001I had like To call to order the November 6th meeting of the car place Board of Education. Please stand for the pledge. Pledge To the flag of the United States of America And To the republic for which it stands for my mission under God and indivisible for liberty, justice for all. Mad Standing. Heavenly Father, we invoke thy blessing on all in attendance here and on those we serve. Help us to bring wisdom and humanity to our deliberations and I spirit to our work. Thank you. Please Welcome to the November meeting of the Corporate Board of Education, trustee to Did not attend tonight's meeting due to a personal matter. We'll start the meeting with comments for the board and I'll take the leave. Um, welcome everyone. It was Wendy. So Paul is definitely here and we're
002doing on us. Um, I hope everyone voted on the election day and next Tuesday the 11th. It's Veterans Day. We should take a moment of reflection. Appreciate those who have served our country, and if we see someone say thank you. I'd also like to send congratulations to Olivia Abella, Isabella Lu, Juliana Deandra, Laura Lee, Goman Lucas Elroy Strato, and Jack Walsh. These students earned an AP Capstone diploma. This program is developed by the college board in partnership with colleges and universities. It encourages students to engage in independent research and interdiscipline disciplinary learning through two innovation courses, AP seminal and AP research. This program helps students build critical thinking, collaboration, communication skills, essential for college and career rights. So congratulations to them all. I'd also like to say, um, congratulations to the Girls Field Hockey. They
003went all the way up to the Nassar County semi finalists, and now they are headed for the Low Mountain Championships. Good luck girls. In addition, um, we had the boys soccer play in the Nassar County Champion Class three Championship, the girls varsity soccer and the Nassar County Class B Championship. And we have the park plays football team in the playoffs this year. And I'd like to give big shout out to the football booster club. They, um, they were very supportive with the team. Um, when you go to the games, particularly, you know, um, in the beginning of the game, you see the big tunnel and all the players come out. It was used during the 1995 championship alumni, um, game. Uh, they also purchased the camera end zone. A lot of support with the shirts,
004the sweats, the presents, the gifts. A lot of fan chair. So thank you. I'll now hand it off to trustee, uh, vice president. Good evening everybody. Thank you for coming. Uh, students in Ms. S Shas e and l class recently completed a home country project highlighting and sharing parts of their cultures with classmates at the presenting. They exchange positive feedback through peer through use. It was a meaningful experience celebrating diversity as students gave their first presentations in English and showing kindness and support for one another. Um, Sherry Lane and Rushmore will be collecting non-perishable food for our local pantries, so families in need can enjoy a Thanksgiving meal. Sherry Lane will be collecting donations from November 7th through November 20th and Rushmore from November 7th through November 21st. Both schools will be sharing details with
005families through Parents Square. Thank you to everyone helping to spread kindness and the spirit of giving this Thanksgiving season. And also, good luck to our varsity field time. Pass it on to Trustees Zaina. Thank you, vice President. Re I just wanted everyone to note that, um, our Justin Block, our physical Education director of physical education, wrote a very nice letter to the families that called place about sportsmanship. Sometimes things get out of control in the stands and it doesn't bode well for us. We're known as a very nice school, a very good school, and a very compassionate school. Uh, so I appreciate, uh, Justin's, uh, writing of this letter to all of the families. And in the end, Justin says, let's show our class composure and respect at every game. Cheer loudly for our team,
006celebrate great plays, and remember, let the players play, the coaches coach and the officials officiate. So hopefully a lot of people, hopefully everyone read this letter, but they should know better anyway. So thank you. I'll pass it on to Trustee Duney. Trustee, uh, Zeno. Uh, so a couple weeks ago, football, my son George and I walked over to the, uh, cross lake, uh, game against silent trees. Go back a few weeks actually. Um, I had the pleasure of running into, uh, mark Rado, uh, who I know was familiar was, um, the class president, the class of 1975, and they were celebrating their 50th reunion. And just like the nicest person ever, like so many of us here in car Police, right? Um, and I, I, I, I must have talked to this guy for like
007an out, like, and you know, he, when we come far ways, he handed me his car. I noticed that he had, uh, military backgrounds. Uh, so I wanted to give him a shout out, um, to, you know, thank him for his service. To recognize all our veterans past the president. We approach Veterans Day, um, grateful for their courage, uh, their example, all they've done for our community and our country. Um, as we approach Veterans Day. I also want to express my support fellow car place on this local hero, uh, Willie ish, uh, chief ish, right? One of our, the firefighters injured, um, and a recent house fire. Uh, we're all grateful for his bravery and his service and the entire car place community is keeping him and his family and our thoughts as he continues
008to recover. Um, one of, to highlight a wonderful event hosted by, uh, Rushmore, PTA Saint Katerina, uh, here. Thank you, um, for what was a great event. Uh, just before Halloween, very well organized, well attended fun night for families. PTA did a great job. Uh, my son had a blast. Um, I bring my son everywhere. Football gets kind of hands, just go wherever. Um, and then finally, I wanted to recognize a recent feature on Trail Land's Connected cooking, um, project where students support science through culinary arts. Uh, perfect example of how hands-on project based learning can begin, uh, early right linking directly to the kind of authentic applied experiences that later define work in CTE work based learning, which we're gonna hear about, uh, more tonight. So thank you. Thank you. Um, last week, musical
