001Okay, Mr. Panti. >> Okay, thank you, Mr. Feldman. Um, just wanted to let everybody know that we did call our meeting to order at 6:07. Um, we said the did the pledge of allegiance and roll call. We adjourned to executive session um for a matter of um employment history and negotiations. Um no action was taken and we adjourned from executive session at 6:45 and here we are. So um we have um approval of the agenda. Um any comments on the agenda? We're voting on the minutes and everything next week or on the agenda next week. Comments. Okay. Minutes from previous meeting again. Any comments? We'll be voting on them next week. Seeing none. Um, does anyone have any communications to share? Okay. No, no unfinished business. So, that leads us to our superintendent report and
002presentations. >> All right. Thank you, Mr. Balante. Uh, we have two uh um brief presentations for the board tonight. Um, our first is our sweet home counseling plan. Um, and I we have Mrs. Bar Larry here to present um the counseling plan which is in your board packet. >> Good evening uh Dr. Janestri and other members of the board. Thank you for having me. Um you may recall last year uh we presented an updated comprehensive school counseling plan. Um, and recently on October 8th, our advisory council was able to come together this year to discuss whether or not we would make any recommended changes. So, I wanted to um just acknowledge the the members that were present at the meeting, Ann Noak, Sal Glorioso, Marissa Doria, Wendy Janukowski, uh Christine her, Dr. Wilson, um and
003we also welcomed Brandon Woods and Scott Harer to our meeting in October. Um, as part of our meeting, we invited the various levels to just report out on any highlights, new information. Um, so I just thought I would just take a quick moment of your time just to kind of highlight some of the things going on at each level. So, the high school was talking um mainly about a new initiative. It's a mandate from New York State um which is um for students that are applying um getting ready to graduate and potentially going on to college. Um for all students, the state is asking that the school districts provide various opportunities um and information around the FAFSA and um at the end of the year if parents are not interested in filling that out, they
004have to sign a waiver. So this is something new for us that the uh high school counseling team is working on. The middle school uh group highlighted the work they are doing with the behavioral and emotional screening system. The best uh they talked about we did a pilot last year at seventh grade and they were um intending to go um allin this year with grades six through eight. Um and one um highlighted piece of information from the elementary team um was around um some really wonderful work that actually Mr. Pino le um and in this work they um the team aligned uh leader in me social emotional lessons um with um the castle framework and put together uh a repository of um lessons if you will that the teachers are able to use at the
005elementary level um at different grade levels for their social emotional um tier one learning. Um, with all of this being said, there was only one minor um, tweak that's recommended to the counseling plan. Um, and that came um, at the elementary level. The team had recommended switching um, a topic that was being uh, taught between February and March. So, it would be resilience followed by friendships and relationships. Any questions? So, you'll you'll see that in your board packet, a very minor change, but we definitely wanted to get that in front of you tonight. And thank um Mrs. Barry for being here. And if anybody has any questions, she's she's here. >> Can I just add >> resilience if you can? >> What What does that mean in terms of teaching resilience? What are we doing?
006So there are obviously different age appropriate um conversations that go on around the term resilience. So I think you know depending on what level you're talking at, you might not be using the actual term with kindergarteners per se. Um but it is it is a a concept that we you know are working on with our students on you know obviously not giving up. Things can be hard. We want to make sure that they have the tools to be able to persevere. Um and so those uh conversations are being had at various grade levels. >> Believe it's a teachable skill. That's >> um I do believe that students uh deserve the opportunity to learn more about it. Um I can't um you know teach something into a child. You know they have to you know have
007those opportunities and want to you know learn it. Um but I do believe it is something that um is important for our students to have conversation about. >> Right. Thank you. >> Okay. >> Just I thought you start her start say something. >> Dr. Janestri I just wanted to mention um director Barry Larry. This has been a heavy lift. This is the year year two of our plan. She worked really closely with our steering committee the previous year. It's a major component of goal two in our strategic plan and it overlaps and ties in very nicely with the MTSS work and goal three. So, it's a major component and it's it's definitely done very well with leading experts in the area and voices from across all stakeholder groups. >> And I obviously want to give
008a full shout out to the counseling team. You know, they're the folks that are, you know, in working with the students dayto day doing an amazing job and and an amazing work. Thank you. >> Thank you. >> Thanks everybody. >> Appreciate your time. >> And I know um we are talking uh quite a bit internally about what the new New York Inspires initiative including portrait of a graduate means. And we want to start having conversations with the board uh now as we get into this work over the next few years. Uh I I would think in the next two years we're going to be knee deep into this. Um in the next 5 years we're going to um we could see dramatic shifts in the way we uh in programming here um at Sweet Home
009and in a lot of schools across um the state. Um and Dr. Wilson um and I attended a meeting at Boseies uh a couple weeks ago um which was really um how Boseies is going to look and take somewhat of a regional approach to this work but at the same time allowing districts to create alternative pathways for graduation. So I'm excited about this. I think um it opens up the possibilities for our students and what we can learn and we really want to start having conversations now with the board as we start making these shifts. So asked Dr. Wilson to do a presentation tonight. >> So as I thank you for the opportunity to to um discuss with you the New York Inspires and Portrait of Graduate Update from New York State. Um this is
010a multi-year uh plan that will impact K12 education and is centered around um uh critical thinking um financial literacy and new pathways to earn credit for students. So as we jump into this, I thought it would be good for us to know how we got to this point today. So to date, these are the things that have been happening across the state um to bring us here um to this point where we are actually starting to implement some of the elements. We're in phase one implementation of the um portrait of a graduate and New York inspires. So back in 2019, the blue ribbon commission established committees and groups across the state. Um, I was actually an associate superintendent at that point in Buffalo public schools and I actually led one of these community forums in
