001Okay. So, it is 7:30. We're going to reconvene to open session from our recess. So, be it resolved that the board of education reconvene to open session. The time is >> 7:30 p.m. I'll make a motion. May I have a second? >> Second. Thank you. And all in favor? I >> I. That's unanimous. Thank you so much. And can we please stand and recite the pledge to the flag? ledge allegiance to the flag of the United States of America and to the republic for it stands one nation indivisible liberty justice for all. Okay. So to start this evening, we're going to have a couple of presentations. Our first presentation is from Mr. John Belaluchcci, our director of athletics, who's going to be presenting on TigerFest and giving us a homecoming week update. Mr. Belaluchcci. >>
002Okay. Uh just a couple things. One, um really this week starts some exciting things for the uh polling community. Uh the Dan Perty Invitational is this Saturday and um so that kind of gets things really moving fast. Uh it's already been going since August. Um there's going to be about 900 runners big the biggest ever. It kind of exploded this year almost um unexpectedly. So that's a great thing. Iona Prep uh Forom Prep and a whole bunch of other schools that we've never seen before are coming. So that's this weekend. Next weekend we have a a pretty full day. Um last game uh next Saturday the 27th is the home varsity volleyball game um against Yonkers Monttoauri and that's at 1:00 and then later that night is the polling homecoming dance that kind of kicks
003off the week. So that's the 27th. So the 20th and Pertie Invitational cross country. The 27th is the homecoming dance preceded by a whole bunch of um games home and away. And then why I'm here for the homecoming spirit week. It starts on Monday the 29th of September. Goes through Saturday, October 4th. So it's that whole week. Uh Monday, Tuesday, Wednesday, and Friday. Um each of the schools will have a spirit theme. For example, it could be twin day and all the kids pick a friend and dress up like a twin. I've seen some high school kids dress up like their favorite teacher. Um, things like that. So, that'll be all week. Um, on Friday night is the homecoming football game. That's October 3rd. That's 700 p.m. here at the stadium. And then the next
004day is the Tiger Fest. So the homecoming game is the football game on Friday and then the next day all the other varsity teams um except for cross country they this is not uncommon they go to the same meets that they really want to go to every year and if our homecoming falls on a weekend where they're away they'll be away in the morning and come back to all the festivities after their after their meet um on the road. But on uh Saturday, Saturday, October 4th, we have a varsity volleyball game at 4:30 uh I'm sorry, uh 3 o'clock, a varsity field hockey game at 4:30, and a varsity boys soccer game at 700 p.m. And that'll be kind of the culmination of uh Spirit Week and Tiger Fest. And there are a lot of
005other events. One major one is bringing back the parade. That'll start probably at 1:00, maybe 1:30. We're still tweaking the uh times a little bit so that the kids after the parade, prek through 12 and some other things. So, it's prek. It'll actually we start with fourth graders because they can ride better. The third graders follow them. So, fourth, 3rd, 2nd, 1st, kindergarten, prek will be in a bike parade followed by the fifth, 6th, 7th, 8th, 9th, 10th, 11th, and 12th graders. So basically every uh grade level will be represented. They'll march with their teams andor their grades wherever they have more fun. That's kind of how it's always been. March with your team. And if you really would rather just march with your grade, then that's how it goes. So um that's it. It's
006going to be an exciting couple weeks and it really it's already been going but uh it picks up the pace and that's the that's the week that the kids are already trying to nail down all the details. >> I just want to thank you um for your thoughts and insights and your patience. I want to thank uh PTA, PTSA and the Tiger Club for coming together and kind of getting ideas together to do this. And I want to thank the principles because the public needs to understand. and we then subsequently met with all the principles. We talked about it in regards to organization of the the parade and the and the bikes and whatever. So, it's really been a community effort. Um, and it's the beginning hopefully of a new beginning. I know ultimately, you
007know, there's been talk about going back to some things that involved, you know, parade in town and bonfire, but that's, you know, something we have to kind of reflect on and get ready for because that's months in preparation. So, I think what we were able to do is do something more than they've done in the past. I think do it in a thoughtful manner. I think everybody's excited about it. But I wanted to take an opportunity to thank you for your thoughts and insights because you kind of have the history, right? And uh it's important and we've had honest and great conversations. So on behalf of myself, I wanted to thank you. I want to thank the principles who are here, but most importantly all three of those clubs for really coming together over the
008summer organizing it. And again, we still have some tweaking to do, but uh thank you very much, John. I appreciate it. >> Very exciting to be here, you know, uh with the stadium as the uh end point of the parade. So thanks. Thanks to all the parents and the clubs. >> Thank you. And the the board definitely echoes Mr. D. Carlo's statements. Thank you everybody for your work with that. We're excited to bring back a lot of these great traditions and make this homecoming uh kind of what it was in the past, too. So, TigerFest sounds awesome. Looking forward to it. Thank you so much, Mr. Belaluchcci. Uh, next up, we have a presentation from our school communications specialist, District Clerk, Mrs. is uh Laura Fasheen and who will be giving us a 2025 2026
009communications plan update. >> Thank you very much. I'm going to put my other hat on now. Um so I just wanted to do a quick update on our communications plan. Um, as all of you know, um, last year I had, uh, presented a plan that was a 4-day plan. Um, you know, that involved a lot of different elements. And we, you know, thankfully, and I was so excited this year, we were able to do, um, bump up to three days instead of two like I was last year, which is great. Um, but you know, some of the pieces I basically I had to just take a look at that communications plan and make a few um, strategic cuts to it just to make sure that we had enough time and um, for everything that we
010wanted to do and that everything got proper attention. Um, so I'm just going to present that to you now. Um, before I do that, I just really quickly kind of wanted to go over what the role of a school communication specialist is um, on the Let's see. There we go. Um, I have on the slide that the just, you know, for everyone's knowledge, a school communication specialist serves as a bridge between a district and its audiences. So, it's basically all about building trust, fostering transparency, um, and showcasing the value of public education, which right now is really, you know, one of, you know, one of the most important things, right? because there's a lot of things going on um in the world that that at where public education is which is you know all of
011us are are here for um you know is something that all of us are here for and you know there are a lot of changes that that are coming down the pike for public education. We not sure what those are but it's important that we communicate our value now more than ever. Um, basically what a school communication specialist does is messaging and storytelling. So that would be things like social media, the newsletter, um, media and public relations, press releases, you know, media relations, um, branding and community engagement. Um and so that's basically anything you know involving event promotion or um or you know involving community partners and connecting with community partners as well as strategic communication and advocacy which is really a layer that you don't see as much. That's sort of a more thoughtful
012planning and research component that needs to be done to execute really authentic communications work through a school district. Um, so this year, um, really I wanted to make sure that the things that I was removing from the plan were going to be as minimal as possible. So what I did is I took some big projects that were almost like wishlist projects that are important and really nice to have, but not like completely necessary. So there in the original plan, there was a style guide that I was talking about. I kind of I just took that out because we can do good work with what we have um at this at this point. Um and you know a style guide is something that I would love to have and that I would love to kind of
013establish and communicate with the staff but it's not completely necessary um at the moment. Um, also I eliminated unfortunately the student internship just because I came up with another idea for student voice that might involve more students and actually be um a little bit more exciting for the community to hear about and and I'd like to pilot that this year instead. Um, and I'll get to that. So, um, what I did, and I actually I even though it's not up on the slides, the slides cover a little bit of the updated plan, but I did provide all of you with the updated plan in your packets. Um, so for the first goal, um, the new tactics that we're going to be using are we have four different tactics that we're going to be using um
014to stream streamline communication processes throughout the year. Um the first one is just going to be um creating an our district our story page which is basically just an about us page that involves news and has embedded uh social media in like on our website and that would be kind of a hub for any kind of external communication um that we would like to convey on our site. Um and I'm hoping to do that. I've actually started work on that um and I'm hoping to accomplish that by the end of October. um finish that up and then roll that out. Um the second part would be uh expanding awareness of district communications um you know efforts such as the Tiger Tribune, social media and the superintendent's corner which is new. Um and that's for both
015community and staff. Um also just to kind of develop a closer relationship with media outlets is one of those things that's on my list this year. Um just introductory conversations in person or over the phone. I'll be doing a lot of outreach for that and I'm hoping to kind of have a good grasp on the like the um landscape of local media as as it's been changing over the years by November. Um also, and this actually I almost wish I had put this first because this is the one one of the most important things. Um educating staff about the importance of communications and education is something that I really hope to do this year. And the reason for that is because I think I exist as not only someone who is serving serving the district
016by communicating with the community, but also serving the district by being able to take things that I can help with in the district and help communicate the why behind things and communicate the importance of what we're doing. Um, and in order to be able to communicate that stuff, what I'm trying to do right now is talk to leadership and then slowly reach into faculty meetings and um, you know, maybe even a superintendent conference or two at some point to reach out to staff and be able to just say, you know, hey, if you have a question that you think I might be able to help with, reach out to me. You know, I'm here. And just, you know, to kind of get my face out there a little bit more and make sure that they
017know we have communications. If you have a problem that you are not quite sure how to solve communication-wise, like there's an avenue that you can take to maybe get some creative feedback, maybe you know I there are a lot of things that I can do for you. Um so that's some work that's happening now and that's going to be ongoing work just that education. Um so that's the first things that go on the first goal. The second goal was to just kind of um update our tools and um you know and and kind of bring ourselves up digital presence-wise. So um the first thing would be just more video storytelling. Um you know video storytelling is tough sometimes on social media. It's it's a little time consuming, but I think it's really important. And I
018think that's the way that people primarily consume things right now. And so, if we're able to figure out ways to tell a larger story in one place, but touch an audience quickly with a video in another place, I'd really like to try and do that. And that's something I'm going to be taking advantage of a lot this year. Um, also, I was thinking about uh alumni and how we want to reach out um to them. And so I think this year after speaking with uh district leadership, we were talking about two different features that we would like to do on social media that could be one like for rising like a rising stars feature that would be basically people telling us about alumni who are on their path on a path to doing great things