009groups from Cherry Lane Rushmore in the high school performed at s night opening in the fall and enjoying the fun night of music. Additionally, the boys soccer team and the girls Fi hockey team fought hard over the weekend to win the Nassau County Championship for their Class Fi team plays in the Long Island Championship this Sunday at East High School. And the Rush State Football team has their first playoff game Friday against Slim Brook as well. And after a successful fashion show, the key club is currently preparing for the blood drive on November 13th. So make sure to stop by opine your blood can feed up to three lives. Thank you. Thank you. We'll now hear a few words from Dr. Pan. Thank you very much, president. Um, I'm gonna start off with something that's
010a follow on from our October or last October meeting. And that was to, you know, finish off board recognition week. And I wanted to give a certificate to our student board member. Ms. As you have heard a few times, our football team is in the playoffs this year. That's a really, really exciting thing. It's a great achievement. A bunch of hardworking young student athletes and looking forward to going and seeing them. Also really looking forward to going to see field hockey 'cause they are a super hardworking, fun determined group of student athletes as well. They're great to watch. Looking forward to that one on Sunday, coming up in two weeks, um, is our high school play on the 21st and 22nd, right? Love notes, the night of humor and romance. That sounds like a pretty
011cool, um, fun evening to be part of. I also want to say that we have two presentations tonight. First one you can see up on the screen, CarPlay School's instructional coaching update. This is something that we started the wheels turning on last year, and I see some of the folks in the audience who were there when we began to explain what this is all about and why it's a valuable, um, a valuable asset to the district and helps us to raise our game and raise our profile. And I want to say thank you to Ms. Morty and Rubenstein and, um, Ms. Shaw for being presenters, and of course to Ms. Morrow and Ms. Gardner for being our instructional coaches this year. And things are going along really, really well. We are also going to have
012a presentation following that about work-based learning, which is another thing that we have really committed ourselves to in the district that on the one side has our younger students work-based learning, has our older students. So we're really bracketing the district here. And, um, Ms. Natalie Zin, who is our work-based learning coordinator, will be sharing the presentation with me. So we want to say welcome to Natalie. And, um, do you mind if I, yeah, I also want to say a special welcome to Mr. Chris Scardino. Chris is here as our interim principal at Rushmore Avenue School. You know, while Kathy is slutty is out, Chris is going to be working with us. He and I have the privilege of sitting down with Kathy and with Andrew Bennett, and we have a really good briefing conversation. I
013know he's made contact with PTA and has really been a good strong presence in the school. So Chris, thank you for being here and for also the rest of our administrators and faculty and staff who are here with us tonight. We are grateful you're here. Last but not least, if you can never say it too much, we want to be mindful of Veteran's Day, which is next week. Um, it's more than just a day off. It's a day when we serve people who have more than uniform to serve this country. Think of my own dad and all people in our family who have done that and very proud of 'em and people in this community as well. So it's an important thing to, to really, you know, think about. Finally, Dr. Omar can't be with
014us tonight 'cause he is at the Univers State PPS, um, conference right now. So, you know, you're Wondering where is Dr. Oma? That is where he is. Thank you very much for the opportunity. Thank you. And welcome. I would like to pull before a motion to amend the consent agenda to remove item 6.9 amendment agreements. Is there a second? I'll second. All in favor? Aye. All opposed? No. Any absent. Sorry. Sorry. Okay. We will now have Vice President Rear. Okay. Uh, the Board of Education allows time at the conclusion of its regular meetings. For comments from residents in attendance, please note that any person wishing to speak during this time shall comply to both provisions of board policy. Although a total of 30 minutes is allowed for comments, the board president has discretion to adjust
015the total time. Remind you to keep your comments to three minutes and to conduct yourself in a respectful manner. Please address school matters only and refrain from addressing topics related to personnel matters for individual students. Such concerns should be discussed privately with the superintendent or administrator at an appropriate time. The board is here to listen and cannot provide immediate feedback or engage in open dialogue. Any necessary follow up will be noted and provided at a later date. Thank you. If anybody has any questions regarding the consent agenda only, please come to the podium. Thank you, Brian. Um, apparently you just removed it from the consent agenda, so I can't ask a question regarding 6.9 the amended agreements. Is, was there a reason it was removed? Uh, can I ask a question regarding what's printed? Yeah,
016you can answer your question. Okay. I I don't know whether they're gonna engage in open. Okay. I guess it's, it is, it's just, it is basic question of is it common practice for new hires or the district administration to get a renegotiated benefits package Just three, three to four months after being hired. Thank you. So, So You guys, Mrs. Bennett, it was, it was removed from the consent agenda? Um, Yes, I understand how It works. Yes. It, it'll be discussed amongst the board members at a later date. Oh, okay. Thank you. Are there any other questions regarding the present agenda? Okay, we will continue with the visits of the meeting. We'll, Good evening. I am excited to be here tonight to share some of the great work happening at Sherry Lee and Rushmore for anyone.
