001Go to item four, reconvene to open session. Be resolved that the board of education reconvene to open session. The time is >> 7:09 p.m. >> 7:09. So much I'll make a motion. May I have a second? Second. Michael second. And all in favor? I. >> I. That's Will you please stand and recite with me the pledge to the flag? Allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, with liberty and justice for all. Okay, we'll go to item six, which is our student board member remarks. So, I turn it over to Nala. Would you like to make any remarks this evening? Good evening everyone. I would like to share a few brief updates and reminders from the student body. First, we
002are currently looking for the next junior student liaison. Applications are still available in the main office and we are excited to see who will step up to strengthen our school community and advocate for students. Um, and I will continue to give you more updates on how the student liaison application process is going. I also want to briefly follow up on the personal email issue. I know Bailey has already mentioned this and we appreciate that the board is working with the technology department to address it. I just want to add some context onto why this matters so much to students. In programs like science research, students rely on personal emails to communicate with mentors from outside institutions. Without access, it becomes extremely difficult to maintain constant communication which is essential for completing projects and fully participating
003in the course. Additionally, personal emails have helped students access valuable opportunities such as internships and research positions. Without them, reaching out to mentors and opening those doors become significantly more limited. We are we understand there may be legal or policy con um considerations involved and we appreciate the efforts being made to find a solution. Students are hopeful that a resolution can be reached that both follows necessary guidelines and allows programs like science research to continue to succeed. Thank you for your time and support. >> Thank you so much. Okay, we go to >> that'd be great if that's okay with you, Mr. President. >> Open and close this first or no? You want to >> Oh, you want to do that? We can do that. >> Yeah, let's open. I think it'll take two seconds.
004So, >> uh, item seven, which is the public hearing on the 2026 2077 budget. So item one underneath open public budget hearing be resolved that the board of education open the public hearing on the 26 27 budget. The time is >> 7:12 p.m. >> 7:12 and ready. So I turn it over to Mimi Heslin. >> Okay. Good evening. Um so each year we're required to hold a uh a public hearing on the next year's budget. So um that's what we're going to do this evening. Try to make this brief. So uh during our budget development meetings um we highlighted the many ways in which the 2627 budget um is aligned with board and district goals and also focuses on investments in student success. So, the budget uh maintains our high-quality academic programs and opportunities for
005our students and it focuses on strengthening early literacy through our new elementary literacy program. By focusing on foundational reading skills and by providing supports for students and staff across the district in combination with New York State uh funding, we will be able to maintain our prek program. And we're able to do all of this while remaining below our allowable tax levy limit and while keeping the capital portion of the tax levy below the 2020 uh uh baseline that we have. >> This has only because you just mentioned about UPK. I just want to let the public know I've gotten a number of um inquiries over the last couple of weeks with regards to what's happening with our UPK program. As you are aware, um, back in the fall of last year, there was some thoughts
006and questions about UPK and the possibility of adding an additional, um, section down in the, um, elementary school. Um, we have done a lot of work behind the scenes, the administration down at the elementary school, Miss Hesler, myself, um, and you know, Mr. Green. Uh, we do have a framework. The only problem is before we can present that framework, we have to get a st a budget passed by the state of New York and it uh it's very frustrating. As you are aware, the budget was supposed to be ready on April 1st. We continue each week to get a continuing motion to um delay the budget. It's obvious that the governor and the assembly and the senate are not seeing eye to eye um and they're not close. So, this could be going on for
007a while. I know it's not what you want to hear, but it would be remissant on my part to make an overture about what we can or can't do, not knowing that what the state monies are. So, I just wanted to update the board and the community. Um, I wish I could give you the answer. Right now, I can't. As soon as that happens, I will get out on a uh, you know, a parent square um, and an announcement over social media what we're doing. So, thank you for your patience. It's not us. It's not this board. It's the state of New York waiting to get its budget uh done. So, I'm sorry to interrupt, but I thought it was a great time. You threw me the softball and I hit it out of the
008park. There you go. >> Okay. So, uh the numbers on this slide um are probably familiar to some people. The 2627 proposed budget totals 51,29,737. That's a budget-to-budget dollar increase of $1,400,300 and a percent increase of 2.81. The uh three-part budget is um one of the things that the state requires us to uh how how to represent the budget. Um and those are in these three categories. You can see that the instructional portion of the budget accounts for 72.9% of the total. The capital portion is 17.26%. 26% and the smallest portion of the budget is the administrative portion which accounts for 9.84%. The anticipated tax levy for next year is 33,24,931. That is a dollar increase of $800,456 over this year and a uh percent increase of 2.48% which is just below our allowable levy
