001will reconvene to open session. Uh be it resolved that the board of education reconvene to open session. The time is >> 7:32. I will make a motion. May I please have a second? >> Second. >> Mr. Maine. And all in favor? >> I. That's unanimous. Can you please stand and recite with me the pledge to the flag? >> Pledge 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, on to item number six on our agenda, which is our student board member remarks. So, I turn it over to future Nitney Line. Bailey, you start us off with that. >> Good evening. I'd like to share a few key key updates from the Pauling
002High School student body. To begin, as mentioned in previous meetings, this is the final week for seniors to submit their graduation packets. It's also the last week for both juniors and seniors to turn in their prom packets. All materials are due by April 24th and can be submitted to the main office. And I would also like to address a concern that's been brought to me by many students. Yesterday, students lost the ability to add additional Gmail accounts to their schoolisssued Chromebooks. While I understand the importance of maintaining security and appropriate monitoring on school devices, this change has created some unintended issues. For example, many juniors and seniors have separate email accounts for AP classroom. In one of my classes yesterday, a student experienced a significant disruption during a test because they were unable to access
003their account due to a verification code being sent to an email they could no longer use on their device. Additionally, I'd like to highlight a broader and like my biggest concern regarding what students commonly refer to as their college email. During their junior year, counselors guide students through the college application process, including setting up accounts such as Common App and linking them to Naviance. Students are specifically encouraged to create and consistent consistently use a separate email account for all college related communication. With the current restriction in place, students are unable to access these important accounts during the school day. Since phones are not available to use during this time, students cannot check emails from colleges, complete application related tasks, or communicate efficiently during free periods. While this may less concern for seniors right now, it
004presents a significant concern for the junior class as they prepare for their college application process. Many students, myself included, rely on daily access to this email, primarily through our Chromebooks for essential communication and tasks. On behalf of the student body, I respectfully ask the board to consider revisiting this policy. A possible solution would be allowing access to approved additional accounts particularly for those used for college applications or academic platforms like AP classroom. Thank you so much. All right. Uh on to item number seven which is our presentations for the evening. We have one presentation which is our science curriculum update. So, I would like to invite up our science team to uh give our presentation this evening. >> Hello everyone. Uh my name is Steven Malone. I'm the prek through sixth grade science curriculum leader.
005I'll be presenting tonight with my colleague Lynn Verhogen, the 7th through 12 science curriculum leader. On the agenda tonight for preK through sixth grade, uh we'll look into what's going on in Project Lead the Way, our maker space program. Uh we'll look into the middle school steam fair, some changes to our science curriculum, and how we prepare students for the fifth grade uh science assessment through our New York State investigations. For Project Lead the Way, uh this is a program we've been running since 2017. Um, students attend Project Lead the Way at the elementary school, two days through every six-day rotation uh for half of the school year. And then in fifth grade, students uh attend Project Lead the Way on a quarterly basis uh through our robotics and automations unit. Uh in Project Lead
006the Way in the elementary school, I'll walk you through some of the work that we do. Uh, in kindergarten, students do everything from building beantocks that are stable and reach great heights while also holding mass at the top after they read Jack and the Beantock. We read the three little pigs and they have to build windresistant homes. Everything is project based. Everything is um very engaging for students. Um, and it it require it requires students to learn to collaborate. Uh, as we do things like build biomimicry gloves in first grade and we also get into programming in second grade through uh, Scratch Junior. In third grade through fifth grade, uh, students build compound machines in third grade as they solve complex challenges. In fourth grade, we do the egg drop challenge. And we've also been
007leaning into AI leveraged game design where students uh use models like OpenAI's codeex to assist in game building. Uh I'll be excited for next school year. I'll be moving to teach uh and take over the fifth grade project lead the way program where students go through the uh robotics and automation unit uh where students will build and program a robot. And uh this is the last year that we will have project lead the way at the elementary school. Um so we'll just we'll students will begin project lead the way in fifth grade. Our maker space program is one of the highlights at the elementary school. It's run by Mrs. Peyton and Mrs. Darcy. And this is an it's basically a steam playground. Students come into this space with their teacher and they can choose from
008a variety of centers from Legos, from robotics to marble run and it's a great way for students to just have fun around steam. And um this was created under Dr. Kirkus I believe in 2015 or 16 and it's remained one of students favorite things in the elementary school. This year we had a great turnout at our steam fair at the middle school. Um, lots of amazing presentations as you I'm sure many of you saw. The presentations are judged by our science research students as well as our n science national honor society students. And uh those students in the science national honor society also ran two demos this year. Uh one of which was they made elephant toothpaste and then they also made slime with students. So that was a very fun addition this year to
009the steam fair. Looking into our science curriculum, we start in prek with uh prek sc for all science. And this is a hands-on engaging 10 unit ex explorative uh curriculum where students learn about things like the five senses, light, and water. And they just get hands-on experience learning how our universe works. Okay. through four we have science 21 and this is an investigation based science curriculum that's aligned to the New York State science learning standards and this curriculum was created by Putnham Northern Westchester Boseies uh by teachers and it gives teachers tons of digital resources ongoing professional development throughout the school year um over the past three years we've rolled this out through uh from all the way from fourth grade through kindergarten. We rolled it down uh we spiraled downward. Um and we will
010be discontinuing uh kindergarten through 2 grade next year. Um and we will continue science 21 uh in grades three and four as we prepare students for the uh New York State Science Assessment in fifth grade. What you'll see in grades three through six in science um and actually as they extend upward through high school is this upward spiral of science of science curriculum where students are exposed to information at a young age in a fun and engaging way. And as we go move up the grade levels, they're learning about these same things, but it just gets a little bit more complex as they as they get older. Um, so we really want to expose them to these things at a young age so that as students progress through our schools, uh, they're prepared to learn