017I have not had the pledge of meeting yet. I'm Lee Shaw. I'm the Assistant Superintendent of Curriculum instruction and innovation. Joining me are Ms. Moriarty, the principal at Sherry Lane. Ms. Rubenstein, our director of humanities. Um, and we're lucky enough to have Ms. Step, Morrow and Jackie Gardner here, our instructional coaches. And we're also speaking on behalf of Ms. Kathy Ti. Uh, tonight we'll be giving an update on the instructional coaching we brought on last year. We're very excited to share how things are going, what we've learned so far, and what's working well and where we're heading next. I have to say, it's truly a privilege to be in a district that leads so deeply in the growing their teachers. That's the key to growing all of our students. You'll hear that really reflected tonight
018in what shared we freed up some master teachers to truly grow other teachers with the goal of student curriculum. Something I often remind people of that no matter how great a curriculum is, how wonderful our programming is, It is not successful without training on how to use it. So it's similar to, I always say this, it's a little embarrassing. It's a cliche at this point, but a fancy car, it's no good to have a Lamborghini if you don't know how to drive it. So that's what our instructional coaches are doing for us. So tonight you're gonna hear Ms. Ti, Ms. Rubinstein and Ms. Ty have been working along Sarah, our instructional coaches, to ensure that our teachers are fully supportive, developing their skills, deepening their practice, and most importantly, doing it all to help continue
019to grow our students. Um, we wanna thank the Board of Education and Dr. Noni for this opportunity for our schools. And with that, I'm gonna turn it over to Ms. Ardi and Ms. Rubenstein. Alright, so thank you everyone so much for joining us for our update. Um, everything we do here in Carl Place is based on our mission and vision. So our mission is to nurture compassion and passion and inspire excellence. So we improve student outcomes by investing in teacher growth. Coaching ensures that every teacher receives individualized job, embedded support to continuously refine their practice. So we included a quote, the most important factor in student learning is the teacher. And the most important factor in the teacher learning is the coach. That's why we wanted to adopt this model, Help grow our teachers. So
020when we, last year, we were really in our planning phase to bring instructional coaches into the district. And the work really began this summer. This summer. Um, Mrs. Morrow, Mrs. Gardner, Mrs. Ti, myself, and Mrs. Rubenstein, uh, participated in a summer long instructional coach professional development. So in addition to our professional development, we also met weekly to then come back together, together and discuss what we learned and then how it would go in, how we would put it into practice in the Carl Place School District. And it was really valuable. We use the Diane, uh, Sweeney method, and she really believes in student-centered coaching. So all of our coaching is really around student data and improving student outcomes and using our teachers as the vehicle to do so. So, um, we chose student-centered coaching. We
021have reviewed several models. Um, and the reasons why we chose it is that, um, it's a way to extend the work that we do during professional development sessions with teachers so that those workshops are not just one and done, but we can actually put, uh, what we learn into practice. We're able to ensure that we're getting the growth that we want from students by following a student-centered practice. So we're using the data that we collect, um, to identify areas that we want to work on in various classrooms with teachers. And then, uh, examining that data together, the coaches examine that data together with the teachers to ensure that the impact is positive one on students. Um, it's done in concert. The coaches meet with the teachers in non-teaching periods. They make their plans. They, uh,
022then go into the classroom to put those plans into practice, and then they examine the data together afterwards. And then in addition to the coaches meeting with the teachers who they are coaching, they also meet together so that we can ensure that there's continuity between how coaching is happening at Cherry Lane and how it's happening in Rushmore, because we really felt that consistency was very important in our approach. And then, um, the coaches also meet with the building principals. Prior to, um, Chris joining us, Mrs. Gardner also met with at Cherry Lane with me and Beth so that we could continue to make sure that it was what was happening at Rushmore was also happening at Cherry Lane and us working on it together. So what coaching looks like in practice, the real foundation of
023coaching is building the partnership with the teacher. That level of trust is so important because there is a level of vulnerability with a teacher. When you're looking at student data and you're looking at your own practice and you're identifying a goal that you wanna work on to be a better practitioner in the classroom. Once you really build that partnership and that trust, then you work with the coach to really dig into the student data. So that's where we look at where students are currently performing. We look at our goals as a building and as a district to co-construct specific and individualized classroom goals per teacher. After we identify the goals and we look at the methodologies that we want to use to improve student outcomes, we have the coach work with the teacher and the
024coaches, um, model give model lessons in the classrooms, and they also co-teach with the classroom teacher so that there's a gradual release where you model, you work together with the teacher to co-teach, and then the coach starts stepping back to observe and also give feedback in a non-judgmental or evaluative way to help the teacher continue to grow. Then we're looking at our evidence to make sure that the, What We are doing, the practice that we are doing in our classrooms is actually working. So we're taking data and we'll look at some of our data samples in a few slides, but we're progress monitoring our strategies and student outcomes all along the cycle to make sure that students are growing. And we use the data to then inform our instruction. And then lastly, we have reflection
025and feedback where we have open honest conversations about what works and what do we maybe wanna change or continue to grow as we continue new coaching cycles. So, um, I think this, some of this is a little bit repetitive, but, um, so teachers volunteer. They seek out the coaches and choose something that they would like to work on to grow their practice. Um, once they have identified themselves to their coaches, they choose a specific instructional goal. Um, here we go. Um, and they plan the instruction that will take place that they'll work on together. Sorry, technical difficulties. Okay, so here's an example of the tool that they create together. Um, are we able to make that? Yeah. Okay. Um, so it's, you know, a plan that the coach and the teacher come up with together.
