001Hi, welcome everybody to the Tuesday, January 20th, 2026 How Board of Education workshop meeting. I'm calling the meeting to order. Uh, please stand for the pledge of >> allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible with liberty and justice. >> President Clemens >> here. Vice President Valentine >> here. >> Trustee Clemenson >> here. >> Trusty Cooper here. Trusty McNall >> here. and student member Rogerio >> here. >> Um I don't believe we have any changes to the agenda. So may we have the recommended action to approve the agenda? Be it resolved that upon the recommendation of the superintendent of schools. The board of education hereby approves the agenda as written. >> May we have a motion please? >> So moved.
002Second. >> All those in favor? >> I. Any opposed? >> All right. So, um, after today, our next meeting is going to be a business meeting on Tuesday, February 3rd, um, here in the middle school high school library at 7. Um, and I just have a few comments. Um, first of all, I think the whole board probably wants to thank all the students and community members who you've either reached out or attended the meeting, our last meeting to talk about how important the tennis team is and supporting the tennis team. Um, and I I I do want to say as long as I've been on the board, we and the district overall have been really committed to supporting students w and you know when they have a really strong interest like we're seeing with the
003tennis team and I think that's certainly our plan uh this time around as well and I think the community will be hearing more as we move into the budget season. Um, also I'm going to guess I'm not going to be the only one tonight that thanks uh the the maintenance team for the phenomenal work that they've done. I spent the whole weekend thinking about them and our interim uh uh facilities director and Dr. Duffy knowing that even though it was a long weekend and a holiday that making sure that the campus was ready to be opened was something that was on not just on people's minds but that people were really doing the hard work um to do that. So that's much appreciated. Um, and then I guess the last thing I want to say
004is though even though budget planning I know has begun months ago on the part of the superintendent and the business manager and the administrative team, tonight really kicks off the board's active role um in making sure that and approving a budget that will go before the community um uh on this third Tuesday in May. I don't know that I say it off the top of my head. Um, and you know, overseeing the budget's development and weighing in on it and really ultimately approving the the budget that goes before the public is really among our most the board's most important responsibilities. And I know um or I anticipate that I speak for all of us in in when I say that we look forward to collaborating with the district leadership to to do that in a
005way that really supports the best interests of our students. So those were my >> Okay, I'll keep mine brief because we do have a couple of presentations tonight, but to piggyback on some comments already shared, big shout out and thank you to our amazing maintenance crew again that came in over the weekend. They navigated snow and ice. I had probably hourly updates from our interim director of facilities at certain points and so we could open up sitely today. They're just an amazing crew. Very very grateful for them. Um want to thank Mr. Elder before he begins his great presentation tonight in behalf of our administrative team and all the work of our teachers. We're going to hear a little bit more about our state assessments. And I really just want to acknowledge having given this
006presentation for many years in the past. uh Josh is really tackling this in a very thoughtful way in terms of looking at the data, but really also what's the story it's telling us? What questions are we thinking through? What resources are we using to support our students? So, I really just want to thank him and our administrative team for all of their ongoing work of data is something we use on a daily basis. And I'm looking forward to hearing the presentation tonight. And as Peggy already mentioned, bug budget season officially is beginning tonight. So, we're looking forward to our discussion on the parameters a little bit later. And last, but certainly not least, um we almost had someone in the audience wearing a costume to promote this. This Friday night, we're having the elementary musical
007of Finding Nemo. And there may be someone in the audience who might be up on stage perhaps doing some of [laughter] the acting and maybe singing. I don't know. But we are looking I'm speaking of rumors now as we >> minimal minimal >> minimal speaking. Okay. I'm looking forward to my first elementary musical. So far, I've loved what I've seen. So last spring I saw uh middle school, I saw high school in the fall, now I get to see elementary. So it'll be full circle on Friday night. If you're all free, Friday night at 700 p.m. it'll be the hot ticket of all things uh Halloween. So looking forward to that as well. Just put it on my calendar. Put it on your calendar. I'll save you a seat. Okay. Um All right. So Luke,
008what do you have for us tonight? >> Hope everybody had a nice Christmas New Year's. Um, I guess Dr. Duffy stole my part about Nemo. >> Um, I'll jump right to the high school and, uh, the Boseies process this year, which is well underway and kind of nearing its end stages. I'll say it started, um, November 15th when sophomores were given a uh, presentation in all of our English classes. We took an assessment called a career cluster, which I don't know if you guys all can see. This is what it was. >> This is what the clear cluster looks like. >> The assessment was on your computer. Um, and it asks you a lot of questions like um, are you good with nature? Do you like dogs? Do you like working with your hands? Um,
009things like that to try and find, uh, careers that you might be interested in that you might not know you're interested in based on the categories. And, um, every student took that. And then there was the Boseies information night which was held for freshman and sophomores on Thursday, November 20th, followed by the Boseis tech tour which a lot of sophomores signed up for. I myself went on the trip. It was great. Um I went for a police officer. So things like that. I got to see a police simulator go through some simulations police officers train for. um drunk goggles which everyone liked as well as fingerprinting and then it takes you through different classrooms kind of things classes you'll need to take even though it's not your main course but it's helpful for it. So
010I went into a teaching classroom educational and I uh learned how they work with kids, how to work with young kids and then after that I went to a firefighter course to learn all about that which was really cool. Um, and then the Bosey's application info session for students who liked the tour and wanted to continue with Boseies next year, which was on December 9th. And then the Boseies application meetings for one-on-one meetings with Miss Heindman. So 10th grade students applying to Boseies can kind of get a feel for that. Um, moving on to sports, I guess. Uh, boys basketball and girls basketball have their senior nights, I believe, this week and next week. Um, boys basketball just got back from their trip to Springfield, Massachusetts for a tournament there. They played in. They did
011not win their games, but they played against good competition and had a great time. So, yeah. >> Great. >> Yeah. Actually, I just to build on the senior nights um that was in I think it was in Mr. Cunningham's report. And one of the things the um Tom and his assistant Angela have been doing is letting the board know when the senior nights are, which I really appreciate. And so I do the girls senior night is next Monday night. And the boys senior night >> is I want to say is on actually not until the 11th, >> right? Little. So yeah. >> So yes. Um but those are great those are great events to go to because you get to see the kids students and their parents. So um thanks very much Luke. >> Yeah
012that's good to remind us about those kinds of events. >> Move quickly if um you your sister please. Yes. >> She is a senior so one day I will be there. [laughter] >> Bring her flowers. Uh >> I don't know. I'll let my parents walk out with her other >> That's great. tradition. All right. So um it's a workshop meeting and so now it's time for our workshop presentation which is a presentation um from Dash Elder Elder on um date assessment data and more >> and work. >> Make yourself comfortable. >> Yes. >> Good evening everybody. Dr. Duffy, the board. Thank you again um and my colleagues tonight. Thanks. I'm here for my yearly uh New York State required update on New York State assessments um and our results. So um uh again that joking
013aside, I do think it's always been great working with my colleagues around this as well as uh talking with the board of education the last few years to be talking about this presentation in a way that is informative in terms of presenting the numbers in terms of a mandate but what is a little bit more behind it kind of the insights as to behind that. So, um, I begrudgingly sometimes get up here and joke around the numbers, but, uh, there's a nice story here to tell within this, right? So, uh, jumping right in, when we talk about New York City assessments, um, the first band we talk about is grades three through eight, um, which are in, uh, English language arts and in mathematics and then in science. And science is now in grades five
014and grade eight. And that was a shift. Uh, the tests are administered in two sessions uh, over two days. Um, they're aligned to the New York State learning standards. um they act as kind of this standardized summit of assessment that's provided by New York State um as a way to benchmark districts and students against those standards um and they're developed and sent off and scored um down at the Rick and uh we we um outsource that scoring and then they come back and then we get those sometime midsummerish or so is how they come back to us and they go through a process of being verified in a bunch of ways before they are made public onto the New York State um data website, which all of the information that you'll see tonight is from
015that website. It's just from that public kind of uh filtered through session, so to speak. Um just a couple things I'd like to talk about over the last few years is um just a little bit of being mindful of comparing with the numbers. I think that since uh the COVID year of 201920 and the years subsequent afterwards, New York State has had to send out memos um based upon student participation after postcoid worlds uh namely 2021, 2022, 2020, 2021 actually um just kind of cautioning districts around the numbers and ways of using that information basically because of the number of students who did not take the exams during that time period. Um so that had went on for about a couple of years. I would say last year was one of the first years that
