001reconvene to open session be resolved that the board of education reconvene to open session. The time is >> 7:04 p.m. >> 7:04 I'll make a motion for that. May I have a second? >> Second, >> Michael. And all in favor? >> I I And that's unanimous. Can you please stand and recite with me the pledge to the flagged of America and to the republic for which it stands one nation under God indivisible with liberty and justice for all. >> All right. So on to item six on the agenda. We start with our student board member remarks. So, uh, Nella or Bailey, whoever would like to go first, that'd be great. >> Hello. I have a few key updates from the student body at Pauling High School. I'd like to begin with an important reminder for
002any seniors or senior parents who may be listening or watching. On behalf of the yearbook club, please remember to upload senior photos to the senior Google classroom. The deadline is November 22nd, and getting those photos in time really helps our student editors continue their work and stay on schedule. I also want to share that Nala, our junior liaison, and I have officially joined the student council for about two weeks now. We're excited to represent student perspectives more closely and plan to bring updates, ideas, and concerns from those meetings back here. We're committed to listening with open ears and making sure and student voices are heard. Yesterday, Mrs. Verane's Spanish class attended a play and the feedback has been overwhelmingly positive. Students said they loved their experience and felt it brought the language to life. Additionally,
003as mentioned previously in the last meeting, Miss Horn and Miss Pritchard took their students on a field trip to the courthouse. Many students described it as eye-opening and very informative. It's great to see more field trips connecting students with real world experiences that prepare them for life beyond high school. And with the first quarter officially wrapped up, I spoke with a few 11th grade students about how they felt their marking period went. They shared that they felt strongly supported by their teachers such as teachers like Miss Fairhogen, the physics teacher for 11th graders who consistently stay after school to help students were mentioned very often. It's amazing to see how many teachers dedicate their own time to ensure students feel confident and successful. Finally, winter sports are starting up. It's great to see such a
004strong turnout at tryyous and a lot of excitement around the new season. If any students are interested, the high school girls basketball team is looking for more players to create a varsity team. So, please consider signing up. It's a great opportunity to get involved and have some fun. Thank you. >> Haley said everything perfectly. Um I'm very excited to work with student council as well and help student voices be heard. Thank you so much. >> And just a footnote to that, we have a meeting coming up on Monday with the student circle. So I'm looking forward to it. Thank you. >> All right. Thank you so much. So on to presentations for this evening. We have our first presentation which is going to be on physical education and health. And I would like to invite
005our curriculum leader for physical education health and Malloy to the podium. >> Okay. Don't be too loud. Okay. Hi everybody. Thank you for having me. Um, yes, I am the PE teacher at the high school and the K through2 health and PE curriculum leader. Okay, so starting with goals, we have two of our district goals. Health and PE directly support the district goals. By fostering an inclusive and inffirming environment where all students feel valued and empowered through cooperative games, adaptive equipment, and team-based games, students build trust, respect, and a sense of belonging. Our curriculum also promotes critical thinking, problem solving, and social emotional learning through strategy based sports, personalized fitness plans, and non-traditional activities such as yoga and hiking. By encouraging lifelong wellness habits and supporting mental health, health and PE help every student thrive
006academically, socially, and emotionally. All right. The program aims to develop physical and health literacy to promote a lifetime of healthy activity. The curriculum is sequential and build skills from elementary to high school. Sorry, I lost my place. integrating physical activity like sports and exercise with health topics such as nutrition, disease prevention, mental health, and safety. Key components include developing fitness skills, understanding the benefits of physical activity, setting personal fitness goals, and fostering positive social emotional skills. As PE teachers, we aim to inspire students to enjoy physical activity and stay active beyond the school day. We hope that in addition to participating in athletic athletics, they discover other meaningful ways to be active through the wide range of activities we introduce, encouraging them to explore new interest just as students do in classes like Mr. Malone's
007photography course. If you look at some of those pictures, actually, that's Mr. Malone in the top right. Um, we also introduced a new health resource this year for the secondary students. All right. So, our elementary highlights. Our elementary teachers are Keith Young and Aaron Sutton. They play crucial role in our students development, providing the foundation for their lifelong learning and movement and health. They strive to create a supportive, welcoming, and safe environment where all students can grow. feel confident and continue to build healthy habits throughout their education. They are incorporating health into their everyday lessons and continuing to use The Great Body Shop as their resource. One of their games, Trolls Treasures, was adopted was adapted to incorporate the Great Body Shop theme of the month, nutrition. They talked about nutrition, what that meant to
008them, brainstormed ideas, talked about five food groups, and how food gives us energy and helps us grow big and strong. They are continuing to support the SEAL and SecondStep program by participating in cooperative games and challenges. Our middle school teachers are Nick Ripo and Dan Good with Alex Alsera supporting while Dan is on leave. At the middle school, our teachers build on foundational skills taught in elementary school. Hold on, this is sliding. taught in elementary school, helping students strengthen their abilities, apply new strategies, and begin exploring both team and individual sports such as volleyball, bad mitten, and pickle ball. Like I mentioned, the middle and high school have introduced a new health curriculum resource called HealthSmart. It's a skill-based learning program that aligns with national health care standards and is designed to guide students on
009a lifelong path towards strong health literacy. Our high school PE teachers are Travis Light and myself. At this level, students can develop advanced movement skills and experience in both individual and team sports along with sportsmanship. We continue to build on these foundations while emphasizing the importance of lifetime activities and personal fitness. Students in grades 11 and 12 have the have the opportunity to take fit for life. This course oriented around each individual students fitness goals with an emphasis on functional movements. Students will choose between improving body composition or longevity. Each student will create an indivi individualized fitness program by choosing the components of fitness that will help them achieve their goal. Nutrition lectures and discussions are also part of this class and they're vital to improving each individual's goals. The other class that we offer
010for the 11th and 12th graders is another non-traditional PE class which is lifestyle. It provides an inclusive safe environment where all students can participate and feel empowered. Through activities like yoga, meditation, hiking, and orientering, students develop lifelong wellness habits, enhance their social emotional skills, and explore personalized pathways to health and fitness, supporting both their physical and mental well-being. Our curriculum is aligned with New York State standards and we maintain a strong focus on fitness assessment through our bianual fitness testing. I also participated in the curriculum camp over the summer to further and refine our curriculum mapping and support vertical alignment across grade levels. Some students had the chance to participate in demonstrations hosted by the Duchess County Gaelic Athletic Association, which was in collaboration with Miss Shook's Irish History and Culture Class. We also enjoyed
011celebrating homecoming by coming together with athletes and students to create class banners for the gym. NAMI visited our our health classes for their annual lecture focused on raising awareness, reducing stigma, and promoting support for mental health. Additionally, Nick Ripple will attend the annual Aphford conference. Sunni Courtland remains a valuable partner providing student teachers and opportunities for other students to complete classroom observations within our district. So looking ahead as a department, we aim to expand our adaptive PE equipment. At the high school, bowling has returned to our curriculum in the hopes that we can someday go on a bowling field trip. It will be valuable for our entire department to attend the New York State Aphford conference and we're eager to participate in professional development opportunities focused specifically on health and physical education. Any questions? Thank
012you so much. So I open it up. Does anybody have any question regarding the presentation? >> Um if anybody else wants to jump in, let me know. Um thank you for for the presentation. Um you know a lot of what I saw here I think I find personally valuable. I think engagement, you know, activity, physical activity, like um, you know, helps to put students in the right frame of mind for learning. Um I'm just curious um if there is you know looking forward um an opportunity for us to maybe establish you know metrics or goals that we can track against year-over-year whether it's um you know student participation in particular activities what types of activities yield the you know I don't know the better um um frame of mind, you know, cuz I see like
013yoga, there's some things that kind of help with meditation, maybe self-regulation that are incorporated into this. So, I'm curious if there is an opportunity for us to of track metrics, you know, over time. Um >> I'm sure and and I think it helps that the students, the upper classmen get to choose. they could take traditional PE classes or they could take the lifestyle or the fit for life. And we do tend to see a lot of those students that maybe don't thrive in that regular traditional PE class tend to that's where they go and that's why we created that. Um I'm sure there's a way that we can you know create something going forward for sure and I think yeartoear we see the increase in the amount of students participating in those classes which which
014also helps >> right and so like that for example right like that's um that's great to hear that but it's anecdotal right it would be great to be able to look at hey two years ago this is the level of engagement that we had and two years later now we see that that has increased by x% or you know and our goal for next year would be to generalize some of these you know activities you know for the rest of the students because then we see that maybe it yields better results in the classroom or in you know social interactions or whatever the case is I think that that's the kind of thing that I would love to be able to understand right and and see if we can track that over time the you
015know the Um, part of the reason why I'm asking is that 3 years ago or so, we, you know, we sat here in a different presentation, uh, where we looked at some data that was presented to us as a board that, um, sort of pointed to the fact that, you know, there were, you know, students or a certain segment of student population that was identified that was not engaging in after school activities that and that there was some um sort of detrimental, you know, um effects that it had, right? So, we were trying to get them to participate and see how we can engage them in extracurriculars. And so, you know, for example, that's a piece or that was data that was presented a couple years ago that I would love to kind of see
016some followup on, you know, and not that you were asked to do this because it just made me think as as I was listening to your presentation. >> And I think it's I think that would is something that is completely doable. Like that's something we can I can speak to my department and I mean we can do it across well we can do it definitely middle and and high school for sure. I mean, you know, if the rest of the board agrees, obviously. Um, but thank you. Yeah. >> Thank you. >> Well, I just like to because I I was here three years ago when you weren't, so you know what it was. I think at that time we were looking at the percentage or the number of students who were involved in extracurricular because
017there is research that says of course that students who are involved in extracurricular are more engaged within their their classwork. And so we found I think when we did data recently it's I think we said on the high school profile I'm pretty sure something like I don't want to quote but I think it's 79 to 80% of students at the high school are involved in extracurricular. I think at the time when we did it three years ago we would have to survey or look at the students again. There's sometimes reasons why students are not involved in extracurricular. For example, sometimes they have to pick up younger siblings off the bus. We hear that very often. That's where I hear sometimes where students will say they can't stay after school for extra help even though the