011about the these complex topics in science. And uh for our New York State investigations, I'm sure you saw uh the increase in our results in the fifth grade assessment from last year to from two years ago to last year. Um we had a 33% increase in our scores. Um this is supported by the New York State investigations that we do through science 21. In grades three and four, students do one hands-on unit that aligns directly to the state assessment in fifth grade. And in grade five, students do two of these statemandated investigations. Um, so hopefully we we hope to continue the growth that we've had uh from last year into this year as we continue to prepare students for this fifth grade assessment. Um, moving on, I'll pass it over to Lynn Verhogen, our 7th
012through 12 science curriculum leader. All right. Is that good? Um, okay. So, moving on to 8th grade. So, I'm sure many of you know in 8th grade all of our students take what is now called life science biology, formerly living environment. It is this is the second year that we are fully implementing our new NISLUS standards and the students will be assessed based on those standards. So, this is the second year that they'll have that assessment. Um, it was a year of growing pains for all schools in New York State last year. We are anticipating gains. Students are making improvements in the classroom. Teachers have been attending professional development primarily through new visions which is offered by Putnham Northern Westchester Bose seats. Uh a really nice thing about the new visions program is it isn't
013just the training. Once the teachers have attended the training, then they have access to further materials such as PowerPoint presentations, additional assessments, um homework assignments, lab suggestions. So, it's really a comprehensive program that our teachers now have access to and they certainly um seem to think that those additional resources have been very beneficial to their students in terms of their growth this year. uh students are participating in the required investigations obviously uh these pictures are from the investigation that's entitled balancing act exploring feedback and homeostasis. So in this lab students uh are learning about anorobic cellular respiration. They test how the different amounts of sugar affect the rate of fermentation of yeast by capturing carbon dioxide. So you can see uh this has a pointer, right? So you can see that the balloons are different
014sizes. So they're inflated different amounts uh and that correlates to how much carbon dioxide was created through that fermentation process. So that's just one example of the many hands-on lab experiences that students are getting in 8th grade um and um preparing them for the regent exam. So, um, you know, again, I've said this, you know, many years leading up to now, and and it certainly continues to be true that the Niss standards really emphasize a lot more than content. So, students are learning to read for information, analyze graphs, synthesize information. Um, and and they're getting better at that. That's going to be a process that every student in New York State is is working through over the next couple of years. But we're certainly noticing growth. Um, and then Dr. Kirk is going to come
015up uh to talk a little bit about the process that led to all students taking eighth grade in uh biology in eighth grade. >> Good evening. I added a few slides into tonight's um presentation um in as a result of a recent inquiry about the background behind the shift to having all students in 8th grade take region science course in in a living environment which is now called biology. Uh this first slide outlines the history logistics and supports that went behind that that were a part of this shift. Uh the plan to shift to have all students take a region's level science course in eighth grade actually started in the 1920 school year in the 2019 2020 school year where Mrs. Gleason worked with teachers and Mrs. Kalen in planning the schedule and logistics for
016this shift that would start in the 2020 2021 school year. In addition, work was done in the sixth and seventh grade curriculum, science curriculum to ensure that all standards necessary were covered to support this move for all eighth graders. The rationale for making this shift five years ago is also included in the second section of this first slide. Having all students take a region science course in 8th grade provides access for all students to accelerated courses and results in less tracking of students. It allows students the opportunity to get a region's course completed before entering high school. It begins preparing students for the 8th to 9th grade transition while also fulfilling the eighth grade science requirement and allows all students an increased opportunity to take elective and/or advanced level steam courses in high school. It
017should also be noticed, as noted on this slide, the third bullet, uh that the district has implemented increased special education supports for students with disabilities in science, particularly over the last three years. Um if you look at the sub bullets, you'll see in 20 uh 2023 2024, there was no uh no additional support, special education support for for um for students. And then in the current year that we're in, we actually have a full model of co-eing in our um science biology class in eighth grade. The next slide I included here is basically showing you how Pauling has compared to the state and to the county since making this shift to 8th grade uh students taking the biology class, the living environment now biology to see how we compare with other students countywide and statewide.
018This this slide captures the proficiency level of all Pauling students which is the yellow column over the past five years since making this change as compared to all New York State students taking the science regions test which is the second column compared to all students in Duchess County taking this test in the fourth column. From this slide, we see that with the exception of our first year roll out in 2020 2021, when we compare our eighth graders taking the the living environment or bio exam, as we know it's now called uh to all New York State students and Duchess County students taking the exam. Over the past five years since this change, we see our students are right in the line, right in line with the results with other students across the county and state
019and our proficiency levels are actually slightly higher than both New York State and the county. Similarly, I created this slide that um breaks down by this by subgroup here. Um, in breaking the the data down further to f focus just on the proficiency levels for students with disabilities in Pauling over the past five years since the shift, we see similar results as in the previous slide. In most years, our eighth grade students with disabilities are comparable in their proficiency levels to all New York State students with disabilities and to Duchess County students with disabilities taking the eighth grade living environment or bio regions and sometimes slightly higher. Again, I'll note that in 2022 2023 school year, there was no special education support for students in science. In 2324, there was partial support every other day.