016the numbers seem to be more clean in that way, right? Um in the idea that uh students had seen we've seen the rates go back up the kind of end of the COVID kind of effect and we're kind of back in full-time. That being said, um there was kind of a glitch last year that did not affect Heldane so much. But um during the ELA and mathematics because of the move to computer-based testing, the state uh hosted site for computer-based testing actually crashed as Dr. Duffy would know from her district previously. Uh it crashed kind of during the first day of administration. Um which caused a lot of issues on other districts. Ours was not touched by that, thank goodness. Um we're able to move forward. I only share that in that uh some of
017my colleagues in other districts were calling for the state to not uh nullify the results based upon the disruptions that took place and some kids didn't come back to finish the assessments and all kinds of different things. But uh the point there is just to go back that the state has had some issues uh around this and so I think that sometimes comparing to other districts whereas provides an opportunity to be cautious about it. Um that being said, I do think that the assessments themselves provide a great amount of introspective work that can happen, right? Um regardless sometimes of how other districts are doing, it is a barometer and there is information that be gleaned from their participation that districts can utilize year after year after year, which is kind of what we've kind of
018focused on through that throughout that time. Um I've been sharing these updates that have been going along, but I figured I'd kind of just kind of start here a little bit too. So in June was the first administration of the geometry regions aligned to the New York State the new New York state next generation standards for math. Um it was the first administration of the biology and earth and space regent exams aligned to the New York State NGSS um which held a I'll get to we did not participate in that one uh in June and we'll see that a little bit more. And then computer-based testing dropped down to grades four, five, six and eight in ELA math and science. Right. Um, and as we think about coming up at the end of this year,
019you're going to have the first administration of the ELA regions exams aligned to new next generation standards. Chemistry and physics regions will be aligned to the new standards and computer-based testing will be rolled out three through eight uh in math and science in its entirety. Um, I share that because this has been kind of an ongoing process over the last four or five years uh as the state has slowly kind of phased in these new exams that are aligned to new standards. Um it's a testament to our coordinators, our department chairs, uh our teachers in those departments, and our building administration as we've gone through these years to cons consistently take opportunities to make sure that we're aligned with these new standards and taking a really good introspective look at our curriculums and making sure
020that we're um you know moving in the direction the state is moving towards. Some have been easier than others, some have been more drastic than the others. But the point I think that we'll see is uh throughout our results and throughout our practices that um our teachers have worked extremely hard to make sure that our students are well prepared for those. Um I want to make sure I get everything great. Um so something a little different this year is prior to seeing the data um just some thoughts around the performance over 2024 and 2025. Some things that we've gleaned as from taking a look at the the results from a district. The first is some things that are confirming for us, right? And the first is I would say that it's evidence of an effective,
021guaranteed, viable curriculum aligned to New York State standards. So as we look at these not only in a particular year but we've seen progress through over the last four or five years of our students. One of the things that we've come away walking from is the um curriculums that our teachers are designing and implementing um do a very significant job in communicating the essential standards to students and are making sure that it's equitable access for for our students. Right? It's it's evidence that that is taking place within our district. um you see this through consistency and performance in several grade levels and several content areas. Um a little bit differently, but just to throw in there uh that 21 graduates were awarded the seal of biiteracy last year and 52 graduates were awarded the seal
022of civic writing. That's something that you're going to see in the charts in terms of assessments, but when we think of the housing essentials around communication and those other things, those are the areas that really kind of speak to that a little bit more, right? um areas for growth or we say that areas for improvement is maintaining consistency and performance around grade level. So you know it's not that it's complacency but maintaining those numbers year after year with different cohorts with the different standards that are kind of going through is work to be done and work to continue to be had. Um and so it's not something you sit on and just say oh we're doing this. It's always looking saying well why are we doing this and what are the ways that we have
023to keep doing this in a lot of ways. um particularly when you get in some of the numbers that you're seeing, we have 98% pass rates and 62% mastery rates in areas. Um it takes a tremendous amount of work for that to continue to keep happening. Right? So, uh we're continuously looking at ways that we've been successful and the ways we've been successful and how we keep doing that in ways as well as looking at areas for improvement. Um but this is something you know we've had conversations in this spot and with this board in many ways but there's a continued uh focus need to close achievement gaps among student subgroups right so when we look at areas that break down in terms of special education economically disadvantaged or ENL or different subgroups um there
024are opportunities where we cons consistently see where these are ways that we have to continue our efforts in closing those gaps um it's not I would I don't want to say that the word that we need to start doing that because we've been doing it all along I think The concept is we need to continue to be maintaining our focus on making sure that we're doing things that close those gaps. So just a little bit of mindset as you kind of look through some of these numbers as we go through. Right? Starting with ELA in grades three through five. Um again just to orient we're the blue um the red becomes comparable schools which we've utilized uh in my time here. Um which tend to be similar in certain demographics uh to do that. And
025then the last column mustardy would be uh New York State which is just provided. And so you see in grades three, four and five um particularly we maintain similarly 79% or an 80% proficiency rate uh in ELA. Uh sticking with uh uh ELA uh excuse me with grades three through five, we take a look at mathematics. Uh same chart. um grade three tends to continuously be um uh very high performing and in that onset um it can be 66 and 61% in grades four and five as well right um just to throw it out there that one in grade four of the 81 comparable schools one of those schools I cannot remember had a really outstanding year it was something like 88% which is a great testament to them um throws the numbers off the
026average a little bit that way I just kind um and then when we go switch to the middle school levels, grades six through 8. Uh in ELA, um we continuously say the trend of you know about 70% 69 78 and then in eighth grade an 83% proficiency rate 6 through 8 in mathematics. Um again the only thing I you know I continue to to talk about in grade eight is please understand that cohort is a split, right? Um, we had 37 students take the algebra one regents during eighth grade and 22 students take the New York State Math 8. And in this district, Helane, we do not make students who take algebra 1 also take the math Kate assessment, right? It's separate in that way. >> Right. I'm sorry to do this. Uh, Marian, I
027left my black book right over there, I think. Is it sitting there or is it like that? I'm sorry I had numbers in there just in case you ask me. >> Are you afraid someone's going to read it while you're up here? >> What's that? I saw you're afraid someone's going to go. >> I just had additional things in case >> for all you watching at home. Thank you. >> Very important data he left. The other thing I just I know we've talked about in the past but for people watching along our are in in research we call this like a cohort effect like are these grades are so small >> relatively that you that lots of different things it doesn't take much to sort of talk to throw the numbers one way or another
028right to be make our denominator is slow denominator is small so >> it's um >> it's uh a couple of things in a couple of years, >> movements one way or the other make drastic uh changes in a lot of ways, right? You know, um both good and bad, right? Um but yes, these are conversations we have a lot when we're talking about numbers is that denominator and also, you know, just to be clear, it's it's not an excuse is the wrong term, right? It's it's who we are and it's still something we need to pay attention to and the numbers and what they are in that way. Good. And then um our science results, right? So the fifth grade science was tremendous this year. Uh was also great last year um but was tremendous.
029And then you see the eighth grade cohort. Um, now the reason why there's comparable, just to throw it out there, is other districts that we compare to either accelerate all in eighth grade and so there's just not comparable numbers to really draw from to be able to say we're doing um how we're doing against those numbers. Um, but again, in our eighth grade, it splits, right? So, we had 33 students take the living environment regents and we had 16 students take the science 8 exam last year. Um and again obviously the students who are in living environment do not take the New York state aid exam right so to separate that and so when we go back and take a look um through subgroups again we we lump these together three through eight because of
030the numbers right um to tease them out either individually or by three through five is so small it gets difficult in in that way so um we group them together and so we can see in our ELA uh 3 through 8 uh in students with disabilities was 23% reaching uh uh meeting ex meeting standards of proficiency whereas our economically disadvantaged was at 60%. And then um when we go 3 through8 math 34% was is higher than in in past years um but then you know 48% um comparable that way. New York State doesn't provide a comparable in this uh graphic for us to easily represent in that way. Okay. Um so this was a little bit different. I figured I'd just throw it in here. But this is taking a look at these are our
031current ninth graders. Um and looking back upon their history of taking these exams three through eight um not regency exams um aside, right? So um they start in grade four and moves on. The reason it wasn't grade three is because their grade three was the co year. So we that number is out. So grade four is actually the 202021. Grade five is 2021 2022. you see how that goes. Um, you know, this was just is a different way of looking at it. Instead of looking at things in particular year to year or or singular years is starting to take a look at some of the numbers through a cohort. How have a cohort looked as they've gone through um the process of taking some of these exams, right? And what those scores have been. Okay.