019from the district whether it be career or you know something peaceore something really special like a younger group. um of more recent alumni. And then also I'd like to do a Hall of Fame kind of alumni feature, which would be kind of older, more seasoned alumni that we could talk about and just kind of feature one every once in a while. Um and people could submit, you know, oh, my son did this or I've been doing that and we might be able to reach out to the community and kind of celebrate our alumni, which is great. And and also um you know, just make our alumni um contacts more robust. and that's something I'd really like to do this year as well. Um, I also worked with the HR committee to um, figure out ways
020that we can do staff appreciation. Um, we talked about this in the spring, but what I'm going to start working on within the next couple of months with them is our staff appreciation initiatives like a virtual wall of gratitude on the website where any staff member or community member can write in and say, you know, kind of submit a nomination for the wall of gratitude and say this person really helped me or I saw this person doing a really great job and just at any time we can put things up and then feature that on social media as well. Um, also quarterly staff spotlight and day in the life photo essay series in the Tiger Tribune is something I'd like to do um just to celebrate our staff a little bit more. Um, one thing
021that we've already done which I'm sure you know about is the superintendent's corner. That's um Mr. D Carlo's weekly updates that we've started and I think people have been responding to that really well. So that's going to be going out every Friday. And um in addition, there's um the important work of monitoring community partners' social media feeds like the PTA, PTSA, and the Tiger Club to make sure that we're able to amplify their message um so that you know they can properly support us. And then finally, the final goal would be to showcase dedication to excellence, which is, you know, a little bit more heady. Um but here I and I will say the first the first point in this um is very we were talking um in the spring after the visioning process started
022and we had kind of heavily integrated the idea of the results of the visioning process into the communications plan. Um however um you know the visioning process has is a longer process right it's it's thoughtful and there are a lot of other things going on right now so there's there's kind of this idea that we wanted to create of a graphic with a portrait of a Pauling learner that would mimic the New York State's portrait of a graduate idea um and incorporate some of the results from the visioning process into it and what we're going to do is wait until all of the results results from the visioning process are pulled together before we create that and I think that's something that we'll do in in the will probably be completed closer to the spring.
023Um so um you can look for for that in the future. Um we'll also continue our bi-weekly newsletter uh the Tiger Tribune. Um, and we will uh implement a bunch of hashtag campaigns which will help amplify some of the other act like like help us put those other tactics into action like you know specific hashtag campaigns that other people can feed into um like the alumni hashtags and um or you know or the staff spotlight hashtags things like that. Um and then finally to and this is the thing that's um kind of replacing at the moment the student internship are uh periodically featuring student takeovers on social media. So what that would look like is essentially having a group of students could be you know high school student council or a sports team or any
024anything take over quote unquote social media for a day or a week. Um, and just they basically the way what that would look like is that they would feed content to me and I would post it as the student and we would say, you know, today our social media feed is being taken over by, you know, uh, middle school student council and they would just be posting tons of stuff that's news about the school and just things from a student perspective. I think it opens it up to a wider range of student voice and we'll be able to be a lot more um, flexible with that through the year. So, um, yeah. So, that is that's me. Does anyone have any questions? >> I just Oh, >> no. Go on. >> I just have a
025comment. Um, thank you for all the detail and I love the creativity. It's really exciting. >> Oh, great. >> It's really great. >> You're welcome. Thanks. >> So, stay up there for a second, Laura. So um on September 9th, Laura was awarded the award of excellence by the National School Public Relations Association. It's a ceremony that took place at PNW Boseies. And this is awarded in the category of excellence in writing for 2025 school year. This is one of the highest honors you can receive. And Laura got that for her work both in Pauling and Milbrook last year. So Laura, congratulations. Great job. Thank you. >> Right. Congratulations, Laura. And again, thank you so much for all you do. That was awesome. Um excited to see all those things come to fruition this year. It
026looks great. Um our next presentation is going to be um Dr. Dr. Deborah Kirkus, our assistant superintendent for instruction, our middle school principal, Megan Gleason, and our elementary school, Michelle Rivas. Uh, elementary school principal Michelle Rivas, who are going to give an endofear 2024 2025 academic report and data overview. So, we'll start with Dr. Kirkus. >> Thank you. Um, good evening everyone. Tonight, we'll be reviewing the New York State Assessment Results in 3 through8 math, ELA, and Science, as well as the New York State Regions exams. Excuse me, I'm going getting over a cold. Um, this data is still subject to change after a local review and verification period has closed and statewide quality checks have been completed. Following the verification period, NISED will update the assessment reports on the new of the New York
027State report card via the department's public data site, which is anticipated in early November. In the resources section of this uh slide deck is a link to that public data site. I'll be reviewing the 3 through8 assessment results first and then I'll turn it over to our elementary and middle school principles to talk about and share some of the building left level efforts that have been done and that will continue to be done to address some of the things we've uncovered in the data. So, we'll start by looking at the 3 through8 assessment uh 3 through8 assessment results. And here's a snapshot on the second slide of our district's demographic information for students in grades 3 through 8 in the 2425 school year. We have en enrollment in each grade along with the percentage of
028students who are economically disadvantaged, English language learners, students with disabilities as well as a breakdown of race and ethnicity. Please though please note that in Pauling our sample size for each grade level is very small. So grade level performance can fluctuate quite a bit from year to year uh for students that are taking that grade level assessment. Over the years, we've seen more students actually taking these assessments and not refusing them, which is so important because we actually can be penalized as a district if we don't meet participation percentages uh required by the state, let alone we get better data when we have more students take the test. Also, it's important to note that the New York State assessments are only one data point in a series of data points our education leaders review to
029analyze districtwide, grade level, and individual student um level achievement and learning. This next slide has some information, general information about the New York State 38 assessments. They're scored on a one through four scale for levels of proficiency. And I listed a description of each proficiency level. The assessments are given each spring. Two days for ELA, two days for math, and one day for science. The assessments are untimed. And students taking algebra 1 and 8th grade do not have to take the New York State 8th grade uh math assessment. And the same is true for the students taking living environment biology. They don't take the eighth grade. they don't need to take the eighth grade science assessment. Another thing to note that's not on this slide is that the New York State ELA math and science
030assessments are all uh computer-based. So, we'll start with the ELA uh assessment results. And the next group of slides out outlines the score levels of our students, what they achieved, level one, two, three, or four last year and actually compared to the year before. Starting with third grade ELA. The blue bars represent how the students were distributed over the levels in 23 24. The orange bars represent the score distributions last year. Of course, we want to see more higher bars on the right side, levels three and four, because those are proficient and above. As an example, in the 23 24 school year, 28% of our third graders scored a level three, a blue, which was you can see by the blue bar, while 38% of our third graders scored a level three in the year
0312425. The next few slides outline the remaining grades and the distributions of scores on the assessment in uh the last two years. Now remember these are different students. They're different groups of third graders, but it just gives you a sense for the score distribution of third graders in general um over the last couple in this case fourth graders over the last couple of years. So this is fourth grade. I'll just move through these quickly because they're all the same. Fifth, sixth, seventh, and finally eighth. Now, the next few slides will summarize the actual percentage of students in a particular grade that scored proficient on the ELA assessment as compared to all of New York State students in that grade level in that year. For again, for students to be uh considered proficient, they must score
032they must receive a level three or four on this assessment. So if you look at grade 3 ELA, we see that in 2023, we had 46% scoring proficient compared to 45% across the state, resulting in a school gap of one where we were 1% higher in proficiency than students across the state. In 2024, we had 34% score proficient versus 43 across the state. And last year we had 52 stu 52% score proficient on this third grade assessment. We see in 2025 we had 52% of our third grade score proficient or above but the official data for the state is not actually uh out quite yet. So we're waiting for that. We're happy that there was a increase in our number of students that scored proficient from last year to this year in grade three. Again,
033remember these uh are different groups of students in each year, but this gives you a sense for historically how our third graders have done on the ELA assessment over three years and how we differ than New York State results each year. And right below, we see the same exact analysis for fourth grade. Similarly, we have the fifth and sixth grade results over the years compared to proficiency of the state of the state's fifth and sixth graders. uh sixth grade is an example of how we sometimes see fluctuations in our results than those of the state. For example, if you look at 2023, the sixth grade proficiency percent was 7% higher than the states. While the following year in 2024, the proficient uh the percent proficient in sixth grade was 6% lower than the state. And
034just remember these are different cohorts. So it shows that fluctuation from year to year. When we analyze this data, we can actually look at cohorts of students move through the system from grade to grade. Uh for example, here we can look at students in grade five in 2023 and we see they have a 28% proficiency rate in 2023. Then if we jump below, they move on to sixth grade in 2024, we see that their percentage uh proficient was 38%. So that's kind of how picture this on a big graph. you can actually see students move through the grades and their proficiency levels um at each grade level. But this just gives you an example using this smaller chart. Exact same uh type of analysis here for grades seven and eight over three years. How we
035compared at that grade level with the state. This next chart provides a picture of how our students as a whole, grades three through eight compared to New York State on the New York State students on the ELA assessment. So if you look at 2022 2023, our proficiency level for students in three in all grades three through eight in Pauling was 48% which was the same as the proficiency of all students in New York State that year. In 2324, there was a 6% difference between our proficiency rate and New York State proficiency in ELA. We're pleased to see a jump in students proficiency overall last year to 57% and we are waiting to see how the state um compares. Okay, this final graph for the ELA assessments gives a picture of how our subgroups in Pauling
036compared to non-sub group peers in Pauling on these assessments. And again, this is as a whole grades three through eight. The first two bars that you see on the left compare our proficiency levels of those students who are economically disadvantaged, the blue bar, and non-economically disadvantaged peers, the red bar in Pauling. Similarly, you see the comparison of L to non English language learner to non-English language learner for the second set of bars. And the third set of bars are students with disabilities versus students are not classified in Pauling. And then finally, the fourth set of bars shows the gap between proficiency levels of Hispanic students versus nonhispanic students in Pauling. I'll move on to the math results. And I've done kind of a similar analysis to give you a picture of of mathematics across grades