018teacher provides it because they have to get their younger sibling or their cousin off the bus. There are some students who as well work. So, you know, I would say that work is an extracurricular valuable teaching a lot of skills, but we don't necessarily capture that. And I think that in some ways, if you recall, we a couple of years ago started a Dungeons and Dragons club because we had a group of students who were interested in that and we captured them. This year, we actually we didn't disband Dungeons and Dragons, but we didn't have the students that were interested, but what we did start was a debate club because students themselves went to a teacher and wanted to start that. So I think that we do try and as best as we can it
019may not off you know I mean I would say it's brain activity the debate club not movement activity but I think we do try to listen to students and to try and capture ways that we can but we can always do we can always do more as well. Well, you know, and it's an excellent point. So, I I appreciate you bringing that up again. And so, for me to even understand that. So, to understand that there is a segment of the student population that does not engage, but not because there isn't something that wouldn't be of interest to them or there isn't something that we aren't offering. It's because life is different for everybody, right? and to understand maybe x% do these other things is is helpful right and maybe there's a way to engage
020them in different ways um you know but in in so far as looking at metrics and tracking you know engagement over time and what we're offering and uh and and how students are participating like that would be of interest irrespective of you know what >> so so Miss Mallaloy, when so if I'm following it right, cuz it may already be dis at your disposal, right? So when a student has a that's gym class, right? Physical education class, you probably can track how many of them may go into this specific area, meaning the traditional gym opposed to the other. You probably can do that, right? And so that would be >> that's easy enough to do. >> Yeah. And so if we can put that together and share it with the board, that would be great,
021right? Because I think that that over time, you know, I don't know if you have any of that information last year or this year becomes the baseline. It may be that this year is the baseline, but then we track it, right? >> Absolutely. I can get that and get it to you. That's not a problem. I'll work with Miss. >> Yeah. >> And I can say just really quick, just being a teacher up at the high school, um when students come to us with ideas for even units in class and extracurricular type of things, we do try our best to say, "Okay, yeah, let's try to make that happen. let's do that. Um, so and you know and unfortunately we are a small school, small staff, small amount of students that sometimes when they want
022to do certain things, it's hard to do that when you just don't have the student body to even fill that, you know, that need. But >> in addition to that, I wonder it'd be great to look at right juniors and seniors with a varsity gym like because that's a really, >> you know, for students that >> right >> play three sports. It's >> that would be good information. So we do and that's an opportunity which they do choose sometimes those um varsity athletes if they've played um three varsity sports the year before. So it would be their sophomore year or their junior year but either way their junior or seniors they can choose to take um varsity PE um you know instead of either any of those three. Now some of them choose to come
023to class and still participate. I had students two students this year that said well I really just don't feel like sitting in study hall. Can I double up on PE? Heck yeah. I we we're happy to have you. We love to see it. Um so, you know, it you see that too and that's we can absolutely, you know, look at all of that, right? >> I would say that some students who choose varsity PE, it's because their course load is such and they're working at sports late in the evening, they prefer the study hall because they use that time to get their work done. So, every student Yeah. their time management. And the other thing to mention is of course we offer a tremendous amount of athletic opportunities and generally any student is taken onto
024a team unlike some larger school districts that cut. Right? So students do have the opportunity for a tremendous amount if they're indeed interested in athletics and that's why we also do have other things in case they're not. Plug for the debate team. And I do want to mention one thing only because Bailey gave so to mention that I heard that our school at Miss Ferane's performance were that you can be proud of our students. They behaved as an audience should behave and that's not always seen. Our chaperon said other students were on their phones, were texting, were talking, were eating during the performance, not our students. So, I want to plug for our teachers, chaperones, and students because they made Pauling Central School District proud. >> I had the quickest question about the 10th grade
025health class. So, it says that it's a full year. Does that meet every day or is it every >> No, so they are every other day. Usually they either have a study hall or the PE on the other day. And I can say I think and Helen you can help me on this one. I think in past years sometimes they do only have every day but like for half for a semester, right? Did we used to do that back in the day? >> I'm sorry. >> Not at all. >> No. It's again it's scheduling. It's it's a half a year. It is a half a year. At times we have done like a semester but we find it's easier to do it opposite a opposite PE or opposite a science lab. And so we do
026it ACBDF days. >> Got it. >> Okay. But it's a half. >> I wasn't sure if I made that up. >> No, thank you. That class just see I mean reading it like healthy relationships, drugs, disease, nutrition, internet safety, mental health. I mean that I could argue that's one of the most important courses we offer and I was just very curious to uh uh full year class. I just was curious. So thank you so much for that. >> Yeah, no problem. I was just thinking about um how you know important it is for students to over the summer weekends like that you know read and do all that to keep up on their skills but it's so important for them to stay fit you know stay active as well. Um, do we do anything or
027can we do anything? Um, maybe give challenges out to students. Anything that will encourage them to really stay active over the summer and >> absolutely I know you know what it during co that was big. It was a lot of that. Go online, check it out. There's really fun things you can do. Take a picture of yourself. Let me see you taking a hike with your family. Do a little vlog. Um, I know for I can speak for myself. Um, I do offer extra credit, which for PE class, there's some students that maybe they were absent too many times or they wouldn't have the proper footwear, so they lose credit, they didn't participate, whatever it may be. Um, I do offer extra credit and sometimes it is something as simple as, you know, um, create
028a workout routine that you might do at home, take a video, they can do it on any platform that they want, send it in for the extra credit. Um but and I would imagine at the elementary level you probably would see that more where they had they might send them home like a bingo card where go home do like yoga bingo or exercise bingo and they try to involve the family and again that was big during co um even at the high school level. Um but yeah I that's something we can surely introduce. I mean we all have Google classrooms now that we can put things in there and say you know hey do this go out and do it. I'd love to see come back talk about it. it's an opportunity, you know, extra
029credit or whatever. And and again, there's also things going on that if they have the opportunity to go and help out if they need hours for something that some of them will go and do some of those more physical things that might be going on in the community. >> Should do that as a board. Run 50 miles by the end of the month. We could do it between the seven of us. >> You got to do more now, Keith. So, >> and you can get extra credit for that. you'll walk. >> That is it. Thank you so much for your time. >> You're welcome. Thank you so much. >> All right, so on to our second one. We have uh our Pauling Middle School MTSS update with our Pauling Middle School principal, uh Miss Megan
030Gleason. >> Okay, good evening everyone. Thank you so much for having me. Uh so this is the MTSS update from Pauling Middle School. Um originally set to be part of the other uh MTSS presentation, but thank you for um providing me with some time this evening to present the middle school update. So, I wanted to provide an overview of the timeline that we've um uh since we started our focus on MTSS really in September of 2024 and the big picture steps that we've taken since the beginning of the 2024 to 2025 school year and also what we've done um so far this school year and what we aim to accomplish by the end of this 2025 to 26 school year. So at the middle school, we we wanted to start with a needs assessment and
031this was really to get an accurate pulse on where we were as a building with the aspirations of MTSS, multi-tiered systems of support. So, um I will actually provide more details about the needs assessment, but really this was a big picture um analysis of our strengths and our areas um that were presenting challenges to us and what we wanted to really dig into as a school. Following that needs assessment, we constructed a school-based goal and this was a single goal um really focused on um differentiated instruction, data collection and um progress monitoring. So I'll I'll talk a little bit about how we constructed that goal from the needs assessment. And then once that goal was set, we began professional development and um we engaged in professional learning as a school during our faculty meetings and
032department meetings during superintendent conference days. There were smaller teams who attended um off-site workshops and um focus groups at Boseies or um at other um looking at research outside of our um immediate district. And then step four was to really articulate what we mean when we say a system of support. What are our teams that are working in the spirit of bringing all students to success? And how do we make sure that the purpose of those teams are clearly defined? the people who play a critical role on those teams and how are all of those teams working in concert with each other so that we have a whole network bringing students to success. And then for the 2025 to 26 school year, um we're continuing a lot of this work and we've already engaged in
033quite a bit of what I'm about to say. Um but we have plans to continue through June of this year uh really refining our data analysis. So what conversations are we having around student learning and performance? IST process improvement. IST is an acronym for the instructional support team. Uh so really improving that process in itself, the conversations we're having about learning um about interventions, about how do we know students are making progress um and building a better intervention toolbox. Um there's so it's so often that we get to the table and we have so much expertise at this ta at the table and so many people have tried and really put forth a lot of different strategies to try to bring students success but what more and we want to be able to answer that
034question. What else can we really try that might be that out of the box thinking to bring students um for that improvement and then lastly just in general systems improvement. So, how are we communicating? Going back to that like within a team communication, between teams communication, how are we following up? How are we um identifying when progress is being made and what is the system to support that? So, it's it's in motion and it doesn't require a single person to keep that system going. It's it's a um a an assembly or a committee of of different um teams working together. Okay. So, as I said before, we started with the needs assessment and this chart was a summary from the um all of the departments worked on this um within department specific groups and they
035are they listed what they felt were their their strengths relative to multi-ter systems of support and what challenges are they faced with so that we could really zoom in and construct a a relevant goal for us as a school. I highlighted a few that I think um were the most powerful and that we we really used as our launching point for the goal setting. So the first strength that we identified across departments is that we have access to longitudinal data. So students are taking for example NWA assessments since um third grade in elementary school and all the way through 8th grade in reading and math at the beginning and end of every school year. So that's a rich data set that we could be working with and we have that consistently for all students who
