Bay Shore Board of Education Work/Public Session Meeting - May 19, 2026

001Mhm. >> Mhm. >> work session. Motion. Second. All in favor? Aye. Aye. So, Karen, hi everybody. We're going to put you off a little bit. Okay? So, who's going to follow the Disney before Oh. Everybody's going to follow Disney. So, if that's okay, Miss Towers, we're going to start with you guys. Is that all right? >> Yes, that's that's perfect. And we're going to talk about the Disney musicals in school, which I am thrilled. It's the kids. I know. >> bring any kids. Sorry. Sorry. >> [snorts] >> Thank you very much. Thank you so much. Thank you. You guys got to feed me dinner? I get dinner out of this? That's nice. Oh, thank you. Paper. My lips are biting now. Take your time. I love the paper clips. I got it. Thank you. Oh,

002I have one. Thank you so much. We have an extra one here. Does anyone need it? I have a show. Just saying how I miss Disney on this cuz my kids, you know, always did the Disney musicals. Good evening, everyone. And thank you, ladies, for handing out our fifth bill. And thank you to the Bay Shore Board of Education for providing us with the opportunity to share this exciting initiative that we hope will happen with you tonight. We are deeply appreciative of your continued support and unwavering commitment to the students, families, and staff of the Bay Shore community. Your dedication to expanding meaningful opportunities for our children is truly valued, and we are grateful for all that all that you do to help our schools thrive. So, thank you. We are here to present our

003a wonderful program and an opportunity that has come before us. It's called Disney Musicals in Schools Stage Connect for the 2026-2027 school year. This is a proud achievement for Fifth Avenue School and for Bay Shore. It was a long application process. However, Fifth Avenue School was one of 200 schools selected nationwide as a public elementary school that will have an opportunity to participate in a Disney stage connect program. It offers Disney stage connect to talented students through staff leadership. This enables us to have participation in a prestigious initiative from Disney theatrical group led by our 5th Avenue school staff, our drama and dance team. The academic connections that this program will enable us to have it will enhance literacy, creativity, and social emotional growth while building responsibility, executive functioning, and appreciation for music and movement.

004This supports reading fluency and comprehension. The children will have an opportunity to read lines and it reinforces music, movement, and rhythm. It will also integrate writing, storytelling, and character analysis, and promote executive functioning and responsibility. Very importantly, it connects to social emotional learning goals. So, what is Stage Connect? Stage Connect is a free national Disney initiative providing educator training, performance rights, and complete musical resources with expert support. What this means is the biggest thing is we would be saving the district thousands of dollars to get the rights for a Disney musical, which is very difficult to get. And they would be giving us the training for teachers who may not have the arts or the musical background that they need to help put on a show. They would be giving it to us for free

005with this initiative. This provides free professional development, turnkey resources, and lasting arts programming while strengthening collaboration across grades and disciplines. We truly have all the disciplines that are helping with the show and are excited to help with the show. They also provide lighting design, costume design, props, sound, choreography, and a lot's more. Benefits for students and staff. It builds confidence, communication, creativity, while fostering teamwork, empathy, storytelling, belonging, and school pride. Here is a small snippet of our musical Go Fish. >> [music] [music] >> Culture of opportunity for students. Um I'm actually going just to read, otherwise I'd ad-lib and we'd be here for a long time. Um as an alumna of Bay Shore, I graduated 1988. Um I love Bay Shore and the district. Um personally, the arts have had a long life impact on

006me. I began dancing at the age of five and that experience shaped so much of who I am today as an adult and an educator. Dance taught me discipline, commitment, teamwork, and perseverance from a a very young age. It gave me confidence in myself, helped me learn how to communicate, express emotions, and showed me the importance of hard work and dedication. As I grew older, I realized the arts were about so much more than performance. They became a safe space, a creative outlet, and a source of connection and belonging. Those experiences helped shape the leadership skills, creativity, and passion I bring into my work with students every day. One of the most rewarding parts of this work is that the arts truly reach every student. Through dance and theater, we are able to work with

007students across the entire school community, including regular education classes, students, special education students, English language learners, students who struggle academically, and everyone in between. We have seen so many students soar in ways they may not have in a traditional classroom setting. Some discover their confidence, some find their voice, and others realize talents that they never knew that they had. That is why art education is so important to me personally. I've experienced firsthand how powerful these opportunities can be in helping children grow, not only as students, but as confident, well-rounded individuals. So, those three, that was our music teacher, our reading teacher, our art teacher. And as you know, um the K through 2 arts are just phenomenal. The what they do in K through 2, even just in the art shows that we had seen,

008um and the work, I don't know if I sat in the classes, if I'd be able to produce what they're producing. Um and we were talking that it just brings out the amazing. We wanted to share one clip before we close, um of what these this these staff members did with the 5th Avenue dance team. >> [cheering] [screaming] [cheering] >> That's Dr. Sauer screaming in the background. I know because I was next to her. Um, but what you could see in that, too, is that the costumes there were made at home by these staff members. Um, the extra pieces of the costume and and the the gray fur and the things they bring wasn't because we asked them. And I wish I was at every practice, but you're always doing these other things and then

009you go see what they were able to do is magnificent. So, we just wanted to say we thank you for contributing to making Bayside Shore like a premier district um, for the arts of education, offering opportunities for the children to excel and become their best selves. We wanted to thank Alicia Taylor, Mrs. Waltz, and so many other staff members that are not even able to be here tonight. And I just wanted to finish with this. I'm new to Fifth Avenue this year. It's in that building and I noticed that these educators and many other staff members have shown a commitment to education in a way that showcases it's in a showcase style, right? It's a different way for students to learn. And it And they they do it in their own initiative. They consistently invest

010additional time to create experiences that broaden horizons. And they get us excited about things such as International Night and Theater. Um, they worked behind the scenes, the tables, the props. And I think if we're going to make it happen, this would be the team to make it happen. And I just want to finish with between two of the nights, International Night, and one of we do a lot at Fifth Avenue, they take everything off the wall and then the next day, so there was Women's History all over that Mrs. Waltz and everybody took time and you saw it and you could soak it up and you could learn. And the next day we did International Night and the walls were covered with continents and work and things that they had done in the art room.

011So, I just feel like if you have a team that's going to be able to pull this off, it's absolutely going to be them. Our students are about to come out. This opportunity would be um, it would welcome former 5th Avenue students. Right now the students are in second and third grade and it would be the first year we would do this and our teachers would continue to work with the same students and that so the students would feel comfortable and that dedication and style that they have would continue on through the intermediate schools but they're still our students no matter what but thank you very much for allowing us to present to you and We just have 30 more seconds. Do you want to move this? No, this is okay. Can they hear us?

