Board of Education Meeting 4-22-25 7:00 PM

001Resolve that the board of education reconvene to open session. The time is 7:06. Motion. Motion. Rodic. Do I have a second? Second. Miss Ka Korea. All in favor? Excellent. Thank you. Please join me for the pledge of allegiance. I alian. Okay, excellent. We're going to jump right in to science curriculum updates. Dr. Kirkus. Good evening everyone. I'm pleased to be joined with uh with Steven Malone and Lynn Verhogen, our science curriculum leaders that will share some information about science updates and uh changes in assessment and standards that have occurred and are occurring. But first, I'd like to start with a little overview of some of the um assessment data, recent assessment data. Information from these slides were pulled from the New York State report card, bars on the web database, as well as internal data

002that our data coordinator, Miss Roberts, was able to ret retrieve for us. On this first slide, we see the new New York State Grade 5 science assessment that all students in fifth grade take. Uh this new assessment is aligned to new standards and was the first administration of this assessment in fifth grade that was aligned to these new standards. Uh generally feedback from the field was that this was a particularly long assessment uh that had more lengthy reading passages that took students quite a bit longer. Um you'll hear more about the structure and types of changes in the standards later when you hear from our curriculum leaders. Uh this first slide that you see with the blue and yellow bars um shows how our students did how uh the percentage of students that scored proficient

003in our district compared to the rest of the state. Um as you see the furthest set of bars on the right shows the proficiency level which is a three and a four. we kind of aligned with New York State where we had 33% of our students um score proficient compared to 35% in the state. The next slide is basically our tested versus not tested. Um it gives you a picture of the numbers of students that were tested and not tested or refused on this test. Um for fifth grade we had 85% participation who took the test versus 15% that did not. On the following page, we have um information about our results on this grade five new grade five assessment as compared to the rest of the county. In this chart in the third and

004fourth column, you'll see percentage of uh English language learners that are in each in the school district that we're comp comparing as well as the percentage of free and reduced lunch uh to provide another context for comparison of our scores. On this next slide, we broke down the assessment results by subgroup. When we look at this type of data, we look for bigger gaps and plan on how we can address them. As you can see, uh we had again we had 33% of our students score at the proficient level on the assessment, which is that bright orange box on the right side of the chart. That's for all students. We then look at specific subgroups of students and highlight where the gap is greater than 10%. When compared to this whole group, we see these

005gaps highlighted in yellow on in that same column uh for the small group race, ethnicity, and for economically disadvantaged. This analysis allows teachers and administrators to plan for additional support, outreach, and/or professional development opportunities to address the gaps. Next, we'll look at the uh science regent results. Should be noted that all students in grade 8 in Pauling take the living environment regent exam. Uh this ch this first chart similar to what we saw for the grade five science uh compares our results in Pauling to the rest of the state. And again, you can see that furthest right pair of bars, the yellow and blue on the right side. um we see that 68% of our students scored proficient compared to 62% in the state. So we're kind of right in line that similarly we have

006a comparison across the county. Um this is the same type of chart as I did for the fifth grade assessment. This comes from our bars on the web database. Um again we have the column for uh percentage of L's in the district and percentage of students on free and reduced lunch. And this shows you where Pauling lands in that comparison. This next chart takes the living environment um results and again similar to what we did with the fifth grade, we break it out by subgroup. Um, we compare all of our students that are scoring proficient, the 68%, and then we're comparing it with specific subgroups to highlight where these gaps are bigger than 10%. And again, finding how we can support the teachers, the students, uh, outreach to families, additional um, avenues to to provide

007the support these students need. And this is kind of a summary of of some of the slides that you've seen. and some of the things that I've said. Um, eighth grade students, just to note that, uh, stu, eighth grade students that take the living environment, all students in eighth grade take it. Um, they can gain a high school credit by successfully completing and passing the living environment course. By doing that, it provides them more opportunities in high school to take additional science courses. Uh, they can fulfill a graduation testing requirement by passing by also passing the living environment regions exam. uh for students who choose to continue beyond this one required um graduation requirement in science they can move on to regions earth science regions chemistry re regions physics and the next few slides I

008just provided a very quick overview of them just to try to keep this um not as lengthy as in the past of those those different regions exams and some of the um achievement levels that we've seen. So this first one I pretty much put the same chart in as for what you just saw for living environment but it's for earth science uh scores for last year. Again you can see on the top graph how Pauling compares to the state as far as proficiency levels in earth science. And then the chart below it uh basically compares our results on the earth science regions compared to the rest of Duchess County. Next slide basically outlines the same exact information but for regions chemistry. Um for here we see uh I got to put my glasses on because

009it's a little too small. Just to reiterate um we have that uh 93% of our students score proficient in regions chemistry compared to roughly I think it's a 65% um of the state. And again the chart below it shows comparisons in Duchess County. And finally we have the physics um regions results on the next slide. I'd like to uh turn to the AP science course enrollment and achievement. We're always looking at what students are choosing to take for their accelerated courses um and also how they're doing in them. So this next slide here has um the AP offerings in science in the high school last school year. Um last school year AP bio and AP um capstone were offered. It should be noted that AP bio and AP chemistry are offered on alternate years. Um,

010here we have the enrollment broken down by grade level in each of the AP courses that were offered last year along with the percentage of the junior class and senior class that are choosing to take these AP courses. So, it's just giving you an idea of what percentage of our students are actually choosing AP science courses. The next slide takes that same information, the number enrolled in each of these AP courses, but it is breaking it down by demographics. So you see AP bio is the blue chart on the left and AP Capstone research and again this is last year's enrollment. On the next slide, I have an outline of the scores that were achieved by our students in these courses. Um, AP tests are scored on a one to five level where five is

011the highest score. And this gives you the breakdown of where our students scored on the AP bio and the AP capstone. I didn't do the breakout by subgroup because it's just such a few students you could identify, you know, we don't want to identify specific students. So now if I turn to this year's enrollment, now obviously I don't have the scores for this year yet, but um for this year's AP courses have the same type of analysis here of the students that are choosing to take AP chemistry and AP capstone research. It's showing you the percentage of each um class. So five, for example, AP chemistry, 5% of our juniors are choosing that and 14% of our seniors are choosing that. Here is the same enrollment data by demographics to give you a sense of

012um you know the the students that are choosing to take these courses. I mentioned I don't have we obviously don't have the AP scores yet. They're coming in May. Soon as we get them they'll be reported next year. As you're aware, we have a very very robust science research program that is growing in Pauling High School and our students are doing some phenomenal things and they're many of them as you can see from this slide are choosing this avenue for advancing their science uh coursework. This is the enrollment in the science research program last year. Um we had roughly I think it's 21 students across grades 10 through 12 that enrolled in uh the science research program. And we have the percentage of each grade level that is choosing the science research program. Slide gives

013you an idea of the breakdown of those 21 students by demographics for science research last year. And here I have the final averages uh for those students that took science research last year. So you get a sense for um you know where their scores fell, their final averages. Again, there's not there's only 21 students, so breaking it down by subgroup might be too identifiable. So that's not on here. So now I turn to this year's science research program. We have 26 students and it seems to be growing each year, I believe. Um, and it gives you an idea of the percentage of each uh grade level that's choosing the science research program. And again, this is this year's data. And lastly, this is the demographics of the students that are choosing the science research program

014as part of their coursework in science for this school year. and I'll pass this over to our curriculum leaders in science who provide you a little bit more in-depth uh explanation updates about the actual science curriculum, the assessments, the changes, the uh professional development and the resources that we're using. So, we're starting with Mr. Steven Malone who will provide the updates on grade grades preK through six. you, Dr. Kirkus. Thank you, members of the board. Uh, my name is Stephen Malone. I teach Project Lead the Way Launch at the elementary school as well as video game development and digital photography at Pauling High School. Um, today what I hope to do is paint a picture of what science looks like uh from preK through 6th grade. Um, and then I'll pass it over to my

015colleague Lyn Verhogen who will extend um, showing you what vertical alignment is looking like from throughout our district. Um, so starting at the elementary school, what I I'll start with is Project Lead the Way. Um, but we've got a lot of exciting things going on. Um, it's our pilot year for science 21. Uh so teachers are being trained in delivering a brand new curriculum um from kindergarten through third grade. Um and we're also expanding the New York State investigations um in preparation for the fifth new fifth grade exam uh with through third grade. So um starting with project lead the way launch um this is a hands-on uh projectbased class where students have to go through the engineering design process to solve series of problems. Um, as you can see right here in this picture,

016this is a kindergarten student who is building a house for one of the three little pigs. And he's already learned the relationship between a base and the height of a structure. He's learned about wind resistance and it's informed his decision to make a sloped roof because at the end of this project, uh, Big Bad Wolf, which is a shop fan, which has a wolf puppet head attached to it, will be blowing air at 75 mph, uh, at the house that he's built. And there's a little tiny pig inside that house, uh, that he needs to protect. So you can see there's like these real problems that are big for the students that they need to solve. Um and just running really quick through our module map. Uh in kindergarten, this is that unit is part

017of the exploring design unit. Um in grade 1, students build these biomimicry gloves. They they create they research biomes, research animals in those biomes, and then they build a superan animal within that biome. We use artificial intelligence to like generate an image of this animal and then they design a glove that you'll see some actually I'll just jump back and forth. Um you you can see some of these gloves in these pictures in the top metal image. Uh we see a student who researched animals in the tundra and built a really strong uh tundra glove that had to meet specific design constraints uh protecting the hand, keeping the hand warm um and those types of things. Um in second grade, students have to prevent a house from getting damaged in a mudslide. Uh, and they

018they're constrained with a budget and they have we pour 200 milliliters of water at the top of a slope and they have to build retaining walls, build stream channel linings and they learn like industry language to uh communicate what they're going to do to protect people. Um we they also explore Google Earth and find houses in real life usually in the Andes mountain range um where homes and villages are always at risk of this and they look at uh data from NASA to see like landslide susceptibility in those areas uh to inform like where is this actually happening. Um in grade three students build compound machines to get tigers through a series of portals. We have I'm not going to explain it, but we have it's like an interdimensional portal and there's different universes each

019with their own problems. Students have to solve these problems. It's very fun, very exciting. Uh and I well I have some pictures. Um here's some students. We have water world on the left. Um actually both of these are water world but students are building we have multi-polley systems um along with inclined planes that get tigers through um this portal that they've built. Um each universe comes with its own challenge. Um in fourth grade students do the egg drop challenge and they also build their first video game uh in Scratch and they get some exposure to AI along the way as they start that process. maker space. Moving along, uh this is like our science playground where students come into this room. Teachers can sign up for maker space in the semester opposite their scheduled project

020lead the way semester. And it in both of these pictures, students who have come to this room from fourth grade on the left to prek on the right, um they come in and they just get to play and they get to manipulate all of the amazing things that we have. Um over the past six, I think it's actually seven or eight years we've had the maker space. Um we've acrewed lots of really cool tools like the cublets you see on the left. They're these magnetic programmable robots um each with different components that connect um to do cool things whether it's just driving, whether it's like making noise, um speeding up, slowing down. So students are having lots of fun in this space and that's the most important thing for us. It's just get students get

021their hands on these cool things. Um there's also like physical um we have marble runs, we have Legos, and students just get to play and experience steam hands-on. Um and that's the goal from preK through 6th grade. Um we have a few different curricula that we follow. And starting with preK, they use the science the New York City science for all curriculum. Uh this is 10 hands-on units. And if you've followed the district's Instagram, I'm sure you've seen most of these. Um the three I've highlighted are my five senses, light, and water. Each of these units um gets students exploring the world of science in a very elementary way that's super fun. Um, and if you walk into the room during one of these units, uh, you you'll see that everyone's just super engaged in

022this work, and it's it's very a very good curriculum. Um, moving up the grades, we have science 21 that we're piloting this year uh through the whole building. And I the thing I like about science 21 is that it aligned directly to the new science standards and those standards are vertically aligned K12. And since I've been in the district, we haven't had um a cohesive vertically aligned curriculum that we've that everyone can see that's publicly available. But now because science 21 is a publicly available uh curriculum, we can now see what everyone is doing uh in every grade and how that connects. So you can see for example in kindergarten students are learning about animals, plants and their environments and they learn about habitats. They learn the basic needs of living things. Um, and as

023we move up, you can see in first grade we we're learning about external parts of plants and animals. We're learning about senses and communication. And in fourth grade, we're also learning about animal wait. The first one, uh, we're learning about the internal and external structures in plants and animals. Um, all of this is, like I said, aligned to the new standards. And the thing I like the most about this is that um for the New York State investigations, the well for the New York State test in fifth grade, uh there are four required investigations that need to be done before prior to the exam. One is given in third grade um on variation of traits. There is a fourth grade lab on energy where students build circuits and in fifth grade they do two of

024these labs um prop studying properties of matter trying to identify what's in a bag um without being able to visually see it and creating a cloud in a bottle. um these labs teachers to deliver these to their students through the science 21 trainings at Putnham Northern Westchester Boseies teachers are given the tools to deliver these to students. So it kind of uh works together with the curriculum we're already delivering uh to make sure that this is being done before that state exam in fifth grade. Um, up in the middle school, we see if if you've seen the pictures on the district's social media, we have the middle school steam fair. Uh, topics range from cereal and marshmallows to volcanoes and density. Um, and the coolest part this year was that our own science research students

025and science national honor society students uh served as judges for this. Um, so I hope this is something that continues to expand as we move forward. Speaking of moving forward, um some things that we want to do looking into next year in terms of our science curriculum, uh since it was our pilot year, we'd like to gather some feedback from teachers and students on the science 21 curriculum. Uh we want to review the assessment data from fifth grade for the assessment this year to identify any gaps that we may have that we need to address. Um, as always, we want to expand professional learning opportunities for teachers and also create collaborations between groups like frogs and the oblong land conservancy um to get local environmental groups working with our schools. Um, and then lots of

