001Good evening and welcome. I'd like to call to order the Wednesday, May 13, 2026 Board of Education regular meeting. Please stand and join me in the pledge of allegiance. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> All right, we're going to go um just a hair out of order because we're uh waiting on Mary Fox alter. She's caught up right now, so she'll be here momentarily. And we're going to hear instead from um our student exophysicio, Owen Brennan. So Owen, good evening everyone. Um so little short update this week since we since we had a meeting last week. So I first want to congratulate the 16 future collegiate athletes who celebrated
002signing day at Osning High School on Monday in the gymnasium. Their commitment to both athletics and academics is admirable. So we congratulate them on this milestone and wish them luck next year. Next week at high school we at the high school we will be celebrating spirit week. Monday will be Adam Sandler day. Tuesday will be human yearbook day. Wednesday will be color wars and Thursday will be OS day. Also on Thursday we will have our senior breakfast celebrating all the hardworking senior students. And we will have the much anticipated senior vers junior powderpuff game. Both last week and this week, Austin High School students are taking uh both the advanced placement exams and the New York State English as a second language achievement test. So, we wish all students their best on these exams. Monday,
003we will recognize our high school juniors with the junior book awards. These juniors have demonstrated academic excellence, exceptional character, and commitment to community service. The bash awards will be next Wednesday for excellence in broadcasting, film making, and media production. So, we wish our aing participants luck. And the Austining High School band and Orchestra concert will be held on May 18th at 7 p.m. All are welcome to come and support. And the artists from both AMD and Austining will be fe featured at the Austining Art Show from May 18th to May 28th at the Austining Public Library. Everyone can come and support and information on timing can be found on the Austining Public Library website. Thank you. That's all I >> Thanks, Ellen. Um, I'm going to turn it now directly over. This is going to
004be part of our superintendent's update. Um, and I'll leave it to Miss Fox Alter to speak on it on the club afterwards, but I want to introduce our asing engineering club as part of her update. Take it away. Good evening everyone. My name is Marisol Verzetta and my name is Michelle Para and we're here on behalf of the Austin Engineering Club to present our year and review of the 2026 season. So, at the start of the year, we host a kickoff event where we come in within our community and the Hudson Valley Regional in order to find out what the game of the season is. From this event, we have exactly eight weeks to be able to design, prototype, wire, and program our own creation. This robot then competes at a at regionals in hopes
005of making it to the world's championship. This year, we were able to compete at three regional events where for all of them, we made it to playoffs and for two of them, we were alliance captains. Finally, we were able to win the most prestigious award and first, the impact award. This award is given to teams based off of their outstanding outreach efforts. So a part of this submission process is an impact award video. So um here today we would like to present our video that helped us win this award. >> Austin New York is a diverse valley community where it's not playing. >> It's not showing on the screen. >> There it is. Oh, there it is. >> Oh, it's a bit >> delayed. >> Through the engineering club of FRC 412 robots, we are
006redefining what STEM means. More than robotics, we're a community with teamwork, creativity, and discovery to show that engineering is a universal language connecting people across backgrounds, classrooms, and countries. I was inspired to join the engineering club because lots of my friends and even upper classmen I just saw wearing the hoodies and the t-shirts of engineering club they would always get so excited talking about this club competitions with maybe dinners after club meetings everything it was just like it's kind of like a family and I just wanted to be a part of like >> in our world exposure and access shape opportunity which is why rather than waiting for students to find STEM. We meet them where they are at school across the district and beyond. At school, we spark interest through club fairs, posters, social
007media, and a pep rally t-shirt camp, launching STEM powered flying apparel, reaching over 1500 students. Beyond school, we run hands-on activities for younger students at Boulder Stadium STEM Day. We also advocate for stronger STEM programs with our school board and state legislators supporting bills that have expanded robotics opportunities across New York. With 23% of our students identified as English language learners, we offer Spanish preseason classes to help break through language barriers. These classes allow us to share the language we all speak STEM. We extend our community by breaking barriers, which in other countries such as Guatemal over a thousand languages and 2,000 school supplies. Learning materials represent more than something materialistic. They represent possibility, the chance for every student to imagine, create, and see themselves as innovators of tomorrow. Mentorship is a pillar of a
008familyike community. Whether through summer camp programming workshops open to all, hands-on STEM events at our library, our code workshops, our partnership with a local nonprofit or helping Girl Scouts win their STEM badges. We create opportunities for students to build confidence, explore engineering, and see themselves as future innovators. >> I've always been super interested in the STEM field and in science, but I was never really sure where I fit into that, especially being a girl, there's not much representation within the STEM field. But now that I'm part of first and part of the engineering club and robotics team at my school, I really see myself um becoming successful in the engineering field. >> I like doing engineering high school. I want to be I want to be part of the engineering club. Through all of our
009efforts, we were able to qualify for the World's Championship in Houston, Texas. Here, we were able to be ranked in the top 10% of New York teams. And we were able to present our outreach through our impact presenters at a greater stage. And for the second time in our team's history, we were picked for playoffs. So in Houston, we have lots of fun, but we also make sure to take advantage of the fact that we are in the same room as the best teams across the entire world. We do this by truly understanding how teams organize themselves to be able to be the most efficient in the eight weeks we have for build season. So once we come back from Houston, Texas, we meet and we talk within our team to start comparing how we
010structure our team versus how these top teams work. Something that we determined this year was that we are putting in the hard work, but unfortunately we're just not working fast enough. So to help combat this, we learned from other teams that they worked in shifts. So from 3 to 5:00 p.m. their mechanical team would have the reigns of the robot. and then from 6:00 to 9:00 their electrical team would slowly slowly have the robot and this led to li limiting conflicts and a more proactive and efficient build season. Another lesson that we learned throughout the season was that we need to be able to prototype faster and be able to prototype at a higher quality. So to do this we need to have designs, ideas, materials at the start of the build season. And right
011now we're putting in the work where we are training our members in programs to basically get a head start at for the next year. Lastly, we would like to give a thank you to our teacher and community members like Mr. Hannon, Mr. Jambona, and Mr. P who are here with us today who truly give us um the encouragement and support we need to make the built season possible. We have just a few more. Thank you. Sorry. Oh, next slide. >> Okay. Just >> Okay. Yeah. So, we would also like to give a special thanks to Miss Langley and Mr. Shika Pasha for their underlying support behind the scenes supporting us in kickoff events, car washes, and overall for a fantastic year. And we would also like to give a thank you to our central office,
012specifically the business administration and transportation office as we tend to have some last minute events and they truly make it possible for us to be able to compete. So thank you. Thank you. >> So hi, I'm Doug Alrech. one of the teachers and I just want to say thank you again extend their thanks the board the administration everybody's been so supportive of the program the entire community comes behind us and helps us the kids are awesome this is just a small fraction of the team who was able to make it it's AP week so our turnout's a little bit less but they really weren't kidding they came back and they started running classes on Monday after school twice a week to teach new members stuff they learned in Houston so they're paying it forward >>
013um one of the things I really would like to do is emphas ize though what a community project this is. We have the former parents who stuck around and volunteered to help who have makes such a big difference. Uh they provide that one-on-one mentorship that really helps when you're trying to build things. Um one of the things the kids are asking for is more time. Uh they want to work in shifts and that's a challenge for the teachers. Um I at this point it's becoming the adults holding the kids back. So, I'm actually kind of here with an ask of I don't know how to do it, but I know volunteers are restricted in their time and access. If there is a way we can find a way to get our volunteer mentors able to
014be there more often, it's an underutilized resource. They have a background in computer sales for IBM, Navy veteran who worked on electronics, a mechanical wizard. These are the people who are helping build the kids and train them in the school skills they need. So, that's kind of our ask. The kids are asking for more time and we just need help getting them there. But thank you very much. Really truly it is a community project and we really appreciate all the community support. Uh we have a fiveminute demo of the robot. You guys want to take it away and show what it does? Thank you again. So, we have a yearly tradition of naming the robot. So, this year's robot is called Scream. Uh, mainly because when we were prototyping, it was really, really loud. So,
015we thought it fit perfectly. Um, so, as you see over our bumper, we have an over the bumper intake. So, this is able to pick up all of the balls and then transfer them into our hopper, which has a net to be able to optimize how many balls are actually able to hold while we're moving around. And then from there, we have a Spindexer that is able to funnel all the balls into a kicker system, which then goes into our shooter, which is a turret. So, we can rotate around like 250° and be able to like adjust where we're shooting and where we're pointing to based off of where we are in the field during an actual game. And so I don't know if you guys want to >> show it now. >> Do you
016want to? We're just going to put all the balls together so that we don't have to go go in front of you guys and keep it all safe. I do want to also like everybody keep in mind that this robot's also like dialed down a bit. It's It's a lot less It's a lot more quieter and a lot less slower, a lot less faster. So, Thank you very much. Uh Doug, before the board president says, I just want to give a personal shout out to you. There was a school district here in Westchester County that experienced a a really bad flood and the situation. And I got an email from that superintendent just unbeknownst Doug didn't tell anybody, but he was right there on the scene helping out and much appreciated. And I said, of
017course, he wouldn't have shared that with this principal or anybody else. That would be typical Doug. So again, thank you for for what you're doing. This is just super exciting work and I love the energy that is is in AMD and our other schools about it all. So um it's wonderful. Thank you. >> Thank you so much. It's always so lovely to see such a variety of clubs and interests and um students being represented and they always bring such a cool machine that clearly took a lot of time. Um so I appreciate that. Anybody around the table want to say anything? I want to be expedient. >> Okay. >> Oh, I'm just Thank you. It was really delightful to see. I really appreciate it. >> All right. Um thank you. And then Mary, you want
018to take it away? >> Yeah, sure. So, um um you know, CTE, in case anyone um might be reading the latest um news from the state education uh department, uh also includes the performing arts. So, to balance this, we have our director, our amazing director of the arts, Kate Matthews, here to just give a little snippet of CTE in the performing arts. So, thank you, Kate. And again for those who might be in the audience, I know our board is very well aware, but the renovation of the former church um got credit from the New York State Education Department to get additional building aid having declared the main part of the former church as a CTE classroom in the performing arts. So, that is pretty amazing. >> Okay, I'll talk while while we're doing this.
019Um, hello everyone. Thank you so much for inviting us. Um, thank you to our our board of education and to our superintendent and our fabulous cabinet members. We really appreciate you taking the time to um at a few moments out of this very busy meeting to recognize the wonderful achievements of our students in the area of cultural arts. Um the students here tonight are just a handful and we would have packed we would have packed this room if we had invited everyone but the students here are just a handful of our outstanding artists, dramatists and musicians and they're here to represent the creative achievements of our department. So, as you know, the Austining Schools has been named a best community for music education for the 19th time. I think that might be a Westchester record.
