrible. If you need help, I think that is a strength to say I'm having difficulty with this class. Do the I
098had some difficult classes. I can remember certain periods they were challenging. Never Heather's Heather's class was always good. any good? But certainly it's your chance. Second period was great and third period was a struggle and that's okay. You're dealing with different personalities. If you need help, you want to be there. I say if the teacher doesn't get tenure in culturing harbor, we have to say what did we do to help them? If we did everything we did to help them and they didn't take and it didn't work out, I go to bed fine because we really helped them. We need to make sure we're training our staff. In the business world, you get lots of professional development. We need to make sure we're doing that for our staff. We know, we've discussed this, we'll be
099hiring lots of new staff over the years. There's going to be lots of retirements there. I think we've been doing a very good job. I want to thank Brian for his efforts coming on. It's only been five months now. It seems like forever in the role, but in hiring good people, two of them here, two new people right here. And in making sure we do a good job. Any questions here? Next is on food service. There was some question about taste, quality, variety of offerings. We addressed this actually pretty early on already. Not that we're done with this. We reduced the dyes and highly processed foods across uh the board. Uh the food I think is definitely getting better and I could tell you I asked Jerry who's the head of our food service uh
100the difference in meals served from last October to this October. Now food has become meals are free due to the state for all students. We were roughly 10,000 I think just under 11,000 last year. We're around 17,500. We've almost gone up a 100, excuse me, about 70% amount of meals. We're offering from about 11,000 to about 17,000 across the board. So students are definitely taking advantage of the food and eating. Uh if anyone knows, I eat the school lunch all the time. My wife does say I I'll eat anything that she puts in front of me, but it's not bad. It's not. It's not. >> What's your favorite lunch? >> Say again. >> What's your favorite one? Come on. Let's talk about the chicken. But it >> it's Monday is chicken. They know here at
101GooL I'm coming for chicken. Every Monday Laura has a plate for me ready to come. I'm ready for you to come. And we don't show up. She's like, "Where were you today? You need to get your chicken." So, uh, it's good. We We move to reduce plastic. Uh, so we have water boxes. We see some of them here on our table here. We're moving the plastic there. We're adding we've had added more filtration systems uh across the district. We're also looking to reduce the amount of plastic in our utensils. I talked with Miss Tiger about using bamboo and corn starch um utensils. Uh it's about three times the cost, but we're looking to reduce the plastic. Yes, corn starch. Um, and we're looking to do just after the Thanksgiving vacation a survey of our students
102four through grade four through 12 of the meals. Uh, it's will be about 60 or 70 days in with a lot of the new meals and they'll take that survey and mark I hope or and is much much higher. Is the panini machine working? I >> I don't get the panini machine often >> cuz I hear >> still broken. I don't know. >> Yeah, >> I will find out if the panini machine is working. >> We have two. If they're both working, >> we could ask um I don't want to put anybody on the spot, but we could ask someone. Well, has anyone here had a panini? It's only two days. Miss Noski, do you have a panini? This No, >> Miss Oh, Miss Saves. Well, she's a senior. How often do you go out
103for lunch? >> I usually just stay. >> Okay. >> Because if I'd rather get my work done, but >> yeah. >> [applause] >> Um, but it's it's gotten better since last year. Last year, I feel like it was broken more often than not, but so far this year, it's been a lot better. >> Good. Good. I like it. >> But not every [laughter] >> I think sometimes the more you use it, the more likely it may break. But, uh, I think we bought a new one last year. there aren't cheap. So that may be reason why we have more uptime. Mr. Dan Bing is waiting. >> Sometimes it's also a staffing issue. >> We that is true and and often times you may see Miss Tiger working in the kitchen line because we don't have
104staff. There are sometimes and Dylan you can maybe attest to this that they say panini machine not today. We just don't have enough staff to write. It definitely takes more time to make the panini than just to have a plain sample. Thank you. my my former PTG board if the P if the Pini machine went out of service I knew about it before 7:30 in the morning. [laughter] >> That's an exaggeration and I have not had that phone call this year. >> That's good. That's good for you. >> Should I be looking for more Panini staff? >> Yes. When we hire, make sure you know how [laughter] [laughter] >> athletics activ I I mentioned high participation rate not only uh in athletics you know Mike sharing the number here at the versioid uh but also