009increase of 2.49. for 9%. And this slide shows um the history of the capital portion of the tax levy. Our baseline is uh from 2020 2021. And you can see at the very bottom there um that for for the 2627 budget uh it's actually a decrease of $736,028 from that baseline which is where we want to be is below that baseline. Okay. So now we're going, this is the first time that we're able to start talking about tax rates. Um, so uh tax rates and how they're calculated. Basically, it's these three factors. So it's based on assessed values, equalization rates, and proportional share. Um, two things that are very important to keep in mind. Um, so first of all, the assessed values and the equalization rates are not final yet. Um, so basically in May
0101st of each year they put out tentative numbers and then by August 1st of each year all of the towns and the county have to report to us the final numbers and that's what the actual tax rates will be based on but we'll at least have some kind of an idea at this point. Um, every year they change between May and August. So and typically not dramatically but there will be differences. Um, it's also important to note that all of the factors that go into determining tax rates are outside of the control of the school district. Right? Assessed values are done by the towns. Equalization rates are um done by the state. Uh, basically the only number that we actually have any control over is the tax levy itself. How it gets distributed across our
011various towns is based on the tax rates. Okay. So it's a lot of math. Um we start by looking at the assessed values by town and we this shows a comparison of one year over another. Um and basically you can see in this chart that the assessed values for all of our towns have increased. Um again these are tentative numbers. This slide shows um the equalization rates as of right now. again tentative um and you can see that Beakman, Dover, and Pauling all have equalization rates that decreased and East Fistville and Patterson are remaining at 100% valuation. Unfortunately, that's not favorable to the towns who have dis decreased rates. Uh the next step in the calculation is we take the assessed values and we divide them by the equalization rate to get the full value
012assessment. Um and then each town's full value assessment is divided by the full value assessment for the entire district to determine the town's percentile or proportional share. Um so this slide shows that proportional share um for this year and next year comparing the two. Um and basically just a note you can see here that uh properties in the town and village of Pauling make up the majority of our our district at 93%. Okay. So all of these factors get put together um and they result in the tax rate for each town. So to continue with the formula, we take the total levy for each town, we divide that by the town's assessed value, and that gives us the tax rate. Um and you can see on this slide what those are. Um some of the
013towns tax rates are increasing and others are decreasing. And there's a couple of things that will make that happen. So, some of our towns assess at full value, right? That 100% equalization rate, that's East Fish, East Fishkill and Patterson. Um, and others don't. And of course, that impacts that equalization rate impacts where these numbers fall. When the equalization rates decrease and assessed values increase, it results in an increase in tax rates for those towns. When the equalization rates are at 100% while other towns rates decrease, it results in a decrease in tax rates for those towns at 100%. And you see that where the east fishkill rates are decreasing pretty dramatically. Um do not so much so. Um and then thankfully the polling number is coming out at plus 2% which is pretty modest. Okay.
014So then we take these factors and we try to say, okay, well, what's that going to look like on my tax bill, right? So in order to have so that we're comparing apples to apples, for all of the examples, we use a $250,000 assessed value. So in the first example, um this would be for a resident who lives in Pauling, um whose property is assessed at $150,000. uh the the end result is that this person's taxes are going to increase by $166. So basically you take uh the assessed value and you compare it to the baseline. Um and that so in this case it's below the baseline so it's 6. It's less than one. And then you multiply that by the um that $277 amount um which is our for a $250,000 assessment. that would
015be the amount. You multiply that by6 and that's where the 166 comes from. And then similarly um but this would be for a um a resident of Pauling who owns a home in the town of Beakman uh with an assessed value of $300,000. So if your uh home is above that assessed value of 250, the multiplier the proration is going to be over one. So in this case it's 1.2 2 and we multiply that by the $ 299 in that previous slide and uh we can see that that home's uh taxes would increase by $359. Okay. So, um just as a reminder, uh there are two main resources for additional details about the 2627 budget. There is a full budget document that's available in all of our school buildings, also the public library, and it's
016on our website. Um, and that document contains really the most information of anything that's out there. Uh it includes the principles we used in developing the budget. Uh the detail um and each line item in the budget uh the three-part budget and it also has information regarding our district's accountability measures which are reported uh by New York State each year. And uh you will also be receiving the budget newsletter in the mail in the next few days if you haven't already. I know some people already have. And uh just to end uh a reminder that you should come out and vote on Tuesday, May 19th uh from 7:30 a.m. until 900 pm and that's being held at the Pauling Elementary School Gymnasium. >> Thank you so much, Mimi. So now go down to public comment.