020And in the current year, we have a special education teacher supporting the biology classroom every day. So, I just put this in there so you can get a sense for the history, logistics, and planning that went into this shift five years ago. some of the data that we that we've uncovered and and looked at uh for all students and also broken down by students with disabilities. I was we compare to uh the state results as well as um county results. >> Um Mr. Gretch, can we ask questions specific to this now before we continue on? So >> I mean just a quick observation. And I don't know uh if there is any science um or statistics that you can reference to this but the kids that are currently like in in 2024 2025 they were
021in like second and third grade um during co right during the pandemic right so there's a drastic decline in performance across the board particularly in Pauling because we were outpacing Duchess in New York um in 22 223. So is there any insight that you can lend to to that like you know because we heard that you know the regions or this course um uh it leverages insight or learning like reading comprehension and all this stuff. So I'm thinking, you know, the students that are in eighth grade now were going through a tough time, you know, when they were in second and third grade and, you know, we've been dealing with, you know, reading challenges, um, you know, this entire year. So, anything that you can share? >> I think I think you've kind of uncovered
022a lot of the variables that go into our data. I mean, in addition to what you mentioned, each cohort of students is so different and we have such a small group of students within each cohort. So, we'll see fluctuations. We've seen it in our ELA and math scores each year. Sometimes they go up, sometimes they'll go down. That's one variable. A second variable, yes, COVID, we're dealing with the results still from COVID and and gaps in learning there. Um, as Mrs. for Hogan said within this 5 years we've seen a shift in the standards in science and we've seen a new test. So, there's so many pieces that we're addressing simultaneously through professional development, through purchasing a new read uh literacy program in our elementary school, focusing more attention and time to literacy in the
023elementary school with the thought being, you know, we're we're building the skill set of our elementary students as they move up um so that they can access uh this much more rigorous type of assessment. And these are this the assessments we're seeing across the board not only in you know we've seen it in the science progression mathematics um this is what we're even in our uh our read through ELA and math assessments. So it's uh we're we're kind of dealing with a lot of variables at one time. Um I think much of the results for the most part are kind of in line with the county and state. you know, we've gone up, the state goes up, the county's gone up, but I still feel like we're we're still uh um slightly ahead as you
024can see from the data. Again, the variables from one year to the next, you know, cohorts also play a major role in that. >> All right, thank you. >> I was I was going to ask really quickly. So, obviously the new test June of last year, um I know for myself it was a little bit of a surprise. They tell you one thing and then what you see. So, I'm very interested to see what the data shows this year as we make those adjustments and all that. I guess my question is as we go on to this year's data, as we go on to the next year's data, is is our goal to always I don't know how to word this, so I'm going to try my best, but I know we're looking at if
025we're in line with New York State, if we're in line with the county, um you know, how are we really going to analyze that this decision that was made prior to this new exam that this decision is still appropriate with the new exam? uh I find the new exam to be much more requiring uh higher level executive functioning obviously a higher reading level and much different than the content specific of you know the po the the prior exam. So I guess my question is as the data comes back this year and next year. Um what are we looking at specifically that says okay we are going to continue forward with this or you know what we really need to just I'm not saying make a there's so many variables I understand fully uh we need
026to just look into this more um is there something specific or we just hoping to be in line with the county is there >> there's just one other variable I actually failed to mention New York state initiative with the New York state inspires Next year's eighth graders are the first cohort where the regent's exam is decoupled from graduation requirements. So that's yet another variable that we're still waiting on the state on what does it look like for students to show proficiency in science, you know, if they're not going to do it on the regions exam. Um I've had many conversations with colleagues in the in the county you know both Putinham Northern Westchester Boseies and Duchess Boseies were all trying to figure out and waiting waiting and waiting for the details regarding this. So I
027think there's so many things in the air right now. I look at the data and I say okay our eighth graders are performing this way compared to students in ninth grade who are taking the same assessment. So I'm like okay we're right in line. I don't want to I don't want to put up any barriers for students that are now may not have taken it in n in 8th grade and this was the whole reason for doing it. Um the vast vast majority of parents I mean the overwhelming response has been very positive. They want their students to have this opportunity you know to to try it you know to to do a high school course prepare them to transition to nth grade. most of them get the one credit under their belt. So again,
028there's a lot of moving pieces in the air. I think I would go cautiously into thinking about making a change now, particularly given the New York State initiative around um um decoupling the regent exam from uh the graduation requirements. I think now is not the time to do it personally. Um but these are the open discussions we have every year as we look at the data, we continue with professional development, we look at how students are performing, we compare our results to others, you know, just to make sure we're in line, we're not grossly below. So that's the conversation that's happening. >> Dr. Kirkus, did you when you created the change because I'm just thinking about the differentiation and and I know we want our students to excel, right? We want to give them the
029opportunity. I'm just thinking of those students that especially, you know, ones with some learning difficulties, especially since the new standards are so >> reading intensive and analytical. And I appreciate you putting this together. I really do. I know this took some time. I'm just concerned about student that really maybe does not have the ability to exceed no matter how much support we're giving them based on their IEPs and them not having another possible option. I know you've talked about it and I really appreciate that. Um, and I know a few weeks ago we had a parent who came up with with a concern which was re I've really been thinking a lot about that just to talk about are there other possibilities or other tracks they can go especially in science. I noticed I know
030you're going to get to it but I know it's sophomore year they have some options and then as they get into junior year they have electives based on their interest. And so I just don't want I guess I'm feeling for students that I want to make sure we're putting them in a situation where they they can be successful. Um and again I appreciate you putting it together. I just it's it's been something on my mind. So, I don't know if that's just a comment or and if you guys can continue to talk about that, maybe there are some options we could look at for for parents and students that feel like, whoa, this is way over over my head and then there's I don't know, they're feeling that they're not being successful and then you're
031thinking about the emotional state of the student and them going to high school with >> maybe not such a great experience in science. So >> I mean I some of the things that have been in place for years even before this for for many many courses is there are times when students don't pass the regions exams. I was a math teacher in high school. I could give prof I could give extra help every day after school Saturday test reviews etc. They're just students that aren't they're just not great test takers. They're high these are high stakes tests. They're long. It requires a lot of stamina. I do think the more opportunities we provide for students earlier to to actually experience these things, they don't become these giant high stakes stuff test later on. It just