020Um, our theater productions in grades 3 through 12 continue to wow our audiences. our media productions uh students and thank you Owen for bringing up BASH. Um they were actually asked to host Westchester BASH uh awards at the um Jacob Burn Center on next Wednesday. And this is a program that began in on Long Island and it's grown grown over the last nine years to include about a thousand students um over 50 schools and we've grown so much that we have an offshoot now for Westchester and Rockland schools. And so for the first time ever, we are uh presenting a Westchester Bash Awards and Jacob Burns was very kind as a community partner, very kind to open their doors to us and they've been absolutely wonderful. So we're excited about that. I hope that we
021come back with some some trophies. Um but even if not, we are very proud to have have been hosting. Um I also invited tonight um students whose artwork is featured on this slideshow and I'll I'll start going through it so you can see some of this beautiful um artwork through here. Um, okay. I was so Okay. So, we have artwork from across a wide range of students. Um, including our fourth grade student who won $5,000 for Claremont schools that goes to the arts. So, we're excited. Um, we have students in in all of our grades. Just really doing dynamic, beautiful work. So, I'll kind of scroll through here so you can get a sense of that. Um, and I also asked um our uh high school leaders in the performing arts and visual art honor
022societies to introduce themselves and say a few words about the role that arts play in their lives. So, I'm going to turn it over to them right now. And if you don't mind, I'm gonna I'm gonna click while somebody speaks. Who wants to chat first? >> Go for it, Juno. Juno is gonna come take this mic away. Oh, I can raise it now. >> And I'll just if you mind, I'll just be sure. >> Yeah. Um, hi, my name is Juno Flower. I'm the current president of the Triam National Music Honor Society. Uh, at OHS, our musicians have been given such wonderful opportunities and experiences for us to explore our music and our artistic capabilities. And I just want to say how thankful I am that we have been given these opportunities. And we thank
023you for your continued support. >> Thank you. Sorry. Uh, I'm Alexander Bradley and I am the current vice president of the Triumph Music Honor Society. So, I'm gonna be repeating some stuff that uh Juno was saying a second ago, but um this year we've really had a unique opportunity for our musicians in being able to have a trip to Disney that we fundraised for and prepared for to compete down there. Um so, I would like to thank everybody that was involved with that, including members of like the business administration that make that possible for us. and it was a really good uh experience for everybody and I hope that we can continue to do more things like that in the future. So, thank you. >> And you won when you were in Disney. I understand.
024Three three levels, right? >> Here we go. >> They did great. >> Um my name is Benjamin Bean. I am the secretary of the Triumph Music Honor Society. Um again, piggybacking off Juno and Alexander. Um, this year, the past two years at least for me personally, have been fantastic. I know the band personally, which I'm a part of, last year we went to Hawaii, which was amazing, amazing, amazing experience. Um, this year, as Xander mentioned, we went to Disney. Um, the Austin High School Band and Orchestra getting first and second in the highest category was an achievement I think none of us will forget. Um, yeah, none of it's possible without the support of all you guys. We'd like to thank each and every one of you for continuing to support us, and we hope
025that next year will be even better. >> Um, hi, my name is Sienna Castrio. I'm a current president of OS Drama Club. Hey, my name is Sayudi Tua. I'm the current vice president of drama club. Um, we like to extend our gratitude to you for allowing us to put on the incredible productions that we do. Um, drama club is not just a club, it's a family for us. It's how we explore our passion. Um, and the arts have played a pivotal role in my life. I'll be majoring in musical theater next year at Bingmpington. And that was a very long process, but with the support of my amazing teachers and you guys, I was able to keep going. So, I cannot express just how much the arts have been important in my life. So, thank
026you. I would also like to extend my like utmost gratitude to every person who has funded the arts program at the high school. Um, I've never really had an outlet for creative expression until I came to this district. So, I cannot I can't put it into words how much the arts mean to not just me and Sienna, but every everyone in this room. I think the world needs art. And I I just can't thank you guys enough. So, thank you. and I will be going to Syracuse University. Um, and I will be getting a bachelor in science for studio arts. >> WOW. >> UM, HI, my name is Mia Scari Delmare alongside Eveis Alulema who could not be here today. She and I are the co-founders of Osthesiius. Hi, my name is Paul Delgado and
027I'm the current secretary for OHS. OHS Northesiius was founded around my between my freshman and sophomore year and Pette has been with me in the journey ever since then. We're extremely grateful for the support of not only the board of education, but every administrator who stuck it with us the entire way from helping us uh get access to Adobe Premiere Pro and the equipment, those Blackmagic cameras. God, they are so expensive. But we managed to make our way in our first competition. We had gotten second place in the most popular category at Bash. And now we're hosting it. And so that couldn't have happened of course without Miss Lynn and also without your support. And so thank you so much. Paul just say anything else? >> Um I think Mia say it all but I'm
028really grateful with the staff in OS High School because I think OS noticious is like a good opportunity for Spanish speakers and I hope we win something in bash next week. And in terms of college for myself, I will be going to Emerson College in Boston, Massachusetts through the Creative Circle Scholar program and I will be doing a bachelor's of science in political communication. I do want to also mention that Juno, our first speaker, is going to NYU and he will be studying music >> business. Juno is a really talented percussionist and so I hope you continue to play and we will see you in the music world. Um, but thank you again. I again we really really appreciate it. We know this is we like to say that while Austining is really known for
029our systems and structures, we're also known for our creative uh chaos in the best of ways. And so thank you so much. We can't we could not have done this without without you. And we're going to be sharing this slideshow so you can see some of the beautiful work that our students have done. Um, I want to recognize our students who came here whose work is showcased on this um, slideshow with probably the uh, the highest number of Scholastic Art award winners that we've ever had, gold, silver, bronze, honorable mentions. It's it's really incredible. So, we want to highlight the phenomenal work that our teachers do, the the effort they put into making sure our students work get seen and then of course our talented students. So, thank you so much. We appreciate all of
030you. Thank you so much for your uh presentation to the board. It's so nice to hear about how the opportunities that we can provide in Austining um impact the course that your lives take as you leave from here. And it's so wonderful to see um you know some of these passions you may not have discovered had you not had those opportunities here. And I'm sure if we had heard from some of our senior engineering students too, we I'm sure we have students in that in those groups uh going on to major in STEM related fields, right, based probably on their exposure to these clubs and groups. So um >> I see some hands raised already. >> I see them too. Yes. Um so thank you so much for this and for sharing your plans for
031the future. It makes this work at the board table feel more meaningful. >> So um we appreciate you all. Do you have anything else, Mary? >> I think that says it all. >> Okay. >> All right. So, then we'll move ahead. And this is the point where I say you're welcome to stay, but you're also welcome to go. >> All right. Um, next is our audience recognition for agenda items only. This is not intended to take more than about 10 minutes. Is there anybody here in person who wishes to speak? >> Is there anybody um at home? >> I can't I can't really see. There's a glare. >> No. Okay. >> Oh, is there someone here? >> So So our agenda uh you can pick it up over there. >> Hold on. >> What's up?
032Um >> um I'll I'll just add off at this time, although you'll hear it from me again uh during the next public comment period if someone wishes to speak on any school related topic because there is a second public comment period. Um that our email inbox is always open. BOE Austiningufsd.org or has a uh same effect as it uh forwards your email to the whole board if you just uh don't want to sit here with us uh which I understand it's always a long night. Okay, so our first work our work session item is 3.1 and our equity item we're going to hear a presentation on low enrolled courses and course proposals and the 2526 long range plan update. I'll turn it over to Mary to turn it over to everybody else. >> Right. Um
033the we have a commitment here at the Austinine Union Free School District to datainformed practices and that includes our long range plan. Austining had a very robust long range plan which we have operationalized to goal setting in the summer using data to inform it to help our administrators create annual goals and a commitment to those goals at the start of the school year. They do it publicly at a board meeting and at the end of the year we have a moment to reflect on globally from a global perspective because we could spend hours talking about each one and that's not the point of tonight. It's just to give an executive overview of it of exactly the work that's been done this year towards the goals that they put they put forth aligned to each of
034the four pillars. I have to thank our um high school and AMD administrative team for all their hard work and efforts and it becomes an ongoing conversation throughout the year. So with that said, we will start the um overview. >> Good evening. >> No one gave one me one. We need a >> the simplest of things. A very complicated night and the clicker. >> Perfect. Um, as good evening. Uh, as Superintendent Fox Alter stated, our goals are really cord on our vision, beliefs, and core values. Dr. No. Um, and our mission statement. And as you saw last week with Megan's presentation, we've done uh quite a bit of work on aligning our portrait of a learner to the portrait of a graduate. So this is a a complete alignment of how Austining had already started
035its base and its foundation as uh now we're shifting towards the portrait of a graduate. And tonight, what you'll hear from these amazing leaders is the work that we are engaged in in trying to achieve and align our work. So, I turn it over to Dr. Nova and AMD. >> Awesome. All right. We were just um the one I'm looking at is not on queue with what's behind me, so bear with us as I also have one in front of me for our presentation this evening. Lots of slideshow. Um so it is an honor to be here this evening to talk about the work at AMD um on behalf of our entire team. So um just to provide a general recap and overview over the past three years we've really been building our culture of
036academic excellence. And Kate, I'm I love uh the uh creative chaos. Um but my nickname uh Kate may be Kate Creative Chaos Matthews but I am Nicole Manuri systems and structures Novver. Um and so you know our first year really building those systems and structures so that we can build towards a system of academic excellence and one in which our students and staff belong to one another with a really deep connection to our school um and to supporting student interests. And I think we've seen so much of that come to light this evening through our student presentations which are only a fraction of the work that we build foundational skills in our elementary and then continue to grow as they head in their journeys to Austining High School. I'm going to start by turning it
037over to Mr. Hawk who will talk to us a bit about our current update on teaching and learning. >> Want me to just do that? >> Yeah. only one of these. Okay. Hi everybody. All right. So, over the course of this year, we have supported our educators in utilizing evidence-based instructional practices and vocabulary to strengthen oral and written language development. Our AMD literacy instructional practices handbook highlights the Freyer model, which is being implemented across ELA classrooms. In addition, our math teachers have worked closely with Heidi Bramley to develop math word walls in classrooms and hallways throughout the building. This year, we have also expanded the number of educators trained in AVID to include content area teachers. Rebecca Franklin and Miranda Dorian have worked to embed AVID instructional strategies within their math and ELA classrooms, respectively,
038and will be and we will be sending six additional teachers to this summer's AVID Institute to continue building these researchbased instructional practices across ELA, science, and math. Our eighth grade students enrolled in the AVID elective have demonstrated significant academic growth and potential. Later in this presentation, Dr. Novver will share the current passing rates for students enrolled in the elective. And finally, our monthly PLC's have strengthened common instructional practices across all content areas. In mathematics, we are rev leveraging formative to implement common assessments and teachers using the data from these assessments to make curricular adjustments. Our social studies department is continuing to develop common assessments and rubrics to ensure a more consistent and shared learning experience for all students. I'll now turn it over to Will to share more about equity at AMD. >> Thank you
039Jared. Good evening everybody. It's a pleasure to see you. Over the course of the year, departments have analyzed data at the subgroup level to plan for small groupoup instruction. On any given day, you can see our teachers collaborating in our library on instructional plans. The intentionality within our building schedule has allowed teachers to analyze data and create lessons that are responsive to our student needs. This year, our ENL students have demonstrated significant growth. Our ENL teachers have participated in workshops with Andrea Haningsfeld and Christian Solarza. In the years ahead, we plan to continue to support all teachers in implementing instructional strategies within their classes by expanding opportunities for professional learning to all educators. Our social studies teachers and curriculum coordinators have engaged in training with consultants in relationship in relation to the Hill pedigogy. Through
040this we honor and advance the histories, identities, literacies, and liberation hill of our student communities. This work draws from the scholarship of lead researcher Dr. Goldie Muhammad with a goal of elevating genius, justice, and joy. Hill pedigogy coaches facilitated two PD sessions on superintendent conference days to social studies department. And additionally, Hill pedigogy coaches facilitated a professional development for all AMD curriculum coordinators. This year, we have 95 students enrolled in algebra. This increase in the number of students enrolled in algebra is coupled with an increase in their performance. We've modified the schedule slightly midyear to provide students who need additional time with the coursework to take an algebra problem-solving course as an elective. This course has ensured that students have ample at bats with the content and we hope that this translates to higher levels