017So open public comment regarding the 2026 2077 budget. Good. So, go to item four, which is close the public budget hearing. So, be resolved that the board of education close the public hearing on the 2026 2027 budget and reconvene the business meeting. I'll make a mo Oh, sorry. The time is >> 7:24 p.m. >> 7:24. So, I'll make a motion for that. May I please have a second? A second. And all in favor? I. That's everybody. Okay. So, now we're on to our next presentation, which is our math K through2 curriculum update. >> Oh, you want to do Yeah, >> that's okay. I'm sorry. We're going to go We have um Miss Nace and we have uh Mr. Gray here. I'm sorry about that. are just going to share with us some accolades that we've
018gotten over the last couple of weeks I think are important because our next board meeting is our budget vote and I wanted to make sure that we you know shared with the board and the community some of the accolades that have happened over the last two weeks. So, if you wouldn't mind coming up and sharing with the community a little bit about what has gone on in the uh you know and the incredible work that's being done in our music department and under our leadership as well as of course the students. Um, so yeah, we had a lot of things. Um, one is pretty big. The other one is also big, but one one kind of uh compliments the whole district. This one is uh just the the concert band at Pauling High School. Um,
019on April 29th, the Pauling High School Concert Band, which Nala is also a part of. Um, performed at the 2026 NISMA Majors Festival. Nissa majors is a large ensemble evaluation held in different parts of New York each spring where bands, choruses and orchestras perform for two indicators. Um we performed three pieces uh two of which is selected from a manual of various difficulties and another one is a march selected from outside to kind of pay tribute to the history of where concert bands kind of came from from military ensembles. Um, second year in a row, the concert band scored gold at Nissa Majors and received some wonderful feedback from the uh, judges. And now, I could probably tell you, this year's music was harder than last year's and uh, they knocked it out of the
020park. So, that is >> the smaller thing of the two things. Thank you. Yeah. >> So, wouldn't say small, but it was it was incredible. And it just to kind of reiterate that whole NISMA festival. I mean, many school districts participated. It is a state-run organization. And it to get the gold is a very great it's a great accomplishment. >> One more thing, we were the only ones in our category that got gold at this festival. >> Wonderful. Nice job. >> Obviously, as a lot of you saw the posting, we were recognized for another um our music community here in Pauling. It's a national r uh rating system that kind of takes into account all the things that we offer the students here at Pauling and all the opportunities they have in music education here.
021And um it's it's really based on our teamwork, our uh work with each other and of obviously the support of the community and the school district. So again, it's it's our award that we got knowledge, but it's also just all of us working together. And we we cannot thank the our community here in Pauling for always supporting everything we do in our music department. So thank you for that. Well, and thank the both of you for all you do because it doesn't happen unless we have the kind of people behind the scenes like the both of you encouraging our musicians to do the best that they can as evidence of the work that you both have done. So, kudos to both of you and the music department. >> Yes. And then this weekend we spent
022just one more I got to throw. So, Friday and Saturday night we were hanging out with the Nisma Solo Festival which we had I believe it was almost 45 students participating. It was across the district. So, and many many amazing scores for these students that participated at John J High School in Winger. So, another >> all state 100 that >> Yes. >> Okay. Terrific. >> Thank you. >> All the best. Thank you. >> Yes. Sorry about that. And now math. >> And now math. Thank you again. >> Hey, good evening board and community members. Um, my name is Diane Pidor. I am the math curriculum leader and alongside my colleague here, Carl Marx, who is also the math curriculum leader for the secondary section. So tonight we are here to highlight what is going on
023in math throughout all three buildings and um click. So here you'll see in the elementary school a lot of students working together a lot of uh students uh using hands-on materials and you know we are we work towards uh district board goals. So specifically Borggo 2 where there's a lot of collaborative learning studentled applying math to real life and a lot of teacher professional development always something new going on. So right now in ele elementary school we are using investigations as our math program but we are about to begin the process of selecting a new path math program and this work will actually start next week with a consultant from DC Boseis who will be working with a committee of teachers through the 26 27 year and to guide us through that work and uh
024we will also follow a similar process as we did our our literacy program. Um, NICED released a math curriculum review guide that will help us through this process and teachers will also be involved in math professional development as part of the process. So, let's start off with our preK, our youngest learners. Um, here in Mrs. Malone's class, they are already starting to make predictions and estimating. So the task here was to estimate how many people it would take to sink a boat. And here they are in the next slide testing their predictions. And also in Miss Antonio's class, students use visual and concrete models to identify and order numbers 1 through 20. Kindergarteners love to work with pattern blocks. And here in this slide they are putting together a a puzzle and after they put
025it together they have to count the number of shapes and then add them all up. So already like three-step process here for our young ones. Um also in kindergarten they are learning to represent numbers in different ways. Here they're using Unifix blocks to put together to form a number then practicing writing that number. And they also start playing a lot of math games which help with that number sense and help with that um you know visual representation for numbers. They're learning how to use number cubes or dice and they're rolling it looking to see what the number is then graphing it. So again using a lot of a couple of steps and they whoever whichever number wins gets to the top wins. Um, also a big deal in in kindergarten and really throughout first grade