032becomes part of what they do. Um, as far as supports, we have AIS programs for students that, you know, pass the course but may not pass the regent exam, not just in science and other courses in math and ELA, etc. Um, as you see, we have increased our supports, our special education supports within the classroom in in this particular class over the past three years from nothing to a full full co-e model. Um, Boseies has programs over the summer that we've sent students to uh test prep where they can retake it in August. They can retake it in Janu following January after AIS, you know, when they when they move on to the high school. and we've had these this these things in place for a long period of time already. Um constant professional development
033for the teacher that teaches the class at elbow support. So there's we're we're we're trying to just incorporate as as many supports as possible for this. Um my fear is if we try to um create too many c too many courses in eighth grade or two c two separate courses I judging by the response from parents the the overwhelmingly positive response I think most most students will still select that eighth grade um biology class. I really this is because we haven't had we've may maybe've had two two uh uh instances where a parent has come forward and said hey you know I'm I'm a little concerned about this. Um my fear is if we do this we might wind up with a situation where it's for four families that want that. Like if you're going
034to provide the opportunity for all students, which was the the uh impetus for this change, you might wind up with a class of, you know, 75 and then maybe six. And maybe if those stu those six students are happen to have IEPs, then they become that becomes a self-contained science eighth grade class. So it's we're a small district. It's really hard to navigate all these little pieces. Um and you know, that's why I kind of put the data. I really wanted to see are we are we are we in line? and we are in line. Of course, we want to see them, every district wants to see these numbers higher, particularly our students with disabilities. Um, but that's, you know, this is all the things we talk about at Nauseium when we're looking at, you
035know, what we can offer, you know, in the in our small school district. >> Oh, I know you're I know the department and you are working hard on this. So, I appreciate all the effort you're putting in and continuing these conversations to support all our kids. So, I just want to say thank you. And there's there's no easy answer. And everything we've talked about tonight we talk about in our curriculum leader meetings with the principal meetings etc. Um, again, I still go back to the fact that right now New York State is in this in this giant shift and supposedly, you know, very soon we're going to we'll be getting more direction as far as what it does look like for students to show proficiency other than this regent exam because this has been a
036problem for, you know, for for for many more years than the last five where students, you know, just cannot and it's it's painful to see them take it over and over and over again. It's a high stakes paper and pencil test. New York is trying to implement alternative means for students to show that they know the content, you know, and and you'll hear a little bit about uh the science research program. I mean, that's that's case in point of students taking their knowledge and putting it to use in a different way than a paper and pencil re reading test, which is kind of, you know, what it is unfortunately. Yeah. And I think again next year is the year supposedly, you know, with the timeline that this is the first group. it's actually it's not
037going to be coupled with their uh graduation requirements. So, I kind of feel like finally, you know, we don't have to put so much weight on these assessments anymore. It's still it's still a measure. I mean, I'm a math teacher. I know region's exams. It's still a measure, but for some students, perhaps there's another way to show it. And uh I I uh equate it with the seal of civic readiness in Pauling High School. We've shown we've uh had such um great results with that and the projects that these kids and I sit on those panels to to judge or to use the rubric to evaluate the the projects that students are creating uh under Mrs. Horn's leadership. And it's it's amazing to see students who struggle be able to do this and the types
038of projects they're doing and the depth of the projects. So, that's kind of my hope and again, we're all kind of waiting, you know, just to truly get this ironed out. >> Thank you again for putting the time into this. We appreciate it. >> Is it It just comes right back on. Okay. Um Okay. Uh so, moving on uh to 9th grade. So, in ninth grade, all students take Regents Earth and Space Science. Um the information for this slide is pretty much the same as it was for the eighth grade slide. So uh earth and space science is also in the second year of full implementation of Niss standards. The students will also be taking Venice aligned exam at the end of the year uh for the second year in Pauling and we are also
039in that class noticing gains in terms of students ability to read complex texts do in-depth analysis and look at different types of data. So the in the um exams students are given a text. They're also usually given a model which is a diagram of some type and or a graph of some type and asked to make connections between the different modes of presenting information. Uh and that can be very overwhelming to students in the beginning. But I do believe that they're making progress toward um being able to really show their knowledge and ability on the exams. I do think it'll be a process. Like I said, every school in New York State is kind of working through this process simultaneously. Um but with the professional development through new visions um and honestly just a bunch
040of you know leg work and manpower from Miss Silia our earth and space science teacher uh the students are making a great amount of progress. So it's it's promising. Um for example, one of the shifts that has been occurring is from being able to just retrieve information from a graph uh and then the students are moving toward really being able to use the graph to make predictions or to notice patterns. So the pictures that are up on the uh screen are showing students essentially developing a graph that they used to just be presented in their reference table. So the circles oops the circles are stars. So this is a graph that plots stars on um a couple of different axes simultaneously. So they the stars are plotted with respect to their temperature, brightness, color, mass
041and what the students should notice is that they form this pattern. Um, and so like I said in previous iterations of the exam, um, students would just kind of be asked to pull information from this graph. And now they developed it on their own and they came up with a set of questions about this graph and then were able to use the graph to answer their own questions. So it's a much deeper level of thought that's going into using this. And that's just one example. The idea is that hopefully throughout this process they are able to then take those abilities and skills and apply them to other types of graphs with different sets of data that they may not have seen before. Um, wait, let me just make sure I I said everything I wanted
042to say. So, yeah, and I think I like I said, the students are doing the required investigations. They're making good progress on it. They're finding it enjoyable and they're learning a lot. In 10th grade, students have the option to take regions chemistry or physical science foundations. Physical science foundations is a course that does not culminate in a regent exam. It was developed to help students um with their science skills in general and physical science knowledge in specific. So, it's split about evenly between physics topics and chemistry topics. Uh in addition to the science content, we spend a great amount of time helping students develop their analytical abilities. So students are working on their algebra skills, they're working on their graphing skills, they're working on their analysis skills, um and hopefully having a good time while