105with our our students with Miss Harmon who's not here she's on returning leave looking to making sure we have a better understanding of leadership roles in all of our club activities. So, we're making sure that and that helps students build those. Not just join the club activities to be on the club, but make sure you have an involvement in there. She's been collecting data. She's been been doing a very good job about uh how many kids participate, what they've been doing in in each meeting and the like. We're going to continue that, but also then have the leadership roles delineated, the expectation roles delineated for each group, and then have exit surveys when they leave there so we can see what we could do better moving forward. Um, one of the things we're striving from
106and and I know we're not perfect, but I I want to continue to move and I think it's so important is our communication. making sure that our our coaches and our it's mostly teachers who who use Canvas to get information to our parent and students. So whether you're using parent uh canvas, parent square, student square, sports you those need to be the communication devices that our teachers use for clubs and activities and our coaches do and we continue to work with Mino to make sure that is how they're done, not other methods. questions here. Here's our action plan. We talked about many of the things that uh the comments or the areas of of help. This lists here who the owner is and what when we're hoping to get them accomplished. Some things are always
107going to be ongoing engagement, professional development, food, how we always could do better. But this is a a a outline of owner in when I'm not going to read here. We could you could read yourself. And then the last year, budget and resources. Again, most of these things I think we could do with inner existing budget. Some things may cost a little bit more. Uh some things depending uh change in food may cost a little more. We do have to be careful. I remember years ago we went very very super healthy in food and kids just weren't eating it. They took the lunch, took a bite, and threw it out. So we have to have that fine balance of what's good and healthy. I think food healthy choices have become better in general across the
108board. and also addressing students who have certain needs with uh the food that we could that we could have what they need to eat. So >> yes the way to read this is and say in the area of athletics and activities the only issue that needs work is training on communication that's it this was a high one if you look back I had some I didn't go over every aspect here hypert student satisfaction lags adults in specific areas that was on the slide this is an important component is communication what are expectations uh depending upon the different levels as athletics. What are the expectations you're going to get out of that that uh sport um playing time uh verse, uh size of teams, when teams are operating, what it what it means. Again, Mike did
109a good job. Probably spent about an hour explaining what it looks like for athletics and time on task, how much time is dedicated to it. So, there's lots of questions. A lot of it is communication, understanding what's going on. And that's a two-way communication, not just from the district to the parents and the students, but also back from the parents. I think it was very good at today's meeting the questions parents were asking. And I know Mike is open. I think every administrator is very open to taking questions, understanding, and making adjustments when necessary and when they work out. And we need to continually do that. >> Okay. I I I took that as just communicating like one of practices. So you're talking real interactive cuz I think that is important. I think that's sorely
110needed especially given the large percentage of kids that are participating in sports, right? And I I think some things like Mike was discussing today like the start of football and all varsity and JV that's not decided by us. Some parents get upset I think explaining to them Mike is actually going to send that email out tomorrow telling people now You said it. >> It's already set. Going out tomorrow. >> Right. Right. So they understand it's open communication. So people have and us willingness to answer questions that come back. It needs to be a two-way process. Any other questions? >> Thank you everyone. Thank you. We now will move to our committee reports and the work that has occurred since our last board meeting. Um, policy, capital and facilities committee and ed foundation. I'm missing one.