012Okay. >> [music] >> Oh my god. >> [music and singing] [singing] [music] >> Every little [music] fish has a big and miss. One simple little wish. It's just a splash and swish. Everybody grins. Dancing on their fins. So come [music] on in and give it a spin and let's go have some big fun. Oceans [music and singing] of fun. We're playing in the sun. Oceans of fun. We're swimming >> [music] >> to the break of dawn. Oceans of fun. It's one for all and [music] all for one cuz out in the beautiful big blue sea, it's oceans >> [music] >> of fun. Out here in the sea, everything is free. There's no [music] admission fee in our ocean medley. Swimming [music] when it's light. Swimming when it's night. And our ocean park is never too

013dark unless we see a shark. Oceans [music] of fun. We're playing in the sun. Oceans >> [music and singing] >> of fun. We're swimming to the break of dawn. >> [music] >> Oceans of fun. It's one for all and all for one cuz out in the beautiful big [music] blue sea, it's oceans of fun. Cuz out in the beautiful >> [music] >> big blue sea, it's oceans of fun. Oceans of fun. >> [applause] >> THAT'S ALL. >> [screaming] [laughter] >> OH MY GOD, THAT WAS AMAZING. OH, THAT WAS SO GOOD. OH my god. >> [applause] >> Oh my god. Thank you. That was amazing. And oh, we want kids here every meeting. So, let's just keep bringing them in. Whatever shows they're doing, bring them in. Uh we love that part. And this is really

014exciting. Um to the teachers, we're all going to get one out. If you go to Disney, I'll go with you. Yeah. Unbelievable. I'm always impressed. I have been since my kids were little with the arts in the schools and the music and the shows. My parents would come, they'd say, "How do they get this teacher to keep all these kids in line and following the whole school?" It's They're just amazing. We have a standard and people rise to the standard. So, it's it's amazing and the leadership is there. So, thank you. And good job getting Disney to agree to to come to the schools cuz That's amazing. Yeah. You know they'll do it well. We'll give you the support they need to make a even better production, right? Yeah. If anybody wants to leave, they

015don't have to stay. By all means, sit and stay. But we have other You know, we have [laughter] a couple other things. DON'T FEEL LIKE NO PRESSURE. No pressure. Thank you. Thank you. Thank you. Thank you. Great job. Outstanding. Okay, Joe, you fit follow that now, okay? I'll leave. >> [laughter] >> Dolly, what are you doing? Yeah. I'm sure it will be just as good minus kids. I thought you guys might do a little dance number. We can. There you go. Okay, so we're going to talk about neurodiversity month, which is very exciting. And again, we have Brook Avenue tonight with us, but all of our schools over the past month uh celebrated neurodiversity month and Dr. Lempke had I guess called me about a month or so ago cuz this is really something that

016would be great for the community and the board to see. And Joe had the opportunity to present to us yesterday. And I'm looking forward to uh hearing the whole team speak about what Brook Avenue did. Thank you. Yeah, we're ready for anything that Dr. Stowers throws at us or actually we're going to perform a skit from The Little Mermaid right now. Yes. >> [laughter] >> Uh but yeah, thank you Dr. Maloney. So, um you know, neurodiversity awareness month is something important that we recognize every year at Brooke thanks to Ms. Navarro's leadership this year. Um I believe we were able to take it to another level. Um so, here we have uh one of our goals at Brooke Avenue connected directly to one of Dr. Maloney's goals that was actually referenced in the last presentation.

017This idea of building a culture of opportunity for all students. Um and connected to that uh we saw an opportunity in neurodiversity awareness month um to really strive for integration, right? So, we talk a lot uh in terms of the diversity of our students about inclusion, about incorporating different programs and students and staff. Uh one of the things that Ms. Navarro and I talked a lot about this year was trying to achieve integration, a reciprocal uh movement of ideas from the general education students to the special ed students, and also from the special education students back to the gen ed students. And the same with staff, right? So, one of the things we talk about a lot at Brooke is uh turning inward, using the expertise that we have. Uh this group that we have

018with us tonight is some of the representatives of a group that we affectionately call special teams at Brooke, a little athletic uh reference. Um they're the people not only uh that do a great job with our kids, but also our resource, right? So, why not look at our speech teachers, our behavior specialists, our occupational uh therapists, and so forth as resources in the building. And when uh the teachers and the families need help, when general ed students need help, we turn to them. We turn inward like we do on the Brooke Avenue team. Um so, that's what we believe uh was different about this neurodiversity awareness month um at Brooke. And that's what we're here to show you tonight. Uh Ms. Navarro is going to take you through a bunch of activities that we did,

019but we're going going highlight two. Um one was a faculty meeting kind of inspired by some work that's been done in the district with instructional rounds. The idea that there's so much that we can learn from each other, right? If we turn inward. And the that kind of grew into an idea of then bring it to the kids. What if we had our special education students and our special education staff kind of work with general education students and share some of this and achieve that reciprocity that comes with integration, right? Go beyond just inclusivity and incorporating new programs. So that's what we're going to show you tonight. A lot of it is rooted in a quote that we wanted to highlight that I think all of us can benefit from being a little more curious

020and a little less judgmental and a little less assuming. So I think that's what you're going to see tonight. I'm going to hand it over to Ms. Navarre. Before I do that, one thing we wanted to show you was the support of our PFA this year. I think some of the things we're trying to accomplish are not only philosophical, which you just heard a lot of, but also tangible, right? A message that you send to the community, to the kids, to the staff. You know, we went on our playground and one year we have adapted swings that everybody can use. And Dr. Maloney asked about this yesterday, very cool spot, research-based, the serenity spot. The idea here is that some of our students with special needs need a transition point. You know, they would go

021into a a sensory setting like this, sit down for a moment, play around before engaging kind of the very sometimes loud and active scene that is the playground. So I want to thank our PFA for supporting our initiative as well in more of a tangible way. Ms. Navarre. Sure. So with the addition of some of our new programs here at Brook Avenue, we wanted again to capitalize on the the idea that it's reciprocal, right? So we're bringing in a new program where students are are curious, our staff is curious, and so we really did turn inward as Dr. Lumkey said. And with the help of our special teams, you know, this is the knowledge. This is the power when it comes to staff, when it comes to students. We really wanted to create an an

022opportunity for both staff and students to have um a space to go to when with with any problem, with any general education student, a special education student, but also to empower our our special ed population of students to now use their supports um and accommodations as as a way to empower them to teach others and and share in in that what makes them different. So, a few things that I wanted to highlight um you know, not only our special teams, but our multi cultural diversity committee. Um they're pictured there. They really came together to talk about the needs that we have at Brook Avenue, where we want to expand upon, but also um where we could really showcase and shine our light. So, a few things I'll pull out from this long list of opportunities

023was a few of our favorites um student morning announcement pledges using their AAC device, where students were able to program their device, practice, and go on the morning announcements, and you know, our students across the building were hearing um the AAC device go through our bucket filler pledge, go through the Pledge of Allegiance, and just hearing that, it sparked conversation, right? It sparked an interest, it sparked that idea of being curious. Um showcasing neurodiverse leaders over the announcements. People who use their um use their needs and um their unique brain to um make positive contributions to our community. Um collaborate uh collaborative student art projects, Annie Piguet, um phenomenal, did this beautiful mural, where students um really thought about how their own thinking process, designed a flower, and displayed it in a beautiful infinity sign

024um for the month of um neurodiversity. We have peer mentors. So, peers with AAC devices actually pushed into classrooms and were able to able to tutor, right? Use their knowledge of their AAC device to show peers. They printed out core boards, where they could navigate this and and explore that and have that hands-on tangible opportunity. Um a spirit week um and as well as the two main things that you'll hear a little bit more about um the faculty meeting staff visitations where we took that opportunity to have staff meet with our special teams, push into their classrooms, and really see what it's like. A lot of the time, you know, it's easy to kind of assume, but once you're in it and you live it, um it really brings it to life and it definitely

025built our staff culture, I think, most um And then student exploration, the idea of this faculty meeting said, you know, our we came together with our neurodiversity committee and said, you know, why can't we do this with students, right? Have them push in and learn from our special teams become more familiar with the staff, their role in the building, so it's a familiar face, and also explore sensory needs for our students. Thanks, Mr. Ward. Um I I think every one of my faculty meetings is pretty good. Apparently, everybody doesn't agree with that. Um what we heard is this was the best one because I sort of got out of the way. Um this is a quick summary of what those different visitations um and stations look like. So, uh at our meeting, we had different