011which we collected information that was centered and and flow back to the state. So I can attest to personally that there was a huge effort to um gather input from across all stakeholders across the entire state in 202022. We know that we shifted into the pandemic. Things went on pause but then we jumped right back into it in 22. um looking at completing that stakeholder work and digging deep into the blue ribbon commission and presenting its findings and you saw that report come through to the board of regents. The recommendation is centered around four transformations to adopt the New York State portrait of a graduate, redefine credits and learning experiences, sunset development assessment requirements, and we'll talk a little bit about um about that well about each of each of these and move to one
012high school diploma. In 2024, we're looking at New York inspires really being established. That is the phased in approach to launch the blue ribbon commission recommendations through this multi-year approach. The flexibility that districts will have is given in this multi-year approach and directed at grade bands. So as we look at this work, we're looking at phase one, phase two which is um initial implementation and phase three full implementation. Again, we are at phase one right now, which is the installation and really looking at what we currently have and identifying some things that we can move right now. Spring of 2025, the major life exemptions came into play. You heard about those. Um that was a big deal that was released um just last year, last school year. And then graduation measures communicated across the um
013the state and that committee was established. And then now we're shifting into you've seen much more around the definitions or we're going to dig into the definitions of the portrait of a graduate. Next slide. Sorry. All right. So the proposed timeline um is spelled out here. And as I stated earlier, much of this there's some there's a lot of flexibilities that will be given to districts as they engage in this work, as we all engage in this work. So in 202526, our current year, the release details on the new credit requirements and phasing in in 202027 cohort. Those are our current seventh graders, right? So we're going to talk about cohorts in a minute and why that you know that those numbers are what they are. This is this is slowly being released. This is
014the climate education material that you've been hearing about. We're going to talk about that professional and excuse me, personal finance education and then a portrait of a graduate. As you shift throughout the the years, you see that we eventually dig into in 2026 27 prioritize prioritized learning standards. We look at the release of the portrait of the graduate rubrics. So now we have the definitions. What are we doing with those definitions and how do they play out um in in how we graduate students? The the the um rubrics and guidance will be coming in 202627. Financial literacy and climate education is required and those requirements kick in that year. So that's next year, right? In school year 2728, we will be at a point where we'll have one diploma. We'll be suns setting assessment requirements.
015So suns setting assessment requirements um means it goes back to that local a lot of local decision-m that Dr. Janestri just mentioned. So regions exams aren't exactly completely going away. The requirement to have them will go away. It will be a lot of choice will be left up to local districts to decide the pathways that work best for them. And in some cases, there could be still a regent exam um that will be administered to students and that means that students will still have to take them here or there depending on the pathways that each local district chooses. And then finalizing the rubrics and guidance to prioritize learning standards. As we dig into 2829, we're going to highlight and disseminate best practices across the the state. We already are engaging in a lot of that
016work as Dr. Janestri mentioned a lot of the things that we um engage in. We have opportunities to across area Boseis connect with other districts and then connect across the statewise is the center of our county. they they they bring back information from the state and so a lot of sharing across the state and you'll see a lot of that happening and really uh we we should be in the full swing of it in 20829 and then the fall of 29 and beyond everything will be switched over all students will be entered into the new phase of graduating in New York State um there will be new transcripts new proficiencies the portrait of the graduate will be fully in place with cohort 2029 9. Those are all of our elementary babies, right? So that's all
017of our students who are sitting in elementary schools right now. And our new assessments will be aligned and prioritize prioritized according to the learning standards. So you've heard of nextgen standards. That's not going away. This is how do we continue to expand this thinking around project-based learning. Next slide. So I said I was going to dig into cohorts to try because you keep hearing me say cohorts, those are current seventh graders. And what does that mean? So, what does this look like for students? So, I just laid out a a multi-year um roll out, but if I'm a student um in schools in New York State right now, specifically in Sweet Home, what does that mean for me? So, cohort 24 is our current 10th graders. They are our current 10th graders. Your cohort is
018is identified by the year that you start nth grade. So, our ninth graders this year are cohort 2025 and the uh the measures that the state holds every district accountable for four-year graduation is the requirement to graduate within four years. That is the end of August, four years out from when they start high school in nth grade. Now, we can predict a a cohort beyond 9th grade, right? So we can say who our current eighth grader is, eighth graders are and and seventh graders and so on. So when I say cohorts of kids and I'm and I'm listing their um the year that is specifically talking about the year that they would be starting 9th grade. Okay. So cohort 2024 is our current 10th graders. Cohort 2025, of course, 9th graders. And cohort 2026 would
019be our current eighth graders. their requirements, the things that they would be um connected to and required to do in this whole transition would be tied to one graduation, one one diploma advanced designations as a seal of distinction. So it's not necess it's not a separate diploma. It will be a seal similar to our seal of civic readiness and seal of biiteracy. And then current credit requirements, they will keep the 22 credit requirement that we we already have in place. They will also have diploma assessment requirements decoupled by fall of 202727. So the exams that we have currently that are tied to or they typically feel like they're tied to a course will be decoupled from that course because remember the 22 credit requirement will remain in place while region's exams become something we get
020to choose as a pathway as a district. As we move on to cohort 27 and 28, those are our current seventh graders and our current sixth graders. At this at that point, our students will be one diploma. Um they will have redefined seals and diploma um including advanced designation. So the advanced designation again will not be a separate diploma diploma. There will be a new credit requirement by that point. So the 22 credits that we have is a requirement. Now that requirement will shift and sunset of the diploma assessment requirements. So complete sunset of the state saying that a regent exam is required. It will be up to the local district to make the determination based on the pathways for that district. And then cohorts 29 plus, those again are all of our elementary students.
