001all right good evening I'd like to call to order the Board of Education regular meeting of Wednesday September 25th 2024 uh Roger vatar will you please lead us in the pledge to the flag of the United States of America and to the repu one nation under God indivisible with liy and justice for all thank you um now we'll hear from our superintendent for her update all right good evening everyone first of all I would uh like to uh take this opportunity to express my deepest thanks and with a strong attitude of gratitude to our community for yesterday's Bond vote we had a really high level of participation for those of you who missed the numbers I enjoy repeating them again we had 1,126 yes and 338 no engagement is what strengthens our district and as
002we move forward we will continue to keep our families staff and community and informed us to our next steps um I have to give a very special shout out to this board of education who starting you know a little over a year ago worked with Alita and I at multiple meetings countless this board never lost sight of the importance of its vision for this transformational Bond but balance the the financial needs of this community in its state in its place so Alita thank you for your fiscal advisement and leadership in this the many meetings and walking the attention to Pro program but this board of education was out there to over 50 different community events in many different ways in many different places and I think that's the Hallmark of a great board that you're
003out in the community that you're reacting to and engaging with your community your constituency all buildings all places and this strong uh resounding yes is a really affirmation of the seven members of this Board of Education and your leadership so uh on behalf of the administration and Alita thanks for all the conversations and and uh meetings and just just the attention to detail we never lost sight of how transforma transformative this project will be for the life of our children and this community so congratulations to this board of education for a job very very well done when you think about a community and the level of goals that it has for itself and and the Unison in which you approach it um I also want to recognize our um my friend and colleague Dr Raymond
004Sanchez who won nisus nisus is the New York State Council of school superintendent superintendent of the Year award as his former ninth grade teacher I'm very proud and um but I will say um and I I I think about comments Frank made about a month ago you know many of the things for which Ry won the award was being part of this team this community um a community schools initiative full dayc um being able to bring in dual language the MBK program the philosophy behind um Community Schools the philosophy and energy here in ausing always keeping this board the eye on what is important to this Community is echoed in Ray's award as superintendent of the Year by nisus so again um this is an award that this board won too you did so I
005just want to thank uh again this board of education for all its hard work over the years and adopting um goals working with the superintendent to achieve what's in the best interest of of students and Alita you were here through all of those initiatives and the importance behind finding funding mechanisms finding streams for all of this it takes a team and it takes a village so thank you everybody all right so uh as part of ours tonight we also have um a um our student representative joining us I think that's a big part of of some of my update tonight so at this point I'd like to hand over this section of my update to Jeremy ducos who's going to introduce our newest member ex officio member of our Board of Education Jeremy good evening
006members of the board community of aing it is my distinct pleasure to announce our student representative from WS this evening Miss Aaliyah Jordan and before she comes up I cannot say how proud I am of you and you know this the mountains and hurdles that you have overcome and climbed is the reason why you were chosen by principal Langley so without further Ado Aaliyah Jordan please and again another congratulations to the ausing Board of Education um obviously you knew something that the governor of New York decided was an important thing to do so good evening everyone so today I am here to present some updates on ausing high school for this month of September oening High School is off to a great start for the 2024 to 202 school year with our first ever full
007day freshman orientation which took place on September 3rd on this day only freshman participated in a welcome back assembly met their house teams swapped their Chromebooks picked up their IDs and participated in a community lunch they walked their schedules to meet each of their teachers this was an opportunity for freshman to have a seamless transition to high school and a great start of the school year shortly after there were house assemblies conducted to review student expectations safety and the importance of attendance each administrator met with their house students and discussed the core values that guide our school Community administrators emphasize the significance of maintaining a respectful and inclusive environment highlighting how positive behaviors contribute to everyone's success now I'm going to share some proud moments for ausing high school for this month we would like
008to give a congratulations to the OS marching band who was selected to perform at the Pearl Harbor Memorial parade in Hawaii in December a congratulations to the OS football varsity team on their amazing home opening game and to Gabriella Hennessy on her a th career assist the OS girls volleyball team who won their season home opener student Alex linan for making the 2024 lwh Hood boys soccer Elite 11 OS girls varsity soccer on their Victory against White Plains we would also like to give a special congratulations to seven of our student athletes for making it on the lwh HUD Sports super 11 watch list congratulations to Aiden Moore Sophia sorz Michelle Zuniga Sandoval and Lindsay Sai from The Varsity girl soccer team Jason chuni Brandon Brando tuba and Alex lenan from The Varsity boy soccer
009team and that concludes my report for this September thank you for listening thank you so much Aaliyah and welcome to the board we look forward to hearing from you again um uh before we move on to public comment I just uh want to take a moment to speak and thank uh the community for supporting our bond and I'm saying this on on behalf of the board um um that I'm so uh grateful to live in a community where we have agreed to support the students in our in our schools uh with an an over to expertly carry it over the finish line so we we are very thankful for you Alita your business leadership this would not have been possible without um your expertise and our uh Partners as far as our contractors go who
010have been very prepared and made themselves very available to the public so that we can all be comfortable with our steps moving forward um our vice president crossling has some flowers to give out to um Alita and Mary and then also Illy who has to do our district clerk who does a lot of it's a lot of work to run an election um it especially at this time of year it's difficult to get voting machines and things like that and pull workers because everybody's believe it or not the oening bond vote is not the election that is on everybody's mind this time of year um so thank you very much to Il and we have a bouquet for Nicole ree who is also just a true uh leader in Communications making sure that our community
011uh truly understood the work that was happening and was able to take what was really a complicated financial situation and make it digestible for our community in a way that was accessible for them so I just want to say um thank you on behalf of the board uh we appreciate all the work that has gone into this and of course we're only giving flowers to a few but I mean our flowers so to speak really go to everybody because it's been an even bigger team left so um thank you so much and thank you and thank you to our board president I have flowers for you as well these are for you because um they're all sunflowers because you were so sunny in all of the interviews oh thank you with the Press so I
012thought that was appropriate thank you um let's moving on after that celebratory p on the back for everyone here um our the next item on our agenda is uh do we want to do public comment okay we'll open it up for public comment we have 10 minutes set aside for public comment at this time if we have anybody here or virtually who wishes to speak is there anybody in the audience who wishes to speak is there anybody okay moving along um I'd like to take a motion to move up item 4.1 uh all in favor or any disc all in favor no any discussion I'm like I'm flustered any discussion thank you uh all in favor I I opposed abstentions uh 4.1 resolution to approve an agreement with an inter administrator uh any discussion all
013in favor I I opposed obss so um this evening I would like to welcome um uh someone who's a member of my club the retired administrators Club who was moving on to her career with TC uh supervising principles for New York City and and be involved in student teaching and um Peggy is a retired Elementary School principal who uh knows so much about reading we go back 33 years the science of reading existed in our former lives way before it became popular in a buzz so when we uh we have this um Jessica Turner left um I we want to give a very thoughtful response on to how we place that so I reached out to some friends and I kind of begged Peggy not to take the wall at TC if she would just
014come and help us out in ausing and she graciously accepted to do that so Peg if you want to get up and say a couple of words and yeah you can help you okay good evening and congratulations on your bond vote that is a major major accomplishment so congratulations I'm thrilled I'm thrilled to be a part of a team that Mary leads again um I'm excited I've met so many people and everyone's smiling I was in the district office and I just met Aaliyah's Grandma who went to Asing and she's still smiling so I'm just I'm excited I'm gonna work with Maria tomorrow and go visit the building I just want to get my hands back into it and be with students and teachers and support the administrators so thank you for this opportunity thank
015you P than with her husband Andy who's also a retired administrator um he worked in Kona lewisboro but he's he's still going back to TC okay all right so welcome thank you and we'll see you tomorrow okay welcome and thank you um the moving on to the work session item our first item is uh our Equity item culture of care code of conduct PB social emotional learning okay all right thank you Ang so we have um um and again as I mentioned earlier I apologize to the board for the lateness in getting this presentation it was a very busy uh week and a half and uh setting the agenda um was also so I do appreciate the team for coming together and we we understand the need for efficiency of words but yet being very
016direct and intentional about our work and I Maria and uh Kim will also be teeing up certain sections of this report good evening thank you Mary good evening president menelli esteemed members of the board uh tonight is our first presentation of many uh we have three esteemed directors here ready to present to you on the culture of care Equity centered systems practices and outcomes if you notice the first slide is grounded in our on our vision beliefs and uh core values uh as you notice throughout our vision beliefs and core values Equity is at the core of everything that we do tonight you will hear that resoundingly throughout each of our director's uh presentations so we always go back to this slide every single presentation that we start every single session that we start we
017start with our vision beliefs and core values the this Slide the pillars of the long range plan and our priorities we just want to demonstrate that our work which started last year grounded on teaching and learning supporting and strengthening teaching and learning data literacy focus our Equity work and family and Community Enga uh Partnerships which are our four pillars uh continues we just this year we will continue our work however deep in it and this evening you will see uh and you will see the trajectory of the path that we've taken in the past two years uh before I hand it over to Kim who will take over the next two slides I just want to um introduce the board to you have little baggies on your next to you this week is National Gear
018Up week so we are celebrating the entire week Mr Duos will talk about it and you have some goodies uh here as you can see we're wearing our Gear Up um swag uh also you have received journals um which you can use throughout your year and taking notes um so enjoy Kim So as oh sorry as Maria mentioned um a presentation around equity and we talk about equity on a regular basis within all of our work but this evening we are hoping that you are able to see Equity through our policies our systems and our structures that have been created our programming as well as our community outreach so not only hearing the word Equity but living and breathing it through our work so the focus around our presentation is going to be framed around
019three questions where we were where are we now and where are we going so with that being said I have the distinct pleasure to turn it over to Dr Ann Dey who will begin the presentation this evening um so while this specific slide concentrates on Equity professional development our goal as um Miss marrio stated is to be the thread that runs through not only this presentation but everything we do across the district and particularly at the intersection of our work of the work with Dr Lopez and Mr Duos thank you um as shared our systemic implementation of work includes a focus on policy systems structures and capacity building this is especially true for our Equity development work where the updated Equity policy was such an important part of our professional development in fact it was
020highlighted as an Exemplar policy at my pnw Bose's action collaborative so um many kudos to the board on on their work and as identified by the collaborative this model policy serves as the beacon of our work to develop a deep understanding of the direction every school last year participated in a deep reading um We examined the whole policy and particularly the updates and we'd like to thank um especially thank board trustee Banta who joined um professional development sessions to unpack the policy and provide the Contex of its development at AMD and ohos um now that all schools are familiar with the policy we will use it as the lens through which we examine other policies and procedures later on in this slide I will talk about leadership professional development that we have planned for later
021in the year and consultation with recenter race and equity and education and they'll lead us in the analysis of these policies and procedures using the equity policy at each School other important systems and structures of our Equity work um include the district Equity committee that again is the policy leadership and visioning arm of our Equity work um and they break into subcommittees based on the five recommendations of our n NYU study including climate Consciousness communication culturally responsive curriculum instruction data to drive equity and professional development to development Equity lens and with this visioning we created the equity Fellowship that's the working arm of of our Equity work um our Equity Fellowship includes our building Equity leaders our csse writer our our crse writers our culturally responsive and sustaining education writ writers and our student Equity
022advisers so this year our building leaders will continue to design and facilitate aligned professional development based on the archology of self framework that we began three years ago defining what it looks like for students and staff to give and receive critical love which we Define as a profound ethical commitment to our community and the community we serve last year we continued by exploring critical humility or understanding the different worldviews that may limit our understanding of the experiences of others in our community and we did this through case studies and hopefully you've had a chance to view Our Community Partners PS um we've used those as case studies um and opportunities to engage um and thinking about critical humility this year the building leaders will engage in critical reflection that requires us to reflect on our
023Assumption of others engage in critical reflection and reflexivity which means a change in our Behavior to disrupt bias that we may have again our CRC writers will build on our exploration of student Identity or providing Windows mirrors and sliding glass doors for students to see themselves and others in their learning to include this year criticality in these polarized times we believe it's especially important for students to be able to evaluate sources for perspective as well as to identify issues of power class and race that are evident in the positionality of the writer student Equity is another especially integral part of our Equity system last year we had student Equity leaders from Brookside through through OS we were so happy to have some of our board trustees there um at our Equity Fair during our student
024Equity Fair students presented their one world social change projects and engaged in a student panel where they along with students from ter toown and Peak Skill identified barriers to equity in their schools um we also leverage the voices of our students and I do encourage you I don't want to take the time to do it um you'll actually see some familiar faces if you look at the PD centering student voices that really talks about student pers perspectives of identity and belonging um that really was the frame that we um use we Ed that video for our own ohos professional development um in student Equity we'll also continue oh as far as also building the um capacity of teachers will continue to measure and increase cultural awareness which we use to um measure the effectiveness of
025our work um via the Panorama survey for this year um the districtwide cultural awareness score increased by five points to 66% um it actually the average with many of the elementary schools were higher because they had more they engaged in more Equity they were able to engage in more Equity professional development sorry good oh so we want to go to the next slide or mtss so well it really is We Believe on the top there's a little saying there that mtss is equity with its work boots on it's really um where to ensure the equity of student experience we use the mtss framework Guided by our process by our mtss manual um that we continue to evolve with the benefit of feedback the ma manual outlines procedures for multi-tiered systems of support um as a
026data driven decision model to ensure Equity of instruction and corresponding levels of support Universal screeners provide baselines that allow us to rapidly identify and respond to the comprehensive needs of our students including academics Behavior SEL related service and as well as attendance um we are working towards achieving 80% of our students responding to the differentiated resp differentiated and responsive instruction and supports in our classroom with the next 15% of our Stu students receiving some Target supplementary supports well we really deeply explore the needs of five five per the remaining 5% of our students who require our greatest Equity lens to determine comprehensive targeted supports to ensure Equitable access to learning our dedicated Focus this year is to bolster bolster the differentiation of tier one instruction to ensure that are like a healthy system that at
027least 80% of our students are accessing instruction in their classrooms um our Universal screeners allow us to assess where students are in order to provide targeted instruction as well as to understand that adequate progress is being made there or allow alerting us to change course we use NWA for academic Universal screeners and Dr Lopez will also discuss seal screeners and behavior baselines um in just a few moments I'll also talk about the mtss framework we use um to approach attendance um our system for datadriven decision-making includes the consistent rise data protocol modeled after the plan due study act model where we recognize the strengths of students investigate through data State the reason for or need for growth Elevate or set a goal and develop s for solution that results in an action plan our manual