026as well, the hundth day, since kindergarteners are expected to count to 100. The 100th day is is so fun for them. They get to dress up as many of you know as 100year-old people. And all day long they work on activities dealing with 100. Here they are making a serial necklace. But first they have to count out 100 pieces. So they're here they're using a 100 chart to help them out. >> New in math. They are called number talks and we're going to have special handals. So instead of raising your hand to give an answer, you're going to do some different things. This first sign means that you're thinking about the problem. So, everyone make a fist like this. I'm thinking. Then, if you have an answer, you're going to put your thumb up like
027this. If you have more than one strategy, that means if someone gives an answer, thumbs up means I have an answer. If you have a different way of seeing a number, you could go like this and show me I have a different way of counting or I have a different way of solving that math problem. Then this symbol says I agree. I agree means you have the same answer as someone else. was a little snippet of our awesome kindergarten teacher, Miss Silbert, who took a professional development class through Mid Hudson Teacher Center. Um, it was about number talk. So there she is explaining to the children the hand signals to use um instead of like you know calling out or raising their hand or even to um let's say you know a child who is
028shy and they don't really want to speak up they still get to participate using hand signals. So an awesome job by Miss Silbert and you know this really gets the children at such a young age to start thinking and talking about math. Nothing is written down in this section. They're just discussing it. Um, first graders learn a lot about tens and 10 frame is a great way to get that concrete visual um of the tens. Uh tens is used we call it a friendly number um used in counting using grouping used in addition subtraction later on in multiplication and division. So building that number sense is super important. Here is Miss Chalon and Miss Crowley's first grade class playing a 10-frame math game. And also in first grade, uh we uh learn about measurement. And
029again, visual and concrete. They here they are learning about what 1 in looks like. So they're measuring a fish using 1 in tile. So before even using a ruler, they get that concrete idea. This is what 1 in looks like. So by second grade, third grade when they are using a ruler, it's they understand what it means. And here's more number talks by some first graders figure out >> 15. >> You did you did 15 too. And what was your strategy? >> We used a picture and the number line. >> Can I see your pictures? Oh, awesome. I like how you broke it up into like you broke up your paper and did you use addition or subtraction? >> Addition. What made you think it's a it was addition? >> Uh because they're all coming
030together. >> They're all coming together. Awesome. Good. So there is some more bit of number talks as well. They worked with partners. They collaborated. they figured out how many animals in all and many of them had different ways to show that and represent it. Um, a big deal we had started doing in first grade since they need to count up to 120, we started celebrating the 120th day. So, their assignment was to bring bring a collection from home of 120 things in class. They grouped them by tens and we had a little museum walk and they explained to their to their classmates what how they counted and even a bit about their collection. So, it was kind of like a nice social interaction for them as well. And they also did a week-long solving a
031who done it case. They had to figure out who stole the 120day posters from Miss Cher's class. So here each day I gave them an a task and they worked with a partner and you know partners helped each other. They helped each other skip count um or um maybe solve problems um or tallies. So when they solve their problem they came to me and I gave them a clue. So by the end of the the week they were able to find out who stole Miss Ch the posters from Miss Chery's class. They had a really fun time doing that. Second graders uh partners with the Duchess County Agricultural Society every year and this opportunity allows second grade students to learn about different aspects of local agriculture and these lessons involved all content areas. So Miss
032Dolan, Miss Bizier's class, they had a chance to design a new ecarton. So with this they had to evaluate materials then purchase materials, build and test their cartons. So they had a lot of fun with that. In third grade in Miss Arnold's class, um they work a lot in fact fluency, all four operations, addition, subtraction, multiplication, and division. And Miss Arnold gives them a choice on what they need to work on or what they would like to work on each day. and they also have a choice whether to work on uh with a partner or um independently. So that also just helps the students build in that um fact fluency. and our third and fourth graders um here last year they um showed our board members how to subtract threedigit subtraction across zeros using Greg
033Tang math. So those students are now in Mr. Malone's fourth grade class. So the fourth graders went down back down to Miss Stipek and Miss Bk's class and taught their students how to subtract across zeros. So, it's continuing on and they had a lot of fun. In fourth grade, they uh Mr. Malone is uh building up the thinking classroom framework which they try to use up here in the middle school and high school. And here you see the students collaborating with each other, right? W writing on big whiteboards and sharing their strategies, their ideas. And also thanks to Miss Hickeyi, she brought a board celebrate celebrating Pi Day where they learned the relationship of circumference and diameter. And here in Miss G's class, they studied the that uh the meaning of pi and they had