037three through eight on these assessments. I'll move pretty quickly because it's exactly the same. It's just mathematics. Here we have grade three. Again, different students, but levels, the scores they scored um over two years in third grade. and fourth, fifth, and finally eighth. similar to ELA. Uh same chart, same analysis. Um they show the profic proficiency levels over the last three years at each grade level compared to New York State in mathematics and the gap that we see between Pauling and the state or where we exceeded the state um proficiency level. And here we have grades three and four, five and six. seven and eight. So, similar to ELA, this next slide shows as a whole in mathematics in grades 3 through 8 how pollen compares to New York State students on uh proficiency levels
038in mathematics. Uh while not as significant as an ELA, we're pleased to see a jump last year in our mathematics scores uh for three through eight from a 45% to 50%. And as was done with ELA, uh very important part of our analysis is the comparison of our subgroups. Um we're we're constantly trying to um lessen those gaps that you see between the two bars. the blue and the red. This next slide is grade five um science data. Here's a breakdown of the proficiency rates in of New York State um on the New York State grade five science assessment. Um this is a brand new assessment that moved to fourth grade two years ago. So we have two years of data. It used to be in fourth grade and it was moved to fifth grade
039and it's a new type of assessment. Although the assessment is in fifth grade, we work across both buildings, the elementary and middle school, um collaboratively with the the teachers that teach science and how to best prepare the students in fifth grade to take this assessment. Um in preparation for this exam, students are expected to actually engage in four, they call them investigations, kind of like labs, lab projects. um and our third through fifth graders and myself worked as a team over the last couple of years with DC Bosey's support and professional development to map out how and when these four investigations will occur as they prepare for the fifth grade assessment. We also had at elbow support from a DC Bose's consultant work with our fifth grade teacher um to prepare for this test because
040it was brand new and it is new standards. I'd like to now turn it over to Mrs. Rivas and Mrs. Gleason to outline some more details about some of the work that's occurred in the buildings um you know in relation data. Mrs. Rivas thank you as part of our ongoing efforts to improve our literacy coach uh Mrs. Salvaji and Miss Feliciano worked on developing pacing and assessment calendars over the summer. This work is essential to ensure guaranteed and consistent curriculum for all students. The teachers have already begun using these data tool these tools to aid in curriculum alignment and unpacking the assessment list and the pacing calendars. Additionally, during our professional learning communities, our PLC's and department meetings, Miss Svaji collaborates with teachers to provide support and professional development. For example, over the past two
041weeks, Mrs. Svaji has been training teachers on how to use and administer the assess 360 literacy screener. This will give us an additional data point. As uh Dr. Kirkus has mentioned, the New York State Assessment is one data point. Um the assess 360 literacy screener will give teachers detailed information on students phonics and phmic awareness. Essential skills for decoding, putting sounds together in order to read and encoding, breaking words apart for spelling. The assessment will also provide insights into our students reading fluency, vocabulary, and comprehension. We will take the data that we get from the assess 360, analyze um and determine students needs, which will help inform our instruction. We will continue to focus on data disagregation in ELA and math by conducting test item analysis. These data dives will assist us in deterine determining
042our next steps as well. Um, for example, if a student struggled with questions related to fractions, we will assess whether this is a curricular issue due to fractions being taught after the test was administered. If so, we will adjust our pacing calendars. Conversely, if fractions were taught prior to the test, we will review student responses and determine if specific standards were adequately addressed and if any instructional um adjustments are necessary. If professional development is needed to support teachers in providing math strategies, we will allocate resources for that work. Let's say on the other hand, after doing a test item analysis, we notice that uh a particular class performs very well. We will engage in professional discussions, share successful strategies, and learn from each other's experiences. Our Tissole teachers, teachers of English to speakers of other
043language educators are participating professional development on how to effectively use a nice slot to plan for instruction. The NISLAT is the assessment of English language learners um that they take to evaluate their English proficiency. And that test four modalities, reading, writing, listening and speaking. This training will allow our students our teachers to drill down into specific areas where students need additional instruction. Furthermore, our teachers enroll in various professional development courses that align with their individual needs and growth goals. For example, recently some of our first grade teachers enrolled in a math course focusing on warm-up routines to fill gaps and build fluency in math at the first grade level, which is so important for those foundational skills. Um in terms um of the transition uh from fourth to fifth, Miss Gleason and I will organize
044academic transition meetings between the fourth and fifth grade teams to ensure that students are fully prepared and that expectations are aligned for smooth and successful transition. And this is something we've done in the past. Um but we will continue to look at it with um more focus on academics and also clear expectations so that students when they move over to fifth grade are feel comfortable and successful. Finally, keeping parents informed about the various assessments their children take and their progress is essential. During open houses, I will share information about the NWA, including a family guide to understanding the scores. We will also send out parent letters for ELA and math to help parents understand their children's performance on these assessments. These reports serve as an excellent springboard for conversations between families and educators to discuss
045how we can collaboratively support students in continuing their learning and growth. And now I'll turn it over to Miss Gleason who will talk about our ongoing efforts at the middle school. Thank you, Mrs. Rivas. Um, so our ongoing efforts to learn and improve at PCMS, there are many parallels to what Mrs. Rivas just talked about at um, Pauling Elementary School. Um but so to start this year I'm hosting beginning of year data meetings with all teachers of English language arts, math and science. Um and this data meeting will focus on the data from the cohort they taught last year in addition to the students who are in front of them right now. Um really closely analyzing state test performance in ELA, math and science. um identifying patterns uh correlating those patterns to our written curriculum,
046our taught curriculum, our assessed curriculum, and um really identifying strengths, challenges so that that can inform instruction for the year ahead. In addition, the um similar to what Mrs. Davis just talked about um beginning of year data meetings. I am also hosting during our open house all families um they progress through their student schedule periods 1 through nine. So they have that lunch period which is a a period that can be um uh just kind of an open time slot for them. During that time, I'm going to go over with families the parent reports that they receive from both NWA and the state test results so that parents can be more um equipped with how to how to look at that data um and how that can support how they can support their child's development
047at home. Um in addition, we've already kicked off um faculty conversations about assessment, grading, and reporting. Um so just to kind of break down those three big rocks in terms of assessment when um you know what are we what information are we collecting um through our quizzes assessments um our more local locally designed assessments and then how are those assessments translating to a grade and also how is that grade um how is that grade couched within a grade book. Um, and lastly, how is that grade on the assessment consistent with the type of grade that a child has on a report card? all in the spirit of making sure that there's alignment, that families are getting good information about how well their children are progressing on state standards. Um, and that those scores or those
048grades are relatively predictive of how a child may perform on a state exam or on something that goes beyond a local assessment. Um, and of course, our grade books are comprised of grades that not only assess standards, um, progress towards standards, but that that really should be the heart of our grade book so that families and students are getting really good information consistently about progress, um, and learning in the content areas. Uh, faculty and department meeting data analysis. We're going to be spending a lot of time looking at various data sets at both faculty and department meetings. Uh we kicked off this year at this with the September department meeting asking departments to articulate what types of data do they want to look at collaboratively and really thinking about data broadly not only quantitative data
049but qualitative data and what do you value in your content areas because here's an opportunity to really collect and curate and collaborate around those those data points. So, it's not that we're only looking at state test performance, but we're looking at a more holistic view of student growth and development. Um, use of protocols to set norms, low inference conversations, meaning very fact-based conversations and collaborative next steps. So when we talk about data analysis especially in Pauling you know when we think about small data small um sizes small um a small number of students and sometimes a small number of teachers who are working with those students it can feel like a very vulnerable or um it can feel like it may go into a negative place or a place that's not strengthbased that's not collaborative
050that's not forwardthinking and affirming and we want to make sure that teachers feel um supported and that this is about collaboration, this is about growth, this is about really um building from our strengths which is the next part. So protocols have been um identified as ways to do that. It really centers the conversation around certain patterns backs um and it helps us to surface um big ideas that we can do something with the teachers can do something with and they're they're um they have thought partners in that process. um a review of curriculum. So uh we have you know we have pockets of strength in our in in this standardized data and we have pockets where we need to really look at well what's happening here. Do we need to look at um aligning this
051curriculum to other grade levels? Um, so we're going to be making sure that the curriculum, the the purchased or written curriculum is part of this conversation so that teachers have um a framework that is evidence-based and that they can be working from. In addition, um, we've been for a little we we did this as well last year, a schoolwide study of highquality assessment. So we want to make it kind of goes back to this whole data analysis and department meetings. You know, we want to make sure that our assessments are yielding are giving us good information. So we want to make sure our assessments are of high quality and we're looking at performance-based assessment that's in alignment with um NISED and the plan pilot. So uh we will we actually have a design team at
052the middle school who's going to be looking at a performance-based assessment. Um we have some participation in a tri-state study group and um teachers will be going to professional development out um at local Boseies but also thinking about that as professional development within the district. And then lastly um Mrs. Rivas did speak about this as well but um the middle school we have two big transitions. We have that fourth to fifth transition and we also have the eighth to 9th. And while we do so much in the world of transition where we really think about orienting students to the building, to the people, to the culture, um really zooming in on that academic transition and how can we have those create spaces for teachers to have those conversations about academic expectations, about um workload and