028also outlines an aligned approach to meetings including tier one one thing I really want to bring your attention to as well is um Miss Mauricio Miss Turner before she left developed the mtss educator request for student support form that will be the vehicle that will generate a tier one meeting um if a a teacher is looking for supports of how to differentiate and and Target instruction in their classroom um my particular focus is on tier two our six week review meetings where we review um and monitor the progress of interventions across attendance behavior um along with Dr Lopez and academic interventions as well as the E the E efficacy of interventions our Equity work really depends on making sure that all students are making progress across all areas um tier three meetings are generated again
029um for students when when they're not making expected progress in class learning so as a result of our tiered efforts we have increased overall satisfactory attendance by 12% districtwide When comparing 2021 data to 2024 in fact the graph at the top of the slide shows that this increase is consistent across grade levels um and if you click on your own version the attendance tiered support supports and data link um will help you learn more about our layered attendance interventions and the trends of increases in attendance that can be found across all disaggregated groups we attribute these increases by boosting our tier one efforts for all students that include communication of the importance of attendance via letters posters press releases um this year thanks to Angela we also did along with Dr Lopez a be presentent
030be power ful um Public Service Announcement um this year we also look forward to reinforcing tier one supports for attendance by expanding the celebration of classes grades and houses that have high levels of attendance in addition to communication and reinforcements we've also deepened our systems um and regular routines for attendance analysis um at least once a month we provide um attendance data to schools and they're reviewed in house and grade level meetings as well as the six week review meetings in elementary schools um as an additional lever to approach chronic attendance in the high school we've developed root cause surveys to identify the barrier of attendance for for students in the high school um we've also added peer mentors um for students withon chronic attendance and again it's a program that was brainstormed by Miss
031Francis who is um Works in our attendance office at the high school keeping with the theme that students can only learn when they're in class is we know that students need to remain in class and be supported in their behavior and seal development um so I'm so very proud of the collaborative efforts of the code of conduct committee the majority of the work over last year and the year previous under the leadership of Miss Langley um was the development of a a progressive behavior supports rubric um according to and quoting the code of conduct committee it was developed in order to support the fairness and consistency of the administration of the code of conduct the Committee created this rubric to clearly identify Progressive supports interventions and disin disciplinary responses for respective behaviors um the categories
032that you can click on if you click on that rubric are designed to guide Educators and leaders to use appropriate interventions and responses at all grade levels um it again will optimize and provide the teacher W with more tools as well as motivate students and reinforce positive positive behavior um the minor form that you can also click on was developed and completed to document is completed to document a behavior that does not meet the criteria of a major incident um importantly like the behavior rubric I would really like to highlight this it provides Educators with strategies to engage before an incident develops um to to prevent them hopefully during an incident to deescalate a potential situation or afterwards to empower the educator to um maintain their Rel relationship with the student and teach the student
033new behaviors input into the minor form also empowers PBIS teams to analyze patterns of behavior as Dr Lopez I'm sure will elaborate upon I believe that this continue to work work along with our restorative practices work and learning will Empower student will Empower and increase student learning time and decrease disproportionality um to provide alignment I provided a presentation of consistent information and guidance to our elementary educ Educators during our opening superintendent conference day and again to support the rubric the use of the rubric and the minor form um from the start of the school year one thing that continues to stay with me was from the beginning of um my involvement in the committee when uh Miss Langley shared the root word of discipline is disciple and it really means to teach and really the
034focus and the intention of our work here should be to teach students new behaviors um and to maximize behavi um maximize relationships among students um and their and their Educators so well it's our our hope that um all students will will respond to all of these comprehensive supports our Panorama data as well as qu qualitative reports um and discussions with our students show that not all of our students experience um a sense of belonging and that they require protective layers of of support to overcome societal barriers across all of these groups the successes represented in our data are a result of the collaborative efforts of Our Community Partners I really would like to highlight um our mqu work today and thank you for everybody who um we actually um welcom 13 uh school districts from
035across the state who are also engaging in the certification process to become MBK communities um our goal will be to continue and build Upon Our certification our national certification to become a model Community but more important than that um is our our progress towards meeting our Milestones um I'd like to just highlight that we actually at this point engage 100 37 students across the district boys and young men of color in our programming and um that students again I also want to um highlight that 100% of our graduating seniors um 100% of our MBK students graduated from high school um which is one of our probably our most important Milestone um I also had the pleasure through like Serendipity that one of our counselors uh was not able our lead advisor was not able to
036run our MBK camp that I actually was a MBK camp counselor this summer weeks for three weeks um and we engaged in wonderful multiple literacies including um Congressman bman we um engaged in stem learning we went to Legoland um we did project Adventure but really the focus of our our work was really about ensuring that our our young students were developing a love for reading and seeing themselves and building relationships that help them feel welcome in school um and actually this summer we saw 200% increased enrollment um over over last year and we had Dale 93 daily attendance of 93% um there is a picture that I hope to share with you as well um of one of our our counselors um was leaving two days early for a trip and 30 boys Bo surrounded
037him and hugged him and um he's not a student you would expect to cry but um it was very heartwarming to me that was a qualitative measure of our success um prestigious ladies of power also saw all of the seniors who um went through the program through four years of the program also had 100% senior graduation rate um they engaged in stud their Club is completely student like um and they also developed a collaboration with the links along with MBK that enabled them to um have many more experiences um like MBK one of our focuses for this year um is to continue our targeted Outreach we do Outreach um to all of our for just like our camps um we out we Outreach to students who we think would benefit the most um this year
038also for MBK as well as forious ladies of power to of our MBK advisers as well as one of our PL um P advisers is a house counselor um and they help recruit and connect students to the to the to this programming um Girls Inc is another very popular program um among our girls and again we look to we um we look we look to recruit students who the program is intended for are girls of color and inspire all girls to be strong smart and bold um last year Claremont Roosevelt and AMD girls or 73 girls across the district participated um and are again along with our camp we also had a girls in Camp that served 30 students and saw 90% regular attendance um and one thing we have coming up is a potential
039partnership with um between Girls Inc and regeneron and it has been at CL Roosevelt and AMD and now it will become an AMD star program which is actually upon um the rallying of the students moving from fifth grade they advocated to continue the program so lastly um I have a picture of bookends is like how do we um pave the way towards graduation for all so all these high school programs how do we also start um the equity for students from from the time they begin school um so well we've learned some things about setting targets for our Park TSI work and setting targets that it actually has enabled us to engage in a self-study to look at our data both to look at um student experience the teacher experience and in synthesizing um teacher
040parent leader feedback we operationalized we we look to this year operationalize the following recommendations um we're going to um go through the no place for hate certification for Park School and become a no place for hate school um we're channeling money towards um PBIS assemblies and building school spirit we dedicated money to field trips culturally relevant field trips and assemblies as well as te more Tex and then the teachers really identified through looking at data that they want to learn more about foundational for those of you are aware we're still doing a search for our fourth assistant principal at ohos and so an has been up at OS on a fairly consistent basis helping out and it been dub tailing with a lot of the work that she's been doing there with Jeremy and Latoya
041so Dan thank you for that thank you all right um Roger do you want to go first okay thank you so much for that presentation um and I was kind of as you were presenting looking a little bit deeper into just some of the um attendance data and I just wanted to just seek a little bit of clarification so on the grade level sorry at the um High School where and this is really strong Improvement here this is great um what grades are you seeing perhaps where this might might be falling off a little bit more from the satisfactory and higher at risk and some of those numbers are not working not as good is it more so in this senior year is it more junior year is it evenly spread what's kind of your
042your to go into the bigger slide give me one moment well an is bringing that up I'm sure all board members saw the recent on board issue where the the state is looking to go away from the topic of chronically absent which has been defined actually by the federal government at 10% because let's say for example you have a student who's out and for whatever reason it could be for many many different reasons uh maybe 60% and that student then improves attendance to 80% they're still dinged as chronically absent whereas if you had that level of growth uh it's not recognized by any metric so the state is is looking for a new way of flagging attendance and to be able to recognize and identify growth because clearly efforts made to have a student and
043working with families to move from let's say 60 to 80% um should be recognized right you know it just it's set up just at 10% and then it's looked at very differently slide eight and I see it now all right so um so as we look at the highest rates of satisfactory attendance it is I don't think it's up on the screen so oh oh okay I didn't know if you were showing it or you're just I can do that okay and again when we get the state uh report card data that is currently embargo I know board we're going to do you know an aing by the numbers dive into all of this later on in the year when we get the green light from the state to start talking about in public so
044you can see the high very high levels in sixth grade SE sixth grade seventh grade um fifth sixth and seventh grade are probably our highest grade levels and then historically um we see lower rates in 12th grade um actually ninth grade is much higher than it was last year so 12th grade so you know again we're trying it's actually we're looking at both ninth grade and 12th grade um attendance for this year in our house meetings with a particular Focus um and again trying to nip attendance issues in the B I I appreciate this I I think that there might be some level of you know anomaly that might you know particularly for the the seniors because of the fact that you get to a point where you have and it could be seniors and
045maybe a mix of Juniors you got various competitions various like the kids that might go away for the the in Hawaii and they're going to be a away cuz you had you include all the excused absences and everything in here and I think that's what skewing the data here that's my perspective so we we do it probably not in these slides but we do try to tease that out um and one of then I can share another one on different presentation in our district attendance committee we've actually looked at the codes and tried to extrapolate and take some of those excused absences out attendance Works actually suggest that you look at every every absence is an absence and every absence is a is results in a student not being in the classroom but you're absolutely
046right it it folds in college visits like they're counted as absences right because my intuition was the fact that your 9th 10th and 11th were doing better and this is what it's showing and the concern here is the fact that I think we're this is kind of dinging us because of all of the things that we we have to and we we as a district participate in a lot of different things but I kind of feel like there that the numbers probably would be much more true if we looked at it from what I think is realistic and the way it makes sense so um so things like field trips are included which is that what that tells me and and that's confirms what I what it is I thought which is interesting but all
047in all great to see that the numbers ticked higher so thumbs up there that's great 12% higher and again our decrease in severely chronic um is also it is and I feel like I have to take this with a little bit of grain of salt too because of the fact that of all what we just discussed so I think your numbers actually probably Fair a lot better but the other piece and I think we talked about this at one point you know in the senior year also after you get pasted you know for the kids who are doing APS and other things may have happened at that point in time it's kind there isn't a lot that's necessarily going on that they you know you find a lot of does that mean they're not going
048to grad graduate I don't know I Maybe not maybe I don't know there's perhaps more to be dug into on that as you guys dig in a little bit further so just for the perspective when somebody in the community looks at this I think it's they need to understand that that that you have to take this with a grand of Sol because that's why we did look to share overall Trends I think the real focus is when we look at Behavior data or I'm sorry attendance data in our house meetings or six week review meetings it's really just to say like who who do we need to pay attention to and reach out to and if we do a root cause analysis and we know that a student has just been engaged in um in
049some visits or like that they're but they're still on they're still on track for learning then that then the data has served its purpose okay that that's helpful and I thank you for confirming that my second question and my last question I know we talked you mentioned in there in terms of looking at multiple Pathways um for for that graduation rate and you know I know there's there's a lot of appetite to kind of like open up that if we're thinking about an equity lens right college is is I'm not going to steal gluc is fire that's fine I probably will but you know college is not one way right there's I'm a big advocate for Trad I'm a big advocate for for CTE you know and all that right that that's that's something that
050we I'm really excited to see what will come from that just because I think the pathway that comes after that and opening those doorways that lends itself to not just because if you don't go to college then therefore where are you right and I want to make sure that we get everybody so when if you also look um further back in this presentation I believe um it shows um at some point oh here we go um an mtss framework for attendance and they say research shows the biggest draw to to attendance is engagement yeah so students are engaged in thing that things that learning that they're passionate about wherever that is it's it's the biggest draw to the tactile learning versus the academic learning and I think that's that's a a critical area to for
051us to open the doors for I agree thank you Roger another thing I was thinking about 2223 is that kids who had covid or Co exposures I think it was were required to be out for like five to seven days so I think that could have possibly contributed to some of the numbers that was 21 or 222 it wasn't 2223 I think families were still being cautious there but it wasn't like a mandate that you from by the district was 2122 yeah because in 2223 it the Mandate was 2122 I remember that but now it's kind of like23 my son was in kindergarten I just remember that being a big topic because people were getting letters about absences but you had to do like a 5day CO thing okay I think it changed early in
052the year that year I think so yeah so I mean we we'll have much more normal data but I think even the data itself just point is take away the grain of salt because I don't think it's really telling the full picture but we'll celebrate WIS um we'll continue in a circle do you have anything um I don't and I don't know if this is for you or maybe someone else or maybe none of the presentations tonight but did just have a question about policy on turning in work when we do have students that are going out of town for competitions um do we do you know if we have a policy in place that they are able to turn in work and take exams Etc um a certain period of time after they get
053back I can check in that I know something that there's a policy is that a policy is that a policy or is it like a soft policy okay the raing policy I I can explain later okay yep that's fine yep thank you uh Melissa I do you have any questions um not too much questions I just want to first off I think um unless um I think the minor form link isn't the minor form y um so maybe we can get later we get yeah um I'd be interested in looking at that okay um and just I you know no questions but I want to just highlight some some things that really stood out to me um especially when you talked about the 5% um and just figuring out different alternative ways to kind of
054reach that 5% sometimes when you're talking about data the bigger number is the one that gets focused on and it's like oh everything but 5% isn't that great yeah it's great but what about the 5% and so I'm happy to see that that is being explored is how do we how do we readjust to uh and what are we missing with that 5% and how can we do better um so I really appreciate that um also the um just the overall incorporating data um I feel like I've said the word the word feedback loop so many times and now I see it on the presentation so I appreciate the fact that I appreciate the fact that those um just those Pathways of communications are being developed because I think that's a key component of making
055the work sustainable and impactful and and actually um infusing Integrity of what um is intended for our Equity work within this so appreciate that um and I do like the the fact that when you're evaluating approaches you're talking about root causes right because there's different um as we know different experiences for different students and different reasons that we're seeing the outcomes and some of the data so I appreciate the fact that um things like the perspective of archaeology itself which are some things um that were talked about early in our day today I actually like how transferable the discussions here um and what's presented to us today transfer from some of the discussions we had earlier so um no questions really at this point but I do those are some things that stood out to