026people that you're going to hear from in different places. Um some of the highlights was the speech communication device, right? So, getting the the general of faculty to see what that's all about. Mrs. Russo was with us tonight. Mr. Ward did a great job with that. Uh we had the staff visit the ABA rooms, right? So, something as simple as like the cubby, the individual student work space. We make assumptions about what we think that's for. They were able to educate the staff on what the function of that is. Visual schedule, student data collection, right? We're all collecting data. Um I I've had the opportunity to observe uh in some of our ABA classes, very different um than what I'm used to. Um just technology, something like the smart board. We have one in every

027classroom. The way they use it in some of our special education programs, totally different. So, a really cool thing to highlight uh during April. And then finally, uh probably the most popular of this is Martella, um, the sensory space and the tools. But again, educating the faculty, uh, and the kids that like, you know, these serve an educational purpose, right? That room looks fun. Everybody wants to go in there, but there is a function and a purpose to this. So, we'll have Linda up there with us one more time then we're going to have, um, our specialty team share a little bit about the experience. >> So, we talked a little bit about how our faculty meeting those, um, exploration stations really inspired this this now student version. So, it was a class sign-up, classes

028came down to our library where we had two available stations, a sensory processing and sensory tool exploration where students had, um, engaged in a read-aloud talking about sensory sensory overload and what that might look like in a character and then got to explore, um, and really have that hands-on, um, opportunity. And it was it truly just sparked conversation, right? Where our students were feeling and, you know, discovering their own sensory needs and saying like, "Oh, hey, this would help me and I would, you know." And so, it was another way that we were relating on a different level that I didn't feel like we had yet this year. And I think it really unlocked something special. Um, the other station was a communication device station with Miss Russo and Miss Larkin, our speech teachers, that

029went over our AAC device and Proloquo and what that core board looks like and how students rely on that as a form of communication. And they got to experience it. And they got to, um, give examples of they had games where they would build a building and knock it down and they had to find and navigate the core board, um, to suggest how to build. And it was just getting them involved, getting them to experience it really just There was such, um, a mind-opening experience where it truly unlocked something where then we saw students in the hallway interacting, "Hey, can I see your AAC device? How does does work?" Like, "Hi, how are you?" They they In that moment, they knew they could communicate on a different level. And you know, in that moment, I

030think everyone became friends and friendly and opening the door to communication. All right, thanks, Ms. Novara. So, we're going to have uh first, Ms. Fruhoff, Ms. Samuels, and Ms. Kennedy share a little bit about the experience with both the faculty um and the students. Sorry. [laughter] Um okay, so I'm Ms. Fruhoff. I'm one of the special ed teachers over at Brooke. Um as Ms. Novara mentioned, we had staff coming into our classrooms and got to talk a little bit more about what we do and then how that translated over into our building culture. So, as our staff navigated the classrooms during the faculty meeting, they had the opportunity to learn more about strategies and systems that we use to serve our neurodivergent community. In order to best serve our students, various forms of data collection

031are utilized to allow staff to make more informed decisions regarding academics, behaviors, socialization, and more. Although it may look different by volume, the weight of these decisions carry a heavy and humbling responsibility in our roles as educators. We have the opportunity to use that information to advocate. If you think about it, advocacy is the heart behind education. Advocacy is what changes this from a job to a calling. Sorry. Advocacy is what drives teachers to go above and beyond for their students and families to make lasting change in their lives. This is deeper than a report card, an IEP goal, or a um graded progress report. This is the change that celebrates a social change, a proper pencil grasp, a reciprocated greeting, and a request for a break when frustrated. This is the change that drives

032all educators to navigate the hustle and bustle of the school day that only we know about. Greeting students every single day with a smile, regardless of what we left at the curb or happened to bring with us. This is the change that unites educators and fuels the culture of an inclusive and integrated school body. Staff had the opportunity to reflect on how they too use a variety of data and how it truly is the foundation of education across class sizes and ratios. We often talk about celebrating our differences, but this experience allowed teachers to analyze how underneath we truly are all the same. By being introduced to new students and their respective needs, our Brook Avenue team has only grown in our understanding and awareness of how various strategies can apply past a ratio or

033related service and right to the very heart of what we do. Hello everyone. Um I'm also Emily, Emily Samuels. Um another special education teacher at Brook Avenue. Um so I had the opportunity to open up my classroom doors and invite colleagues from a variety of roles across the building to experience classroom environment and see how I support my neurodiverse learners each day. Colleagues were able to come in and see my classroom and the way that it's intentionally designed around individual student needs. I shared individualized workspaces that helped minimize distractions and support focus as well as personalized learning materials and visual supports. Each student's space reflects their own unique learning profile, whether that means access to sensory supports, adaptive seating, reduced lighting, or calming spaces that help them regulate and succeed. One of the most meaningful

034parts of this experience was hearing teachers' reflections afterward. Many shared that strategies like visual schedules, structured routines, and organizational supports were things that they could see benefiting their own students in their own classrooms. Some of them even reflected back to themselves, recognizing that many of us rely on planners, lists, and schedules to create predictability and reduce stress in our own daily lives. I was also able to bring my students into other classrooms to share their communication devices with peers. Students explored devices, asked thoughtful questions, and gained a deeper understanding of how their peers communicate. Teachers later shared that they extended this classroom activity um where their students completed tasks without speaking. This encouraged them to reflect on how it might feel to communicate without verbally speaking. It was beautiful to witness how these experiences helped

035foster empathy and understanding and started some really meaningful conversations throughout our Brook Avenue community. Hello everyone. >> [clears throat] >> My name is Rose Kennedy. I'm one of the behavior specialist in the district. Um I currently this year work in Brook Ave and the middle school which interestingly was where I started 10 years ago. Those were my two buildings and that's where I'm back to now. Um so for those who don't know, the behavior specialist in the district all get a caseload of students that are our students that we you know, are there to support the teachers and the staff for those particular students. But that being said, I'm still a resource in the building for everybody. Um so that was especially I think true this year at Brook because we really came together as

036a team. Um and our part of our drive to increase neurodiversity awareness and knowledge, I've worked with everybody here to you know, to spread that into all the teachers in the building. You know, I like that I can be a resource for the teachers if one of their students is coming in and having trouble, they can come to me and ask me questions and that's part of why I'm there as well. Um I found this year especially and and I have been at Brook now, you know, for 10 years on and off that I did see a change in the other staff. So I think they were very welcoming. They were so welcoming of our program and they came in and they really like kind of what Emily said. They realized, oh like these strategies

037are not just for special ed kids. Like I can use these things in my gen ed classroom and they really work to be proactive before challenging behavior start because they are going to happen everywhere, right? In gen ed classes everywhere. Um and they really started to use those strategies that they saw us using that I helped train them on which was really nice to see that they had like tools in their toolbox that they didn't have previously. Um >> [clears throat] >> So I did we always say there's a culture shift at Brook this year and we can definitely feel that. Um and I feel like that it was most recently evidenced to me last week. We took our kids to go bowling at the bowling alley and they did phenomenally. Um but when we

038came back, I was just walking through the hallways and multiple teachers stopped me and like so excited like how did they do? Tell me all about it. Like they were so invested in like how our kids did on the bowling trip and they wanted to know all about it. So, just that little By like the fourth person, I was like close to tears because it was just it was so like genuine that everyone really cared about how our kids did on the trip. So, I just like everyone is saying it's like that reciprocal like they're learning from us, we're learning from them and you know, kind of just spreading that knowledge. And then today actually, I didn't have this written down, but in our East program, which is not new to the district, but it's