053um amount of time that they're spending on certain subjects during a school day. um aligning our academic intervention practices. So, we're really thinking about um we're working towards building some solid academic transition opportunities for teachers to collaborate so that that translates to students as they progress through the district. And I'll turn it back over to Dr. Kirkus. Next, we're going to move on to the New York State regions uh data results from last year. And here on this next slide, we have a snapshot of the demographic data from the 2425 school year at uh for Pauling High School for students in grades 9 through 12. We include we include here the attendance data as well um which we track regularly by school and by individual student because of course students need to be present in
054order to learn. So this next slide just provides some general uh information and an overview of the regions exams. Um, while the 3 through 8 assessments are standardized tests given to all students in grades 3 through eight and measure progress against state standards, the New York State Regents are a high school level achievement test in specific subjects and are used as a component for eligibility for a high school diploma. uh the New York State regions exams are measured on a five-point scale for proficiency as compared to the the assessments in third through eight which use a four-point scale. And I have listed on the slide up here um the descriptions of the different levels one through one through five. To be considered proficient on the regions exam, students need to score a level three or
055higher, three, four or five. Um the only exception is in the science regions where a four-point scale is used for those regions exams. Um again proficiency in 3 through eight or on the regions is level three or higher. So we'll start by looking at the ELA and social studies results over the last um two years. Starting with uh English language arts, we see the score levels um from 1 to five in the ELA regions over the past two years. Again, we want to see the bars more on the right side of the chart showing three, four, or five that our students are proficient. Uh, again, the blue are the proficiency levels of students that took this test in 23 24 and the orange are the proficiency levels 1 2 3 4 or five for the
056students who took the uh English language arts regions in uh 2425. And again, uh different colors are different uh years students took the test. a simpler uh graph for this is the global history um results over the last two years and how the score breakdown was for our students. Then we have US history and government framework and a summary slide here for the ELA and social studies regions for a percent scoring proficient on these three regions exams over the past three years compared to New York State. And then the green um column at the end shows the gap or um how if there was if we exceeded um the proficiency levels of the state. So we'll move on to the math regions results. So algebra 1 uh results are here. And as I mentioned when
057we talked about the 3 through eight assessments, we do have students in the middle school that take algebra. So they're included in this uh this graph slide is our regions geometry data and regions algebra 2. Then we end with a summary chart for math regions exams for percented score proficient versus the state where we exceed or where there's a gap um is the column in green. The next set of slides um reviews the science data for our regent exams. This first one is earth science. Um, it should be noted that last school year was the first year that the new Earth Science Regions Assessment was offered. Um, I'm sure you've read and heard a lot about the many criticisms and concerns about the assessment and the resulting lower levels of proficiency that occurred. Uh this
058often happens with a brand new assessment and new standards that are rolled out and the schools learn the schools and the state learn from one another on how they can be improved and the types of uh professional development and guidance needed to ensure students success. Yeah. And the science um results are on a four scale, a level one through four scale. The next slide is living environment which again was a new new assessment given last year. So same you know same arguments and description um as before. Um this these new assessments may be why we see the difference in the score distribution over the different levels. For example um in the 2425 we don't have any students scoring a level four. It's concerning the new test a lot of things to consider and this is
059where the data analysis and the item analysis is really important in the professional development. So the last two regions uh that you'll see graphs for are the regions chemistry for two years and we have um physics. these two uh courses are going through a shift as well in um standards and assessments. So ultimately we're going to be seeing our students taking these new assessments. And here's the summary slide for science regents uh exams over the last three years. Um they're broken down over the next two slides. This one um shows the earth science and living environment. Again, these were the two new assessments were given in Pauling and science. And the last summary slide is for uh chemistry and physics, right? Um our students over three years compared to the state. This next slide is
060actually from Helen and I'll just report out and fill in the the blanks as I can um about the ongoing efforts um at the high school as as they respond as as the teachers and staff respond to the data that was reviewed. Um similarly there has been a bigger focus on data analysis at the high school or I know this already at the recent department meeting. uh they did a exact same um exercise that the middle school um staff did about the types of data uh that they want to analyze and as well as any support they need on how to analyze it, what kind of professional development, what kind of uh facilitation they might need. That was a just literally this past week. Um the regions exam, similar to what Mrs. Rivas and Mrs.
061Gleon said about um item analysis um the regent exams uh there's deep dives into the actual test questions uh standards that there might be gaps that we're seeing our students are not are not grasping that occurs every year um a greater use and focus on NWA data and how it could be used to inform instruction. You'll see a lot of similarities across the three buildings. Um and the fourth bullet here talks about the articulation of practices and curriculum between the middle and high school. Um we're we're going to put a bigger focus on that um this coming school year. It's always been a focus, but we're really going to try to um have some pretty in-depth conversations here about homework expectations so students are prepared for high school grading expectations similar to what Mrs. Gleason
062is doing with her staff as well as um providing some additional opportunities for collaboration between the eighth and 9th grade uh teachers. And what that might look like is maybe at superintendent conference days, maybe department meetings, maybe a curriculum camp, uh a greater focus and opportunities for eighth nth grade teachers to actually collaborate and look at um what they do and their practices uh in the curriculum etc. Um the fifth bullet is uh something that uh our curriculum leaders actually participate in every year and it has been so valuable. So uh the continu continuation of participation in these regional networks uh they're called collegial circles in the specific department um departments curricular areas areas and that actually occurs at PNW Boseis and it's an opportunity for like our math curriculum leader let's say leaders to
063go and sit with other math curriculum specialists from across both Westchester and Duchess and really just share resources share profession prof share ask questions you know and and uh they're very valuable and then those curriculum leaders come back and they share it with their departments and there's similar ones at DC Boseies I know that um I'm just going to give you a math example um there there's a whole series of math professional development being offered at DC Boseies on the numeracy briefs that came out um in parallel to the the uh literacy brief so that is there's a whole series it's like an alle cart menu that teachers can choose the area that they feel that they might need a little more assistance in, whether it's fractions or using manipulatives, those kinds of things. So,
064that's a whole series being offered this year. Um, and then finally, the last bullet is continued professional development opportunities, particularly as they begin transition to the blue ribbon recommendations about um high school graduation requirements. This is a big one. Um, this is still we're still waiting for more information from the state. we have kind of a blueprint but really what exactly you know examples of what this means is what we're kind of waiting for. Um so a lot of work has been done in all three buildings about the portrait of a graduate and what that might mean in curriculum um instruction. Um but now this shift in graduation requirements is really where uh continued professional development is going to occur over the next few years because it could change the framework of what you're seeing
065today with the region's exams. So um finally on this last slide are some resources um resource links that are are valuable to both you know community and community staff, parents, students um the again the New York State uh education department's public data site that has information from every school district across the state. uh report cards uh um numerous numerous reports you can get get from uh from this site but it basically provides a lot of the information I I just presented a lot more in depth and for more years. So um that is the first link. Uh the next two links are really uh a lot of what we do when we analyze our results. Well, parent parent resources is is, you know, pretty much self-explanatory. Um, it's help allowing parents to research, understand a
066little bit more about the ELA and math assessments. That third uh bullet actually I think is probably one of the most valuable things that the released questions from previous exams, previous assessments. Uh, we use them when we look at our data. You know, we can actually see where what question number of our students got incorrect. we can go to that if it's a release question we can go to that and actually have those conversations on why um and similarly the second set of bullets is the basically the same type of information for the regent exams parent resources and then finally uh release questions from all the uh past regions exams um that are available and I know a lot of these are used as as for teaching tools and preparation for kids on you know
067getting prepared for them but it's a good thing for you know all of us to See, so we know how our students are uh being assessed. Thank you, Deborah. And uh I want to thank the team just so that the public understands and the board understands that we have had several meetings with myself, Deborah, and uh leadership at the elementary, middle, and high school. Um we've had honest conversations around the work that um has been done and needs to be done. you know, as the last board meeting, you know, we talked about um and I think you saw some of that happening um at the elementary school and the the way that the uh you know, we saw an increase this year on results because I think the elementary school has begun to really look
068at the science of reading, bringing in foundations, um working with MTSS, looking at uh progress monitoring, um as the board knows, and you'll get an update in a little while about um the curriculum and looking at a literacy program that the building is addressing and looking at um this coming year making a recommendation. So I think you're starting to see some of that kind of work that uh is being down the elementary school. What's really important is for everybody to understand the following. The state's doing what they're doing on two ends of the spectrum. They're saying, "Oh, by the way, schools and every superintendent had to sign an attestation this year that we want to see in the next couple of years, you begin to do work." And we're doing that with the science, reading,
069you know, professional development, choosing a literacy program because the expectation is that we need all students to the best of our ability to be able to be at grade level in reading at the end of third grade because that's a precursor to success later on. Because here's what the state is saying. When you're looking at a portrait of a graduate, they want to see students, the majority, not everybody's going to be there, please. I mean, we have to be honest, but they want to see the majority of the students entering 9th grade at grade level in reading so that they can now take and do the kind of things projectbased creativity, that type of thing. Because what we can't continue to see happening and this is across the continuum not only in New York State