021By the by the time they all reach high school, they there will be one diploma, redefined seals and endorsements, including advanced designation, a statewide transcript at that point because right now transcripts look differently depending on where you are. Right? This will help us come to one big statewide transcript and proficiencies in both learning standards and the portrait of the graduate. Remember, we said we were going to have those rubrics. So that is what it will feel like to students as they flow through this whole process. Next slide. So you've been hearing a lot about the portrait of a graduate and this is actually a slide that we've used in a couple sessions. We just um dug into this at our DEI uh committee meeting in which we were unpacking the work that will flow into
022our strategic plan 2026 through 2029. And we were looking very closely as you see on this slide um that we have the states outline of the six areas that have been defined um and clearly defined uh as part of the portrait of a graduate pointing out that the culturally respon culturally responsive curriculum framework is in the middle and all of these um characteristics surround that that framework and then they're clearly defined. So there are six there. We have eight characteristics that are spelled out in our current strategic plan. So the work that we're engaging in across groups is to help people look at the connections that are there and so that we as we shift into this this world of the six that this New York State has defined and that is going to define
023high school graduation that we understand that those eight don't go away. We're just connecting them differently. Right? So when you look at for example some of the items are the same like global citizen can be found on both right um and so the connection is there already for a couple of things but we have to reflect on some things that maybe we need to make more of a connection on. So for example reflective and future focused in the state definition could be aligned to dedicated to dreams which is personally my my favorite um and lifelong learning and growth mindset. So there's a couple of the sweet home um characteristics that folks were calling out that could be very much connected to how the state is calling out this reflective and future focused. Next slide. Something
024that's been all over the news is this um is this need to make sure that students understand personal finance at a much higher level, right? that we send all of our students here across New York State often into the world um really strong and confident in that area. But climate education has also been identified as um another key area. So these are two big major components that you see that are taking first row front row in this work in that they come into play in 2026 next year 27 that school year that group of students will be required to meet the standards that that are covered for in these couple of areas. So recently as Dr. Janes Dream mentioned we continue to learn about the things that are coming out of the blue ribbon commission
025um and the inspire work and one thing that was evident in our last meeting is that these are not new courses that are being asked that we're being asked to make requirements of for students. These are these are curriculum um additions and so students will not need to take new courses but the standards will be embedded into courses that may already exist. For example, the uh climate education um may be connected to the biology or a a general science course or the personal finance education. We have courses like financial algebra and career and financial management. Those standards could be covered in those courses. So it will not mean major changes right now to our course handbook in those areas but make no mistake that work those standards will have to be embedded starting next year.
026>> Dr. Wilson. >> Yep. >> Are they going through all K through 12 or is it just high school level or >> Great question. That's the next slide. You predicted it. All right. So to answer your question, this is K through 12 and um but the first phase does happen at the secondary level. So, if you just took a line down the middle and and um look at the side for middle grades, uh grades 5 through 8 and then the high school grades 9 through 12, that's the grade band that's impacted the most upfront because you see the elementary grades come into effect in 2027 28 and beyond, right? But immediately following um this this year going into 2627 these our secondary grade bands must have those that those standards met. Now, the state really
027calls out the grade bands in a way to help district see that this offers a a a huge amount of flexibility because what that means is students who are in cohort 2026 for professional for uh personal finance, that's our current eighth graders, must complete that those standards by the time they graduate, right? So, they'll start nth grade next year. The requirement kicks in next year and they must have it completed before they graduate. So it gives districts a lot of flexibility to make sure they offer students uh what they need so that they are ma able to master those standards. Um cohort 2027 those are current seventh graders. Um the climate education um kicks in for them. Um and then so again by the time they graduate from high school they should they they will
028we the expectation is that they will meet those u and master those standards. And so it offers a great amount of flexibility and it also offers um districts the opportunities to think about where's best to embed that work. So then when you look at um the elementary grade bands K12, they come into play um by 2027. So we don't have a a lot of information on on that roll out. The first big phase is this first roll out with our current eighth graders who will be our ninth graders next year. Does that answer your question? pretty much. I'm just curious how much are do we have enough of what they're expecting at the standard to be able to develop those pieces for curriculum? >> We definitely so and we're working closely with everyone in our
029area because we're all in the same boat and so um it is work that our we have curriculum specialists that come in and work with each of our departments at the secondary level. So we have math, science, social studies in our core areas and they are the the experts in that they are in Albany um learning firsthand what what is the what are the changes and then coming back and helping us work to embed them. So that work is continuous and um we will continue to make sure that all of our students um are ready to master um the standards by the requirement of their graduation. All right, next slide. So, this just highlights a couple of items. You've heard me say that we work closely with Erie Wooseies. Um they the one of the
030um four um elements of the New York Inspires plan um is to offer professional development and make sure that we are up to speed to make sure that every student is able to bridge get bridge the gap and master um what is needed to be that student who is um the image of the portrait of the graduate. And so you see just a couple of items there. I just took a couple snips. There's many um the port of the graduate implementation support. You heard me mention career um the core um specialists that come in and work with us. We also participate in consortiums in which we collabor collaborate across districts. I'm working with one tomorrow for math and we have math experts that also do that work and there are math experts from across the
031the county um included there. That's one example. um the roll out of materials from the state they uh Boseies is is an extension of of the state and so they they disseminate information through Boseies to us and so we get much of our information this all came from our work with um our Erie one Boseies and then um support for the strategic plan so on-site administrative leadership support we when we initially rolled out our first iteration of the strategic plan we worked really closies uh closely with Bosey's reps to um c collect information from the community but then to also help develop um what the what the community was saying through the committee. We are again partnered with them to help us with the with the um the extension of our strategic plan of 2006
03226 to 2029. And so that's another arm. There are many layers to this um and the work will be continuous. Um there'll be opportunities across districts to share. Um and we are going to roll up our sleeves together. And that is the end. If there are any questions, I have one. Sorry. Um, I think I know the answer to this, but the statewide transcript that's going to be required for the 2029 cohort, is that something that the state is going to create and give to us that we have to fill in or is that something that we have to present the material to the state and then the state would fill it in. >> So, I see that as being and I'm going to answer it based on what I know from and then Dr.