039new to Brook, we have peers that stay after school and then they play with some of our students and one of the kids came in and he made a book about butterflies, one of our typical peers and he in dedication page, he dedicated it to all of our kids. It was like the the sweetest. So, that just actually happened today, but we definitely see that culture shift at Brook because we're doing all of these things with the staff and the students. Hello. Um, I'm Karen Martella. I'm lucky enough to be full-time occupational therapist at Brook Avenue School. Um, so as you know, we began the school year inviting this new group of students into our school and we had to build a sensory room for the very special needs, but how do we go about

040educating the rest of the building about this this really special space? We began by opening our sensory room to the teachers and the staff in small groups during that faculty meeting. It was a rare opportunity to experience the specialized tools and equipment that our students with significant sensory needs use every day. For many staff members, this was their first time in the space and through hands-on exploration and thoughtful discussion and personal reflection, the staff began making meaningful connections not only between needs of their students, but needs of their own. A weighted blanket not only does it help a student that might feel dysregulated, it also may calm you at bedtime. Um, these moments of awareness were powerful, fostering greater understanding and equipping our staff to better support our neurodiverse learners. At a student level, um,

041we used a children's book called The Sensory Ninja. Um, it's about a child with sensory processing issues that sees this as his superpower. Um, it we used that book to kind of guide a small group discussion about sensory processing and self-awareness and neurodiversity. Students discussed their own sensory preferences relating, um, to the way that they experience their environment. So, um, one thing I had the kids do is thumbs up or thumbs down for certain types of food. Um, do you like mashed potatoes? Thumbs up, thumbs down. The child next to them might be thumbs down. Why? Why don't you like mashed potatoes? Oh, they're mushy in my mouth. They're too hot. Where another student might say, They're my favorite. Um, it's just making those connections that we're all different. We're all unique and we're still

042friends. We're still in this together. Um, we're still school community. Um, for uh, let's see. We spoke about um, conversations about empathy. Um, learning to respect the differences of others. Um, students around Brooke might be looking a little different this year. There's students that carry, um, augmentative communication devices. There's students that are wearing headphones. There's students that might have a fidget tool. They have an extra person with them. Um, we talked about why and what and, you know, answered some of those questions for the students. Um, we talked about how sometimes those tools help these students communicate, control loud noises, um, and help calm during overwhelming experiences such as transitions in the hallway and assemblies. The experience culminated with the students' opportunity to explore the sensory tools and the specialized equipment that we now have

043at Brooke. Hi, everyone. My name's Laura Russo. I'm the speech language pathologist, one of them, at Brook Avenue School. Um so, with the introduction of these special education programs, for the first time in a long time, maybe ever, kids were going to start walking around with iPads in the building, and we wanted to recognize that's a visual difference that other people are seeing. Um so, while staff and students are very familiar with iPads, we wanted everyone to understand that for these students, they're no longer simply tablets. We remove all unnecessary apps, and the device becomes a dedicated communication tool. But, what does that mean to a kindergartner, that they have a communication tool? Um so, that starts our next conversation. So, what is a communication device, and why do some students need one? And um

044Dr. Lemke and Ms. Navarro were talking a lot about assumptions, and this is always my favorite part of the presentation, cuz I get to hear what the assumptions are. Um a big one means that they believe it means that they all have autism. Um one student said it's because they have Down syndrome. Um a big one that we hear is it's because they can't talk. Um but, the truth is, we really can't make any of those assumptions. Um in fact, majority of our students can talk, and they use a combination of their natural voices, as well as the communication device that they're walking around with. Um when we see someone with a communication device, the only thing we truly know is that they have a tool that helps them express their wants, their needs, their

045thoughts, and their feelings, and their ideas. And the reason that they use it is going to be unique to that individual, and it's okay to uh start the conversation speak to that individual as to why they have that. Um so, taking this into consideration, we wanted to provide experiences that kind of bridge that gap in understanding the devices in order to normalize it as a form of communication, and make students who use communication devices more approachable. Um because if you think about it, currently, the feedback I'm getting is that they think they can't talk. How likely are you to approach someone that you think can't talk? Adults probably wouldn't do it, let alone somebody in kindergarten through second grade. Um so that brings us to the meaningful part of this initiative, which has been mentioned

046by Dr. Lemke and Ms. De Vara. Um we had general education students come into the library and gave them hands-on experiences using a communication device to communicate for themselves. We did structure activities like racing cars and having them say ready, set, go. And building towers, saying things like put on as we're building towers until they fall down. And the students got to experience first hand how communication can happen in many different ways. Um we also, as Ms. Navarre mentioned, had students use the communication devices to participate in our morning announcements doing the Pledge of Allegiance and the Bucket Filler Pledge, which just provided more exposure as to how these are used and how versatile they can be. Um and almost immediately we saw the shift in how peers interacted despite their communication differences. So, um

047specifically second grade students were approaching Mrs. Ruhoff's class in the lunch line to say I heard you this morning on the announcements. Um so overall, the increased understanding did make these students more approachable. Um and that has a tremendous impact. As educators, you know, our goal is to create these meaningful opportunities for students to practice and grow their skills. And students who require a communication device typically need practice using it. Um so by building the acceptance and understanding within the school community, we opened a door for really authentic and natural social interaction amongst peers. Um I can't stress enough how significant it is for a student in a self-contained setting to have a natural opportunity to communicate with a peer, um especially considering that within their self-contained setting, they don't have a lot of natural

048peer um communication opportunities. And I'm I'm going to end saying one more thing on the device. Um, in the spirit of uh, Memorial Day weekend coming up. I think we all I need a break. I need a break. >> [laughter] >> Okay. Thank you, Mr. Russo. >> [applause] >> Yeah, I just want to thank Mr. Navarre really for leading the initiative. Um, I think we all can benefit from some new ideas and that enthusiasm and energy that comes with being a new administrator. She's done an incredible job and this is really an incredible team that I'm fortunate to work with. We're happy to answer any questions. Thanks for the time to do that. Listen, I'm just going to say that Dr. Lempkinos, you're speaking my language. This like really brings tears to my eyes. I

049I I'm sure he shared with you my message from the beginning of the year and how the staff and the staff that you're working with are working with the students. It was overwhelming as a special educator and then a special educator, um, administrator. You know, I I supervise it it's mind-blowing and I'm so glad that we're doing this in the district in the school. I think putting in with the kids is amazing. Like teaching them that stuff. Um, it it's it's just tremendous. So, I'm it kudos. Kudos. You uh, I wrote down some things. I I heard a lot of things about pride, confidence, great leadership. You answered all the who, what, where, whys. That's what we do in Bay Shore. And when you're willing to learn from your students and you're willing to, you

050know, nobody's better than each other. As long as you work as a group, everybody gets together. What you're doing is what Bay Shore does. And people try to find out what Bay Shore does, they really should pay attention because we do have the proper the proper fit with a lot of things. And now that you're opening the door to special education and the kids, it's dear to everybody's heart because you know what? They all belong Everybody belongs here. And we find that way. And I think you're doing a fantastic job and for for Dr. Lempke to say, "Listen, I learned from this person." I'm hearing even the leaders are leading from, you know, so everybody's learning from each other and you're feeding off each other. That is the most important thing we can bring to

051the table. Great job. And just to bootstrap off that, the idea of the reciprocity that the kids are teaching each other. I mean, the gen ed and the special ed getting together. I mean, it's got to be moving to when when you see that occurring. It just It's got to be an incredible accomplishment. You go home at night time feeling like, all right, I really made a difference today. So, you're doing that every day. It's kudos to you guys. Thanks. I love that word integration on top of inclusion. Like, that's a real next step. Like, what a great next step. That that's >> It's positive. Just all of it. It's just amazing. Amazing. Good stuff. When's my next meeting? You hear from the screen up here? You know you know I like to come there.