111Those are the committees that I believe. >> Yes. No. Am I wrong? Oh, I kind of say yes. Okay. All right. So, who wants to go first? >> I could kick off with policy. Okay. The policy committee met on October 31st and November 14th. We continued to prioritize the policies to be reviewed and began working on policy 12:30, public comment at board meetings. This policy pertains to the procedure for audience to visitor portion of our meetings. All right. So, that's policy. Does capital and facilities committee want to go? >> Um, could you come back to me? I'm just waiting for one. >> Unless there's someone else coming, right? >> Do you want to do the ed foundation meeting? >> Ed, >> we met with the education foundation. We talked about [clears throat] some future grants
112that we have. Uh, we're looking to move forward on with them. Uh, we also talked about ways to help promote the education foundation. We're looking for people to see what they do. Um they made the example of athletic is easy. They have all those banners at up at the uh the athletic field. Uh so they could easily see that the sports booster was there. So a lot of people may not understand what the ed foundation is. We do understand some of the challenges. Athletics for the most part is after junior senior high school. So that makes a lot of sense. They understand that the ed foundation works across all four buildings. So, we're trying to come up with ways to to just promote the things that they're doing. Uh they're a tremendous support for now
113more than 10 years in the district being a true partnership in helping us uh do the great things we have here in Colin Harbor. So, we're looking to see how we can support them and maybe some ways we can talk at that pop party which is Friday, March 13th, I believe is the day. It's the front. Yes, everyone knows. Yes. March 13th. uh we've done traditionally uh brought in students to help promote the things that they've done with the students. For instance, last year, really this summer, the Ed Foundation bought microscopes for Lloyd Harbor Westside. So, we'd want to have some students there showing the people at the party how to use the microscopes. We'll do the learning from the microscopes. Maybe take your food from from your plate and bring it over and and
114have them adjust it themselves. In past years, we brought our uh laser etchers, we brought robots, we brought Chromebooks, we brought flexible furniture, uh we brought so many different things and parents really like them. We brought a 3D goggles, things that they purchased. So, it's really that hands-on let the students show off how they're using these devices to make them better students to learn uh skills not just in education or for college in life. So, it it's been a wonderful uh partnership with the Ed Foundation and we're looking to continue to work with them well into the future. And Heather was there with me. We were there together and I have a copy of >> the current list of some of the things that they supported. I'll just run through them really fast cuz there's
115so many great things. The flags for freedom, the music lab at the junior senior high school, the TE and DJI mini drones, Stimny's night which we've had for a few years now, the global play Goose Hill, the aquaponics lab, those microscopes Joe was talking about, a plant wall, robotics, Lego kits, science journals, and they're sponsoring our collegic circle which is coming up. >> That's right. Today we'll be accepting a two $2,700 grant. This will be our third year or fourth year at least third year. It could be a fourth year fourth year running collegial circles where we invite uh schools from around Long Island to come in and work together on various courses, AP Biology, the new biology course, the new earth science course, the chemistry course. So we can learn from them, they can
116learn from us, we all learn together to be better. Uh so it's been a wonderfully successful program. Uh the Ed Foundation is going to underwrite it. We already advertised going out that this is being underwritten by Ed Foundation. So it's no cost to anyone. Anyone who comes to can participate in the program. The food is paid for whatever is necessary. So it's no cost to anyone to come together. It's over two days uh in it's about a month away in December. Uh so 18th and 19th. We're really looking forward to it. I'm very thankful for the Ed Foundation. Again, they look to how it's going to help our students become better students. We can learn from each other. So, it's a very exciting program. I'm looking forward to hosting it again here in Coast McAbor.