056me among many so thank you Annie um there has been a l discussion in general about attendance policies um leaning aist and I was just curious how our district handles children who are students who are maybe medically complex and have to miss school um have disabilities that require them to miss school and how those are brought into the attendance well certainly often those would be excused absences um and I like there's law actually around typically um parents hand in medical documentation and then it becomes an excused absence um if it's um a long-term absence where a student is um out of school for an extended period of time um we do work with the family by providing home instruction especially if there's an intense medical need um or surgeries um and then one more question
057um do we use seclusion and restraint at all as a discipline method no great that's the answer I was open um in I can answer that one as well um so we I want to say it was August when we had our administrative Retreat I did a presentation on restraints um our updated um policy that came out from the state um The Next Step what we would do is now look at our board policy to ensure that it aligns with what the state really um came out with and it with guidance um so all um assistant principles were given a presentation it was shared also with the principls and we also provide the CPI training so thank you you're welcome Frank J have anything um a lot but I'm going to be quick it's an
058excellent presid presentation lots of really interesting things that I know the board's been looking at for a long time um I just want to give a lot of credit to the systemic approach systematic approach of looking at students on a regular basis and and adjusting throughout the school year I think that is a huge thing I the thing that I don't want to misle attendance is something that we kind of had once a year reports way back in the past from the state and the fact we're looking at it regularly is tremendous and I would say like I remember looking at the Early Education attendance when it mirrored the high school at the end of the day and the fact that we're like doing 20% better on the satisfactory at Brooks sideen Park is like
059a huge thing so when you talk about celebrating the winds like there's really really great things and I appreciate the trends because it helps you see in the recent past but when we even go back further I think like this is something we should be sort of standing on the root Toops about because getting kids in school at those early ages is so key and so I just remember Dr dearly you talking to parents as they bringing in kids like I was bringing my kid in L to Brookside one day and parents are being told the importance of getting them there and like you know it just it's so important so I really appreciate the details there and and the details around the supports that we're doing across the board I know you you spoke
060you know specifically about mpk PLP really great you know it's great to see those groups meeting regularly and the numbers there so I just appreciate the fact of just we're getting numbers we're getting timing and that you know really thought and conscious adults are looking at this on a regular basis and adjusting as we go through and so my two cents that I'll add into the high school thing is I've read the high school senior experience there but there's a there's a differentiation too that happens at the end there before kids going on to the next phases of life and so I think all the best efforts it's going to be a challenge there but maybe there's interesting ways we can try to incentivize kids to have them there I don't know but High School
061seniors are in a different headset a lot of times so anyhow but great presentation thank you so much I do just want to shout out um with you acknowledging our early childhood increases in intendance the efforts of our family engagement Specialists yeah which is a great great use of resources to address a big issue yeah great um first of all thank you this comp this presentation is so comprehensive every link you click on I feel like you get a whole new presentation that we the minor it'll it'll the minor form I me it's so dense um yes we could have I mean like you could have an hour presentation about every one of these slideshows that are in here so um I do want to preface this by saying I I haven't had the opportunity
062to really dig into it and it might be the case that when I do that later I have more questions which I'll email to Mary um but I I did want to um ask because the app the student attendance is what is catching my eye at the moment um and and I think that these numbers can't simply be attributed to uh a lack of Co quarantines that it looks like there's more there um and what jumped out to me um were the students with disabilities are more likely to be absent than those um but it's also up 10% yes um and that's really impressive um and I I guess I would expect that students with more complex medical needs would be absent more often and this data doesn't tease out which absences are excused and
063and not because at the end of the day I don't think this does the state care one way I mean at the end of the day you're here you're not here you're not learning no matter what reason you're home right um and the other number that jumped out to me were um was that our black students are less likely to have satisfactory um attendance and so but at the same time that's still up 7% so whatever we're doing is we're moving the needle in the right direction so my question is you know what are we doing that's working what are you attributing that to so interestingly it was a conversation we just had in our district um attendance meeting yesterday when we reviewed this data as well um and again what we know is that
064the number one year one draw to attendance is student engagement in class um so I think it's really critical to understand um from a culturally responsive lens why some students are feeling engaged and responded to in their spaces and what else we need to thank you um sorry I forgot about you I apologize go ahead Rob um I just have I too would have a lot around the code of conduct but I got a couple of um just top lines so looking at the year-over-year 2022 2023 2023 2024 the behavior in incidents and I'm referring to um slide 19 on that subdeck we went from 2159 to 23 233 what I'm sorry I have an explanation for that oh yeah so overall we went up and then if you dig in further some things went
065up some things went down I guess not looking for like certainly not looking for an explanation detail tonight but are we do we look at like the why why did we go up overall absolutely so if I can just resp to that and I actually should have um pointed out the graph on the top so overall what's important to us is that we had less student removal from class and our suspension if you look at this toide there's been a really large increase in suspensions and removals from class so the reason for the increase in overall Behavior incidents is we moved Elementary wise from a from a system called Swiss where we enter behaviors um to help us understand and analyze them and because there was no longitudinal data about that we started putting major
066incidents into Infinite Campus so previously before last year we didn't unless a student was suspended or there was a very major situation we didn't have Elementary Behavior incidents in Infinite Campus so this data actually now includes last year's data now Al includes Elementary incidents which has increased exponential or the I think by and large that's what we can attribute that increase to but the what we really want to focus on is our response to is our response to that we've been able to even though there's more incidents that we've been able to be proactive in our response and that they're not result resulting in suspensions or removals from class again we know students learn when they're in accessing learning right so the raw data on the suspension looks good right you have the gray which
067is a big box and then the aqua which smaller just confirming on that are the actual behaviors that are leading to the suspensions decreasing Andor the reporting on the suspension has changed just want a clarification another another report I can actually we we actually have data about what are the specific we have Behavior data codes so we can actually see the frequency and number of which behaviors are are the most frequent um so we have that I don't know that I have it in this deck but I do have that data that I could present at another time got it okay yeah I think the board see I I'm on the code of conduct committee so that committee I would love to see that if I guess if it gets and we do look at
068that there we definitely explore right right yeah no so it's the why if there's that and then it's overall like um I guess what does a good Trend look like because as you pointed out the a 19 we went up but we went up because if I'm understanding correctly 19 slide 19 being the raw number of incidents we went up because we're reporting differently yes we're throwing more into that mix that we did previously so it's kind of skewing it's not going up per se on the incidents it's because add more we know that year will give us a baseline of districtwide incident so as we start to look year to year we'll we'll be able to use um last year as a baseline of the whole system of behavior incident reporting right so you're
069benchmarking that and then Baseline it and then moving from there okay all right thank you sorry again for accidentally skipping um I think you're you're we can get you out of the hot seat now thank you thank you welcome Dr Lopez good afternoon everyone okay good evening everyone um we understand that structural barriers to educational Equity require vision intentionality and perseverance in dismantling inequities through policy review criticality and building our systems and structures connecting programming efforts and student supports with data and culturally responsive actions and by building our individual and Collective Collective capacity to support for all students and all families and therefore we will proceed with um one of our board policy reviews that of the mckin vento or families in transition um and we know that equity in education policy is based on
070the idea that all students should have the same opportunities to succeed regardless of their background or circumstances this means that students should have access to the resources and support they need to reach their full potential this may include removing institutional barriers that limit access to education such as poverty language barriers and disability and prioritizing mental health so we'll start this section with um our mckin vento homeless assistance act which is a federal law that ensures educational equity for Children and Youth experiencing homelessness by providing them with the same access to education as their peers and helping eliminate barriers to learning such as food and transportation upon being assigned as the M mentan um we first reviewed the registration process and at the time we had approximately 23 families registered under this law in consultation with
071um state regulations the registers office people Personnel Services and O Prime we revised the initial registration form and added pregnant questions and facilitated ease of reability readability um with these changes our most recent numbers noted 75 amilies registered under the mckin vento law as of um this month we also supported the creation of a process that focus on registration to the delineation of primary and secondary supports through o Prime with direct connection with our family engagement engagement specialist and made efforts to engage intentionally in professional development opportunities at many levels we continue to examine our systems and structures through the lens of equity in our core culture of care programming at tier one to this end we first adopted the castle framework if we all remember upon being faced with the inequities that were at
072the Forefront of covid-19 in 2020 and later adopted the Second Step tier one core c curriculum alongside the bullying prevention and Child Protection unit division moving forward is transformative seal which connotes a process whereby students and teachers build strong respectful relationships founded on an appreciation of similarities and differences learn to critically examine root causes of inequity as we mentioned it in the attendance and develop collaborative solutions to community and societal problems with this in mind Dr Dil and I have begun to align some of our work and reflect upon where our Avenues of alignment within our equity and SEO structures are in terms of PBIS how do we Infuse trauma informed ideas and practices ensuring racial equity in the discipline policies as mentioned the code of conduct and preventative and restorative justice practices were infused
073in that work and continue to build interconnected systems that support the whole child last year and during our summer work in our culture of care teams the culture of care teamwork we recentered the notion that PBIS is more about Behavior change in the adult as a result response to student Behavior thinking through Behavior as what happened to you or what are you trying to communicate is essential in terms of responding to the student we are also working through how do we continuously reflect upon our systems and structures in developing an interconnected systems framework through the mtss where we examine the needs of the whole child and make sure that the lived experience of students and how we speak about students and families indeed possess cultural humility humility and inquire as qu query as opposed to
074judgment we began to put together a list of tier supportive strategies and want to be cognizant that these needs need to be adapted to the cultural linguistic and neurod Divergent needs of students building upon individual and familial strengths and supports with the caution of not imposing the dominant world worldview upon expectations and behavior this year we will continue our efforts in tightening up our structure in our processes in this effort with that we wanted to highlight some of the data both implementation and outcome data as promised um from our last board meeting this time last year um and through our spring 2024 desam mini data for example results made a difference on male students from Fall to Spring as more males move from tier one and last into tier two and tier three meaning that
075they're moved in the positive direction children of all racial ethnic makeup did better in the spring compared to the fall according to teacher ratings and to varing degrees students identified as economically disadvantaged learning English proficients and students with disabilities also performed better um from the fall to Spring of last year our Panorama student data at the secondary level in terms of school climate more than half of all respondents felt that the relationship between Educators and students were positive cultural awareness and action many respondents as noted um in Dr Dill's presentation also noted thinking about what colleagues of different races ethnicity to cultur or cultures experience yet less people feel confident about speaking um about RAC racism or being engaged in honest conversations with each other about race this trend is consistent throughout most of our
076buildings most students also noted having at least one supportive relationship at home or at at school at least 81% we're talking about students in grades 5th through 12th at the middle school and high school um we did note lower scores on school culture and climate um aligned to our black and African-American students which which highlights the importance of mentoring in some of the Affinity groups such as the MBK um group that Dr Lily is um leading and thank you Dr Dilly and those who have um put forth some tremendous effort in that very important work our data is then also directly tied to PR pring efforts and we have the support of a multi-million dollar grant that gives us $250,000 for each year for 5 years focusing on retention and recruitment of school-based mental health
077providers and direct student support through the Panorama data voices of students in grade 5th through 12 for example indicated that about half of all students are experiencing challenging feelings and difficulties regulating their emotions therefore elevating clinical capacity with dialectical behavior therapy ensures that our students develop research that the students are exposed to research supported coping strategies such as mindfulness and distress tolerance skills that help them tolerate emotions during a stressful event and or reduce impulsive behaviors during a CR crisis other programming efforts around mental health and well-being include programming by wjcs at Park and Roosevelt and this year our health teachers will be embarking on a co-occurring disorder curriculum that talks about the intersection between mental health and substance abuse substance-free Athletics and protect your game week um was efforts between myself and Mr erera
078during the Spring of last year and will continue during the winter and spring Sports where students learned about substance abuse and pledged not to use substances in addition we have new partners this year with growth Wellness services at AMD and Os and then and The Institute of Behavioral Health and will be exploring ericus Lighthouse as well other avenues to also support educator mental health and wellness are also um in the works such as brief for Change and employing restorative justice practices into educator support we are also in conversation um to engage the school avoidance Alliance I know we has had a lot of conversation about attendance and we will be engaging Dr Dilly in that work as well to better inform plans around the cross-section between mental health and attendance we continue on leveraging Equity
079through differentiation of supports and begun an inquiry around our social histories for example and our bilingual evaluation practice practices are we asking questions that leverage the strength of our culturally and linguistically diverse students and families and advocating and supporting bilingual evaluation practices that accurately measure a language disorder rather than a language difference is one of our essential questions in NW work we wanted here to highlight some of the outcomes based on our Pro programming efforts and remind the audience that we hired a new student assistant Services counselor at OS which allowed us allotted us to have a full-time person that focus on Substance Abuse Prevention and the promotion of mental health supports at AMD our prevention efforts are also being intentionally scaled down to our Roosevelt students and families through a hard Wars vaping prevention
080program which was first delivered last spring to all fifth grade students and most Rec recently again this week to our new students at Roosevelt we also had an accompanying parent presentation and between last year and this year we had about 150 families represented there we also continue our long-standing partnership with Andre clinicians who support our student and perhaps one of our most recent exciting and Innovative programs comes to us this year through our growth Wellness Services um they are located in Terry town so let's not tell Dr Sanchez yet um these are pseudo theeuwes um where students May engage impr proven physical and mental health-based mindfulness and therapeutic arts modalities or practices practices that promote healthy self-concept and pro-social behaviors intentional decision making personal and social responsibility among other skills with an intentional focus of
081multilingual Learners and students who are exhibiting behavioral and social emotional challenges and that is the end of my presentation I'm wondering if there's any questions I'm sure there will be does anybody uh want to start we're just digesting still a quick short question um is there any opportunity for parents of children in younger grades to attend substance abuse training in case they are wanting to get a jump start on that of course um we do advertise um so we have a Mont of newsletter that goes out um four times a year we also do advertise all our offerings to all our families in District typically I send the flyer through our district office Nicole resends it out and um then our building principles as well I understand there's a lot in Dr Lopez's presentation because