043doing it. It's a heavily lab-based class. Uh the picture that you can see here is a student holding up uh what we call a paper circuit. So students had just finished a unit where they learned about circuits, different types of circuits, how they work, why they work, and then they were given some materials that included a card, some LEDs, and some copper tape. And they were able to create a circuit and illustrate it in a way that they wanted. So I believe that's Mike Wazowski is what uh John Stra is holding up there is is Mike Wazowski. Um, and so it's really cool to be able to see them take that knowledge um, to something, you know, electricity can seem a little scary and overwhelming at first. It's kind of this black box that we
044use all the time and don't really understand and be able to have students work comfortably with it and be able to build something on their own. Um, so the goal is for students to leave this class either able to be more successful in a future regions course or perhaps they're moving on to Boseis and they have that foundational science knowledge that they need to be successful in Boseis or their desired career path. Um, and I just I teach that class. I had a student recently tell me he went to the um, Boseies to do the tour. He saw a former student of mine there in the um automotive program and he said, "Oh, you got to make sure that you pay close attention when you learn about electricity because we use Ohms law all the
045time and that was music to my ears. I love to hear that they are retaining the knowledge that they learned in my class and actually using it in their desired career path." It was amazing. Um so the other option for students in 10th grade is Regent's Chemistry. Uh, Regent's Chemistry is in the pre-implementation phase of NISLUS. Those students will be taking the Niss aligned exam next year. Um, they have however been working on some of the required investigations and uh, Dr. Flannry has been working on shifting her instruction and her curriculum so that it more closely aligns with those standards. Uh, we have noticed that the chemistry shifts are not extremely significant in terms of content. So the picture um on the bottom here is students doing one of the new required investigations. It is
046pretty much a typical titration lab that students were doing prior to this. The title of it is just a drop properties of acids and bases. Um and so this is a lab in which students uh figure out the concentration of either an acid or a base by knowing the concentration of the other one. So, like I said, a lab that students have been doing for a long time. The twist that New York State added is once they've gone through that process one time, they then develop a procedure to identify an unknown acid or base based on their knowledge of titration. So, they're kind of taking it a little step further and using the knowledge that they gained from the lab in their investigation. And and that's kind of the theme with the investigations. Okay, moving
047on to 11th grade. In 11th grade, students have the option to take regions physics and or electives or if they haven't taken regions chemistry, they can take that uh or physical science foundations. So, uh I'm going to talk about physics on this slide. So, uh I'm also the physics teacher. So, uh this is pictures from my classroom. Uh, one thing that I thought you might be interested uh, about that we've been doing in physics this year and actually we do it every year is I have the students spend time learning about the process of learning. Um, because I find that in order to be a successful physics student, you have to be curious. You have to be okay with making mistakes and you have to persevere and those are challenges for anyone, right? and um
048it's something that even a strong student and someone who loves learning can benefit from thinking about. So throughout the year they read sections of the book A Mind for Numbers by Barbara Oakley and then they have discussions about what they've learned and how they can apply it to their own learning um and their own growth as a student. So that's um what the picture here is. That's a group of students discussing um a set of a few chapters and then they were making a poster about uh habits of successful learners. So physics is also in the pre-implementation phase of the Nissolus standards. We will also be um having students take the Nissolus aligned exam next year. So this year students will be taking the um the exam that's aligned with the core standards. So that's
049the previous science standards. Um the physics investigations are heavily engineering focused. So they are actually significantly different than the labs that we've previously been doing. This year students uh have done one that's called I don't need to look at it. I was looking. It's called injunction junction. What's your function? No, induction junction. What's your function? And you and it's a joke, right? It's a reference to Schoolhouse Rock, which for me even is like a little bit of an outdated joke or reference. And I was like, "Do you guys get it?" And a few kids kind of had a little light in their eye, like they maybe had heard of it. But, um, Right. Yes. Exactly. So, it's it's good. It opens up doors. They can, you know, go home and look up Schoolhouse Rock and
050learn some things there, too. But anyway, it was a it was a fun lab. They actually really enjoyed it. I think they got a lot out of it. So in that lab they learn about the relationship between electricity and magnetism and how you can use a magnet to create a current and vice versa you can use a current to create a magnetic field. So one thing that I really enjoyed about it was the students not only go through the investigation process where they're developing an experiment and collecting results and doing analysis of it but and this is the same for all of the required investigations there's actually an assessment piece at the end as well. So, not only are students doing the laboratory um activities, but they're actually being assessed on their understanding of the
051lab activity. Um, and even though that is we do a version of that already, I think it it felt very serious to them because it was statemandated and they took it very seriously and I could tell that they really got a lot out of it. So, that was something that I was pleasantly surprised by and appreciated. Um, so I'm also I have been and I will continue to attend professional development related to the shifts. I attended uh professional development um in the fall about the investigations and I'll be attending a 4-day workshop in July that um is going to split time between the investigations and physics actually has some new content that's been added to our curriculum uh specifically optics and thermodynamics. So it'll address kind of how to work that into the existing um
052framework that we have in physics. All right. So moving on to 12th grade, students are encouraged to take whatever regions course they have not taken in addition to any available elective that they might be interested in. So, some of our electives include AP Biology, AP Chemistry, Marine Biology, Science Research, which is a three-year course beginning in 10th grade, uh, robotics, uh, intro to engineering design, AP computer science, and video game design. So, just a few pieces of information. I know we're running long about those uh, electives. Um this picture is students in AP biology that were working on learning about diffusion. So those are agar cubes that they have in their hands. Um and they were given the challenge to uh develop the cube with the highest uh rate of diffusion and um uh so
053basically the idea is that the highest surface area or the higher the surface area the more quickly it will diffuse. So, they were trying to model their cubes so that they would do that. Um, uh, science research, like I said, is a three-year course which begins in 10th grade. Uh, our current enrollment in that course is that we have six sophomores, 10 juniors, and seven seniors. It is typical that as the years progress, some students don't continue just given their busy schedules or shifting interests. Um, but Miss Ronaldo does a wonderful job of really um developing that group into a family um that are super supportive of each other and you know they really have gone on to do some amazing things. Okay. And speaking of the things that they go on to do, I
054just thought you might be interested. So this year we've actually had several former students visit our school uh for various reasons uh to share their experiences with our students, our current students, which I love because I I think it's so powerful for them to see someone who was in their own position just a few years ago and the wonderful and amazing things that they've gone on to do. So first on the left is Abby Greco. Uh she is graduating this year with a degree in physics from Sunni Albany. Um in that picture she's in um a lunar landing sim. Uh she currently works the summers at a space camp. Um and she is very passionate about astronomy and space and is hoping to get a um to start a career in science communication in the