033Jenner, you can chime in. as see I see it as a combination um there will be a lot of local decisions that we will be able to make um around uh what we have available what we can offer to students as their pathways um to graduation a lot of that will be based on what our students need and want and what our community needs and want. So there are things that we would be offering but then there are going to be some there's always going to be requirements from New York State that that we have certain elements in there. It's >> exactly how I would have answered it. Um but what what but the shift is that we have more choice and I think that's while we'll probably have to get greenlighted by New York
034State on a lot of these choices um we get to create the plans, we get to you know work on the curriculum, we get to make these decisions which is a monumental shift um and 110 years of practice in New York State. >> It is. Yes, >> it's exciting. So this is kind of like the formula that they're doing with the new steps program where they give guidance. We have local control but yet we have to submit our plan to the state for approval. >> Yes. And they will ask questions to probe um questions to get us to think um questions to make sure that we are really thinking about best practice. Um, that's what I know about steps because we are also we've also dabbled in that. Um, and we are really going to
035take our time to make sure that we have the best plan laid out and so it's since it's so new, that's where we are. >> Thank you. >> Hi. Hi. So, thank you for outlining all of this. This is the most concise review of this that I've seen so far, like all in one place. Um, so regions diplomas have been around for a very long time. Since I was in school, since you were in school, they've been around for quite some time. Um, as we know, things change and evolve. What would you say to parents, to families, to other educators that are looking at all of this and they get that sense of kind of unease >> or not being anchored by regent exams or one the specific type of diploma that we have taught
036to for >> ever. Um, >> you know, there's there's uncertainty that comes with this, right? And there's I'm sure lots of conversation. and you just showed me a piece of paper that had some back and forth on it, which makes sense to me, right? All of those points. So, I think, you know, as educators, we've we've had those tests, those standardized tests forever. And there's lots of discussion and rhetoric and things that kind of revolve around that. And so, there's sort of the the idea of being sort of not anchored by that and moving into a new path, which is exciting. And I think it's going to be great if it's done well, which I know we're going to do a good job of it. >> But what do you what would you say to
037people who are uneasy about a transition like this? >> It has been such a huge part of our lives. We all grew up with Regent's exams. To think about regions exams not being at the center of graduation is a stretch for for many people. But the thing that I think parents should should rest assured in is that because so much is decided locally and that we really get to decide what's best for our students, the paths that we'll be able to lay out will be designed specifically to meet their our students needs and wants and their famil family's desires. So um the opportunity to share your voice in this um that has been at the core of the work. You see, we started it, but then we came back to it right after the pandemic
038and then went back to it again. And so, it's constantly something that New York State is has been pushing, but it is also something that is a big part of who we are here in Swedom. Um, so as we develop plans, community voice remains at the center of that. And so the community voice includes the students, it includes their parents, it includes business owners, it includes everyone um administrators, board members, you know, everyone. Um so with that in mind, I I would hope that people continue to have an open mind about it knowing that it is such a shift for everyone. Um, but know that ultimately we we when we do all of that, we'll end up with the best plan for for our students. >> I would encourage people to keep an open mind
039about that and to also recognize that the word regions diploma only means something in New York State. Like, yeah, >> graduation requirements and diplomas are different stateto state to state. Like, everybody is doing some iteration of this right now. This is not just us and by us I mean like New York State picking something different. Um we are neck deep in the AI revolution and we've talked about this that there are jobs that exist today that will not exist tomorrow. There are kids in college right now that are training for a career that is not going to exist when they get done with their four years or their seven years when they have their masters. >> That is just the fact of that. And so I think this is probably the next step in like
040an evolutionary process to making sure that our kids are ready for whatever the world is going to hand them after high school. >> That's exciting. >> And I would just like to comment on that and um I think what's been great about the board and the direction um is that there it has been forward thinking in that in that regard. And I think as we progress and we see how technology is going to um change our world and evolve our economy especially this gives us the opportunity to adapt and adjust and I have had a lot of conversations with Dr. Wilson about how we move forward with this and we envision a process similar to how we built the strategic plan but probably even wider than that because you're talking about graduation pathways now that
041we can develop here at Sweetome that suit our students and our community and I think that's the exciting piece about it. So, it's going to take all of us um board members, administrators, teachers, staff members, students, parents, community members to build this moving forward. And that's why we want to start engaging the board in this conversation now because um it's going to be a communitywide effort to get it done and get it done the right way. >> Okay. I I did show uh Danielle something prior to your com your your your little spiel there and it's two sides of this the pros and cons so to speak. Is it dumbing down which I hear a lot or is it just opening up to um asking students to take a look at different aspects of where
042their life is heading to different areas finance or whatever. So it is I'm trying to understand it but again here because I've been around for a little bit is it just another common core is it another no child left behind and everybody says no to this but five years from now when we're tr struggling to see are our students learning some basic things. Are we going to look and say we need to change this? We need to revert back to things that we know have produced good results, good graduates, students ready for the future so to speak. So, I have a lot of concern about it. Okay. I don't know what a global citizen means. I don't know why we have to teach kids about climate. I don't know if that's coming from a political
043point of view or is it coming from something out of Albany and state ed that they think these kids need to think a certain way. There's a lot of scary things in this for me. And by the way, what if if we're if the endgame is all students graduate, what are we accomplishing? what are they graduating with? Do they have the foundations, the fundamentals that they should have to move on in life? So those are again, it's all questionable for me at this point. And again, I think these are serious questions that need to be answered. And so as you move through this process, you're going to ask for some major change in a system that is surrounded by measurable results, right? And now it's going to come back to our district where we're saying,