032Um the numbers that are not up there. Oh, before you go behind me, what year did the new map? [sighs] >> I I can't remember. >> Come in. >> The new when the new map came out. >> Yeah, that was that was Sorry. Didn't I thought middle school adopted a when? Yeah, >> was the year before you started. >> Oh, that long ago. >> That would be 2020. >> All right. Well, that's embarrassing. Okay. Okay. I felt like it was more recent than that. All right. >> The new what? I'm sorry. >> Seconds to assault. >> Um I would just I knew when the when you when we adopted your request squared and it was >> Oh, I'm sorry. I I heard the question. You get squared was the 2022 >> this cohort's sixth grade
033year, but big ideas would have been >> correct before >> these. So big ideas is the middle school curriculum is elementary. >> Okay. So with the middle school adopted a new math resource sometime in the past number of years but I don't remember when >> big ideas that was in 2020 sorry okay thanks and I' I don't remember the name that was in 2020 okay >> and you get squared would have been in 2022 the >> that sounds yeah >> and Joshua that 50% [clears throat] number is because the algebra one students is pulled out of that >> every year. Yep. In eighth grade. >> Yep. Right. >> Okay. >> Yes. >> Um [snorts] and the one the slide that isn't up here, thank you for the black book, is to be thinking about um
034how the grade levels perform each grade level consistently in each one of these years. So instead of a cohort effect, trying to think of it in well what is grade three done in these subsequent four years. And I would say that from a whole generalization is that we are performing higher in each grade level than we have four years ago. And some of them have been significant gaps uh increases and some of them have been marginally on on par. Um but it's rare. My point is when we go back to that first side about confirming a viable curriculum is we're not having massive this, right? We're seeing a trajectory of like you know this. There are times things dip down, but they're moving back up, but we're we're we're holding steady in the ways that
035we are and actually moving at an increase in in other directions versus moving in that direction, right? Um and when you look over four or five years, it presents some data that you can start looking at it from a curriculum standpoint in that way. There's been lots of changes that have happened since then, uh that that kind of go through that, right? So, switching gears a little bit to regions exams. Um so these are in grades 8 through 11 or 12 or open through all right. Um and we administered the following common core English algebra 1 geometry earth science living environment chemistry global history and US history in government. Um these are the middle school first. Um so of the 33 students taking living environment all of them passed and uh it was an 85%
036mastery rate which is uh a score of 85 or higher. Uh and then in algebra 1 right 37 students 78% mastery uh and students um you know with 85 or higher in that score and that's typical we've seen over the over the years that I've been doing these presentations. Right. um when we get into others. So some regions are scaled on a three, four and five, right? Just to go back um and the language around but essentially a three equates to kind of your 65 and higher. It's bands like a it's a high partially meets right that gets into that. Um and just you can see that in common core LA you know if we go across the board our passing rates are 91 91 81 89 and 87. Um, and particularly when you're thinking
037of ELA, you get a 62% mastery rate in that. Um, and you can just kind of see the distribution of that um that goes out there. And these continue to be very consistently strong results uh out of our high school regions exams. Um, these are le these exams are leveled one, two, three, or four. Um, and so you want to see again our living environment, our earth science and chemistry. And so just a slight pause real quick when we talk about data. You know, last year was the year the first year that they offered the new living environment regions uh exam aligned to the new standards. The state uh had given districts options at this point which was different than other ones. So you could continue giving the what they call traditional uh living environment
038regions or the new one. Um Helane we opted to um do the traditional one that had always been given previously. Um, hindsight's good move. Uh, the the new exam that was given was not without controversies to to say the least. Um, and anytime sometimes there's a new exam, you run the risk of that happening. But, uh, there were a lot of concerns over the Lexile reading passages that were assigned to kids, the length of passages, all kinds of things. Um, and so we did not utilize that. Um and as a matter of fact for this year we're continuing to stick with this one again um because they gave us the option again. So we will not do that at the end of this year. The idea is there I think the process that came out
039of that was we're being thoughtful and intentional that um our students are fairing well and until the state kind of figures something out a little bit having a couple years data worth of tests are work to our advantage. Uh this isn't to say that our science department is just in this mode. They're kind of in a hybrid world right now uh where they've done a lot of work over the last couple of years aligning to the new standards um and implementing a lot of those ways and making sure students are prepared in that way. Right. Thoughtful that that >> Josh real quick that living environment all the eighth graders. >> Yeah, it's a mix. Yep. >> That's a mix. And then not all students take Earth science. Correct. >> Correct. Okay. Oh, sorry. Um, right.
040So, a new slide that I thought we'd put up is, you know, we talk about, um, student subgroups at our three through eight assessments, but I figured, you know, to keep the story going, we talked about our subgroups in terms of special education and economically disadvantaged throughout our region as well. Um, and so, great different slide, looks oriented a different way. All good. Great. Um this is just to present right um to show now the numbers aren't listed there but they're different. So geometry you can see that zero is it's a very small number right is what I can say um around that but just give you an opportunity just to see this for a second just talks a little bit around how our special education students fare on regent exams last year as well
041as our economically disadvantaged students. These are the percent that passic >> is 65 or higher. >> 65 or higher. Yeah. Okay. >> It's also the regions does allow for a um the variance isn't the right term, but there's a safety net, excuse me, that's what it is. Uh for students with with disabilities, which usually 55 as well is is passing. And that's a statewide scenario, >> right? >> But this number just reflects 65 and up. >> Yes. >> And if it includes people who would fall in >> Yes. Yes. Um so yeah just kind of going back to the original slide I think it's the idea is when we think about these trends confirming is uh evidence of a guaranteed curriculum that our teachers have worked really really hard on um of creating and implementing
042as referenced by the success that our students are having year-over-year. um that is talking not only passing rates but mastery rates, access um uh to all of these and obviously the the the seal of bi literacy and civic readiness which is a different um type of uh seal that goes on there. Um but also as we can see you know where as we talk about doing well in some ways there's obviously still gaps that we can continue to improve upon right um to move forward um and as well as maintaining our consistency. We've continued a trajectory of moving forward but we need to obviously be mindful um and continue to do those things right and so well how right this is where we get at this a little bit. So I shared this with you
043a little bit last year but it's something our administrative team has come up with where a goal would be to the continued development of a systematic approach to integrating data complementing our processes for supporting or grounding conversations evaluating programs promoting inquiry and informing decision-m at multiple levels right and so for the last three years or so this is something that our team uh works on every single year about how we go about doing this and so I I at great length last year really teasing out all these things uh truncated a little bit this year to get to the point here. Um but you know we've used a tremendous amount of data to inform things at the very systematic level in terms of professional development. We've talked around NWA, the reading league or the science
044of reading, uh, literacy consultants coming in. Um, obviously you fly in and benchmark. Um, this year we're having co-eing uh, professional development done at our buildings. Um, and the Hudson Valley Arbor, which is for our ENL students, right? That has been ongoing work that has continued to be driven by, um, what we see out of not only these results, but other results that we look at. Um, obviously impacts our MTSS process in terms of targeting tier one, two, three, and services. uh the adoption of Educ Climber which is something that we're working on um continuing to build. >> That's the software. >> That is the software. Yes. Um and we can get to that at different time but massive um doing good work um in terms of just soft things around curriculum resources and materials
045but you know we've continued to utilize these resources when we're looking at um literacy. So, UFI and benchmark are direct results of looking at some of these some of this information um or multiple sources of information. Um you know, the curricular reports that come out of the New York State Assessments have directly impacted ways we think about middle school programming and particularly high school programming. Um and it's the ways that our teachers are looking at the gaps in performance to make curricular decisions around shifts in how they implement curriculum. um the Khan Academy math program K5, you know, our PAF reading program which is targeted to our uh a few years ago to our really tier three students um and obviously the New York State Assessment Of course. I talked about something that I'd say,
046you know, um at the more systems level and then we get into the more what about individuals, right? Um which is where we kind of live right now um as we're about our midterm year. But you know, UDL or universal design for learning was something we brought into the school as a common framework for how we talk around planning for students from the onset of how we think about our students as individuals and how we design instruction at the very beginning of instruction to be as inclusive as possible. That work is ongoing uh and started I think two years ago, right? um science and reading. You know, when we think of our elementary practices, K5 or even through K8, um we've had a tremendous amount of work done around our phonics programs and obviously moving
047towards implementing our new ELA resource, which will show um lots of work with NWA data and our Heldane literacy profile in targeted small group instruction, right? Um it's one of the things that NGWA provides a tremendous amount of way of how to group students within your classroom based upon lifestyle and targeted skills. Um and then obviously our local assessments and ensuring that our local assessments are aligned to state standards. Therefore the data that you can collect out of student performance on local assessments is also meaningful. Um not finalized in any of those by any means but ongoing work that we do. Um and then obviously you know what happens during midyear or years when students uh in classrooms um you know are not as responsive to tier one or just kind of um interventions by
048teachers. Um just want to make sure that we understand we have what are called instructional support teams at each level, right? Um and it's a way for teachers to systematically present students that they think are struggling over a period of time. Um it's team based. So there are u depending on each school there are a multitude of individuals who come together to look at data that is presented and make decisions uh not for students but really about students um which could uh result a huge gamut depending on context could be things like we should implement this strategy moving forward they're going to get access to this AIS service they're going to attend extra help uh they're going to you know seek counseling what whatever whatever it is it's really contextual at that point >> um