055you know something in the space realm somewhere in astronomy or space. Uh next I have a picture uh with in the center is Lucy McWills. She's graduating this year with a degree in physics and mathematics from Hobart and William Smith College. She visited our school because she's interested in becoming a teacher which was amazing and like Dr. Kirkus and I were talking about extremely needed. So um she was just kind of shadowing me to see you know what it's like to be a teacher in a public school. So I'm crossing everything that she does decide to pursue that path. Uh after uh Lucy is Keegan Luick. He graduated last year from Cornell with a degree in mechanical engineering and he is currently working for a 3D printing startup company that is kind of working to
056develop that technology as well as get it into schools more prominently, make it more accessible and also develop curriculum that aligns with it. Uh and then lastly uh is Abby Reid. Uh she is graduating this year from Cornell uh from their vet school and she's currently trying to decide where she's going to do her um oh shoot I forget what it's called. Uh residency. Yes, exactly. She's she's trying to decide which school uh where she's going to go to do her residency and you know which type of vet she wants to be. So it was just amazing to hear her talk about uh her passion. Um and just she even came back actually she gave a talk at the science honors society induction and then she came back a few days later to just meet
057with some of the AP bio students who are also interested in medicine or veterinary science to just give them some advice and you know some more one-on-one time with her to talk about her experiences. So, that's one of the wonderful things about being in such a small district is those connections that we are able to make and we're so lucky to be able to kind of keep contact with those wonderful people and see the amazing things that they're doing. And I think um that brings us to the end of our presentation. So, uh Steve and I would like to open up to the floor to see if there's any additional questions that we can answer for you. alone if you wouldn't mind first. Um I just want to speak on behalf of the elementary school
058students for a minute. You guys did an excellent job. Thank you so much for all the information you provided us. You're doing amazing things with our kids. So have you broken the news about Project Lead the Way to the kids? >> The fourth graders I have um in the in the way like hey guys I'm not letting you go. I'm coming with you. Um no one else. So, >> it's not bad news for them. >> Yes. Yes. >> Um, I have to say I think I get the same response from my kids that a lot of parents get. How was your day? It was good. Um, what' you learn? I don't remember. Um, except project lead the way day. Project lead the way day. I would say I could envision myself in that classroom. I
059get such intricate detail of step by step what happened. Not only are they learning amazing things as far as science is concerned, but just the way they're learning to work together and you know, oh, this person is doing this and I'm doing this and you know, um it's really amazing like what you're teaching them and how they're doing inside that classroom. So, um it is really gone next year for elementary school. It's a it's a really big loss. >> Thank you, >> Mr. Malone. Just quick question. I know that you you guys are using the investigations for five, six, seventh grade, correct? 3, four, five for the middle school. Um, is there a particular program you're using? I know we're doing science 21 in the elementary school. Is there 21 not used in the middle
060school? But the science 21 the curriculum does extend through sixth grade but um as far as I know we don't use that curriculum uh and then we use new visions which is uh >> new visions okay >> seventh grade and up yeah >> thank you >> just a comment also I think the last slide with the students that have graduated from here is like really amazing I mean knowing them personally and seeing them grow up it's just amazing to hear but also having kids that have come through the district down at the elementary school now almost having you know a junior science research. I mean just I I just love this energy around science because we focus so much as we should on you know OELA and math and this is the future and I
061just think bravo. I'm really happy to be a part of this and witnessing this not just with my kids but as a board member and a parent. So thank you. I thought I heard you can sing Schoolhouse Rock. >> Yeah, I thought you I heard you say that, >> Mrs. Ken. That's >> I love it. Um I have a general question. I think it's kind of for for Mrs. Ken and Dr. Kirkus. So, one of the biggest benefits of the biology in the eighth grade is that they're getting a high school credit. And we said it that it opens up their schedule flexibility wise, whether in science, out of science for later in high school. And on this 12th grade slide, it says that students are encouraged to take, you know, whatever regions they haven't
062taken, AP bio, AP Chem. My question is very general. Do we find that students are taking advantage of that open schedule to either pursue science further or something that they want or is there still work to be done where kids are taking the early credit and they're happy with a free period senior year instead of cuz you said before that the parents are overwhelmingly in favor of the bi. I already know the answer. the parents are but the parents are overwhelmingly in favor of the biology and I think that the biggest thing the biology offers is that opportunity to pursue something later and I don't know what the answer is. I don't pretend to, but I would just love to see that that major benefit really take hold as senior year. And I I see
063the word encourage and I know the opportunity is there, but and I don't know what the answer is to to maximize it, but >> I will say that one uh piece of data or evidence is the growth and robustness of our science research program. I mean, each year, I don't know how uh Mrs. Ronaldo does it with the number of students she's dealing with. It shows you that, you know, student uh the students are dabbling in all sorts of things and then they're landing on the things that they really want to pursue. I I mean I'm a math person. I don't understand some of the things they're talking about because it's that advanced and they're working with researchers from around the world. Um that's very unique to Pauling. I mean, for this tiny district to
064be able to do that, send kids on these competitions that we are, that's like literally unheard of. I mean, I, you know, I've worked in very large districts, medium-sized districts, and the types of projects and um partnerships our students are making with researchers in the field, cutting edge work is literally phenomenal. So, I do think that is just that growth um in that pro program alone. And of course there's lots of other data we can look at but that just shows that uh we're inspiring the interest for students to then find those things that they want to you know pursue deeper. So I think I mean I don't mean to be about science research but that's just one piece of data. >> Thanks for sharing >> Zach. I might add and I I don't want
065to miss I don't want to misspeak but the uh science honor society that is a requirement that you take another science in your senior year and looking at the class that was inducted this year was I I think quite large >> have 31 members now >> so all of those students are going to take science in their senior year and it's I just think that's some data too >> I think also if I I'm correct. There was an overabundance of students trying to take AP bio this year, right? And and um you know, we have the two AP science classes and sometimes there's a lot of kids that want to take them and and we don't have enough seats. So, I think um you're all tasked with a lot right now, right? You're talking about
066how next year is the year when maybe the regent is not tied to graduation. We're a very small district which means we have only a few people licensed in certain subjects, right? Science requires a specific license, right? Math, I'm a math teacher. I could teach any math class 7th to 12th grade, but biology needs a biology license. You know, um, physics needs a physics license. And so, that makes some things very limiting. So, um, you know, you guys have a lot on your plate to figure out. Um, and I would encourage you to make sure that we keep offering all these great opportunities for all students, right? So, we have a lot of students to think about. There's certainly a large group of students who are taking advantage of exactly what you're talking about, right?