082the board asked for it and again I realize that maybe you might not have all your questions tonight but we certain understand to answer late when you had time to dive into all the links that included yeah I'm going to ask everyone to just um if you could email me your questions then I'll coate it into one thing and send it off as into one email I think that might make it easiest to to manage when it comes to getting the answers um so are we not doing questions now no we can still do questions now but if you have questions later because there's a lot in here a lot yeah no yeah again another great presentation but I do have a couple quick ones sure go ahead um again just such a broad swath
083here you know there's a part of me that looks at the I mean there's so many different levels of programming here you have Andress you have wjs you have um JCS and then you have the T Town initiatives it would be helpful to get a sense because in the big picture of how we look at this and I think there's like tiers of support levels buried in there that aren't jumping out at us what is the need and how how much are we meeting the need that's kind of the big picture question that I don't want to put you on the spot tonight for but what would be helpful to me is to understand as well we've identified you know if you look at the research the research says 20% of your students really need
084mental health supports at the end of the day and so how much if you look at some of the numbers in the different groups it's far less than 20 right so the question is is are we identifying students and we just can't find supports for them or is it really we're meeting across the board what we think so that that's kind of a question but that's not an answer tonight unless you want to you have something well it's it's multi-dimensional right I mean um at the elementary level we do have the desam which is sort of like a screener on a Elemental Health difficulties and so at the elementary level going through fifth grade we're actually doing quite well in terms of um we are at 80% more than 80% at tier one um we
085have and more than and less than 5% at tier three so we are where we need to be at the elementary level at the um secondary level we students um the research notes that self-report measures are actually better and so students are reporting some difficulties and some challenges withl competencies on the Panorama um and about half of them are and so that's our gauge and that was our intentionality in also bringing in more programming specifically at the middle school and um at the high school so and actually with the amount amount of interns and providers that we have um in house I don't know if I have it in one of the slides we are the ratio to um student clinician to student is one in 112 which is actually really really good yes and
086yes and yes there's a lot of need um and we're trying to do our best with the programming and the intentionality behind the data to um support our students and families great thank you so much and then the second question just you talked about the you know the students and especially fifth to 12th and they're connecting this to an adult in the building which is great like the research behind that really really strong um and that 81% is really great so I guess now we know that like do what are you know what can we expect to see as the conversation few months down the road next year about how we're trying to adjust for those 19% you mentioned like black students and not having the same levels of Engagement there sorry of connectedness like
087you know what will we see from you know in the future on this well I think that's why um the Affinity groups are also important right so although we do have a lower percentage of black students but a high percentage of black students also indicating that they're feeling disconnected in schools and so that's why those Affinity groups are important the other thing that we've we've talked about um is um making sure that we give the Educators the tools to access the relationship Avenue with students relationship building is important um one of the um um providers potential providers that I actually met with today is brief for Change and brief for change is a is a organization that is willing to um come into and do professional development with our Educators um at the secondary level
088our Educators as we know are very content written content Rich right and so they may not always have the bandwidth or the compet seal competencies that we're trying to generate in students they might not know how to um direct those same SE competencies for themselves with our students as well and so brief for change I'm hoping is an organization that is currently right now developing a proposal that will hopefully um be also approved by our grant our mental health Grant to support Educators at the secondary level to elevate your own seal competencies and also also in turn be able to better support our students because we can add many many clinicians but at the at the end of the day everyone needs to have some kind ofl competencies to make sure that we develop those
089intentional relationship with our students and with each other so those conversations will make their way into those regular student group meetings that are happening at the four and six months whether it's attendance or whether it's around just the different tiers of mpss right so that'll kind of Infuse itself into the system correct okay great thank you I'll keep going this way do you have any questions yeah um just hi hi just just as a reminder just help me and maybe other members of the board the Desa the mini Desa given twice a year that's the one is administered by the teachers to the students is that correct the teacher is rating it on the student not to the student so there's eight questions and I'm rating the student students on those eight questions using a
090Liker scale okay so the teacher do and what's so the participation rate is that like essentially 100% like yes they are given professional development time to make sure that that is done and that's done from prek to what grade it's done in the fall kindergarten through fifth grade in the spring is done prek F pre F okay yeah knowing that our students are coming in to learn at prek so we didn't do it on the in the form and then you have the panorama correct and the Panorama participants are students student self-report fifth grade to 12th students only there's not a faculty uh yes there is a faculty um reading and there's also a parent okay for the Panorama so the Panorama if you remember is also aligned with our themes of sense of belonging
091and so forth culture and climate um and other measures that are so if I'm measuring something with students at that level I'm also measuring the same thing with faculty and staff and I'm also measuring the same thing with parents right and so for the 5th to 12 and if you don't have it tonight it's fine Christine maybe we pack up a question but I just be curious and maybe other board members curious to know as well what's the participation rate on the 5 to 12 for the students it's around 73 75% 73 to 75% of fifth 12th grade students part participate and how about the teachers and then I guess the family um participation rates I'll have to get back to you on that one okay and then for for for for all the groups
092though it is technically optional or is it kind of like strongly encouraged to participate or how do you sort of position well the one group that we're having the most challenges with is parents because is only available in through our through technology it's not available on paper so we try different ways to to do that during Saturday explore and learn during evening programs things like that um for teachers we give them we try to give them time during faculty meetings to to H get that done as well um and students really going along with attendance if they're in the building that day they'll take it um if not you know then they're obviously not there to to take the survey um we do have um senior again um depending on their schedules may or may
093not be in the building so we do have low lower um scores in general for seniors got it okay so yeah no that agre Christine I I'll throw that in one one of them but and just just um just also just a reminder the data anonymize meaning that if I fill it out as Robert melin student it could be tied back one to one is that the same is that accurate and is it the same for teachers and fames pars teachers and families is anonymous student you can trace it back to the student because we want to make sure that we can share some of that student data um through our house meetings um to our school counselors to make decisions around seniors um and things like that so student is not Anonymous um but
094but the others are and I think the parent survey was was that fair to say was about 40 questions yes it is pretty long right okay okay thank you for now thank you uh Roger do you have any questions no C thank you very much I do I have a question about like the question that I asked earlier so would would you just add that to the list as something to follow up on okay you just I'll send it to you yeah um I have a question and I was only looking kind of briefly at this stuff um at the at what caught my eye when I was looking at the Desa um data you have it broken down in a billion kajillion different ways so you can really kind of splice it and I
095noticed that it looks through all of the Elementary grades that our boys are more likely to be in need of tier 2 support interventions than our girls and I was wondering [Music] if why that might be what are are we are we recognizing that and doing anything to address our boys specifically because it was looked consistent through grade levels in that way and then um my followup question I'm sorry did you see that in the fall uh it just I mean it looks like it just girls were less likely to need tier 2 interventions than boys now I've got a million tabs up because I clicked on all these presentations um it's it's I was looking at slide 19 in the um the link that to the mini Desa okay um and I was curious
096if you broke broke the Panorama data down by gender as well and if the Panorama data I did look at it by gender but we didn't see any significant differences by gender okay thank you Melissa sorry um so just a I don't really have too many questions one I would um I hate to be that person tonight but the links in the policy slide I can't I can't access them so I I I had to request access to yeah I did too okay um and just a question around and this kind of I'm this was now that I got access to the minor form um I know this is technically a slide on and presentation but I know you've done there's some intersectional work that's being done there um so would you be able to
097just slightly touch on how that minor form impacts um how we respond in those those tier one interventions and how that influences um the work around supporting a child at that level um one thing that stands out to me and I'm asking that because I think this is a really good form to kind of just start seeing whatever patterns might be developing but I'm wondering what structures are in place to analyze what that data might be telling us sure so the minor form um as mentioned is a behavior form um that is completed by the classroom teacher based on the um quote unquote minor incidents that he or she sees in the classroom and those minor forms are then directed to mostly to administrator or a clinician who then looks at the data and sees
098um different Avenues of of support that can be either implemented in the classroom or at the individual group student level and so for example if I see a classroom teacher that is um readily f building out a lot of minor forms I may want to see what's going on in the classroom may do an observation may give that some classroom supports in in that classroom um there are other instances where um an intervention for for example is called um and those are go from they may or may not put it on the minor form but um but then those higher incidents are also put in Infinite Campus the minor forms are also um we're trying to streamline theem system so that they're more readily reviewed by our PBIS teams um to also help support any
099um areas that are in high KN so for example if I'm seeing a lot of minor forms that are in the cafeteria or a lot of minor forms that are in the hallway then those are those are as a PBIS team those are areas that I need to focus on in terms of ring so you're right they are connected and we have multiple levels of interventions based on that form thank you um I just want to point out a couple of things of many that stood out to me but some things that I just want to um point out so the I really appreciate you pointing out um an exploration of the cor any correlating factors between mental health and attendance right I think we talk about attendance and exploring attendance but when we talk
100about the pan you know unpacking the Panorama data or the Desa data or you know parent or staff data how do we unpack that in a way where we're figuring out root causes going back to that other part of the presentation so I really appreciate that because I think as you pointed out mental health can have an impact on all different things in student experience could impact mental health and you know just this whole cycle um so I appreciate that part I especially appreciate the uh mentoring that's provided for clinicians and counselors and how how there's efforts to for DBT equity and Castle to be aligned um for those who know studies show that there is highly important for there to be cultural competency and DBT based um school programs or or else it potentially
101can have adverse effects so I am highly pleased to see that that work is being done with such intention um I also appreciate you know how you are just very explicit in your exploration and what you're what the data is telling you and how you just you really want to impact that it's not always you know um a comfortable place to be in right but I appreciate you supporting and guiding and mentoring um people through that you know through that through that work um exploring just the you know all the different impacts that you know and all those words that people don't often say out loud so I just want to show my appreciation for you for that um also the trauma informed practices we were talking about that a bit earlier today as well
102um for the uh MBK Alliance and how for us ining that is a a huge in my opinion a huge uh milestone for us to be able to approach our work especially our Equity work with trauma and formed care um and also bring our adults and staff and parents and all all those people involved along for the journey and making sure they have the supports they need to do that with Fidelity so I want to thank you um and just a expression of your trauma and for care right you passed out these um it's suicide September suicide um National Suicide Prevention um month and you passed out all these cards to us and just recognizing that you know um subtly that sometimes people are impacted in ways that you know aren't really discussed and you
103just want to acknowledge um just what supports are out there and give that to people in a very nonchalant way so just thank you for your work deelia thank you everybody who's gone so far and more to come but like I said there's so much there I just wanted to point out some of those things that really like are really really unique to this work and I want to just wanted to just point that out thank you thank you D ciad any I think we've all had our chance to ask questions all right thank you so much we appreciate you coming out and all the work that you're you've put in it's clearly um done with a lot of intentionality thank you thank you and now I will introduce my colleague Mr Duos [Applause] right
104hard acts to follow um two doctors right and then there's me but closer I will say this um the work of our district and our community was kind kind of put on stage tonight when Miss Jordan gave that opening remark those are our students that is what our community does and it was just again when I spoke to her grandmother and we talked outside I was so proud of this young lady right knowing her for the past three years and seeing her growth it also shows in the numbers that I'm going to discuss so I'm just again to start our evening off like that is almost kind of like a um a circle um but I will say thank you to the board thank you to our community thank you to my esteemed colleagues for
105such an amazing presentation um I'll jump right into it the school Counseling Center has been extremely busy over the course of the past 15 days for anybody that has visited you've seen students in offices students outside of offices students on ceiling fans wherever we can host students they're being seen so there was over 600 plus scheduled appointments in their calendars that doesn't attest to the walk-ins that we typically have that we do welcome at the same token right we've seen multiple events already this week today as well as yesterday we had our senior push-ins with their workshops connecting them to their common app to their Naviance um talking about EOP hop seek all these opportunity programs that I'll discuss later in the op uh presentation as well as multiple College rep visits and the importance
106of that today I got to sit with our Lehi rep visit there are about 15 students actively participating and this is from I I will quote this gentleman when he left our institution when he left our high school he said this is a special place place that's what our folks see when they come to our our high school they see our students our students are our showcase so these college represents are extremely important as well because that person is the person that's going to be overseeing and looking at these applications um again with that said we have our amazing Career Fair coming up so I will talk about upcoming events and I'm excited for that because again we've explored Partnerships with the Department of Labor to come in and also talk about career assessments where
107do you want to go in your life right using the reic theory to explore these career Explorations as well as our first senior parent night of the year which well our first parent night of the year which was our senior parent night which was an amazing dialogue with students we've kind of changed the mode the modalities I will say of these evenings to be kind of more of a dialogue because parents were coming with questions and we kind of allow them to ask those questions and what we've seen is it's kind of been this conversation amongst one another to discuss and also hear from parents that have had children go through the District of their stories of working with a senior because the one thing I highlighted and I contined to share with our senior
108parents and for those of you that had seniors are sitting at this table it is going to be a stressful process it is going to be I cannot hide the fact that this process will be an up and down process for the student and the parent but what our data shows is everything will be okay right but it's hard to really showcase that data because I cannot lie from the month of August up until that accepted up until May 1 decision day there's angst in our student upcoming events that we're proud of so again some of these are Staples they're in the calendar um we do have a busy October outside of this we do have college readiness events as well as career Readiness events resume working uh resumé writing workshops how to interview things
109like that for the students throughout the month of October we have Sunni Representatives coming in to speak with our 9th through 12th grade students on the Sunni application preparing them for the free Sunni application month in well weeks in November along with commun application weeks in November trying to really explore how do we be cost effective and cost efficient with our college process with that said we are having so one thing that we noticed as a counseling team and we started to review data as well is and we're happy with certain points of data but other things we want to kind of assess is is what's going on with our multilanguage learner population right in certain aspects of understanding where they're at in the process in terms of supports their level so on October 25th
110we're hosting a multilanguage learner night where we're going to express and explain to families the five stages right so there's for those don't know know entering emerging transitioning expanding and commanding some of our students don't even know that right some of our families are so we're welcoming them in to talk about that process right how to level up how to prepare and what the nicest H Nic is SL all these things that matter to these students that also impact things like regions right and the um special appeals process because what we're finding is is the English region is becoming a slight hurdle but our students are thriving to the occasion in their fifth and sixth year so that's that's important to note as well like our students are thriving but after multiple attempts so we're