036have been enrolled in Pauling and then in addition to that on as a strength our teachers are comfortable with the content and the state standards and practices there's a there's expertise there's motivation there's readiness for implementing more tier one strategies in daily lesson plans. So there was a curiosity, there was a leaning into this is relevant work, this is good work for me that I can take and implement the next day in my classroom. And you know that's something we talk about as educators when you're sitting in professional development. You want to be able to leave with something that you can put in practice immediately and that you can do without having to um really spin your wheels and and and spend a lot of time uh reinventing uh something that already that you can
037just refine in your classroom. And then for challenges, um the first highlighted one that I I we spent a lot of time with and we're spending continue to spend time with this year is to establish protocols regarding how to use the data. So it's one thing to have the data in front of us, but how can we have collaborative conversations around that data, plan next steps, really learn from each other of what we're noticing, what can we celebrate, what are what um problems of practice are suggested by the data. So we needed protocols. We needed um things to anchor us to robust conversations in um in the period of time that we have. Right? So we have 40 minutes. How do we make the most out of this 40 minutes? A protocol can help. The
038next highlighted part is that um we were noticing that tier 2 interventions. So you know multi-tered systems of support tier one is for you know all students receive tier one. That's high quality instruction for all students to receive. When students aren't responding to tier one instruction, then we progress to tier two. What we were noticing is that that that tier 2 to tier three, we were slipping very quickly from tier 2 to tier three. So there was no clear delineation between those two steps and what was causing that. Um so we wanted to dig into that a little bit. And then finally, a challenge was, as I talked about before, this data collection and intervention toolbox. It wasn't for lack of effort that we weren't being able to um bring all students to success, but
039sometimes it was we were running out of ideas or sometimes um the patience necessary to see the outcome from our intervention might not have existed at the time. you really need to see interventions over six to eight weeks in order to really um assess whether or not that intervention has worked. Okay. And then our school goal we constructed at the beginning of the 2024 to 25 school year was the following. Intentional differentiation of instruction and support based on progress monitoring and data collection. So our why for this goal was that we wanted to start with tier one instruction since this is the foundation of MTSS and as I said before tier one instruction is highquality instruction differentiated instruction for all students and um I think an important caveat to that is that when we're talking
040about tier one differentiated instruction that's also for students for our highest performing students. how are we differentiating for students um who are who are our highest performers maybe our level fours in on standardized assessments and that was something that we wanted to dig into as well. Okay. So then this next slide provides a little bit more detail about the work from last year. So um our objectives from 2024 to 2025 leading to our objectives for this year. last year. Again, understanding multi-tered systems and support, developing shared language, shared understandings, really asking those questions of each other. What do we mean when we're talking about tier 2 slipping to tier three? What does that really look like? And having those conversations across grade levels and across departments. So we um focused on this by looking at
041an overview overview of MTSS and expanding our repertoire of what constitutes as highquality tier one tier one instruction and then differentiation and data collection. Teachers engaged in a lot of reflection about their differentiation practices. We used a researchbased tool that was a self assessment. It was a really rich tool um that students spent um not students that teachers spent time on during a faculty meeting and they had a lot of conversations about uh their strengths and where they wanted to develop their practices. And then um assessment design and analysis of student performance. We started to dip our toes into this assessment work in the spring of last year and it's now continuing this year. So um we started with a departmental study of performance assessment and project-based learning and analysis of student performance on highquality
042assessments. Um and how we did this work uh the New York State Education Department currently has what's called a plan pilot going on and that pilot is working with um districts across the state to implement um these highquality assessments. So assessments that are relevant that have real world contexts where students are um presenting information to authentic audiences. There may be cross-disciplinary connections. So a lot of that critical thinking, creativity, that portrait of the graduate, the higher order um thinking that we want students to get to and we really want to assess and and look for evidence of, right? We want to look for evidence of growth in those areas. we started to dip our toes into that work because one of the most important things with MTSS or with data analysis is you want to
043make sure you're looking at something you value, right? So, we want to make sure that that assessment is something that we really value in terms of student learning. Performance assessments have been viewed as as that um research is showing that that is really what we value. It's the those are the critical skills that are necessary as students enter the workforce and enter um you know go into a more um technology rich uh world as they as they leave us in a K12 education. So this year we have started the with the data analysis protocols. We've spent time as a faculty on using a protocol and we've spent time in smaller teams using a protocol looking at different data sets. Also, instructional support team improvements. That's the um I'll talk a little bit about what this
044team's function is in a little in in a few slides, but um this is that conversation, that critical conversation about diagnosing student learning and what is the intervention we want to try and how will we know if a student's making progress. So we wanted to improve that conversation building our intervention toolbox and the creation of a performance assessment design team leading to overall systems improvement. So this slide is I tried to come up with a visual representation of how these systems work together. Um but I don't think I really got there. Maybe I'll get there eventually. the next time I present on this. But so each of these blocks and circles, they all these are teams that function within our MTSS system. So I'm going to go through each of them and and um just
045provide greater context of how it functions within itself but also within the larger system. So our attendance team meetings, there is an attendance team. The attendance team is comprised of our school nurse, administration, school counselors, um guidance aid, and we meet once a month and we look at our attendance data. So, specifically, we really look at students who are um according to ESSA would be um in that chronically absent category, missing over 10% of the school year. and uh we identify interventions that could be tried to bring this get the student to come to school more frequently. So those interventions um include incentivizing attendance. So if we notice progress, we're mailing letters home that we've seen this improvement in your attendance. Uh conducting wellness checks. So um going we don't start here but some cases
046we may get here where we conduct a wellness check where we visit the students home. Um those wellness checks are sometimes conducted by our social worker, one of our school counselors, assistant principal, myself. Um and another intervention is that we make sure we have clear communication with parents and guardians regarding their child's attendance, the importance of attendance, how their child's attendance compares to the attendance of the grade level or of the school and um really try to provide that parent education and set up a meeting if necessary so that we can try to understand what's happening for the student. um perhaps on a mental health level or um changes at home so that we can support the child in in coming to school. The other team listed at the top there is the team meetings.
047So team meetings happen in uh at the middle school we we have grades five through eight. So there is a team meeting per grade level once about once a week. It's once a six day cycle. Uh so those team meetings are comprised of the core content teachers. I attend every every all of those meetings and special areas teachers also come to those meetings. So this is a if you thought if you think about like a funnel the team meeting is almost like our tier one practice where we're we're talking about the grade level as a whole. We're identifying what are some concerns that are coming up? What are some grade level events that are happening? Um, so really touching upon everything within that grade level. Uh, but making sure that we're sharing best practices, we're
048meeting with families, we're addressing concerns. And this is really the first place where teachers will bring up if they have academic if they have concerns about a student's academic progress. And we may identify at a team meeting an intervention. Again, sharing best practice. So perhaps the student is doing really well in social studies class. that teacher may share. Here's something I'm try I've tried and it's working really well. Other teachers are going to go off and try something similar. And this is our our first really our first attempt at identifying an intervention and tracking progress. So team meeting is our our first step following team meeting conversations, following trying things out across classrooms. If a student continues to um if we have concerns about their academic progress, this would be the time that an IST
049meeting would convene. So the instructional support team, which is the bottom left. So that's the next step of our funnel. And this happens once a quarter and teachers fill out what's called a progress monitoring form as a way to initiate an IST meeting for students. And this form is really comprehensive. that asked teachers to share what they're noticing in terms of like standardized test performance, NWA performance, what communication with families has been, and you know, what have we tried so that when we start this conversation, we're not repeating what has already been done, but we're enlisting the support of colleagues to help that teacher try something else, something new moving forward. And um we actually follow a protocol for these meetings and these protocols start from a from strengths. So uh you know we we
050grow from our strengths. So same thing goes for our students. What do we know about this student? What are their strengths? What are their interests? Parents share very valuable information about what they're noticing at home. Um historical patterns. And we really try to diagnose or get to what is that primary concern impacting learning. And it's so critical to really get that part on the table because that's how you're going to know the proper intervention to be tried. So we what we identify that primary concern. We identify the intervention that we think matches that primary concern and we identify how is this going to be tried out. Who's responsible for what in the in school? How is the parent going to partner with us? And then we reconvene in about six to eight weeks at the
051next marking period, the next quarter. SEAL meetings are al they function similar to an IST meeting in the sense that they are again that next step of the funnel team meeting being our first step. SEAL is really social emotional learning team meetings. This team is comprised of our clinical team, the assistant principal, myself, director of PPS, our district-wide social worker attends these meetings as well. And so this is that next stage, but it's specific to students who are demonstrating social emotional challenges, perhaps behavioral challenges in school. And how can we problem solve? Identify the primary what we think is impacting um a student's um ability to to um you know really be a part of their school community in a very healthy, safe way. and um we try interventions and we circle back sometimes, you
052know, we have these meetings actually once every six days as well. So, we'll often cycle back to these interventions in a in a much more timely way because um risk assessments or different um mental health challenges uh present the need for a much a tighter and closer followup to make sure that we're monitoring students well-being in that way. And then those other two, the circles, our department meets and our faculty meetings function as spaces for us to look at data together or have conversations about uh what's going on and and some training of what's going on within those those four or more square uh blocks. Okay. So I try to I um in my head I'm thinking about all the details of this work because there really were the teachers did some very rich very