067taking all of these electives and taking as many APs as they can in science research and and I'm sure there's some students that aren't. And so, what can we do for those students and I think next year is going to be really I mean this time next year is going to be exciting, right? Because we're going to have some more information and you're going to have a lot on your plate to to figure out. So, I look forward to where everything goes. >> All right. So, um coming from somebody who did take the eighth grade regions cuz I was 2022, so I was kind of like one of the first people to take it. I think you said it best. In eighth grade, I'm like always been a intermediate science person and definitely taking the
068regions at that time. It motivated me to then obviously continue taking regions courses. Like if you told me right now in 8th grade that I was taking all regions courses and I have a regent diploma, I would like laugh in your face. Yeah. So, it like motivated me to take the chemistry regions, the physics regents, and all of that and like push through that. It makes it so much less scary for all students having to have that push in eighth grade because if I honestly did have the option, I probably wouldn't have and I'm so glad I did get that. >> Anybody else want to share anything? >> I just wanted to add uh it's really great seeing everything that we're doing in the science curriculum. It's, you know, on a more personal note for
069for me at home, um you know, Mrs. very much enjoys, you know, helping, you know, both both of our children with um with homework and so do I. And, you know, she focuses on on history and English. And my focus with both of the kids is is science and math. And just everything that they come home, you know, having absorbed in school, just learning, everything in the classroom um in both uh fourth grade uh and seventh grade is just amazing. Everything that they're learning, all the experiences that they share around the dinner table when they come home. and it's just really great to see uh everything that's going on in in science and math and for every subject in in the schools here. Thank you for everything that you're doing. Thank you guys. All right,
070so moving on from our presentations, the next item is administrative reports. Again, those are always attached to the agenda. A lot of people put a lot of time and effort in those. So, it's always a good place to look when you want updates on different departments, different schools, everything there. And then we go to item number nine, which is our agenda order, which I will turn over to our district clerk, Mrs. Stephanie Jardonno. >> Thank you. Um, so we don't have any addendums for tonight, but I do just want to call your attention to um unfinished business. So, you have a draft uh 2026 2027 board of ed meeting calendar. Um and the reorg meeting um that will potentially be on Tuesday, July 7th, 2026. >> Thank you very much. So with that, the items
071with an asterct are items that 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 having read that be resolved to approve the filing additions, deletions, changes, and order the agenda as presented. I will make a motion. May we please have a second? >> Dr. Welsh. And all in favor? >> I. That's unanimous. Right. Item number 10 is visitor comments. There are none. So we can move on to item 11, board remarks. Would any board member like to make remarks this evening? Having given it the required 10 seconds. So we'll move on to item 12 which is board vice president comments.
072You want to go I can 15 seconds. You got it >> to say Dave Project lead the way but make a note. All right. So, uh, turn over to item 12, which is board vice president comments. So, turn over to Dr. Walsh. >> Good evening, everyone. Even though I may have seen snow on Monday, spring sports are well underway. The boys baseball team is, I think, six and three on this season, uh, with some big wins. They had their first league win yesterday over Haldane. They play Haldane again tomorrow at home at 4:30, and then they play North Salem at home on Friday at 4:30, which is also a little league night and promises to be a lot of fun. The girls softball team has a lot of young players, but they started off the
073season with a oneun loss and then a big win against North Salem. They are away tomorrow at North Salem. Is that correct? >> And home on Friday at 5 at the elementary school against Taldane. Varsity and JB golf are having a great season. They are away tonight at John J. Cross River and tomorrow at Centennial. The varsity girls lacrosse team uh have their next home game Friday at the stadium at 4:30. For those of you who don't know, we have a very new boys tennis team that started up. Uh, and according to the coach, they have 10 very eager players, and she's very excited about the future. Track had their first home meet last Wednesday. They were away at Gan on Saturday. They're at Byron Hills tomorrow, and then next Thursday will be their league
074championship at North Salem and also their senior night. The Pauling High School Thespian Society put on once a pan on a mattress this past weekend with three evening shows at the high school. You were very lucky if you saw it. The students put in tremendous time and effort to deliver an incredible performance. The stage crew, lighting, and sound are all primarily run by students with support from Mr. Augustineelli. The orchestra was led by our own Mr. Gray with a 10th grader Riley Fisk contributing on the French horn. Mr. Easter did a great job directing and amazingly on Saturday night stepped in as an understudy for the King. He played the part perfectly, knew every move, every song. Um, Miss Callen also gave a stunning performance of the Spanish panic dance. So, if you were there,
075you were lucky. With spring, you can expect to see a lot happening from the PTA and the PTSA. Teacher appreciation week is coming up in May. The PTA is looking for donations via their Amazon wish list. The PTSA has their annual spring clothing drive on Sunday, May 17th. The PTA, the PTSA, and the Tiger Club are also sponsoring their first annual Tiger Golf outing on Monday, May 4th at the Quaker Hill Country Club. Start time 11:30. The annual Pauling Tigers Color Blast, also sponsored by all three organizations, is set for 400 p.m. on Saturday, May 30th, which is also community day at Lakeside Park. This is a wonderful event where staff from all three schools blast you with color and cheer you on as you run. And at the finish line is a very popular
076foam pit. Next Thursday, April 30th, is the induction for the eighth graders into the National Junior Honor Society. I had the pleasure of attending for the past two years. I can tell you it got more impressive every year with a lot of student ownership, so I imagine it will be great this year as well. Uh middle school families are reminded to submit their music choices for next year. There was a lot of talk about science tonight. A week and a half ago was the Duchess County Science Fair where we had students from middle school and high school uh present their projects. Our students came away with a tremendous number of awards. Many students took home multiple awards, so we should be really proud. Remember to check the athletic calendar for the most up-to-date sporting events
077and parent square for all other school related events. Have a great rest of your week. >> Awesome. All right, so now go to item 13, which is our superintendent's comments. I turn over to our superintendent, Mr. Anthony D. Carlo. >> Thank you very much, Mr. President. Um, just want to echo what uh, Vice President Waltz said. I happened to attend on Friday night, the uh, the play and it was an incredible job by all that were involved. And, you know, but you have to understand because we are a small district, you have students who are in the, you know, in the in the play and the musical, but are also on sports and other teams. So, the dedication that I think sometimes we talk about really is really operational when you see that. And they
078did an outstanding job. Listen, I've been to a lot of high school plays during my career. That was probably one of the best. I have to be honest with you. The acting, the singing, the dancing, they did a tremendous job. And uh their dedication uh you know to the arts was on display and and kudos to uh all those who participated in great great job. Um this afternoon we did the second leg of our um insights with regards to looking at uh section one and section 9. As you know we took this on in the fall um having conversations around it. The board had asked us myself and um Mr. Beluchcci the athletic director to begin to look into it. Today we met with our student athletes in the gym from approximately 3 to 4.