070but you know across the country we have far too many students that we have to continue to play catchup and that becomes part of the issue and the reality of the matter. So, I think what the state is saying is, hey, listen, you know, put your resources, and you're going to see that this year, I think in the budget process, you got to start to put resources down early on cuz when those gaps are happening, they're here, not there. And so, we have to look at the supports that we give our teachers, professional development, what our kids need, um, so that they can be at that moniker upon, uh, leaving um, in third grade. Another issue that we heard clearly is because we spoke about sometimes um you know students needing extra help. We have
071to complete the curriculum at every grade level. We have to we cannot have gaps missing because teachers can't finish the curriculum. We need to understand and know what that's about because what we hear across the K12 curriculum some cases is that what is anticipated upon coming in at that grade level a lot of times is not because the teachers are spending a lot of time trying to get everybody else caught up and that's where that progress monitoring is so important that we meet meet students where they are and that's the work ahead of us and I know this board has been a part of a discussion and retreat about MTSS we're going to be giving you the public an update at an upcoming meeting about what that looks like. So, I think it's important that
072yes, we have to share data because if we're going to give students assessments and have them take these assessments, we have to report out on them, right? And that has to happen every year. But we also know that we are in the beginning of that process. We are doing work, I think, across the K12 continuum. you saw some of the things that we can do better, but I think the district has begun to start to do that and this is a collective effort. So, I just kind of wanted to summarize it um as a part of the presentation. So, we thank you. >> Thank you, Mr. Carla. And thank you, Dr. Kirkus. I know you're getting over a cold and going through those many slides. I thought you did great. It was like Michael Jordan
073flu game of assistant superintendent curriculum. Um and thank you to Miss Gleason and Mrs. Rivas for presenting this evening as well. uh to echo some of that sentiment. I mean, we were involved over the summer with a lot of work with MTSS and a lot of this stuff uh utilizing data progress monitoring and you know this isn't going to just change overnight, right? We recognize that these systems in place are going to take some time and I know reading through this and having presented by the principles and Dr. Kirkus that we are excited to see these systems take hold to see how they're going to positively benefit our children. and I can speak for everybody up here that we look forward to supporting this work in any way that we can and everything that was
074mentioned with professional development curriculum that we're looking at and so on so forth. So, thank you guys all for your time this evening and presenting that really important data questions, comments before we move on. >> I'm looking at you. >> I just wanted to thank you guys again. I know this summer we spent a lot of time um talking about what you've done over the summer and the continued progress that you're doing. I just had a couple two questions that I think it's important for everybody to know. You mentioned that this is one data point when we look at state exams. I'm talking about you know kindergarten through well the kindergarters don't take the state assessments but third through 8th. Can you just explain again the other data points that we are looking at so
075people know that although this is important, it's not just the one be all end all to what we're doing with the progress monitoring. So do you mind either one of you or both of you just talking about other things we're looking at? >> I'll start for the middle school. Um so one data set that transcends multiple disciplines in addition to standardized state assessments is the NWA assessment in both reading and math. Um our science teachers look at the reading assessment data because our our new uh regent exam in eighth grade is very much a reading assessment. Um so the NWA is a big data point that we look at and we have multiple years and a long history of looking of um data points for students. you can see trajectory over a longer period of
076time which is very helpful for teachers. Um in addition to that we um I'm thinking of some of the data sets that the teachers from different disciplines asked to look at this year. Um things like um participation data in physical education. I know our phys department is really interested in looking at that engagement component. Um we look at local assessments. So teachers in social studies or um other subject areas that are more um academic but yet don't have a standardized assessment, they do have um assessments connected to the um the PNW uh ELA social studies curriculum. Um so they're they're planning to look at th those assessments and student performance on those assessments. Um and yeah, so it's a lot of just the assessments connected to that course and WA for reading and math state
077testing um at the so the eighth grade region science exam will be looked at by our whole science department. The fifth grade state exam science exam will be looked at by our whole science department because those patterns are relevant in other grade levels as well. While you're up there, can I ask you two other questions about the middle school? >> Uh, you talked about um protocols to set norms, which I was really intrigued. I think that's a great idea. Can you just give us a few examples of what those protocols might be? >> Yeah. So, um, there is a norm setting process right in the beginning. So, the group will set these norms of, you know, what's important to you as we talk about this data. And every person participating in that conversation has the
078opportunity to say um um you know what matter what is really important to them especially if it's their data set that they're looking at. Um those norms could be confidentiality. Maybe it's like this discussion um that we're having here is going to be a discussion that we have just as a team here and it's not going to be talked about with other colleagues who don't necessarily teach these students or don't teach this subject area. Um and then the protocol is timed. So you'll set a um you usually there are roles and responsibilities within the protocol. So someone will monitor time and and and so you don't get lost in a step. So the first step might be let's surface um you know what do you notice in a subgroup performance or what do we notice
079in um a specific um competency and and the noticings are intended to be low inference. So it's that I see 45% of students scored at a level three in this in this um domain. And so it's the whole point of the protocol is eventually to lead to we have curate we have collected patterns strengths and areas of weakness that we need to work on and the protocol also it it helps to identify action items at the end. So it's a structured conversation. It's we try to keep time because you can you can spend a lot of time looking at data. So a lot of this is how do you even begin? how do you surface some good work that you can go and and implement um you know try something in your classroom that's now
080that I have this knowledge what what can I do with that information and I I would think I mean I'm I'm very excited to start this process I think that the teachers are going to have really interesting reflections and narratives by the end of the year but I imagine that you know with what research shows us about change is that it's it is about those small steps and those small changes adding up and and making the big difference. It's not about coming up with this really, you know, detailed plan that no one's implementing until we say go. It's, you know, how do we gradually really evolve and and think differently? >> One more question. I liked the uh you you spoke about grades specifically and I I think I understand what you're saying, but I
081just want to make sure everybody else is clear. You're talking about looking at local assessments uh specifically within the school so that they align more with what the state is asking or other assessments so that there isn't this huge discrepancy between maybe their report card grade and where their level is in a specific subject. Correct. >> Correct. And so as a faculty, we talked about um the the class syllabus. So on openhouse night, families will receive this. You you they probably already have received it um through their child's, you know, bringing it home from the classroom. Um but within that syllabus, it will talk about the percentage within a gradebook. So the percentage of assessments, the percentage of particip participation, um percentage of homework. And we talked about how that assessment um which includes tests,
082quizzes, and sometimes projects. Although projects can get complicated um because the rubric for a project has to be very standards aligned in order for that project to be aligned to what we would see on a standardized assessment. um that assessment score in a gradebook should be something that families and students can look to to see how there that would be more aligned and predictive of performance on a standardized assessment. And that that category is still couched within classwork, homework, and participation grades that recognize students who are um you know extending a tremendous amount of effort and um commitment to their development in the class. So, we want to make sure that grades are representing both progress towards standards, but also academic habits and dispositions, um, curiosity in learning because students deserve to be recognized for
083that. And that's what's going to build engagement. That's what makes them want to come to school is if they feel recognized for those things. >> So, I'll just use my daughter as an example. So, she's in eighth grade. if her grades, and this I'm just being brutally honest, if her grades maybe drop a little bit on the rapport card based on what she's done over the last 3 years, that doesn't mean her skill level has necessarily dropped. That just means the grading has been adjusted to what's going on with our MTSS work and that parents maybe shouldn't be overconerned if they see a drop maybe on their report card slightly. Is that a fair statement? >> It is. And it it might happen especially as we explore conversations with the high school about that middle
084school to high school transition. Um because the narrative has been that we see grades drop from 8th to 9th grade or 8th grade to high school. Um, and it's something that we really need to look at to align expectations so students can really transition in a way that feels consistent and predictable. Um, and yeah, so it could happen. >> Thank you very much. I appreciate the effort. >> Thank you. >> Did you did you mind would you mind speaking about the the other data points because I think it's important for people to know that. Well, similar to um you've heard NWA is something we use from third to 10th grade. So that's another data point is our NWA assessment that is given to students actually first we started last year with first grade. Um so
085that is another data point in addition to for third and fourth grade the New York State ELA and math exam for third and fourth. Um I mentioned before in the presentation about the data the assess 36060 literacy screener. So that's another data point that we have that's universal. But um those three are universal in that all students in those grade sets take it. Um then you have local curriculum where students are assessed. You know at kindergarten at for example at the kindergarten level they are they have checklists. You know we have little four-year-olds and 5-year-olds. We're not going to have them sit down take paper pencil test. That assessment looks different for them. Um it's what they're able to do. Letter sound. letter sound knowledge and that is many times um you know it's all
086given the entire grade level assesses students but it's an age appropriate developmentally appropriate tasks that children do that teachers report on um in math they have again the curriculum we use our investigations three so those unit tests pre and post so that's the information that the grade level looks at and those are other data points when we look at student progress and how are they performing. >> Thank you. I just think it was important for people to know that these are ongoing data points that it's not just one test at the end of the year two days that makes or breaks where the student, you know, falls in place as far as their skill set. So, thank you for sharing that. I appreciate it. >> Okay. You're welcome. >> Anybody else? Miss Gleason, I just
087wanted to ask you a question. You had mentioned um in your open house during sort of that lunch period for parents, you're going to discuss like how parents can look at the testing um or how to read it, which I think is going to be really helpful. What about parents that can't go? Do you have or can't attend? Is there any way for them to get um that information? >> So, the information is actually mailed home. It's not it will not be distributed that night. Um and the the information is mailed home um once the embargo the data is no longer embargoed. So um and last so last spring we actually mailed home the spring NWA results um to all families across the elementary um through the high school grades who take that that assessment.