053thoughtful work last year and they continue to do it this year. So this bulleted list that I have underneath each bullet there's like 10 different documents that really illustrate what this looks like. But I wanted to just highlight some of the important components and some outcomes that we already have as a school after engaging in in this work. So the first is a curated list of data collection practices. So not only can data come from these more um you know NWA assessments or New York State assessments or regions exams, data can get gets collected on a daily basis right throughout just a single class period. teachers are collecting really meaningful data and we wanted to going back to an intervention toolbox but really building toolboxes within our faculty. What what are some triedand-true data collection
054practices that are happening across our school and let's compile that into a list. So we have one list of what teachers see as what they have found to be the best pedagogical practices for assessing students attainment of maybe the a learning goal in one day or a specific skill over time. And so that exists within our faculty. We have this progress monitoring form which is um that that catalyst between team meeting and the IST meeting and that form is just looking at the data that's present in those forms is very powerful that differentiated instruction self assessment was um another very rich learning experience last year for our teachers where they engaged in that selfanalysis. It wasn't shared with anyone else. It was just for them to really look at their own practices and where they
055wanted to grow, where they had strengths. And then um departmental reflections regarding performance assessment and project-based learning. When we read many of the articles that the plan pilot was using last year, teachers got really excited about some of this more project-based learning, performance assessment in school, and we're engaging in that work this year. the data analysis protocol I spoke about earlier which really talks about um it starts with just surfacing facts. So um and really using evidence. So you know with this standard 17% of students uh we're at you know we have to name the actual the fact that we see in the data. Moving into well what does that suggest and what is what does this data tell us? What does it not tell us? what can be celebrated, what are the problems of
056practice, and really trying to anchor ourselves to that protocol that's both honoring what needs to be celebrated, areas of improvement, and also that data doesn't tell the whole story. So, we want to make sure that teachers want to feel that there's more of a context here than than this one day, this one assessment on this one day. And we want to make sure that we honor student learning in that way. patterns trends in NWA and state test data. This came from those data com the data conversations that I had at the beginning of the year with all ELA math and uh fifth and eighth grade science teachers. So we now have that as an artifact. What are the overall patterns and trends that we have seen and what can we do with that? And then
057lastly, our departments have created a list of the assessments and student work that they as a department would like to analyze together. Going back to that teacher agency of really identifying, well, what what do we value as a department? If we value um argumentation as an ELA department, well, what are the assessments that we have that are um assessing whether CH uh students making progress relative to that standard and how can we come together for to vertically articulate how that work grows from fifth to 8th grade. All right. And then lastly, these are this is just a little bit more of an expansion on the goals for this year. data meetings. So this is what I was kind of just speaking about this before, but these were individual meetings with teachers at the start of
058the year using a data analysis protocol. And then in addition to that, a performance assessment design team. Um, and this actually is relevant as recent as today. So we have a small group of teachers and and myself we are attending the tri-state consortium has a group of um of educators, administrators uh from all over the region attending this a training on performance-based assessment and a lot of it today was actually about implementation plans and the the creation of performance assessment. So, we have some departmental leaders attending that and we now have as a result of our training today, we have a draft of an implementation plan that we'd like for this small design team to do from January to June of this year. And then the tiger project which is also an important component of
059MTSS because when we're talking about MTSS we're not just talking about academic development but we're also talking about our social the social emotional development of our students. So um we're really focusing on trying to deepen our um social emotional learning for our students through the Tiger project. We have five assemblies planned for this year for every grade level. And our goals this year are to draw more of a connection between these the traits. So trust, integrity, gratitude, empathy, and resilience to academics. So thinking about New York State portrait of a graduate and linking those traits explicitly for students to academic success. So thinking about resilience in the academic setting, gratitude in the emp in the academic setting. We talk a lot with students more in the like school culture setting for with the tiger project,
060but our hope this year is to start to br build a a nexus between tiger project and academics. And then lastly, the data analysis protocol at department meetings. So creating more opportunities for teachers to have conversations with in like groups whether that's discipline specific groups, grade level specific groups where we're looking at data and we're trying to do something important with that data. One way to do it is at department meetings, team meetings, faculty meetings, etc. So just being more data minded, more data conscious. I myself am on this journey and I have enjoyed it and um that's that's our those are our pursuits this year for MTSS. Thank you. >> Thank you so much uh Mrs. Gleon. So I'll open it up. Does anybody have any comments or questions? >> I just have a
061comment, Miss Gleason. First of all, thank you for this is so thorough and for some people were hearing it for, you know, some folks are hearing it for the first time. I mean, this is like this is how you're building your middle school and it's like you really have a a really concise like deep understanding obviously you're developing it that parents can ask that students are going to you know get behind that teachers are going to get behind and I'm really I'm really happy to hear this and I really like this graph with the with the blocks you your red blocks about the the different teams I think that really is I hope everybody saw it on the screen it really makes a lot of sense like just visually. I really appreciated that for sure.
062So, thank you so much for your hard work. >> Thank you. >> I just have a few questions. Um, this is amazing. Like, I'm looking at the depth of what you're doing and I have to be honest with you, like it's not concerning in a bad way. It's concerning in a good way that you have so many things going on. Do you have the time to I'm being serious. Do you have the time to go into like I'm looking at the the slide that says needs assessment and the strengths are are great and I have a couple questions on that but the challenges that you're possess there's 1 2 3 4 5 6 7 8 9 10 11 12 challenges that you're trying to work through. That just seems like a lot to me. Is
063it? I'm asking you honestly. >> I'm thinking about a conversation I had with a colleague today at this training. Um Debbie Van Doran was a trusted colleague and really helping me to process the messiness sometimes of how it all feels, right? And the reality is that that that's a sign of a healthy system when there's it's it's alive. It's growing, right? There's always going to be things that we need to work on. And there's always going to be things that are going really well. And I feel very grateful that I work in a space where I'm beside other people who really want to do great work for kids. And I think you just have to keep going. And um yeah, this and it is kind of a snapshot of like I think how we as
064educators feel all the time, right? there's always so much more you want to do. You always need more time. You never feel like you're giving enough. But the reality is if you like try to just tackle one thing at a time, try to stay focused on it, try to um give it what you can and and give it your best shot. And I really feel like I work with so many people who do that every day, then we're going to keep making progress. How does the school how do you or the school or your team >> how do you prioritize >> like those needs? I mean you're obviously more intelligent than I am which is why I'm asking because I don't know how you would go like how would you organize the month the year
065to really look at 12 challenges and say we're going to prioritize this. Does that come from the staff? Is that just obviously you've set goals for the year so those are your some of your priorities but like you said it's it's always evolving right so I'm just curious how that process plays out and how you guys do that >> I think we we off you know this is where we respond to what's in front of us so certain trends are coming forward like one trend that came out of most IST meetings were attendance concerns so that's what we're zooming in on now Because the data is showing us that the interventions that need to be tried really need to be in that the primary obstacle to student learning was that we don't have them in
066front of us. They are missing valuable instructional time. So how can we intervene in that way? And I I think there's always that give and take of like well we want to be responsive to what is coming at us in in that immediacy and then also be really strategic and planned out and have multi-year like so we have our year-long objectives and we're going to stay on them but we're also going to be responsive to what comes at us in real time >> and sometimes those things go on the back burner because they just have to based on the data that you're collecting. >> Yeah. And sometimes they are in perfect alignment with each other. And that's how you know the the the long-term goals are the right goals, >> right? >> And this I
067have to say that MTSS as much as you know sometimes it's it's laborious and it can feel really technical is really it's very relevant work for us as a school. We needed to refine our systems. we needed to better um define the purpose of our teams and have more of a framework and more of a shared understanding. The one I circled that you didn't highlight that I'm curious about is for challenges is progress monitoring. Why are you finding that to be a challenge or what can we do as a board to support that or you know I'm just curious why that's on the challenge list. I think because you don't about with interventions, you don't necessarily see the impact of the intervention right away. You have to be patient. You have to be strategic. You
068have to track data in some way that's consistent over a period of time. And you have to trust that yes, there's like if it was a graph, there may be peaks and valleys, but overall that slope is improving. So, and teachers to have that type of visual in front of them, it it just doesn't necessarily exist, right? Unless they're converting exit tickets every day to some form of data collection. And many of our teachers do, our special education teachers track data in that way where they're graphing or they're they're looking at it more quantitatively. Um, but sometimes what happens when we're monitoring progress, we can get so defeated by the moment that it doesn't work that we forget about all the times that student was showing progress and we we are seeing small steps towards
069the big change or the um that that improvement. >> It was the ch the challenge isn't necessarily the process. It's just working through and getting being done effectively. That what is that what I'm hearing? >> Yeah, I'm impressed with everything you're doing here. >> When you look at it, it's a it's a you're doing a lot. So, to the staff, thank you for doing it. Um, you know, we started the curriculum committee and we're really focused on MTSS and we want to just let you know we're here to support. There was one other question that um I was wondering about uh write it here for professional development. Um, oh, the new the tools in the tool box. Is that something that could be done where teachers are sharing? Because sometimes I know as educators we
070get a list of of tool boxes, right, that can be used, but the list doesn't always tell the whole picture, >> right? It's it's going in or watching someone do that or teach that or just at least having a conversation about how did I notice you wrote it down, but how does this work specifically? Is that something that you're because I think that's really vital especially when we try to improve tier one and tier two is to have those toolboxes and for people to practice those and get familiar with them and know which ones really work so I can focus on those. So how do you how are you going about doing that? Is that still in progress or >> It's still in progress, but it it makes me think about when we were at
071um at the table for as instructional support teams just recently for quarter 1. Once we identified what we felt was the primary concern, it helped us to then create a list of a toolbox and we turned to resources. We have so many, you know, former trainings that we've been to. There's what's called a prim manual. We used artificial intelligence honestly to help us like if we give them you know here's the primary concern impacting learning provide us with some u research-based strategies to try in the classroom. And we looked at those together and and then, you know, made sure that it was personalized to our our students, our teachers, our subject areas, but making sure that that's a moment when you can turn to the resources at hand and and really try to come up