052I You you know I love it. Yeah. Thank you all. Really. >> Thank you. Thank you. >> Great job. >> [applause] >> We're going to skip this. I'll come back to it in June. Okay. So, do I say anything to anybody? Christine, tell them we're coming back. >> Christine, we're going to come back to >> in June. >> To you in June. Okay. You're not going to get to talk about website enhancements, which means you're going to get that much more time to tell us more stuff. >> job. Do you have any questions? >> she has. >> So, we'll come back to it. >> So, we're going to come back to that as far as timeline. Sorry. And we're going to go to Mr. Torres with the district-wide safety plan and code of conduct up

053update. Sorry. And with Mr. Pashkin. It'll be a public hearing on the district-wide safety plan as well. Thank you very much. And as of course I have to follow two amazing presentations, but as you know, my reputation precedes me for being very succinct and to the point. So, we will be very quick and we will take care of this as we start our annual public hearing on our school safety and remote emergency remote instruction plan. So, just to give you again a very quick background, this is education law which [snorts] requires that schools have an emergency response plan for every school, and this is both these as well. In addition, the district also needs to have a plan for a district-wide school safety plan that Mr. Torres works with our buildings to develop each year.

054And [snorts] more recently in 2022, there was added for the emergency remote instruction plan to be added to those that the plan that is part of the emergency safety plan. All right. So, I'm going to turn over to Mr. Torres who's just going to talk a little bit about the safety plan components and talk a little bit also about the some recent updates for the code of conduct. Good evening. Uh as we know, the district safety plan is an is an umbrella plan required by the state since 2000 following the save legislation. Uh our umbrella plan includes all these these components as you see uh before you. Most importantly, how do we deal with implied threats of violence, actual actual threats of violence, the intervention strategies very important. What do we do to to you

055know to address these and prevent them hopefully from happening. Uh how do we deal with communication with the with the law enforcement. We forced a very close communications and and and partnership with with the local precinct. And we continue to do that. Uh it's very important that we do that. Uh you know, to to promote safety in general. Um again, it's an umbrella plan a plan that that discusses what each building plan must contain. The building plans are confidential as you all know. And those are detailed as to what each building does to address individual situations and because every every building is different, of course. Uh, finally, uh, training, of course, and communication with parents is very important components of the plan. And, uh, So, uh, on April 30th, the committee met. And of the

056committee, of course, uh, revise reviews the code of conduct and the safety plan. What they do is review and recommend what changes or additions updates are necessary or what review are necessary. One of the things that we did is discuss violations against school administrative procedures as particularly we discuss the affirmative obligation of students to report things before they happen. They have an obligation to report. In other words, if you know something, say something. So, if any failure to do that, uh, or to cover up some information that would have prevented something from happening, either there is a consequence attached to that. We actually recommended that it that the, uh, the the violation itself be moved from, uh, because it's not a violent violation against a person, it's a violent violation against, uh, administrative practices. So,

057we moved it from one section to another. The consequences are basically the same. Uh, detention starting with a detention and up to a suspension. Finally, the dress code. Uh, the dress code is always an interesting topic. It never becomes an issue until >> [snorts] >> the weather, you know, turns 80 or above. Uh, always, uh, tough tough to enforce. We stressed the need to to to, uh, to have or to maintain administrative discretion and to make make sure that it's always enforced in gender gender neutral way. Okay. Uh, And I I just want to point out quickly as Bob and we we bring Bob to our meetings with principals, assistant principals, and our directors and we talk about and Dr. Allen I will often start off our meetings talking about school safety and and talking

058about scenarios that are taking place throughout the the country and things to look out for to just try to make sure it is in everyone's minds and something that we hold as a very high priority. Uh the next part of this is our emergency remote instruction plan which we almost had to put into place this year. Luckily, we did not but we were ready. The plan requires six components, devices, internet, non-digital options, special education services, time expectations, and instructional hours. This has been in place for a number of years so I'm not going to spend too much time on the details but again it came out of if you recall there was a snow day pilot a number of years ago and some districts were utilizing that for different scenarios especially New York City but

059we had to develop it for COVID. We had it for COVID and we just kind of advanced it so we had it ready to go and then each year it's something that has to be renewed and has to be submitted to the state by September 1st adopted by September 1st and submitted to the state by October 1st. Uh just to give again just the principals we are always focusing on safety as first and the safety of our staff and students so our decisions will be made based on whether staff members and students can get to school safe safely. If they cannot then we will obviously need to call for a traditional snow day. The only time we would be using remote instruction days is if we are essentially out of snow days and we do

060not have any other options that would not result in extending the school year, changing your break, something like that. Dr. Maloney feels very strongly about snow days and it is an important component of school year and again, we did have to utilize our snow days this year, but it would be used once we get to that point and there are minimum hourly requirements that we have to meet and that's usually when we're at that point. We were there, we were ready to go. Again, it would provide continuity for staff, meet the instructional requirements, allow the teachers and the faculty members to deliver some type of support and instruction for the students and also provide flexibility. I think we recognize that and Dr. Maloney recognizes that on these days, it's not a typical day. So, expecting

061kids to sit in, you know, online from 8:00 in the morning to 2:00 p.m. is not realistic. It's also not realistic for parents. So, the idea is to provide that flexibility while still providing some activities for them if necessary. Again, we have not had to use this yet. A variety of asynchronous, hopefully we never do. Synchronous and asynchronous and synchronous, Dr. Maloney's two favorite words. Google Classroom would be our platform, as you know, and we would be assigning this and sharing it with families as it becomes necessary. This is a sample plan, again, just not an actual schedule and all of the buildings did have to develop and be ready with this for this for this school year because of that. And again, you know, we even talked about the fact that students, especially at

062the younger ages, they cannot be on a device from, again, even 10:00 a.m. to to 1:00 p.m. is not realistic for them to be on a device for that many hours. So, the teachers would adjust and they would do a variety of activities while still being with them during that time period. And of course, we do have a a full remote schedule for uh secondary from 6 to 12. They would just follow their schedule, truncated day, uh with some time for extra help and asynchronous learning. And again, this is going would continue uh if if we have to use it if necessary, but again, we're hoping we never have to actually use this plan. But it is there if we need it. Any questions on that? Anything? >> And the district wide safety plan will

063be up on the website for 30 days where anyone wants to comment on it, um they'll go to the district clerk. If there's any questions regarding it. 6 o'clock. Way to Way to hit it. >> All right. Thank you very much. >> All right, thank you. >> Thanks, Bob. So, that's all for this, right? Can I get a motion to go out of work? Motion. Second. >> All in favor? >> I. I. Do Does anybody need to stop for a second? Go right into it? All right, can I get a motion to go into public session? >> Motion. Second. >> Second. All in favor? I. I. So carried. I need Mr. Gordon. Mr. Gordon, well, we're going to do the Pledge of Allegiance, too. Thanks, Christine. There it is. There it is. Want to lead

064the pledge? Yeah. All right. Can you please stand for the pledge? Can you want to lead us? Sure. I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. Um at this time, no. We're not ready? Okay. Then I'll start the I'll start the agenda. Um at this time before the meeting, if there any questions or comments from the audience on agenda items and agenda items only. All righty. So, we're going to We'll get started, and then whenever they're ready, we'll just cut in. Okay? Um Can I get a motion to approve a one motion to approve the Board of Education minutes and the executive work public sessions of April 21st, [clears throat] 2026

065and the executive and work session minutes of May 11th, 2026 and the budget hearing meet the candidate minutes of May 11th, 2026. Motion. Second. All in favor? Aye. Aye. So carried. Okay, before I start, Keep going? Just keep going. We'll stop. Okay, um Mr. Pasch, you want to go B1? On page B1, the board will find a motion to approve the professional staff resignations and retirements as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B2? On page B2, the board will find a motion to approve the professional staff requests for leave as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B3? On page B3, the board will find a motion to approve the professional staff appointments as listed. We recommend its approval. Motion.