049But one of the things that is to say is uh you know a student sometimes struggles with a particular standard or particular content area for a variety of reasons. Um it tends to be complex right. um particularly when you're looking at our elementary students um you know generally if they're you know deficiency in some area of phonics or or whatever um you know that can manifest itself in needing resources for speech or PT or other aspects right and so um we may not see the gains of that particularly in a particular year of what we would deem success on a state assessment um and students with uh disabilities have multiple goals on their IEPs not just proficiency so Um, you know, I think it's at that point that this district does a really nice job
050of thinking about the individual student. Um, and that's where that kind of gets to in that point. Um, I showed this uh, we've said this a couple times, but just a piece of information with the how they learn profile just to think differently. We collect a lot of information um over the last couple of years around students oral readings reading fluency and we've partnered with the reading league early on to help us just kind of think through this. Um and so the the far left to you would be 2023 um for students uh percent at the national benchmark of oral reading fluency which I think is around the 75th percentile is how they norm um it kind of shows where students started at the grade levels in the fall, winter, spring um and then our
051teachers started to unofficially adopt and utilize UFly in uh kindergarten, first and second grade um to what we saw were really good results uh over last year which led us in the fall to want to ask you to formally adopt UFly as our thing. So, it's just an example of kind of a different level of information that we're using um that doesn't come from a state assessment or even NWA at this point um that we are utilizing in ways to make some of those decisions. And then I same slide as before, but particularly when we think about our student subgroups, I think the areas highlighted are areas that are not specifically for those subgroups, but 100% play into our thought processes as we are thinking around how we use data to target some of those
052groups. Um, and I think we've built a really good uh foundation to allow some more work to continue to happen. But obviously NWA science of reading you fly our co-eing professional devel we're having and the Hudson Valley arbor that uh done at the high school and middle school the last couple of years has been um extremely targeted within that within that subgroup. Um curricular resources like the PAF reading program you fly um and then obviously the entire right hand side of the slide there um were just kind of ways of highlighting some of the data that we use in how we particularly target some of our student subjects. uh questions tried to truncate it. >> Oh, thank you so much. There's so much information. It's really quite impressive. [clears throat] >> Josh, um so much
053has been written about the success of districts that have moved relatively early to science and reading programs uh across uh socioeconomic groups. So um so that way economically disadvantaged students are actually doing quite well. >> Have you seen do we have enough information of our own students that would follow that where you see kind of that transition to science? Yeah, I think >> we we never went away from a full science of reading, you know, while we were still using aspects of um um my units of study, right? And so I think we resurrected a good amount of that back. I would say in terms of what we've seen, you know, I keep saying this, you fly, you fly. um you know what we've seen out of that direct instruction of of phonics with our
054K12 is really promising right um in terms of what we think is going to be moving forward right so you know if I go back to those slides excuse me um where we've seen growth I can't see it so well on the far side but we're starting to see you know students um at a very very early age progressing through mastering kind of that that that foundational phonics piece. And I'm not saying it wasn't something we didn't have, but this is extremely explicit teaching uh and through the the ways of the science of reading that this is happening. Um and so really it's our first graders this year who've had like last year it was piloted but done with fidelity and then this year, you know, we've gotten the professional development and we continue to
055do it. Um we think that basis will be something that's going to carry us forward for years. um strong foundation. That's not to say it's not really happening in fourth, fifth, and sixth uh seventh and eighth, but I would just say in terms of it being really targeted from a programmatic standpoint, um we're about two years into that part of that phonics part that's really, you know, uh unified in that. I mean, one of the things that's really impressive in that spread is if you look at so the first graders in 23 24 are the second graders in 2425, right? >> And you see that that group makes well it's not that the whole group makes progress but there's an increase in the percentage of children who are at or above benchmark in oral reading
056fluency but then you know they maintain it. it stays, you know, high in second grade. And actually, I don't know much about oral reading fluency and how it's tested after the second grade, but that that's a that's a real that's a a real achievement, right? that the that the group overall gets stronger and then they go into second grade and at the beginning of second grade are still everybody's mostly really retained >> those skills and then you know that carries them through the year. So the promise lies in that, right? They're they're learning to read and then reading to learn, right? And so the promise lies in the first K1, two, three that they're really mastering these foundations that allow them to learn to read and then it allows them better access to the curriculum
057as they move forward uh in terms of having that underlining skill to be able to master complex text moving forward. And what we do know is if you don't master those skills, it only just becomes more difficult as you move on, right? uh for students. And so I think aligning ourselves this way and then aligning our, you know, tier two, tier three at the element, you know, all hands on deck in those early grades, um we hope are something that we're we're definitely wanting to see moving forward as it continues that to move forward in that way. >> Do we have a sense of is it still a trend for parents to opt out of having their kids take assessments state? >> No, I would say not in hell. the numbers are I mean so
058much so I didn't really I know I used to present that but the opt out rates are extremely small uh you know I would say actually my black book right here >> putting it to good use now that's a good question in grade three we had three students opt out uh grades four five 100% grades six was four students and grades seven and eight uh for the uh three through eight were were all >> were the numbers was higher when the scores were getting tied to the teachers APR like back when the >> I wasn't here but historically >> definitely when it was like >> when all the protests and activates were in the 25 to 30%. It's it changed a lot when they decided to remove that piece from the you know that words
059would be tied to >> that's a really that's a really good point but have has the tests are administered changed as well like I because so I remember when I ran for the yeah you know I'm just wondering if they're >> so there they're not being perceived by families as being as >> stressful and as impactful and so parents are more comfortable having their students take it. Maybe I I do know you know back in the day there were three days over three days absolutely >> and so right there was a lot of um the state receiving a lot of information around that this was these tests were particularly stressful for students right because there used to be a timed portion of it and if you wanted to stay later you had to be moved
060somewhere or whatever that was bias aside state the state's answer to that was we chopped it down to two days and we're just going to make it untimed um which I'm not sure alleviates kids stress because you see kids working all day, right? Like oh >> right like they skip lunch and we've all seen these things. So maybe I I don't know if people perceive it to be more or less stressful um at times. Um I think decoupling it is is is a big is a big thing that's probably happened. That's a result. You know, the other thing I would just say when we think around the maintaining the consistency, I I just saw it in my notes though, um, particularly at the high school level is, you know, we're still waiting on the changes
061or proposed changes from New York State Ed or from the Blue Ribbon Commission, which is supposed to be um pretty extensive in terms of graduation pathways and options for students. um you know they've announced that we have to have you know the financial literacy and great but there's a lot of other things that they promised or thought out of that um that has not come out yet in any sort of detail for us um you know that talks around different pathways for students to be able to graduate that would either be not taking certain assessments or taking certain assessments or having more locally developed assessments in some ways. So there's there's an unknown out there around what what that looks like specifically. They've they've labeled it for us, but we don't really know the specifics
062of how to implement, >> which is a little concerning because I think the cohort is in ninth grade right now. >> Sophomores, excuse me, behind you. So, you know, we're going to get these requirements coming. >> Um, little little different. Um, but you have uh an opportunity maybe, I don't know the tea leaves and how it'll work out, but you have for next year, you'll have a prek cohort going into kindergarten. >> Yep. So you'll be able to analyze at least that number at least with our students. >> Yes. >> Right. Is that something you're >> I mean how much how much are we looking at that curriculum and that impact for oral fluency? >> Yeah, obviously some I mean the idea is it's great that those students will come in. We're going to see
063a lot of social benefits from students who are in school prek and coming into kindergarten. Um, I'm not sure how much we'll see from like an oral reading fluency, like if they've mastered phonics at prek. Um, but they'll play school a lot better, right? So, when they come into kindergarten, right, it's it's more or less time on the transitional piece at some point and more more time can be spent on the instructional. I say that with >> never teaching pre-k or kindergarten in my entire life. I say there's more time spent on this, but in theory, the concept is right that we've had them in school for a year. Um, and as they transition to us, that transition will be uh more familiar for some of our kindergarten students, which has the has the opportunity
064to present more time on some phonics. So, yeah, it'd be interesting to see what those phonics score looks like in our kindergarten cohort as we test for next year, too. >> Yeah, that fall in that fall run, right? >> Yeah, exactly. Luke, I'm not putting you on the spot. I'm actually offering information. Did you have a chance to talk to either Dr. Duffy or Mrs. Sniffen about the that we were going to have this presentation tonight before the meeting? It's fine if No, because I actually wanted to just make sure you had a little bit of context for it. So, the state requires that the board be presented every year the results of our state standardized tests. And those are the first tests that Mr. Elder was talking about which are the grades 3 through
065eight ELA tests and the grades 3 through eight math tests and then the grades five and eight science tests. But this board and those tests are important and you know there's a lot you can say about state standardized tests but the the board has decided that you know and the district that those are important but they're not the whole story. And so then the whole additional part of that presentation that Mr. Elder just did is really sort of addressing questions that he's gotten from the board over the years, which is tell us more about how what kind of data are are teachers using when they're making plans for either, you know, teaching a class or as Mr. Elder was talking about at the end when groups of teachers come together to try and problem solve