117I have to say when the summer starts, I get the emails, are you doing collegial circles again? Are you doing collegial circles again? And Kim was like, yeah, we're ready to go. We got it out. They're so excited. So, >> 90 teachers currently >> looking to come out. That is great. That is awesome. Thank you, Kim, for all your work on that. Hey, Dan. Dan. >> Oh, Dan. Yes. Sorry, Mr. Dan Busky. >> And everyone else. I'm sure Megan helps out. Steve, you'll be helping out, too. [laughter] >> Day two. >> Welcome, Steve. You didn't know that, right? >> It's all good. >> Rihanna will be helping out. Yes, she will. >> Mark, are you ready? >> Y. >> All right. >> Thank you. So, we had the inaugural meeting of the uh capital facilities,
118excuse me, the facilities committee and it was uh Lisa agreed to to to join. Um this committee was newly formed and includes members of the community um which will supplement our um ex I wouldn't say expertise but they'll supplement our uh knowledge and make in terms of I can't speak tonight will supplement um our our decision making process by informing us given their experience in this area and also the leg work they'll be doing. So um we designated an individual from the committee who will go uh and meet with administration and staff that's underway to bring back um valuable information to the committee on uh various initiatives that we should consider. Um there's also a building condition survey which was uh done in by the previous architect. As mentioned before, we are going to update
119that uh survey and that survey is uh a report that determines the short-term and longer term u construction needs of the district. and it has um the for example on a roof the life of the roof left and the anticipated cost of that roof when it needs replacement. So it's a very important report in terms of uh us budgeting for for future liabilities. Um we're going to conduct an electrical survey of of our u power. Uh there's been an ongoing question as to if we have sufficient power to uh supply initiatives such as the universal air conditioning we're looking to complete. Um is that in every campus or just the junior senior? >> All campuses. Okay. And um and uh lastly, we discussed possib the possibility of putting in stone pillars uh in front of
120the the metal posts at the new gates to have a more aesthetically pleasing look. We've already uh ordered and started to implement the seahawks and the westside whales uh reflectors. So, we're dressing up the gates that um we newly installed to provide added safety for the the the uh students. And am I leaving anything out, Lisa? >> Uh I don't think so. Um you know, we talked about uh one of the people, Kim Ta, who works in the town, she's on our committees, our facilities committee. She had brought up, you know, all the grants, the different things that you can do for the grants. And I think that really just the most one of the most important things that came out of the meeting was um that we we need a list of priorities. You
121know, what needs to be done, what need, you know, what can wait 5 years, you know, what needs to be fixed right away, what needs to be included in the budget. Thank you. >> Absolutely. >> Mark. >> Yep. >> Um [clears throat] that survey that you're talking about, I was reading about it, but it's through the whole it's all of our buildings, right? grounds too, right? >> It's fields. It's everything. It's the fields aren't included. The big field thing would have to look to see our two field turfs. >> Okay. >> So, my question is, is that I I just want to make sure I'm understanding this. Is that a survey that we do every so often anyway? >> Has to be done every five years. >> It has to be done. So, we're just
122doing it a little earlier now because we're hiring >> because you have a new architect. We want to >> well it has costs and it the costs are also 2023 costs. We want to see if they're higher but we also want to see if the original cost projection was accurate or not. >> So we have new architect >> right? >> We want to see how much they think X project will cost and we also want them to determine if X project needs to be done in that time frame or not. So it's a >> So when was the last time we had it done? >> Okay. So we're doing it like through a few years early, but then then we still don't do it then another five years. >> I think we still I have
123to see what we can do with the state. If we if we can submit and reset the fiveyear >> what >> it doesn't reset >> survey needs to be submitted to the state every five years. The next time it's new is January of 2029. And the fact that we're doing Redoing a survey now does not exempt us from the 2029 requirement. >> Did you know that? I was just curious. You didn't know that. >> We're we're spending approximately $30,000 to hopefully save us a lot more than that. >> Okay. No, I'm just curious. >> That's how I looked at it. We'll lobby the state to see if we could push it if we now wait. I had another question. I >> And I also we did include the wish list that the the administration across
124the district for their for their buildings and things. and looking to see how we can do [laughter] that. For instance, when we talked about we we mentioned this here or junior senior high school cafeteria, it it's operational, but it looks the same it did I think when we opened the building 55 years ago. >> We're we're at first trying to get our arms around uh absolute costs that are non-deerable. And that number I I won't put a number out tonight, but it could be meaningful in the next >> No, I'm not I'm not disagreeing. I'm just >> And yeah, and then we have um a certain amount in capital reserves, but that money can again, not to get into that whole discussion that money can only be used under certain circumstances. >> I understand that.