066Second. All in favor? Aye. Aye. So carried. Aye. B4? On page B4, the board will find a motion to approve the professional staff salary changes as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B5, B5A? On page B5 and B5A, the board will find a motion to approve the staff tenure appointments as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. >> [applause] >> Oh, hey. Hey. Hey. Okay, do we have anybody who's got their tenure that is here who would like to stand up, please? >> [applause] >> All right. >> [applause] >> And then you have a long and illustrious career here at Bay Shore. We're happy to have you and congratulations. >> Congratulations. Thanks for coming out. Thank you. >> Thank you.

067Wonderful. B5 of the development part. Um, B6 and B6A. On page B6 and B6A, the board will find a motion to approve the civil service resignations, retirements, and terminations as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. I'm going to go to the Bs. You do me. Okay. B7, B7A. On page B7 and B7A, the board will find a motion to approve the civil service requests for leave as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B8. On page B8, the board will find a motion to approve the civil service reinstatements as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B9, B9A. On page B9 and B9A, the board will find a motion to approve the civil

068service appointments as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B10, B10A. On page B10 and B10A, the board will find a motion to approve the list of substitute appointments. We recommend its approval. Motion. Second. All in favor? Aye. Aye. B11, B11A. So carried. B11, B11A. On page B11 and B11A, the board will find a motion to approve the civil service change in assignments as listed. We recommend its approval. Motion. Second. Second. All in favor? Aye. Aye. So carried. B12. On page B12, the board will find a motion to approve the civil service salary changes as listed. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. B13. On page B13, the board will find a motion to approve the list of volunteers for the 2025-26

069school year as presented. We recommend its approval. Motion. Second. All in favor? Aye. Aye. So carried. We're going to pause here and [snorts] come back to what we're really here for tonight, which is the presentation of the valedictorian and salutatorian, and I will turn it over to Mr. Gordon. >> [applause] >> Good evening, everyone. Thank you so much. This is one of the nights that I look so forward to each year. Um we are here tonight to recognize and honor two outstanding members of the class of 2026. You may notice a theme as we move through. Um both of these students are very musically inclined, um and you'll see some of that as we move through the presentation this evening. My goal tonight is to share with you not only what these two individuals have

070accomplished over their last 4 years here at Bayshore High School, but I also would like to take it all the way back to 2013 when they started kindergarten, and we're going to weave in some stories and anecdotes from past teachers. I want to take a moment to thank many of the teachers who have come tonight to support our two honorees, and who have also shared some stories and some memories with me to help create this presentation. So, with that, we'll get started. The salutatorian for the class of 2026 [applause] is Tatiana Krumenacker. >> [applause] [laughter] [clears throat] >> Okay. Tatiana Krumenacker will finish her high school career ranked second in the class of 2026 with a weighted GPA of 104.2. She will also finish as an AP Scholar with distinction and she will earn an

071advanced regions diploma with honors and a mastery in math and science. Tatiana has been on the principal's list high honor roll for every single marking period of her high school career. >> [applause] >> Tatiana's kindergarten teacher, Ms. Moore, shares, "Tatiana was a special student who I remember from my kindergarten class. While most children were still adjusting to routines and learning how to focus for longer periods, she seemed naturally at ease in the classroom. She was very attentive during lessons and was a very curious student. Tatiana was a very motivated student. She was an avid reader and writer even in kindergarten. She enjoyed doing all of her schoolwork. She liked the challenge and seemed to enjoy learning. She always had a constant desire to do more. She even wanted more homework. I am very proud of

072all of your hard work and accomplishments, Tatiana. Congratulations. Good luck in your future endeavors and remember that it all started at Mary G." Also from Mary G. Clarkson, Ms. Rebore, >> [applause] >> shares, "I met Tatiana early in her miraculous journey, a little kindergartner at Mary G. heading upstairs to read with the first graders. She came right in, no hesitation, settling herself at at the table ready to read. The good news was that she settled into the reading table settled into the at that reading table right through second grade. During her primary years, Tatiana had quiet confidence. She knew that she knew the answers but was comfortable letting her classmates shine. Not not that she didn't participate, she did. She was able to become a part of the conversation without becoming the conversation. I learned

073the most about Tatiana when she was writing. She tried out everything she learned, dropped lines, alliterations, similes. She even won the Bay Shore School District's writing contest that year. But her writing was more than its conventions. Her writing had heart. She expressed the simple joys in life. And she shared a brief poem from kindergarten. On a cold rainy day, I had an umbrella. The rain dropped on it and made its own melody, which was joyful. The prettiest thing I had ever heard. Wow. Her 7-year-old self was a quiet storm with a conscience and a great deal of empathy. Over the years, Tatiana has made guest appearances in my life at movie nights at our home and helping out at Mary G. And then last summer, I finally saw her perform. The play was Hair. And

074seeing Tatiana on stage was electric. And then, Into the Woods. She controlled the stage. That quiet storm thundered and her compassion reigned, as it always had. There are so many paths open to Tatiana, and I know she will bring her whole, beautiful, intelligent, compassionate, powerful self to whatever she chooses to do, and the world around her will be better for it. >> [applause] >> During her high school career, Tatiana has averaged a 96.7 on all of her Regents exams. Out of her 40 course grades, starting back in eighth grade actually, all 40 of them ranged between a 95 and 100%. 17 of those, a perfect 100%. And at the conclusion of this year, Tatiana will have completed 12 AP and or IB classes. This next anecdote comes from Mrs. Cox at Gardner Manor. I remember

075Tatiana as a sweet, bright, caring, and energetic student. Back then, she balanced her interests in cheerleading and lacrosse while still managing to be the kind of student who always who's always fully present in class. She helped others, she cared deeply, and she truly loved to learn. Her soft smile had a way of brightening the entire room. I'm so proud to hear that she's Bay Shore's salutatorian. What an incredible accomplishment. Congratulations to you, Tatiana. I do have to ask, do you still want to be a lawyer? If so, I have no doubt you'll be a great one. And honestly, whatever path you choose, I'm sure success will follow. Best of luck in everything ahead. Love, Miss Cox, the computer teacher at Gardner Manor. And Miss Beeker, third grade teacher, writes, "I was Tatiana's I was Tatiana's

076third grade teacher. I remember her as being very eager to learn and participate in school activities. Even at a young age, she had leadership qualities. I created a quick acrostic poem using her name and words and phrases that come to mind when I think of her. T, talented third grade student who excelled in all areas. A, always looking to be academically challenged. T, thoughtful thinker who eagerly contributed to class discussions. I, independent. A, always prepared and ready to learn. N, never appeared nervous or afraid." "N, natural leader. A, articulate." From Mrs. Beeker. >> [applause] >> Mrs. Cox, the computer teacher, also sent this over. All about me. From Gardner Manor School. And I think there's actually a page in here and she dedicates this book to her family. And I think there's an indication in