044well, we're going to look at it this way, right? And what's the state going to say in the end? Oh, no. You need to still do it this way. So, is that different than a a region or some standardized testing? Again, I have a lot of questions. I'm sorry. I'm not a real fan of what they're trying to produce here, but I'll go along. I'm going try to keep an open mind. And again, in the end, it's our students. You know, we're doing this. We as a board, we're making decisions that will impact our students. And again, it's the state again pushing down some things they think their blue ribbon thinks are the best way forward for our students. So, I think we really seriously need to understand this and how we move forward with
045this. I remember talking with Scott Johnson about common core. Oh, no, it's not going to change. We're in this. It's going to stay and we're going to move on with this because this is the best thing. Well, again, it did change and it really isn't necessarily the best thing for all kids. So again, I'm not I don't mean to throw Oh, maybe I am throwing water on the fire here. >> No, it's an important discussion, >> but it I really do the discussion part of it is very important to me. So, thank you. Y >> So, in in thinking about growth, right? Um and thinking about um Miss Anon just mentioned students who are entering careers that didn't exist before and now we are we have students who are in college studying for careers that
046may not exist when they graduate. Right? things were constantly changing and constantly growing. >> Education has to be an evolution. We have to continue to grow. So, we can't stay in one place with standards as we learn more about what our students need to go off into the world to be successful. We have to grow. We have to change. I would expect that we continue to grow and change as educators. Um, and so as that work continues, I think the thing that may be a little scary for folks is that the timeline is there, but you don't see those pieces yet, right? So, effective next year, you will see the rubrics that come along with the portrait of a graduate. That will start to give you that picture of what do what do we mean
047we're measuring students to graduate based on the portrait of a graduate? We haven't seen the rubrics yet. So once that material comes out each piece that comes on board helps to paint uh the picture in a much clearer way so that you get it goes from foggy and hazy to clear and as you back away you start to see and understand um how the plan will play out. I think um everything is being done very thoughtfully as you um I don't at as I talked about the cohorts. The cohort that is first impacted is would be our current 10th graders. Our 11th and 12th graders are are well into high school and in the middle of finishing the 22 credit 22 credits and five regions the minimum requirement or beyond. And we're pushing them of
048course beyond. that is not changing for them because we want to make sure that we are doing this in a way that students can accomplish it. Districts have the flexibility to make sure that they can meet the needs of the students in front of them. And we're really thinking through everything that's coming from our community. The work from the very beginning was we need to engage every stakeholder that will want to be a part of this. Um and so that work I think shows through um the work that came out through the blue ribbon commission and then as we continue into this work more and more pieces will become available and the picture will become more and more clear. One thing I also want to say because you're not wrong right there are initiatives that
049have come out nationwide that we look back on and we're like okay well maybe it didn't work out but we learned something and we can move the next step forward. It's a pendulum swing. Education in just about any career field, you're going to have things that go one way and then you're like, "That didn't work. Let's go back to the thing before." Nothing is ever going to be permanent. So, think back to when you were in high school. So, I'm going to think back to when I was in high school. And I will tell you that while I had a great experience and I had awesome teachers, that education did not really prepare me for like if I got that same education today, it would be lacking >> because everything is different. Everything is so
050different. And so I think the goal is always going to be to try to stay one step ahead of that, but it's so hard because there's so many stakeholders and there's so many moving pieces and like yeah, I know how you feel about New York State, but like they're in it too, right? And so >> it's impossible to do something at the snap of a finger. >> There is an accountability thing at some point. You know, who's held accountable for Common Core? Who's held accountable for No Child Left Behind? It's the kid. He's out in the workforce now. He's out in life. But did he benefit by any of that? Did he benefit at all? >> But so so on on I would just caution to not discredit the work that's been going on for
051almost 10 years um with a lot of highly educated people um just because it's the buzzwords of climate education. There's also the personal finance piece and I agree that that kids need to learn these things. I learned climate in high school and in middle school when I was in school. I could tell you I didn't learn how to balance checkbook. But these are you used to. But that's what that's the point that's things are coming back because we found that kids need to know these things. People need to go into adulthood having some >> other tangible resources that they can they can back themselves up on. >> So you're right. I'm not disagreeing with anything you're saying, but you're you're it again it's like um used to call it broad spectrum of things you would
052like children to learn but you don't have any silos where the basic components of a public education reading writing and arithmetic are lessened and that's the risk according to the stuff I'm reading again >> it's not I think it's built in we spent hours this morning at Willow Ridge and we were talking to Mr. Pino, the principal, and we were talking about standardized tests. We were talking about those assessments, and he was explaining to us that it is so hard to actually get those scores back from the state in any kind of timely fashion to do anything with them. And he's like, we can look at questions and see which kids are, you know, scoring which way on questions and say, okay, well, maybe that's a skill that we need to figure out. And he's
053like, "And we can give those wrote, you know, mathematical like you have to learn, you know, these equations or you have to memorize this list of facts, but we're not actually always getting the opportunity to show kids how to use those things." So, we have tools where we have like a list of like your multiplication tables or whatever written down. Why don't we start showing kids how to actually apply the knowledge that they're learning? And I feel like this is this is what it's at what they're asking us to do. >> But you're saying we don't do that. >> But we do. I do do that. >> Yes. But like getting getting the data back from the tests in any kind of timely fashion to say like those kids will take the test in June,