111trying to find out ways to do early interventions as again for those students in ninth grade to prepare them for that region so that night is going to be a big night and that night was coordinated by the amazing High School School counseling team um to then present to those families right and then another thing is we have our OHS incoming nth nth grade Paran knite we kind of moved that a week prior usually it will take place after course selection and I heard loud and clear from our families like hey we want to have this collaborative process so now it's taking place the week prior to course selection for 8th grade right so that families can get this information go home right connect with their student and then have dialogue of the importance of
112the next steps of course selection throughout the course of their five years the 56 that we have 56 college level courses at the high school I want to also highlight the addition of sections to algebra and eighth grade is impactful to students accessing this and I will say that one additional section of geometry Advance is extremely important because that's going to get students the opportunity to access higher level courses right and then again the alternative measures for those that have worked with the school counseling department the word no doesn't really exist it's we will get back to you we will explore options we will see Pathways and I think today's kind of um discussion talks about Pathways when it comes to this there have been things that we've done in the past where if a
113student's in a step will a mercy step program and they are showing um great strides and algebra there we utilize that information from those College professors to then get them into a Sunni college algebra course at the high school right because the course description and the course guide will say one thing but the counselors have explored alternative ways to get students into these programs when they show again want need and desire to participate in high level courses so we currently have 56 this is on our college profile as well this is sent this is on College Board this is on our school website this is also on navian so when colleges are looking they're kind of tying this to student application so now I'm going to go a little bit deeper into the data portion
114um in terms of the higher level courses now again I mentioned algebra and I'm I'm excited to see the prospects of this year's geometry advanced class and then again with the addition of another algebra section at the middle school how that kind of exposes students to higher level courses in their second year of high school so again um we're seeing kind kind of like the similar data right so we're seeing 1644 seats filled um 1651 last year 1642 the year prior right so these are the amount of seats and again it could be reoccurring students um of students that are in those programs when we break it down again by race um we're see seeing small growth right in terms of our black our Hispanic and our multi-racial students there is a slight decrease for
115our white students um but when I go to the percentages it kind of is somewhat aligning with what we see on our state report card right so the goal is to get this as close as possible to the demographic and what our high school looks like right while also not losing on an opportunity for all students now the reason why this Bond was extremely important as I look at our Sunni in our AP classes they're busting at the seams right and our our instructors and our Educators they want students in classes they do but we can't fit them at the moment right so when we have to put an additional seat in a Sunni planet Earth class and there's only 26 seats in there it's creating these crammed environments which is why I'm excited for
116the opportunity to expand our classrooms to potentially expand these programs in the future and then one thing we looked at again was gender totals cuz again me being kind of like once Tim sklon kind of like send me one compar I was like oh send more data and there's actually like a data sheet in here that breaks down by course by gender um so it's it's very interesting to look at I'm going our our um higher level courses as well going too fast sorry and again so as stated we're seeing we were again we're at 51% over we are 48% um female dominant in the high school right so the statistics showed on New York state reports so we're 3% over that which again it's something to celebrate as our women continue to Exel sell
117in these courses now I wanted to compare and contrast to kind of go back to this too I will say additional approaches have been taken by school counselors and I have to commend them for this um course descriptions will determine how a student is kind of again looking at a course but then their school counselor will sit with them and WCC as a partner has helped us there are alternative options to get into some of these courses to earn the credit so the the important piece of sitting in a Sunni specifically right um is when you're sitting in that course you don't want to sit there for nothing right so to sit in that course you want to obtain the credit and that's important for our students because it's saving them thousands of dollars at
118as I stated cuni Sunni and private institutions we've had students go to Northeastern obtain these credits we have students gone to RIT receive these credits I get these emails and these notices saying is this dual enrollment yes it is but this student took this course and it is a college level course and they do take that credit right so this has been important and it's been a kind a kind of money saver for our students but again we've explored all options for our students to get credit so it's not just the 80 or the 85 on an English regions the 80 on the math regions it's an 85 overall in two Ela classes consecutively it is a 580 on the PSAT or sat on the English section right when we offer our PSAT to 10th
119and 11th graders 690 plus students often times this is an opportunity for my counselors now to share with them if you want to reach these higher level classes and earn credit rock it out on October 9th right so these are the conversations we're also having is exploring not just those regions criteria but alternative criterias in coursework and other assessments that will get you that right we're not a college pushing office that's not what we do but we do educate folks on financial responsibilities when paying for college so this this past year I think what helped that number jump from 53 to 68 was the options for students to participate in Opportunity programs right and to explore campuses that they probably might not have applied to or attended such as Skidmore such as um what did
120Kevin send me today oh EOP Westberry EOP fit these OPP Sienna right so these opportunity programs for our students that pay a significant price of their tuition right and I'm talking about not only the tuition but the dorming the residence all of that right so we have students at NYIT schools that were not on their radar initially but offer those architecture and engineering programs and it's like hey explore this and let's see where it takes you and then all of a sudden they get the financial aid award letter they're like I'm going there right because in addition to that they get pel and tap that pays for the commuter ride so these are the things that these are the conversations that counselors are having with students is yeah it may be a little farther away
121but here's the opportunity purchase partnership with our president with the president purchase last year provided our students with five scholarships to attend five residential scholarships the data in the past our students would not go to purchase not because they didn't want to but to commute and to reside on campus bumped up that price to 14,000 those five scholarships probably bumped up that number our Partnerships with in manhattanville 50% tuition um cost right them providing tuition and scholarship dollars and Merit based dollars to our students that's something hard to pass up when you're a student when a college is paying 50% of your tuition our Monroe College um partnership with President Jerome that got five students full scholarships these are the Partnerships that we've been taking advantage of that probably helped that number go up so
122again it's not like we're like college College college but these institutions also offer accreditation opportunities they have certifications at these institutions I along with um Maria we went to WCC I want to go back to school for cyber security that was a fascinating like it was crazy like they provided a screen and then they were like these are all the attempts of hacking right now and it was just things just shooting back and forth so I checked my phone to make sure I wasn't being hacked and then we moved on right but these amazing opportunities for students because often times you hear the word college and you associate College Associates College Bachelors but there's also credentials to earn at these colleges that our students can benefit from especially when there's satellite campuses in our backyard
123so these are the Partnerships we've explored and what that's led to is our amazing Partnerships with again wrong computer gearup and PTEC now gearup has provided kind of like this mission for our students to explore college campuses and when I first got to the district a lot of my conversations with my team were how many of our students have set foot on a college campus before high school that was and I shared with the board at one point like with me I had never set foot on a college campus until I was being recruited and it was daunting it was intimidating it was scary so we want to provide our students with that opportunity and I'm again I'm happy to say that through New York New York gear up over 385 students set foot on
124a college campus over five campuses around New York City New York state right in addition to that our fifth grade over we've had folks standing in the back of that uh um cafeteria discussing financial planning with students right and banking right that's the opportunities our students are getting we've had nights discussing scholarships we've had work-based learning opportunities for these students we had a summer program where 101 students took the opportunity to participate in a six-week program right investing in Seal so we changed this year's Freshman Academy we discussed that I would like for yall to talk to these students that are now at the high school they loved it they had an component they had a college component they had learning blade and they had drone soccer so we had high school students mentoring these
125students on this drone soccer cuz the teachers just took a back step right the two the two instructors were like these young people are going to lead the way right so we had Massimo Kalo Cadet and one more student I'm blanking on the name but they were going step by step process on how to develop the drones for drone soccer with these students and some of these students they weren't interested in computer science but again this is what gets the wheels turning when you're thinking about informed decision the next four years of your high school career and 101 students got that this summer through PTEC those students also participated in a Summer Bridge Academy where they were working with their colleagues in Peak Skill going to satellite campuses on WCC sitting in college classrooms also
126doing kind of similar work that our P our um Gear Up students were doing but again those 25 students were in college classroom sitting there learning from college professors thinking I can do this right and again the good thing with PCH is six years you get your college um Associates yes but through the exploration in the partnership with bosis they're they're going to explore Tech careers they're going to explore trade careers they're going to explore um Medical Careers right some of these careers that again when you look on onet which is a career informed website there are bright outlooks for those opportunities right so you don't necessarily need these degrees but you do need qualifications and certifications to get there and that's what ptech is offering these students as well and today we actually had
127uh ptech kind of like reunion so the 25 students met uh in regards to gear up another good thing that's happening with this I'll say is we're interviewing for a mentorship a peer-to-peer mentorship program um Dr Dy started an amazing program last year with one of our colleagues at the high school and again the one thing that folks kept saying was if we had a you know a strengthen curriculum if I didn't have to review well the New York State mentoring program provid you with like this box and it's an amazing box for curriculum units lesson plans all of that whereas the person just has to get the students which our students want to be mentored and they want to Mentor right so the training is there now we're doing kind of more informed kind
128of trainings around mentorship and we just need again just the right person to help coordinate that program and 12 freshmen will be mentored and we'll have 12 mentors initially so we're interviewing for that as well this I was this excites me Blue Ribbon um and uh myself and along with some colleagues as well as the uh current what is it superintendent for New York State Dr Ray Sanchez we got to listen to this amazing present presentation and got to engage with our colleagues around the state of what we see as a vision to bring this to light so you all can still actively participate through the Blue Ribbon commission website as families as parents and as students so I've linked it here where you can provide feedback and suggestions for your student but I can
129tell you the folks in that room are thinking of innovative ways to again educate our students that aren't traditionally seen right gone are the rows right we're talking about work-based learning we're talking about internships we're talking about a cashier applying math and utilizing that for math skills in a high school okay so the one thing that the commission was kind of highlighting is every student will graduate I should ask this question that they asked us how many diplomas currently exist in New York state I'll wait like the teachers I'll wait so we have three current diplomas right we have our Advance our regions and our local there will be one diploma with multiple Pathways for students meaning the seals right so currently we have a we're doing great work we have the Seal of by
130literacy seal of Civic Readiness so we're kind of on our way there will be presented additional seals for students to earn a high school diploma in New York okay so that's a beautiful thing there the next thing is the adoption of what they call I mean I felt like I show I shared with my colleagues at ni I was like you're copy and aing but the portrait of a graduate we have portrait of a learner so there's already some alignment there and again what this is asking for is it's seeking critical thinkers it's what the current I would say Workforce is looking for so they're looking at that profile and they're saying okay this is what the workforce is looking for this is what universities are looking for how do we Implement instruction and be
131culturally relevant in that to provide our students and prepare them for that post-secondary opportunity and then the big conversation with the regions the regions I have to restate this it's not going anywhere right now they're talking about decoupling and I kind of wrote this down in my notes decoupling the regions so it won't be what they're looking to do is it won't be a measure right towards a student's diploma but it will still be a part of an assessment because we are federally funded I hope I said that correctly MH yeah so again like it's not going anywhere it's just it will be a part of the process along with the other Pathways to Showcase and highlight students towards a diploma so again just to reiterate so the multiple Pathways lens um they're thinking about
132innovativeness like we don't want to just like Corner a student or pigeon hole a student let's explore their ideas and see what they want to do we have some amazing students and I saw it with the work this summer with drone soccer and learning blade and then those students go into the the Regiment of you need your 22 credits you need to do this you need to do that and they're like here we go again right here we go again so this is what that is exploring again assessment flexibility not absence um understanding of meaningful life Readiness skills and credentials and a big thing they're talking about is culturally responsive instruction and curriculum and how that's being done in the classroom and then again I can't forget my colleagues at boies that have done a
133tremendous job in a lot of our PD work because our students gain a lot of resource as well as opportunity through this program so again we are out of West Chester County we do send a handful of students to our Bose program um Alita do not kill me because our numbers are slightly going up so we're going from like a 122 average and we've been consistent around a 141 143 average the past two years um we've seen 9 applications with I would say 60 at oting and then pursue their goals again some of the the the the data that they provided 80% of both these students that graduate from the program and earn certification are also going to college and postsecondary trade opportunities so this is kind of a win for our students because not
134only are you getting hands-on experience and a potential career and Workforce opportunity but you're also potentially graduating being able to use those credits towards again an Associates or a u um accredited two-year institution to get more credentials to hire their salary pay so that's kind of what they've been doing and again our partnership last year was our first Bose's night we had a pretty decent turnout and I think they did a really good job in exploring and expanding the opportunities that they provide for our students and families and how well they do it in multiple languages as well right and how this also is a pathway like for our students with disabilities and that seedos credential bosis checks all the box right there needs to be work-based learning criteria there needs to be like this
135um this resume there needs to be a career plan bosis kind of does that all for our student and then that student now has that plus one aspect so when we talk about Pathways this is yet another pathway for those 143 students right well potentially I would say most depending on those students with their IPs those students to get that plus one okay and then lastly again highlighting the growth like tonight is about growth in programming it's about exploring opportunities for students so we did see growth in our New York state seal of by literacy we are again we proud ourselves on being dualing like dual lingual by literacy programs and all that so we went from 25 to 42 students this past year right um with approximately 60 students on track in this upcoming
136year to also receive that seal right so again and it's it's showing that our students are aspiring to these things that often times are just considered by other folks stickers on a diploma no this is a Resume Builder and we try to reiterate that to our students right your resume is everything it's sharing and to say seal of biliteracy on that resum resume especially in the workforce that we now live in right that makes you a credible candidate for any opt especially in aing for any work um opportunity and with that I say thank you and I open for questions I believe does anyone want to start Roger Jeremy thank you um did a really good job of closing so that's why I called you a good closer um so um can we just go
137to the seala by literacy just for a moment correct yeah I'm going to just throw a hypothetical because I don't know the answer to this and just want to get your your your two cents on this one there are 60 students that are in there now what what would a what would it take to make that um make that 200 100 whatever that we've got the average graduating class I'm going to say about 350 is Right 350 is perhaps 360 what would it take to get that up significantly higher we've got a large portion of we've got a dual language program we know we educate more than 60 people in that we've got a lot of um bilingual students that are there and that is a big if that's a big award to to carry