041of mastery on the region's examination. Thank you very much and I'm going to pass it over to my colleague, Miss Batch, to continue discussing family and community engagement. Thank you. >> Good night. Thank you, Mr. Weinstein. Our curricula snapshots were a valuable resource that we shared with families during back to school night. This was the first step in strengthening communication and transparency with families around curriculum and instruction. Next year, we plan to continue this work by providing families with clear course syllabi. Our community partnerships have continued to support students both socially and academically. The youth bureau continues to provide a high quality afterchool program for our students. In addition, Quincy and the growth wellness team have continued working with groups of students to support their social and emotional needs. They've also supported staff through programs
042such as our teacher appreciation week wellness room. Our schoolwide calendar continues to be an important part of our leadership work, highlighting key events throughout the year. We strive to create meaningful educational experiences that connect to important events within our community and the diverse communities represented by our students. Our lobby and A-wing displays have also become a landmark of the district, celebrating our students and community throughout the year. Through our grade level MTSS meetings with teachers and our clinical team, we work to ensure that all students receive appropriate academic, social, and emotional supports. Now, I'm going to turn it over to Dr. Nova, who's going to talk to us about data. So one of the things that we work on throughout the uh year is thinking throughout the year I could speak um when we create
043our action plan we think about what are the key steps that are going to lead to an improvement in data when we're setting our goals. So I'm excited to present where we are at uh at this time of the year. Um so as a reminder we have set our benchmark around using the NWA assessment because it is a benchmark assessment that all of our students take and we can measure their growth not only over the course of this academic year but consistently throughout their educational experiences. The goal has always been as you see that um here to decrease the number of students performing in the first through 20th quintile by 2% and increase the number of students per the percentage of students performing in the 61st through 80th quintile and 81st to 100th quintile by
0442%. So if when we take a look at where our data is as of right now and this was the winter administration of the NWA exam, you will see that on our Spanish Spanish literacy assessment we are significantly passing our goal. And it is particularly important to note that in uh this grade we shifted to one teacher teaching the core content area of ELA while the other teacher teaches the literacy lab. This ensures that we are aligning to our 5050 language model within our dual language program. and the teamwork has been transformational in overall student learning and we are so excited to see how this level um continues to support our students as they advance into Spanish 2A during their seventh grade year. We also want to note that in particular um this data we
045also believe we've seen such a significant growth in Spanish literacy because our students are taking so our dual language students now take sixth grade social studies in Spanish and that is a credit to the um changes we've made over the course of the past few years. So, thank you. In English, we are currently meeting our goal in decreasing the lowest quintile by those two percentage points, but we are hoping to see an increase in that 61st to 100th p uh percentiles this coming spring. And we're also very excited to see those New York State assessment results, which we know don't come in until the fall because of the work that we've done to ensure that our um ELA curriculum utilizes the ARC framework specifically also addresses the New York State standards and incorporates the AVID
046instructional strategies and practices that Mr. Hawk has highlighted. Um, and we're continuing to see those gains and looking forward to the spring assessments. And in math, we are meeting our goal thus far. And we have seen tremendous progress over the past few years. And we really do attribute this growth to a um to the common assessments that we're administering through across grade levels and then analyzing on a regular basis as a department. And we see that as a model for work in our other departments. Our other intended outcomes are in the following domains as they relate to infinite campus avid attendance and school belonging. We are excited to report that we have met our goal of 90% of all families currently accessing and utilizing the portal. And we've done this through that as Roa had
047talked about continuous family outreach supporting our families and accessing at family events but then also after every parent conference following up with a family if they have not access the portal to ensure that they are continuing to access their students um grades because we do um submit those through the portal. We did also start sending report cards home this year and incentivizing that return. So, we're excited about all of those um results. In Avid, we are currently seeing um that 100% I thought I had another AVID slide, but I don't think so. Um so, currently our algebra data is reflected that in quarter 3 100% of students are passing algebra with their quarterly grade. And that is even up um from 96% in quarter two and 97% in quarter one respectively. We're hoping to see
048that contribute to mastery on the New York State regions. And as a reminder, there is that distinction between passing the regents and then that mastery score above 80%. Get that right, my high school colleagues about 80%. um earth science. This is as everyone um may recall there was a significant shift in the earth science curriculum but currently we are showing 78% of students passing the core earth science class which is um a real testament to the work that students are doing given the challenging nature of this course. and we're continuing to work with our students to best understand the curriculum and the assessments that are being given currently. making sure I'm on the right slide. In um one of our goals was to have um I believe it was 80% of our students with uh
049passing grades and in the sixth grade we currently have 93% of our students who have above a 70% average. In the seventh grade that is 90% and the eighth grade that is 84% of students with a GPA currently above 70. So that is another marker that we are looking at and really proud of our student achievement in this domain. And we are currently reporting that a 96% of students enrolled in our AVID elective and as a reminder that is the elective AVID course that we've enrolled students in every day at the eighth grade level, not the every other day AVID experience. 96% of those students have a GPA of 70 or above in all of their academic classes. So, these students are all taking algebra, earth science, as well as either Spanish two, either um
050a world language course um in 8th grade or Spanish 2B. So, some of those students will be leaving the middle school with four credits towards graduation. And um this is currently reflective of where their grades are. So really um strong academic gains this year as part of our action plan. Um also in our attendance we have decreased our severely chronic absenteeism levels. You'll see that right now in the uh four in the sixth grade we are down to only 2% of students being chronically absent. Um so we're meeting that goal of the 15% at for uh moderately chronic and severely chronic only 4% of seventh graders are in have severely chronic absenteeism and 4% of eighth graders. So we are continuing to see that our students are coming to school and they're doing better while
051they are here with us. And finally we are most excited well I'm excited about it all. Um but we did want to share that on our Panorama survey, our goal was that 52% of students would report um feeling a sense of belonging in response to the quest uh in response to those particular questions and at our fall administration of the Panorama survey we are currently having 56% of students responding positively. So, we are happy to announce that um we have been making progress towards those goals, achieving those goals. We're continuing to monitor our data, but we really believe that all of the action steps that we've set forth, everything that the team has shared is reflected in our intended outcomes. Um, and we're excited to see what the next round of assessments holds. And with
052that, I will turn it over to Miss Langley and the team. Do you want me to question >> if you want to? >> It's up to you. >> Want to wait until the whole presentation or you want to? >> Let's wait. >> Go ahead. Let's >> All right. So, good evening everyone. >> So, just a quick So, this year we opened the school I opened the school year with a clear vision for Austining High School. um every student ready for college, career in the future that they choose. That vision guided our work this year and pushed us to think intentionally about how our systems, structures, and opportunities aligned with the New York State inspires plan and the portrait of a graduate. Tonight's presentation highlights a district alignment, alignment with our directors, our district teams, and
053alignment in supporting our students as they transition from AMD into the high school and through post-secary success. As you listen tonight, I want to keep in mind the size and scope of Austining High School. We are a high school with more than 1,500 students from diverse backgrounds, interests, and experiences. And as the blue ribbon commission continues to shift from the shift the conversation from simply earning credits to creating meaningful pathways for students, I want you to know that OS is really at the front line of doing a lot of this work. Our students currently have access to more than 188 courses and opportunities across various departments exploring pathways in the area that you saw tonight in the areas of theater arts, engineering, science, business, and the skills trade, just to name a few. Beyond academics,
054our students also have access to a strong athletic program and more than 45 clubs and activities. Many of them have been allowed to travel to Albany, whether or not it's to lobby for bills and compete in competitions throughout the country. All of these all of these experiences have developed many of the attributes outlined in the portrait of a graduate. During the recent visit from Commissioner Betty Rosa, I was filled with awesome pride as several of our students truly brought those attributes to life, sharing how OS has prepared them to be academically prepared, creative innovators, critical thinkers, communicators, global citizens, and future focused learners. I also was grateful to hear from the commissioner and the chancellor as they acknowledged the significant evidence of the New York inspires vision and pathway already in place at Austining High
055School. So just a quick review of our goals. The first one was to continue establishing systems and structures that prepare all students for higher education, employment enlistment or entrepreneurship. And our second goal focused on making sure that our ninth graders were on track for graduation by the end of this school year and we hope to close the existing gap by 20%. Tonight, my team and I will walk you through how we've operationalized our goals through the district pillar. I just also want to give a shout out to our new assistant principal, Miss Jamie Gro Grito, who is in the crowd. She's not at the table with only with us only because this is four weeks in. So, she's taking it all in. Um, but I'll take this opportunity now to turn it over to Miss
056Mingo. >> Thank you, Miss Langley. Good evening, everyone. Throughout the year, we have intentionally focused on expanding student opportunities and strengthening tier 1 instruction at OS to best support student success. We've really worked this year to create meaningful learning experiences and improve access to strong, engaging instruction to ensure that more nth graders stay on track for graduation and that all students are ready for post-secary success after high school. Miss Langley spoke briefly about the New York Inspires Plan, but really you will see up here on the slide um really the core of that work and how that work really is twofold and it encompasses the work inside our classrooms but also permeates many different spaces at OS. You'll see in that top middle picture really is the core of the work where teachers engage in
057learning to gain deeper understanding of the New York inspires plan and how it impacts not only the building but also each department uniquely. You'll see in that top right picture a picture from our college and career fair where students were provided the opportunity to engage in conversations with potential colleges, trades or armed force branches that they may be interested in following following graduation. Additionally, you'll see in the bottom left picture a visit from our uh student panel during our commissioner visit visit where it really elevated student voices by providing students the opportunity to discuss experiences at OS and also serves that as that bridge for students as they look at connections between their classes and the New York inspires plan. Additionally, you'll see noted at the bottom right hand corner where our students in intro
058to ed prep shared their why as to why they want to pursue a career in education. As Miss Langley mentioned, just our multitude of course offering offerings. We've also seen it firsthand just with our students pursuing courses and and clubs that really they might seek post-secary. Following that, you will see in the top left corner students specifically in Miss Donovan and Mr. Prince's participation in government classes where they engaged in the generation citizen curriculum that we spoke about earlier on in the year. January 9th, students participated in civics day where they um they shared projects ranging from increasing how to increase voter turnout and also improving road conditions. There is a second civics day that will take place on June 12th where a second cohort of students will share presentations on affordable housing and substance
059abuse awareness as well. And while generation citizen is not the only path to achieving the seal, the implementation of the program has really expanded opportunities for students to really not only get those participation points for the seal of civic readiness, but really immerse themselves in what it means to be civically engaged with their peers. So in terms of outcomes, in terms of outcomes, we have seen a increase a significant increase in the number of students who have been on track to achieve the seal of civic readiness. Last year we had a total of 55 students achieve the seal. This year we have seen an increase to 83 on track as of now, but we've seen over a 100 applicants. Um, and our plan really is to think about how generation citizen could become more widespread
060and expand into more classes for the upcoming school year. In addition to the increase of recipients for the seal of civic readiness, we also have facilitated uh department PLC's throughout the course of the year where we've really dedicated time, intentional time for departments to examine curriculum and adjust curriculum and assessments throughout the year. For example, our English department has really spent extensive time working on reviewing and finalizing the scope and se sequence grades 9 through 11 to ensure consistency and continuity across grade level teams. And really our last outcome is how we have enhanced tier one instruction. How we have enhanced tier one strategies by department throughout the course of the year. We've worked in collaboration with our directors Dr. Mson, Dr. Lopez, Dr. daily in our most recent PLC's to intentionally enhance tier 1