026labs now for a real world connection. lots of every major lab is demanding or requiring uh AI proficiency for new hires. And I think it's probably really important for us to consider um expanding access for AI tools for students and especially teachers just so that um students get exposure to this uh prior to leaving our district. Moving on, I will pass the mic to Lynn Verhogen who will continue starting with seventh grade steam. Thank you. Can you hear me? Okay. Um Okay. Thank you very much, Steve, um for giving us um some insight into how things are developing from preK through sixth grade. So, I'm going to pick us up at seventh grade. Um, and in addition to the standard sixth uh, sorry, seventh grade curriculum, um, which is life science where students continue to

027gain knowledge about, um, essentially biology, living environment. Um, there's a new elective that I'd like to talk to you about. Um, and it's simply called Steam. Um, and what it is is a projectbased learning course. um in which students are able to engage in challenges that require critical thinking, engineering skills and scientific inquiry. So I have a couple of examples of the projects that the students do. Um and also I meant to mention that while it is an elective um I think almost every student takes the course with the exception of maybe students who um are required to be pulled out for services. So it's a very popular um elective course. So, the first project that I have here, um, students were challenged to build a ring, a vertical ring from Pringles. Um, and so,

028um, it's a fun first project where I know I I thought the same thing and I have a fifth grader and I was like, I'm going home and doing this, um, with I haven't done it yet, but I I want to. Um, so not only is it just fun and exciting because we get to use Pringles, um, but it encourages students to think um, critically, right, and to struggle through problems because it's not easy to make a ring from Pringles. Um, and it it also um not only is just kind of a fun problem-solving challenge, but it also starts students thinking about things like structural engineering. Um, and introduces students to one of the most important innovations in structural engineering, which is the arch. Um, so that was I think the first project that students

029did in that course. Um some other projects that they've worked on are um the pictures on the left are students working on developing an ice box for ice cream. So the goal for that project was for students to develop um a container that was able to keep a constant temperature for a certain amount of time. Um, and one of the great things about this course is given that it's in seventh grade, not only does it allow students to um use these engineering skills, but they're also um maintaining their knowledge that they learned in sixth grade physical science um because they're learning uh mostly life science this year in seventh grade. So students are refreshing their knowledge about things like um the properties of materials and insulators for that project. Um, and then on the right,

030students are developing um, a crash test car um, that's keeping an egg safe. And again, they're using knowledge that they learned the previous year about collisions, forces, motion, things like that. Okay. Um, so moving on to kind of the a similar thrust of um, Steve's part of the presentation. I think this may be the third year I've shown this um, illustration. uh add a presentation to the board. And I think this might be the last year. Maybe I can stick it in next year, but after that, I think we're going to be done with it. Um so, as you can see, uh 2016 was when New York State adopted the NISLUS, um New York State Science Learning Standards. Um and here we are, um past 2023 in 2025. Um so this year is going to

031be the first year that New York State is administering the um so living environment is now called biology and earth science is now called earth and space science exams. So I will try to use that language and um if I slip please forgive me. So those two exams are being administered this year for the first time on June 10th and 11th and then next year um regions chemistry and regions physics will have the first administration of their new exam. Okay. So we have been doing a ton of work to prepare for this shift. Um the first thing that I wanted to mention was some professional development that's been ongoing. So at the beginning of the school year, Elki Silia and um Scott Rogers attended a workshop at Duchess Boseies. So Eli is our earth and

032space science teacher and Scott Rogers teaches biology here in the high school or the middle school. Um so the workshop that they went to uh was entitled trying out the NISAD required investigations for life science biology. So, I'm going to talk a little bit more about those investigations. Um, but they're similar to what Steve mentioned for the fifth grade level. Um, so, um, I'll more on that in a moment. Um throughout this school year, I've been attending um quarterly meetings at PNW Boseies um for uh it's the people that attend the meetings tend to be science curriculum leaders um or science administrators or just general administrators with an interest in science. Um and it has been um very profoundly impactful. So it's been such a wonderful experience to be able to meet with science educators

033and administrators from across the area. Um this year, as you can imagine, um the meetings have primarily focused on NISLUS. And it's just been so helpful to be able to hear the struggles, um and also, um successes that other districts are having in their process of implementation. Um we've been able to share resources, um and talk about trainings and things like that. So, it's been invaluable. Um, and then moving on to the future, um, I'm going to be attending a workshop, um, in Saratoga County in June, um, with the intention of learning more about the upcoming changes to the physics and chemistry um, exams for next year. Okay, so this what we know slide is a lot more fleshed out than it was a few months ago. It's a it's been an ongoing process throughout

034this year. Um, and I won't go into too much detail for all of those things. Um, but you know, a as I'm sure you know, it's been a process and um, I really would love to commend Alcilia and Scott Rogers in their tireless devotion to implementation of the standards this year. They really have gone above and beyond in their dedication. Um so as you can see there's a list of resources that are available. Some are available only for biology and earth and space science and some are available for all content areas. Okay more about those required investigations. Um the reason that I chose to focus on this is because it is quite a big shift from previous expectations. So, uh, in the past, the only science exam that included a hands-on portion was earth science.

035Um, now every content area in the high school has these three associated required investigations. However, it is slightly different in that the investigations take place throughout the school year and are not assessed as such um as part of their region score. Um, so while they are part of the state's assessment strategy, they're really more of a curricular expectation. So the goal is for schools to really fully um embed these three um investigations as part of their curriculum so that the state can ensure that students are having these hands-on experiences that integrate the content fully. Um, okay, let me see if I said all the things. I think I did embedded. Okay. Um, the other thing that I just wanted to point out is that while the students are not doing the investigations during their exam,

036as you can see the last bullet point, the state anticipates that about 15% of the questions on the exam will be aligned to content covered in the investigations. Oh, and the other thing I don't have on there, sorry, is that um there these are not in addition to the required 1,200 minutes. They're they're part of it. So, however long it takes school districts to do these investigations is incorporated into the lab time that's already required. Okay. So, just a little bit more information about those investigations. You can see there are three required investigations. Um, we're looking at the biology ones here first. One thing that I wanted to point out and you know you can peruse at your leisure but one thing that Steve and I have been talking a lot about is noticing that

037the language is almost identical from year to year. So if you notice um the first one is called structure and function. That exact language shows up in kindergarten and then again in third grade and then again in fifth grade. And so really the big idea behind the Nissas um I always hate to say Nissas standards because the S is standards but behind NISLS is that there is this vertical alignment from year to year where students are learning the same content but at increasing levels of difficulty and challenge. So they're introduced to what a force is in kindergarten and then once they're ready they make connections um and learn you know much more complex things about it um and so similarly um the one that I have highlighted there is called inheritance and variation of traits

038that's also one of the required exam or required um investigations for the um elementary levels um and so this one is focusing on unraveling the mystery of lactose tolerance. So, another thing that these investigations do is they try to tie together multiple um concepts, right? So, not only are students learning about and investigating inheritance and traits, but they're also learning about lactose and what enzymes do and why some people tolerate lactose and some don't. Um, so you can see in some of the pictures, usually these are multi-step investigations. They take several days to go through. Um I believe the picture on the left is a little bit of a picture of a setup where students um are using um lactase to um activate milk. I'm pretty sure is what it is in one of the

039cups and then timing how long a reaction takes. Um and then another part of the um investigation digs deeper into the inherited part of it. Why do family members tend to either tolerate lactose or not? Okay, so then to look a little bit more deeply at the Earth and Space Science investigations, again, you can see similar language to the previous investigations um in the 3 through five grade band. Um, another thing that I wanted to point out is that the previous iteration of earth science focused very much on contextualizing earth science within New York State. And I wanted to point out that it still does do that. So students are still expected to know a lot about the state that they live in, which I think is great. I think it's wonderful that we're still

040tying in that knowledge as well. So, the lab that I have pictures of is called the ripple effect. The work of water across New York State surfaces. Again, it's a multi-day experience. In the first day, students are developing their own procedure to test which features affect erosion. Um, so they develop the procedure that includes an independent and a dependent variable and then, you know, figure out what materials they would need to test their hypothesis. In the second picture, you can see that they're actually doing the experiment that they designed and collecting data. And then on the third day, they analyze that data. Um, and then another thing that they do is like a little mini lab about chemical weathering. So again adding in a little bit more information beyond you know the base which is

041just you know the physical erosion um from the stream tables. Okay. Um I don't have pictures of the chemistry and physics investigations because as I mentioned it's been a process. We have the titles of the investigations for physics and chemistry and a list of materials. So, we're hoping by the end of this school year to have the actual investigations themselves. Okay. So, what is on the horizon? Um, here in Pauling, the staff is continuing to search for resources that support the shift toward threedimensional science. Um, so I'm sure I'm sure I've said this at some point before, so if this is review, please excuse me. So the the shift really contained within the NISLUS is away from simple content knowledge to the three dimensions are content knowledge, engineering practices and crosscutting concepts. So that's those

042things that connect all sciences together. So the ability to analyze data, recognize patterns and so on. Um so some resources exist. They're mostly aligned with NGSS, which is a version of what we're doing that many states have adopted. New York State has some standards that are above and beyond NGSS. So, at this point, there are very few resources that are specifically aligned to New York State standards. Um, but we expect them to be available in in the coming years. We've reached out to some textbook companies and that's basically what they've said is that within the next few years they'll feel confident putting a product to market. Um there do exist some curricula um that are freely available online. So, two of them are New Visions and Open SIAD. Um, with the caveat that while they're

043freely available online, they do recommend that um teachers andor administrators attend some trainings. Um, it's from my understanding very similar to science 21. So, it would be a training that you could attend at Boseis or something like that. Um, so that's something that we're looking into. And then of course just additional curriculum work throughout the summer and the following school years. Um and I just wanted to also say that the um in our you know throughout the year and actually I think also last year when we were looking into open sed uh our chemistry teacher um Dr. Flannry noticed that one of the units actually fit in fairly nicely with what she was already doing in her classroom. So the picture that I have to the right there says the title of the unit is

044chemical reactions in our world. Uh and if you notice the subtitle again centers of phenomenon, right? So that's again another really big emphasis of the shift is not just what information do you need to know but why why is it important that we know this? So, chemical reactions in our world and then the emphasis is learning that oysters are dying off on in large numbers in the ocean and using chemistry knowledge um to figure out what we can do about it. And uh if you want actually and I forgot to mention before I have some links in this presentation if you're interested when it's posted online you can click through that picture is linked to some student work that uh Dr. Dr. Flenerine collected and basically it just shows that while the content knowledge is

045you know it's the same it's chemistry what students are expected to do with it has shifted slightly. So instead of balancing an equation they might be given a balanced equation and then asked to build a model to explain why additional carbon dioxide in the atmosphere causes oysters to have weak shells. So it's taking that knowledge and applying it in a much deeper context. Okay. And um with that note, I just would like to say that as you can see, a lot of work has been done and there is a lot more work to be done. Um but we're not alone in that work. We're working shoulderto-shoulder with all the other science educators in New York State and truly across the United States as we're shifting towards um knowledge which is important of content to full

046application of the knowledge and integration with those engineering practices and crosscutting concepts and we're trying to work to align from prek to 12 and I think we're doing a pretty good job. So, thank you so much for having us and if you have any questions for Dr. Kirkus or S or myself, we'd be happy to answer them. Thank you very much. Um, so thank you, Mr. Malone, uh, Miss Verhaven. I'll turn it over to my fellow board members if anybody has comments or questions. Hi. Uh so you mentioned a couple times during the presentation you know integrating AI into the curriculum and I like you know the whole concept of this ver vertical structure and and building on it right now with I continue to be like you know have bridled enthusiasm about AI is

047that is AI something that's currently being used more by the teachers in terms of the curriculum or the kids getting exposure to it say at the elementary school, it's probably only teachers using it. Um, the example I'll give for third grade that might be relevant for you that you can ask questions about at home would be, um, we have this thing called the Tiger verse mentor. Uh, this is it's a G custom GPT built on Chat GBT. Um, where my entire unit's been fed through chat GBT. all of the all of the like problems that the students are going to need to solve have been fed to it. Um, so if students are building something, I can come over with my phone and take a picture of it, feed it to the AI, it knows

048what the goal is for each student's universe. Um, and it might say something like, "Wow, that inclined plane looks like it's really good and you used minimal resources to build it." However, considering that this is windy world and just like in kindergarten how they have 75 miles per hour of air, it's the same shop fan. Um, considering there's 75 miles per hour of air, um, you might want to consider adding railings to that incline plane. Um, so it's something it's a way that students can like interface with something to get like specific feedback for a problem that they're trying to solve. Um, and the fact that it has vision capabilities and it knows the like custom thing that we've built. Um, and it talks in a friendly third grade way. I think it's like a

049perfect example of um of a way that we can creatively use AI as teachers to just like extend ourselves outward uh for students. So I hope that does that answer it does. Thank you. And in the older grades or so actually and I don't know why I stepped up. So, I know that Steve is using AI um with his students in his um game development class and also your your other what's it called? Digital photography class. Yes. So, although I would say it's something that's an area that we need further support on because students definitely need to be taught appropriate ways to use AI um versus when it's inappropriate. And so I think that that's kind of the biggest challenge for us at the high school level is using it um to support learning instead

050of a way around it. And actually again I don't know why I stepped up but can you tell the story about your student in um uh game development who has made such advances and I think you know I'm talking about yes there's several examp yes okay yes then um so yeah uh something that I've noticed a trend that I've noticed since teach starting teaching video game development in 2015 here um is that the ceiling for students has gotten higher every year But once students were able to use tools like chat GBT to um like go back and forth with their ideas for game projects to de help with the debugging process. um the ceiling's just gotten so much higher and now we're at the point where um my top students this year are capable of

051things that like I would have in 2015 imagined um like this is what the professional industry looks like. Um the terminology that the student uses when we have conversations about their project, it's like industry level conversations that we have. um because they're get they're getting practice dialoguing with a a machine that knows how to talk like you would in the industry. Um so yeah, I have a student who's who's building a game where um they turn the keyboard into a guitar and it's like Guitar Hero except it has like 12 keys and if you come into my into the innovation lab first period, I welcome you all to come and test out this game. I don't know how he tests it because he picks up the keyboard and he's like doing this. I'll show the