034super fun eating all different sorts of pie at the end. And that is it for me. Here is my colleague. >> All right. Okay. So, hi everybody. I'm going to tell you a little bit about uh math in the middle school and high school. Um in this first slide here, you just have an introduction. On the far left, we have some of our uh younger students presenting work that they did and they'reing to the class at the board. Uh in the middle, it's me and six elementary teachers at 10 county math conference. That was in Middletown this year. That was a couple months ago. Uh and we got together there. And on the far right, you have one of my students using algebra tiles uh to combine like terms. That was from earlier this school
035year. Um all right, so starting at grade five, we have uh students working collaboratively. So you can see around the room, they're often sitting in pairs. Uh in the far upper right, you'll see uh a student teacher. Miss Davids has a student teacher this year, and uh she's training her on how to become a math teacher. In the lower right, you'll see a couple things. This is uh Miss David's working with her small group instruction students who might need extra help. Um on the wall behind her, you'll see uh her anchor charts, which she uses a lot to put up uh supportive uh diagrams and examples for students um as they work through a unit. Uh here's some more students at work. Uh students use multiple methods of solving uh and as you can see
036working with their peers. Um in grade five there's a lot of of course still visual models as their and manipulatives as well. Um it's it's very much aligned. Actually she uses the same curriculum as the elementary school. So she's using the um recurring the curriculum. What's it called? >> Investigations. That's it. Yes. The last year. We're in the last year of investigations. Sorry. And um yes. So, um it's if it looks like elementary school, uh that might be why. Um okay, in sixth grade, this was taken a couple weeks ago. They had a quiz coming up on ratios and percents and they played Jeopardy. Um a game that uh I don't think they know what that means because I don't think they know what Jeopardy is, but they love the trivia because and they sit
037in groups and they collaboratively review questions and gain points in a math Jeopardy game here. Um students would work on small whiteboards, discuss answer with a group and have some fun reviewing. Uh looking at seventh grade here a couple weeks ago, we of course had the math state test. Uh it was last week and um leading up to the test, students would uh go through sample questions and work in groups together. Um I would have been participating in a PD of my own. uh a website I found Pam Harris who's in the lower left there. Uh her website's called Math is Figure Outable. Um and so uh this has been pretty exciting. She's uh a curriculum expert and nationally and uh some things I found interesting. So uh in the upper left you have goals.
038So when teaching students one goal was to lead with experiences. So giving them just like in the elementary level actually meaningful memorable experiences from which to build their math uh on intuitions and then uh development. So if you look in the lower right we have the development of mathematical reasoning which she's always uh talking about and I do love how she talks even at the middle and high school levels how you have to remember that uh there's counting and additive thinking and multiplicative thinking and all the layers of reasoning that go through. Um, and often when we get to the higher levels, we think students can go straight to abstracts thinking, but they really need to tie it all together to their full experience as students. Um, and sequencing. So, sequencing is goal three, and
039that's um the way you bring up through student uh using student work and their reasoning how to use sequence learning in a way that really builds uh meaning for them. Um, this is just part of my workshop here. Uh, one thing that was exciting for me was using motion. And so she has in the upper right hand corner you'll see she has a TI calculator hooked up to a motion sensor and in the lower right you'll see a graph of uh a student created um by walking in front of the motion sensor uh where when the graph goes up they're far from the motion sensor when the graph is low they're close to the motion sensor and this gives them an experience of what graphs and how graphs are created uh using real world data
040based on their own bodies in motion. Um, I do not have those devices. Those are $140 a piece and to have a classroom set would cost over $1,000. So, I thought, how can I create this? And I said, wait, AI exists. So, let me just make one using our Chromebook camera. And I basically worked a couple weeks on it and was able to use the Chromebook camera and get students to create a motion sensor using the Chromebooks we already have. Um, what's cool about that is I can upgrade over time and add features as I need. um which is pretty exciting as a teacher. Um here's a video of students using that right there. Um the the thing he's holding in his hand uh and you can also see in the upper right hand corner
041is this little like QR code looking thing is called a Aruko sensor. It's actually used by drones in warehouses to um orient themselves. So um that's what the camera sees and that's what the camera is measuring in order the pixels on in the camera to estimate their uh distance from the camera and then they made very similar graphs to what I just showed you and then are able to reason about it. So in the lower right you have them making sense of what happens. Um uh I was inspired by this workshop. So something that my students did not do as well on last year uh was linear functions. It's it's a huge topic. It's a difficult topic. It it extends all the way back in their reasoning uh from counting and multiplication strategies and all
042the way through high school and function thinking. So um I wanted to attack it in lots of ways. Um there you have see you see the on the left side um I have a slide that students worked on together. They did the work on the boards. uh they had to draw a graph on their own, a sketch and a table and then come up with the equation for uh a burning candle trying to connect all the representations there. Uh in the upper right we use student work or I guess I I had one of my students who did some extra project for me that's Bellis pattern um and that was part of a quiz. So on the right side you have a quiz front and back page um where they're connecting between um graphs and