077here of again, what she mentioned in her anecdote with what she wanted to be in the future. But we'll come to learn that that's changed. There's the There's So, that's for you. >> [applause] >> Tatiana is a National Merit Scholar awarded by the College Board. She's been honored as a Breakfast for Champions honoree. She's been part of our Science Olympiad team and in the 2000 2024 regional, she placed eighth in the area of forensics. She's also a member of the National Honor Society, the Tri-M Honor Society, and the Thespian Honor Society. And we all love that bottom right picture the most, Mrs. Flood. >> I love that. Mrs. Flood, pass that along. Miss Dowd, the fourth-grade teacher, says, "What I remember most about Tatiana isn't how smart she was, even though she truly was. It

078was how she learned with curiosity, creativity, and genuine desire to understand more. She was incredibly well-rounded and the kind of student who wanted to do everything well. She held herself to a high standard and was always looking for a challenge, never settling for just getting getting by, but really pushing herself to grow." And Mrs. Manzo, who's who's here tonight? Thank you for reaching out about Tatiana. I'm beyond excited for her. It's been eight years and nearly 200 students since I had her as a student, but she is exceptional and not easily forgotten. Tatiana joined me each day for math, and she brought such calm, positive energy into the room. She walked in with the sweetest smile and the eagerness to learn. Tatiana was incredibly hard working and stayed focused, serving as a role model for

079peers. She never shied away from a challenge and took pride always doing her best work." Many of you in the room and out there watching at home probably have seen Tatiana cross our stage multiple times. This last production wowed so many people. But she's been part of our drama club for the entire the entirety of her high school career, been in 14 productions, including Once on This Island, Crazy for You, Mamma Mia, and most recently Into the Woods. At the Nice D A Theater Conference, she was selected to perform at the conference gala, and most recently, a Roger Rees nominee, she has finished in the top six female performers and was granted the opportunity to perform her solo from Into the Woods this past weekend. She's also >> [applause] >> She's also a three-time Teeny

080nominee and I believe those awards are coming up, right? Yeah, but they kind of like changed it around so they're not like giving out awards. It's just like a fantastic celebration of everyone. Well, they've recognized you for best supporting actress in a comedy, best supporting actress in a musical, and this year best featured actress. So, congratulations on that. >> [applause] >> We bring our journey to the middle school and Ms. Mercado, the Spanish teacher, shares, "I had the pleasure of having Tatiana in Spanish class for 2 years. She always asked the best questions, picked up on everything quickly, and always had a smile on her face. I could always count on Tati to lead a discussion and she was always incredibly enthusiastic about using her Spanish. She also had an incredibly infectious laugh. It was

081an honor to be her teacher and to start her journey of learning Spanish." Also at the middle school, Ms. Mayo, eighth grade English. "Tatiana took learning very seriously and always strived to do her best. In addition to being smart, Tatiana has a great sense of humor and is a talented artist. I still have one of her extra credit pieces hanging in my classroom. It truly was a pleasure to have her in my class. Wishing you all the best, Mrs. Mayo." And one more from the middle school, Mrs. Turner in sixth grade, "Tatiana, as you graduate, remember that this is a continuation of your incredible journey. Just a new chapter. You have always been ready and willing to put yourself out there and there's something that will always continue to take you far in life. I

082feel fortunate to have had you as a student. I can't help but feel a little short-changed though since it was the COVID year and our time together was cut short. Even so, you humored me by completing many, many of my digital video assignments and I truly enjoyed each one. I I wait to hear about all of the great things to come your way. Keep shining. Kind regards, Mrs. Turner. Tatiana has also been a member of our jazz band playing alto sax and a solo vocalist. She's part of chamber choir as a soprano and she has been selected for advanced choral work and has performed performed at numerous community events. I'm sure many of us have seen her out and about around town even during the holidays with with the Harmoneers traveling through the building and

083singing uh uh Christmas carols. Something she's also very proud of is that she is the youngest member of her church choir and she was selected to be a frontline singer there. She's bringing her >> [applause] >> Tatiana is also a member of the community theater at the Cultural Arts Playhouse and the Youth People's Theater. On to the high school teachers. From Mr. Jones, Tatiana Krumanacker was an absolute pleasure to have in class. She was a diligent and responsible student who consistently made significant and insightful contributions to class on a daily basis. Moreover, she entered the classroom each day with a bright smile and a pleasant demeanor. She brought positive energy to the class, which was much appreciated. Her positive attitude and steadfast work ethic will serve her well in every future endeavor. From Mr. Jones.

084And Miss Oswald, Tatiana is a hardworking, talented, and exceptionally intelligent student. I had the privilege privilege of seeing her brilliance firsthand as her AP physics teacher. But seeing her as the witch in Into the Woods blew me away. She is a true star in everything she does. Look out world because she is going places. Whatever she sets her mind to, she will achieve and it was an absolute pleasure to teach her and to know her. Mrs. Oswald. Let me read this last one before I go. This final one is from Mrs. Mrs. I had the truly unique and genuinely delightful opportunity to be Tatiana's instructor not once but twice over the course of my career. Initially, Tatiana was a student that I encountered in the early part of her academic career in ninth grade honors

085in the ninth grade honors section of English language arts. She was bright-eyed and full of passion regarding the world and education. The fire and passion that is present in students that are wrapped with attention in ninth grade and have real a real desire to learn about the world around them was one that continued to burn in Tatiana year after year. When I got the opportunity to work with Tatiana again later in her academic career, I saw the same eager learner who had grown exponentially academically, socially, and personally, and I look forward to being part of her progress and I look forward to being part of her progress once more. Tatiana is one of the most committed, creative, intuitive, diligent, and genuine students I've had the great pleasure and opportunity to instruct. She is the kind

086of student you learn from as you instruct them. Mrs. Felician. >> [applause] >> This fall, Tatiana will be attending Binghamton University. She has been accepted into the first-year research immersion program and will be studying physics. Wow. Board of Education, cabinet, Dr. Maloney, and to Bay Shore's community, the 2026 salutatorian for the class of 2026, Tatiana [applause] Krupnik. >> [applause] [applause] >> Is that a solo or both? Both Tatiana and I. Okay. So, Tatiana and Tatiana will come back up and we'll do a photo with them here, okay? And also, uh for all the teachers who came out tonight, again, thank you so much. After the completion of the entire presentation, we'd love to do some group shots with our Val and Sal in the lobby, if you don't mind. Okay? Okay, let me just switch

087my packets here. It is again truly my honor to introduce to you the class of 2026 valedictorian, Mr. Atticus Meuse. >> [applause] [applause] >> Atticus is ranked first in the class of 2026 with a weighted GPA of 104.81. He too has been on the principal's list and the high honor roll for every marking period of high school. Atticus will complete his senior year as an IB Diploma Candidate, and I'm quite certain will be rewarded with his IB Diploma in the months to come. He will also be graduating with an Advanced Regents Diploma with honors and in mastery in science and math. So, let's take it back for you as well, Atticus. First grade teacher, Mrs. Morales. I was She I guess she's a first grade teacher now. I was one of Atticus's kindergarten teachers in

088the dual language enrichment program. Even at 5 years old, Atticus wasn't satisfied with just knowing what happened. He wanted to know how and why. Whether it was how a seed grew or why the sky was blue, he had a natural curiosity that kept me on my toes. Atticus started his academic journey with a book in his hand before he could even tie his shoes. In kindergarten, Atticus was fascinated by stories and facts that went well beyond a simple basal reader. Even during recess, Atticus often showed a sense of fairness and organization. He was the kid that kid helping others solve a puzzle or making sure everyone followed the rules of the game. A trait that clearly evolved into the leadership he shows now. I remember when at the age of six, Atticus and his brother

089Rayner were the presidential kids on the Ellen DeGeneres Show for their ability to recite obscure facts about the US presidents from their birthplaces to their specific cabinet members, often leaving Ellen speechless, which was indeed which he has indeed continued his trajectory of excellence. Atticus, watching you reach this milestone is a moment of immense pride for all of us. Being named valedictorian isn't just about a GPA. It's a testament to your relentless curiosity, your discipline, and the way you've balanced excellence with character. Remember that success is not just about the destination, but the integrity and hard work it took to get there. Atticus, you have proven you possess both in abundance. I cannot wait to see how you apply that incredible mind and spirit to the next chapter of your life. Congratulations on this well-deserved honor.