138with you for future opportunities and especially since we're talking about Equity how do we really blow that up to to become like 200 300 how do we do that there I would say that that's like a a there's multiple factors in that right so for some of our students and I saw you for your mic so so there's the the the point system right but in addition to that we have to explore what our students often times when they are selecting courses some of them will omit like the language over a Sunni level course in some cases right so when they need that third year that will again that checkpoint C point that they can potentially get to earning the Sealab by literacy um often times they're weighing that between that and then again we
139have vibrant students it's that Sunni Orchestra Sunni chemistry versus so sometimes we see that so it's it's reimagining like how do we look at cor selection right and how do we instruct our students to okay over the course of the four years here is how we get the checks for this seala by literacy are we communicating all of these benefits like right at the ninth grade level right at the eighth grade level seventh whatever it might be because I think there's a lot of yeah I get course selection that makes sense I think if I'm not mistaken I think it's two years of foreign language okay and then there's volunteer activity that you have to complete if I'm understanding there's like a presentation and there's a present often takes place in the again the AP
140or the Sunni level course of the Spanish correct so there's like that four criteria and I think if that opportunity is presented sooner I wonder and again this is hypothetic I wonder how high is high for opportunity there because that's something that I'm very keen on seeing if we're going to open that 60 to me good that's going up yeah but we've got a lot more students in that that could really take advantage of that absolutely yeah and again we are moving towards those bilingual biliterate opportunities across we're a global economy yeah but just this just the idea of having a credential to leave high school with that it's going to help you in your career mhm that's huge but I think we should do more on that agree the the other question on the
141bosies I maybe I was catching this wrong is there a limit in terms of how many like that we're allowed to send there because I'm just and it's a question I've had for a while and maybe it's just my lack of understanding this so it is an application process there's not necessarily a limit um but there is again they have to be cognizant and this was the director um Steven low of all of the applicants so even this year they tried to do kind of a um non-bias approach because they in years prior to this year it was like a first come first serve so if you got your applications in um this year they took a different approach I think they're going to go back but they're having a conversation now with our team
142but there is kind of like again there are like certain kind of criteria that look for but we don't have a p like we don't have a cap but there is a limit per classroom and they try to be equal throughout the county so we do get a lot of students in compared to some other programs but still like um we advise our students to apply and then they decide on their end the acceptances and they being bosies bosies correct okay corre and and so there could have been this shows 109 applications in there corre so for last year the 143 is the 70 plus the 70 from the prior year okay correct yeah and if if the application is there something that says that we can only take X number of applications and that
143is it and it really depends because like similar to most institutions it's hiring right so if they have like they they need that accredited person in that space so they might have more sections one year than the previous year so they try their best to make that informed decision to put that there um but again that is subject to change throughout the course of the application process okay they also have space yeah yeah so I mean I'm going to jump in just for a second can I can I just finish one thought sorry I I want to close up you feel free to jump in as much as you want correct yeah I I so then this helps clear up a lot of what may be perceived as we can that we really students we
144could just go send like you can't really do that because there's all of this limitation that's there and so that where we are right now we're kind of maxing out in essence of what's what capacity can serve right now is that a correct statement yeah okay and then again those students are weight listed but depending on like so so we do have some students that have said all right I'm going to go you know I'm I'm going to integrate back into the high school I I kind of want to like we had a student this week saying you know what I kind of want to take a different approach right so they're they're coming back from theosis program right but that doesn't necessarily guarantee our student underweight list they go by weight list rank now
145so it's like first second third fourth so we have 19 students on the current weight list depending on the program where they rank will depend when they get into those programs as students in other districts decide to make those decisions thank you so much for clarifying that for me it just clar a lot of things that I've had perhaps misunderstood for quite some time that this make now like jealous pretty well so thank you no of course I'll go around Katherine do you have any I don't I'm sorry I must have lost my voice after all the bond promotion um but I've just enjoyed listening and absorbing I'm sure that I will have questions I need some time to look through the materials I do love your energy and enthusiasm so thank you thank you
146Melissa um so not too much questions just um pointing out um some highlights that I appreciate um just you expanding on the multiple Pathways approach right not just simply oh there's this morgus for I haven't used that word in a while morage Borg of um Pathways right but just having a timeline and and an intention behind Okay WCC free application day right come these days and just how you can really help these students uh organize their schedules around accessing these Pathways as well um I do really just appreciate like I said Your Enthusiasm actually during one of the bond promotion events a parent had you know just happened to mention during conversation how they had just came from um I think it was senior parent night that happened and how much they appreciated just the
147information and the energy and they also mentioned you so just a testament to your work um and the impact you're having not just on the students but on the families being feeling really connected to be able to support their Learners as well which you know a lot of times um can be difficult as they get older right and they're exploring their independent so I really appreciate it hearing that just you know impromptu feedback um so just thank you for the continued work you're doing and the intentional of it just even seeing how you structure the events and the school counseling events and kind of toploading the senior things more towards the beginning of the year so you can because of course you know that's their last year and there's things you really want to make
148sure you hone in on with them and so even the strategy with how you layer in the counseling events by grade and and the timeline in which you set the attention around that so um just great work you're doing and and uh I appreciate it thank you thank you Annie um how do you know how many different languages um are students have seals of Biol literacy in excuse me languages yeah right now it's predominant Spanish okay I was just curious because like personal anecdote I grew up speaking U that was my first language and then once I started school I completely stopped and I was just like i' I've seen that with kids now too um and I'm just curious if there's like any element of talking to parents who do have bilingual children of
149like these are the benefits of like convincing your kid to keep doing it which is hard um my mom tried really hard but yeah so that's just wondering about that no absolutely and again we use our own per like I am12 like I am Puerto Rican and the language left me at the age of five and it breaks my heart set like now you folks see you folks see me I still work with our families um it's a barrier for us and I'm sure you've experienced the same where it's almost like frightening for me to have these conversations but I've been forcing myself more to have these conversations because they deserve at our families and that's what I do but again it's it's I call it like broken Spanish but they seem to understand me
150and we seem to get each other and we seem to get the job done so it's working so yeah go ahead FR sure um great presentation um I I think kind of what comes clear out of all of this at the end of the day just as um the amount of opportunities that are here are really really unique and I'll just say it like from my own personal experience like I have children that have gotten years off of graduating in a short time and able to do graduate work and saving thousands of dollars and the Seal of biliteracy has gotten internships all over New York at the end of the day in terms of just great opportunities so and I know this from just hearing it from other students and Friends of students and stuff
151it just really is like it opens do so keep pushing I agree Roger like we want these numbers when we were doing the bond presentations I had a whole bunch of students that came over and translated for me to family members and they are the candidates for the Seal of biliteracy because they were able to take Bond conversations and translate those across right at this at Claremont level so we got to find a way to to move that along and make sure they get into those numbers um the um I guess the last piece too and I'll just say you have it in your inboxes from Friday you have an email from bosis about spaces and that's a that's a relatively new phenomenon but I think what's what's really happening and what you're seeing out
152there is is that as the economy and the job market evolves and as AI comes in all of our all students need to have a higher level of learning to get even jobs that traditionally maybe you didn't think so like bosis has this horizontal drilling program which is a great program and it's all underr but it's all high-tech and so when you were saying cyber security like you need to do this work you have to there's a lot of things that'll take a lot of mononymous work out of the work now and so people really have to have those opportunities and so bosis hadn't had space restrictions but now like New Visions engineering and the Health Sciences program and all these things that are really big targets that they're just don't the space is just
153quickly wrapped up and so yes all the districts are getting sort of equal access they're all members the components of it but austing usually had a good representation but I guess it's my quick plug for check your mailbox you have a survey from Neil Bole who going to give feedback and I think for anybody you know you know like like austing now we're in a position there where it's just very very tight and there's space need that are going to have you be met there so and before I kind of set off into the sunset um two things I I forgot to highlight um our high school equivalency so we had nine students complete that and I want to highlight those nine students because it's not an easy pathway right it does take work in
154completion so I want to highlight that we we've been consistent with like nine 10 11 students doing that per year and then secondly our online component for seniors has been lifechanging so I'll say this we've had students actually come back and enroll because they were missing one credit in 2022 20 2020 2021 this is an opportunity for students to earn a high school diploma we had a 91% success rate last year in completion of our online courses so students can earn a diploma and this is typically for 12th graders but again to see those students excited at the fact that they earned a diploma after thinking for years like oh this wasn't an opportunity this wasn't a pathway so again counselors have been reaching out to students that have gone dormant they're like I you
155know I don't know about the high school anymore it's like come back participate on our online program we have some amazing Educators and I 91% guarantee you you're going to get a high school diploma all right I just have to jump in on that comment quickly that this the Mantra that was drilled into me as a first year board member and this was that the austing high school will never give up on a student yeah and this is just another example of it where you know like the you know years a few years down the road when they're ready to we'll finish it out so just kudos to you for keeping an eye on those nine students it's really really important just a couple hopefully punch through pretty quickly um I didn't quite follow unless
156and again could be followup how students in high in the high school get into a Sunni or AP class what did you say was a PSAT is it a lottery system because you said it's pretty tight corre initially it was like the course requirements would like they were focusing on regions however what our counseling team explored with Lisa selis over iwcc is we kind of got the pathways towards earning Sunni credit and utilizing that as kind of alternative Pathways to enter these programs right so again um whereas students who were looking for the um Sunni College Advan trigonometry course and they needed 80 under this going back to space issues though has any student ever been not able to get into an or Sunni class that we offer that is qualified because we just say
157sorry we don't have space yeah that that that that has happened um we see it with I can Sunni US history is a big one Sunni chemistry uh ironically enough Sunni chemistry and Sunni physics have flipped this year so whereas Sunni chemistry in the past was the one that was like over we had overmax students in it we couldn't get folks in it there are more students this year applying for sun physics so we've met capacity for physics and still have seats in chemistry so how do you then determine who makes it or who does it into the course so that becomes then teacher referral process in some cases so they look at the students like um previous courseworks some again there's a lot like we've had counselors advocate for students right um saying like
158I know this student will be in like a really good candidate and it's just hard because there's 28 seats in some cases and you'll have 35 to 50 students buying for those seats but those seats are in our our buildings yeah okay yeah yeah yeah correct sounds like a potential budget discussion as we look into budget season Mary maybe we look at that in board um okay um um one of the SL the slide that had sort of like the gra I think it was the um yeah the class the attending college SL um 76 and 13 goes to 89 so what's the other 11% so typically those again so um those are like our high school equivalencies I know it says year off here I have to see if navian pulled the year off
159data it might so the year off I think might be what also isn't included in there because it's usually high school equivalency and the year off so this says year off but I want to see if navian actually pulled that for me because typically it's technical military and work like students will put on their like the council will fill out the Navan profile and say student is going to technical school they're going to military or they're going to take a year off of work or to work but the year off option I just have to check so that might be the two it's the high school equivalency and or the um student taking a year off so the other 11% then are students probably taking a gap here okay yeah yeah yeah got it okay
160correct sorry about that and just on the bosies again on the numbers we've got 143 just out of the senior year can a do we have students in both attending bosies in junior sophomore junior and and Senior year okay but this is 143 just seniors no it's it's combined so the 70 new applicants are predominantly Juniors because this is their first year in the bosis program some of them could do again senior year they can also apply for these programs but typically to finish a certification you would need to complete the program for two years so again like the other additional students are in their second year of the program so the 70 is the first year okay because I don't want to just classify for juniors and because some of those students might be
161first year seniors as well but again they have a alternative pathway so they probably fifth year they'll graduate um they're probably again they're they're looking at the both these programs to support them so again with that they might be 12th grade students in their first year looking for a second year experience in their fifth year of high school so out of the the four four um out of the total amount of high school students so the 143 143 represents the totality across the four grade levels well mostly 11th and 12th grade mostly yeah and a very very minimal amount of fifth year students and then similar we just talking about sunap it sounds like based of what Frank and Roger saying like we there are students who want to get into and qualify but can't
162because there's not enough space for Bose space at Bose is correct the programs are hopefully the Blu rib commission as it looks at this for Pathways is like we got to open up fund it find more space buildings whatever hopefully they're looking at that because to me similar to those getting at the point like no student in theory should be denied an AP or Sunni class same thing here if someone wants to get in BO to get in we shouldn't say sorry oh well so hopefully State's looking at that so that's my so far a two seconds um and that's it thanks thank you appreciate that thank you so so much I love to see that we are meeting every student where they're at and making kind of making them see but you know we're
163going to you know you don't you can't pict yourself on a college campus well let's take you there so you can really truly see yourself there um for whatever path um that students are are destined to take that we are meeting every one of them and giving them the maximum number of possibilities to do that and every opportunity to do that so thank you so much thank you all all right can I can we have just like a little round of applause for all of our presenters tonight shout out to Maria for being such a supportive colleague over there all [Laughter] night proud of fabulous work all right and I'll again I'll remind our trustees as you dig into this I think I'll I'll send Mary an email on um Saturday evening you don't have
164to read it on Saturday evening but that gives us a weekend day to look this stuff over um and then you can send me any questions and then I can like kind of coate it and send it all to Mary at once the links have all been updated so you have Maria's on top of it thank you very the team in the back is doing okay moving ahead to our consent agenda we already did 4.1 um does anybody have anything they wish out wish to break out between 4.2 and 4.4 can separate 4.3 that be great okay I'll just take them one at a time then um I'd like to take a motion for 4.2 second 4.2 resolution to appoint additional consultants for the 2024 2025 school year uh any discussion all in favor I
165I oppose extensions I'd like to take a motion for 4.3 4.3 resolution to approve the minutes of the special meeting of August 7th 2024 any discussion all in favor I I opposed abstentions I'd like to take a motion for 4.4 so 4.4 resolution to approve the minutes of the regular meeting of August 28th 2024 any discussion all in favor I opposed exstension all right let's tackle 4.5 here before we I won't read it right now um but let's all get out our proposed resolution work sheeet and we can talk it through hopefully this will be relatively painless we'll take it Page by Page so looking at the first page I'm assuming we want to discuss number four does anybody have any item from the first page that they wish to discuss or I should say
166that they disagree with what uh W wpsp okay um would anyone like to start a conversation on on number four thank I mean I'm I'm I'm leaning towards not not being opposed to it just based on I think that that's something that n can advocate for and it's not really a school board's position the strength of it so I saw the rationale on the thing and I saw some of the discussion from West put but I think I'm leaning towards not supporting okay anybody else I feel kind of a personal obligation to abstain from input on this I I tend to agree with Frank on that that um we we should look to support our Educators and pay and that but there were reasons why this was set up and so I would agree I