061instruction by department. So, for example, using our MTSS protocol, departments delved deep into their data, their quarterly and their midterm data, and looked at outcomes for how they could how students can best meet with success. So, English and science focused on strategies such as the three reads protocol. Math focused on vocabulary strategies and social studies focus their learning and and their PLC's on writing strategies. Additionally, in STEM classes alongside Mr. Shikapawasha, teachers have implemented implemented the 5e instructional model to promote inquiry and student centered learning. In addition, Mr. Shikica Basha has also worked with our algebra and biology teachers to implement the slot strategy to help retention across the board to help improve long-term retention. Overall, as you can see, the focus has really been on enhancing disciplinary literacy, which is why you see each
062department really focusing on specific strategies based off their data. I will now pass it off to Dr. Barbach to speak a little bit more about our data informed practices. Good luck. Thank you so much. >> You can keep your panic. Great. Thanks. >> Thank you, Miss Mingo. And good evening all. So, uh, data has and continues to be a particular focus in identifying strengths and guiding us to implement supports both in our tier one instruction and preparing our students for life after OS. While ensuring that our freshmen are on track to earn the necessary credits for graduation, we've made a significant we've made significant strides in implementing the steps to gather various types of data along with student feedback. To establish interventions and ensure student success in an effort to streamline subject specific data, this
063year each department has implemented their own quarterly exams and midterms. As Miss Mingo had previously referred to, our PLC our PLC's have become a home for discussing this data. Here, our educators worked step by step on the what, so what, and now what MTSS protocol creatively designed by district office. Did that go? It didn't go. There we go. Cool. As you see in the uh as you see in the bottom middle, sorry, excuse me, the bottom right picture here. I guess bottom left of your screen. Yeah. Um so what are we trying to improve? So what patterns and trends are we seeing and now what are we going to do about it? This document encourages the collaborative sharing of content specific uh of content specific data identifying patterns and collaborating on how to further support
064each other. Assisting in analyzing this data was the introduction of a new uh new platform called formative. Similar to an AP exam, these assessments were given on a computer-based platform, encouraging even further analysis of New York State performance-based standards for each content specific exam. Taking that even further, you'll see on the top middle picture, right, is an example of our newly piloted deep data dives where our entire algebra team sat together to analyze the newest versions of the state examination with the assistance of Kathy Connelly and uh this analysis was then cross-referenced with their student data. Here they collaborated on identifying successful tier one strategies and gaps to improve effectiveness across the team. The biology and earth science team, which included the middle schooler science team, also piloted these new deep data dives, all with
065the support of Mr. Shikawasha. While quarterlys and midterms addressed student performance, our house teams narrowed in on attendance data along with social emotional supports. Dr. Dr. Dy was a key partner in creating videos during attendance awareness week featuring our attendance officer, Miss Francis, pictured on the bottom of the screen. A six-week data cycle provided significant insight for our house teams. Students and parents were regularly invited into our house meetings to share their experiences with counselors, clinicians, and their administrators. Together, they established a goal. They established goals with targeted interventions to help our students overcome obstacles that have prevented them from attending classes. Student success documents created by house teams outline steps, point of contacts, and follow-up dates to support our students. Miss Mingo and our house one team are seeing sporting their matching Housews during
066a house assembly. On the top of the screen, our amazing counters went even further. as you can see, was a gathering of students over on the top here. Our students were filling out applications to WCC on free application day. While our current data model of tracking freshman credits continues to evolve, we're stepping closer to one that works best to address our needs and goals. Creating for opportunities for success is the foundation of what we do at OS. Miss Curos will now talk more about how we create equity and equitable opportunities here. Take it away, Miss Q. Good evening everyone. Building on the progress we've seen throughout our action steps, we want to shift the focus now to the pillar of equity. Continuing our work from last year, our ENL and English teachers developed their professional
067growth through specialized training with Dr. Andera Honikfeld, who's on the slide, and Dr. Christian Solora in collaboration with Miss Dela Cruz Royo. Building on that expertise, similar to AMD, teachers enhance their scaffolding techniques with Dr. Hanfeld, such as visual aids, structured discussion frames, and peer collaboration to help students master complex subjects without simplifying the curriculum. In addition, sessions with Dr. a focus on trans languaging which is described by a teacher as a humanistic approach that allows students to utilize their home languages to grasp big ideas while simultaneously developing English proficiency. Furthermore, by prioritizing the collaboration between ENL and English departments over the past two years, we have fostered a sense of shared ownership of our multilingual learners in alignment with the New York State blueprint. Along with these efforts, we partnered with GNR inclusive group
068in collaboration with Miss Jian Grande to conduct walkthroughs and integrated co-eing settings, identifying areas of strength and growth to ensure our co-taught talk classes remain as fluid partnerships. Now shifting the focus to student leadership and voice, our OHS students in the Puerto Rican Hispanic Youth Leadership Institute on the top left, led by Mr. Tiveres and Mr. Corporal on our counselors participated in a legislative mock assembly in Albany where one student even served as a minority leader. Similarly, during the Black History Month celebration organized by the Black Culture Club, PLP and MBK, our students took the lead by sharing their research and perspectives with the student body which is on the bottom right. Celebrating decades of empowerment, the prestigious ladies of power on the bottom left by led by Dr. McFarland marked their 20th anniversary with
069their annual fashion show and the event was MCEd by students and served as a platform for students to showcase their unique talents and individual styles. Moreover, our partnership with Quincy and Growth Wellness Services on the top right supported by Dr. Lopez evolved from a literary journal project into a collaboration with muralist Esther Sim Stimfat to create a visual personal narrative that embodies student identities and we hope to have it by the end of the school year. Regarding school policy, the internet enabled deu device student survey which is in the center developed by our exopicio Owen Brennan gave students a formal talkback opportunity ensuring authentic feedback informs our systems and structures regarding the state statemandated device ban. Now behind the scenes in our systemic work in collaboration with Natalie Zorger and Dr. Ideally, we de we've
070developed a comprehensive equity toolkit and it's responding directly to teacher requests in support in facilitating difficult conversations to deepen this work. Similar to AMD, pedagogy coaches introduce the Hill framework to our social studies department and our curriculum coordinators, providing resources like the Hill pedigogy lesson planning guide and CS CSC scorecards to integrate identity, criticality, and joy into units. At the same time, our student equity leaders created their own toolkit of real life scenarios and facilitating events like the January equity fair fair and Saturday explore and learn. Finally, these efforts were rounded out by community-based historical literacy led by village historian Joyce Shurak Cole and tier one circle training for educators, successfully increasing engagement and representation across OS. Now we will hear from principal Langley regarding family and community engagement. >> Superintendent Fox Alter, I know
071that you said keep it short. We're trying. You're >> doing a great job. >> All right. Again, there is a lot to share. There's a lot that we're proud of. And so family and community engagement. Um, we know that strong schools require strong partnership with our families and the larger community. And so one of our focus is that we wanted to make sure that our families were informed, connected, and aware of all the many different opportunities that we have available at the high school. We place significant focus on our ninth grade families. So through our Saturday explore and learn after the f the first marking period, we hosted a ninth grade family workshop which focused on understanding the report card, strengthening study habits, advocating for their children, and supporting students in navigating peer pressure and
072social emotional challenges at the high school. At the same time, we continue to emphasize the importance of service, leadership, and community service. So you'll see in one of the pictures our our Vita tax program where students and staff helped to complete over our 120 tax returns for the Austining community giving students a realworld financial and career related experience. In another photo down on the left you'll see our Y and the mental wellness club as they tabled at the high school around suicide prevention and mental health wellness. Also in our pictures, you have the National Honor Society as they host the annual Senior Citizen Prom, creating a meaningful intergenerational connection for our community members. It's filled with a lot of joy, a lot of dancing, a lot of laughter. We're also proud of our APR students
073who took time to recognize and appreciate our bus drivers. It was small and meaningful, but again showed their gratitude and kindness. And then also pictured is during women's health, women's history month, us celebrating alongside our support staff who work so hard behind the scenes for our students every single day. Looking at some of our outcomes. So this year we had an opportunity to implement a new platform, a new family communication platform called Talking Points. The goal was really to strengthen and make it easier for our families to stay connected and informed about what was happening in school. This platform allows us to send messages directly to famil family's phones. So the difference between talking points and infinite campus is that it really creates that two-way communication between school and home. Families are not just receiving
074information, but when they're using it, they're actively engaging in conversation with our staff. So the first bubble reflects the fact that we are able to get in contact with 99% of our families. It also reflects the many languages that we've been able to communicate through. If you see one of the other boxes, it shares that over the course of this year, our teachers have sent over 8,900 messages and families have respond 8,400 times back to us. Again, that two-way communication. Those numbers reflect communication, connection, accessibility, and also partnership. We've received a lot of positive feedback from both our families and staff who appreciate really being able to have that quick line of communication for attendance. We know that attendance matters, especially during freshman year. And so, one of our focus has been moving away from
075chronic absenteeism and making sure that our students are not missing more than 10% of the school year. For our 9th graders, we see an encouraging progress. Last year, 76% of our 9th graders demonstrated positive attendance rates. This year, that number is 79%. I know that it might seem small, but it's meaningful progress as students remained connected, engaged in learning, and on track for graduation. It also shows the efforts of our teachers, our house teams, our administrators, and our families in really being able to partner and work to make sure that our students are on track for graduation. So, I'm just highlighting here what we showed last year, what it looks like to be on track for graduation. So, we talked about making sure our freshmen earn five or more credits and that they pass the
076algebra and the biology regions. You heard a lot as far as the work that's been taking place with looking at data with improving our tier one instruction. It a lot of the focus right now has been on our algebra and our biology because we know we need to set that strong foundation for our students. So, in looking at our 9th grade data, I know that the school year is not over yet, but we started to look at um identifying students that were on track based on if they're in a full year course, if they passed at least two or more of the quarters, if it's a halfyear course, whether or not they they pass one of the quarters so far. So, right now we currently have 355 students in the 9th grade and 287 students
077are on track to meet that benchmark by earning five or more credits. Of course, the numbers are still preliminary. We still have to think about final grades, regions exam results, summer school supports, credit recovery opportunities, but it right now looks very promising for us. Um, in response, we've also developed a very robust regent review schedule, um, which began in April in order to help provide the support that our students may need in preparing for the regent exams. So, again, the work at the high school is continuing to take place. There is so much that we're excited about. We've heard it from our students and we try to bring to life just through our pictures and our student voice. And so we're really looking forward to what the year has to how the year will end
078and the thoughts as far as what we will continue to build on from here. So thank you very much. >> Thank you. I I'll start by saying I appreciate the work but I don't want to opine because I want to give the board members a chance to speak. Um is there anybody at the table who wishes to start with any questions or comments? We're doing both. >> We're gonna we're going to go in a circle, but it doesn't m What's that? >> We're going to ask on both presentations. >> Yes. On both presentations. Do you want to start? >> No, I can go with it. >> I don't I don't see anybody else raising their hand to start. >> Okay. >> I heard furious scribbling over this way. >> Okay, go ahead. >> Yeah. No,
079that's funny because Yeah, because it's actually I I thought we were going to go into the low enroll thing. That's what I was scribbling. I had a question about that, but um No, thank you both. Um uh AMD question. So that's great on the the the goal around Spanish the the 2% and moving you know from from the different uh what is it quintiles. So that's great. So I just have actually a couple I guess technically there are a couple clarification questions on the data. Um so >> the slide that you presented which I think is 16 right 16 has the the guts of this this has the numbers right the intended outcomes. So was that the same group of students? Like I guess it would be like a longitudinal amount that you sort of