072with some high quality strategies that are going to yield results. Kids, >> great. Thank you for the time and presenting. Appreciate it. Yeah. >> Um, back to that point before that kind of Keith was making about the progress monitoring. I give you so much credit. The middle level. I mean, that seems like a uniquely middle level just heightened issue in terms of often times you're planting seeds in a garden that you don't necessarily see any sort of finished product. You just have to know that you're making that growth and there's definitely not that, you know, linear path. It's that up, down, backwards, sideways, every del, you know, delineation off that, too. So, I just thought that that was such a great point and and uniquely middle level, too. Um um but to echo everything Keith
073said, um in reading this, it's, you know, it's amazing work and and it's exciting and again, MTSS isn't just for the kids who are struggling, it's also for the kids who are excelling and how do we meet the needs of all the kids in the classroom. I was so happy that you talked about that, too. Um with the tools in the toolbox, I just had one one quick uh question I just thought of when it was brought up. um are teachers populating that with with um you know things that they're doing and the other teachers are able to see like hey um you know Mrs. Kazaka is doing this in her classroom um with success and I can you know go to her for some sort of uh you know assistance in trying that out
074in my own classroom or is that is this list just kind of populated? >> No. Yes. And I it's absolutely uh I am hearing so often now ever since we really started this work I'm hearing teachers refer to an a colleagueu's work as something that they are now trying in their room and um it's happening within departments it's happening across uh grade levels and um go you know going back to those data conversations I had at the beginning of the year I think the most powerful takeaway from those conversations were the the strengths that were um specific to subject areas and grade levels. So we saw, for example, we saw really high performance in constructed response ELA in sixth grade where we were, you know, over 20 percentage points above the um the region on
075some of those questions. So that teacher has now shared her practice in bringing students to that success. And I'm hearing other grade levels now use that strategy in their classrooms. I'm hearing science teachers use the CER claim, evidence, and reasoning strategy in his classroom as a result of the success that what we saw in sixth grade ELA. So that cross-pollination is absolutely happening as a result of these conversations. >> That's great because that's the part too. You can hand me a hammer, doesn't mean I could build a house. But if you hand me a pickle ball paddle and tell me Sandro is the one that put it in there, I can go to him and probably learn how to play some pretty good pickle ball. Um, so that's just something that I love to hear
076cuz that's something often um I just feel like, hey, it all exists, but it's hard to really, you know, see what I can try and what, oh, you know, Mr. Mine's doing this. I'm going to go reach out to him. I feel a lot more comfortable and um, you know, I have that support. I have it, you know, I don't work. So that's that's so great to hear. Um, and that's I like that cross-pollination term, too. That was >> I don't know if that's scientifically. I love it. It checked out with me. >> I was like, "God, that is crosspollination." >> I thought it was great. >> You see the the visual worked out. The cross pollinate. You had a great night tonight. That was >> Thank you. >> Anybody else have any last minute?
077>> Just I'm sorry. I just want to make one comment about the the Tiger project who's whatever team members decided to start moving towards the academic side of Tiger is is really spot on like and to start and that you started with the SEAL frame of Tiger and now to move you know we we all agree how important it is to have academic rigor and this is going to hit that I would love to know like how this works throughout the year because that's that's spot spot on. So, nice job. Yeah, >> another general comment just to think about, you know, the work that we did over the summer and and sort of identifying, you know, the focus for this year. You know, so much of, you know, identifying these areas for improvement starts with
078just writing down our challenges. You know, and you know, you've done that. You know, we went through the whole presentation this evening along with the high school and the elementary school at the last board meeting and it just it's a true testament to you know what the board discussed with you all during various retreat sessions and we're just putting pen to paper now and we're putting action and it's just it's very exciting to see all this. So I just wanted to thank you also for your presentation and I found it very uh informative um but more importantly very exciting. So thank you. Thank you. All right. So, on to uh item number eight, which is the agenda order. I'll turn it over to Laura. Sure. So, we have um a six item addendum this time.
079Um the first one is just uh the amendment of an appointment. We uh had to move the date uh slightly earlier for the school counselor leave replacement. We also have the appointment of a special ed teacher as well as the appointment of two non-certified substitute teachers and uh teaching assistants. Um also uh amending the leave of absence for the school counselor to match the date um of the leave replacement. Um and then finally there's uh the addition of student fieldwork um 15 hours at the middle school. >> Great. So, I'll read the little caveat and we'll move on to the resolution. Uh, the items with 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
080time. Consent agenda is one vote which approves all asterct items which have not previously been removed. So, seeing no further changes, uh, resolve to approve the filing additions, deletions, changes, and order of the agenda as presented. I'll make a motion. May I have a second? Second, Michael. And all in favor? >> I. And that's unanimous. Right. And the next one's visitor comments on agenda items only. Seeing none, we can go to item number 10 on the agenda, which is board remarks. So would anybody like to make some remarks this evening? I'd like to jump in really quickly seeing as how this is the last meeting before giving just want to wish everybody out there in the community and everybody here present a happy joyous Thanksgiving as well as to everybody here sitting on the podium.
081I think I could speak for anybody who attended the middle school play this past weekend and it was it was just phenomenal and I know um a couple of board members kids were in it. Um the set design, the costumes, the participation, the lighting, I mean I could go on and on but student families were so happy and the Wonka bars. I mean, from soup to nuts, it was really a wonderful performance and I'm sorry if some people missed it, but congratulations to the staff and everybody who participated. It was wonderful. >> I just wanted to say there was I believe they said there was 75 students that were involved at all aspects. And it was great on Saturday night when they brought up I thought it was great when they brought the artists up,
082the kids that actually painted the set. It was such a team effort. Um, I also was really pleased. Uh, some of the parents of some younger kids of fifth and sixth graders actually came up to me and said, you know, the the older kids in eighth grade were such great role models. They took the younger kids under their wings. Um, it was just it was an amazing show. It was just so I mean just to be a part of it to know that it was such a community event and there were so many parents and kids involved and staff members and it's it just kind of I don't I don't know what to say other than I was really blown away by it. I know Mr. D. Carlo went backstage and spoke to the students
083and they were so pleased that he took the time to go back there and talked about how great it was and it was just kind of I think it's our vision going forward. It kind of you know it sums up what we really want to do have everybody involved team effort for just an amazing cause for our students for our students have an amazing experience. So I was I I can't say enough about it. Kudos to Mr. for Easter and the whole the whole group and uh it was just it was awesome. It was awesome. >> Yeah, I'll echo that. I did not get a golden ticket. I bought a chocolate bar, but I didn't get one. Um but I got there early uh before both shows just to chip in and help out wherever
084I could. Um and one thing I got to see while I was there was um Mr. Prester um and uh the the tech crew sort of set everybody up with the mics and the sound check and all the work that goes into that. And you know what you were saying Keith like just all the different parts, the stage crew, the tech crew, all the kids that participated um all the families being I mean the first night there was it was standing room only at at a certain point. It was it was absolutely packed and it was uh it was a great evening. I had a blast and a great afternoon the following day. and the the high school the fact that the high school students some of them come back and and you know control
085the lighting and just are such great mentors for it's just it it's awesome and even even some of the kids that that were in the play that kind of admitted hey I want to be in the play but my singing skills aren't great you know they're like me they want to be involved but they they they just did an awesome job and they just the fact that they put themselves out there and I I could talk about for it was just it was Outstanding. >> Jimmy was so upset he didn't get the golden ticket. He wanted to go back on Sunday and I had to inform him that there was no Sunday. So, Mike, you're not the you're not the only one upset you didn't get a golden ticket. Uh yeah. And then great messages
086tonight. Anybody else? Board of remarks. All good. Um so, uh we'll move on to number 11, uh board vice president comments. Uh Dr. Walsh isn't here tonight. Um, so we'll move on to number 12, superintendent's comments. Turn over to Mr. Darlo. >> Thank you, Mr. President. And, um, again, I just want to echo what was just said by many of the board trustees. It was a it was a great night. And it really is about creativity. It's about performance, but it's also about ultimately having fun and sharing experience as a as a school community of thespians. Whether you're on stage, behind the stage, updoing sound, it's really what it's all about. And I'm sure watching some of these middle schoolers and then ultimately come the spring watching some high schoolers, I am sure you're going
087to see some of these individuals go on and their major in school will be theater and the arts. So it's a it's a tribute to uh everybody who's involved. So again, kudos and congratulations to all. Um just a quick update. Um came to my attention recently that back in last June there was a conversation um by our our athletic director um Mr. Belaluchcci about um discussions about um looking at our athletic program and um competition whether we should be staying in section one or looking at section 9 moving forward. Um, so I would like to express to the board and of course to the community that's out there if it's the will of the board for me to continue and Mr. Baluchcci to look into it, we'll spend this year doing that because I think
088we need to be transparent. I think there would need to be conversations of course with the coaches. There needs to be conversations of course with our student athletes. Um, there needs to be conversations with our parents, right? basically starting with this year's sixth grade parents, right? Because next year and the following years they'd be in modified and then of course our high school current parents transportation department, right? Talking about what that impact may or may not be and so that we can present to you as a board at the end of the year. um you know what it looks like both the pros and cons and then the board with the input of at all can make a decision for next fall um whether or not the subsequent year we would either stay in section
089one or go to section 9. So, I just want to throw that out there for thought and if it's the will of the board, report back at the next meeting. I'm not asking that there's uh discussion around it now, but that'd be great to let myself and our athletic director know so that we can start to put some of those meetings together, do some of the research, and then present to you um next steps. Okay, thank you. Um, speaking of sports and athletics, um, we're going to honor this student athlete at our December 9th meeting, and that student athlete is Elizabeth Walsh. So, as you may know, um, Elizabeth this past weekend, um, participated as a representative for section 1 in the New York State Cross Country Championships in Queensberry, New York. And I want