088Um and that it did include a letter that explains the report. Um, but I thought I would just provide families with the opportunity to um, you know, just kind of go through it and answer any questions that they might have. We have about 11 minutes, so it won't be that long. Um, but also just to give them the heads up that these are reports that are going to be mailed consistently now by the district home where they will receive the state test data report for their child if their child is in grades um, 3 through eight. So really four through uh nine will receive um the reports this fall when we mail them the state test data report in addition to the NWA data report from the fall and the spring um and teachers we've
089already had conversations about how this fall conference that happens towards the end of November um families will receive the NWA report prior to that. Um we're we're starting ELA NWA tomorrow. we just completed math. Um, so those will go home as soon as they're complete and families will have them in preparation for the conference and teachers plan to go over that with families at the conference as well. So to um tomorrow night's overview is more generic. It's not personalized to their child. They will not see their child's data report, but it is just to talk about these are reports you'll receive. Here are some ways that um you might want to look at this report and how this might feed your uh partnership with the school at home. I want to say thank you for
090all the work you put into this. I appreciated um being able to see some comparison results, being able to do, you know, a little bit of tracking looking at kids from one grade level, you know, in third grade to seeing them in fourth grade. And I know it's a different test every year um but there was certainly a lot of growth to be seen and just to maintain the level you were in the previous year takes a tremendous amount of work. So when we see growth we know that there was work sort of above and beyond because maintaining if you were a level two in third grade you remain a level two and fourth grade you've still made a year of progress. So the fact that we've seen so much growth I think is is
091really impressive. So thank you. >> Right. Thank you guys again. So, moving on, I'm just going to jump to number seven for a second. And seven is administrative reports. I just want to point this out for people at home and on the board. You guys can see that there's a number of admin reports posted on the agenda. So, you guys can open these as PDFs at home from Dr. Kate Sweeney, our director of PPS, Pam Saraphini, and transportation. Our principal, Mrs. Rivas, and Miss Feliciano, assistant principal at the elementary school, our director of technology, Mr. Kyonus, Mr. Gary Green, Miss Mrs. Gleason, Mrs. Kika. Um there are a ton of admin reports that I think would be um good information for the public to see. It's as far as an update on perhaps how the
092school is opening up and how the year is starting. Um Mrs. Callum, Mr. Titus the high school, Mr. Bluche with a athletics. So just want to point that out for everybody that these PDFs are on the agenda. You can open them and get some insight into these different buildings and different um parts of the school district. So that's number seven on the agenda. And now we're on to number eight, which is the agenda order. Um, so resolve to approve the following additions, deletion, changes in the order agenda as presented. Uh, I'll go to Laura. >> Yes, there's just one addendum item. It was just there was one item that was moved from appointments to leave of absence. It was just um under the wrong heading. Otherwise, we're uh we're good to go. >> Perfect. So,
093I'll read that again. We'll get a motion. So, resolve to approve the following additions, deletions, changes, and order of the agenda as presented. I'll make a motion. Can I have a second? Uh, Dr. Walsh. And all in favor? I. That's unanimous. Okay. Um, now we are down to number nine, which is visitors comments on agenda items only. And there are none. Thank you, Laura, for checking that out. And now to number 10, uh, board remarks. Would any board members like to make some remarks this evening? So just a just a general comment. Um you know this board has spent a considerable amount of time the second half of last school year and over the summer you know during our retreats talking about this whole concept of data and um we've been obviously looking at it
094all along. Uh but having these material discussions and understanding you know how we're using the data and changes that we're making at the building level uh amongst staff you know hearing about all this is is very useful. So, um, just wanted to say that. I wanted to thank you again. Um, and also the last couple of meetings that we have, you know, the presentations with the MTSS, uh, there's just there's a lot going on. It's really exciting. So, I'm hoping that parents are checking in and checking out what we're doing. Very exciting stuff. Um, thank that's all I wanted to say. Anybody else? That's So, the next thing I was going to say is, um, perhaps what we could do is on our agenda, I wrote 10.5 here in my handwriting. Uh maybe at this
095point we can have student officer comments. If you guys ever want to share comments, I'm not saying you have to, but if you ever want to share comments, perhaps we can make that a staple on the agenda. And uh if you guys have anything you wish to share, we can we can put that right in there after board remarks and you guys will have that space. Just to take a little time out, too. So, we met Nala last time as one of our student members, our exeicio student officers. And tonight, we have the pleasure of meeting Bailey. So, Bailey, we just want to say we're happy that you're here. we look forward to everything you're going to contribute and we're really excited about having you two um just be another perspective that we are so
096lucky to have at every board meeting. So, um if nobody has any um everybody agrees, maybe we could do that next time and just put that right there. Student officer comments right after board remarks and and don't have to if you don't want to, but that space is there for you guys. So, we'd love to hear from you. Do you have anything tonight? Please, if you do, now's the time to share. Please, if you do, we know that, you know, Tiger Fest is coming up, homecoming. So, we're not The next meeting is going to be after that. So, if you do have stuff, please feel free to bring it up tonight if that's okay with you, President. >> Okay. >> Um, can I leave a comment on one of the presentations? Is that all right?
097I just wanted to compliment um your idea about having a student takeover because I just had this conversation with you about how a lot of students just kind of lost that school spirit recent years and I think definitely it will get a lot of students excited and cause them to participate a lot more. I think people will be excited to be the person to take over and I just wanted to compliment you on that. >> Thank you. >> Awesome. Thank you for that. So, with that, um, we're going to move to number 11, which is our board vice president comments. Dr. Walsh. >> Good evening, everyone. We are already into our second full week of school. We've had back to school nights uh already at the elementary school last night and tomorrow. Middle school is
098Thursday. The high school is next Thursday. Um, we were uh here last week for some interviews and we saw the middle school theater club uh dismissing. So, there's a lot of excitement with the fall musical coming up. The middle school clubs are well underway. If you have students in the middle school, particularly new fifth graders, there's endless opportunities for them to get involved. So, please make sure they're taking a look. Uh lots of great things going on in sports. Our field hockey team uh was away tonight and they were 4-0 as they went into that game. Football won their away game on Saturday versus Eldrid. And I know that everyone's excited for the first home game this Friday night against Sullivan West. Uh boys soccer was 2-1 and two on the season before today. They
099were also playing tonight on the turf. Cross country had two meets last week with runners in the top five uh in both the girls and boys varsity races at the Smer's Big Red Invite. As Mr. Beluchcci mentioned, this weekend is the Dan Perie Invitational. Um this is a really special event that honors and memorializes a former Pauling runner who really um was the epitome of what a runner should be. Um it's a great day. The modified team will be participating the JB and the varsity. So if anybody can come and cheer them on, they would appreciate it. Girls volleyball was away in Woodlands last night and they're going to be in Dover tomorrow. Uh, girls tennis won last week and they are away at Arlington tonight. There's also a lot of modified games happening. Um,
100and those middle schoolers are so excited to finally be playing and I know they would love um, a crowd. So, definitely keep checking the athletic calendar. Our community partners have all been busy. Um, I'll continue to make my plug. If you are able, please become a member of the PTA, the PTSA, and the Tiger athletic clubs. They worked tirelessly to support our staff and our students. They are all volunteer-based. I know they have some great uh enrollment numbers so far, but we want to keep those going up. The PTA just finished their fall mom sale. They're kicking off the year with their annual fall movie night this Friday at the elementary school. Both the PTA and the PTSA have spirit uh spiritware sales going on, which are perfectly timed with our u Mr. J. Carlo's
101new Tiger Fridays. The Tiger Club is helping both themselves and all teams fund raise with the new snack shack. And they're also planning for their snack bags for all the away games. Uh every team having one for uh an away game. Uh one per season. So, thank you to all of them and please do your best to support them. Thank you. >> Thank you, Dr. Walsh. And now we're on to item 12, which is superintendent's comments. Mr. D Carlo. >> Thank you very much. So, good evening all. Just want to take this opportunity again to thank our students, staff, families, and community members for their continued support as we uh move further along in the school year. Thank you for all your support and all that you do. Just a quick update. So, last week
102I rode the homes bus with the elementary school students. Was more or less about an hour's trip. It was great. I want to thank uh Missy uh the school bus driver and monitor Joe for their kind welcome. Got to know the kids. Um you know, they were so well behaved. talked about their weekend and how things were going and it uh it was a very enjoyable ride. Also, um I attended uh a number of faculty meetings last week at each one of the grade levels which is great to be able to see the work being done in each one of the buildings uh with regards to academics and building priorities. I want to thank the staff and all the uh the teachers for all their hard work and what they do each and every day.