026What are their goals? Their goals are aligned to standards in the left hand column. They, um, identify specific instructional practices that the teacher will use, um, the type of coaching that will be involved, what specifically the teacher will be learning, and then specifically what the students will be learning. So this data sheet is a real data sheet that, uh, one of our coaches use with our teachers. One of the big things that we have been working on at the start of this year actually came as a goal from our literacy committee, which was the writing revolution. And that is a K to 12 initiative that we're doing in writing that's research based, but it's brand new. So we really wanted to take time and support our teachers in implementing the writing revolution. So that's where
027that, um, initial planning sheet came from. So Here's some real life data from, uh, our first coaching cycle. It is not quite done, but we do have some of our, uh, data from last week as our, as our post assessment. But we have about two weeks less than our initial cycle. So if you'll see, um, initially students after four weeks now of a coaching cycle, students have increased from 41.8% mastery to 89.8%. So almost 90% mastery in that role that they were working on. This is related to the writing revolution with a first grade classroom. So that's a huge jump over four weeks with mastery for students. And that really was done by taking a look at our instructional practices, really being reflective and working with the coaches and implementing it in our classrooms. Can
028I, can I just add, so this is a perfect example of why this particular model for coaching works so well. So the, the goal that they had for students was to identify the difference between a fragment and a sentence, right? So it's one of the building blocks for writing. That was one of the goals that we had for, uh, from the literacy committee. And that we wanted a way to have students be able to improve writing K through 12. So we did some initial trainings with a few teachers, and now the coaches are able to roll that out by training additional teachers, um, and make that impact greater on individual students. Um, so we also have, um, the coaches put out, um, surveys to see what teachers are interested in working on. So some upcoming
029coaching cycles are going to include boosting student engagement and ownership in their classes. Um, hands-on science with the five e model at Rushmore, making the most of reading and writing conferences. So those data conferences with students and, um, turning data into action. So things that will be, have real impact in the classroom. So some of the voices from the field, we asked some teachers to give us some input on their experience with the instructional coaches so far. So these are just three things that some of our teachers said. Our goals are centered around what students can do and not what I did as a teacher. So it really shifted the focus onto the students. I now see student work in a whole new way, and that comes through the lens of really analyzing the qualitative
030and quantitative data that we take daily in our classrooms. And then the last one is, it feels like professional development that actually changes practice. And that was really important to us. We wanted to shift from, you know, where professional development development might be a one day professional development. It might be over a few weeks. This is ongoing every day. And the feedback has actually been so positive that we have too many people asking to start the next coaching cycle, where we've actually had to meet with them and say, you know, we'll try to get you into cycle three and we'll try to squeeze in some mid cycle so that we can give everybody the professional development that they're really seeking. Um, so right, it's an investment in our teachers and it's an investment in our
031children. It's a way to get sustained growth without constantly having to send more and more people out to conferences and, and paying for that. Um, it embeds professional development into the experience of the teacher. Um, and it's a direct link to those measurable goals that we want to achieve. So that's really our full update. Does the board of education have any questions for us? Um, I have comments. Uh, I, I'll be honest with you, last year when you presented the coaching, I was like, conceptually it sounds good. Like you have a coach, you have a situation, and your, your coach analyzes it and pushes and pulls. So the outcome together is great. After seeing the presentation, it definitely connected a lot of dots. And I also, um, enjoyed listening about the literacy committee, how that
032was pulled in. So, so the cross overlap of what we have been working on last year, we're actually seeing, because I know the literacy committee met throughout the year and then provided the presentation at the end of the year, and now we're only in the beginning of November, like just two months, and it's been a busy two months. So thank you. It, it, this is, this is wonderful. Thank you. Thank you. Yeah. Couple points to thank you for, uh, a great presentation. I think, um, consistency and continuity is like what I'm getting from this and what I think is really, really important. And I a huge admiration for all of our teachers, but Ms. Mor and Ms. Gardner are like truly master teachers, like legends in their own times. So, I mean, I'm sure there's,
033uh, so, and I, and I say that, um, for everything, it, it, it truly means, but also as a teacher myself and especially, um, the reference to student work, I, I had a couple of notes that I said, um, I love the, you know, Ms. Bori, uh, Lauren, the point you made about the continuity between Charlie Lane and Rush board. I, I, I preach a lot, uh, here and behind the scenes about the continuity pre-K to 12. And I think that's like a really, really important piece for growth in our district. So I love the kind of the, the cohesiveness between that, that thought, the instructional coaching and, and where it, it meets rubber meets the road there. The writing revolution. I remember that you had brought that up last year too. So again, the
034consistency of hearing one thing, and that's really structural coaching in a nutshell too. It is like not, these workshops sort of live as standalone things. And so often as educators, we, we kind of in the past really, and that, and our places starting to become, I think a model for the opposite in a good way, right? Is that we're not just going through these workshops to go through a workshop and kind of, you know, we feel inspired for a day and then it's sort of like over. Um, and then there's so much to be said. And I started to say before, and I'll, I, I'll go off my soapbox, but the, um, the thing that teachers are saying about student work, I think is so important because I always reference, um, myself as a kid
035and I was, I was definitely a more of a shy, uh, student here in Coral Place. Um, but my work, you know, that was my voice too. And I think that there's a lot to be said about covert active participation and I think this type of thing and having the guidance of truly master teachers to help guide a new tea new teacher, because I, I, someone did that for me too, and it also made me reflect on myself as a learner too. Um, I think that's such a critical point of instructional coaching that you don't always feel like it's conspicuously absent when something like this isn't put into place the right way. And it's great to see that not only it's in place, but it's being put in place the right way. So thanks. One