080tracked moving from first, second to you know first, second, third, fourth and fifth and the same sample size or did that change from then until now? >> So this is the it is the cohort of students. So the spring, sorry, give me So here's what is the interesting piece. The Spanish data is the spring 2025 data for the performance of what would now be the seventh graders, but our seventh graders ended and that was pretty consistently what we were seeing as the data. So spring 2025 is not based off of the cohort who was in fifth grade. It is last year's sixth grade scores where those students were in uh at the end of spring where we are cons continuing to monitor because that was pretty much consistently the sixth grade cohort performance just in
081general. So that's why we had set the goal at 42% because after the sixth grade the students no longer take the assessment. They are done with the Spanish literacy assessment. The English assessment and the math assessment reflect the spring 2025 is the sixth, 7th, and eighth graders from last year because that was where they ended. And the goal, well, today's data is where this year's sixth, seventh, and eighth graders currently are. And that's the same for math. So it is not cohort tracking. If you're interested in that data, that's something we can, you know, put together and share. But this is literally the spring of 2025 where AMD ended last year. The goal was based off of where AMD students would end this year. And the today's goal is where the current students are. >>
082Okay. So the so if I I try I was trying to follow that um that's much my brain that's not on you. Um but so the the the decrease from spa students in Spanish going from in the first quentile going from 44 to 30 that's a 14% decrease. Is that the same group of students that show that decrease than year over year? >> It's not. That's what I'm So if that's data we're interested in, I'm happy to provide a slide update. This is a different cohort of students. >> Okay. All right. Um Okay. So that was that. Okay. And the other part is the you said that the NWA is the benchmark for this data. Correct. That's where the numbers come. >> Correct. So the NWDA does that doesn't necessarily though measure how well students
083are writing or speaking I guess or is the the term for that. So is do we also have an ability currently to track >> that because we the NWA is what more the comprehension but the writing and speaking in this case Spanish that's not measured by the NWA. So, do we have the ability to see that right? Because for language mastery, I think you need all those pieces. Is that accurate? >> Great question. So, those would be more within our formative assessments that are taking place within the classroom. So, the New York State test at the end of the year as the culminating assessment of how students align to grade level standards that will measure student performance against the grade level standard. And we'll and we analyze their writing and their writing scores as we
084prepare for the year ahead. And there are ongoing assessments where we measure students writing speaking. We do not do a formal assessment in speaking. Jared, >> but that's not measured here. It's not. So the as Jared had shared the flax speaking assessment the only assessment that actually has a speaking component is a world language assessment that occurs as a culmination of their experience. So yes the the sixth graders in dual language will take that assessment but we it's not what we're using to measure the overall data at the building level. >> Great. Thank you. I have I have another one but I guess I can email that one in. So that's good. Thank you. >> Um does anybody which I don't Katherine, do you want to go or Owen? >> I'm good for now. >>
085Okay, Owen, you do you have any? >> I just want to add um on that commissioner visit a couple weeks ago, the big thing that came from the New York City chancellor was how it was evident that everyone all the students and during their visits to the classrooms, the school belongingness was also present. So, I wanted to add that because I know that's something that is really important to the law to the to the plan. So, that's that's all I >> All right, Frank. >> So, I have to say this was a very this is a great presentation. You know, there's there's seeds of things in the district that have been talked about for a long time. There's the NYU Metro Center study report um that basically came out and talked about some of the
086things, you know, that we needed to focus on and I I'll just want to call out two of them. I do have questions, but I'm going to send them in from an email, but I want to credit you around the professional learning development for Generation Citizen Hill and AVID. You know, one of the things that the Metro Center study said is our students were basically um there was a segment of students across the board that we were missing and AVID was an intentional piece to kind of reach out to a large group and it's really fantastic to see the work that was done there. Hill pedigogy ties all into the Metro Center uh report as well. So, just really credit the educators for taking the time to address those things because that's how we change
087things, right? Um I I want to credit the panorama survey at the middle school connectedness. So awesome. Those numbers are great. Have more questions around that, but just really give you a lot of credit for that work. Um, as far as the civic readiness and the work that's been done, I think it was 2017 and Mary, I'm sure you were there, and I know our broadcast specialist, Shane McGaffy, he's a former school board president himself and on the county board of association directors. We sat around and talked about civics and the challenges and concern that students weren't engaging. And I don't think we really thought 83 students would have a seal of civic readiness when we sat around. It's easy to talk about, hard to do. I give you a ton of credit for getting
088those numbers and keep moving that forward. And the last credit I really want to this is I guess my question for tonight. So it's so incredibly infrequent to have the commissioner of the New York State you know department of education the regent sport chancellor I think Lester Young was in for that and then our own Austining regent Fran Wills correct was there. Lester sent he could not make it that morning but the vice chancellor was there uh regent Ferrer from the Bronx and Fran so we had three there >> this is an unprecedented amount of education leaders in the state of New York so I'm not surprised at all to hear how well they were impressed with our students at the end of the day and thank you Owen for filling that in but just
089it's such a great moment for the district and so I guess my question is could you share any kind of feedback or takeaways that they may have anecdotally had that you during the meeting. It's kind of one of those you'd love to be a fly on the wall for that, but you were there, so I'm going to ask. >> Um, I would say that again them just highlighting the fact that we are definitely on track to implementing the New York conspires plans, but again them talking about seeing student belonging, them seeing the work and the action that's taking place in the classroom. They were definitely really excited about that. Um, Commissioner Rosa, she talked about the fact of really reminding teachers that they are the supports for the students and they are there to encourage
090them and she wanted them to know that she felt like we were all doing an amazing job. the but also you know looking that understanding that they wanted to understand how the New York Inspires plan was being operationalized throughout New York State and walking into our building and not only seeing it but being able to elevate our student voices and them really being able to understand those lived experiences. I think those are the things that they really walked away with and they were really impressed with all of the work that has been taking place in the district. So it was it was really good. I I wish that everyone could have been a fly on the wall and I said that to not only my staff but each of the other building leaders as some
091students talked about being in the district since they were in prek and how they've learned through each and every school as they've come in come into the high school but really highlighting all of the amazing work the supports the clubs all of the different things that they've learned along the way they were absolutely blown away. >> That's great. Thank you. Annie, do you have anything? >> Sorry. >> Thanks. >> Um, I'm really impressed with how quickly you did this presentation. I know you were saying like, "Oh, we need to hurry up." But I thought you were doing great. >> Um, >> the funny thing is we both accused one another of being the longer presenter. I was like, "You got to speed it up." She's like, "I have to speed up. You have to speed
092it up." So, >> A+ all around. Um, I feel like I ask about Avid every time. And I am going to ask again because I've also been hearing things in the community. It seems like people are not really aware of AVID, what it does, and how it helps those middle-of the road kids. Um, so I want to ask you, how do kids get into AVID? Do they have to initiate? Are they approached by teachers? How does that work? Because I mean, not every child is going to initiate, but they still would be able to succeed. Um, I know that AVID is really a self-driven kind of program. So, if you could um tell me more about that. >> If you start at AMD, >> I was going to say we'll start with Jared and then
093>> All right. Um, so again, it depends on if we're talking about the experience or the elective. For sixth and seventh graders, they get AVID regardless every other day. So, in sixth grade, it's opposite of the STEM class. And for seventh grade, it's opposite of the ELA lab. In terms of eighth grade, that's where we have the elective. Now, as you said, that is a like they have to apply to be invited into the elective. We're actually going through that process right now. And from that point, we had I think I believe 50 or 60 kids apply last year. And within that we have one section of approximately 28 kids. Uh to answer the question of like how those students were selected, we had to have students it's an academically rigorous course. So we have
094to have students who are enrolled in both algebra and earth science as well as that they are taking the foreign language exam. In terms of that, that means our pool to choose from is really mostly seventh accelerated. So, right now we have we've started reaching out to those classes. in terms of how we are able to reach the middle students. I think that's why we're trying to have more and more teachers who are not AVID educators be trained in the AVID just tool tools because the more experience we're able to give to teachers to be able to access the AVID curriculum, the hope is that they'll be able to start implementing it into their curriculum because it's really just evidence-based strategies. It's best teaching practices that we are able to use and utilize that we
095have started utilizing in ELA and as we said Rebecca Franklin was trained and she's one of our algebra teachers and so she was using some of the strategies in algebra this year. >> Um >> I think I'd like to add though too the the beauty of that approach and I know it's a long conversation we had last year Dr. Nova and with Miss Meyer who by the way every summer takes a team of teachers for of us >> every summer for the training. Uh so I do appreciate that, Maria, and uh we highly encourage that to every staff to member to go. But taking a look at what we would call an accelerated program in middle school, having that level of structure very targeted to secondary advance accelerated curriculum is a very specific approach towards
096helping those kids succeed as opposed to I'm just now all of a sudden I'm in a high school class and I'm transitioning from seventh to eighth grade. It's very different for a middle school kid versus a child at the high school. So, we wanted to create more opportunities for them to be successful in that. Right. >> And I was going to add, I think that's great feedback for us as we um think about we're heading into the sixth grade orientation. we do a, you know, sixth to seventh grade transition to think more about how we share the specific skills we're working on within the curriculum um before they even get to the possibility of the elective to support that rigorous coursework. So, we will work on that. And what we're doing, so we're gonna keep
097moving the mic down the line is that we are now your participation or or lack of participation for any better word at the middle school does not preclude you from the high school AVID experience. So this was the first year of the elective. Some of those students will qualify, but some of them actually no longer qualify because they've passed a certain benchmark. So, it looks like Jen's going to speak a little bit more to what qualifies at the high school for that AVID elective, which has a different flare than our middle school. >> So, at OHS, we don't have an AVID experience, but we do have an AVID elective. And the AVID elective is throughout grades 9 through 12. There are two classes per grade and there's about 30 to 40 students per grade. Um
098right now we're actually going through the recruitment process with um AMD. Uh we're supposed to hopefully visit next week Monday and yes, Monday. Um and do the recruitment process. So currently we have a list of about 85 students and we're going to kind of boil that down somehow to 40 students. Um so that we have about 20 in each class. Sometimes it ranges a little higher, a little lower depending on um the way that it shakes out. Um but in terms of the requirements, right, it's first generation college students. It's students who may be economically disadvantaged, underrepresented. Um, students who would need support in an honors or an AP course in the future and anything really like that. Uh, we just make sure that the students know that it's a 4-year commitment when they come
099to the high school, right? It's something that they're supported throughout the entire time at the high school. and the counselor that um they receive at the high school is the counselor that that they're with for all four years in the AVID program as well. So that counselor does um push in more frequently as the years go on. So it's a really big partnership and hope for college and career readiness. >> Thank you. One more question. So that at the middle school that's for accelerated seventh graders. What about the kids who are not accelerated but are still in the middle of the road? Is that where like MTSS during class picks comes in? Um can you talk more about that? >> In the middle school, the AVID elective is geared towards the seventh grade accelerated students
100when they get to the eighth grade. So there's only an elective that meets every day for our eighth graders. Every student in sixth grade gets the experience which is every other day as well as in seventh grade they have the every other day experience. As far as reaching students who are more middle of the road so to speak that is where we've done two approaches and they're not specifically only connected to AVID. So the first is as Jared was sharing and as Maria was sharing, we are training more teachers in the AVID instructional practices so that the wicker strategies, writing, inquiry, collaboration, organization, and reading are more embedded within the classroom instruction itself to help reach all students. But then what we actually saw is the MTSS process really is designed for students who require