052camera. And he uh I don't know how he hits the buttons. I can't do it. Um but he's built this all because he's gone back and forth with chatbt. It knows his entire project. Um he knows how all the code works, which is the important thing. He can explain this project to anyone. Um, but we wouldn't have been able to get here if it was just me in the classroom because I'm not that smart. I know I could probably figure it out, but I also have like 11 other kids who also need that much help. So, um, yeah, it's been a very helpful tool. But that answered my questions. Thank you. And like I said, bridled enthusiasm. I think maybe more of a comment now rather than a question but you know nowadays the kids

053have so many different distractions that are really you know if it's a screen or they want to go and do this you know it's clear in the presentation that we're doing a lot here to engage the kids and to get them to want to do other things that are a little bit more exciting and even with like the science projects and stuff like that um we have technologies has come such a long way but to understand how that technology is helping us and the physics and the science behind it I think is really important which is wildly apparent in the slides and everything that you both shared with us. So, thank um my question is about the science 21. I know it's the pilot year, so perhaps next year I'll have a better question, but

054um I was curious is is the science instruction consistent from classroom to classroom, meaning the amount of time Mr. Malone is spending on science instruction versus you know, Mrs. Smith versus Mr. Johnson, etc. or or is there variance? Um, I don't think I'd be the best person to answer that. I'm not in the PLC's for each grade level. Um, but that is definitely something some information that I can get and report back. I could I could just add that the way the professional development works for Science 21 is that teachers are given a day of professional development around that next unit that they'll be teaching. So teachers might attend four throughout the year and their time so that they get the professional development right before they're going to implement the unit. So the expectation is

055that they're getting through those units throughout the school year. Not a one set one day of PD the summer and then take it and go. It's kind of like a year-long uh commitment for professional development and rolling out the different um units and labs and hands-on experiences. And I know that both Mrs. Rivas and uh Mrs. Feliciano have spent quite a bit of time circulating around the classrooms to ensure that these are done. Now obviously in any first year particularly in a lot of hands-on it takes a lot of time and teachers are you know there's a battle of balancing the time doing that with the many other demands in the classroom. So we expect the first year first years to be a little bit like that until the teachers are more adept and more

056efficient in in rolling these things out. So long and short of it is yes there there are set times but I think the way the prof I like the way the professional development is um uh scheduled throughout the year because it kind of keeps the emphasis each quarter into what needs to be done. Yeah, perfect. That that answered my question perfectly because I know you know math and reading, math and reading, math and reading and then science. Oh yeah, let's do some science. I forgot, you know, and uh it seems like science 21 would provide a mechanism to incorporate more, keep it consistent, give the teachers the resource they need. And like I said, I'd be I would love to hear some feedback. I know it sounds like there will be some next year. So

057that sounds great. I have I have one more too if I can. Um I know with the science in 8th grade, we saw the same thing with with the amount of reading that was on that exam. Are there are there initiatives to try to incorporate science specific reading into the reading in the classrooms especially at the elementary level or like has those crosscurricular conversations been happening? Uh yes definitely. So as you noted the um enhanced um rigor I guess in terms of what's included in the readings and the question clusters has been noted as well. And um I think that I'm not sure necessarily the extent of crosscurricular work that's been done like between an ELA teacher and the science teacher per se, but I do know that now that we have access to more

058of the sample questions, students are getting those more in class going forward. Right? So the idea is that the inclusion of questions like that and more materials that are more accurately aligned will help students build up their stamina. Um because like you said, it just almost becomes um not that they don't know the content per se, but just that they don't have enough time because they're laboring over the reading instead of focusing on making connections that they're supposed to be making. Um so like I said the the acquisition of materials I think at this point has been the challenge but we are especially at the eighth grade level kind of at that level where there is more and more um or where there are more and more resources available in terms of that but that's

059a great idea to talk about with the um eighth grade team maybe those connections that can be made across the content areas and I actually also did have something to add to your question about how much time is spent um in the elementary school level. So, one of the intentions um behind having those required investigations is exactly to your point that students are required to spend a certain amount of time on science if for no other reason than to do those investigations. And I actually think it's very wise that Pauling chose to spread it out throughout the years starting in third grade. They didn't have to do that. The state leaves it up to the district. So, I thought that that was a really great um decision because like you said, it does kind of

060spread the load and it in it um codifies that we're doing science and we're doing investigations all throughout the elementary school science career. Thank you. Anybody else? I just want to say two things. One was that I really appreciated seeing uh what Mr. Maine mentioned, the vertical alignment. I think as a teacher myself, I see how hard it is for students to move from year to year and have completely different vocabulary. So, I really appreciated that and you know, it was easy for me to follow. Um, and just sort of something to think about, not a question you need to answer, but um, you know, we have so many great science offerings. There's a lot, you know, you guys didn't even get to tonight that we offer. Um, but I would love to think to

061think about how, you know, we as a board could support getting even more students exposure to college level science classes, whether it be AP or dual enrollment. I know we even have offerings like I said that you didn't mention here tonight, but I would love to see, you know, some of those percentages increase. So, what could we do as a board to support that? So, again, you don't have to answer, but just something to think about. Thank you. I just want to say a couple things I appreciated about your presentation. um the many opportunities for exploration based learning through project lead the way in the elementary school as well as the steam elective in in the middle school to allow kids to explore steam in a hands-on way and to to have that time on

062task to really uh experiment and try things and repeatedly try things and and try things that fail and then you know have iterations of learning but then seeing the results from all three regions in the high school where achievement was well above proficiency in math mastery for all three regions. So that's a great balance of of achievement and curricular offerings. So I really appreciate your the work you're doing. Thank you. Thank you. Anybody else? No problem. Um okay. So I do have a couple things that I want to add. So you know I echo the sentiments that we've heard. You know, a couple science teachers sitting up here. So it's always good. Um but yeah, the vertical integration um is amazing. you know, adding like reimagining the curriculum and the way that it's being implemented,

063I think is really fantastic because you can clearly like the the engagement and the excitement really comes off the page. Um, you know, earlier um this school year we talked about integration of AI and new technologies and it's amazing to see that it's already happening and that you're, you know, so proficient at it. Um, you know, we're excited to see where that goes. And obviously, like, you know, there pros and cons to everything, but to use it with intent. Um, and to be able to, um, use it as an engagement tool for the kids across all grade levels is amazing. Um, I do have, um, a couple of questions about some of the numbers that we, you know, that we reviewed earlier on. Just a comment. Um I'm happy to see that the science research

064in particular um has seen what I would consider to be significant growth year-over-year from 23 24 to 24 25. Um you know we have more kids um you know in one of the segments you know than we had all of the prior year. Um and so to see that that's expanding across demographics u is really um great. I'd love to at some point doesn't have to be tonight cuz I know maybe we're not prepared to answer but to understand how it is that you're getting the word out you know getting kids more um or driving the awareness and you know securing the engagement so that we continue to offer higher level um you know science offerings um you know to all of our students. I can speak to that a little bit. So um the

065uh promotion of that course or that program actually starts fairly young. So um as Steve mentioned the uh members of that class actually for several years now have been um moderators and judges at the science fair. Um and they actually take the winners of the science fair in several different categories with them to one of their competitions. Um, and so that's kind of like a little bit of like a little mini recruiting. Um, where those kids get the opportunity to kind of see what it looks like at the high school level, see how much fun they're having, the great opportunities that they have. Um, and then in addition to that, science research students um visit the ninth grade science class, which is Earth and Space Science, and give them a little bit of an explanation

066of what it is that they do, um, what the expectations are and things like that. So there those are two things that are know that I know are happening in terms of recruitment. Um and there may be more but those are two that I'm aware of. I'd like to just add that it's an illustration of sort of commitment. This program is now 10 years old and it's been built over a long period of time. So um with a lot of energy obviously from many many people in the high school principally our teacher. Um I also want to mention that our program I think probably in about its third year uh began to um invite students to do projects in empirical social science and not every science research program does. So in other words it draws

067a larger um a wider interest base from the students. So it's something that um I'm very proud of the program for doing and taking on. Excellent. Thank you. So, you know, additional uh remarks in terms of the numbers that we're posting. I think um you know, it's interesting to, you know, to see sort of how the different demographics perform across different um classrooms or different classes. Um I was noting just a couple of things and and Dr. Kirkus, maybe this is for another time, but there's some Yeah, I have some curiosity over, you know, sort of how different demographics performed in different districts. I noticed that there were some, you know, numbers that didn't quite make sense to me in do and in some other places. So, I'd love to just pick your brain um

068at a at a different time about that. Um I I do want to ask a very specific question about um how you see this approach working with say neurodeiverse students. By this approach, do you mean the Nissus um the shift towards the threedimensional? Correct. Now it's more hands-on. There's more investigations and Yeah, that's a very good question actually. So um New York State definitely makes an attempt to ensure that the standards are accessible for all students. Um one of the great things about it is the vertical alignment that's intrinsic to the system. So students are introduced to those hands-on things and the more open-ended questions which can be difficult for students who are more linear in their thinking. Um they get introduced to that very early on. Right. So at the at the in our

069district, third grade at the very latest is when they're introduced to that type of um learning experience. Um but yes, special attention definitely has to be paid to ensuring that those students are given the opportunity to be successful in the way that you know that they need. Um and yeah, it's definitely something that I think would require a little bit more thought. Like I said, I think that New York State builds in guard rails, but it's not to say that it's not something that Pauling High School um and the whole district uh shouldn't look at more deeply. Um, and then just lastly, I'm glad that we're taking care of the eggs. I did see that project. They're expensive these days. So, all right. Well, thank you very much. If no other questions um well, thank

070you for your presentation. So um in something of an aberration with from our usual procedure, we've moved policy to this point in the agenda. And what I'd like to do is to ask three students to come to the podium. Alice Tachi is here. Nala Muno is here. And Anthony Benadetto. So I'm going to tell everybody how wonderful you are, but you can go up to the podium while I do that. Okay, all three of you if you would. Um and in telling in telling the um the audience and board members what these students have contributed, uh Nala, Anthony, and Alice are all members of um the superintendent's advisory council that we call SAS. And one thing that they've been working on all this year is how to implement a new statute that came to us

071from the legislature. I don't always love it when the legislature tells us how to do things in school, but this particular statute I was very pleased to see passed because what it did is require us to have student uh representatives at the school board requires us to have at least one and it obiated the former requirement that we had to bring that to a public referendum. So, I had always wanted students, personally, always wanted students around the board table. Um, but a public referendum is actually kind of a lot of work. You have to educate the public. It costs money, etc. So, um, so we hadn't actually gotten around to doing this. So, thank you to the legislature for forcing our hand. And I knew that the board and the policy committee would want to

072know what students thought and what their perspective was on how to implement this program. The statute provided a variety of choices about how students could be chosen and what their roles would be. Uh certain um and so the students spent time studying the statute. They spent time looking at policies from districts that have had student leaison for a long time. They actually met with students by Zoom and a superintendent by Zoom um with a district with a longstanding uh student liaison policy and they worked with our policy committee chaired by Mr. Garberino to uh bring their draft to the policy committee and have the policy committee give them feedback and go back and forth with that. So, uh, this entire SAS group is about 20 students, middle school and high school, and not every student

073did every single part of that, but they all did a lot of it. And, um, I'm grateful to them. I'm also grateful to Mrs. Ken and, um, Miss Gleason, who also assists that group. So, what I'm thinking would happen now is anything that you have to say about the policy, you should feel free to go ahead and say, kind of explain it, and then maybe we'll turn it over to Mr. Garbarino, who's the chair of the policy committee, to add anything he wants. But don't go away because the board may have questions as they react to the policy. And their choices right now or after this conversation will be to suggest changes or to think it's working very well and move it on to a second reading. So, if they do that, you should consider

074that you've had success. Okay. All right. Your turn. Awesome. Yeah. Thank you. So, um, as Miss Fontana pretty much just covered, um, we wanted to basically, uh, follow up and say, so you pretty much said, but let's No, no, that's awesome because now we can say both and then we can answer questions. So, um, I'm Anthony as Miss Fontana said, and, uh, we want to thank you for letting us speak on behalf of the SAS committee. Um, so just for background, um, we're really excited about the progress we've made this year, um, as our first year together. Um, and as Miss Fontana said, the SAS committee is made up from of students who are dedicated from both schools, the middle school and the high school. Um, and our experience with the civic engagement has been

075both eye opening and empowering. Uh, we've come to understand that our voice matters not just within the schools, um, but in the broader Pauling community where we hope to continue building the meaningful and lasting connections. So as a team we reviewed the statute that calls for the student representation as an exofficial member on the board of education. Uh we also studied the policy from the Hastings on Hudson school district which is um a district smaller in size to Pauling but uh a longstanding uh commitment to student uh has a district similar size sorry it's a smaller district size um but a long-standing commitment to the student involvement through the two liaison on their board. they were something good to look to um to kind of change for our district. So after a pro productive Zoom

076meeting with the student representatives from Hastings, uh we collaborated to adapt their policy to better reflect the structure and needs for our own district. From there, we worked with the policy committee uh to refine the language and ensure the alignment with the current practices before presenting it to the full board uh tonight. Um and the important we just wanted to say the important of the liaison being on the committee will not only allow students to like empower themselves and speak confidently and openly with the school administrators and members of the board. Um and the meetings with the Hastings also helped us to better understand the role of the students with the board of education and how they're utilized in discussions and decisions. Um, and that exchange inspired us to invest even more deeply in creating

077a policy that truly reflects the voices and needs in Pauling in the community. So, I'd like to turn it over to Nala to finish what we also have to say. I definitely agree with Anthony on how he talked about um the SAS group is like very empowering to students and allows and um it's a amazing opportunity to be a part of the SAS group. So I'm really happy I get to be a part of this meeting and speak on this. Um throughout this process we've also built skills to serve us well into the future. This includes communicating effectively and respectively, collaborating with adults on important issues on different things in the school district, prioritizing what truly matters, including diversity, and just including like all students in the school district. solving problems through solutionoriented thinking, which