036of the nice, um, outcomes also that we didn't necessarily plan for is that the feedback has been so positive from teachers that they've been requesting during their prep periods and lunch periods. Can I go in and observe some of the, uh, co-teaching and, and, um, work with Ms. Morrow and Ms. Gardner That's happening, which has been really nice because, you know, you see that intrinsic motivation of the teachers and the excitement that they wanna learn and that they're hungry because they've heard how great it's been going. That even if they couldn't get in this cycle, it's a way for them to still be part of it. That's why they like, It's a mutual trust there. Mutual. It doesn't always exist. My feedback is thank you. And I can see like it came to, it's coming
037to fruition. 'cause I remember like what you said, like we talking about, okay, this looks good. Let's see where it goes. And I can tell that it's coming very, very well. Thank you. While we're, while we're getting our technical thesis, I want to say also thank you very, very much for an outstanding presentation. Truly not standing presentation. And, and the project that has been tremendously well managed by our two instructional coaches, Dr. Dunton said something that's really, really important. This kind of work only happens well when there is trust between the coaches and the people in the classroom. And there is trust between the coaches, the classroom, and the folks who are principals and directors. It's really, really important you say thank you again to the board for having faith in this project and enabling
038it to happen. I say thank you to our community members who came out when we were socializing this with them, took the time to listen. And all of this only happens because people have faith in the idea that this is an outstanding district that wants to grow and wants to put themselves academically and become more than what it's, it's so, so important. And it is willing as educators to have the opportunity to do this. It's a big deal. It brings a lot of things away. Um, we're almost there with, with this, we're getting there maybe with this worst, the worst magistrate. Um, Nobody needs to see that. You know, Ted, I, what I think is really wonderful about the changes that we've been implementing is preparing our students for the modern world and preparing them
039for the modern workplace. Mm-hmm. And, and it's good to be reminded of this because we can't be reactive and the fact we're being innovative with all these approaches, it's, it's nice to feel and see. Yes, thank you for that. You're welcome. And that's actually a really good, it's a really good segue for us. Thank you Jim, for helping us out with that. Um, all of these things require investment. They require an investment of time, they require an investment of brain power and they require funding. Every year when we put out a budget, we put out a budget, we ask that question, does this budget have in it everything that students need to succeed? And when people vote and they tell us, yes it does. That enables this kind of work to happen. We are super,
040super grateful for that. Again, grateful to the board for its leadership and trust in helping us do this. So we're gonna talk tonight about something that is exactly designed to help students be ready for the world they're living in today, the world they are inheriting from us. And I'm going to do this presentation with Ms. Es, who is our partner in this. And it's about work-based learning. Everything we do starts with the mission and the vision. That is what drives us, right? The idea of that diligence, to nurture compassion and passion and inspire excellence. Looking for that active learning and agency within between, beyond the classroom, which is what coaching does and where we are trying to create these cycles of success. It's super important. Being ready for the world of work, being ready to
041have a strong resume, have strong hard skills and soft skills are the thing that makes me horrible. That makes right Carolina, you and your peers desirable by colleges and desirable by employees. That's a big deal. Like that's what we are here for. Um, I thought this was a really apropos quote for this situation. Show me an individual, a successful individual. I'll show you someone who has real positive influences in this to her life. I don't care what you do for a living. If you are a steam fitter or a brain surgeon or a pilot or a postal carrier, whatever you might be, if you do it well, I'm sure there's someone cheering you on or showing you the way A mentor mentoring an internship is a big part of what this is all about. It's
042something that district District has been committed to. When I got here to Carl Place, I was told this is an important thing to make it happen. And we took steps to start making that happen last year through the budget cycle and through planning this and through our work with, and now it is happening. So quick glossary. This is all going to be posted up for people to have. We're gonna talk about a few different firms we may or may not be familiar with tonight. Work-based learning is an approach that uses real world work to help students understand what career really means. And it fills in those gaps between the classroom and the outside world. The work-based learning coordinator, my colleague, just to my right, is the person who is in charge of making that happen.
043That's an actual certificate area in the profession, right? You need actual real training and certification to do this. It's not just something that anyone can do. Career development and occupational studies, CDOs, that's a program for New York State that if you are the kind of student who really wants to pursue that path, it's a way for you to earn graduation credits towards high school. You can still always earn your graduation credits through the normal res and 18 classes that you take. But CDOs is part of getting kids prepared for the future. And then CTE, something that Dr. Donkey knows about very, very well is that integration of academic and hands-on skills, right? That's what this is all about. So overall, there's a couple of things that we really, really want to support. We want all
044of our students to graduate on time. We want them all, and they do. We have a really good graduation rate. We want them to have real world experiences that align with where they think they want to go. Anybody in the room who already has or will pay to send their children to college, they know how much that costs. We would love for our students to have work experiences before they go to college so that they can say, yes, mom and dad, I really do want to pursue this. Or I thought I wanted to do that, but I realized that this isn't for me. Before you spent $700,000 putting them through school. That's a pretty good idea. And we have so many professional locations on our doorstep in car place. We need to make use of
045that, whether they're medical or accounting or legal or just business, right? Fraud, whatever that is, right? Leslie of business. And then finally that employer partner database so that we can continue to make use of that. And that's why you go to an expert, right? And Ms. Gin is an expert on that. I'm gonna hand this off to Ms. Gin for a few months so you can talk about yourself and what this is and what it isn't and then I'll come back. Okay? Good evening everyone. Thank you. Me tonight. So I'm Natalie, Ms. The Workday learning coordinator here at Crow Place. So a little bit about me. I have a background in, uh, business myself. And so I did my undergrad bachelor's degree at Hofstra University. And I did a fast track program to then get
046my master's in education with a concentration in business, which then I got an extension certification in work-based learning, which allowed me to be here today. Um, my background also comes from the Department of Education working for the DOE for four years. About four years, uh, where I was a Korean technical education teacher, specifically doing a hospitality and tourism program. And then I transitioned into being a full-time teacher, but also doing work-based learning in a much larger population than here. So I had a population of 1800 students that I was in charge of and monitoring to do CTE programs, internships and things like that where I was able to track student data. Now I'm bringing my experience over here to do the same for the students and hopefully build those connections with partners as I did