054they they've that cohort of kids has already moved on somewhere else. So they've got data that isn't even like really relevant to what they're doing. So I feel like >> so this will allow sooner or or just the local assessment quicker. >> Yeah. it'll give like a more immediate um gratification that okay we taught this and now the kids are actually putting it into practice and that's the skill that we want to also be able to teach them in addition to your reading writing arithmetic >> okay >> take that and like do a thing with it >> that's again my point is still there's coming >> I'm sorry we could like talk about this for hours but >> I just want a um couple clarity clarification So regent is going away but >> the requirement
055of regent would be >> okay. So like the final when I was in high school you know you had your regent exam. So are there going to be any um I guess like finals that are going to be required or is that going to be based on whatever the local standard for a course may be may or may not be. So kids could have one class where it's project based and another one where there's a final kind of like when you go to college and I understand in college it's different because every professor kind of just decides. >> Mh. >> And then this other piece of that is what role does the board have if any you know because right now like our curriculum is kind of more or less decided. I mean we don't
056we have maybe a little wiggle room of adding or subtracting courses but will the board have more influence on we want to see more of something or not necessarily under this? >> So to go back to regents going away. It is our understanding the regents won't go away. They will still be available. It will be up to the local districts to determine which pathways they would have their students access. So there may be in one particular area that a particular district may say the regions exam is going to be the measure for that particular course, right? Or for that particular work. Um it really will be local decision that will drive that work. That's the way we understand it coming from the state. Um so they will be available. They will not be required by
057New York State. they will be um designed through local decisions or required through local decisions. As far as the board um right now we have take for example the high school course handbook that outlines all of our coursework and gives you a highle description of what the the course actually um focuses in on and what students will be expected to learn and master um at the completion of the course. I believe those that requirement will remain in place. Um that much of that work happens through committee work. um the teachers who are day in and day out engaged in the work um working alongside administrators uh getting feedback from students and then those recommendations come to you through the course handbook >> but these pathways like if the board will if the board said again
058I'm just thinking back when I was in high school we had almost program like you could have a focus on finance you had kind of this core work and then you could have a pathway towards finance other people had a pathway towards you know carpent entry or there were there were different pathways. Is that a piece of what we might be thinking about? and and then I don't want to say majors, but I think that that's something that has been thrown around a little bit where we're bringing kind of more of the college or university model into the high school model to prepare students for I I think the one thing that I'm going to be very cognizant of is are we preparing students for life after Sweet Home in the in the proper way
059um so they can be successful in at university and college or be successful in the workforce. I'm not exactly sure, you know, we've debated for years with regions exams is is the way to measure that because, you know, we we go to that that we do that first year of college and, you know, a lot of kids aren't successful after that first year and and so how are we properly preparing? I also think that, you know, technology is going to play just this giant role and are we preparing our kids, our students to be able to adapt and adjust on a on a rapidly evolving environment that we're living in here. Um because the technology is changing by the day and so we're not learning programs anymore. We're learning uh what this program can do
060and how it can evolve into the next thing. So creative thinking, project-based learning, um things that they are would actually do in at university or in the workforce um are things that we've got to discuss here. Um we got to do that work together. Yes. I I believe strongly in the financial pathways. We don't do >> anything. I mean, you know, to to Mrs. Bagley's point, are we even we're not even teaching how to write a check anymore? like it it just and we are so behind in financial literacy that um you know that we could use >> I see two people at at this table that we could tap into their expertise so we can teach kids how to invest properly and and and not you know do the things that that I did
061when I was a kid and blow through every dollar that I ever made you know so um there's a lot there that we can do and I think it's exciting because We have choice now and and that's the one thing Common Core did not give us was choice. >> Yes. >> But my biggest concern is another mandate. >> Exactly. I think we're removing the mandate. >> Javon has a question. >> Um so like let's say we don't uh like we choose not to um have regent exams after 2029. like what would happen like with the students who took like all the regions classes or like um advanced regions classes who would get like a advanced um diploma with honors distinction or whatever like would that just like go away or there be like something different
062they will receive? >> So if you're talking about beyond 2029 those students will engage in uh it will be completely different for them. the credit requirement will be different as well as the regents not being required but determined by the local decision. It's a really good question. So you will be able to still get that advanced distinction but it won't be a separate diploma. It would be a a a New York State diploma but you would get that distinction. Um so think about the seal of civic our seals our current seals right now they go just beyond they they're not just passing exams. It's a combination of points to u pass exams. You get a higher a higher number of points for mastery on certain exams, but there's somewhat of a capstone project that is
063tied to that work. So, now that you've mastered all this material throughout these courses, so take the seal of uh civic readiness. Um through all of the social studies courses, you've mastered these things. How do you apply it to being a global citizen? How do you help your community? And so you pick a project that you want to focus in on and that is a part of the presentation. So it's that kind of thinking where it's it's it's a much higher level is taking everything that you're learning that might have gotten you through a region's exam, but now can you can you apply it at at the appropriate level instead of just regurgitating it on an exam, right? How do you use that material? And that's what our current seals are right now. >> Oh,
064just one other thing. I'd like to say is that I hope that this allows us um and this is for more discussion down the road, but you know there are a lot of talented kids who aren't maybe necessarily or are struggling at passing a regent particular course or something and you know the most important thing in my view for a kid students is they have is to have hope. Mhm. >> And you know, you put in front of them this is it and you have to pass it and you know, even though this particular subject really has nothing to you could be a great at carpentry or at some technical skill and and to have again a pathway. >> Yeah. >> But then they lose hope because they're just like, well, I'm not going to