078is very important for many students to have that skill and it could bring our school district more closer together. in turning ideas into actionable steps and representing the voices of our peers which is definitely the most important part of this group and is one of our main goals to make sure every part every student is heard and you know it's the group is very diverse so all different thoughts are heard in the group and included we truly enjoyed learning about the model castings on husten uses and we've carefully considered their is as we develop that's uniquely suited for our school district. We're proud of the work that we've done and excited what is to come. In closing, we believe that for any initiative to be truly productive, voices and ideas must be represented and that

079includes students. We've been grateful to be a part of this opportunity and we look forward to seeing student representatives work closely with the BOE next year and thank you again for your time and support. Oh, I I agree with everything that um Nala and Anthony said. Um I'd just like to add that I think that this is a great opportunity and I'm really grateful to be speaking here today. I don't have much to add, but I really enjoyed the process of helping to edit a policy that would be used in the school district. I felt that I made an impact and I'm grateful for that. Forgot to add that the students also had to spend um about an hour not just with the policy committee, but with the district's council as well. So that must

080have been a little bit of a somewhat an atypical afternoon to spend an hour with an attorney. Um so um Mr. Garbino, do you want to kind of talk us through the policy? And don't go away. Okay. Sure. Thank you guys for that. That was really helpful and it was really great to have you at our last policy meeting uh kind of workshopping this policy. You were really helpful and insightful with uh your your contributions. So this policy has really four main parts. First of all, it lays out kind of the philosophical underpinnings of why we're having this policy and um what it hopes to achieve in terms of including students as stakeholders in the district and their participation in the school. We're kind of recognizing their interest and their uh their inherent uh self-interest

081in being part of the board and the and the value that they provide as as members of the school board. um includes providing them with an opportunity to express their voices. To provide the board and students a vehicle through which they can exchange information and learn from each other, to provide an opportunity for a student to gain experience with governance and leadership, to broaden the base of information available to those ult ultimately responsible for educational decision-m and to develop an environment that encourages inclusion, understanding, trust, respect. Um then the policy talks about what the uh the roles of these students who will be referred to as student exeicio board members. It establishes the parameters of their participation. So it it describes which parts of being a part of the board the students will participate in

082and those parts that they might not be able to participate in just because of things like privacy laws or confidentiality that board matters might entail. But um you know they will have the opportunity to participate in all public uh board meetings and board professional development and uh you know will be considered you know member members of the school board. Um and the next the next and and to to lay out some more of the work they can do. Um it's expected that they'll bring a student perspective to the board discussions and as well as student concerns to represent the student body on the school board to report back to the student body on board's actions and to solicit input from students on matters impacting the district uh and the direction of the school board. And

083there will be two um student exeicio board members, one a a junior and one a senior. Um and then the policy goes through the procedures for appointing um those students. There's an application process. It it lays out um the the composition of a committee that will um appoint these students and it includes um once we get past this year where we don't have these positions yet. The group that would um work to appoint these students would include the two sitting student leazers and representatives um student council representatives from grade 9, 10, 11, and 12 chosen um by the faculty adviserss for those respective grades. uh the student council faculty advisor and um the adviser for each grade level. And then the it also lays out a an application that the students would fill out that

084asks them to answer some questions including um describe your understanding of the role of student representative liaison. Why are you interested in serving as a student representative liaison? And please describe your skills, interest, and experiences that help you serve in that role. Um and after those are submitted, the committee would make a recommendation um to the um faculty advisor for student council who would then make a recommendation to the principal who would have the ultimate decision in which students would be appointed as the exeicio exeicio liaison to the schoolboard. So we we we we worked a lot on this last week. Uh students are super helpful. I think we have a a a really thought well thought out process. Um but that's basically what we came up with. Thank you, Mr. Garbino. Any um I'll

085open it up for comments and questions um to fellow board members. I have a question. Um I'm really excited about this and I think this is exactly what the district is wants to do is have student voice everything that you guys are saying. I just have a question about how do we think the liaison would communicate back to the students? Do do you guys have any thoughts about that? Like how what would that look like or how actually even before that how do you get information from students you know to Yeah. How do how would that communication work I guess is what I'm asking. Do we know yet? Yeah. So this um came up when we were at the policy meeting with Mr. Garbrino. Um I think that the way we um agreed to have

086the people be um like elected on was that fact. So what happens is the student council members who would be voted on from their peers in their grade there's five people the president vice president treasurer secretary and representative those people normally um every year have a very good representation of the student voice from their peers from just being in the grade being in classes with them hearing constant complaints and whatever they need to um bring to attention they usually do. So what that means is now from those five students, one of them who is the most um excited and involved and wants to be at the board of ed meetings as a liaison should have the I guess power and like want to bring those voices and ideas and opinions to the board um just

087as they would do at a student council meeting with the normal student council adviser. So I think um does that answer your question? Okay. Did you guys want to add anything? I also think as this program matures um the the students are going to be writing a report um of activities between each board meeting. They're going to be doing that with the high school principal. So they'll be becoming aware of things that are happening in school that they might not be aware of in their own personal student life. So, and then they're bringing that to the board. And I also believe that the students will be going back to student council if the board has questions or to report on things that are happening with the board. So, I think that back and forth will

088happen naturally as they work with the principal and um reconnect with student council overall. Yeah. Yeah, and I like that you brought that up because um I think a great key factor of this is to obviously bring the student initiative and voices to you guys. But I think an even more important part in my opinion is to bring the board of ed things that we talk about back to the students and our peers because while it is public information and streamed and all the like everything's there and policies, I think it's a much better way to hear it from the student who's on the student council and hears it directly and then can relay it to their peers um the way they need to understand it. And then that's a great back and forth conversation

089of everyone's in the know, everyone understands, there's no um like uneven ground that's not covered. So I think that's a great back and forth, not just one way. You know, just to add as well, a sort of aspirational goal I have for this um you know, with all the discussion and mind you, just for the public's benefit at the policy meeting last week or the week before when we discussed all this, you know, this was this isn't a small policy. I mean, usually the policy committee really has to go through some policies that are, you know, pretty short. They're pretty brief. This was rather extensive, but I think the the policy that that we're talking about here is going to um it's going to be a process that takes place, you know, in the high

090school. So, I think it's going to get some attention. People are going to start understanding, okay, this is going to be really a neat concept of having uh students participate in in in board meetings. But the the the other sort of dividend that I hope comes out of this is that it attracts maybe perhaps a body of students or more students to actually come to board meetings and listen in and participate. Um that's that's my you know I don't know if it'll happen but that's an aspirational goal that I have for this and it's uh it was pretty thank you guys for all of your work. It's really great when we hear from you and we hear what um you guys think is important. I was curious Mr. Garbino said there's going to be two

091people appointed. Are they alternating? Is one person sort of the main person, one is a backup? You know, it's a big time commitment to be here every every meeting. uh the expectation would be I if I'm understanding our intentions correctly that both liaison would come to all meetings and that um the associate leaison that's an 11th grader would uh ascend to be the kind of the I don't just the student ex official board member the senior represent so they they're kind of elected to a a two-year term And in practice, students are obviously often excused um early in the meeting so they can actually get home and um you know should meetings go long. So I think you know normal common sense and courtesy will undoubtedly obtain meetings never go. Well, I think I think

092that would also be like a great um I I can't think of for lack of a better word like builder for the student liaison like having to come to the board of ed meetings, having to attend all the things that you guys attend. Like it's not just a student shows up and says what they want and leaves like it's a um you know it it's I can't think of the word. Um but like they they need to be able to come up and do what's expected. Um, and I think that's a like a big opportunity that they should be able to like want to fill, not oh, I have to come to the board of meetings now and say what I want to say. Like it's that word is responsibility. Thank you. I knew it

093started with an R. I was sitting here like, thank you. But it's a big responsibility to fill and that's what they should know going into it and that's what they should want to do going into it. Thank you. I was just going to comment really quick. Uh I had to miss the policy committee where uh meeting where this was written out. You guys did a phenomenal job. I mean this is a great great starting point. Um it the way it reads um just reading this whole thing entirely, it maps it out very well. It it describes it very well what what it's going to look like and I bet even any changes that come in the next few years to it are going to be minimal. Um you guys did a really nice job. So

094I just want to say good job with that all three of you guys. Thank you. Anybody else? So I think in closing I just want to you know recognize you for your contributions. You you guys did an excellent job presenting. It's not easy to come up and talk in front of public. So uh I do want to commend you for that. I I echo Mr. Grae and Mr. Barbarino with their sentiments around how well thought out you know the policy is. Um, and I'm really looking forward to all of your contributions. And I love the way that you explain the feedback loop so that information isn't just flowing our way, but it's also going to be flowing back to the students, you know. Um, that is really that is really outstanding and I'm really looking

095forward to what the next year is going to bring. So with that, I guess does anybody have any comments or changes to propose on on on this policy? I don't want to be difficult, but I think my only cons I think my concern is at the junior and senior level it's going to be intense. Like I think that it's intense and and I just I'm just curious about that one person, you know, holding it for two years. Is there any other consideration for a rotation or backup? I don't know. I just I mean I obviously we have to see how it rolls out and I'm I'm so excited to to like witness this and be a part of it. I think it's amazing. It's excellent. I'm just concerned about the workload. I I had I

096had a thought on that. Um I had a similar thought and I my interpretation of the the selection process and how we're appointing it the way that it's written down here is a combination of you know student government population slash democracy slash a committee that will comprise multiple multiple students and multiple teachers. So, I think I don't know if it's something that we have to write in the policy to make it more restrictive, but I think there could be discussions that take place each year during the selection process if there's someone else that is interested. Maybe it doesn't have to be a two-year slot, but I think that those are things that are workable in the policy without having to amend it. I think the policy allows for replacement for for any reason. In other

097words, somebody, you know, uh it just would it just would invoke the selection process. Again, I um not all school districts have two students at once and the law doesn't require it, but I think we naturally felt that students would feel more comfortable in a team of two. Um and I think that was pretty clear to us from the be kind of from the beginning. Um but I do think allowing students to leave um you know early in the meeting after their reports are done if they wish is a way to handle it. Um it there's this policy also allows for excused absences you know just as with make it sort of makes the same demands that board the board members in terms of attendance. So um it didn't actually come up with the students

098being concerned that it was too much work. I don't remember that being a big concern. I definitely agree with Miss Kazak's point because I mean junior and senior year is definitely a big step. It's the last few years of high school. um they're do all the work, right? But I also at the same time it's the last few years of high school, those two students have gone through the district, all three schools, and they're going to know the most information hopefully, especially if they're doing this position. Um so rather than maybe let's say like a freshman and a sophomore, I feel the junior and the senior would have more to bring to the table at these meetings and have more information to help. It's also required in the statute that they be juniors and seniors.

099Oh, I didn't. Okay. Yes. Yeah. Oh, Kim, do you know um would the students be required to do all the same training that other board members go through? The um both the statute and the policy say that they can be invited. They are not required to participate. So I think that would be a decision that the you know the board the governance team would make about which things would be valuable. And I think some of those things could be optional. You know the board is having its initial training on you know fiscal responsibility. a student that might be very interested in in banking and finance might find those three hours potentially interesting and another student might not. One of one of the things that was mentioned um we'll be able to invite them to the

100retreats over the summer which is I think it's really this whole thing is very fascinating to me. I think it's really neat. I'm really looking forward to it and and too in the policy it says it a few times like at the board's discretion like it's not like if something comes up it's oh well they have to be there. So it it reading it right now it seems like it has a good amount of flexibility and a good amount of hey here's what it is but not here's every little thing that we need to codify and uh so I like the balance that it has there. It's an exeicio um you know position as well. So um I I do I think it's exciting. I think it's a valid concern as well. Um but you

101are ready you know let's let's rock and roll. Um so yeah is are we are we good with the language? Do we want to move to second reading for next? Um or if there are no changes I think we can we move to adopt. Yes you can. You need moving to adopt. I just want to ask you three, you understand if we move to adopt, do you have any other observations, comments, markups, questions? I like I like the idea. Let's go. But to your um to your point before when you said um there might be things we can change that you don't have to make amendments to like what is the small changes you can make after it was to get adopt today? like could we what is entailed like we could change or like

102minorly add to the policy? So typically with that I mean what this policy doesn't do is explain exactly how you're going to give the feedback back to students you guys can figure out you know how you want to communicate that information how you want to gather feedback to bring to the board right what's in the policy is how you get elected you know what are the sort of expectations you know responsibilities you know that would be placed you know in the position what type of roles need to be assigned by grade. You know, it's that kind of stuff. Understood. Okay. Nothing I don't think nothing that would hinder your ability to, you know, to do the job. Yeah. So, so you guys are okay if we move it forward to adopt? Okay. So, do we

103have a motion to adopt? Yeah. To adopt this policy. Um I guess do I have to read this? 25 2245 and 2245E. Do we have a motion to adopt? Motion. Motion. Dr. Walsh. Do we have a second? Second. Mr. Maine. All in favor? I. Motion passes unanimously. Thank you all. [Applause] Excellent. And it's always tough to follow student presentations, but I think we've got the right person ready to do it. So, we welcome um I'm sorry. Oh, I'm sorry. Um if you would like to go, you're welcome. Okay. So thank you. Uh so Miss Gleason, welcome. Thank you. Good evening. Um so I am giving my board report for the month of April. So to start this April, we hosted our fourth annual inter session. Um you may remember the inter session is a week

104long about a week-l long period of time where our eighth grade students um we temporarily pause our traditional academic program and we fill that week with a range of experiences for students to really think um in very big and broad ways about their future. Uh so this year inter session ran from Wednesday April 9th to Friday April 11th. We did shorten it just a bit this year um in an attempt to make sure that we're balancing instructional time with the by bringing back Washington DC this year for our eighth graders. Um so another change to inter session this year our students were divided into cohorts based on their chosen interests. Um and the cohort names were entrepreneurs, STEM innovators, visionaries and voices and justice league. Um and the students selection of their cohort was informed