047in the city. So my goal is to allow students to grow these experiences and connections in an authentic way outside of the classroom. And the only way to do that is to have partnerships with local businesses and the community. And the goal essentially is for students to have an idea of what they actually want to do once they leave these doors, right? So to me, success would look like a student going in for an experience and saying, this is exactly where I want to be. This is the field I want to go and this is the major I want to have or trade I want to get into post high school, right? But also success could look like a student going into an experience and saying, I realize this isn't for me. Because now they
048had that firsthand experience and realized I don't wanna waste my time doing physical therapy. I just got a taste of it, not for me. Right? So these are the goals that I have in minds. So now understanding my exact role, I'm here as a resource for the pre-college career exploration, which could be through internships, job shattering, mention even volunteering or just the day in the life of a so and so, and students being able to have that opportunity. So I'll be connecting with businesses, trade professionals, willing to support such students who show this high interest. And then I got to CDOs learning and credentials. So work based later, uh, work based learning coordinator is not for part-time jobs. Okay? I'm not an appointment agency. Sometimes I wish I was, that'd be great. But no, um,
049I'm here to help and screen students for appropriate placement. Um, if that means doing a little popping into a classroom and speaking to students about possible soft skills that they already have or need to work on. Um, helping students resume build, speaking with teachers about what else students might be needing. Um, technical skill that students already possess. Um, and seeing where students can be placed and that I'm new, right? So I don't necessarily know the students. I'm connecting with the guidance counselors, administrators, uh, teachers in the classroom who know students far better than I do and seeing where can they go. So also comparing what I do to a job recruiter. A job recruiter more so is there for the part-time seasonal job. If the student just needs money, I'm willing and always available to
050help. But that's not necessarily my primary goal where I'm trying to bridge what students are doing for their post-secondary plans with their current situations now in high school. So it's about building the amount of hours students can get while still in high school with that exposure to a career or possible trade and field that they want to get into. So I'm collaborating with the administrators, the guidance counselor, students, hands on and parents, you'll see there's a survey at the end, um, to just gauge more interest and see what students need and exactly where they want to be placed. And I would like to thank Ms. Rubenstein for helping me send out a couple of surveys to the students, primarily in focusing on the seniors right now to see exactly where they're headed. Yes, you, um,
051because as we know, college applications are being sent out, students are showing high interest in a, a lot of field engineering, um, physical therapy, finance as a whole. And I'm now trying to get them those opportunities while they're still here to fully make sure that that's exactly where they want to go for the next 2, 4, 6 years. Um, that's, thank you. So an important thing, you know, and this is something that we had talked about last year, is that Ms. Gin is part of our partnership with Quos, right? And we are splitting Natalie with Mo Island High School parents. Yes, correct. Right. MS is split between us and Long Island High School of the Arts. Um, and I think it's a mutually beneficial experience for us, Lisa and for boces. So we can't do
052anything if we don't have deliverables, right? The goal is to not just sort of see what happens. The goal is to have deliverables. And in working with, with boces, we said this gets broken down into four stages across the year. And if I were to do a quick summary on this, I would say it really boils down to a few things. Connect, connect with students and connect with placements for them. Get those placements in operation, monitor progress and monitor student learning. And then reflect at the end and reset for the next year. So we're gonna take a quick look at the four stages, right? Launch, outreach, preparation, implementation, and then out to graduation and reporting. We will report back on this at the end of the year, right? I wanna make sure that everyone knows
053this, right? Because we want to be accountable for this. This is important. We believe in that accountability. It's a really big deal. So looking October through December, thinking about some of the tasks, meeting with stakeholders in the school, having that workbook rather handbook and, and, and onboarding materials, right? That's a term of getting students involved in it. Helping decision make the right connections with our faculty here. And then folks on the outside keeping track of where kids go and what sorts of experiences they have. And you can see that there are goals that we're going to look at by the end of December. Have we reached those goals? Walking into phase two, November to February, some of these things overlap, kind of like a Venn diagram, right? The idea that we need to now count
054local businesses in the law. Like I said at the outset, there are lots of people here in Carl Place and in the immediate area who can help us, who have expressed interest that I had a local business owner, a very successful person, sit with me during the summertime and say, I want to do for kids in this school, particularly kids who want to follow trades and work with their hands. This is a guy who's been very, very successful. I shared his information with already. Um, and other folks, accountants and things like that. Matching kids to work-based learning sites, right? Tracking that we have at least half of our participating seniors matched by March. I bet we exceeded that. Looking into stage three, right? Preparation and implementation. That's December into the springtime. Again, that overlap between
055the different stages. Soft skills workshops. It's very interesting to see, um, are you involved with Virtual Enterprise Car? No. So kids who are involved with virtual enterprise here in Carl Place have excellent soft skills. MR four Re and I and Mr. DePalo and I interviewed those students when they come through. 'cause they're really well prepared by their teachers. Not just Ms. Rufas in business, but their social studies and science and English and mathematics teachers. They've got those great soft skills. We want to get that for everybody. We want to begin those internship placements. We are going to know that this is happening when students are in internships. This was a goal for me as a superintendent and I really want to deliver on this for the district. It's very, very important, right? And that monthly
056student Spotlight newsletter, keeping people updated on what's going on. And I have to say, BOCES and this engine were really responsive when I asked them to put together a work plan. And when we gave feedback on the work plan, right? Because we didn't just take it and say, oh, okay, that's fine. We gave feedback on it and said, I like this. We want more of that coming into the home stretch, right? Finalize those requirements for CDOs. Evaluate program success. That is what we will hear about at the end of the year, looking at feedback from the employers. 'cause we want to know how did our students do? These folks are going to be objective and they're gonna tell us, these students were really helpful for me in my business, or these students weren't so helpful