125Um so did we put that in? Are we voting on that or is that so we >> don't need to vote? I I brought it up today just so we're all aware that we're going to do it. We have on record that we're going to do the survey. It also really gives our new architect that deep dive into really looking popping the ceiling up seeing what's in there truly understanding what we need. Mark is absolutely correct. 31 $32,000 is completely a lot of money, but looking at the grand scope of keeping 400,000 square feet operational, >> right? >> It's a it's a small amount compared to all the I I get it. We want them to know to get the best pricing and that's one of the things in talking and hiring this new architect
126is we need to make sure our designs are what we want efficient and we get our best pricing. >> I look forward to see >> and the good news is the committee's working as we had hoped with the addition of the community members cuz they added terrific value at the last meeting. So I I'm really happy we had a very productive meeting and Mr. D chaired it, wrote a copious notes and um and a and an agenda to >> Okay, thanks for doing that. Okay, great. I believe that's all for the committee reports. We will now continue with our first audience to visitors. The Cold Spring Harbor Board of Education and Administration welcome your attendance at board of education meetings. Audience to the public affords residents an opportunity to address the board of education on
127both agenda and non-aggenda items. Each resident is allowed to speak for three minutes. This is not the form to discuss student or staff specific issues. Please contact the district separately on these matters. Anybody like to speak? All right. We are going to move to the approval of the minutes on page two. Um take the motion for October 14th, 2025 minutes. May I have a first? Lisa, a second. Kate, all were present. All in favor? Take a motion to approve the October 21st, 2025 minutes. Bruce, you are absent for this one. Could I have a first? Lisa, a second. Kate. All in favor? Um, I'll take a motion to approve the November 12th, 2025 minutes. Mark, you are absent for this one. Could I have a first? Okay. A second. Lisa, any questions? All in favor?
128We now will move to the personnel recommendations of the superintendent. We will take the leaves and resignations on pages 2 through three as a slate. May I have a first? Bruce a second. Lisa, any questions? All in favor? >> All right. We now move to business recommendations. >> If I can just >> I first I just want to thank Nicole. Nicole will be attended a resignation for retirement at the end of the school year. I want to thank you for your years of service in Colossing Harbor. Uh, special education is challenging and difficult. Uh, and I want to thank you for all your hard work and efforts for our students here in Col Harbor. Thank you, Nicole. CONGRATULATIONS. [applause] >> OKAY. I want to thank Allison for being appointed. She's taking copious notes. And I
129assume this is Mr. Allison. This is the husband here. Hey, Mr. Allison coming again. Thank you for coming today. We're very happy to have you on board as part of the team here. Um, we're really looking forward to that. Um, welcome aboard. And I want to say to the staff, if you want to leave, administrators, I know you need to be here tomorrow early again, please do. Um, you're welcome to stay, but go home. >> All right, we now move to business recommendations. We will take donations, budget trans. You only did I'm sorry you only did leaves and resations. >> Oh I I wasn't sure. Okay. >> I did. I moved on. >> So Alison, hold off in a second. Don't leave. Sorry. Um we will take all appointments and personnel contracts on pages 3
130through 10 as a slate. May I have the first second? Bruce, any questions? >> All right. All in favor? That was my second. getting late. >> Congratulations. >> Likewise. Really excited. Thank you so much for this exciting. >> Have a lovely night. >> We now move to business recommendations. We will take donations, budget transfers, claims, auditors report on page 10 through 11 as a slate. May I have a first? Lisa a second. Okay. Any questions? All in favor? We will now take additional business matters on pages 11 through 12 as a slate. Can I have a first? Lisa a second. Bruce, any questions? No. All in favor? We will move to take special education reports um appro I'm sorry we will take cse CPSE approval and contracts on pages 12 to 13 as a slate.