065pass. I can't get through this. And and you're wasting talent. So I'm again what I'm hopeful for because I is that it this will allow pathways you know for all for kids that you know um for for all kids and different different sets of skill sets and talents and and that they can you know take that further you know outside of Sweet Home whether it's you know into college or onto a a career and because we need a lot of of different skills Um, and it's not just about passing exams and going to college because, you know, it's not for every kid. >> And I believe that's at the core of the thinking behind this work. >> So, I want to piggyback on Mr. Coleman's thought and I think this is where you were going
066with the AP classes. The AP classes offer a national exam that gives college credits and we offer college classes conjunction with NU and ECC. What where do those classes kind of fit into this structure? um you know cuz I mean my son was part of that and and my you know my daughter's a freshman and she's >> leaning towards being in all those AP classes as well. >> So that I guess that's I was is this what you were talking about like those AP exams? So those are national exams. So >> they won't go away. Yes. >> Yeah. So they would what? >> They won't go away. So, so we would still have to offer those classes for those students that wanted AP A push and AP Calc to with the option to take that
067test to get college accreditation, so to speak. >> Um, I I see those fitting into the advanced designation category. Okay. >> Um, students who would be earning that level, I can see that playing in going back to being very similar to like our current SEALs. they they they come up as points that get you closer to that advanced designation. Will that be how it plays out as points? I'm not sure, but I see them tying into the advanced designation. Um AP exams, um dual enrolled courses and credits um are international and so students can can get them and apply them, you know, many places. And so definitely I don't see those going away. They are not bound by New York State um rules and regulations. uh students across the country take them. So, >> all
068right. Thank you. >> Thank you, Dr. Wilson. >> Thank you. >> You just a couple more updates. Um our accountability data is starting to trickle out of uh New York State. I'm happy to report that um Swedom has achieved local support and improvement LSI status in all categories and subgroups uh for the 2526 school year. um it's the highest rating you can achieve and actually we've moved up in a couple categories. I know that chart on there is hard to read um but there's a lot of subgroup categories um that are listed on there and we were um on a watch list for a couple of them and we have moved off the watch list and and are now on um LSI for every subgroup um in accountability across uh the district which means across
069all buildings and programs um in the district. So, we're going to continue to update the board on our accountability and achievement levels um as this um starts to um come out of New York State, but wanted to start here and and let you know that we are LSI in all categories. Um, of course, we are a week away from our capital project vote on December 16th, 2025. We're asking all members of our community to come out and vote. Uh we have one more town hall meeting that is tomorrow night at the middle school uh at 6:30 p.m. I put the project breakdown on here. Um we will be we've done one town hall. We're going to do our second one tomorrow night. Um and and present. We invite our entire school community uh to come
070out and hear more about the project, the two propositions uh proposition one and proposition two. Um it is a $90.5 million capital project that promises to transform um our buildings especially at the elementary level that need the space um to operate uh it's for services um but also need updating um and a lot of maintenance items um as well um at all levels in the district. Um, and then finally, it'll cap off, uh, we're, like I said, a week away, um, in Virgil's Community Center, uh, center, December 16th, 2026, 7:00 a.m. to 9:00 p.m. Very similar to what a May budget vote would look like. Um, it'll be here. Um, and, um, you know, we're excited. People will see, our voters will see two propositions on the ballot um, and broken down. Uh, we've published
071on our socials what the ballot will look like. Um we've been, you know, everywhere and everywhere trying to do um get the message out. Um our community will see another postcard coming in the mail um any day now as well. Um but um I've also included the the for anybody that um wants to go to the website, the YouTube video that we um that we published um a couple weeks ago um that outlines the need for the improvements um that we're asking our community to vote on. So um we're very excited for the 16th. We're ready to go. We've been meeting with our architects and construction managers um and then trying to get the timelines together of the the scope of the work. Um a lot needs to be done. Um a lot of improvements
072in place, but um it all starts on December 16th and then we can move forward from there. Please vote. Please, please vote. Um just wanted to publish again the this Sweet Home music concert season is in full swing. Um, please uh come out and see a concert. We got one going on um as we speak. Uh at the middle school, we have one here tomorrow night at the high school. Um may all schools are represented. Um and um we hope to see you here or at one of our buildings um for a concert. Um please attend. They are awesome events and uh we're super proud of our music department. Thank our our music teachers uh for all the work they do to prepare our students for these concerts. Um, and if you haven't been to
073one, I I highly recommend it. That's what I have tonight. No questions. All right. Thank you. >> All right. Moving on. Upcoming events. Obviously, Dr. Janes just highlighted the music um shows. Uh, we have um a lot of elementary um holiday shopping events. Um, Merry Moose, Winter Wonderland um things like that. Remember Friday elementary is elementary parent teacher conferences. There is no school UPK to grade 5. And again uh to reiterate because the district vote on the capital project is next Tuesday. Our voting session is next Monday, December 15th. Um so just remember that. And then we have a couple other meeting dei meeting, dollars for scholars meeting and then um our twoe winter recess. So um that's our upcoming events. Um okay um that leads us to our first open session per board policy
0741510. The open session is for topics related to tonight's agenda. Is there anyone interested in speaking? Okay, seeing no takers, uh we will move on to new business. We will be voting on the new business next week on Monday night. Um we have our special education um classes and um placements. Um again, um Maryanne did say she's getting through them. Um so she I'm sure she will be ready for next Monday night. Um I'm still working on some of them as well. Um we have our monthly financial reports. Any questions or comments on those? Okay. Our comprehensive school counseling counseling plan which we had that presentation earlier that is the the entire plan is in our um board packet. Any questions on that? Okay. Our high school course planning guide which is policy um 8110.