057for me. I need you to change certain ways that you are preparing 'em. You want to know that we're gonna have a final report to Mr. Fork or as the principal. And to me right now. Um, Ms. Edgin and I have a standing meeting together where we review progress and talk about plans that are coming up. Her desk is right in the main office of the high school here. So she's easily accessible by students. Also close to the guidance suite because there's a connection between guidance and work-based learning. And again, we'll come back to the sort of celebration, recognition and reporting out to the board by the end of the year. And again, this is gonna get posted so that everyone can see it. If you're watching tonight from home, you'll have this when we
058post it up tomorrow. And then measuring, fostering, and measuring success, right? Like I said in the main office, high visibility, high accessibility, ongoing collaboration between the two of us and bosa Mr. Or Mr. De Blassio, biweekly check-ins together, feedback on student progress, looking at satisfaction surveys, satisfaction for kids, satisfaction for the people who received them and nurture them. We want to know from at least both of those angles. And we're gonna come back with that final report. So you can see on this slide that there is a QR code. Anybody who's here tonight, you want to shoot that code and take the survey. Even if you have little kids, we definitely want you to have that. We're gonna put this up on our website so that anyone who's watching at home can take that survey
059as well. This will inform our work. And I wanna say thank you again for this opportunity and turn it over for any questions. But I have a couple questions. Um, very informative. Thank you. It's very exciting. Um, I myself, when, when I went to college, I had an internship and what I learned from my internship school could have never taught me. So it was wonderful. It also provided me an opportunity to build confidence in myself. But one of my questions is, is when the students are out in the field, how, how do they coordinate coaching sessions and feedback sessions from you? Because it's gonna be all new for them and they're not gonna feel comfortable in the beginning. So how does that work? So from my experience to make sure that the employer has that
060coachability where they have skills to be able to mentor and coach new students, a lot of these businessmen companies are already used to having interns, people who come in to do mentoring, um, programs and job shadowing. So they, it's my job to make sure they know what they're doing. And I do job site visits to make sure it's safe, that everyone's, um, like willing to work with the students and provide for the students that the Fitness, Right, exactly. So the students aren't just there to shred paper to get coffee. No. We want to make sure that it's a learning experience and that they're truly gaining something and that the planners also gaining something from the students. So that's why the students also go through a screening process to make sure that they have some sort
061of skills ready to them to be a benefit To the Company business that we send them to. Great, great. Now I also noticed that you would have, um, a survey for those who participated. Is there any thought for, um, some students to host a panel where the incoming students could have like a q and a session so they could hear and ask questions directly with the people that took part in it? Like in other words, having this year's students at the end sort of do some cross age coaching with kids who might be coming up and are interested in doing that. Right. Curious your questions. Let them explain or, or share their experiences could in different, how they reached out to you as being a resource in the Main hub. I think there's nothing like
062hearing from a peer, right? Like adults can say all sorts of things. When you hear it from your peer, it has a different impact. Yeah. Thank you. So very exciting. This is a world that I live in every day pretty much, right? And, uh, so really appreciate the work that's already started and, uh, very excited future. I I have just a couple of thoughts as, um, as I was listening, um, is to just, and you, and you said, uh, now, right? Like, you know, it's the learning in work-based learning is, is a critical part of, part of this. Um, and you know, you said earlier about, and I would encourage, you know, not like in a stampede forum, but if there are industry partners, uh, you know, many people in our community are themselves, industry
063partners, uh, or, you know, potential industry partners with the district or you know, someone that is sometimes part of your own sort of collegial circles, um, uh, post-secondary, uh, partners as well, oftentimes will lead to, you know, exponentially more, uh, more a greater network that way that, you know, it's important that if you're, if there's a willingness and there's an interest to, you know, work with the district in this case in terms of what's employable. Because what is, you know, being discussed before is, you know, where there's a good match for an industry partner, uh, to Natalie's point, you know? Yeah. They, they're not just gonna get coffee, right? There's something to this that's, that's a learning experience. And that where the work of an, of what we're creating in terms of an employability profile
064with industry partner, there's a shared understanding of what that is and to, um, is Damon's, uh, question is, that's, that's where the, the kind of the, the supervision part of it comes into play and that's where the coachability is. So I thank you for that. It's great. I mean, I look forward to seeing where this goes. I think it's gonna go great and what a great opportunity for our students, you know, to have this. And, uh, I think it's gonna be a very positive Going forward. I feel like we might have some points Podium, so, um, I don't know. I may have missed it. Um, so is this embedded in the school day or do students take part in these activ in this internship and coaching after school weekends? And I know you said you're,
065it's anticipated to begin with the seniors. Is there hopes to trickle it down the following year? Juniors and then eventually across the board, maybe all grades will participate in this or, so so when, when does it take place? I take the old grades part. 'cause that's a really important question. Brenner, I'm glad you asked some of this. When we're sending students out there, there's a, there's an age when you get, get too young to get sent out, right? And that's why juniors and seniors probably fit the bill the most because they've got the most mature. But after that, I will let go back and, Uh, certain things like job shadowing, um, day in the life of and mentoring could happen during the school day, whereas as a field trip with students in a bigger group
066interested and then to facilitate something like that. But when it comes down to an internship or a one-on-one, uh, that would be after school hours. Like currently I do have a physical therapy office that is willing to take on interns who are interested in sports medicine and physical therapy. But that would have to be after school hours based on the student's availability and then the office's Availability. And do the students receive credit? I mean like, academic credit for being part of this program? It's not a, it is not a credit bearing class, right? This is in addition to, this is in addition to my regular course load. Okay. Alright. Thank you. Thank you. Yeah. I have just a public comment, sorry. Um, regarding the Rushmore playground, it seems to be closed many weekends and oh,