066for students that are having a a more challenges with look mastering different material. And so, as you can see, there's a wealth of different kinds of of data. And this presentation actually is sort of the end point of a number of of years of us sort of dancing back and forth to figure out like what does the board really want and like, you know, what you know, what do we have to say and and and so a lot of of of of what where we've really tried to get to is also to to see that presentation, but then to also hear from Mr. Elder and through him from his colleagues as well like what are what what what are the what are the leaders in the district the instructional leaders in the district the principles
067and the different directors what are they seeing in these data and how are they making sense of it so yeah do you know why New York state doesn't have that piece of information to compare for um kids with disabilities and economically disadvantaged I feel like that would be kind of an interesting >> I don't know I can probably dig a bit deeper on that and probably see what we can't find around that. Um, but it would require So, what's easy on the website is they've done the work on the ELA and math for the state and they just kind of put the number up for you. >> Uh, they don't break it down in any other way. So, in a subgroup, so we'd have to go through and just >> count every special art student,
068do it that way. >> I don't know why. >> Yeah. You know, I just feel like that would be an interesting piece of information to compare our how our population is doing. >> Yeah, that would be a great >> You you definitely there was forethought every every number I wrote down that was like ask Josh about this, but like you you addressed it like that there was a discrepancy or it stood out in some way, you answered it throughout the presentation. So, yeah. Has there been a request for um new PD from like uh from teachers saying like we we need something more for Xcurriculum anything that's been coming out as has been presented >> think all the time which is >> yeah specifically off of this like where they say like and and you've
069seen >> like at least kind of in the short term something >> 100 I mean I'll do the best I can here uh and keep it a short I I think that it's one of the I joke It's one of the great problems to have is when teachers are asking for different levels of professional development. So I mean you fly is a great example is they kind of were piloting on their own and they they did it for a year but they're like we've never had anyone actually walk us through it train us. So we partnered with Southern Westchester Boseies who had a contract with UFly. We were going to go to Florida didn't work out. Florida came up here. Um, and so we're phasing it in for all our K123 teachers this year that
070they'll all get the development from the from UFly from the University of Florida Literacy Institute um directly. So that's great, right? That only confirms that the science teachers of the last two years have been working with science consultant to uh ready their curriculums for the New York for the new kind of the standards, the new assessments that are happening in that way. You know, I'd say Miss Sniffen and um uh Dr. Silki with the Arburn have had over the last two years um professional development specifically around teach students with uh our new English as a new language um as we've seen that in population increase and that's been a direct result not only of what they've noticed but from teachers asking look I'm seeing more and more students uh so so we need this um
071the list goes on and on growing mathematics uh yes lots of ways So actually >> now we're gonna I think I'm just gonna because there's slides I'm just gonna I have to say I like sitting here so much more than sitting and like feeling like I'm between the person see that but you have to come back here after [laughter] Um, so just so that folks know, we're transitioning to the next agenda item, which is beginning to have our conversations about planning for the budget. I will hear from business manager Katherine Platt and >> I'm excited everybody. We're kicking off the budget season tonight. So, I look at this as an opportunity to um start a collaborative but public process on what the budget is. So, I know at least being here now for a couple
072of months, we've had some committee members and um staff and things at times asking how a budget is developed and how it's what goes into it. And so, to me, this is the first opportunity to talk about how we develop our budget. And so, just a couple things to keep in mind. Um, we always want to make sure that our budget is supporting the high achievements. We just saw the great achievements of our students for us. We want our budget to continue to support and give our students those really amazing learning experiences, but we also it's that balance of then also being mindful to put forth a budget that is respectful and mindful of our taxpayers. And so I think that's those are our two goals as we think through what a budget should look
073like. And then also um just making sure we're continuing to share information in a very collaborative public. Those are just some of the goals as I think about developing a budget. So tonight we'll have a chance to hear from Katherine to start. It should give us some really great background information in terms of our recent tax history and how that's going to guide us moving forward in this coming school year. Looking at foundation aid. So what's our status of state funding? Where are we landing right now? We don't have everything figured out, but things are starting to come into play. And then looking at our preliminary preliminary information. So that's what we know about healthcare and our teacher retirement, that type of thing. And then next steps is going to talk about our calendar that
074we'll use for the next five or so months as we are developing our budget. She gets to do the next couple slides. >> Okay. We always just start the the new school year by remembering the last school year. And just a reminder that last year our voters approved a 2.8% increase to the tax levy in May. Uh when we ran it through all the assessments and calculated the tax bills, it resulted in a net 2.19% increase to the tax rate in Philipstown. Over the past few years, we've had um a levy as high as 3.67%. 67% and as low as 1.88%. In the last two years, we did hold it flat at 2.80%. Foundation aid. Um, I didn't update this because I got the information. It was late breaking news with the executive budget getting
075released late this afternoon. Um, prior to today, we were showing that we were going to get no increase to foundation aid. Uh we are not getting a gigantic one, but they have g guaranteed a minimum of 1% to school districts with the governor's budget. Doesn't mean it's gone through. So it would be about a $29,000 increase to foundation. [clears throat] So these slides will continually get updated as I get more information. Um the things that we do know, health premium increase has been set at 5% by the consortium that we take health insurance through. Our teacher retire retirement system projection is a slight decrease. It's going from 9.59% this year down to somewhere between the estimate is 8.25 to 8.75%. Um but while that one has a slight decrease uh the ERS employment employee retirement
076system has an increase from 16.7% to 17.6% this year. Uh we are still pending our budget our Bosey's budget needs. I did start getting some pricing. I'm going to be working with administration to go through what we need from both the Rick and from Boseies. And I did not get a estimate from our insurance company yet about what our insurance policies will increase by. Um the warning has been that it will be um on the higher side. Things we're still working on. Um, we are going to split this screen, but things that are not settled yet, but that we are actively working on that will have a factor on our budget. We are still in negotiations with our administrators union. Um, we are I'm working with our people personnel department to talk about any expanded
077programming that we might need in our special education department. Um, our tax levy calculation, we're underway with that. The one thing that we need to keep in mind this year is this will be the first year that we will see the increase from the capital proposition that was passed by the voters in November of 24. Um don't have numbers yet, but we will just have to keep that in mind. Um governor's executive proposal did come in. Didn't have a time to go through it into crazy detail. We do have a it does look like we have a small increase to foundation aid. Um expense-based aids look like they might have a small decrease right now. Um and there is some discussion of an increase for state aid for our universal prek program. As always, we
078talked about it last year. We're still continuing to watch what might happen with federal funding. What I am trying to do is build a budget that will allow us to preserve as much programming as possible if by chance there is any kind of cuts to our federal funding. And as always, we are looking for any cost savings or cost efficiencies that we can make throughout the district where um it would make sense to keep the quality of the school district while again being respectful to the tax levy that we're going to increase. Um >> and then we're full steam ahead. with our steam because I'm having a lot of fun tonight with our steam planning. So, thinking through what we need to do in terms of curriculum, hiring teachers, what type of resources, materials we
079need, safety and security review. We just had um we just received our safety audit from Alterara. So, I'll share that with the board over the next couple of days, meeting with our team of administrators to go through what's being recommended and then we'll look through what's already in the capital project versus what are some things that we can do within the budget. Staffing is always something this time of year. We know that we have a handful of retirements. So, we're working through what positions need to be filled moving forward, what makes the most sense as far as that goes. And enrollment is always top of mind in terms of looking at the number of students we have per grade. >> Great. >> All right. Got it. All right. So, this slide is really it's talking
080about long-term planning, which is something that maybe isn't brand new to Hal Dame, but I want to take a moment just to remind the board and the community about the really thoughtful uh conversations you've had for many years about your campus master plan. So, just as a quick reminder, get my notes correct here. The campus master plan was adopted by the board in October of 23. And while I wasn't here at that time, I'm really um happy to say that I've gone through the document. It's I should have brought it. It's quite lengthy as you know. Um but I've gone through it quite a bit and I'm impressed with just the number of stakeholders that were involved in the discussions, all of the different types of conversations and topics that you spoke about in terms
081of how can we enhance student experience and how can we also improve our buildings and grounds as we go. So lots of different things kind of came out within that capital master plan part of it and I think that guiding some of our budget discussions this year there were 10 separate goals that were identified but I just want to highlight a couple that you'll start to see as a theme as we go through our budget pro uh presentations. So improving safety across the district was something when this these discussions were uh first beginning was definitely something top of mind. accessibility across the district as well and then continuing to enhance student experiences in the arts and athletics. Additionally, there were three projects that were discussed within uh the campus master plan. Project one is the
082project that the community voted on a year ago in the fall. We're hoping to be able to break ground in April. Uh we're waiting just for a little bit uh left from the state to approve this work. And just as a quick reminder, project one includes a lot of great work at the high school. So creating a new student center at the high school, steam innovation labs at both the high school and the main building, additional classrooms at the high school, student support suites at both buildings, and also enhancing security across the district. So that's already been voted on, board approved, and we're hitting the ground running with that. But during those discussions, there were two other projects that were started to be discussed. Not at all finalized, not budgeted for, not voted on yet.