103Um as you are aware um back to school nights as was mentioned are this week. So we're excited about that. Um, and there's uh also don't forget next week is the uh annual book fair down at the elementary school and uh book night shopping is next Wednesday night. That's uh the 24th from uh 5:30 to 7:00. And also September 23rd, that's next Tuesday. There is no school. It is Rashashan. I want to wish all those a happy new year who will be celebrating. Um a couple little quick updates. So, as you know, at the last board meeting, um I did indeed have a meeting with the town Supervisor Schmidt with regards to the Woods project and the issues on Route 22 with ticketing. Um and uh Supervisor Schmidt sent to Assemblyman Behind. Um uh the
104discussion that him and I had a meeting about it and if there was anything that could be done regarding some of the issues along the bus routes on Route 22. And suffice it to say that we did get a response back by the assemblyman who was working on this is sending uh information up to the uh state DOT to see what any kind of signs we may be able to put up. I share that with you because it's important to understand about partnership and working together. As I did mention to you, some of this is out of the purview of a school district, but yet we're going to work together to try to do what's right for our citizens with regards to uh traffic and and safety. um our wellness um committee um is going
105to be um starting up and a question came up about can parents sign up and be a part of this. Yes, you can. There will be have been and will be signup sheets at our open houses to solicit any new member interest. Um it is a it is a group that's ever evolving. So if anybody's interested in it, you can also see the information on the website. Um there'll be meetings coming up. uh one will be on October 8th and there'll be another one on uh on March 11th. These are virtual. So those of you who might be interested in joining out there and being a part of the wellness uh team, we very very much um welcome you. This past Friday, myself and Vice President Walsh took part in a um regionalization meeting through
106Duchess uh Boseies. So what the state is looking for is how the Boseies can work with local school districts to really look at areas in regards to working together. The areas that were discussed were expanding educational options and boost career readiness amongst the districts um in Duchess, collaborating on teacher and leader training, professional development, and then last but not least uh enhancing school safety. So myself and uh President Wals were a part of that. I have to sign an attestation, a lot of attestations this year that I'm following through on things by October 1st that indeed we were a part of that meeting myself and a board member and that we sign off on the plan that Boseies is going to present to the state. Um I also will be working um with the school
107board and the board president in setting up our liaison uh meetings. Again, I'm learning things as we go through. So, we um will be setting up our quarterly meeting and I'll be working with regards to those members and setting up a date that may work well with you and the community members. And last but not least, I know you received last week a parent square notice from me with regards to tic tac. Tic tac. That was a fraudian tick tock. I wish it was tic tac and not tik tock. Anyway, um this happens every year and Mr. D. Carlo has been doing this for a very long time and we know every year there are ticktock challenges and I hope we all understand students die every year from some of these challenges. It is not
108fun and games. Okay. And what happens is that these things are posted and they challenge students to do things that we know are not appropriate in school and outside school. We had an issue that came to my attention last week um with regards to a challenge that's out there. Um you know, I I kind of spoke about it, but I really want to hone on this with parents to let you understand something. These things could be serious and could do damage to your child physically and in some cases mentally. And we all know the issue about getting the likes and the dopamine, how kids like it and then they favor it and whatever else. Okay. If you get caught and involved in something with regards to tic-tac challenges in school and we go through an
109investigation and it's warranted that you're going to be disciplined, you will be disciplined appropriately. Second thing, not just a health and safety issue. When you post these things, they don't go away. Many years ago, Mr. D. Carlo was an athletic director and it's very similar. And I had a meeting with all parents from freshman to senior year and we talked about social media. And and it's not just about athletics. It also has to do with you when you go to apply to schools, colleges and university and even career readiness. These institutions now have full-time people who are social who are looking into social media and your posts. They don't go away. So some of you don't get into schools and you'll never realize why. And in some of those cases, it's because you are posting
110inappropriate things. A college and university and for that matter business is investing in you. They're not going to invest in you if they think that something is going to then appear that has to do with your inappropriateness. It doesn't go away whether we like it or not. Right now, we're in a society that's going back and looking what people have done in their 18,9s and their 20s, and these are the things that don't go away. So, sitting here as an intim superintendent of schools, if I wasn't honest with you, the board, which you know I am, and the public, that I'm not doing your job. My job is to try to do what what's right by students. But this has got to be a partnership. So, please, I know the letter was sent home. I'm
111now discussing it. You should be discussing with your child what can happen when they are on these platforms and god forbid doing things that they shouldn't do. Remember something, a dare is something you would never normally do, right? That's what a dare is. Somebody dares you to do something you would never normally do. And in some cases, that dare can be life-threatening and lifealtering. So, please make sure you're aware of that because it's very, very important and this needs to be a partnership. So, I thank you very much. I know I went on and rambled on, but that's because I truly mean what I'm saying. We're here to work together for what's best for kids. So, thank you. I appreciate it. Thank you, Mr. Darl, for all that. And now we are on to item
11213, which is the consent agenda. So it says, "Be it resolved that the board of education approves all aspect items as the consent agenda." I'll make a motion. May I have a second? Dr. Walsh. And all in favor? I. That's unanimous. And on to 14. This is the minutes. So these are the minutes for three meetings. Uh I'll read it all in its entirety. It says, "Resolved that the board of education approve the minutes of the following meetings. We have the business meeting from September 2nd to uh 2025. And we have special meetings on September 9th, 2025 and September 12th, 2025. Um, may I have a motion it? And a second, Michelle. And all in favor? >> I. And that's unanimous. Okay. So, now we are going Oh, go ahead. >> Sorry. I I uh
113sorry to interrupt. I just I wanted to draw attention to one other thing that needs an additional motion. Um, we had to take one item off the consent agenda. Um, just it was the on page five, if you'll turn to page five, item number 13, there's a fall coaching um a fall coaching appointment that we just needed to vote on separately for uh, you know, uh, personal reasons. So, >> um, if um, yeah, so I have the language written down there and we can if we could do a motion for that and then um, >> Sure. Do you want me to just read um 14 as it's read there and then I'll get a motion on that? Do we >> uh Yes. Yeah. 13, please. >> Okay. Um >> I'm reading 13's on incent. Right.
114They're separated between two. So, I should be reading 14 if I'm not mistaken. >> Oh, sorry. Wait, hold on one second. I'm so sorry. Um 13's on consent and 14's not. And I was going to read 14 as a individual item. >> Oh gosh, sorry. Um, >> that's all right. >> Oh, I see. Okay. So, this actually is um Oh, I'm sorry. This is printed out as a different version from from what I have. Let me just find where it is on yours. >> Um, yes, yours is Yeah, you're right. Yours is 14. Sorry about that. >> No problem. >> Yeah, sorry about that. Okay. So, uh, appointment 2025 20226 fall coaching be resolved that the following individual be appointed as a fall 2025 2026 coach at a stipened in accordance with the agreement between
115the Pauling Congress of teachers and the district contingent upon completion of all coaching requirements receipt of a letter of application and fingerp fingerprint clearance from the state education department as necessary. Um, may I have a motion Dr. Walsh and a second, Michelle. And all in favor and all that abstain, that will be me. >> Great. Thank you. >> Thank you. Okay. Not going to say numbers anymore because now I'm thinking my numbers are off from my printed my printed version. Everybody I printed and wrote my notes on and all that. So, um, so we're on to board of education, which I have as number 18, but we're on to board of education. Um, so I'm going to explain this one a little bit. So what we did is we put a uh a placeholder resolution.