067we're gonna do the public comments. Oh, Yes. May I have a motion to approve the minutes of the Board of Education meeting? October 23rd, 2025 on I motion? Yes. Second. All in favor? Aye. Minutes from October 23rd are approved. May I have a motion to approve the minutes of the Board of Education business from October 28th, 2025? May I have a motion? So moved. May I have a second? Second. All in favor? Aye. The minutes of October 28th, 2025 are approved. Oh, okay. Thank you. Now we will, um, address the public hearing RESO 4.1, district-wide school safety plan 20 25, 20 26. Are there any public comments? I will Also say that the public safety plan by law needs to be posted online. So it gets posted for, I believe, 30 days and people are
068able to comment, you know, once they've had a chance to read it. And, and, Okay. There's no question I would like to pull for a motion to approve the consent agenda as amended. I'll Make a motion. I, okay, I'll Make the motion. Do I have a second? I'll second. All in favor? Aye. All opposed? No. Any presentation exemptions? No. After consent. Motion For, For A motion, I will now call for a motion to approve the following resolution. Resolve that the Board of Education approve the amended terms and conditions of the employee benefit agreement for Jen Danino as a district director instructional technology and car place Union Free School Board District for a two year term commencing on July 1st, 2024. As per the attached be, it further resolved that the Board of Education authorize the
069president of the Board of Education to sign the agreement on behalf of the district. May I have a motion? I'll make a motion Seconded. All in favor? Aye. Aye. All opposed? Any absentee absent Objections? No. Now for approval For the consent agenda? Yeah, We're, I think you've finished all of your resolution. Six. Okay. Alright. Thank you. Are there any public comments? Please Come to the, Hi. Good evening. Um, I'm just a question of concern regarding the Rushmore playground. It seems to be closed many weekends. Um, and it was closed all day on election day Tuesday. It locked, unable to, um, be accessible. So I I can comment on that. So On the, uh, on the weekends, uh, especially, uh, Saturday, Sunday for late in the evening, 11, 12 o'clock, there was some basketball games going
070on in the, on the blacktop. Uh, also some v not really, I wouldn't call it vandalism, but there were like traffic phones being thrown up into the trees and, uh, into the, uh, basketball nets. So we started locking them. But obviously, you know, there's a need for, uh, people to use it during the weekend. So we're gonna have to work out a schedule where we have it open in the mornings and then the dust will lock it up, stop people from playing and disrupting the neighbors. Okay. Maybe something of communication in Parents Square, just like, you know, Mr. Block did, so let us know we checked in with the bikes and then it was closed. Yeah. So I have some tears. I I heard about that today and, uh, that there was a problem. Okay.
071And, uh, we're gonna work that out. Maybe it was security, locking it up in the evening. Okay. And opening it in. Alright, thank you. Um, the other question was, um, I know this is will be discussed at a later date, you know, amongst the board. However, the school calendar, New York State is adding new school, new holidays for, you know, uh, school closures. So being at Park Place has many half days and extra days off, you know, the day before Thanksgiving, the day before Memorial Day. Um, and this year teachers reported back prior to Labor Day and the students reported back immediately the day after Labor Day. Um, like is there any discussion regarding the, I guess, omission of half days or those, you know, extra days before holidays in order to make up the
072180? It, it is a, it's a really, really, if I, if I may, yes. It's a really good question. Every year when we build the district calendar, it starts out with a calendar that we get from Bo Cs, which we've already received. And then we go through the process of, in our quadrant and in Nassar in general, we compare calendars with each other so that we're building a calendar that makes sense across districts. And I'll tell you that not every district has the same days off. Right? There are some districts where they have a population where Diwali or Eid might be important in that district. So they have it off where, you know, there are fewer people who celebrate here. So we don't have it off and it plays out. We are also governed by
073the New York State rules for a minimum number of school days. So we always want to meet that target, right? And that drives what we do. And then finally we share that calendar with our constituents and of course we rectify it with our targeting units and thus we arrive at a calendar. So we always have to be mindful of does this fit, does it work? Do we need to eliminate something so that we're hitting our target? Okay. Just one more question 'cause I know, um, this was in September 29th, news Day, um, headline 30, uh, 39,000 per student. Uh, Carl Place was here, uh, 1200 1,294 students at pupil per spending 45,335 Jericho, 3,327 students, students spending less than 44,000. So my question is, how are these numbers? Like where's the formula? Where, where can
074I find information regarding how this information is derived at and who are our peer compatible school districts that we can, I can analyze and see, well this is what our students are doing versus what their students are doing. Because larger school districts like, or Fort Washington that have, you know, yeah. 1000 students in one school. Mm-hmm. So thank you. You're Welcome. So I'll, I'll, I'll share this moment maybe with Ms. Tino. I'll start by saying a couple of things. If you're thinking about who is a peer district, right? You, why you'd want to look at districts that have a similar socioeconomic background to us, right? 'cause that has an effect on what it costs to educate a student. You would maybe also look at districts that are of a similar size to Carl Place that
075doesn't always tell the full tail, right? Because you could have a similar SES socioeconomic status, but the costs associated with that district are different. Size doesn't always match up perfectly. Those are two really good places to look. Just so you know, this is an important, Do you have a name of a school district? I Mean like, like if I think of one Floral Park, very similar in size to us, but Floral Park is an elementary only district. Right. They actually have a few more students than we do, but they're really similar in size. Their makeup is a little different from us. And that can skew things, right? Of course. Okay. In, in Nassau County, we are in the northeast quadrant of Nassau County Northeast. Okay. Being the northeast quadrant is just a geographic thing. It
076doesn't necessarily like Sid is with us. We're a lot different than Glen Cove is with us. That might be a better comparison, but that's a city school district. It's a little bit difficult to like find the just right fit. I would look at size at SES first. Okay. Thank you. Do you want to add something? Um, yes. So, uh, just as far as the formula that that Newsday uses, it's a straight total expenses divided by students. It does not take into account anything else such as student needs. Um, that's one of the things that really has a, a, an impact on your cost per student. You don't know what the makeup of the districts are and who has a high needs population versus not. Um, the other thing that always works against our place as
077a smaller district is the fixed costs. And when I say fixed, I mean the cost of the administrative team, the cost of the utilities. We could pack a hundred more students in here. That's not gonna change our administrative costs or facilities, but it will drive down our per student costs. So just a couple of other things to consider in that. Okay. Thank you. Are there any other public questions? I am now going to close the public session. Can I have a motion to close the public session? I in a second. All in favor? We are. Thank you.