043patterns and tables and equations um and have other extension questions interpreting what they're seeing. So in the lower right you have a heat wave. So there'll be questions they have to really make sure that they understand it's not just numbers on a graph but there is a meaning to that as well. Um in the high school um we're going to see some of what's going on right here. So, starting in algebra 1, this is uh 9th graders who um are moving from my math 8 class into algebra 1, their first regions class in mathematics. On the left, you see um copious amounts of written work um from Delta Math. That's an online program that I use and that the they use in the high school. Um you see simplifying radical expressions and lots and lots
044and lots of factoring of polomials. On the right side, you see students also factoring polinomials. It's kind a little hard to see uh using the area model and uh solving quadratic equations uh using the factoring that they have been studying. Um also as freshman and sophomores students can take algebra 1 regions extended. This is for students who require uh a little bit more time to process and to uh maybe come to high school with some more math difficulties. So on the left you'll see a student using um those right in front of those yellow and red little tiles to represent positive and negative numbers and using that to add and subtract integers while working on a high school level concept uh quadratic formula. Right? So keeping the manipulatives there for students who need them as
045uh as is appropriate. Um and on the right we're trying to distinguish in algebra one between linear and exponential growth. Um, and here's a fun activity to make it memorable. Um, in applied geometry, um, I didn't get to do this in high school, but this looks super cool. Uh, they got to use geometry to make artwork in a project called the Mandala project. You'll see, uh, the challenge was to construct a precise design with at least one line of symmetry and rotational symmetry of order four or higher. Um, and just the amount of different patterns students came up with. Um as you can see they really got into it and uh is really beautiful and I think something they could be proud of. Um the reflection after completing the design students reflected on how geometry
046influenced their choices. So reflecting on the math itself and also the challenges faced in maintaining symmetry drawing something that is that precise and beautiful. It takes a lot of paying attention to detail and exactly what you're doing. So uh a reflection is a part of that. Um moving on to algebra 2. uh students here are creating exponential equations. Um and in algebra 2 you deal with uh exponential functions. You can see the function notation and the solving of using logarithms by the end to um find out how to find the value of an exponent that contains a variable. Um, so this is the kind of math you would need for loans, mortgages, savings accounts, real life stuff that adults deal with, but may not actually know the math behind, but they they do learn it.
047And it is something, uh, I think that students, it's easy to argue that this has real world applications for students. Um, in algebra 2 trig, um, in this, uh, we have a student working on, I believe, cubic functions and solving by factoring by grouping and imaginary solutions. Yes, there are numbers that are imaginary and uh this is the the work as we get through. My daughter was taking this class this year and it not appalling, but she said imaginary numbers and she she did not believe that that was should be a thing. So, uh but I I tried to convince her otherwise. Um in financial literacy, I love this picture right here. We have students playing Monopoly, another game which I didn't know they still played, but um apparently they played it. And instead of
048using the paper money um they had to make payments uh on pay by keeping track on paper of direct deposits uh EFTs and writing checks. So it was more like keeping a registry. Um and it made me think how cash is really something we don't use a lot as as much as we used to. So getting students to think in terms of uh like spreadsheets and things like that is I think really important. Um and a registry is a great way to start that. In pre-calculus here um again we have students working together at the board. something that they're getting more used to as they go through the years, especially as the problems become more advanced and there's a lot more steps and places to get lost. Having a conversation along the way is incredibly
049helpful. Um here we have students um working together explaining their reasoning and pre-calculus is a junior or senior level class depending on their uh where they are in their math learning uh and it might be the next class before calculus. And here we have AP Calculus. This is an advanced placement course by which students can take the AP test and earn uh college credit. Um the college board is the company that uh puts together the AP exams. So they also have a website and you can see on the left side uh there are uh different units uh interactive study guides and things like that that the college board offers and they use that in in that course. On the right side, you'll see some use of what's called the flipped math, which is, I believe,
050a website, but also it's just a methodology for teaching math where students uh learn at home by watching a video, taking notes, and that leaves a lot more time in class for them to work on mathematics together, and figure out where they're confused and have those discussions. Um, also in AP calculus, there is um finding volume using the methods of calculus. So on the left you had students constructing 3D models uh built by hands and you can see it's there's some little writing on the bottom of that as well to talk about how you slice use thin slicing and that is the work of calculus to find the volume of solids. Uh and on the right they have Desmos. Desmos is something that's also used in the middle school. They start to see it. It's
051a graphing calculator. Also has um interactive curriculum. In this part, you'll see that it's a grapher where you have um lots of different kinds of functions. You can manipulate those functions. Um I just learned recently that from my daughter who's taking the SATs that now Desmos is something that is used on the SATs. I did not know that. So, uh it's becoming more integrated into the work students do. Um and there you have it in AP Calculus. Um and we have here AP another AP class, computer science principles. I love this picture because there's no computers. they are doing an activity talking about uh how packets uh of data get passed along in the internet. So they have a string and they have to pass their message torn up across the room, put it back