167don't think the School Board Association to take a position on that it's a broader it's a broader more in depth discussion um so I that's where I would lean to as well on that one I don't have a position I'm a no decision was that Annie any um I mean I think it's inequitable but Frank makes a good point that it's a nice thing Melissa do you have any feelings about number four um feelings yes but nothing that's descending from the consensus okay so um shall we oppose this then that's kind of what I'm hearing okay so to recap page one 1 2 3 support four oppose 567 support yes all right let's go to page two here um for numbers 8 through 20 does anybody have anything any place which they would like to
168suggest we deviate from West what westput has listed I'll give us a moment I just have a question about 16 does anybody know why the Dei committee opposed it you yes I do I had that exact question I went and I asked that question because I was confused why would the Dei committee not support this and there was one member of that committee who was present at the meeting and they had said that they had basically misunderstood what the proposal actually was and understood it to mean that the school districts could opt to uh basically resend Transportation but as it actually reads it just gives the parents the opportunity to um refuse Transportation so that in theory the bus routes could be more efficient and cost effective and time effective okay thank you that's how
169I read it so yeah sorry can I ask a question about number 15 sure so I just want to make sure I as I understood this this was saying here that nisba is going to really that in this instance here although it's opposed nisba is going to is being asked to advocate for building swimming pools forre fing School District which would mean that's that's increased funding to build it but it's not increased funding for staff maintenance of that it's just here's the pool you figure out your own staff and you figure out your own budget to maintain operating costs right it's um you know all the math that we did to increase our to take advantage of whatever fun funding this is advocating for an increase to build swimming pool that's just facilities only it's
170just facilities only but not ongoing operating cost yes and the argument that was made at the time there oh I'm sorry Frank go ahead I think if you read it it says also operating in Staffing yeah so I think it's I think it's Advocate it's a little bit broader yeah okay sorry yes and I'm just is there I mean if that was something we got is that a bad thing the argument that was made was that you know for example in ausing they could put however much money they wanted to behind swimming pools we would not take advantage we don't have the space and we have other opportunities to swim because we partnered with our community center right um that money would then be siphoned away from other opportunities that we could otherwise take advantage
171of just takes from one pot to the other right and then others School District you know we're not alone in Westchester as far as being tied on physical space um so that was kind of the general consensus is that this would siphon money from more broad that could be more broadly spent on projects that other school districts in Westchester would be more likely to take advantage of got it that's one Viewpoint that's what was just that's yeah that's the Viewpoint at West put the kind of prevailing one yeah I'll give I'll give a different Viewpoint sure unless anybody else wants to go so I mean the rationale behind this is the disportionate nature of basically drownings with students of color at the end of the day and access to curriculum that everybody gets to swim
172and so region you know Dr Jud Johnson was instrumental and getting a pool for Peak Skill for that very reason at the end of the day and had to fight at the state level to make that happen so with all respect to my colleagues at West putt a lot of those districts have places that they can their children can go and swim and have access to as part of their curriculum in austing while we have a pool we don't have it as part of the curriculum and I think the space challenge I think there's potential for space there if it was so from my perspective you know making sure that communities that have been cut off from river access from water across the board and don't have equal access get access to swimming for we've
173seen tragedies happen in coton river and I think this is something where districts aren't being forced but the state would be giving incentives across the board to take advantage of it and if we got building Aid and we got Staffing and we got all those things in order to basically address a real core issue I would be open to going for it so long story short I I would support this one versus opposed okay uh I like the idea of the swim initiative absolutely I would say every child should know how to swim I'm not a fan of of building pools or offering that we're fortunate enough in this community yes to have one but there's so many needs and I guess it's what's what should the New York State Schoolboard associate and its limited
174uh advoc see bandwidth and I don't see this so I don't know if this like can these be amended from like the floor to basically take out the the building piece and be like but you should really keep pushing the initiative and figure out creative ways for communities have pools to partner with others and don't or are these like as is and it's a up or down vote on it it's Bas I mean you can make a motion to amend it but when school districts come or school boards come there we they're bound to vote the way that their school board has already allowed them to vote so an amendment's right not likely to make any movement it's really more of an up and up it turns into an up and down thing and the
175kind of amendments that you see are for example amending this so that it only provides aid for constructing the pool and and the other stuff is eliminated it wouldn't really an amendment that changes what the spirit of this is is not really an an the kind of amendment you would see understood okay so based on that the the letter of the sort of the black and white of the wording I I would I would oppose it as is then just one one more thing around this um in in this I'm not trying to upend what's here but and change it but um I mean I think it's just like it is another skill that I I think survival and safety skill um I don't know in what other form it might come up in a
176future um that that could potentially be something that we that if it gets incorporated into like a curriculum in one way or another do we say all right we're if we did this and it became something that we had to push we just say we're partnering with the um our pool down down in Austin and we're going to conduct our our swims program there you know is that is that the way it would go if if that was ever the case I think it's a possibility that could be considered they were Prov Staffing level and aid for it right at the end of the day you have the complexity of busing and the costs there and the school day and all of that so that's where traditionally you have them on a campus but you
177know if we found a way to get all students access to a swimming curriculum I think that would be a great thing I think whether we not we decide to build the pool that would be another that would be a future boards portion but I I think this again is an area where it's pretty clear who doesn't get access and they also don't get an access in off so yeah okay anybody I would also support it and um something that's sticking out to me here is the school the school boards that are um wanting this are around where I went to high school and my high school did have a swimming pool and it made a really big difference in my life I hated it but I did learn to swim there and then I
178took swimming again in high school and yeah I mean swim lessons are very expensive so it is it's a life skill so I'm hearing were you a i i i support okay I'm hearing a three for support want oppose anybody else want to chime in Melissa do you have strong feelings like to share I um agree um I think it is there are yes we do have to assess you know the hierarchy of needs and things of that but swimming lessons is something I think you know if if it can be provided or just access to swimming curriculum um if it can be provided is just some it's a goal that I think is definitely worth setting all right so it sounds like we're leaning towards support yeah that's fine all right looking at the
179rest of the page um does anybody have anything they want to discuss 19 and 20 ah sorry just making sure you're all awake [Laughter] yeah oh my goodness I do have when we do board dialogue if I forget remind me because I do have something related to this to bring up okay scoot right along uh 21 through 25 the last page um um does any does anybody see anything that they want to um discuss or potentially disagree with West pom um well of course I'm always intrigued by you know uh the discussions around the Dei committee opposing certain decisions um I would say 203 and especially 23 because I know we are a board that has had conversations around exploring um diversity of our school closure or school holidays and just our school calendar in
180general um but I think um so I think I'm assuming uh that some of their disagreement with it probably is coming out of fig you know figuring that these are constraints on their ability to be more diverse in their um school calendars how however I can see the the argument for it to be done without structure that you know makes it possible without you know influencing instruction maybe I'm my assumptions are in the wrong direction there but um what I gathered is that the the opposition was just concerned that this would result in a longer school year that if New York State doesn't adjust the hours that it's required and keeps adding days that we must have off an obvious solution is to move the school year to be you know to end later or
181begin earlier and they did not want that right so basically what I said yes so yeah I was just uh I figured that would be worth it was worth discussing because it was something that we had discussed as a board and some of those those same points were brought up that um it's not as easy as just tacking on more holidays there's a complex dance to it all that impacts instruction right it was not coming from a place of we need to be celebrating fewer of these holidays right so that's the point I just I figured it worth us talking about because it is a discussion we've had as a board so that's why I just highlighted it I appreciate that because I was mad about it but this Mak um and then um I
182don't know if anyone had any particular feelings on that I thought it was interesting about what might be some of the desires behind wanting to minimize that aspect um I also felt it conflicted with 18 look at that I don't think that they conflict um no no I guess my reasoning was they are wanting properly vetted and field tested tests and then this is minimizing field testing um the field testing is different from the nlet test the field testing is most like grade three Ela you know um Statewide tests that all the third kids start taking in third grade for ELA and math and then in I think now Fifth and eighth grade for science um part of the field testing is for kind of com seeing how you're going to compose some of those
183questions right right yes and I thought um I'm thinking I'm assuming that maybe the DI committee was opposed to this position position because um in diverse school districts not really having a kind of um a lens on perspective and just uh you know there's historical data around um the impact it can have on certain word structures or just the way certain tests or test questions can be work worded and it's not very cultural I just thought it was interesting that they would be wanting to be able to refuse it without penalty and I and I'm just thinking of the repercussions that that can have on every school districts to be able to really have cultural competent test questions so I think here in ausing how many last year and how many this year it's a
184lot for us and uh it was a disordinate that was an email to state in in fville I was never asked to do this level of field testing okay never that's the question is is it being applied fairly across all districts across the state and if you allow some districts to opt out of this you'll have a large number of West but districts that will op out of this is that really fair at the end of the day if you're really trying to evolve the program well that was my question to them was this Fair because in my sense of it and then you had the folks who developed the NCIS SL not talking to the folks who developed the ELA and math and the folks who developed the ELA and math not talking to
185the Nate and then they said well we don't care about the nape that's Federal I said well I do because I got three requests for this year alone so no one up in Albany is coordinating any of that so it sounds like the real or a lot of the Crux of the U frustration is from the uncoordinated efforts behind it especially when it's so extensive that's my sense of thingsa having just kind of stumbled into this okay yeah I'm just you know I wish don't you wish the because all we get from the equity team is like a a like a yes or no and I would love to hear I wish there was a position statement counter rationale or whatever position statements yeah I think that's um I was going to say because looking
186up like what field testing is it sounded like it was to make sure that the questions aren't biased I was like well that doesn't sound like something we should get rid of standard of that is correct but again it's the equitable distribution of that and my sense in ausing right away I called Marie I'm like what the heck how many times are we going to stop teaching of reading and math at Claremont because we've instruction yes that's the tradeoff right the instruction time and that's huge right you want to protect that across the board so them for a balance so at the end of my arguments with them they took away two but I'm left with one so I figured okay well they were NE they were open to negotiation just because those two uh
187schools were already field tested last year so they gave us AEF and I wanted to know the numbers I said tell explain to me how we ended up being asked it seems we are overburdened my God the response was okay you only have to do one okay so we made a good enough argument to not be penalized so your strategy for this I guess from just this conversation tonight I kind of support it because it doesn't know that District opt out but I do think we should probably put something up for next year that says basically there should be more so you know around it but I guess I could be swayed either way but Frank can I do you mind sending a sentence or two to encapsulate that to us so that we can
188keep it like in a Tickler for the advocacy committee so where do we where are we falling on this I think there's a strong argument to why it's on here and I think that's to me I think that's a good uh or a fair compromise as long as we advocate for some type of structure around that process so that it's just not oh whoever everyone could just not do it and there's really no kind of you know lens that that's being viewed through so I think that's you know I get it and thank you Mary for chiming and give some context to how wonky it can get sometimes I just add a little Nuance to it for the nap exam they threatened proposition for next year legis advocacy committee all right as it stands so
189do we want to support it as it stands yes that's where I'm at yeah okay sounds like we do all right so I'm just gonna recap the whole thing can we sorry can we talk about 22 sure I just I need some more context because I was I didn't understand why anyway yeah words get hard later I guess I don't love this one because it feels very convoluted and it doesn't feel well written it just doesn't feel well written um it sounds like people can just decide whether a female athlete is like strong enough to participate or whatever that is how I read it which is why I want to have a conversation if I'm getting it wrong there's probably a few different ways to approach this one and lenses to look at it true
190you know and I think that's the challenge and just for the record right the commissioner was going to come out with proposal commissioner basically I think was going to say keep me honest here anybody can you know as long if you identify whatever you identify a gender you identify with you can participate at that and that was like sort of a non-discrimination you know but that goes for you know for biological females that want to that identify male that want to play male and and vice versa and so that's some of the backlash that came to probably is more from people being concerned of biological males competing against females where there might be a physical disparity at the end of the day and when there wasn't a this is a complex similar SP they could
191then take over a girl team so like field hockey like for instance like you could have a bunch of boys try out for field hockey and would that deny the opportunities for the girls and so it's a very complex thing here at the end of the day and my sense is that the commissioner is punting on this and they're going going to review it and I don't know how much this really kind of weighs in on this one we could probably spend a lot of time talking about everybody's things but I just I would probably just go at the bottom kind of further explaining the rationale for that I didn't understand that it was it did seem a little like what are you saying so so I support it and because I think one of
192these the commissioner was trying to knock out the superintendent's discretion which is right on the books right now it says the final say the superintendent of a district can say well yeah I don't think that's a good idea and I think that's what nisba was opposed to again having the state dictate versus giving the local control so I fully support this until they sort out the rest of the stuff but at least for now we say uhuh we don't I think what we're getting at is uhuh nisba doesn't like that part to knock at least as a starting point to knock out the superintendent local control and I fully support that I just abstain I think that's how I feel I'm kind of intellectually curious about abstaining it is but and how many the other
193districts Doo so I guess I understand Rob's points and I and I would kind of agree with that but I think from a from a gamesmanship aspect I would say let's abstain and see how many districts abstain because I think you kind of send a message with some of that too I don't really I'm find either way I'm F I'm honestly I'm finding either way like I'm I don't I can abstain I can support support we support it I support it Frank you sound like you're open to supporting it open to abstaining from it did I capture you yeah all right Annie Annie feel Le to Frank I'd rather abstain but if we support them I I feel like I would rather abstain but I'll go with this I'm not not the hilling I mean
194if we have two colleagues who feel strongly like I'll support my colleagues in it and and supporting them my ambivalence is is truly ambivalence and so I will I will support my colleagues Melissa one of those fork in the road type of things right where I think um I think it will be curious to see the impact ofion um given the fact that it does seem be at this like SP me so I think I think the the if I had a guess because there's so many unanswered questions and things come up I think the nisba resolution is basically saying hey time out take a timeout don't make any decisions yet and I think that's the gist of why why there's that this came about based on my read and everything of it like we
195just don't want don't make any decisions yet Frank to your point the lawyers everyone so if you do technically abstain in theory you could be saying hey you know we don't you know again I go back to at least the superintendent thing like to send the message no like whatever you guys decide up in Albany at least give some local we we we believe as a district in West put that there should be some sort of local control because you're trying to wipe that out by making the section changes that that was where I was coming so at least send that message that was my that's why I was so strongly supported I got to look at I want to look at the booklet again because the I didn't take that away from what How