101tier 2 and tier three instruction who are more significantly below grade level. So through our work with um with Miss Meyer, Dr. Mson, uh Mr. Dr. Shikapasha, we have actually created this year. I distinguish the AIS services because AIS is actually a state mandate and law for students who are performing at a cusp score on the New York State exam. And what we saw with their with their NWA data is those are students who are more at like the 30th to 40th percentile. they would not be reached through the MTSS process because it that's really targeting our students who are at the 10th percentile or 20th percentile and below. So those middle level students who'd be performing at a low level three on the New York State test or a high level two. We're trying
102to provide what we've called an AIS cusp group where they're getting a reading or a math intervention every other day in a group size that's a bit larger to work more specifically on those skills that will bump them up to grade level. So, it's really skill building. I'm happy to even like talk further about or prep, you know, prepare anything that might shed light on that. Um, but that's how the distinction comes in. It's not solely through AVID. It's through other ways that we are implementing effective tier one instructional practices. >> Thank you. That's very informative. Mary, is it weird to join the 85 students on Monday or is that like okay for board members to do? >> Sometimes we get invited. If we're not invited, that's okay. >> Jen, I'm okay with it. >>
103I'm okay with it as well. Um, if you'd like to know the time, I can pass that information along and then We're the great thing about that is you'll also hear from the students in share >> and you'll know. >> Just to add to what Principal Langley was saying, uh we have our seniors. So, our cohort that's graduating this year is coming to present and they have like different stations where the students can kind of walk around and show the future class of 2030 cohort everything that they've done throughout their four years. >> Right. >> Thank you so much. >> Yeah. Melissa, do you have any >> I don't at this time. Thank you. >> Thank you very much for the presentation. Um it's nice to see when you set reasonable goals, they're attainable, but
104they don't meet themselves, right? So, there's still a lot of work that goes into that. And as I see um some of the slides I see, oh we could do because you know uh you know for example 50% 6% uh saying school belonging if you're just walking in and that's the first number you see you think oh yikes we got to do something right but we're already moving in the right direction. I see the work's just not finished yet. When I see you know we still have 7% in that um you know severely >> severely uh chronically absent category. I see the the moderately chronic you know we're moving in the right direction. But then it's like how do we get that 7% right? I know you don't have you don't need me to say
105that. You already know and you guys are doing a great job with it. I really appreciate the presentation and your time. But I do want to respect your time but you also be welcome to stay but welcome to go. >> Thank you. You have to stay. >> Sharing is caring. >> All right. Thank you. Thank you again. Thank you all so so much. >> The talking points program that was introduced this year does a really great job of directly engaging with parents about school attendance and it translates automatically. So really helpful. >> Great. >> All right. Hope this next portion of our meeting should >> Thank you all. Thank you. Thank you again. We'll let you guys lost. >> All right. The next uh portion of our meeting is our consent agenda business of the
106board. I'll take a motion for four points. >> Oh, lo and roll courses. Sorry, you're right. >> Jeremy's I forgot. I I was not ready for >> Yes. >> Um >> what an amazing presentation. like first and foremost like the beauty of our district and those students and starting off meetings the way we did um is like almost a perfect tie in to this evening's discussion on low enrolled courses. So >> it's being pulled up now >> and Jeremy and Latoya, I know you're new here to this different format. This is what our community that is viewing from online or at home, they will see. >> Beautiful. >> This this one here, much older type projector is pretty much for us here. >> Um but um that's the one that everyone will see and you
107can actually see you're a picture in a >> picture in a like. >> Hi, Mom. >> Exactly. >> So, uh thank you all for having me this evening. I'm It's not the most uplifting presentation I usually have, right? in regards to uh our students and what they're doing in these courses, but it is a reflection of the course selection process and the abundant amount of courses that we have to offer throughout High School. Latoya and I were talking this afternoon and 188 courses. Right. Right. >> 188 courses offered for over close to 1600 students. Right. >> Many of them aren't just singletons, they're doubleins and tripleins. And I just that's the level of classes and sections associated with each. >> Correct. >> And we're very thankful for the work that we have going on with
108Dr. Mike Reic >> who is trying to help us to align our schedule to a lot of the courses that we have going on right now. >> Right. So a brief overview of what this evening will entail. We have the scheduling process. Uh some new courses and I will give kind of like intro to that. In terms of some of the courses this year, we took a different approach. Uh they were offered or I would say introduced after the course fair. Um I would say right in the midst of the course selection process, but we kind of wanted to get some insight in regards to student interest as well as speak with students to see their interest and we got some interesting feedback from those young people. Uh we'll go into our lowenrolled courses and
109then at the end some questions and comments. So the scheduling process. So over the course of and I will say our course fair took place on February 5th where we produced and had a number of our elective courses present. One thing that we try to do at the high school for anybody that has been there is we try to have student representation. No offense to our amazing teachers as Owen knows oftent times students feel more comfortable speaking with a peer about a course and I know some of you that are parent of high school students you'll see this in your households right? So with that said we see it in our hallways. I see it all the time in our counseling center. So we do have to we do try to have student representation to
110show the actual work that's taking place in the class as opposed to in the past there were like posted like bulletin boards and student work. In addition to that, the student representation has truly helped in guiding students to potential courses. The course guide being released on February 13th. Of course, we do have the previous year's course guide always up on our website for folks to reference, but the course guide is always posted prior to or a week prior to the actual course selection process so families can begin to review. We typically release it around the winter break or the winter recess. So, there can be conversation prior to the course selection process. Counselors begin to meet with students February 24th through April 24th. But, I will say that's not the beginning of the course selection
111per se. We this year um I will say counselors began to meet specifically with juniors around January, right? Because those students begin their college visits. They begin exploring post-secary opportunities, right? So those conversations, those groups and those workshops started in January with the actual courses being selected between that window of the 24 uh February 24th and April 24th. We do discuss with our students the difference between required courses and courses you would like to take. So if you're on path to graduate right you're going to have opportunity to take some of the abundance of courses that we had mentioned but there are certain students that still need the requirement. So of course our students want to take and I will say this um does afford an opportunity through a nine period day for our students
112to take a number of courses. Uh but we do try to focus on that diploma requirement at the moment. So again we have a conversation with required versus courses that you would love to take. As we transition, we have our incoming great parent night. So, we had that on uh March 25th. So, our students came uh up to the high school where we had a candid conversation, introduce them to some of the courses in all of the core content area as well as elective. Now, I will say our rising ninth grade students, they don't have that much selection yet, but what we try to do, myself, Miss Rivera, and the high school team is introduce them to the course selection process, right? have them become familiar with the technology, Infinite Campus, the course guide, speaking
113with your counselor. There's going to be appointments that you have to make. So, though the pro process isn't as robust as someone who's a junior or a sophomore, it still entails the process and what is expected of a student when we go through that course selection process. The core content areas are typically selected for them. Lunch is thrown in there for them. uh PE again they're selecting probably one to three elective courses and all of that is introduced to them through their amazing school counselor Miss Maria Rivero uh through workshops and classroom presentations. So we did host those eighth grade course selection processes on March 23rd and April 17th. We called students down. Thank you Roa. She left but thank you for supporting with that. We called students down to the library in the cafeteria
114to get onto the infinite campus system. What we've done differently this year as opposed to past years, uh, we've highlighted, right? So there's units. So we introduce what a unit is to a student, what required means, what elective means, and what alternate means. Because to be quite frank, as our students are enjoying their summer vacation, I'm sitting in the office trying to determine what elective they like. And oftentimes they select three Rs. So it's hard for me to decipher. So we went over with them and they did a phenomenal job to where I would say um efficiency is about at 88% for our eighth grade students. In addition for our students out of district uh we also treat them to a small group presentation where we welcome the families from private and parochial schools to
115come in and meet with myself to go over the course selection, review the course guide. I do it in one-on-one and I do it in group uh presentations as well. how we communicate this out to families. Um, we do it through our general OBLASS, right? We let f we inform families as the course selection process uh is about to ensue through our OBLASS. We have communication sent out. I will say that continue to read my OLAS because we're slightly above the principal OB blast at this point. >> I was waiting last time. >> I'm going to double check that it's gotten slow. College college admissions happened. So, right. So, we have the O blast, which again, we do have a lot of clickbait when it comes to our families reading uh the OB blast and
116getting that information. Counselors, what I love about this team is we come together and we discuss what's working and what's not working, right? Oh, and you've been in our space and you see the abundance of collaboration, right, and the feedback from folks, from students. They're handing out a survey right now to determine how to utilize the space better. But when it comes to course selection, it's what works best for students and families. So they used to do individualized, students would miss if they didn't have a pass. So now they do like a catch-all. They do group, they do individ individualized, they do onetoone with parent. They're truly trying to inform families of the course selection process and the best pathways for students. So with that said, counselors had meetings via appointment for some of our
117students and their families that had additional questions even outside of the course selection process. The course guide was also sent via our OLAS. Um, and again, we continue to have our family parent nights where we go over the course sequences, uh, the multiple courses we offer in all the different areas. So, now on to our new course proposals. So, we did have a handful of course proposals this year. I'll start with media communications. This is a semestered course. Uh, it will be offered to our 11th and 12th grade students. It will be a half credit art. Um the goal of this course is to our students in media communications and media productions is growing. OS news is getting a lot of recognition. Um OS noticas is getting a lot of recognition. But typically what we
118find and Miss Matthews can attest to this is there's usually one to two students that it falls on. This course is meant to help support whether you're an anchor, whether you're someone working on a script, whether you're behind the scenes, uh further exploring what those fields look like. It's not just about putting together all this B-roll and putting wonderful sound behind it. There's additional things that happen with the folks that are working on these things. So, this course is exploring those specific roles and going more in depth into those roles prior to the media production course. The next course is fashion 4. We've also seen this um grow within our our community and I will say it is a needed course. We do have students that are now applying to the amazing colleges like purchase,
119LIM, fashion, SCAD. So all of these amazing opportunities that require a different application process. This course will help our students further explore and utilize our wonderful sewing machines to develop product to then include in their portfolio. If you haven't seen it, we have students creating prom attire. Right? So that is something that is uh instrumental in the college application process for those students pursuing fashion. So this fashion four class would kind of be like an advanced course for students. Uh the beauty about this course, it will be tied in with fashion three, right? So with that said, those fashion three students will have some exposure to the expectation of what will what will be needed to participate in the fashion four class the following year. This is a course and I want to I want
120to give like preface to this course as well. Um Miss Langley had you mind if I share that story? You went to the AP conference. All right. So Miss Langley had participated in the AP conference and when she came back she had this idea of just you know let's see what would happen if we offered the course. So uh in coming back though was after we kind of presented this course in the course guide. We submitted it to counselors. The one thing we asked counselors to do was just have conversation with students uh in regards to interest of this course. Now the total request doesn't match the student interest. I'll say that the reason being is because there were questions from our students regarding will this count as a US history credit that shows how
121advanced our students are when thinking about credit attainment and how it aligns to the high school diploma process. Right? So with that said, one thing Latoya and I well mostly Latoya is looking into is in from going to that conference is exploring how other districts are utilizing this as the US history course. So though it may not be offered in the 2627 school year, we do look to fully embrace it, market it, highlight it for the 2728 school year. Okay. So this will be a course that is offered to 11 12th grade students. We hope that it offers the one US history credit. it will be a fullear course and at the moment it has two requests but again students were hesitant to because they're thinking about well what if I have to take US