052together with all sorts of u obstacles along the way that might happen as data travels along the internet. So we have interference, delaying, destroying of messages uh that are mimicking real world internet issues to have students learn this concept about how data travels. Um and students afterward debrief to discuss the process of internet communication and how one would deal with this packet ordering and messaging uh reconstruction at the other end. All right, that's it for the presentation. If you guys have any questions, we'll take them now. All right, does anybody have Oh, Keith's not here. You lucked out. You picked You guys picked a good night to to to come. Does anyone else have questions? Yeah, I'm going to be Keith for tonight just for the parents, right, on how they can help their child,
053especially in the elementary school really get a good grasp of facts because one of the things that we hear becomes a struggle, right? If students don't know their facts, it's very difficult to get to fractions. So, what are some of the things over the summer or over the course of the year that parents can be doing from a mathological point of view with their child to really get them to understand the importance of facts which drives all of these upper level classes? Yes, that's a great question and you know we we do tell our parents you know practice you know realworld kind of things like um you know as far as facts too we we play a lot of games in the classroom so I say you could play this at home as well you
054know um so even for fact fluency just throw out numbers you're in the car I tell the parents you know just throw out numbers instead of your child sitting playing a game okay Bob what's 5 plus five, you know, and just go through those facts kind of uh quickly. You know, what's 10 minus five? So, I try to tell parents to do that kind of fun kind uh fun way to practice. And we also do give them I know it's a computer-based, but we also do give them um uh access to what we call which is be used widely in our district and all over the country. And that also kind of hones into certain skills that your child is having um difficulty with. >> Great. Thank you. >> You're welcome. >> Thank you. Um
055I was just curious a little bit about the data about how our kids are doing like in math in comparison. Do we have any of that or is that something that can >> I gave the uh presentation in the beginning of the year about the our math um results from last school year um they are just finishing up this year's uh math tests and we usually get them in the summer sometime. So my the plan is to then >> next year we're going to see it again. Oh, okay. Perfect. Thank you. else. >> Thank you guys so much. Appreciate your time and efforts here. Thank you. >> All right. So, after our presentations, we go to item number nine, which is our agenda order. So, I turn it over to our district clerk, Mrs. Stephanie
056Jordano. >> Uh, thank you. We have um about four um addendums that made it onto the agenda. Uh one is additional summer days for school nurses, additional summer days for school counselors, um an extension for return date for science teacher leave, and uh return date extension for school bus driver. That's it. Great and thank you for that. So with that said, uh reminder the items with an asterric are items the superintendent recommends for the consent agenda. If any board member wishes to remove an item from the consent agenda, please do so at this time. A consent agenda is one vote which approves all asterct items which have not previously been removed. So moving on, I'll start be resolved to approve the following additions, deletions, changes, and order of the agenda as presented. I'll make a
057motion for that. May I please have a second? Dr. Walsh. Second. And all in favor? I. And that's everybody. Okay. Go to item 10, which is our visitor comments on agenda items only. And seeing none, so we go to item 11, which is board remarks. Would any board member like to make remarks this evening? our cruise and turn to item 12, which is board vice president comments. I'll turn over to Dr. Walsh. Good >> evening. I hope everybody was able to enjoy the sunshine today. It has been a busy few weeks in sports. Our girls softball team celebrated their seniors on Friday evening with a very close game against Dover where they were up at different points in the game. They ended up losing uh by just one run. Our uh student member Bailey is
058one of our seniors on the team. Uh it should be noted it's a very young team with uh a majority of freshmen and they really are competitive and and holding their own. Our varsity track team celebrated their eight seniors last Thursday after a strong performance at the league championships. We had league champs in the boys 110 meter hurdles, the boys discus, the boys shotput, the boys and girls 4x 800 and the girls 800,500 3,000. They also had a tremendous number of second and third place finishes. They came back to have strong performances at the Smer's Invite on Friday and Saturday and a few of our athletes expect to be invited to the elite LAS games in White Plains this weekend. Our boys baseball team is having a fantastic season with an 11 and five record
059with only four or five more regular season games left. They celebrated their seniors last night, many of whom uh have been together since their T-ball days. And for parents of younger students, you really should not blink because I looked at those pictures and those boys were that little yesterday and now they're graduating. The girls varsity lacrosse team just had few four huge wins against Byron Hills, the Kio Academy, Hal Dane, and Putt Valley. Their senior game is home on Saturday at 10:30 on the turf. Congratulations to our very new varsity boys tennis team who had strong performances last week, winning three out of four doubles matches, which sounds very impressive to me for a brand new team. They're away this Thursday at Mount Vernon and they have their senior event at Carmel on Monday. Don't