196It Was Written and um the fact that we didn't take the same stuff away is what makes me I it's like we think think like is this I I just really don't what the look it's written is it this is the link to the 2023 if you look at page 26 it's it talks about the significant adverse effect and that gives the superintendent the discretion to say no there will be a significant adverse effect if you allow whatever the you know the person to do this therefore I don't approve playing in in the female sport I don't approve in the male Sport and that's why I think that's why NIS but they didn't like that like they're like no like that should stay there should be something that stays that's that's what if you read
197the rationale on page 26 of of that that that's I think where new is coming from Mary isn't that right significant adverse effect allows a superintendent to say there is a significant adverse in effect therefore I am not allowing the request for the female to play in the male sport or I don't know a single colleague of mine that doesn't make that decision speaking with the entire team speaking with dock I mean like yeah but right but this would wipe it out if the commissioner did all those things that be that to be taken off the books and you wouldn't have a say or your colleagues wouldn't have a say to me right I I I think I I don't mean to be dismissive of this but this is going to be played out in
198different ways and forms by and people I feel like this stays on the books for five years and it's so specific um you would want the decision to be left in your hands essentially in this because taking it away wiping that out I mean I I could get in the reads and I guess I don't conscious of the time about the Tanner scale and other things that are in this that I actually liked but I'm happy that they put a pause on it to do a deeper dive into all of this and listen to the countless level of feedback they've gotten organizations have written letters people are quite upset about this so they put a pause on it because it had unintended consequences that others didn't just think about right so you're saying pause on
199the uh section 1351 for that's why the board of regions posed it because PA paused it because they were getting a lot of opposition from the field yeah say hey did you think of this hey did you think of that right I think there's more work to be done on that yes the reason the main reason I want to abstain is because I'm not worried about oening I'm just worried that this could be used in a bad way elsewhere so it's just like I just don't feel great about it but I will go with what the rest of the board does and then I kind of want to I kind of want to abstain it sounded like Melissa you wouldn't be interested in abstaining I what do we want to do I think I would
200abstain on this if there's an opportunity to say why we're abstaining I would take advantage of it but that's where my heads at okay let's do that like to draw some attention we're going to shake things up right just clar um from the um perspective of me put my neck what is our consensus of what we want to say like a or we can figure that out before that time comes up what what's the how do we want to summarize it right because I think we all have made strong Arguments for why we would abstain but I think a way to kind of you need like two sentences three sentences something something to to start that conversation pretty much got gathered the consensus okay but how do we want to convey that as a board
201in a couple of sentences something along the lines if it's important for boards to have local discretion and basically and to be able to adjust to unended consequences that could be part of any of the commissioner's regulations further flushed out great okay so I hope they don't just give you the vote button and if they don't if they give you the opportunity just start talking into the mic there's a com there's always a comment time so there's time to make the to raise your hand and speak um so just be at the front of the line say it's ausing and read we talked about here tonight I think that would be helpful okay I'm gonna watch just to see how this goes oh go I know there's it's like so monotonous but it is so
202interesting at the same time there really is a duality about it um there any anything else on that portion of the sheet okay so I'm just going to read through and summarize to make sure we I got it right and that we're all on the same page here so from the beginning on the first page uh looking at 1 through 7 we um support all of them with the exception of number four which we oppose right y okay next page 8 through 20 we support all of them yeah okay when 21 through 25 uh we support all with the exception of number 22 which we're going to abstain from yeah all right well in that case um I'd like to take a motion on 4.5 second 4.5 copy of resolution regarding the New York State
203School boards Association 2024 proposed bylaws amendments and resolutions any further discuss discussion all in favor I I opposed extensions all right uh I'd like to take a motion for 5.1 so second 5.1 resolution to accept recommended placements of special education students any discussion all in favor I opposed extensions does anybody have anything they wish to break out from six all right I'll take a motion for 6.1 through 6.6 6.1 resolution to approve the treasurers report from September 2023 to May 2024 6.2 resolution to approve the budget reports and revenue reports from September 2023 to May 2024 6.3 resolution to accept funds for the driver education program fall 2024 2025 6.4 resolution regarding health services briercliff Manor Union Free School District 6.5 resolution regarding disposal of office furniture central office 6.6 resolution regarding interfund transfers any
204discussion all in favor I I opposed extensions does anybody have anything they wish to break out from Seven all right I'll take a motion for 7.1 through 7.12 second 7.1 resolution regarding Civil Service staff resignations 7.2 resolution regarding professional staff appointments 7.3 resolution regarding Civil Service staff appointments 7.4 resolution regarding support staff appointments 7.5 resolution regarding best attendant appointments 7.6 resolution regarding professional staff appointments before after school programs 7.7 resolution regarding confidential staff appointments before after school programs 7.8 resolution regarding Civil Service staff appointments before after school programs 7.9 resolution regarding support staff appointments before after school programs 710 resolution regarding perdm substitute removals 7.11 resolution regarding PDM substitute appointments 7.12 resolution regarding approval of school volunteers uh any discussion all in favor I opposed extensions all right this brings us to our second public
205comment section I see no people here in person IL is there anybody online all right we can check that off board dialogue I have one thing okay what's your one thing um I emailed everybody about the Phelps I think Community leadership invitation there's a breakfast there's going to be four breakfasts in the year it's meant for a Boe trustee the first one is this Friday morning at 7:30 in the morning I'm happy to attend I don't have to attend others can certainly attend if we thought it wasn't a good thing for the board to attend we can do that too I guess I just I'm not I mean this would be like a Lea on I guess we're I think we're talking about are we going to create a formal Rel on with Phelps and
206I guess I would lean towards the administration to basically tell us that's a good idea or not or to get at least a little bit of AD information we have a health partner and we got the open door I don't know what Phelps would do versus Northern Westchester or whatever and I think just private group we want to be careful about who we align with and just have a good reason behind it so if attending I want to know more we're not committing to anything by being out of breakfast I don't think no but there was there there's multiple meetings and so I just think you know if anybody came to the district and said hey we'd like you to be a liaison to our thing at the end of the day the board should
207have a process of how we go through I mean the annual reorg is how you do that and so I just want to be thoughtful about it right so I'm not adverse to somebody going to this meeting I think we should all discuss it as a board about whether or not we want to maintain it once we get some information and ask the administration recognizing that we already have some Partnerships and I don't know that this steps on or doesn't step on just to highlight a little bit um I sat for 15 years on the board for school districts for Northern Westchester Hospital and those who were a member of it we got to for doctors and nurses to do free like the Tar Wars program substance abuse they had a junior Council that offered
208internship so you know there's ways to leverage some unique things but I agree 100% with you without hearing what's their thought behind this I don't think we have enough information to like what's their plan for this do they want to create something like that I don't three second conv Sation I had with the woman who called me back basically said we just want you to know of the things that we could kind of help with and so some of it sounded like the Tar Wars The Vaping um best help help you and your athletic department write a protocol that meets the state requirements for concussions um you know free services like that stuff like that when we had suicides they offered someone to us I mean um I personally for 15 years found it very
209helpful but without knowing here what it is it sounds maybe they're trying to duplicate with Northern Westchester I suspect I suspect other other organizations have something similar and so the directive was try to get something started it would be interesting just to kind of I mean just to First go around without committing to anything to just seek to get more information while you're at that breakfast I would be curious who else there school boards though members that didn't go to super right it seemed to only go to me and I presume that the thought process was that I was still President right so is it just school districts at the meeting or is it more than that it's I didn't ask that question it's a good question I should have asked it um find out
210and let's find out more but I think if we're going to do something we should if we're going to decide to do it we should adopt it as one of our Liaisons if we're going to do that that's that's the next step that would be the next step if we go so just seeking together the first I don't see any har that I didn't get the impression it was just school boards like you forwarded the email right it looked like Community part Community like I would I'm anticipating it will be a broad cross-section of community groups but that's just based on the name essentially right absolutely it's 7:30 yeah or you can you oh I'm happy to let you take this but I'm happy to let you do it but whatever I could do it
211whichever is I we'll flip a coin later all right you got okay okay so the consensus there just to recap is to go to this one do a little Recon and then come back collect information back and report back and and that's that's what if if it was if I lost the coin TOS I I I just bring the information back share it with the the board and then we decide what or what information we need to GA from there does that sound fair to everybody can I make a suggestion um because I do have a professional relationship with North well health so maybe you should go no I was thinking maybe you should go so that there was no bias or whatever conscious or unconscious there I lost the coin toss I'll take it
212okay enjoy the egg see what I did there yeah let let us know how the egg so in the in the in the sense of bringing back information if we can make sure there's some tangible information brought back and if there's like online resources and stuff that kind of link so we can you know sure research and sure I think that's that's a very fair ask thank you all right um the other thing I wanted to bring up is that I this email is a little bit old now I had forwarded it it came on September 10th and I forwarded it to everybody it was about um an invitation to join for in at a resolutions Q&A for um voting delegates so it sounds like an opportunity for um those who who are voting delegates
213for their school boards to come and ask um to come and ask questions uh to those school districts who have submitted resolutions we don't have to go but we can go I have to RSVP by Friday and it is at 12: pm on October 1st via Zoom would we like to go I am assuming we would like somebody to go since we submitting resolutions is it an hour long do you know what does it say it it says the meeting will be held via open Zoom at 12:00 p.m. on October 1st 2024 with no end time that's what it says um I'm that's that's what it says you got you got what I got so if someone is needed I can like listen I will be distracted it's preschool pickup time and um yeah I'm
214not able to do it that day I can just like have it on while I'm moming but what is it October 1st is at Tuesday at 12 I have a deposition sorry I can be 20 minutes I can be 22 minutes late that's when I'm finished teaching um so how about we register and just kind of collectively glean little segments I can commit to um I I wonder I haven't actually clicked on the link to RSVP if I can just RSVP for the lot of us we can log on for when we can log on I think that's a good idea so I'll put my name in a hat with two of you okay sounds good all right that's fundraising for uh for our our students and programs and the things that they do from
215the teacher breakfasts to a whole bunch of other things that they they have in there and um it's something I think we should probably talk about further in terms of of you know what we can do to support them I know that we had it was in previous years and I know we had policy around how how um we should handle the food and Food Service post that but I think there's um you know we're the concern that I have personally um is just that you know how do we how do we help to make sure that we have um the ability to be able to allow our ptas to continue to support us um and be able to do the fundraising that they've been doing for us to help do all the different programs
216that they do but particularly the high school but I'm not only focus in the high school but just really the PTA in general but because there's a lot of um conversation around this and I think you know we want to have as much of a a symbiotic relationship that that kind of helps us um support and and they support us as well it's just a a little thought and conversation there that I think that we should probably perhaps address and that there something that's in policy in there I don't know if that my fellow board members would be open to further discussion on that just as a highlight I'm mindful of the time because it's almost 11 but there is strong policy and state RS around this one of the PTA groups worked with Alita
217and did it seamlessly and others couldn't seem to get their head around how to approach it related to the regulations and um like it she just cannot um allow a for-profit organization to utilize our our our property to make a profit profit is very clear um within law and within our own policies um but I can share with that um I can share that um that we can update information with you again okay it was after I had a conversation with uh right I'm gonna say it wrong reie um and I she she understood it and actually they've been bringing stuff to our attention because I they say that we knew about the the truck um but I had no idea so that was resol you're talking about the ice cream truck yeah cuz it
218still goes thereat offender they got cease and desist it's still there after this week I haven't seen it after I I saw it once but not every day just once okay but I can provide you the information and and I summarize the policy and I I had many conversations with the PTA last year and um I'm willing to I I we worked around a lot of things and I've had conversations regarding the the promotions that they're trying to do or the fundraises that they're trying trying to do with the trip to Hawaii um and we worked we work me and um me and the attorney B basically got on the phone with Kate and and tried to problem solve and we were able to do that I know that the lower uh PTA has had
219a lot of success with the navigating The New Normal with the food trucks so it may be worthwhile connecting the two groups yeah I mean what what I just want to make sure that whatever this is I'm not advocating to do something that's going to upend any state regulation or anything like that but rather create a little bit more of that you know we we support them they support us right um support our our teachers our students and what have you right so there's a variety of things too there's also health and wellness regulations in there like selling um sugary foods during the school day is not permissible um so you know I've heard from the students at the high school we've always done it but it's just very clear the law is very clear
220and I it's not fun to be the uh messenger the the the fo police but um I have to do my job so but I I've been coming from the point of problem solving and Kate you can ask her she's uh she we sat down and we talked we actually have a meeting tomorrow about the club that she's utilizing and some of the fundraising that she's doing and making sure it aligns with our Board of Education policies and state laws around New York state law around um collecting funds and managing funds so we actually have meeting with her me star um and her and her um her um advisor for the the cultural arts Club at the high school okay yeah I mean just like I said I'm I'm really looking to see what we
221can do to create create a little bit more of a harmonious relationship they they I I talk to them all the time and I work through whatever I can work through with them to make it work I'm not trying to I'm not saying you are I'm I'm not there's no no I know you're not but I just it's just it needs to be said because people I work with either it's a hard no like Inflatables that's a PTA no no um or um so they finally got that too because that was difficult to get people to understand but it's a slow process but I do talk with people I just don't send them emails I set up meetings with the whole group last year so I think they're because I've spoken to a couple me
222that if the cause was noble and the relationship was Noble that exceptions could be made and I you know I know I personally reinforce that it's irrelevant the nobility of of the of what's being tried to accomplish but the law has to be followed and so it's a matter of like Alita said problem solving to make sure that we're meeting that noble cause and we're staying within the rules and hopefully we're getting there all right um one other thing I did just fill out the Google form and it looks like anybody can just individually fill it out you just say what school district school district you're from so for that Q&A session um any board members who are available for any portion of that meeting you can fill it out on your own I just
223emailed it again to everybody to just make sure you can find it in your inbox anything else just really quickly uh just acknowledging the positive adrenaline filled 24 hours of forening with the uh passing of the bond vote uh the Obama Foundation coming for the mpk alliance today um the great people that just to see the the thread and the intersections of the culmination of years and years of hard work whether it be through the bond work whether it be through the MBK work just realizing you know recently that it's been seven years since that first stakeholder meeting was held to us getting certification last year to us now being mentors to other districts um so just want to give kudos to just the AY school district and then the members especially of the um
224uh MBK initiative who continue to be um just uh examples of the hard work and dedication that is the thread throughout the atiny school district and how well they represent us um in those spaces so just want to acknowledge that thank you I agree we have so much to be proud of all right I do need to take a motion to enter into a brief brief executive session um to discuss 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 can I get a motion all right um any discussion all in favor I oppose exensions all right