105by a career interest inventory that our students took. It's the same career interest inventory that our students have taken now um for all four years. Um and it really helps them to think about think categorically about their interests um and personalities and and things that they they find themselves really enjoying um in both their personal and academic careers. So during inter session, students were able to hear from speakers who represent various career paths such as a retired judge and detective, a forensic psychologist, a financial adviser, a clinical social worker, a physician's assistant, a mixed media artist, an astrophysics professor, and many, many other engaging job titles. Each of these speakers presented workshops to groups of students which culminated in a journal writing experience. Um, and many of our speakers have really joined us for multiple

106years now. And we've seen their sessions really grow in sophistication and the way that they engage students. Um we're seeing so many interactive experiences where um the the people in these various careers are really modeling and thinking aloud about the skills necessary for success in their career um and really getting them to um truly embody what it would mean to be a um a physician's assistant or a clinical social worker. Um, in addition, students were also able to choose between visiting Maris College, Varys, uh, Vasser College, and this year a new addition was the Lincoln Technical Institute, which is an institute focused on trade development. Um, so things like automotive, um, electricians, welding, HVAC, etc. These visits allow our students to imagine themselves on co college and career pathways um on a college campus and

107get a feel for what this future life would be all about. Um and we really we specifically plan this time inter of interession right around when they're starting to make their selections for high school for their nth grade year. um and really putting together that fourth four-year plan in high school. And it helps students to think ahead and begin begin planning now for their future goals. Our pride classroom, which is our life skills um class at Pauling Middle School, took a field trip to the Pikipsy Galleria. Um, this trip happened on April 3rd and it was focused on budgeting, money management, social navigation of public spaces and following maps and directions. A little bit about our um, Spanish language program and our school and district plan for students taking the flax exam um, at the

108end of 8th grade. So, um, due to the staffing challenges over the past two years within the Spanish program, we are offering our students and families in 8th grade a choice of whether or not to sit for the New York State Flax Checkpoint A exam this June. Um, so you may remember that the uh the traditional pathway is for students to take um Spanish 1 over two years here at Polling Middle School. So they take Spanish 1A in seventh grade, 1B in eighth grade. In order to advance to Spanish 2 in the high school, students have to pass that course and pass the New York State Flax checkpoint A exam. But again, due to the staffing challenges, we are offering that exam as an option for student for students who are in the Spanish language

109program. Um, and here are the options that families are being given to select from. Uh well, we have worked diligently to ensure that our students are receiving the best possible education, but we do recognize that some students may be facing difficulties as they prepare to transition to the next level of their language studies. To support all students and help them make an informed decision about their future in Spanish, we are offering two options. Option one is to take the New York State Flax Checkpoint A exam in Spanish at the end of the year in order to be promoted to Spanish 2 in high school. This is an option for students who feel confident in their current level of Spanish and are prepared to move on to the next level of language study. Option two is

110to choose not to take the New York State Flax exam and instead sign up for Spanish one at the high school level. This still does allow for students to take multiple years of world language study through high school. Um, and it is an option for students who may need more time to build a stronger foundation in the language before advancing to more advanced coursework in Spanish. To ensure that students and their families could make the most informed decisions about a decision about which option to choose, we administered a mock flax exam on April 7th. This mock exam provided um has provided the school students and families information regarding current levels of performance in Spanish. And the assessment was administered in partnership with our high school faculty and staff. It was um administered there at the

111high school by our two world uh Spanish teachers and scored by them. Um and families did receive those scores today. And during the first week of May, all Spanish classes will be provided a form uh where students can select which option is right for them based on this mock exam and um further reflections in class um in in their Spanish class this year. Uh our uh the week prior to spring break, we administered the fifth grade the New York State fifth grade science exam. they um all students are now taking these exams um as CBT, computer-based testing. There were technical issues uh with the NWA platform across the state, but we were able to complete the administration of the exam successfully on Thursday, April 10th. Our um in the world of field trips, students in

112seventh grade went to see Romeo and Juliet at the Center for Performing Arts in Reinbeck on April 11th. This play directly connected to the students learning in English language arts. Specifically, Romeo and Juliet by William Shakespeare explores themes of justice and conflict between individuals and the demands of society, traditional authority versus individual desire, and social issues such as rebellion and family relationships. Um, in the world of student events, various student events have occurred on campus over the last month. On March 28th, the student council hosted a schoolwide dance. The theme was night at the carnival and students enjoyed dancing, food, and games. On April 4th, our GSA and human rights club sponsored a student-led demonstration in support of the National Day of Silence. Students who chose to participate took a vow of silence for the

113day, then were invited to stay after school for a breaking the silence forum with the club. The GSA and human rights club was started here at Pauling Middle School in 2020 in an attempt to create a more inclusive environment at Pauling Middle School. That year and in years prior, we had seen multiple material violations of the dignity act, also known as DASA or anti-bullying law. Um these material invi these material violations involved the fslur and other hurtful bullying remarks on school grounds towards students. Members of our faculty and staff took steps to try to better proactively and preventatively create an environment free from harassment and discrimination. In the club's first year, we had five faculty adviserss offer to share the single stipen, typically allocated to one faculty member in order to ensure the club was

114properly supported and students felt safe sharing their experiences and ideas to make the school better. When it comes to creating an environment that is welcoming and inclusive for all students, I am proud to stand beside all of my colleagues who take their roles very seriously as trusted adults and mandated reporters and responders to bullying situations. Since the club's inception, we have seen a d a drastic decrease in the number of material DASA violations involving the use of the fsler and other hurtful bullying remarks. Um over the five years we have gone from seeing close to 10 material violations that involved those terms um to close to zero. Um and when I say a material violation, I'm not talking about one discreet incident or a more minor incident. I'm talking about repeated targeted imbalanced power that

115students were enduring over time. So within each of those 10 incidents, they were um they rose to the level of violating that law. This morning uh we held our third of the Eye of the Tiger schoolwide assemblies. The Eye of the Tiger meetings are grade level forums where we focus on our students social and emotional well-being. At each meeting, we have focused on the tiger traits which are trust, integrity, empathy, gratitude, and resilience. So far, we have focused on trust, gratitude, empathy, and integrity. At each meeting, we build a shared understanding of the word and then students discuss scenarios that challenge them to make personal connections and really think about what they would do in the face of a moral or ethical dilemma. For example, today we focused on integrity. We unpacked big words that

116integrity is filled with such as honesty, fairness, decency, and moral courage. And then as a grade level, we unpacked the big words that integr that integrity is free of such as corruption and hypocrisy. The scenarios involved witnessing um the scenarios that we presented to students involved um a student witnessing people being mean to others online, feeling a change within a friendship, and for our older students, the possible presence of vaping within their peer group. Students were incredible in their maturity and ability to communicate good decision-making and also a consistent thing that they talked about. So, we really are trying to center student voices in these meetings and I was so impressed by how how every student referenced going to a trusted adult. Um, and they really felt that they had people in their homes and

117in their school who they could go to and talk about these challenges with, problem solve, and then ha be empowered to go and handle something either on their own independent of that adult or bring that adult in in a very meaningful way. And that was across grades 5 through 8. every student talked about that. Um, and it really it brought so much pride to I think the faculty. We haven't had a chance to reflect yet, but I really felt it that our students are not feeling a separation between people who can really mentor them and guide them with these tough decisions. Um, the heritage uh committee is hosting an Earth Day haiku contest. Students were asked to submit their haikus and Earth Day conservation posters by today and the winners will be announced this week.

118Okay. And then just a few upcoming events through May of 2025. We are administering the ELA state exam on April 28th and 29th. Our fifth and sixth grade chorus and sixth grade band are going to the Hudson Valley Renegades for uh to perform there. On April 30th, we h are hosting our incoming fifth grade information night. That's our first really um trans part of our transition for our fourth graders to start transitioning to middle school. That's on May 1st at 6:00 p.m. We um our students in seventh and eighth grade bands and choruses will be attending the music in the parks um field trip on May 3rd. We have a recycling assembly for grade five. On May 5th, our eighth grade students will hear um the Holocaust speaker come on May 7th. This is a

119long-standing tradition at Pauling Middle School. It is sponsored by our PTSA. Um we used to have a Holocaust survivor come to speak. Um he has since passed away, but his daughter continues the legacy and she comes to speak on his behalf. um and she does include a lot of videos and and film of him speaking um about his experiences. The NJHS induction ceremony is on May 8th. We have our Greek Agora in 6th grade on May 9th. Our math state exam is May 13th to 15th. Our 8th grade trip to Washington DC, which we are really getting excited about, is May 19th to 21st. That is a Monday through Wednesday. Um, our math carnival, which is another part of our transition for our fourth graders coming to the middle school, is on May 29th, and

120we have a fifth grade field trip to the National Museum of the American Indian on May 30th. So, I ended at the end of May, but there are many things in June to look forward to as well. Thank you so much. Thank you, Miss Gleason. Um, does anybody have any uh questions or comments? Yeah, Mr. Gretcher. I had a question with the procedures uh the options and all that relate to flax exam. Um first thing do you know the date in June? Is it a set date? Do we get to choose? I'm not really familiar. It is a set date. It is the last week of school. Um I don't remember the specific date. The Monday of the last week of school whatever date that is and it's in the AM the checkpoint A. Um

121so my question reading maybe I'm missing something. If I am, I apologize. That's why we have these discussions, right? Um, so students can choose whether or not they're going to take the exam based on how they did on this kind of mock test, right? Um, I would all students not be promote like like uh, hey, take this exam, see how you do. You're going to have this review. I doubt they had review before the mock exam. So maybe that's not the best indicator. Maybe I'm wrong, but in my opinion, it wouldn't be the best indicator of how they would do with review with another two months of of Spanish or whatever foreign language it is. Uh, but Spanish is written out here. Um, why would all students not be encouraged to take the exam? And

122if they failed, well, they're in the same spot anyway. But maybe they It's a good question. I um so technically Spanish one is an accelerated course offered at the middle school level. So, it's a high school course that would go on a student's um high school diploma and their score would be placed on their um on their their transcript. So, students may not want to take it right now and would rather take it with another year of Spanish so that that score and that um and also the skills inherent to Spanish one would be better acquired through a a repeat of that um of that administration. That makes sense. uh on their transcript. So you're saying the flax score goes on their transcript when they take it. Uh correct? Yes. So if they fail, say

123they get whatever grade this June, uh they would then have to take Spanish one in in high school. So they would take it then therefore retaking the flax exam and then would that score be replacing the other score? Does it go on in addition to because I thought it replaced but the um Well, you're welcome to but let me just add something else in addition to that because we have the exam has multiple components. There's the written portion which is administered on that last week of school but there's also a speaking comp uh portion and the listening portion. So, it's a lengthy exam. It's a high stakes test and we want to offer to students that if they don't want if they don't feel prepared and if their score right now from this mock exam

124which is predictive of what their score potentially could be at the end of this year, we don't want that to force them to sit for something that they don't feel adequately prepared for. I understand that. I just think by telling students on April or May, whatever the date is, now they're two months in a class that they know they're not taking an exam at the end of it. I I don't I don't in my mind it does not make sense in my mind of viewing this it is not the right decision and I was looking for a discussion of of seeing uh perhaps and you bring up a valid point but my my question I don't know if Miss Callum was saying it does their score if they were to fail this June if they

125take it again next year does their score replace that score or is it written in addition to so when they take Spanish one at the high school it doesn't have to end in the flax checkpoint A exam. There is a local exam that's administered at the end of Spanish one. So their score on the flax checkpoint A would remain on the transcript. Is that what you're saying? You you want to come up? Yeah. Not at all. Please come up. Miss Ken, while you're coming, Miss Ken, I I want to mention that the argument or the perspective that Mr. Gratic is um has shared is also one that was shared with families too. So the person one of a way of thinking about it is that there you know families may choose to take a shot

126at the exam. Absolutely. It's one of the options that was emphasized to the families. I think uh both Miss Gleason and myself and the world language teachers at the high school did have a discussion about this. So the the letter that's going out, there are some families who if a student did not do well on this practice might not want to do it again. There are some students that if they see another poor grade aren't happy to see that. So we've always said and that's what Miss Gleason I think said out there is that anybody can take it in June. Anybody can take it. Every single student can take it. But the one piece about this is there was one component missing which is they did not do the speaking part. They could only do

127the listening part and they could only do the written part and the reading part. So for New York State when you finish at the end of 8th grade, you must pass the checkpoint A exam in order to move on to Spanish 2. If you do not pass at the end of 8th grade, it's a normal year. you don't pass, you would have to, regardless of the grade that you received in the course, if you don't pass that checkpoint A exam, you must be placed into Spanish one again at the high school. At that point, you do not have to take at the end of your 9th grade year the flax exam. you would automatically move to Spanish 2 and then the next ending exam would be the checkpoint B exam after Spanish or French if

128it was the two grade then so that would be so if you decided to not take it and just move on to Spanish one and many times by the way over the years there have been some students with teacher and with teacher recommendations who have sort of thought you know what I don't think I have a good basis for moving on to Spanish 2 and I would prefer to take Spanish one over really get a more firmer foundation because I'm very interested in moving along with my world language and I don't think I have the the basics that I need. So that has happened throughout the years, not probably as much because as Miss Gleason said, there's been challenges out of the middle school's control. Okay. Yeah. I just um just to summarize and finish

129up. So um the students did not receive review before this mock exam. They just received the exam and said, "Hey, let's see how you do as of today." If they were to take the real flax exam at the end of June, I would imagine that there'd be probably a great deal of time spent on reviewing for the exam. Correct. Yes. So, so there would be is my thing I just want families to know like it I know this is the one of the only things we could do to see how your child would do on the exam. And I don't I'm not saying the options are a bad thing. I just I just don't know if it's being marketed appropriately or or really what it is. Um, meaning if you got a 50 on an

130exam that you got no review for, in my mind, you should pass. You should be able to pass when you do have review and you have two more months of instruction. So, I just I just am unsure if if the letter the way I'm hearing it sounds like it's giving families the best information possible to make the best decision. And it sounds like the only negative would be that they would have a low flax score on their transcript. But I'm I maybe I'm wrong. I'm not in college admissions. I don't think a low flax score on a eighth grade exam um would keep them from going to Harvard. Um actually I I'm I'm guaranteeing it would not. So my point is I just don't think that that is the best avenue, but that's all I