090to take this opportunity to congratulate her on her incredible perform performance up at the state championships. So this is important to understand. In class C, there were a total of 132 runners. Okay. Out of the 132, Elizabeth finished number 15. And out of the 12 runners in section uh one that participated in class C, she was the third highest time. So her dedication, hard work, her competitive spirit were on full display this past weekend. And I know on behalf of myself and the board of ed education, we are so proud of her for this accomplishment and her commitment to running in cross country and really doing the polling community so proud. So, we congratulate her on a fantastic run and an outstanding season and we'll be honoring her next board meeting on December 9th. So,
091kudos again to um Elizabeth. Um, also speaking about running, and this is probably the the the the Elizabeth Walshes of uh the future, I just want to I send a shout out to Kevin Jordan and the 23 students in grades 3 to five this weekend who participated in the 5K run up at the uh Rockland Lake State Park. um you know, our students participated in um just an incredible celebration and jamboree with other districts around um the lower Hudson area and I just want to congratulate our students um and of course Mr. Jordan for their participation and their impact that they have on the school school community. And I'm sure there'll be some Elizabeth Walshes that we will see in the next five to six years come up and be a part of both our
092cross country program as well as our track program. And last but not least, I want to echo um what was stated by uh Trustee Audrey. I want to take this opportunity to wish everybody a very happy Thanksgiving. Um it's amazing, right? The first three months have flown by and Thanksgiving of 2025 is upon us. During this time of the year, it's really important that um we take a moment to recognize all the accomplishments that have taken place here and we need to be grateful for the community that we serve and especially uh I'm grateful to come to know the dedicated students, faculty, staff and the community that define Pauling. Um I'm grateful for the efforts that our students do and put forth each and every day. We must encourage them to build to learn to
093build their confidence and enjoy a love of learning. And I'm also grateful to be working with teachers, staff and administrators who have who have provided students with the foundation to be successful in collaborating, communicating, and as was mentioned before thinking critically and creativity. So it's the passion, dedication that is to be admired by this community. Um, I would like to thank the board of education, the community for their unwavering support of me, um, as I took this position on, and may you all enjoy a peaceful, safe, and happy Thanksgiving recess with you and your families. Thank you. Back to you, President. Mr. President, thank you so much. On to uh, our next item, which is 13, which is our consent agenda. So be resolved that the board of education approves all asterct items as the
094consent agenda. I'll make a motion for that. May I have a second? >> Second. >> Mr. Maine and all in favor? >> I. And that's unanimous. And on to 14. This is the minutes. So be it resolved that the board of education approve the minutes of the following meeting which is the November 4th, 2025 meeting. So I'll make a motion for that. And may I please have a second? Sandro a second. And all in favor? I. And that's unanimous, too. All right. So now that brings us flip flip to I believe number 18 uh board of education. So tonight we're going to model uh what we spoke about a while back um which is kind of a new procedure on reviewing policies. This is kind of like triple pronged if you will. So at first
095Mr. Darla is going to talk about a policy that the district would like to explore. Um and we'll talk about whether you know we talk about that maybe at our next policy meeting in December. Then second to that will be an old policy, actually our oldest policy on the book that again up here will make the decision if that goes to the policy committee or not. And then the third and final would be if there's any other policies that anybody would like to bring up for consideration at our next policy committee. So I'll turn it over um to Mr. Carlo for the first one. >> Thank you very much, Mr. President. So, um you you heard this mentioned um before by uh Miss Gleason um and in conversations with all of our building principles, but
096especially in the middle school and the high school, we have an issue in this district with chronic absenteeism and students can't learn if they're not here. And as a result of that, myself as well as the administrative team um would like to bring the policy up for review on attendance um to talk about some of our issues of concern. Some of the key areas that we need to better define would be examples of excused and unexcused absences and the definitions and lack of clarity medical documentation. They need to specify what that needs to look like and over how many days. Family related family related absences as families are going on uh vacations for not only vacation but family illness bereavement and other emergencies and uh a lengthy period of time. Um talking about college visits
097and the importance of what that documentation looks like. Um and then also talking about um what some of those incentives may look like uh for students that um are continuing and trying to you know make a better effort what that may look like. So, um, in regards to the policy, I am suggesting that the board of education allow myself and, um, middle school principles to meet and go over this in depth with policy and then bring it back to the board so we can talk about amending some of these areas so that our policy is far more meteor and meaningful as we move forward. Thank you, Mr. President. >> Okay. So at this time you guys have the context kind of why this policy is coming up and if anyone like to offer any perspective
098or anything like that and then we can decide as a group obviously if this is something we want to see go to the policy committee at next month's meeting. So I guess I'll open the floor anybody like to make a comment on what you have in front of you. I apologize for the smaller print but >> I just have a quick question. Have you is this can you tell us to to which part you're going to be looking at or are >> you going to be looking at a variety of different parts? Yeah, there's a variety of different areas. First of all, the order it it needs to be looked at in regards to the way that it's set up. We have to take a look at some of the definitions of it. So, at
099all basically at all. >> Okay. Thank you. >> I I definitely would like to bring that my I would like to bring this to the policy committee. I I mean just with um just the way it's set up as Mr. D. Carlo said the the remote and online learning I think we have to update it. I mean just from what Miss Gleason has said and we've just we are always talking about um attendance being the key to student success. I think we should bring it to the meeting. >> This sounds great. Um so especially after the discussion over the last this current board meeting and the last one you know with regards to MTSS and the importance of intendance uh this is great is um would it be possible prior to the policy meeting to
100receive some sort of feedback from I think you you mentioned Mr. Darlo that you're going to solicit feedback from the the building level. Uh will we receive that feedback perhaps a little bit before the policy meeting or would it just be kind of discussed and just shared at the policy meeting? I think a combination of both. Yeah. So, we can kind of Yeah. We can preview some of the areas of concern that the building principles have, but then go into a little bit more depth with the policy committee. Yeah. >> Yeah. Not not to rush or, you know, even if it's something that's draft, just some ideas, things that we're thinking that that would be helpful to to to me, I think. So, but that's great. Thank you. >> You're welcome. >> Would anybody else
101like to share any perspective or anything related to the policy? So in that case, a little straw pull of sorts. Are we, you know, is everybody okay with sending this to the policy committee? >> Hi. Yeah, sounds good. The shaking of heads work just fine. So cool. So this is going to be uh one of the policies at the December um policy committee brought forward by the district and as Mr. D. Carlo said um further information should be coming out to our policy committee members. >> Question. If one of us did not agree that it should, are we doing like majority like you know what I'm saying? >> So essentially essentially yeah the majority in terms of uh >> would it if it goes to policy or not? >> Yeah. And then hopefully that person
102that didn't want it would be able to share perspective and would be able to have an open discussion about why or why not. >> Okay. So that is uh one policy that's up. So without any further comment on policy 51, an older policy on um again this is a preliminary discussion pretty much deciding should this go to the policy committee and if anyone would like to offer some perspective on policy 2450 which was a policy on policy dissemination uh adopted 21097. seven. So, I have a copy of this if you don't mind just passing it down. Uh let's see. One, two, three. We'll start there with board members and one, two, three. Going this way. So, uh again, this is tied for our oldest policy on the book. And in front of you can see
103it's not an overly uh dense policy. It pretty much just talks about how policies are going to be shared, the updated manual, where those are going to be kept. Um, I think this one is a good one to bring forward, not only because of how antiquated it is, but also because of how antiquated the wording is. If you look at it, a lot of things in 1997, um, such as, you know, a a book, a policy book manual being printed and at the local library and, you know, in the schools. Um, you know, some of the stuff I just think again is is antiquated and I think this would be a good policy to bring to the policy committee that, um, that again would, uh, would be able to update it and modernize it in
104a sense. Um, so one thing that I was thinking about when looking about this, I offer the idea to the policy committee to to consider that maybe when we update a policy or we have a new policy or we get rid of a policy or whatever it is that maybe we can send that out um digitally to staff that kind of gives an like, hey, these are the policy updates and it can just be a quick little email um that staff knows, hey, the attendance policy was updated at our last policy committee meeting or the you know name whatever the MTSS policy the you know whatever it may be. So um you know if this is something that people decide um is worth to going to the policy committee I think that that's maybe one
105avenue that can be a quicker mode of of getting that information out and and also getting it out to as many people as possible. I think kind of considering things like oh we'll just send it to who it you know is relevant to. I think in a small school district where people wear many hats and positions and stuff can change, you know. However, um I just think a more of a blast email to everybody in the school district would be beneficial. >> I agree. I'm I'm okay with reviewing this policy too and updating it. Um and also what Zach had mentioned and in the interim, I don't know what other feedback you might solicit from elsewhere, you know, whether it's the building level or whatnot, Mr. D. But any any sort of feedback? >> Can
106you say that again? >> If similar if similar to the attendance policy, whatever, you know, defer to you on what feedback to get from elsewhere. >> Yeah, we listen there's a there's a lot of different things we could look at. >> Yeah. Um, so I'm I'm I'm comfortable that, you know, um, as we're going through and looking at the older um, policies that need to be updated. And what I'm speaking with my my leadership team is just that, like what are the pertinent things that are important for you to really run your schools more effectively, your schools more effectively, this being one of them. And then there's there's a couple of other things that are on the horizon. So, I think it'll it'll work itself out really well. >> Excellent. Thank you. >> Yeah, you're
107welcome. I have a quick question. Are we is it valuable? Because it may not be, but we're let's say we update the policy that you just spoke about and the update is changed and it's voted on, it's agreed upon the change. Is there a history that stays with what the policy read the new one along with the new one that's changed or does the old one go away? You want to speak to this or >> Yeah, there there is a record of all the past policies and like by date. So you you would be able to look back and see, you know, when it changed. >> Okay, great. Yeah, >> I didn't know if that was valuable. I was just thinking that if you could see the how the policy does if it changes five,
108six, seven time, however many times, that's that's good to know. So thank you. >> So many kids watching this live based on the numbers you just said went crazy, by the way. So um so to that point, I think, uh Mr. Dory brought up at the beginning of the year um looking at a new platform like we have Simbi currently right and we were looking at um diligent community the board doc the new board docs and one of the um services they offer is actually a really robust um exactly what you're describing so they show very clearly in how it was uh you know sample to us how the policy has existed over time and every time you edit it it'll keep an archive version and it'll show you that history and that was one