083But just in case, I know we've had some uh some community members lately asking about other enhancements to our facilities. So, I just wanted to bring this forward to everyone as we're talking about long-term planning. >> [clears throat] >> So project two under consideration at that time was talking through could we look at building a high school auditorium, maybe additional music classrooms, a fitness and wellness center at the main building. That was project two for the future. And then project three for the future for consideration was a high school gymnasium, new locker rooms, and an expanded art gallery. So I just bring this up to share. Yes, we're in project one and that's been budgeted for and we're looking to break ground in April. These are two other areas of multiple things that our community
084who were involved in the campus master plan thought were worth looking at. How can we continue to enhance student experiences? So that's where long-term planning will come into play. We want to try to look at how can we bridge the gap from the capital project that we know is taking place and has been funded for and planned for with other critical needs that are coming up. And so what we want to do is review our capital reverse uh reserve funds to ensure [clears throat] that we are preparing for these long-term expenses. So just this year in my short time here within athletics, we've had community members ask about can we fund for lights on the field? Can we improve tennis courts, thinking through arts, there's definitely some areas that some of um our parent community
085in that arena is hoping that we continue to plan for. And then also safety and security. So, we know we have the capital project. We're planning for that. We also want to continue to look at though this reserve fund and how can we start to identify what are those other critical needs that we want to budget for and plan for and that'll help support some of the efforts in the community when we know we have some community members that perhaps want to help support the district by fundraising. So, I just first want to be clear on what can the district fund for, what can we budget for, and then that might help some of these discussions moving forward. Just want to make sure I didn't miss anything there. And then eventually we'll come back together
086once we are well underway with our project one. What should project two look like and what should project three look like? And then we'll have to follow the same process in terms of identifying what goes in the project, what's the budget and then going back out for voter approval. So I just wanted to bring that forward as we were talking about long-term planning. I see it nicely connected, but I just wanted to make sure the board just to kind of remind us and any of the community members that are watching as well. Um, and I think Katherine, you want to talk a little bit about capital planning for transportation? >> Um, just along the same lines of long-term planning and starting to prepare for the electric vehicle mandate that is still um being discussed as
087as having to take place. Uh I we have been meeting with vendors and talking to different people about you know whether we could do this as an actual capital outlay or if we could do something along a capital lease. So again it just goes with our long-term planning that as we go through this budget development season we may be um spending some time talking about how we will start to prepare the district for the expenses that will come with the electric bus mandate. And then just to remind everyone, we'll be talking about the budget at every meeting going forward. So just a quick timeline. We'll we'll update this each time. But um next time when we join you on February 3rd, we will be talking about our budget goals, our priorities, and we should have
088a very good handle on what our tax cap um allowable tax cap would be at that point. Um and then on February 24th kind of really come back with some in-depth discussion of where where the budget looks, what we think our additions or you know subtractions would be to present a balanced budget and then continuing on. >> Any questions? >> No, I wanted to thank you all and Dr. Duffy for, you know, just really putting the long-term planning in the context of the planning that's already taken place. I mean, I think the last meeting with so many people coming really expressing a a deep desire to enhance our tennis courts and then another conversation that I think many in the community are aware of but hasn't really surfaced yet here at the board meeting are
089is this question about you know enhancing other athletic um uh facilities you know particularly around the issues of of flights and you know what we saw with the with the strong vote for the capital project bond referendum is so many people supporting the the the school district and and then you know I think what we've then continued to see and we're going to talk about this a little bit later in new business but like you know this increased sort of a it feels to me like a little bit of an increased awareness about like the district and the board and what's going on and questions and why and how and wanting to support Right. And so just really acknowledging that there is, you know, a lot of support for the district out in the public,
090but also a lot of well-intentioned hopes and dreams for what the district can accomplish. So I I really wanted to say that I appreciated, you know, Dr. Duffy and Katherine thinking about sort of how to plan how to how to put some of this in the context of of this history sort of, you know, being very clear about what we're doing right now and what potentially is is is possible and and quite likely, you know, will be planned for, you know, in the future. >> Great. >> With collaboration. Yeah. Thanks. >> Okay. All right. Thank you. >> Can we leave that? So I may want to come back to that slide when we have our discussion a little bit later. So you can turn the screen off but I just I do want to >>
091reminded have those dates available >> and I didn't bring my >> great discussions. >> Yeah. And now you brought up really great points about, you know, how many people were involved and all the different things that came up. Good. Um, okay. So, next on the agenda is communication from the public. So, this is the opportunity um for the board to hear in to receive input from the entire school community. The first public comment session is reserved for comments on special presentations and active agenda items. anybody who would wish to address the board. We'd ask you to sign in and state your name for the record. Keep your remarks to three minutes or less and avoid disparaging remarks and discussion of school district personnel. And all the board does not engage in dialogue during the comment
092session. We would be listening and we'd reach out for future um connection. Right. Then next are our fantastic administrator information uh reports um that we get for our workshop meeting. Um Michelle, you had some really great questions from Miss Smith that I saw in an email. I thought it would be worthwhile to if you wanted to I don't want to put you on the spot, but you know what were your questions and what some were questions some comments. Yeah, I emailed um Miss Sniffen just commenting on the increase um in Bosey's enrollment and it was something that Luke mentioned too, you know, um which is really great and I asked her what factors she attributed that to so I don't know didn't get a chance to see if you responded to my email. [laughter] >>
093So did she did >> Oh, sorry. She did. Yes. I'm going to have you just come up. >> It was a busy day. years ago, right? >> But I was like, that's that's excellent news and it seems like it's really been targeted this year. Like there was a lot. >> So I thought it was a really great exchange. >> Yeah. >> Um so I think a few things with Boseis. Um one I think like we're in line with the national trend, right? I think there's an increase in trade. >> Um I think people recognize the importance and see the value and see the long-term >> uh career path that that's in options in the trade. So, I think that's one of the reasons why we're seeing an increase. I do think um that hiring somebody
094specific for the nth and tth grade as a guidance counselor um who I think I attached kind of her timeline that's new in terms of the amount of options and and the pushing and the naviance and the parents nights and the student night and meeting one-on-one um with the students to complete their application process. So, I just think there's more time dedicated to the freshman and sophomores. So, I do attribute a piece of that um to having Maggie. >> Yeah. >> As well, >> I heard someone I was heard someone speak recently that one possible factor, although I don't necessarily imagine something that nth and tth graders thinking about is that, you know, with some of the uncertainty that AI is raising for a lot of the white collar jobs, right? there are so many
095um of of the trades and the kinds of things that Boseies are really designed to support that are never going to be turned over to technology. So, you know, healthc care and the trades, electricians, plumbers, you know, um other stuff, >> all of those. And I think a lot of students like >> there's an also this this innate interest in learning how to do it whether you're doing it or not. I think students now like that problem solving piece of like wait someone's coming into my house and can fix the electricity why don't I know how to do it like I think that [laughter] question of like okay but I I do think it might not be the nth and tth graders who but their parents are saying >> have a skill like have a
096trade learn it and we're seeing kids apply to two-year trade schools and fouryear trade schools as well for college post high school but I mean I think about some of the kids that went to trade then went on four year after and now have that skill set. >> I'm like that's amazing. >> Right. >> And I also just called out the two new classes that the electives what's it? Athletics and society. >> Yeah. Athletics and society and art history >> and then art history with a spin of local history as history director of the hub. I was like really excited to see that Mr. Manny and the um health and the PE teachers all went to do the co-occurring systems of care training. I actually went too um and I had seen Stephanie speak actually
097she spoke here back in like 2018 when she was started >> and Dr. Sylvia and I had a chance today to actually talk a little bit about it and I know she was going to talk to Mr. Crow. >> Um but it really was a it's it's three-day curriculum um that we're looking to implement in all classes in the high school right now. There'll be a parent night. there'll be a teacher um professional development opportunity on co-occurring disorders which I think most of us would agree >> that if you're in this profession or you're in the mental health profession >> most of the struggles we see are co-occurring. >> Yeah. Right. If there's an addiction issue >> depression and addiction, >> there's anxiety and you know um usage. So >> and just it's aligned with