122history and they didn't want to double up um in a sense on uh social studies courses the innovation and applied design is a full- course this is a grant-f funded course uh that was awarded uh through a grant written by Dr. Dr. Dr. Shikawasha I'm putting it into the atmosphere right so written by Asa in collaboration with um Jessica Jen Grande. So essentially what this course is and it's unique right it is an innovative course hands-on experience inclusive classroom setting. What do I mean by inclusive classroom setting? Every student at OS will be allowed to take this course regardless if you're a CALP student, a Thrive student, a 504, an IEP, or student that don't have those accommodations. It is for all of our students to immerse them into a classroom setting. The beauty about
123this course that it will be a third science credit for most of our students. And in addition, it is very hands-on and work-based learning. So, now on to the low enrolled. As a reminder, the low enrolled policy for the district is 20 students or less or under 20 students, I should say. So again, I want to talk about the plan lowenrolled because of part 154 and part 200. These are designated low- enrolled courses. These are ENL support courses, our scythe literacy classes, our special education courses, CL, life skills, departmental. So those are low enrolled. You will not see those in this presentation this evening. So these are low enrolled but sorry I was looking at that screen. These are low enrolled but tend to have like an increase right? So throughout the summer and or
124because counselors do come in for 16 days over the summer. So they will get emails from students inquiring about courses and now I'm thinking about taking the SAT in the fall. Maybe I should be in the SAT course. So those tend to happen over the summer and the fall. So though these are currently low enrolled, we do tend to see a kind of increase in these courses um throughout the summer and fall though these courses. So our Sunni arts credits and again our Sunni credit you heard from our amazing students the importance of the arts. So though they are low enrolled a lot of these courses are combined right uh the beauty of these courses being combined is the aspirations of those students to pursue theater to pursue drama to pursue music and to pursue
125higher levels and then continue that in college is a beautiful thing as we heard tonight from our uh student speakers >> creating pathways. >> Yes. Um so again so those intended are acting and drama our Sunni intro the piano 2 course which actually is increased from last year uh but that is combined with our Sunni piano for our students to earn college credit. Now again the importance of the dual enrollment arts we do have more students pursuing art majors and art pathways when they're applying to college. Right? So, this is again extremely helpful for those students to bypass a one-on-one art class and get right into the thick of their art curriculum when they're going to college. Um, our low enrolled music and design courses. So, again, though they're low enrolled, these are combined. So,
126give me the microphone is combined with intro to musical theater and Sunni music theory 1 and two is combined. But again, it is a course that is providing college level work and allowing our students to obtain that college credit. Fashion 3 will be combined with fashion 4. So though it's low enrolled at the moment, you typically will have anywhere from 14 to 20 students come fall. And lastly, just like a overall glance, I would say of our content area courses and those low enrollment areas. So for English, science, math, world language and business. Um these are the low enrolled courses at the moment. I will say that in speaking with Doug Albbright, first robotics is low enrolled but we do have additional enrollment in intro to engineering right so there's an interest in engineering and
127also what he mentioned was first robotics can potentially take place in the afterchool program right almost as the club so students are learning that uh anyway but with that said we went through the roster of students so there is proper placement and opportunities for those 13 students to pursue engineering in other courses and even pursuing potentially super forensics Now with that I open the floor for questions. >> I just want to highlight Jeremy that um we were able to share with the commissioner and the chancellor that there are 38 opportunities at Austining High School for students to gain college credit. >> Correct. >> 38. There was a recent report by NACA in regards to that of students ages 18 to 21 entering college now with more credits, therefore lessening their debt. Our students are part
128of that conversation. >> I don't have any questions, but it's okay. I'll start. Um, just to say thank you. This is I'm always blown away by all the opportunities our kids have. I wish stuff I had, but I'm so glad that they have it. Um, if you ever want to look into fashion for adult continuing ed, I will sign up. >> Um, >> Miss Matthews, >> I forgot what I was going to say. >> You want to take fashion? That's what I heard. >> Oh, yes, I do. Innovation and applied design. I'm very excited about that. And that's a fully inclusive course. >> Correct. I am really interested to hear more about how that works and what that looks like for the kids and everything which I'm sure you'll tell us later on but correct
129just um letting you know now that I'm excited about it. >> Thank you Asa again for that opportunity. So >> um we can go either way. Melissa or Frank is >> um thank you for the presentation. I'm always um impressed with the new courses and how innovative they are. Um and I think also even with the low enroll courses sometime that's like a byproduct of having so many things to choose from, right? So it's not necessarily always a bad thing, but I do really like um that every year um you just it's just more and more innovative and thinking outside the box and just about whatever you're interested in, there's something, you know, for you there. So, thank you. >> Rob, do you have anything? >> Yeah, thank you. A lot of interesting things there.
130Just again, a couple of clarification questions. So, on the new course proposal, media communications, >> fashion for AP African-American studies, the request numbers look low on that. So, is that are the all of those for 2027 2028 or you going to try to see how they go this year? So for innovation and the media community, we are trying our best to further promote those. Again, students are still looking. Um there it's an ivory day. So there are opportunities for students. These are some courses that did come after the course fair. So there's still, you know, public publicizing happening. AP African-American studies will be a course that we pursue 27. >> Okay. Uh 2020. Okay. 28. Okay. And then so allow me to get a little wonky here because this is going to be policy stuff,
131but I think the policy that we currently have, which by the way, policy committee might be worth a look. Um, the last time 4420 again, sorry getting wonky, but this governs everything that you've just presented. The looks like the last time we updated it was 2009. So probably needs a little dusting off. Why? Because as we just as you just indicated, New York State and those those watching at home is completely changing the way high school runs. It's going away from the region test is financial literacy is coming in. Other things are happening. So it might be worth to look at the policy to make sure that we've recovered as things change. But I digress. Coming back to this, I think also in the current policy is the low enrollment as you indicated below n
132below 20. But you look at that for a three-year period. Now, there's there's there's leeway in the policy, but I guess what the policy is trying to get at is like, okay, if something's at 15, 12, 11 under for three years, you take a closer look to see if it candidly survives or not? Do are any of the the low enroll courses um that you have in the slides at that sort of three-year sort of trending period, do you have that info? doesn't have to be tonight, but I other board members might be curious to see which ones have sort of had that three-year kind of look and then assess whether they they continue on or not. >> So, I I can answer that, but again, I can definitely put in an email to give
133further clarification. So, you're right. So, for example, first robotics was a course that was on that trajectory of the three years, which is why Mr. Albbright had proposed like, hey, here we have these. So we use a student request satisfied list and that's where we saw intro to engineering actually needing an additional course. So that's where um Albbright was basically like maybe we add that course this year and again we don't want to lose first robotics because there's some intention we'll supplement that with the club and the organization and also suggest some of the students for some of the physics courses that are offered. >> Got it. Great. And again the policy has a rating it's not like if it makes it three years and it's 10 it goes. There's there's leeway in it, but
134again, it might be worth a look in committee just to make sure we're given enough flexibility as New York does its thing and we change stuff to make sure we're not, >> you know, eliminating things that we want to keep because the states broadening the portrait. >> It's a great perspective and if you when Jeremy mentioned one of them up there was a Sunni course in Italian. So correct if a student needs that course as a capstone course >> we absolutely need to offer that opportunity. So again it's not your point is well taken. It's not about the pure number. It's taking a look at that's a capstone course for a student. This student is going to do the the whole gamut of I've done world languages. I've got this and I got college credit
135for it. And that's very very important. And you need a great guidance staff to understand that for so many so many students right >> and in addition to that I will say there is growth in numbers for example Italian one this year though it's low enrolled there was actually an increase right now at this point in time of students taking Italian one so that gives further perspective of those college level courses will probably have more students in them >> from this freshman cohort >> right >> and just quick so Italian so you just mentioned is Italian one or the level one classes in a language like if a student's taking something in se a language in seventh and eighth grade and wants to continue that in high school is that then they take the one
136in high school >> not necessarily if they again if they succeed in the course and pass the the flax exam they can move into the next level of the >> Okay thank thank >> um Owen do you have any questions I'm good >> um Catherine do you have any questions I apologize for missing the presentation. >> Um, thank you so much. It's always enlightening and I encourage anybody to go take a look at the course offerings. The actual book is called. Um, it's incredible what we offer. Like Annie said, there are classes I wish I could have taken myself. I would be signed up for them. So, um, thank you and thank you for being patient. I apologize. I almost like >> glanced right past you. So, I I definitely I do appreciate Thank you.
137Have a good evening. All >> have a good evening. >> Thank you. >> All right. And now we're uh now we're moving. Um now we're on to consent agenda business of the board. Uh does anybody have anything from 4.1 through 4.2 they wish to break out? Seeing none, I'll take a motion for 4.1 through 4.2. >> Second. 4.1. Resolution to approve the minutes of the all day Saturday budget workshop of March 14th, 2026 and 4.2. Resolution to approve the minutes of uh minutes of regular meeting of March 25th, 2026. Any discussion? >> All in favor? >> I >> opposed abstensions. Uh now we're on consent agenda, business office matters. I'll take a motion on 5.1. >> So moved. >> Second. 5.1 resolution regarding certiary refund payment 537 comments LLC at all. Any discussion? All in
138favor? >> I >> opposed. Abstensions. Consent agenda uh curriculum and instruction. I'll take a motion for 6.1. So move second. 6.1 resolution to accept recommended placements for special education students. Any discussion? All in favor? I >> I >> opposed abstensions. >> Does anybody have anything they wish to break out from 7.1 through 7.14? >> All right. Seeing none, I'll take a motion for 7.1 through 7.14. So I'll move >> second. 7.1 Resolution regarding rescending professional staff appointments. 7.2 Resolution regarding rescending civil service staff appointments. 7.3 Resolution regarding rescending support staff appointments. 7.4 4 Resolution regarding professional staff appointments. 7.5 Resolution regarding professional staff appointments before after school programs. 7.6 Resolution regarding civil service staff appointments before after school programs. 7.7 Resolution regarding support staff appointments before after school programs. 7.8 Resolution regarding professional staff appointments,
139summer school programs. 7.9 Resolution regarding civil service staff appointments, summer school programs. 7.10 Resolution regarding support staff appointments, summer school programs. 7.11 Resolution regarding APR annual professional performance review accountability. 7.12 Resolution regarding PDM substitute appointments. 7.13 Resolution regarding approval of school volunteers. 7.14 Resolution regarding support staff request for a leave of absence. Any discussion? All in favor? >> I opposed. Abstensions. All right. for board policies. Seeing as these are all a second reading, would anybody have any objection to me taking this as a batch? All right, I'll take a motion for 8.1 through 8.3. >> So moved. >> Second. >> 8.1 Resolution to adopt policy number 8130, school safety plans and teams as a second reading. 8.2 Resolution to adopt policy number 5420, student health services, as a second reading. 8.3 resolution to adopt policy
140exhibit number 5420-E3 student health services exhibit as a second reading any discussion um all in favor >> I >> opposed abstensions all right we have come now to our audience recognition to hear public comment on any school related business do we have people here person who wish to speak all right um Before you step up, I need to read our uh public comment period guidelines. So, I thank you for your patience. >> Roger's not here. So, >> yes, you can be our timer. Anybody on? All right. Uh we are about to begin our second public comment period of our meeting. Although state law does not require us to hold a public comment period, we have chosen to do so because we believe it is crucial for us to hear from our residents, district taxpayers, students,
141and school personnel about their concerns and issues. Having said that, please note that the board is here to listen. The public comment period is not designed to be a discussion. Accordingly, please do not expect the board to necessarily respond to your concerns and questions tonight. We take your concerns and questions seriously and want to have sufficient time to process and research issues if need be. We will, however, respond to your questions and concerns at a future meeting or have the proper staff member get back to you at the appropriate time. Under state and federal privacy laws, we are unable to entertain any comments or questions about school personnel or individual student matters. Please know, however, that we take personnel concerns very seriously. On these matters, we would ask you go through the appropriate administrative channels.