109thing I know for me that made me say wow it's a really cool platform and it shows a um very just visibly it's very easy to follow that change and I think there is value to that for sure. Um so yeah, I think uh I think that that's definitely worth something and we currently do it and it looks like the system we're going to move move towards is going to do it even better. Um >> yeah, can I uh just say I was looking I pulled up the policy here online. I see that there's like immediately uh like six, seven, 1997 policies like if if I mean and some of them are like a line long, you know, we could you know in policy we could just take a look at all of that language
110and if it merits just a quick update, modernization, whatever you want to call it, we can just bring that to, you know, to the board with just updates, just sort of language updates to modernize it. And then that could maybe save a little bit of time rather than having to do this like wait until another meeting to update the 1997 policy that follows. You know what I mean? >> 100%. And that this tonight we just kind of wanted to I think everybody felt the same page. Just kind of model and keep it simple. Um, but I think what you just described is exactly how how if this kind of becomes whatever is exactly, you know, group things and view it all more in a, you know, whole lens as opposed to >> it seems like
111if we're, you know, if we're going to take a look at this one, you know, we could take a look at a few others, particularly just a quick glance. looks like these are, you know, maybe a couple lines long and, you know, some basic things that we can, you know, that we can update and >> um and then bring that to the, you know, to to the rest of the board for review. Um but generally I mean this this you know feels you know feels uh appropriate you know get some context get some information a little bit ahead of time so that then the meetings are productive and we can you know rank through hopefully a good amount of work. >> Yeah. And to uh to that point too one of the beneficial things was
112uh Mr. Carlos said that the attendance one is probably going to be a little more >> uh substantive. >> Yeah. A little more substantive. So perhaps uh anything addition to that and anything additional to that would be kept more to amend but then say the next policy meeting they bring something forward from the district side things that's you know much more then maybe that's the time to look at you know the blank. So I think that's kind of the balance too. Um but I agree I had the same thought you did when uh I was actually talking with Jen. I was like, "Oh, I don't, you know, there was a tie between what was it, five of them or um you know, which one of these, you know, really all of them could probably be,
113but we tried to keep it simple here with this uh with this singular." So, I agree 100%. I think that's a really good way of looking at it. And uh that's a conversation we can have here, too, just to make sure for yourself, Michael, and Liz to make sure that that feels like uh you know, can be accomplished in that amount of time in the in the committee. So, um so yeah. So that is uh that does anybody else have anything else on the policy dissemination uh policy that they wanted to share? >> Yes, just another comment to add. Um we're talking about attendance, we're talking about the other, you know, policy on policy dissemination and just generally we're bringing up you know the notion of you know outdated policies you know to be updated.
114Um another thought for us to consider you know moving forward is perhaps policies that don't yet exist. uh policies. We don't have a policy uh you know in our manual for for this. Let's think about it. Let's talk about it. So just just generally adding that comment like it's not just about updating policies that are on the books already that haven't been looked at in a long time. It's also sort of thinking out of the box and trying to identify you know areas where okay we don't have a policy on this. Let's let's let's talk about it. Let's let's figure out if it's if a new policy is really in order. >> Yeah. And I think that could be under that kind of third prong of saying like the first one you know district brings
115forward something. Second one, we look at an old policy or a group of them. And then the third one is, does anybody else have a policy or maybe something? I think that'd be a really good thing. So, um, I just have one more comment on on this here at the the numbering bothers me. The formatting, I don't know. The '9s were a great time, but but this is just this is so, uh, if we could just, I guess, clean it up, too, and and maybe add a little modernization, I think that this would be a a great update. But um and you guys will have that conversation and and work in policy committee. So else have anything to share on these or so I think we're good with those two policies going to the December
116policy meeting and then I guess the third one would be um you know does anyone have another policy that they wish to bring up or or for Mr. Mine's uh point you know a policy that maybe yet doesn't exist that they want to explore or something. Okay. So looks like the policy committee meeting at least at this time is going to include the policy 5100 with student attendance and it will include policy 2450 which is about how we uh disseminate policies and that it becs everybody feels pretty good about that. All right. Okay. So uh thank you guys for for uh going through with that. I thought good. Um so let's go to um number 19 which is unfinished business. So I typed something up this evening which is our update on our superintendent search.
117So I'm just going to read this really quickly and as always if there's anything that I don't touch upon please please feel more than free to add on or or anything. So um good evening everyone. Like to provide an update on our search for the district's next superintendent. Uh, as we have shared previously, remain committed to keeping the community informed every step of the way throughout this process and we will continue to do so until we reach the finish line in 2026. As a reminder, the application window for the superintendent position is currently open and it will remain open until January 15th. One of the most important parts of this process for us is hearing from our community, our families, students, staff, and taxpayers. The board has launched a community survey to gather your input
118on the qualities and characteristics that matter most for our next superintendent. The survey is available on the district website. It's along the top banner, nice blue banner at the top. It has been distributed through Parent Square and it has been posted on our district social media channels. And again, a special thank you to Chris Kenonis for making the website and the parent square work out. And a special thank you Laura for making the uh social media outreach uh so great as well. So the board appreciates both your guys' efforts and helping make that survey a success. And again, we're looking for as many people as possible to uh to hear your voice. Uh in addition to the survey, a reminder that our search consultants will be hosting a community forum on Monday, December 1st from
1197 to 8:00 p.m. This hybrid event will include an in-person session in the middle school cafeterium right where we sit right now, as well as a simultaneous virtual option via Google Meet, and several members of our superintendent search firm will facilitate uh that discussion. So, I have the flyer right here. Uh we're going to be asking just like we did with the survey if we can get this posted you know through social media and parent square and other things just to make sure that everybody's aware of the community forum and and ways to uh to participate whether in person or uh digitally virtually if people cannot attend in person. Okay. So again in the coming weeks we'll continue to send reminders via parent square and social media about both the survey and the forum. And
120our message is very simple. Uh the process is stronger when we hear from as many voices as possible. So whether you participate by attending the forum, completing the survey, or both, we thank you for your time and effort in contributing to this important process, we're excited for the work to be done and the next steps. And with that, that is the update for this week. Right. So now we're on to item 20, which is new business. >> I just had one um topic, which was the curriculum committee. So, uh, Zach, Michelle and I, I know Sandre, you're talking about goals at the last meeting. So, what we did was we took our questions, which was about, I think there were 49 questions that we had come up with, which is a lot, and using AI,
121I took our questions and tried to create goals for the curriculum committee. I have them. They are by no means finalized. They're very wordy. Um, left them wordy on purpose so people can see. I don't want to put it on the, you know, for the public yet because it's just a draft. Um, I literally finished it yesterday and then refined it a little bit this evening before I came. So, if anybody wants a I can email the copy as well, but I have hard copies if you want to see it. Um obviously we want input from all board members or whoever would like to give input. The uh the categories there there are three basic categories. The third one's a little lengthy. Um one of them has to do with MTSS which we heard about
122tonight. The other one is academic intervention services AIS and criteria and communication how we go about doing that. And the third one is our curriculum oversight and effectiveness primarily dealing dealing with tier one and tier two which we heard about toolboxes and things like that. So I have hard copies. I plan on emailing everybody but if anybody would like one before they leave just take a look at it I have them for you. >> How was it? >> Thank you. >> I mean I think that that's that's great. I'm happy I'm happy to hear that. I think, you know, the more shape and definition that we can have, um, I think the better off every, you know, everybody is, right, including, um, you know, the folks that you're soliciting information from, you know, and working
123with. So, thank you for doing that. Really appreciate it. >> All right. I have one more item in new business. Uh we received an email just before our meeting here today um from the search consultants regarding setting up interview dates. So there are kind of two blocks of dates and I just want to start the discussion tonight so people can start looking at their calendars. I know maybe everybody doesn't have it in front of them. That's that's more than okay. I'm not saying we need to make a decision tonight. I just wanted to put this out there so everybody's aware of what was provided to us. So there's really two options. I'm going to start with option one and then I'm going to move on to option two. You'll see option one really is in
124March. Option two is really focused on on April. Um so the first thing would be a uh a binder meeting which is a 90 minute to twohour meeting that just kind of goes through everything. Um starting with our first set. Okay. So this is the March set. Um it is being proposed that March 16th is a Monday would be that meeting and then later in that week on Wednesday March 18th and Thursday March 19th those would be our round one of interviews. Again, depending on number of candidates, it would either require another day or but that's just tentative um you know based on on the number that they're expecting. Yes sir. >> Can can you Okay. So Monday would be the Monday the >> I'm going to email this out too. >> Okay. And then
125you're saying later that week the 18th or 19th would be actual >> first interviews with candidates. >> Okay. >> Yep. So >> I mean that that >> So Monday, March 16th would be with the search firm. Wednesday and Thursday, March 18th and March 19th would be uh our first round of interviews with candidates. And again, there might be the need for an additional day depending on, you know, how that Monday meeting goes and how many candidate, you know, all that, but that's tenatively um what was what was provided day- wise. >> Do do you have times or is it that's still >> that's I don't have any uh any times. It says um uh again, I'm just kind of reading this so uh was sent just before we kind of started here. Um, no times
126yet, but I'm It said that um that binder meeting could be done in person or virtually that that Monday the 16th. Um, they said they've had success either way. So, just as a as a as a thing there, but no no times yet. Just just dates. >> I just think the binder meeting would would we would want to be in person. I I mean, that would be my >> preference. I'm just reading what they what they said. Yeah, but I I agree. Um, and then round two of interviews would be the following week. So it would be Wednesday, March 25th and Thursday, March 26th. And that concludes kind of the first set of choices. Now the Oh, go ahead, Mike. I'm sorry. Oh, so the second set of choice would be uh the binder meeting
127would be Wednesday, April 8th. And then I'm going to give you three dates. Again, we'd only really need two or we might need three, but there they have three available uh or three that they're envisioning. And you know, we need just like the last set, probably pick two of them. Uh round one of interviews could be any of these two dates. April 13th was my mom's birthday. April 13th, April 14th, or April 15th. >> Can you just say the date? And I'm sorry. >> Sure. The binder meeting a April 8th. That's a Wednesday. And then the round one of interviews would be either April 13th, 14th, or 15th. know off hand what our spring break is. >> Uh you want to speak >> the week of uh March 30th to April >> 6th I believe.