098what's going on in the county but the state and broader too like that this curriculum is kind of taking off. So, it's awesome that you put made that a priority. >> Yeah, I think it's the first time like the federal government has both put funding towards substance abuse and mental health at the same time. >> Yeah. >> Let me just one thing I'll say this also just sort of aligns with the district's commitment and increased investment over the past number of years. Right. you you mentioned the 910 guidance counselor, but I mean just really, you know, the continued support that the district has um worked to provide for students and families. So, great. >> And it's if you look at the data, again, like to Josh's point, like if you look at the data, we're
099actually seeing less crises >> than we saw right after COVID in >> probably multiple variables, but >> I would like to definitely say it has to do with >> a lot of investments. Yes. Okay. >> Thank you. Thank you so much. >> Thanks everybody. >> Um so next on the agenda is just um talking about the committee minutes that we received the policy committee man. Y'all have been busy then dear. >> Yes we have policy policy. >> All right. Um and we have policies you all have been worked on later on in the agenda. So next we're going to move into consent agenda starting with consent agenda minutes. May we have a motion please? >> All those in favor? >> I opposed. Next is consent agenda personnel. May we have a motion, please moved. >>
100Second. >> Um oh see a couple of student teachers on here. That's always nice to see. Um all those in favor? Any opposed? And then consent agenda financial >> second. >> And just so people know what we have here, what the board is doing is approving um the acceptance of two grants from the Haldane's Arts Alliance, the high school arts club for a mural and a trip to the Met. So, big thanks to the Halian Arts Alliance and their continued support. Um, all those in favor? >> I Any opposed? Okay. So, unfinished business. The first is our board of ed retreat date. We have a date, but we need to decide on the time, >> right? So, the date is February 12th. >> 12th. >> That's a Thursday. >> It was great to find a
101date we all were free. >> Yes. Good. >> And I think the question really is we usually go for two to three hours. Can we have some activities and we have a meal? >> Um earlier. So what time can people start? That's the question. >> Ezra, what's the earliest that you can be here? >> Um >> well, no. What's what's it what would be a convenient start? Uh but what do we have? Do we have five on there is >> I think I basically >> So that's >> probably make uh >> make four. >> So is that possible for everybody? Four. >> I can do four. >> Four is nice because that means we not going super late. >> Evan. >> Yep. >> Yeah, that works for me. That works. Seven. >> Okay. Okay. So
102Megan will update that invitation to be four to seven. >> Have we ever made a decision that fast? [laughter] >> The hard work was getting good for >> um next we have new business. The cse uh recommendations. May we have the recommended action please? Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby approves the recommendations of the committees on special education and preschool preschool special education as presented. May you have a motion, please. >> So moved second. >> All those in favor? >> I. >> Any opposed? >> All right. So next is a policy review. This is actually Oh, so first let's have the the recommended action, please. And then motion. >> Be it resolved that upon the recommendation of the superintendent of schools, the board of
103education hereby adopts policy 1620 as written. >> Um, may we have a motion, please? >> So moved. >> Second. >> All right. So, this is actually a first reading, but it's just a some minor changes, which will why I have the first reading and possibly go ahead and adopting it. It's always weird because I'm going to explain this, but also get the order right. Um, and just I mean, we already kind of spoke about that pretty quickly, >> so I have it up. You want me just to mention or you want to mention? >> No, go ahead. Yep. >> So, yeah, it's about the reor meeting and we have now until it has to take place the month in July on or before the Monday after the 20th of July each year. So, we have
104a little extension of when we want to schedule. We probably will still do the reward meeting early in July. It is nice to kind of kick off the summer, but this gives us just a little more flexibility if there ever is a year that we need to go a little later. >> Great. And there have been years where we've needed that for some reason or another. So, >> Right. Um, all those in favor? >> I, any opposed? And next is the policy review. So, this is the first reading of a policy, and it really is a first reading because it's a pretty big change. And I believe you were going to have >> Yeah, since Vay is here, so she'll come on up to the podium >> and just give us you I provided an
105overview in the weekly update to the board on Friday, but we figured since Erin was able to come tonight, she'd be glad to just quickly go over why we're going to put this or these revisions in place. >> Sure. So, good evening everybody. Um, each year, uh, the board looks and has to make sure that they have a policy in place for independent educational evaluations. A part of that process is just to make sure that we have an approved list of evaluators within the region that parents and families can go to for those evaluations. Um, so how I collected some of those for this list specifically for this year is we partner with some of the other local districts um to make sure that we're utilizing evaluators within the region that are effective. Um, they're
106good at what they're doing. They're well experienced and many of our districts have used them. So, I worked with some of our local districts to make sure we have that list updated, make sure all the people that are on it are still practicing, all of those kinds of pieces so that families have a good list to go to when they need them. >> Yeah, the there's some changes in the policy and my reading of those changes was really to lay out more clearly the rights of families. Is it is that a fair statement? >> Absolutely. So, we're not making any substantial changes. It's really just to um kind of outline it a little bit more in number of best ways so that families are very clear of each of the steps and what the process
107is and what their rights are. >> Anybody have any questions? >> Thank you so much. >> Thank you very much. >> Thank you. >> Um does anybody do we need to have more discussion on it? No. So we can be ready to adopt the policy at the next meeting. Mhm. >> Thanks again to the pause. >> It's great >> to have that point out so clearly. Yeah. >> And so we won't have adopted the policy, but we still need to have the list. So we want to go ahead and approve this list. Yeah. Okay. So now a recommended action for the approval of the independent evaluator independent educational evaluator list. Be it resolved that upon the recommendation of the superintendent of schools, the board of education hereby approves the list of independent educational evaluators as
108attached. >> Do you have a motion, please? >> So moved. >> Second. >> All those in favor? >> I >> Any opposed? Um and I guess I didn't stop for discussion because we had just had such a good description of the process through which the list was put together. So thank you very much. Um, so the next is a discussion. So it says board open houses with community. So I asked for this to be put on the agenda because I think the last board meeting that we had some events that happened last year outreach that we've gotten I mean the board's seen that uptick in emails this year I think than we've had. I'm about to have a second conversation with a person who just wants to find out more about how the B, you
109know, like what does the board do? It it feels to and also at the meeting that Ezra and I were at last year with the PTA, someone said, um, well, like we as a community should, you know, engage more with with the board. So right now the way it's set up is that if people have something they want to to so the purpose of board meetings is are for the board to do board business but we open up for comment in which we don't engage and if people want to come in and talk about something that's not on the agenda the opportunity for them to do it is at the second communication for the public and in a meeting like we had last time it was fine for people to hear those things but I
110don't know if it feels like the most welcoming way to get input from the community to ask people to come to a meeting and then sit through a meeting for the second communication you know from the public. Am I being clear? Am I explaining myself? Okay. >> So, this is a perennial issue I think that boards deal with like how do we com how what's the best way for us to interact with the public? And I don't think anybody's landed on a solution that's perfect for them. But after the last meeting, I felt like did we want to consider some possible options for if people have things that they want to really talk to a couple of board members about. Do Do we want to consider some other ways of inviting people to communicate? And
111so I thought of one thing. I don't think my idea is necessarily the right one, but I'm tossing it out there and I'm I'm really open for us to have a discussion about this. Not something that we have to decide on now, but that we could decide on in the coming month or so, right? And my idea was um still kind of link an event and and other boards do this, right? I've gone to things at um not Boseies, but at like the the Westchester Putinham School Board Association, right? I've been to a number of of of sort of roundts with leaders. And these are some of the things that I've heard people do, which is to set up times when there's a superintendent and one or two other board members, but just to write
112so that we don't have a quorum and to have invite people to come to have a conversation with us. And under in those circumstances, people can can ask questions, they can bring, you know, concerns. Um, but it is one way to create um possibly a little more a little more comfortable environment than coming to a meeting, sitting for an hour and then getting up and having three minutes to say what you want to say. So anyway, that was my thought. uh did we want to consider something like especially as we go into budget season identifying a few meetings where we sort of announce in advance that um Dr. Duffy, myself and probably one other board member were going to be here at 6:30 and if people had questions they could come. I'm not sure it's