060forget to support our modified teams. We have boys and girls track, girls lacrosse, boys baseball, and boys lacrosse. Thank you to the PTA and PTSA for supporting our teachers and staff this week during staff appreciation week. Many volunteers put in a tremendous amount of hours behind the scenes. The PTA will be hosting their annual spring book fair in two weeks. The PTSA is hosting their annual spring clothing drive uh on Sunday, May 17th. It will also help sponsor next Friday's honor roll lunchon which is held at the Pauling Firehouse. Thank you to the Tiger Club for the snack bags they have provided each team uh for one away game. I heard that I missed a lovely National Junior Honor Society induction last Thursday. It has only gotten better every year. Good luck to our middle
061school band and chorus who will be performing at the music in the parks this Saturday at Six Flags. Our high school performers will go the following weekend. Um, Miss Nace and Mr. Gray mentioned the NISMA festival this past weekend. We had almost 40 students there. This Thursday, our incoming fifth grade orientation will be held at the middle school. We are well into the fourth quarter. The first two days uh of two weeks of AP testing are underway at the high school. May and June promise to be busy in all three buildings. So, keep your eyes on the calendar and have a great rest of your week. Thank you so much, Dr. Walsh. And we turn over to our superintendent comments. Turn over to Mr. Anthony D. Carlo. >> Thank you, Mr. President. Just uh again
062a shout out to our faculty and staff. This is teacher appreciation week and we recognize them and want to express um our sincere gratitude for the extraordinary work that they do each and every day for our students not only during this week that we recognize them but throughout the the school year. Their commitment to excellence in teaching, their care for the child and their unwaving dedication to the calling students is deeply admired. um their professionalism, their heart, uh the way that they work with our students both academically, socially, and emotionally is a tribute to what happens in our polling schools. Again, so thank you to all our faculty and staff during this teacher appreciation week. Also a quick note um was sent home I believe yesterday um because we did not go over our allowed
063days for um snow. The last week of school which is June 22nd through the 26th will be 2hour early dismissals from our regular schedule and our prek to 8 programs is something that's been done in the past again when we have not used all those days that will take place this year. you'll be looking to get more information on what that looks like from your buildings over the next couple of weeks. So, just so that parents understand and and schedules can be adjusted. Um, and again, as was just echoed by our our our vice president, you know, please get out. Couple of weeks left in our seasons for our kids. Um, very blessed as a community to have all these opportunities. Hopefully the weather stays nice and then those team whose teams who enter into
064both uh sectionals and I know we have our um class I think it is C. Yeah, S championships coming up. It'll be great. And then all don't forget everybody please make sure you exercise your right to vote on May 19th. Thank you and have a great night. Back to you, Mr. President. >> Thank you so much. All right, go to item 14 on the agenda which is the consent agenda. Be resolved that the board of education approves all asterct items as the consent agenda. I will make a motion for that. May I please have a second? Dr. Wall second and all in favor I. That's everybody. On to item 15 which is our minutes. So we have two. I'm going to read it twice. Go one at a time. Be resolved that the board of
065education approve the minutes of the following meeting. This is going to start with the Tuesday, April 21st, 2026 meeting. I will make a motion for Tuesday, April 21st. May I please have a second? >> Second. >> Mr. Mine. Second. And all in favor of April 21st? I. That's everybody. And now on to April 28th. Be resolved that the board of education approved the minutes of the following meeting, Tuesday, April 28th, 2026, which was the special board of education meeting. I will make a motion for Tuesday, April 28th. May I please have a second? Michelle second. And all in favor? I. That's everybody. >> Mr. President, I must uh abstain. >> And Michael will abstain. All right. Thank you, Mr. Maine. All right. And now we flip. >> So, we'll go to board of education. So,
066there's some uh items that were on the consent agenda, but one item that Dr. Walsh and I wanted to bring up you on. >> Yeah, sure. >> We just wanted to uh suggest that maybe everybody take a look at your summer calendar and bring them to our next meeting and maybe we can start to look at retreat dates just so we get them on the calendar because it's always hard to find time when everybody's free. We can also get Jennifer's schedule um see if we can get some dates on the calendar and if you want to be thinking about topics just in case presenters need to be brought in or we need to schedule things um we can you know the next leadership might be might be planning it but if there's people we need
067to schedule or dates at least we can start to get that together so we can plan for that for the next meeting that would be great. >> Perfect. All right. And then we can go to 20 which is unfinished business. Don't believe we had any unfinished business. So then we can go to new business have any new business this evening. Right. We can go to item 22 which is second visitor comments. Says Ken's good. Uh and item 23 which is the board president comments. So just to echo our superintendent on May 19th obviously there's a budget vote. a lot of time, effort, energy was spent to put the most advantageous budget in front of the voters to be vote both fiscally responsible and to be um offering the opportunities in the uh and everything for
068our students that we do. So, please get out, vote, make sure your voice is heard. Um and again, that's May 19th at the elementary school. And again, thank you to all the work that was done by so many people in the district to again go ahead with the fiscally responsible budget that um that does well by the taxpayers and also does really well by our students. So, thank you to everyone there. Beyond that, I do not have anything else to add this evening. Uh again, always appreciate everybody's time and energy up here as well. And with that said, I go to item 24, which is our adjourn the meeting. So, resolve that the board of education adjourn this meeting. The time is >> 8:07 p.m. >> 07. I'll make a motion. I please have a
069second. A second. And all in favor? Hi. And have a great night, everybody.