142We want our schoolboard meetings to serve as an example to our students uh that members of our school board and members of our community can deal with controversial issues in a civil manner and demonstrate mutual respect for one another. In that spirit, we will insist that all speakers and members of the audience maintain civility and respect for any divergent views that others possess. We ask that speakers please address their comments to the board directly rather than the audience. During the first or first public comment speaker, speakers may uh address only items pertinent to tonight's meeting agenda and during the second comment period can address any school related topic. I want to remind everyone that you may submit written comments to the board via our BOENUS ufsd.org email in lie of or in addition to speaking
143during public comment period. In the unlikely event the board meeting becomes unruly, the board will recess the meeting and return once order has been restored. Each individual speaker is allotted up to three minutes. The individual time limits will be enforced so that as many members of the public who wish to speak may be allowed to do so and to respect the other board business that is being conducted tonight. Uh before speaking, please share your name and address. Thank you. All right. >> Thank you. conditioning resident as a prek student um and also first time attending boarding was really impressive that I got to see all the future opportunities for my child. So it was really impressive and proud to be part of a community that has so many offerings um and special students that um
144to look forward for my daughter to participate. Um, as I said, my name is Lucy Kada, and I just like to raise a concern to the board's attention um about frequent device use of screen time in the classrooms, in particular, the lower grades, preK to second. In particular, we are concerned about the regular exposure to individuals with handheld devices and streaming video content that is not incorporated into the curriculum. And it is instead used for brain breaks, indoor recess, during dismissal, other transitional moments, and most significantly as a reward. We ask for clarity on the amount of screen time that four to eight year olds are engaged in at school. How much of that time is interacting? Interactive verse passive. How much is instructional verse noninstructional? Is there a policy? Parents have received inconsistent and
145sometimes conflicting communication from administration, teachers, and most importantly our own children. Does the board have any recommendations on resources to guide conversations with the teachers in school? This is an issue that matters deeply to us and we look forward to working together on the best way forward to minimize unnecessary screen time. Thank you. >> All right. Thank you for your comment. And I would add um and for anybody else who wants to speak as well, if you make sure you've signed in with your um contact information, that way we can have an appropriate administrator reach out to if you would like a response. I'm Kate Marshall. I'm a resident here. I'm the grandmother of two preschool and kindergarten and second grade students here. And um also a teacher in Starale. So I've been a teacher
146for elementary for 35 years retiring. Um, but I do also have some concerns uh about screen time um with our youngest students. I'm sure that the district has policies and guidelines around technology used in the early grades, but um I wonder if there might be some need to collect data with data driven here um and maybe create some additional policies that guide the effective and responsible use of technology classes. For example, I know that in Scarsdale, we have policies that include no YouTube access for elementary students. If a teacher wants to use a YouTube video, they have to um put it up on the platform and add, you know, academic questions to it um etc. But kids can't access YouTube. Um there's also no screen time at recess, no device used at recess. Recess is
147for play. Students and teachers are not allowed to access any platform that has not signed our stringent privacy policies. So it's like a white list and teachers are not allowed to use any website or platform that haven't signed it. The Google landing page recently blocked for students because it has AI responses and so students are have only been required to use the school database library pages for research. Um we're also deeply involved uh in collaborative research and how to safely and effectively harness the power of AI. This year we um did a pilot using some um platforms for test prep which was I thought great. Um so you know we saw here today that technology is a powerful tool. these kids. I think there was a recent statistic that uh for our kids entering kindergarten
148when they reach uh the age of getting jobs 60% of the jobs that are going to be available to them do not exist yet. So technology is important but for youngest students especially here in Austin where there's different languages and different cultures and um different needs. I mean that's in any school in Scarale there's quite a lot of diversity everybody rich but we have lots of different cultures and different social emotional you know levels and that kind of um play is so important. So what if instead of being rewarded with a movie um kids were rewarded with free choice play how much more ready would they be in middle school and how much more would they feel like they belong? So, I can tell you as a teacher, I appreciate the policies that are in
149place because it makes it easier for me to deal with parents and children. Although I may have to work a little bit harder to keep >> Miss Marshall, I'm so sorry to interrupt, but we do have to keep you to three minutes. I welcome you to um because I see you've got a prepared statement, send it to us. You can email us. >> Okay. >> Thank you for your comment. Is there anybody else here who wishes to speak? Is there anybody online now? All right. Um I'll say one more time to make if you haven't um lo if you expect a response, make sure you leave uh contact information. All right, moving along to uh board reports and dialogue. I know we met last week, so there's probably not um too much to report on
150here. So, does anybody have anything? I I I forwarded to the board the section one um um conversation and um just um putting forward to the board. Is that something the board would like to consider doing a resolution on? Obviously um the guidelines say that in order to change the bylaws, basically this is about making sure that um p private and public schools can compete interscolastically throughout the entire season. But sectional playoffs will then be uh private schools can play with private schools and public schools will play with public schools. So it's a change to the constitution. Um the way the constitution works right now, the superintendent, the high school principal, and the ad have to sign that. I signed um in favor of that. Um but um our organization Lower Hudson Council of School
151Superintendent put forth a sample board resolution where you can direct the superintendent. You can change the language that you're very much in support of that. So I'm just putting it out there. All my colleagues are doing that throughout Lower Hudson asking their boards, is this something the board of education here in Austin would be interested in um discussing and then doing? Frank, you've got something. >> Sure. Um, yes, I would like to see a potential res resolution on the next agenda. I mean, your time frame is the 13th, right? We have to do something by the 13th. So, we have another meeting before then, >> right? >> Yeah. I think I've heard from enough in the community and enough at large that this issue is something that most people want to pursue. Other districts are,
152and I think it makes a strong statement, and I think a board resolution's a good approach. Um, I'm gonna assume you've been in communication with Kim Saxton, our athletic director, and that she absolutely supports this. >> Okay. >> Any any other questions or thoughts from the board? >> Forgive my ignorance, but what what is it now? >> Um, both can play for sectional play in in section. There are 11 sections in New York State. Athletics are divided into 11 sections. Westchester, Rockland, Putnham and parts of Duchess are second a section one. So the constitution for section one uh allows for intercolastic play for uh private and parochial and then they can also move on to sectional play. If you win sectional championship, you can move on to different state levels than competition. There are some
153sections that don't allow um private school to win a public school championship. The title is the New York State Public Athletic Association award. There are some sections that just don't allow it. There are some that do. So, uh we asked the organization that oversees athletics in the state to um take a look at this and they have we've gotten mixed reactions from that, but we can certainly have control over our own section. and then change the rules here. So, this will continue to allow intercolastic play with private and parochial but again um at when it came to sectional championship, semifinals, finals um it will play for public school will only play against other public schools and private schools will play against only private schools and they will have separate awards for each of those. >>
154Okay. Thank you. Right. And that was going to be my question. So then if this goes through, there would be a like private school basketball champion in the state and a public school something would be kind of worded like that. >> Correct. >> Just to be clear, it already exists. Yes. Right. >> So a fed a state federation championship has an independent category, a a parochial school category, and basically has public school category in New York City schools. Mhm. >> So I think part of the issue is even within our own section in the boys categories, most of the Catholic schools will participate in the Catholic school league and they can go to a state championship in that way. Some of the girls categories, the Catholic schools participate in the public school league. And so
155you have instances where Catholic schools win state championships for periods of time and there's all the issues of they're drawn from a larger net and all those kinds of things. So >> right >> it's just an issue that there already is a category for for the all the schools why why is why is there this over why is this there you know why are public schools kind of treated in that same category public schools couldn't participate in a Catholic school league or or open independent league at the end of the day so it's something that's kind of been on the craw of a lot of people for a very long time and I'm glad to see that there's been some traction on the issue because I think section one overwhelmingly the public schools support this
156>> overwhelmingly and I know here in Austin our girls basketball many times made it and could have but uh and they did but again competition from a a private school in Duchess County that recruits um it's just not fair that's the overarching point behind the whole thing. So anyway, that's the point of the resolution. So I'm happy to put forth the samples that we have for the board to consider for the next meeting. Sounds good. >> It sounds like a I don't know if anybody else has anything a green light to put it on the next agenda for our next meeting, which is not until June 10th. I think we're we've got a couple weeks between now and our next meeting, right? Um any does anybody else have anything for board dialogue? The dirt the
157dirt committee met today for some policy updates or was that yesterday? It was just yesterday. Thank you. >> It's one of those kinds of weeks. >> No, agreed. >> Melissa, did or Mary, did you want to provide an update? It was >> No, I mean, we the district safety committee met, right? which is um you know we we talk about the dirt team which is the district emergency response team and Bert teams the building emergency response teams but under the law there is a district safety committee that has many stakeholders in it parents um um representatives from all the bargaining units representatives of the board so Melissa and Frank joined that meeting and the overview was an overview of the entire safety plan the changes we had to make any feedback back given to them
158uh that they have for us. It included a lot of the new regs along DeA's law and what we need to do around AEDs and cardiac arrest. So those were the big changes there. So thank you. I forgot the weeks kind of blurred into one. >> It's all blurred together. >> So thank you Frank and Melissa for being there. very efficient uh uh succinct uh clear which you want in any setting but especially when you're talking about safety. So everything was precise and communicated clearly and efficiently and >> thank you in >> all right um I do want to make sure we don't let this meeting pass by without reminding our community that there is an election on Tuesday. Um, so, uh, please come out, exercise your right to vote on the school budget for
159this year and our board of education election this Tuesday, May 19th at the OS gym from 7:00 a.m. to 9:00 p.m. Um, so I'll take a motion right now to enter into executive session for the purposes of discussing the medical, financial, credit, or employment history of a particular person or corporation or matters leading to the appointment, employment, promotion, discipline, suspension, dismissal, or removal of a particular person or corporation. >> Second. >> Any discussion? All in favor? >> I opposed. Abstensions. All right. The board does not expect to meet again in public. So, thank you if you uh watched this meeting and we'll see you next time. >> Thank you.