075Um, again, that is in our course um in our board packet. Any questions or comments on that? >> Just one. Yes, I I've rolled through it. I didn't see anything that was an obvious change. Is there any changes in that we need to know about any classes? >> Not that I'm no >> aware of. Yeah. No. >> Okay. Okay. Thank you. >> Okay. Um request for proposal for driver education. Um, this is to allow Upins Driving Academy um to do drivers ed during it's during the summer, correct? >> Uh, it's for the spring session this year and all of next year. >> And all of next year. Um, the price is $879 um per student. And this we used to do AAA, correct? Is it the same type of policy where stu sweet home students
076have first priority? That's correct. That's correct. >> Is that that used to be paid at one time by the school district? Is it still >> incorrect? Uh it used to be a course that when I was here 100 years ago, it was a course that was offered for credit. Uh from that standpoint, taught by our teachers and our instructors. Um but it is no longer that way. We hire out to do a classroom portion uh as well as um the incar portion. Okay. >> Stiff price, is it? >> It's a It's a significant price. Yes. But >> as somebody that's put two teenagers through driving lessons, it's on par. Yeah. >> It was $2 when I was in high school. For sure. >> That's why you >> something like that, Mr. Ravenold. >> Okay. All
077right. Um, next up is a HELPS program resolution. Um, helps is the hiring for emergency limited placement statewide program. Um, this is in conjunction with the civil service exam. Um, and and I guess for lack of the lack of civil service exams being offered, it allows us to assist in our hiring practices. Yes. While we're awaiting for the civil service exams. >> Couple it. First, my understanding is this right. Those people that get hired will not have to score top three in an exam or even take an exam. >> My >> I can't I I don't This is something that uh Dr. Shai has has dealt with, but my understanding is is that there are folks that have taken exams uh and uh rather than waiting for scores to come in that they can achieve
078permanent status. I can't speak to is whether or not it would preclude them from taking exams in the future. I don't know enough about it. >> It also allowed us to take current employees that haven't had the exam yet and make them permanent while we while we wait >> who are waiting for exams. There are there are a number of of employees that are placed in a um provisional uh situation where they're waiting for tests uh and then rather than administer the tests if we feel as though that their performance has been um satisfactory or beyond satisfactory uh we could hire them as at permanent status >> and then we don't lose them after the test. >> Okay. >> Take that risk. >> That's what I was kind of getting at him but I wasn't
079sure. >> Yeah. Mr. Johnson. I know going forward I don't know how that impacts tests and things along those lines but for the time being that's how I understand it. >> Do we know how long this is going to happen for? >> No. >> Okay. Just there for now. >> Yes. Hopefully for a long time. >> That would be nice. Someone the same battle you guys do. >> Yeah. It's it's a process and I will say that. >> Yeah. Thank you. >> Um and then uh letter G is an acceptance of a donation. Um the Fiser family would like to donate um $100,000 to Sweet Home High School for the specific purpose of constructing and outfitting a new multimedia class. Saw that >> we've been um from from a the media classes point of view,
080I just want to say they've been um our two teachers have done an outstanding job and they're those classes are full here. Um we're teaching high level media studies um here at Sweet Home. Um, and this will allow them to have the proper space to to teach those classes. Um, we're really excited about it. What we've deemed the front um hallway that that that new lounge that was built after the renovation um there's really two senior lounges now. We only need one. And so that one in the front hallway that has the SH on the doors, we're deeming that space as a perfect spot for a new media center. So, um, and it'll be a showcase room for So, we're appreciative of the donation. We got more information coming in from the family as as
081as it moves forward, but um, it's exciting. Super exciting. I want to thank Don for leading the efforts on this and um, and sometimes all you got to do is pick up the phone and >> Exactly. >> We're at the right place at the right time, which is great. They've been the family's been very um, for those that don't know, Mrs. Fischer was um a technology teacher uh here at Sweet Home in the early to late 70s to early to mid80s. Um and upon the passing of her husband, she and her children wanted to give back and Sweet Home made such an impact on her that they wanted to give back to Sweet Home. So they were very interested in doing something in the realm of technology. Uh, and after many conversations with many family
082members, this is where we landed. So, >> thank you. Any questions on our new business? >> Okay. Um, that leads us to open session number two. Um, policy 1510. Would anyone like to address the board? You do have three minutes. Um, please state your name, address, and relationship to Sweet Home. Seeing no takers, we will move on um to personnel. We will be voting on these personnel appointments next week. We have teaching and administrative um some retirements, some encumbered appointments, um continuing activities, leave of absences, reinstatements, um uh some co-curricular activity um placements and intercolastic activity placements. Um and then service. Um again we have some retirements, resignations, regular appointments, leave of absences and reinstatements. Are there any questions, comments? Okay. Um at this time, can I have a motion for a and a second
083to adjourn um into an executive session to discuss current litiga litigation where we will not be returning. This will end our general session portion of the meeting. >> Still move. Second. >> All in favor?