113the best way for us to move forward but it was an idea that I had. I mean there certainly is seems like a no-brainer in so far as if there are conversations that folks would rather have and have a little reciprocity that I would want to do as well. >> I know that you know we have a um >> I've developed a protocol for communicating about certain kinds of issues that come up in the district. And one of the things that I think about when we talk about an open conversation that's just like you can talk about whatever you want is I often find myself in a position of saying well that's a really good question let me direct you to the person you can actually answer that. Yeah. Mhm. >> Um I and I
114would want to I I would want that to be sort of understood by individuals who come up that you know there are only certain number of things about which we should be in we should be talking about openly you know off the top of our nut just as you know as members of the board of education >> um because we could you know we will we will inevitably misspeak right you know you know I mean those are the kinds so I I am I'm more attracted to >> open meetings that have a topic of conversation as opposed to a just an open sort of comment box unless it's still the same understanding. It's like, yeah, put your comment in the box. I hear you. Yeah, I'll get back to you about who you should actually
115be talking to about. >> That's really And actually, you know, when I was talking about this with Dr. Duffy, Dr. Duffy's thought was like, well, why don't we >> So, I laid out my thinking about putting on this on on the agenda, but Dr. Duffy was like, I think also [laughter] like that's pretty open. Maggie was like, "That's pretty open, but like what about linking it directly to the budget, right?" And so, um, and so that's something that we could do, which is why I actually wanted to have those dates up at some point, like sort of figuring maybe we could try it. We could plan to try it twice, right? like and um you know maybe one is like maybe one would be March 17th after the recommended budget right >> tied directly to
116the budget and then another could be theoretically either on the 21st April 21st the night we're going to adopt the budget right because that's you know and then people could ask questions or wait until after we've adopted the budget and it's possibly been in the paper and we would do it at at the May 5th and then you'd have the both the public hearing and the three-part component budget. So, you know, we don't have to decide that now, but um it's it is a good thing that there's increased interest in wanting to communicate with the board and for very very good reasons that I'm not going to go into here. We're going to keep [clears throat] I believe we're in consensus that we are going to keep the structure that we have for the two
117opportunities for communication and not opening it up to nonmeating related items until the second meeting. Anybody has a question about why we do that? I'm happy to tell you. Um but to to at least experiment with um with being uh uh to to opening up some alternative ways of interacting with this case one. So >> Peggy, do you remember I think this is before my time on the board, but members of the board would walk around on the black top with the flyers. Do you remember that year? >> Oh, with the budget. it was like trying to kind of get with the with the dates which is great >> right >> but it was sort of that whole idea and I I can totally appreciate that because you know in terms of trying to have
118like a coffee with you know coffee with the boys you know something like that but it it I would be terrified to [laughter] >> I'm not terrified but um there's definitely that balance but I think this is great trying to be a little bit more open and just be more available to just that you know it's that direct line and to pass them along >> that's that's Right. >> I think that's right. Right. It's to make it to clear and then you know like depending on how it goes like you know I mean there are boards in the community that like I don't know how often they do it but every so often like people show up at a local coffee shop and then people at that point are invited to talk about pretty much
119you know anything. And I bet there is a lot of well let me refer you to that person because it's not like I understand you have this concern but it's not my >> it would be inappropriate for me to help you because that's not my expertise or that's not my role. Um but yeah, so I thought it would be a good thing to try and and also try. Um yeah, >> and one of the benefits to having something like you just described at a coffee shop is that you know it does give us an opportunity in public to be performing what it is our actual responsibility is. So if someone comes to a meet, you know, come someone comes to a meeting, we are in one way or another restricted by the formality of this
120meeting to not constantly be providing context for what it is we actually do, right? >> If we're at a coffee shop, we can say that's a great question. You know, this is what a board member should be saying and doing and how we should [clears throat] behave, you know, really at the end of the day. And I'm demonstrating to you here in a conversational way what my responsibility is to the district, what my responsibility is to the community. And by saying to you, you know what, this is the person you could speak to and this is why it would be inappropriate for me to say you're right, we should do X, Y, and Z. That just a there is something to be said for doing that kind of work in a way. >> Um, so
121long as whoever is participating at that, you know, >> you know, isn't an over isn't reactive like I am >> is emotionally stable. I do I I like the idea of pursuing, you know, alternate uh venues for conversation. I will say on the flip side, this is a positive thing. I I chatted with a bunch of parents who were out last week since we were talking about last week's meeting and you know, they had a long transportation study to sit through and it was kind of like this, oh my gosh, that was a really long meeting. You had to wait till the very end. And they kind of gave the opposite like they were like, I'm so glad I got to see. >> That's so great. >> They were like because it's kind of gets
122them in the door, right? having an interest and they like they saw the workings of the board and then they got to actually >> watch what was an engaging presentation about something that's of great interest to the district. So, not that all our board meetings have a topic like that, but nobody was feeling like, "Oh, man. I wish I feel like sometimes it's the kids who are kind of like, this is a long time you should be doing homework right now." You know, um it can long for long for that. >> Come up to the podium and tell us about how much you'd like. >> But I do think especially during budget season, it makes sense. You know, to to me to me the awkward thing is the lack of reciprocity. I do find it
123kind of weird like you're going to talk, we're not responding um until email after the fact. That does feel a little awkward to me. I understand completely why we do it. Um but I feel like if we're all together and we have like people in the room who actually can answer, >> why don't we take that moment to actually engage with them, you know? Um, well, I would love to see people come to, you know, I mean, and I, you know, I mean, it hasn't been like loads of people, but I mean, I think some of us are getting questions about, well, so what does happening things and why? And I think that's that's that's that's those are good questions for some people to have. >> All right. So, what are we saying? >> March
12417th. I mean that could be that I also do with the precursor to the Irish jig for Ezra and others. >> Say is I think really what we're missing is an entertainment component. >> I haven't even spoken to the admin yet about Irish dancing for the children. It's on my my list. We'll talk about it. So March 17th and May 5th I think were the two that I wrote down. >> I think that makes sense >> and and not not huge, right? And if it turns out that there's like scores of people, then we often think about, do we need to schedule another open meeting around the budget? And we often have them. Uh, and you know what? If no one comes, that's also fine. >> Because they might have questions being like, K that
125that they're just going to want to see the budget, and then it'll turn into, well, why don't you come to the meeting? >> Well, yeah. I mean, that it's really um the third. I mean, that's why I think choosing 17th. >> I wrote the 17th. >> Yes. because it's after the recommended budget. I think the 17th and the 21st, right? I mean, if the people have questions, it is an opportunity for them to stay. >> Alcohol March 17th. >> No, we will not. [laughter] >> Will this be an adult? >> The only issue I have >> meetings [clears throat] after you've already adopted the budget >> to discuss the budget. >> Well, so the first one is that >> maybe not the fifth then? >> Is the fifth too late? So, you think then the
126third, so you think the 24th like what are you thinking earlier? >> Um, you know, I don't know. I mean, it's just, you know, you just throw it out there and you're like, >> "Hey, we already adopted the budget, but I'm happy to hear from you." >> Right? >> You know what I'm saying? >> It's it it's it's needlessly cold on a on a schedule. You're you're you're saying well I'm informing you about the budget but people when they want to present something we're presenting for the purpose not just to gain information but to >> express >> a hope of action sometimes. >> Yeah. >> And so once you have it and after you've already adopted the budget like you already the budget. >> Yeah. you know. >> Um >> well that why don't you
127think we don't have to decide right now >> and we can look through what information we'd have available at each presentation as well that might kind of guide that. >> Okay, thanks everybody for thinking about that. >> Um so now we're at the opportunity for the second opportunity for communication from the public on all school district matters. Um, anybody board reflections? Um, superintendent. >> Can't wait for finding email Friday night. Looking forward to it. And no more snow perhaps. >> Backto back weekend storms. forms, not in the morning. >> Um, all right. So, the board is actually going to convene into executive session um for the purposes of discussing contract ne negotiation. So, I move that we convene to executive session. May second, please. >> All those in favor? >> I thank you. Thank you.