079Um and we included all all students meeting juniors, seniors, sophomores um and um freshmen. It's a great conversation. Um shared with them some of what this is all about. You know, what does it mean? Why are we having these discussions? What does it look like? Um very attentive, shared some of their thoughts. And then we'll be having our final discussion probably in the next week. I'll be sending out an invite over parent square to all of our parents who um students are in um athletics or may be going into athletics. If you are currently in the sixth grade or even a fifth grade parent, we'll have a night set aside to do it on a night where there's no games going on. From a district point of view from the outside, I'm sure there's no
080date that's going to work with everything that's going on with uh the sports in the spring, but we're going to afford the opportunity. We'll have that discussion and then um Mr. Beluchcci and myself will report our findings out to the board in June and then ultimately uh the board will make a decision uh in the fall whether or not to uh stay with section one or look to go to section 9. So an important update on that. Also third quarter ended report cards are going to be going out um relatively soon. Um I mentioned this only because we do have that fourth quarter left. Um there are four quarters to a school year. Not one, not two, not three, but four. We want our students to make sure that they finish up strong in preparation
081for their um next grade level the following year or of course our seniors that are going on to college and career readiness. So um that's my report for tonight, Mr. President. Thank you very much. >> That fourth quarter really hit home. I I'm going to send that out via parent square to my students tonight. Just look at the Nick game last night. >> That's right. That's exactly right. All right. So, going to item number 14, which is the consent agenda. Um, be resolved that the board of education approves all asterctric items as the consent agenda. I will make a motion for that. May I please have a second? Uh, Miss Azria. And all in favor? >> I I on item 15, which is the minutes. Uh, this is for the Tuesday, April 7th, 2026 meeting.
082It reads, "Be resolved that the board of education approve the minutes of the following meeting." Again, that's Tuesday, April 7th, 2026. I will make a motion. May I please have a second? Michelle second. And all in favor? >> I. April 7th feels a long time ago. All in f everybody's good there. Yeah. All right. And that now brings us to number 20 which is board of education. No items there. On to item 21 which Mrs. Girana spoke about before. This is our board of educ board of education meeting calendar for the 2026 2027 school year. So everybody has the calendar right here the draft copy. Um any discussion or anything to look at here? Anybody have concerns at the moment about the reorg meeting? That's >> Yeah, I probably can't make that one. Um, I'll
083be on vacation that week. So, I don't know if I can do stuff before there's a deadline when it has to happen by, right? What is that deadline? The reorg meeting something like that, right? >> Something that going to say um so we >> the way the holiday works it just happens to be the fourth July because it's the way the fourth works. >> All right. So um I guess we could do is we can look at what are what exactly we have to get the reorg done by and then from there that up with your calendar. We can approve the rest of this with the idea that we are going to change that reorg hopefully to fit Michelle's. No problem. Um, but otherwise, I think we can approve it all knowing that we'll look
084at a different date for the Tuesday, July 7th, uh, reorg once we know the exact leeway we have with where it can fit and where it can work with you. So, anything else that anybody sees off the top of Right. So, so what do you need from us here, Stephanie? Cuz I see a resolution for the reorg date, but I don't see any resolution for the calendar itself. >> So, if you just want to make a motion for the 2026 2027 board of education meeting calendar, and then we can um revisit the reorg meeting. >> Sounds good. All right. So, with that said, I'll make a motion to approve the board of education meeting calendar for the 2026 2027 school year. And please have a second. Dr. Walsh. And all in favor? >> I. And
085then going to the next one. I guess for now we can just Yeah. So, um All right. You want me to read it and then say say anything or is it just never tabled anything before? >> No, you don't have to do that. >> I don't got to do anything. You've already tabled it. Where's the table? >> Where have you wanted to be? >> I'm learning. All right. So, that's tabled. Good. All right. On to item number 22, which is new business. Anybody have any new business for this evening? And the 10 seconds has passed. All right. Item 23, the second visitor's comments pertain to the district. So, none there. And then lastly, item 24, the board president comments. Uh, mine was very, very quick. I just uh to kind of go off what Mr.
086D Carlos said going into the fourth quarter, it's kind of crazy how kind of at times that winter felt so slow and how much work we've gotten done this year and now all of a sudden it's the end of April. We're going into the last quarter. Last week felt like summer. This beginning of this week felt like winter. I don't know what what what it is right now, but uh but it has been a very good year for I think all of us and I think we've gotten a ton of work done. I'm looking forward to this last quarter, not just for the students, but for us up here to continue the work that we're doing. Obviously, a lot of work still to be done. Um hopefully the weather gets a little better, but um
087but nonetheless, uh looking forward to the last quarter and and all the work that we have between now and and the end of June with everybody up here. So that's all I have to say. Other than that, uh, move on to item 25, which is adjourn our meeting. It says, "Be resolved that the board of education adjourn this meeting." The time is >> 8:43 p.m. >> I'll make a motion. May I please have a second? Liz second. And all in favor? >> I. And that's it. Have a good night, everybody.