131have to say. So thank you. Great. Thank you for your perspective, Miss uh Mr. Gratchek. Um does anybody else have any questions for Miss Gleason? I actually have a question probably more for Dr. Fontana a little bit along the lines of what Gretchic was talking about more just that you know there there are and were really significant staffing challenges and that is definitely not unique to Pauling that is something that all schools are facing particularly in foreign languages and it's not going to go away. So I'm just wondering in your sort of circles and when you're in the county and talking to other superintendents people working are you hearing ideas? I mean I'm feeling like we're going to have to go in a different direction. Are people talking about, you know, sharing staff or using

132online resources? What are you hearing, I guess, is my question. Yeah. And I I do want to just mention that students got a range of scores on the flack exam. I'm sure I haven't heard what the scores were, but I'm sure there's a range. And you know, when we're counseling students about whether it makes sense to take a course over, whether it makes sense to just take the exam over, and I'm sure this is true in your practice, too. Um whether a student has a 38 or a 50, and um whether that's consistent that they have a 38 or it's consistent that they have a 50 and above, all of those things come into consideration. So, I think that the guidance to families and to and to students following this is it's a range of

133things and it really does depend on where the student is and how consistently. Um, we still do not have a certified Spanish teacher to provide the review that you're speaking about. So, we need to we need to bear that in mind which relates to Dr. Walsh's question. Um, we have a teacher doing u certainly who has bilingual capabilities and is a promising teacher. we have an experienced um retired Spanish teacher supporting that teacher. So, we've tried to um do a variety of things to support the class, but no one would say that it's ideal. Um and nor has it been since Mrs. Williams retirement, which is uh two years ago. So, to Dr. for Welsh's question. Um yes, uh there are uh a few certificates that are very very challenging and Spanish is um the

134absolute top of the list in this region as a certificate. So um any young people that you know that you talk to, remind them of the value of becoming bilingual and the um the joys of teaching a world language. Um uh ideas that we certainly have looked at sharing staff. um that's kind of no mostly what the superintendents do is steal staff from one another rather than share. So that's um that's a bit of a problem. Uh we certainly uh we've been pursuing finding teachers from overseas which um was promising though now we're a little bit more um some of those avenues have dried up a little bit. It's an uncertain time to be bringing uh teachers in on visas, but that has proved to be very effective particularly in New England states is bringing

135teachers in from overseas. Um we are working on that in our HR department and uh certainly um we're we have looked at digital resources. Um they've been used to support the class. Uh but we have still wanted to have a live human being in the class but we certainly are pulling out as many of those stops as we can. Um luckily we um do have a trickle of applicants and we continue to interview them uh promptly and in fact have some leads right now. So um I guess the answer is we're trying to do everything we can think of and we're not alone. I think one thing I would add to what Dr. Fontana said is that we're working with universities in trying to um recruit bilingual um students who are currently completing their student

136teaching um who are bilingual and are pursuing certification not in Spanish but in something else and trying to bring them into that certification. So we are also working with um we've had numerous meetings with uh various universities and colleges about that. and we're always trying to educate our higher ed partners in the certificates that we need as opposed to the certificates that they are turning out in high numbers. So, um that's always an ongoing process. Thank you. Do you you mentioned that the test scores did come back for the that the flax uh the the checkpoint. Yes. Um how are they how are we fairing out? We are projecting um seeing a class a a section of Spanish to um for next year from our eighth grade cohort. So we are seeing some students um

137well above the 65 mark on that exam. All right. Um any other questions or comments on All right. Well, thank you very much, Miss Gleason. Thank you. All right. Okay, on to agenda order. We're almost halfway done, folks. Resolve to approve the following additions, deletions, changes, and order of the agenda as presented. Miss Generosa, anything? There's no addendum. Oh, okay. Very good. Would anybody like to remove any items from consent? Do we have a motion then? Dr. Walsh. Do we have a second? Miss Field Vogel. Okay. All in favor? Everybody on to visitor comments. Uh if we have any. So, let me just read our handy dandy policy. Um, all right. We don't we don't have any comments on agenda items. Okay. And we'll hold that. All right. On to then board remarks. I'll turn

138it over to my fellow board members if anybody has any remarks for this evening. I'm sorry that Miss Gleason left. Maybe I should have said it while she was here, but I just wanted to remark about, you know, I have an eighth grader and inter session is really amazing. Um, I mean, I've been participating, which is so fun. Um, but the students really get into it and I think, um, bringing back Washington DC is really, um, it's going to be really remarkable. So, I'm really excited about it and I just wanted I should have said that to her as well, but I'm glad we're moving forward with that. Go watch it. Anyone else? Board remarks. Going once, going twice. Okay. Uh, board vice president comments. Dr. Walsh. Good evening, everyone. I hope everyone had a

139great spring break. Um, Miss Gleason actually addressed a lot of what I was going to say. Lucky for you. So, um, I'll cut some of it out. Um, the middle school and high school are into the final quarter of their year. The juniors and seniors have their prom on Friday. I want to thank Miss Anne Mallaloy for all of her, uh, hard work and leadership. and the 11th to 12th grade student councils who have planned the event. A reminder that the PTSA hosts a pre-prom photo opportunity event at Lakeside from 3:30 to 4:30. It's a really, really great event. It's very fun and inclusive and it kind of brings the whole community together. So, I highly recommend stopping by. Um on Thursday, the 9th graders in the Earth and Space Science course that our science

140teachers discussed are going to the Bridgeport Planetarium. Um, next Wednesday, uh, April 30th at 5:15 at the start of the varsity lacrosse game, the PTA and the PTSA are hosting what they hope will be the first annual passing of the torch. This is a chance for the seniors to welcome the future kindergarten Tigers, kindergarteners, and seniors are invited to sign up via the QR code. Everybody's welcome, and they are especially right now in need of seniors. So, please pass on the word to any seniors you know to sign up if they can stop by and um you know make the day of a kindergartener. The PTA, the PTSA, and the Tiger Club will be hosting the Harlem Wizards on May 15th. Several grade level student councils are also participating. The varsity baseball team had a

141big win yesterday over Peak Skill at Duchess Stadium and they are three and four on the season. They'll be away at Pleasantville on Thursday. Varsity golf had a nice win against Brewster before break and they uh had a match against John J yesterday and they'll be home at their home course at Centennial against Ketchum tomorrow. Uh the varsity lacrosse game was home last night under the lights. The boys varsity lacrosse and they'll play again on Thursday. The girls lacrosse team was at Arlington today. Uh softball is away at Tuo today and home against Valhalla tomorrow. They play at the elementary school. The varsity track team saw some nice PRs at the Suffren Invitational over break. They'll be hosting a home meet this Thursday and they're also going to be celebrating their 10 seniors at senior

142night. There are many modified games happening as well. Make sure to be checking that athletic calendar regularly. The Tiger Club does does also post all games uh at the beginning of each week on their social media, but it's a good thing to check the calendar in case there's any changes. That's all I have. Have a great week. Thank you, Dr. Walsh. Uh on to superintendent comments. Um thank you very much. I'll be brief. I am uh so happy to see everyone back after uh a nice long break. And I I particularly want to say thank you to the people who were here working uh keeping me company and we have to remember that there's a lot of folks that are actually moving the district along and um helping our students during the break weeks. I

143think about the transportation department saw lots of school buses going here and there and taking taking kids to lots of events and um just the the work that our clerical staff etc do all year long. Uh tomorrow, just to give you a hint for your own, it if you uh work with an administrative assistant, uh tomorrow is a day when uh they are recognized throughout the district and throughout um I guess uh the United States as far as I know, wherever Hallmark tells people to recognize administrative assistance. So, uh it's a good time to say thank you. But I like to say thank you to the people who are uh working throughout the breaks and are so excited to welcome the students back. Dr. Dr. Kirkus is one of those people and she worked with

144me last week to um help look at the currently drafted vision statements that have come out of the core team and gotten feedback from core team members to figure out the best uh leaders of a um of committees for each of those. Um, these are administrative and teacher committees for each of those that will help draft initial action steps under the leadership of Mrs. Wilson. So, Dr. Kirkus worked with me and we have at least one teacher and one administrator for each of those core areas. Currently, their titles are culture of academic excellence, culture of belonging and wellness, and community engagement. So, um, we're uh reaching out. We've got, uh, quite a few acceptances. We're still twisting some arms, but I think we're excited about uh the next steps and eager to bring the work

145to the board. Um, and those are my remarks. Great. Thank you very much. Uh, moving along. Resolve that the board of education approves all asterisk items as consent agenda. Do I have a motion? Dr. Walsh, do I have a second? Miss Kazaka. All in favor? Hi. That's unanimous. Um, all right. Uh, resolve that the board of education approve the minutes of the following meetings. The business meeting of April the 8th. Uh, does anybody need to abstain from that? Okay. So, do I have a motion? Uh, Mr. Gratchek, do I have a second? Miss Spielogle. All in favor? I. Everyone. Any abstensions? Classic Korea one. Great. So now we're down to board business board of education. Correct. Okay. So we have um some stuff to take care of this evening. Um, with regard to Boseies, um,

146be it resolved that the board of education of the Pauling Central School District approve the Duchess board of cooperative education services administrative budget for the 2526 school year in the amount of 6,800,000 858,000. Um, do I have a motion? Dr. Walsh, do I have a second? Mr. Carbino. Um, all in favor? I. That looks like it's unanimous. Okay. Now, we've got a little bit of uh work to do in front of us. Um, we have a ballot. Um, and so Peggy, do we do you want to explain what we need to do with this this evening? Go ahead. You can vote for only three people. So, you need to figure out what three people you're voting for and vote on your ballot. And then what we will do is we will pass that ballot along

147to Peggy who will then tabulate it and then record the collective vote for the top three candidates. Um so please I believe that we can you vote for less than three or you you don't have to vote for any vote for anybody right I mean if you don't know I mean it's like any election if you don't under you know know who they are or what they are doing or what their platform is to be on the Bosey's board you don't have to vote for anybody. Okay. Now do you need our names on these ballots? Yes you do. So just please um put your names on on the ballot so that we have that for the minutes and then we will record the collective vote um for the or five. So, if you can pass

148your votes um your ballots along, we'll hand them over to Peggy who will tabulate them. Um, I will read this entire thing into the record while you while you tabulate. How is that? Okay. So, the trustees of the board of education of each component school district by resolution may cast one vote for each vacancy to be filled and only one vote for each candidate. A maximum of three votes may be cast in this election. So resolve that the board of education cast their votes in the Bosey's annual election for members of the Duchess County Board of Cooperative Education Services as follows. There are two vacancies for three-year terms beginning July 1, 2025 and ending June 30, 2028. one seat to fill a vacancy with the term beginning April 23, 2025 with a term beginning April

14923, 2025 and ending June 30, 2026. A maximum of three votes may be cast in this election. candidates are in alphabetical order and they are I apologize ahead of time if I mispronounce any names. Ralph Cumentoto, Mark Flehouser, Bryce Holland, Judy Moran, and Gully Stanford. Pause for dramatic effect. I'm going to return two ballots because there are board members who didn't vote for all three, which one doesn't have to. However, we have a tie. So, um, Peggy's going to give you the current, um, status, and perhaps the people who didn't cast a vote for three might care to break the tie. If you don't care to, I'm not exactly sure what we'll do because we'll be thinking on our feet at that point. Okay. But she can tell you the current. So the current is

150uh Ralph has five votes, Mark has two, Bryce has five, Judy has three, and Gully has three. Ralph has five, Mark has two, Bryce has five, Judy has three, and Gully has three. Hear the Jeopardy music. And if somebody has a better idea, I'm happy to hear it. I just can't think of one right at this second. Oh, okay. So, now we have voted for um Ralph with five votes, Bryce with five votes, and Judy with four. Okay. Thank you. Um, so do I have a motion? Let me read the resolution again. Resolved that the board of education cast their votes in the Bosey's annual election for members of Duchess County Board of Cooperative Education uh, services as follows. Ralph Cimento, Bryce Holland, and Judy Moran. Do I have a motion? Dr. Walsh, I have

151a second. Mel Vogal. All in favor? I. That's unanimous. Thank you. Okay, that was not as painful as Okay, on to and congratulations to um the the folks that we voted for. Um all right, unfinished business. Interim superintendent search watch update. Dr. Walsh. Uh so Mr. Ory and I just wanted to update the board on um our process. So we have collected names of um interims who have served in the lower Hudson Valley. We have asked you know board members have submitted names. We've reached out to um our contacts at Boseies. We didn't hear back from Duchess Boseies but we did get some names um from Putinham. We had some you know some other people that we knew of last week. I reached out to all of them and spoke to them all uh by

152phone and kind of just went over what the position was and what they were interested in if they thought that this might be something that they wanted to pursue. I have set up a meeting with Mr. Ori and I. So, we have started we'll be meeting with I think it's five or six candidates this week. Um sort of a short screening giving them some background on our district, what we think we as a board are looking for based on some of those documents that Mr. Or sent out. And then we will be bringing um potential candidates back for us all to meet with. Um I do think if we can start to think about when we can do that, we should. These candidates are, you know, highly sought after. There are other districts looking for

153interim. So I think um you know, the sooner the better, we will be through our candidates by Friday, right? Friday. Friday midday is the last appointment that we have for this screener conversation. Our goal would be to then make a recommendation to the you know to the rest of the board as to who we think you know would be worth uh moving to a full board interview. So before we move to that though that is kind of the um the process that we've engaged. So thank you very much u Dr. Walsh for that update, but we want to open it up to answer any questions about sort of where we are. Um, you know, where the names um, you know, have been sourced. Um, I think it's been kind of word of mouth. Um, you