131May I have a first? Bruce a second. Lisa, any questions? All in favor? We will now move to other matters on page 13. We will take both overnight field trips as a slate. They have a first Kate a second. >> Bruce, any questions? >> Question. What the model you in there? >> Yes. >> Is that is that um we're picking up the cost of what? The transportation or the whole trip? >> We're approving it. >> Just approving that they're going. Yes. Okay. >> Sorry. Thank you. Nope. >> Any other questions? >> Okay. All right. All in favor? Lastly, we will vote on the new high school course offerings. There it is. Uh, may I have a first? Anyone? >> No, we both put our hands. >> Oh, okay. [laughter] I'm sorry. First jumped out. >>
132We all are. >> Second. Lisa. Any questions? All in favor? Okay. Now, I'm going to take a motion to walk on the adoption of a resolution for public officer law section 18. Should I read it at this time? >> You take the motion to walk it on first. >> Could I have a first? Lisa second. >> Kate, any questions? All in favor? Okay. Take a motion to approve the adoption of the resolution of public offices law section 18. I'll read it. Whereas the board of education of the Cold Spring Harbor Central School District, the board desires to protect its employees as defined in New York State Public Officers Law Section 18 to the fullest extent possible. And whereas section 18 of the New York State Public Officers Law allows the board to provide for the
133defense and indemnic indemnification of said employees pursuant to the terms of that section. And where it is whereas it is the intent of the board to provide such defense and indemnification to supplement any other defense or indemnification protections conferred by other laws, rules, and/or regulations. Be it hereby resolved that the board here by adopts all the protections of section 18 of the New York State Public Officers Law for its employees as defined therein, subject to the procedural requirements of that section. Be it further resolved that the benefits provided by section 18 of the New York State Public Officers Law shall supplement and be available in addition to defense and or indemnification protection confirmed by other enactments. That's it. All any questions? >> I have a question. >> Yeah. >> What's um how is employees defined?
134group public officers law 18. The term employee shall mean any commissioner, member of a public oral commission, trustee, director, officer, employee, volunteer expressly authorized to participate in the publicly sponsored volunteer program or any other person holding a position by election, appointment, or employment in the service of a public entity, whether or not compensated, but shall not include the sheriff of any county or any independent contractor. term employee shall include a former employee as a state or judicially appointed personal representative. >> So that's broader than you would think if you just hear the word employee. >> Correct. It specifically includes members of the board. >> Right. Very good. Thank you. >> Any other questions? >> Everybody. >> All right. All in favor? >> I'm sorry. Did Did somebody move? >> I didn't I move. Didn't I
135move? I moved initially. Who was it? >> Walk it on. >> I moved to walk it on. Then I thought I also moved to approve it. >> You read it, but can we take it first? >> Can I take it first? >> To approve that. >> Even if we didn't play it twice. >> That's question, right? >> Yeah. But I may not have said motion. I don't know if I said it or not. Just do it again. Keith and Lisa. Okay. >> All right. All All in favor? Okay. The agenda includes financial reports on pages 13 through 14. And these reports are forformational purposes. No vote is necessary. If needed, Mr. Dergo will answer any questions from the board of education and public. Feel free to call his office. We will now continue with our
136second audience visitors, but as no one is present, we will move on. This is the second discussion section of our agenda. I open the floor to any other discussion items from members of the board of education. Any peters? >> I just have a question. Yes, PLEASE. [laughter] >> UM, MR. D and his team spent a lot of time on that allowance report, so we don't want it to go to waste. I'm not going to bring it up now, but is that something any questions on that? We should handle in the facilities committee or the next meeting. >> The allowance report is about change orders to capital projects. So, I think the facilities committee would be a perfect place to ask questions about that report. Um, but I gladly answer any questions that board members have
137that are not on the facilities committee. So, have fun. It's hyperl. All the change orders are hyperl so that you guys can read them and ask me any questions you may have. Do you have a preference that if we do it at the next meeting or in the committee? >> Anyone? >> I'll be a vote. So, [clears throat] I'm not >> I guess maybe raise them in the committee. And if you have any anyone else has questions, they can feel that's not present, they can feel you raise them here. >> Meeting December 8th. >> Yeah. >> And then we're meeting the 12th. >> Yeah. Okay. And actually, if there's something I feel needs highlighting, we can discuss at the board meeting. So, perfect timing. Good stuff. >> And Alison's going to be there at the
138meeting. We invited her and she accepted it. So, that's going to be great. >> Great. >> She starts tomorrow or >> No, the 19th is her official start date, but >> but it may be sooner. >> By by law, her current district could keep her for 30 days. We're working to see if we could get that to be shortened. >> Okay. >> December 19th. Yes. Thank you. >> All right. Anyone else? Bruce, >> what did you say? >> That's right. >> All right. >> Moving on. Can I have a motion to adjourn the meeting? May I have a first? Kate, a second. Lisa, any questions? Bruce, question. >> Okay. [laughter] All in favor? >> Thank you, everyone. Different.