128Yep. >> So that would be the Wednesday after uh spring break. And then uh round two of interviews would be the following week kind of following the same format. Uh, round two of interviews would be two of these dates. Uh, April 20th, April 22nd, and April 23rd. >> Yeah. So, it's pretty far in advance. We're staying away from spring break. I I could probably make most of those dates work. I agree with what Liz just shared that much of this as possible should be in person. Um, it might also be a good idea just to accommodate schedules that might adjust to just have a virtual option, but I don't know if we can do that, but but I should be able to make anything. >> Yeah, I I agree. I think in person and and
129they they offer I mean I can I can I can forward you guys this this email um just so you can read it exactly as as stated and have the dates um you know right here for you too. Um you know there's a little more a little more detail here but for now the dates are the most important to just start discussing. Um I think you know maybe would you like to offer the perspective? >> Yeah. >> You just uh just have to be cognizant uh if you are getting uh or the finalist happens to be um a sitting superintendent they can have 60 to 90 days on their contract. So just an an FYI to understand that you know the longer you wait it possibility that the the individual may not be able to
130start July 1. They may be able to start August one. I just depends right what happens. But it's you just need to understand that there are some superintendent contracts that are 60 or 90 days that the district they're working for has to be able to make their you know next step. So just be cognizant of that. That is true because uh I remember doing the contract previously the original date was February if I was going to give notice then it changed um but that that that's a consideration. We we have started the process early so I'm curious why push out this binder meeting all the way to March question to ask. Yeah. Um, I could definitely ask and I will ask. Um, I was kind of surprised, too. I mean, the March one I wasn't
131I thought that would be kind of the later choice and we'd have one in February. Um, the April one just seems I mean I look if if everybody can make April and that works, I'm not saying but it just seems really far out. And so I'll do that um per every I'll I'll respond back um as soon as I get home tonight and I'll just say you know is is there anything else closer to >> was this part I could have because we had >> I could have sworn that our the sort of indicative timeline that we had was an earlier uh like we were talking about >> January. >> Yeah like late January I thought initially >> they said um late they said late February early March. I looked it up because I was
132I was I thought the same thing. Um but it's open till January 15th the application and the note I have I'm not saying I'm right. I just looked at my note that it said um late February uh early March for interviews. Um so okay, you know it it's something that I guess I it it didn't it didn't click for me until um you brought it up now Anthony. the the previous contract for superintendent I think notice um had to be given in February. Um and that may be something you know for us to consider. >> Yeah, agreed. So I'll I'll respond back and say um you know per >> could you respond could we also maybe like I see that the binder meeting is also is the same week as the the first round right
133if I'm if the dates are right does it have to be I don't know is there any flexibility there >> have more time in between >> fin if we could push this earlier which it sounds like we would like to can we do the does it all have to be if they're on a time constraint or they have a timing ing issue or scheduling issue. Can we spread it out? No. >> Five meetings within >> one week, >> two two weeks if we have the second round right after the >> second round. Right. So, could we do the binder? And let's be honest with this board, we're going to need more than 90 minutes. >> I mean, I can't imagine we're going to only go 90 minutes. >> What are you saying? >> No offense.
134>> What are you saying an hour earlier? >> Yeah. Yeah. Yeah. Yeah. We'll we'll meet you there, Keith. >> Just saying that's a that's a long that's a long two weeks. I just I don't know. I just would be curious to see what their availability is. >> The other thing is do we have board meetings? >> Yes. One of those weeks. >> One of those weeks. >> Tuesday night. >> Yeah. Tuesday. But it Tuesdays it looks like um Wednesday >> could potentially be your Monday, Tuesday, Wednesday, Thursday. >> Yeah. No, that's all. So this email is turning into a phone call. So I'll call them tomorrow and I will um ask all this. So, I'll, you know, does the binder meeting have to be that close to the uh interviews? Can we move that out
135a little bit? And, uh, you know, can we maybe move the timeline up to kind of, I think, what Michelle was saying, like what we were kind of told, right, a little earlier in February and and all that. So, she advertised Oh, go ahead. I'm sorry. >> The meeting like before a board meeting, too, if Oh, sorry. Um, potentially doing it before a board meeting. I don't know if that's Yeah, the binder meeting. I don't know if that would be too long for anybody, but I would >> of being here 4 days during a week, like I would be, you know, willing to come in early and do it. Yeah. >> And Zach, I apologies if I missed it, but the duration of these meetings, are are we thinking it's going to be like 3
136to four hours? Like we're going to try to schedule it on one of those days in the evening or are they is it going to be like an all an afternoon into evening sort of thing? So I'm looking >> because that would help obviously with everyone's schedule you know flexibility availability more towards the evening I think would probably >> so the only thing the first round interviews are a fairly long evening each interview runs an hour and you want time in between so you usually say block out three hours >> well so easily in an evening >> for for two but again that's all number dependent right if we have I'm send eight people that we want to right that's going to that's going to >> so so Yeah. So, I'll ask those questions. Um,
137so just as a make sure I got everything. So, um, you know, does the binder meeting have to be the same week? Um, is there a way to move this up? I think she was kind of attacking it, you know, per reading her email now in some detail. Like I said, I got this right before we started the meeting. Um, it said, you know, there's one option before spring break, one option after spring break. So, I don't know if they were using that as kind of like the, you know, whatever the mechanism there. So, maybe there is a way we can get a little further, you know, closer to the new year. So, I'll ask that. I'll ask about the binder meeting. Um and uh I'll ask about maybe you know doing the night of
138a board meeting if they have availability. Um yeah. So anything else am I missing? So we'll move up the calendar binder meeting. Okay. out of the dates I guess out of the March dates let's say for example they say that you know um whatever they don't have the availability or something um you know do we think the March dates I I I think we all agree that April is probably a little too far out and would put us up against it I I think that's not something we want to do um are the March dates something that people would or should I just wait and let you guys know what they say and then we'll go from Maybe just if we can look at our calendars. >> Let's wait and wait and see. I mean,
139I have one conflict, but it's probably something I can. So, >> all right. So, if we could just look at those March dates and kind of just, hey, that's what we're aiming for, but the hope is to kind of move up a little bit and, you know, not have everything boom, boom, boom, boom, boom. Um, so that'd be good. So, if people can still take a look at those those March dates, that'd be good. And then the April ones we'll we'll just recognize are a little too late. Anybody else? Uh, any discussion I have on that before we move on? All right. So, thank you guys for that. And again, I'll I'll be I'll forward this um and I'll I'll let you guys know what information I get from uh my phone call. Cool. All
140right. Um any other new business this evening? All right. So, item 21, which is the second visitor's comments, pertain to the district. There are none. And lastly, the board president comments. I didn't write these down. I know exactly what I want to say. Last week I said that's an honor to serve with you guys up here and I'm looking forward to all the work. Today I'm shifting the tone a little bit and I'm going to talk about this guy next to me a little bit to my right. Um when I think of an interim superintendent, I think of someone that's keeping the lights on and I just want to say from all of us, thank you. Uh I would say that we're not keeping the lights on. We're shining like Broadway or Yankee Stadium or
141City Field for all the Mets fans out there. Um so I just want to say thank you for all your efforts and everything that you're doing. Um, it is, you know, beyond what I thought an interim would come in and do, but it just shares your dedication to public education, your care for the school and and for students and and everything. So, like m like Mr. Tucci said about you going backstage and how much that means to kids and you being present and visible and and everything. Um, I just wanted to take time tonight on behalf of all of us just to say uh thank you. you. I know we often are talking about the future and what's to come and who's coming in next, but I thought maybe it would be appropriate to take
142a little break from that and say right here, right now, um, per Mrs. Gleason's presentation and Mrs. K's presentations and and all of our work that you are leading right now has just been, uh, there's a lot of good things happening and I just wanted to make sure I made that noted and on behalf of all of us, uh, thank you and thank you very much. >> Thank you. >> No, I appreciate it. Thank you very much. So with that, um those are my comments this evening and I look forward to what's ahead. Thank you guys and hope everybody has a great night. So move to item 23. Uh journ meeting resolved that the board of education adjourn this meeting. The time is >> 8:58 p.m. >> 8:58. And I'll make a motion for that.
143May I have a second, Sandrew? And all in favor? >> I have a good night everybody. Thank you.