154know, just word getting out that I mean, um, Dr. Fontana, um, the announcement went out to the community. Uh it was covered in some, you know, local uh local area media like channel 12 news. I think I heard actually somebody from Westchester tell me that they saw it down there and so um the word is out and so folks have been sort of reaching out um with their um intent. We did I did contact anybody who reached out to us directly too. So we have included all of them in the search as well. Um, we have not obviously closed the the search. So, if there are additional candidates who may be watching out there, feel free to uh send us your uh your resumes. Um and um if anybody here on the board has any

155contacts of folks that you think could be um interested and you know uh have the background that we might be interested in, please feel free to um ask them to you know to forward their their information to us and we'll reach out and uh and contact them. So I'll turn it over to you guys if there are any questions about what's going on. Quick question. What is the date uh that we're sort of setting for ourselves to stop accepting uh referrals for the initial screening round? Um we haven't been explicit about a date, you know, that we have um I'm not suggesting that we need to. I was just asking. So there's still time. Okay. Yeah, I think that there is still time. You know, I I think at some point we do want to

156move the the process along. And so, you know, we have five interviews um that we're conducting this week. the screener interviews. Um, and you know, our hope is that, you know, by end of day Friday or something, we can kind of, you know, make recommendations to you guys like who we think would be, um, you know, good to bring in for further discussions. We still need to develop, you know, sort of full-on questionnaires. You know, we'll have to kind of come up with, you know, with a with a process, you know, thereafter. Um, and it doesn't mean that that's it, that it's over at that point. Um but um you know we do have obviously a need to get somebody you know in place by um the beginning of the next school year. Are the

157the um applica well the applicants are they also um looking for is it just interim position that you're asking for? Okay. And so at the same time, are we simultaneously are we also we're not looking? Not yet. This is just interm we're going to get that done first and then we'll start the full search. Uh I was going to ask so five to six interviews or screenings, excuse me, this week, end of day Friday. Maybe you have a list of a number that you want to bring in to the whole board. Is there a way to um you know maybe not at the initial part here with five or six but after that is there a way to send out to these individuals like hey produce something a paragraph that we can put more publicly

158so people know I mean obviously the interviews are going to take place um in in like an exact setting but is there something we can provide the public like hey here are the three people we're interviewing here's a little bit about them this is kind of what we're looking at um would that be advantageous do people find that may be advantageous. That would be highly unusual and this group of people I think would be you would find upon asking that uh folks would pull out of it. Um their experienced superintendence they're not um and when I say they I'm not talking about the specific people. I don't even know um necessarily all the specific people, but I just mean the the caliber of individual that is coming in is not going to be interested in

159being part of a um a pool that the public is uh privy to. In other words, um I think you will you will lose candidates if you attempt to do that. I I appreciate your perspective um Dr. Fontana, but can you help me understand what is the purpose? My my point is where's where's the public come in at all with this interim part or is the interim just we're rolling with it. You guys are screening, we're interviewing and boom, we're putting someone in. It's an appointment, right? It's an appointment. Sure. It's um and so you think about what we did u previously with the you know with and with the appointment on on the board. Um um you know I'm I want to be sensitive to I think you know what I'm understanding from you

160is that there is you know maybe a desire you know to share information and obviously make the public aware um but this isn't you know this isn't the permanent um superend that will be and that will be no but I appreciate it. So I'm trying to think through let's go back to the let's go back to the appointment of the board member. So, you don't think there was a space that we could have put something of what they produced publicly like, hey, here's a little bio and this is who we're looking at. I'm not saying, you know, information to the mth degree. I'm saying something that people know, hey, this is who's running, this is what they're looking at. You don't think any part of that could have I'm not saying you without disclosing names,

161you saying? No, not I'm saying with with disclosing names. I'm saying you don't feel that anything could be public from that from that sounds like no. I think yes. Um that's my that's my point is that this the way it's written out here sounds like this is all being done in in our hands which is fine. I'm asking the question of is there a mechanism and avenue to bring any of it out here. So you know I like I do in you know in other areas I would turn it back to you like propose something. I haven't thought of that as um as a as part of the process for appointing the interim. feels invasive to um to the individuals that are, you know, submitting their names for this appointment versus, you know, a permanent

162superintendent search where there will be an opportunity to engage, you know, the community in, you know, in that in in in that position, in the hiring of that superintendent in that position. Um, and so I haven't um thought about it in quite the terms that you're that you're proposing. And so, you know, I'm not um I don't feel like personally I'm I'm prepared with, you know, with an answer that would be um well thought out. That's why we have that's why we open it for discussion. My thing is not again like this is the day I was born, here's my social and this was my mother's main. I'm saying a cover letter of sorts like hey here's my experience and this is why I would love to be considered for your interim position almost ultimately

163what is it that you're trying to accomplish if we do that what is going to what is the end result of us taking that action I just want to understand the result I think is transparency of who we're bringing in fact that we're looking at multiple candidates with certain experience whatever this so people get an idea of who's applying and people get an idea that when we do eventually hire or an interim, they have the confidence that, hey, these people were good cand, you know, we we did as much of it as we could in public to do this in good faith, not just you two screening and then that. That's that's my thing. I just think the more transparency with anything, the better. And if there's not an opportunity here, then there's not. But

164I just think with anything there, the more transparency, the better. Even going back, I think we I think we made a misstep with the with the board thing and and we had an opportunity maybe to put people's cover letter out out there and be like, "Hey, this is what who they are. That's why they're interested." And then we do the interviews. Um I'm just saying I I think there is something um to put out there. Okay. No, can I ask a question? What? So, are you two-way sort of put it out there and solicit feedback from the community? Like, would it be community members just reaching out to board members and and sharing feedback? So, this this goes back to why I wanted it on the agenda as a as an item. I'm not I

165don't know if it's not on on the online thing. So, yeah, I don't dis I don't if I was a community member not sitting up here, I would love to come to the point and be like, "Hey, I see you guys looking at four people. Uh, I love the idea of bringing someone in that has a lot of experience. I love the idea of somebody that has worked in a small school district, you know, sharing their two cents. They're welcome to do that every single time that we have a meeting. We've discussed the fact that this is happening. We know that there was an announcement. Every me every community member is invited to come up here and and make those recommendations and those suggestions. And so putting out um the information the way that you're

166that you're saying it I think invites you know specific comments directly on the candidates themselves and it may give community members a false impression that they have an actual vote or you know or say we welcome feedback and they're welcome to come and give it here. Um, but I think that it is a a false representation to put this out there and let the community think that they are in some way able to vote or you know so so then let's workshop I again I don't have a definitive answer um but like tonight I don't see interim search on this right so if anybody want to make a comment on it their comment would not be able to be made until the visitor comments that don't pertain to an agenda item. Oh, that's fair. It's

167online. It's not a miss. I don't know why, but you are correct. It's this version was printed out. If somebody came sitting here tonight, they get one of these, they would not have they would not have made comments before. Right. So, that was what I brought before. And then I'm not saying we need the person's name and all that, but you know, next meeting we have a meeting May 6, whatever that date is, May 6, May, uh, you know, if we have a better timeline, we have something there like, you know, public comment on interim search. uh you know share what would you what do you feel an interim you know something I'm just saying again I'm I'm I don't have the answer I just think that that there should be at any any possible

168opportunity a chance for people to have an avenue to share their thoughts on this and they're not voting they're not doing this but I would love to hear like yeah anybody that would love to come and speak say something I I appreciate that I think that that and I and I and and I I do appreciate that and I just Want to remind everyone here last time this this has been an ongoing conversation and we always invite those comments and so folks are out there they would like to come please feel free to come and share those comments. Folks write into us about about this information. So that is something that we can do. Let's make sure that you know the next print out certainly puts that interim search. It is online on the agenda

169online. It isn't you, to your point, it isn't on this print out. So, if we can sort of tighten that up, that would be, you know, that would be helpful. Um, Guido, I saw that you were motioning. Did you want to chime in? I I just think uh that Dr. Fontana's comment that putting these people's names out there or soliciting that would cause them to pull out of the process. Dr. Fontana is an experienced superintendent who understands h uh how this works better than we do. And I think that if we're going to take any action that causes qualified candidates to pull out of this rather limited pool this late in the year that we are doing a disservice to the schools and a community. And again, that's part of the conversation. And I feel

170like we don't have conversations to work through this stuff where that's well taken then. Okay, great. And we don't have their names on it 100%. I agree fully with what you said. But is there another way to to open up comment or to advertise or so on um that we're that we're looking for somebody? I mean, when I moved here, there was a vacancy on the board where they were looking for people to apply. I didn't hear a thing about it, right? And there was a very specific pool of people who were asked to come and and and to to apply and to to be a part of it. And that's what I want to make sure in any decision we make is that every single person not only feels knowledgeable about what's going on,

171but comfortable to come and share their opinion, too. And like you just said, I trust someone with her experience immensely. If she says people are going to drop out because we're producing names, then we're not going to produce names. If she says that people are going to drop out, if we open it up to a conversation for people to share it, then maybe we don't do that. But that's why we have a discussion about it. And I'm just asking the question, is there an opportunity for any public interaction in this part? And then obviously leading to the next part. Um cuz the way it's drawn out now, it doesn't there's nothing written out, right? I'm just asking that's my question. Okay. And I appreciate the conversation and the and point well taken obviously from from

172you too and look I mean I like I like the discussion right like don't you know don't get me wrong and I'm like I'm processing what you're you know what you're um putting out there and I'm trying to think through like and you know I just generally speaking obviously saying that a more transparent process or doing things to be more transparent sounds good right and I thinkeneral Generally speaking, that is a good thing to be doing, but how is it that we're going to get that done and manage sort of that, you know, that release of information? And then how is it that that's going to be presented or understood by whether it's the public or anybody listening? Like is that an invitation to them to feel like hey they have they have a vote

173or they can do something because the reality is that there is there is no um public um concern in in what I mean it's like there's no public action you know in this particular um point in the process like for the you know for the other um search obviously there is built-in you know public interaction and involvement and so um just thinking it through just talking it through so you bring something to the table so you know I have a you know I'm trying to process and and give some ideas and perspective if anybody else has any additional thoughts and insights to share this is the time right to your point like we're talking it through one more thing one more thing is Dr. WS referenced, you know, the thing that you sent v email.

174No, nobody knows about that except for us, right? Like we're referencing a thing like we're looking for an interim and all that. My my point with all this is I think that right now we have an opportunity to really see what works, what doesn't work in this space. That why when we do it for the whatever you want to call the the real thing. I hate saying it like that, but no, no better discussion. No, for the permanent, right? For the permanent. That's better. You're on fire tonight. um for the permanent that we know maybe with a couple things we try here or we discussions we have here or agenda setting things we have here we just have an idea of what is working like a trial run of sorts uh in order to to

175see how this is going to work out that's kind of that's my thinking okay and again I'm not married to any idea I'm not saying there needs to be names and all that but again this is a discussion to hopefully provoke thought and it seems to be not not accomplishing that and that's that's fine That's it that is what it is. Could I say something? Thanks. Um I think that there is what I can share is how these types of searches are traditionally conducted and I think because the public isn't necessarily in this world. They you know elected you to be to to join this um you know the leadership of a public school. Um there's a danger of confusing the public about the two different searches which the board obviously can do things in

176a different way. All I can share with you is how they are traditionally done and how different they are. So, traditionally in an interim search, there would be a small pool of candidates gathered from a network in this case probably across the entire lower Hudson Valley of 80 districts of accomplished superintendent, accomplished superintendent who are um or super who have served in multiple interim capacities demonstrating their competence or people who are recently retired. And the reason that you want an interim from within a network and we're lucky in the lower Hudson Valley to have 80 districts uh many of them not much bigger than ours is that those interim superintendents already know the legislature legislators they already know the Boseies they already know one another and they have experience in the region. So that that

177is typically the way an interim superintendent would be sought from within um having successfully served locally. We have a big local area of five counties and 80 districts. So, we're very fortunate with kind of our local. They also all know the same regent, right? They're all in the ninth judicial district. So, those are all reasons why that would be typical. The permanent search again typically doesn't mean that this board is necessarily going to do that would begin with an RFP to search consultants and a and once a consultant was chosen the public would be engaged in building a profile of that superintendent and in a very intensive way with a lot of data collection about what the public is looking for in a permanent in a permanent superintendent. And so there would be tremendous opportunity

178interacting with uh with the consultants, multiple um multiple opportunities for them to interview folks, uh draft profiles shared publicly with the board, etc. before candidates from all over the nation were sought. So I only mention this because it is potentially confusing to the public to see these things as somewhat similar. And I'm sure you can always learn from one process to another, but ordinarily they really are done in very very different ways. Um because you're looking for a different leader. Um you're looking for someone who can maintain your school district, who has experience and and confidence um going into a shortterm appointment. And then you're looking in the case of a permanent superintendent for somebody who is really going to advance uh your community going forward. So that's the reason that you know typically the

179qualities that you're looking for and the process are quite different for those two. So again it isn't it doesn't have to be done that way but I think it's potentially confusing to the public um to not understand that they usually are quite different. So I hope that's helpful. Um I can just add you know I I think in the next meeting we could certainly share some of what we said as a board we were looking for in an interim. I don't have that document on me. Um, and I think that that's what we were using in talking to people. Um, we have not really turned anyone away. Some of the people I've spoke to in the end decided it was too far. You know, my wife told me I can't take any more interrums. I

180have to really retire. Um, but we are trying to bring you as many candidates as possible who we think um, you know, could be a good fit. We were looking for people who potentially had experience in smaller school districts who um, you know, would would understand our um, you know, one of our board goals focusing on communication. the fact that we are still going to be in the middle of a c or you know close to the end but still dealing with a capital project. Um so those were things that we have brought up in talking to them but we do hope to bring you know as many people as possible to all of you um so that we have a strong pool. Um I do think though that it it does need to move

181quickly or you know we can start again obviously but there are other interim searches happening um and you know there's a set number of people who sort of do this um you know who who've done these positions. I think we're hoping to get someone who's done interms before so that they have um you know experience walking into a district um you know we talked to the candidate we spoke to yesterday about you know sort of exciting to have someone come who brings perspective from potentially many districts who's not going to be here long term but who can just kind of come and say say what they see right this is what I see this is what I observe this is what I suggest um so I you know I think it could be exciting I

182certainly appreciate everything you've said Zach and I hope that you know we can find some ways to meet your needs for sure. But where have people provided the what is the board looking for in an interim where well we sent the documents to you guys two weeks a week ago. Two weeks ago Mr. Ory sent it. So that was what we did as a board. It was not something we put out to the public. No, something we did as a board. But I'm saying via email. Yeah. I'm I'm saying why is that not done here? You want that document here? No, I want the discussion that that that the document the discussion having that discussion right this very minute of what the board's looking for in well so with so for example like the conversation

183that we had you know was really kind of laying out um sort of the size of the district like trying to understand the experience that the superintendent the person that we were sort of screening initially that provided their resume um what they brought to the table like what type of districts in terms of eyes, uh, potential makeup, um, were somewhat similar to us. Um, how they, um, that particular person that we spoke to yesterday, sort of their experience in taking, uh, an interim position, like what they do to, um, engage with the community, with the different stakeholders, the current administration, with the board, what their perspective is. for example, with regard to communication, you know, how um you know, we're really looking for somebody to come in and help us um maybe reimagine different ways

184to engage, you know, with with the different stakeholders that we have. Uh what experience they have already um in their background that we could source from and maybe things that they've seen that they think would be, you know, helpful for us to consider. people that have had experience either launching and or integrating into a capital improvements project, you know, budget management, that type of I mean the initial conversation that we had, we wanted to try to keep that to maybe like a 25 30 minute, you know, screen screener to see even if the person was on time, if they were, you know, nice to speak to. I mean, you know, like just to see what kind of vibe we, you know, we were able to get so that we can bring them to you, right?