116As we've described the last couple of meetings, our goal was to um choose a search firm this evening. And and as we stated, we had our last interview um in executive session um today. So we were putting a placeholder agreement to see if we were able to come to a unanimous agreement and we were able to do so. and we're now going to amend this placeholder placeholder resolution to reflect the firm name of of who we chose to award our RFP to. Uh so we will go through two things. So the first thing we're going to do is we're going to amend the placeholder resolution to reflect the firm name of District Wise Search Consultants. So I'm going to read it in its entirety. Uh bear with me please for a second and then we
117will uh have a motion, a second and a vote to amend as I read it. Um, so it says whereas the board of education issued a request for proposals RFP for superintendent search services which proposals were opened publicly on August 8th, 2025 and whereas the board of education conducted interviews with multiple firms who responded to the RFP. Be it resolved that the board of education of the polling central school district hereby appoints district-wise search consultants to conduct superintendent search services during the 2025 2026 school year and authorizes the assistant superintendent for finance to execute a contract as per the terms included in the RFP submission in a form approved by the board president and the district's legal council. Um I will make a motion to amend the placeholder resolution as just read. May I have
118a second? Mr. Tucci. And all in favor? I. It's unanimous. So now we are going to vote on the item as amended. So now it's amended in the agenda. Um may I have a motion to um to approve the item? Michelle, and a second, Dr. Walsh. And all in favor? I. And that's unanimous. All right. Uh so unfinished business. uh update on superintendent search. I'm going to read my comments under my board present comments at the end. Um and then we also have a continuation of discussion regarding potential additional board of education committees. Um do you want to take that one? >> Yes, sure. So we do have an update and I know we spoke about this in length at the last board meeting with regards to curriculum and the importance of what I mentioned
119about 45 minutes ago choosing of a literacy program. So, as um I did mention, you know, went back and we and I spoke with Deborah and the team and um we're looking at a hybrid as I mentioned. So, what we'd like to do is coming up, I believe either the 7th or the 21st, we will have to the full board um Jenna Salvage will come up and explain to you a little bit about that process, where we're at, how it evolved to where it is currently. Then at that meeting, we will offer some dates where if a board member or two would like to come and be a part of and see the conversations that are going on with regards to the program, what we're looking at, what we're doing, what we're doing to kind
120of get an update along the journey in October and November, and then December where we'll come back to you as the board with a a final determination as to what program we're looking for because that's going to have of course imple implications on the budget. So, um that is my recommendation for proceeding forward and I just wanted to uh update you um with regards to uh the followup of our last conversation. >> Thank you so much. I guess um any comments, discussion regarding what Mr. Darl just presented as a as a hybrid opportunity to um do this work. >> Okay. And that sounds good. So, thank you for looking into that and doing all the work with that, Mr. Carl. Appreciate it. Um, so with that said, that's unfinished business. Like I said, an update
121on superintendent search. I'm going to read something and then for my comments, um, new business. Uh, Liz, >> it's not it's um wanted to ask this earlier, but could we have an update on the policy committee? >> Um, yes. So, um, our policy committee is our three members. So, yourself, Sandro, and Mike. And there's no calendar there. So, I think what we can do is um what can we what should we do to set up a calendar for that? I'm just trying to think of what was done in the past. I know we've kind of used the same like the first um Thursday of every month, but I guess really it would be what works in everybody's schedule. So, I guess this could be a it doesn't have to be what it's always been. That's
122what it has always kind of been that um first Thursday. But um I guess we can have a conversation as to what works in your schedules, what works with Mr. Carlo and and other district staff. So >> yeah. So if you can let us know, you know, what the board what works well for you and then let us know and we can we'll work around that. >> That'd be fine because we know your schedule is a little bit more difficult. >> Um the audit committee has a meeting next Thursday that has already been um has been planned since June. I'm going to resend the email tomorrow, but Laura, if you could put that um posted on the website as well. So, that committee meets in June, January, and September. And typically at each meeting, we
123set the next date. >> Um does that work, Liz? So, you Sandra and and Mike can maybe um correspond and just try to get a common date that would work and then we'll run it by district staff and then try to run with that. If it could be like a consistent, you know, second do whatever it would be, right? Um, yeah, great question. Thanks for asking. And anybody else with new business? >> I just wanted to bring up to the board that for the past couple years, we have taken out a yearbook ad for the seniors, just a small, I think it was a quarter page ad. Um, and Mr. Or has typically designed it. He uploads it to the yearbook website. We just take a quick collection. Um, I would like to nominate Miss
124Spiel Vogle to do the ad for us. She has a lot of talent in that area. So, if everybody is okay with it, I will send her the info and have her move forward. >> Sounds good. >> You This may have been on unfinished business, but did we have a date for I know last meeting we talked about the uh building what we you called it uh finance and a facilities committee. Is that something that we're moving forward with or is that or we were we waiting till the end of October for that? I forgot. >> So, in the October 7th uh board meeting, we're going to have an update from the architects on um what they found in the BCS, the building condition survey. Um and then at that point, we can um we
125can talk about scheduling the board to join the existing OACM meeting. or OACM team. Um, and the thought is that at this point it makes sense to have board members uh join the conversation. It's a little premature to have um other community members, parents and students and other admin join at this point. Um but we can certainly talk about when that board members to join. >> Thank you. And then one other thing for new business that we talked about, I think over the summer, it actually might have been in June, was exit interviews. Um, I noticed on some of the agendas we, you know, for various reasons, people are leaving the district. Is there something we could do to help organize? >> I can give you the answer. We we we ask if we can,
126we cannot demand it. So there have there had there have been some exit interviews that Lisa has done, right? But she has to ask like she would say, "Mr. Tucci, it is it okay if we have an exit interview? I just got to get a better understanding." Okay, they but it doesn't necessarily have to be agreed upon. Meaning, you know, if they want to do it, it's fine, but we cannot force people to do it. So, we have had a couple of situations this year where there has been those offers and some people have said and haven't, you know. Um, but yeah, we do offer it all the time that I'm know that I'm hearing of course through the through uh Lisa. Um, but again, it's up to the individual whether they like to partake
127in it or not. >> Okay. >> Thanks for that. >> You're welcome. saying that we should set aside time during an executive session to talk about any of them or >> Well, yeah, I think it's important if if you know over the course of the last few years, we've had a lot of staff members leave. So, I think if people are willing, it's an opportunity for them to be honest about why they're leaving and if there's things we can do as a district to improve, I think it's important to hear from them. So yeah, if we're gathering information, obviously I'd love to hear what those exit interviews are like or what those people are saying in general. So that's why I brought it up. Yeah, >> absolutely. I agree. Is there I mean, do we
128have any that have taken place over the last few months where we can set aside some time during the next exec to discuss it? That would be great. I'd be favor of that as well. >> No problem. >> Any uh any other new business? Thank you for everybody that's sharing. It's been great so far. Any other new business? Okay, and we're on to almost our last item. This is the second visitor's comment pertaining to the district. 3 minutes. There is nobody. That's easy. All right, so on to the board president comments. So, this is kind of how I'm going to update on the superintendent search. I just wrote something up. um just to kind of summarize how we got to this point a little bit and uh I'm just going to read it and hopefully
129uh and please anybody else on the board if you feel that there's something else as part of this pro process you want to comment on or you want to add please feel free to do so. So uh tonight the board took an important step forward in our search for our next superintendent of the Pauling Central School District. After weeks of analyzing proposals, after multiple interviews and meaningful deliberation, uh we have appointed district-wise search consultants to serve as our partner in this critical process. I just want to take a moment this evening to acknowledge and thank every search firm that submitted a proposal and every firm that took the time to interview with us. Every proposal we reviewed and every interview we conducted was a positive and constructive experience. This board acknowledges that we could have
130partnered with any of these firms to successfully support the work to successfully support the work ahead. In the end, however, we selected this firm, again, Districtwide Search Consultants, uh, whose experience, resources, network, and hiring process gave us the greatest confidence that by working together, they would be the most thorough and capable partner to help the board identify and hire the best possible candidate for this position. This is an exciting and important moment for our district. The search ahead will ask us to reflect on our values, our goals, and the qualities of leadership we want for our schools. We look forward to collaborating with district-wise to provide all stakeholders with meaningful opportunities to share opinions, experiences, and perspectives. This engagement and feedback from stakeholders will be used to build a clear leadership profile and will play
131a central role in shaping the search process ahead, ensuring that we find the right person to serve as Pauling's next superintendent. We look forward to working collaboratively with District Wise and the board is confident we have found a partner that will guide a search that is thorough, well structured, and responsive to the unique needs of our community. We are confident their work will position us to identify and attract the strongest possible leader to serve as our next superintendent. And I know I speak for everyone when I say we are beyond excited to get this next phase started and we will be sure to update the community continuously throughout this process. With that, if anybody wants to add something else, just know I took a lot of time writing that. So if you add something, I'm
132gonna be I'm just um so thank you. And um again, thank you to everybody too for your efforts. I mean, we really did a thorough process and everybody took a lot of time Fridays, Tuesdays, uh, multiple interviews in one evening. Um, and just really thank you. It it it really made it a thorough and and I I feel really good about how the process went and and I hope everybody feels the same. So, just thank you everybody for your time. Uh, sincerely. So, uh, with that, those are my comments for this evening and um, we're going to move to adjourn the meeting. So, uh, resolve that the board of education adjourn this meeting. The time is >> 9:20 p.m. >> 9:20. I'll make a motion. Anybody second? And Liz. And all in favor? I. Thank
133you so much and have a great evening, everybody.