185Um, so I think if we have more qualities we want to look for, we can certainly discuss them now. That's, you know, that's I mean, do those sound like some of the things that you think would initially be the things that we should be asking in that initial screener? It's not the full screener, you know, or the the full board interview cuz that's the next step would be for them to come to the, you know, to the full board. You know, we outlined in the initial like when we started this process that we sort of needed to move forward within sort of the next 8 weeks. you know, we broke it down like into like the first two weeks to maybe start with the initial search to get, you know, to welcome, you know, people

186to send us their resumes, you know, then we would do this screener. There is an option for us to set up for all of us to set up a, you know, a committee. But it seems like we could just all um be part of the entire, you know, process. we don't need to, you know, to set up a subcommittee to, you know, to do interviews to then do another interview. Just thought, hey, we're getting these resumes. We'll talk to them. If we think that, you know, they have something to offer, bring them into, you know, to talk to the rest of the board. That's that sounds fine. Like I said, I'm not going to keep going on and on with this. Uh I'm not saying anything you're I don't disagree with anything you're saying. I'm

187just saying as much as we can do right here, I think the better. I think pre here has a presentation up right here. Boom. I think the discussion right here. Boom. Not just I have no idea what anybody else said about what they're looking for in the inter room. Right. I was going to respond. I said I'm not going to respond in email. I'm going to wait until talking in public. I'm going to do as much as I can in public. Um you could respond and then talk in public. Right. So that we can continue. You know, you can certainly do that. You think? Yes. I Yeah. Got it. I got it. Yeah. No, I mean and listen, this isn't meant to like discourage that from happening, right? Like we did Yeah, I did, you

188know, we did have a document that circulated. I guess, you know, we could we could attach sort of the, you know, that into the the board agenda. I is that an issue? I don't know that that would be an issue, right? So So we can do that. Yeah, we can certainly do that. have to get it to me so I can attach it. Yeah, I'll send I'll send it over to you. Yeah. Do you want to say something or I mean Mr. Mine, would you like to say something? I you know I I value I'm just trying to read in between what everyone's saying and I value what Guido you know said uh what what Guido shared about you know and also about you know with regards to Kim's feedback about you know putting things

189out there um to the public and how that could be um interpreted by some as maybe counter to the process. I mean I get I I get that. I also think that there's a way to go out to the community during the interim pro interim process to, you know, promote some level of transparency without necessarily giving the impression that the public is going to ultimately participate in the decision itself, right? Because that's part of the board's job. I mean, I get I get all of that. I'm I'm an advocate for I just I understand what everyone's saying. I I would also advocate for some level of transparency and sharing, you know, where we are in the process. I I I like what you said about, you know, you know, sharing, you know, maybe nameless or

190uh anonymous, you know, not not a bio, but you know, a cover letter context of the candidates that we're interviewing. I mean, I get it. I I don't have a problem with any of that. I don't We would just have to discuss like how we would do it and we'd have to do it fast. I I think you couldn't share that information without getting the candidates's permission. And I I would doubt that many of them would want to be a part of that. Personally, I think that they would feel very much like it was some kind of public vote. And I can't imagine they'd want to um you know, often interim processes are simply an appointment. you just call someone and appoint them. And we're trying to very much not do that, right? We're trying

191to Sure. And also make sure we cover, you know, uncover every stone, bring in as many people as possible, have all of us involved. And I think I think all I was trying all I was saying there is I think there's a way to go about that without, you know, you handle it in a certain way with some level of sensitivity. It's not really like explain and have a discussion about what it is that you're trying to accomplish by doing this without, you know, putting any sort of undue stress on the candidates to to make it make them feel that way that you just suggested. I I I'm just saying I understand everyone's perspectives and what we're trying to accomplish. Well, I think, you know, part of what I'm picking up is process, right? Like

192sharing sort of the process that we're engaging in. Um, you know, I thought that we generally speaking sort of discuss brush strokes, but we can we can definitely I can get you the the document, you know, that kind of talks generally about the process that we're engaging in. Part of what I'm concerned about is that, you know, there are steps in there and maybe sometimes we're going to sort of combine some steps in the interest of um, you know, timing or something like that. So, um, you know, I don't want to mislead people into thinking like it's going to be X Y Z exactly if we're going to sort of combine X and Y at some point. Um, so so long as we're, you know, clear about that, like I don't think that there's anything,

193you know, wrong with sharing the way that we're going about this. Like there is some level of information that I think um, you know, could be a little bit tougher to sort of maneuver around sharing and things of that nature. But um no, I think it's a you know I think it's a it's a good it's a good thing to discuss you know I appreciate that. Um anybody anybody else on you know on interim at this point? Okay. So with nothing left on that, let's move on to the next unfinished uh business item, which is the draft 2526 meeting calendar for the board. So does everybody do we have a print out of that or or does anybody have it handy? Bring them from last week. Well, some folks have it. I have it on

194I have it on my computer, but I don't know if everybody can access it or if anybody actually looked at it and has any, you know, changes or troubles with the dates. That that would be the most important thing. I mean, I think most important is you, Liz, and Mike because that's a, you know, who we know is going to be consistently on the board looking at what their schedule is, particularly for those summer dates. My vacation plans. All right. If it works for the three returning board members, I'm sure you can pick up a fourth and get a quorum for a meeting. Yeah. I mean, I'm, you know, I'm I'm fine with these dates. I didn't have any issues. Have an issue with August 26th. August 26 potential issue. Think I'm going to have

195an issue with that date as well. I'm doing vacation that week, too. Okay. So, so we do like to have an um a meeting fairly close to the beginning of school so we can appoint anyone we haven't appointed yet. It's not a crisis because um typically at Reorg you would give the superintendent an opportunity to give folks an early start, but if they happen to be if we're recruiting somebody who's leaving a position or something um they're not going to do that if we can't appoint them. So, we need to find some late August date. Um, but if everybody's good with the middle August date, that's good. Um, is it a whole week for you? It's like a whole vacation week. So, it's not like we could move it to a Monday and that would

196fix it for you. It's like you're away. You're away. You're away. I I I could do another day. Oh, it's another day for you. Okay. Yeah. So, like Monday? Yeah. I was going to say, don't we have conference days at the end of that week for the schedule next year? I believe Dr. Kirkus is frankly paying more attention to this than I am to be perfectly honest. My my point being is I I even think it would be for you know like you said if a staff member needs to be hired or something I I believe the first conference day was the 28th of that Thursday or um new teacher orientation is scheduled for the Tuesday and Wednesday uh 26 27 and then conference days is the 29th. I was is the 25th a Monday.

197So we could go to the Monday. That works for Liz. It doesn't work for Michael. But then you're only down one person theoretically. But if that is like peak season for you know for vacation and travel. It's always peak season for that may that may pose problems for other you know for you know the new batch. Right. It is a meeting we often have four board members at. I mean you could go for the Monday and then once you have the board members seated and there are board members additional to Mr. Maine who cannot be there at least two more three more then then you have to move the meeting. What about the week prior of August 19th? I mean it would mean two meetings sort of that is if you know financially they have

198something that they have to do there's usually stuff that that's already taken care of Peggy we've got that one covered oh that's on the 12 um I mean but that wouldn't necessarily affect Oh I see what you mean like pushing it back so that they have more time got it no I think we're we're okay with the financial meeting I mean hope uh it would be our goal to have the hiring done, you know, um, in time for that in time for that meeting. It's always our goal. So, I mean, it's would be my suggestion to move it to the Monday, capture Mrs. Kazaka, and then poll people on July 8th would be my suggestion because it is the best thing for hiring folks, which is a pretty key function of the board. But, you

199know, you could also move it. You could pull people the day after the election, too, and you know, get a head start. So, that's true. You could pull people in May, come to think about it. So, I mean, the July 8th reorg, that was the the main critical one, right? The other dates are workable. Yeah, you do have to establish your reorg date and if it's going to be July 8th, you need to pass a resolution. If it's going to be any day other than So, okay. So, except for that August 26 date, are we comfortable with them moving it to that Monday? I can You cannot and the Friday that week is so anything earlier than that week would be helpful. So the week prior at some point that Thursday or something but are

200we hearing that that's a no-go? Choices are probably the previous Tuesday because that would keep it on Tuesdays. Mr. Maine could come. The disadvantage is it doesn't give the administrators as long to to you know their next opportunity to appoint someone who's leaving another position is your first meeting in September. So people you know they're not going to resign that position till they have an appointment. And therefore um you could have some classrooms that have subs while we're waiting for the actual teacher to finish their gig somewhere else. That's the reason that we try to have that one. Um, Mike, is it is it okay with you? If uh I'm I'm thinking so it's likely that I won't be able to make it, but I might be able to it might be this sort of

201thing where I could participate uh if if we need a if you announce your location. Yes, you have to announce your location. Yeah, we've done that. We didn't think about that. So, let's just let's just leave it as is and because it works Monday. It works for you. That's what we got. Yeah, sure. and we'll just try to work around it. So, you'll be wifiable and all that. You're not going to be in the middle of a beach somewhere. I will I will make that happen. If if if everything falls on my shoulders and I have to be in range, I will make it happen. I will do whatever it needed to make it happen. That's the 25th. Monday, Monday the 25th, we're going to get an amended calendar redistributed. Okay. Thank you. And then

202we have to approve the reorg date. Mhm. And the reason for pushing it back was so that it's Kim's last day and we would definitely have the interim there for the transition another week. Yeah. All right. So July 8th as a reorg date. Everybody's good. All right. So resolve that the board of education Pauling Central School District hereby votes to hold its annual reorg uh meeting on Tuesday, July 8th, 2025. Do I have a motion? Miss Kre, do I have a second? Second, Mr. Maine. All in favor? I I Okay, great. On to Well, no more unfinished business, right? From anybody? All right. On to new business. Any new business from anybody? No. All right. Second visitor comments. Hey, thank you very much. We do have one person for visitor comments. So, I'll just read

203this quickly. We value your input and that's why we welcome public comments. Here's a quick recap of the guidelines. Please introduce yourself by stating your name and address and let us know if you represent an organization. Remember that there is a time limit. Um, each speaker has three minutes and unused time can be given to others. Um, we respectfully ask that you direct your comments to the board president. And please remember that we're here to listen. We may not respond tonight, but if necessary, we'll follow up later. Um, we just ask be respectful and avoid discussing individuals by name due to privacy laws. Thank you. So, with that, we welcome Mr. Cecil Franco talking about well, Washington, but it's open comment, so you can talk about anything. All right, open mic. Hello, everybody. Thank you

204for having me. Uh, my name is Cisa Franco. I live at 3501 Route 55. I just wanted to say thank you for the Washington DC trip. My daughter is stoked. She's so excited. She reads books now, so it's going to save me some money uh with buying her apps, which is great. Um she did attend the Vasa trip. She loved that. It was amazing. It cost me an $18 t-shirt. Um just basic t-shirt. Um and then the cell phone usage throughout the middle school has been amazing. You know, last year she was in seventh grade, a lot of issues. This year the phones can't be out, which has made them just talk a little bit more instead of just on the on the phone and just chatting. Um, and one thing I just want to

205add is high school senior trip. There is no senior trip. You know, I know Lakeside is great. I love Lakeside, but it there's no senior trip. So, you know, something that my son graduated last, he's like, you know, Dad, he missed out during COVID. They were supposed to go to Spain, I think it was, and he missed out on that trip. So, uh, that's it for me. And then for the Washington Wizards, if they're listening, we're coming for you. And I'm going to play. We're going to destroy you guys. Thank you for your time. All right. Thank you, Mr. Franco. On to uh board president comments. Um you know, I was I didn't really have anything prepared for this evening other than to thank everybody for their participation. The students did a fantastic job. Um

206the science curriculum presentation was great. Um you know, I do want to say like I I do appreciate the opportunity to have open discussion here. So, you know, let's let's do that, right? Let's take those opportunities and, you know, and talk through some of these things. We don't always have everything thought out. We don't have all the answers ready all at once, but if we're workshopping things like this in public, I like that. So, let's do that. You know, let's let's be open and, you know, and hear all perspectives. So, I appreciate um everybody's time and dedication to this. And with that, I'll just say please like and share. Thank you, Facebook and YouTube. And we'll see you next time. Thanks. Um resolve that the board of education adjourn this meeting. The time is 10:01.

20710:01. Do I have a motion? Motion, Mr. May. Dr. Walsh. All in favor? Hi. All right. Good night.