090You have all made us all incredibly proud, Mr. Morales. >> [applause] >> And Señora Hidalgo adds, "Atticus arrived in kindergarten in the fall of 2013 with an abundance of curiosity and genuine zeal for learning. He quickly adapted to the dual language program and fully immersed himself in the Spanish language, showing a natural enthusiasm for every lesson. Even then, Atticus possessed a rare blend of intellect and kindness that made it clear he was destined for something extraordinary. Atticus, you have since mastered complex equations and advanced theories, but it is it is your steadfast heart and character that truly define your success. I am so incredibly proud of how to have played a small part in your long and winding journey. Estoy muy orgulloso de ti, sí. >> [applause] >> And Mrs. Martinez, when I think of

091Atticus Muse, I still picture that little smile and 5-year-old face. It's hard to believe he is now a senior, though it comes as no surprise to see all that he has accomplished along the way. Atticus has always been a hard worker and a thinker well beyond his years. I finally remember our snack time discussions about the presidents and the day he would sort presidential cards during indoor recess. I also remember the thoughtful, deep-rooted questions he asked. Questions that sometimes required me to pause and tell him I'd need to do some research before I could give him the answer. Atticus was always curious about how things worked and why they had to be that way. And of course, I can't forget the steady rhythm of his [clears throat] drumming at his desk, whether with his pencils

092or fingers, whatever was closest at hand. I do not doubt that he will continue to do amazing things in the next chapter of life. His dedication to his passions are inspiring all to all around him. I'm so proud of you, Atticus Muse. Please continue to keep learning, try new things, listen to your heart, and always believe in yourself. >> [applause] >> During his time at the high school, Atticus has averaged 95% on his Regents exams. Out of his 43 course grades, which for Atticus date back to seventh grade, 42 of them range between a 98 and a 100%. 27 of them, a perfect 100% in a course. He's He's a national merit commended scholar. And again, as I mentioned, I think I mentioned already as an IB diploma candidate, he will have completed 14 AP

093or IB classes at the conclusion of this school year. From Mrs. Mendoza, second grade. Dear Atticus, hearing that you are the valedictorian of the class of 2026 filled my heart with so much pride and joy. What an incredible accomplishment, one that reflects the bright, kind, and talented person you have always been. I still picture you walking into my second grade classroom each morning, greeting me with a hug that could light up the whole day. You were such a bright and sweet child, and I remember how excited you get to talk about soccer and all the things you loved. Even then, there was something so special about you, and not just your beautiful ginger hair and green eyes, but your thoughtful spirit and the way you saw the world. And of course, your love of music,

094especially the drums. You had such a natural talent from the very beginning. I loved when I would come over, you would always play for me, and later for my son, Elijah. Uh for my son, Elijah was always so drawn to the sound and feeling of feeling of the drums. Looking back, it makes perfect sense knowing what we later learned about his hearing loss. He must have felt those vibrations in such a powerful way. It meant so much that we were able to inherit one of your earlier drum sets, and he spent so much time playing on it. Now it's come full circle as my daughter is even considering percussion herself. It has been such a gift to watch you grow over the years. Seeing you in the pit during the high school musicals, doing what

095you love with such passion and pride, always brought a smile to my face. And one of the things that has meant the most to me is that to this day, you still come up to me, give me a hug, even when when even if you have to bend all the way down for it, and ask how I'm how I'm doing with a genuine smile on your face. That says everything about the kind of person you are. You will always hold such a special place in my heart. I am beyond proud of everything you've accomplished, and I have no doubt that this is only the beginning of so many amazing things ahead for you. Please know that I will always be here cheering you on and being one of your biggest fans. Congratulations truly and wholeheartedly

096with so much pride, your second grade teacher, Mrs. Mendoza. >> [applause] >> Mrs. Cox from Gardner Manor. Atticus was the man. Whenever I needed technology help, he was the one student I could always count on. If something wasn't working, Atticus would calmly step in, take a look, press a few mystery buttons, and somehow fix it like a pro. He was smart, determined, funny, and always willing to help. His personality was mature well beyond his years, and he seemed to excel at everything he tried. More importantly, he was never afraid to take on a new challenge. I am beyond ecstatic to hear that Atticus is Bay Shore's valedictorian. What an incredible accomplishment. Congratulations, Atticus. I always remember that you once dreamed of becoming the president of the United States. Honestly, after seeing what you could do

097with a computer, I wouldn't be surprised if you could run the whole country, too. Best of luck with everything ahead. Love, Mrs. Cox, who also passed along your all about me book. I just want to share this one. This is dedicated for my parents. For my parents who are interested in me a lot. >> [laughter] >> Atticus has been a member of the creative writing club uh his entirety of Bay Shore at the Bay Shore High School. He's been the vice president since 2022. Another talent um that pops up every year has popped up every year is his participation in mock trial. And actually in 2024 and 2025, him and his team took first place in the Bay Shore High School Law Day. Equally as impressive as a member of the Model UN team. Um

098placed second at Nationals in 2025. What was the country you guys represented? Uh we were Greece. >> Greece. >> Last Last year. Yeah. We were Sweden this year. Sweden this year. Yes. And with Greece you took second place. Yeah, in our individual meeting. Fantastic. Atticus is also a member of the National Honor Society. He has served as a tutor uh for the few years of high school. He's been a freshman orientation leader and Mr. Sullivan will attest to this. He's been a He's been an integral part of the IB Denmark exchange both as an ambassador having heading over to Denmark and with his parents and brother hosting here in Bay Shore. >> [applause] >> Third grade teacher Miss D'Elia. It was such a pleasure having Atticus in my third grade grade class and again for

099Spanish in fourth and fifth grade. Third grade is such a pivotal year. It's when teachers watch students transition from primary children to independent elementary students. During the years during that year of routines and growth Atticus truly stood out. He was always so eager to learn not only applying the concepts taught but consistently pushing himself to do more. His writing was always focused and entertaining a talent that was evident in both English and Spanish. I especially loved his Spanish historical fiction piece El Salto. It was about the first man on the moon. He created such well-developed characters and used dialogue so effectively to tell the story. He took great pride in his work and its presentation. However, what I remember most is how sweet he was. He was genuinely caring towards his peers and always wanted

100others to succeed as well. Seeing that kind driven boy become valedictorian is an immense joy. Congratulations Atticus. Third grade teacher Miss D'Elia. >> [applause] >> Miss Manzo also shared a little bit about you, Atticus. Atticus was the kind of student every teacher hopes for, bright, dedicated, and dependable. What truly set him apart was his quiet confidence and willingness to help others. He treated his classmates with kindness and offered support to those who needed it, including me whenever I needed a quick fact about a president. He treated his classmates with kindness and supported those who needed it without ever making them feel less than. Even at a young age, Atticus showed a strong sense of responsibility and work ethic. I still remember one moment clearly. A classmate was bragging about missing school again for a sporting

101event, and Atticus offered some advice. He said, "Don't be surprised if a truancy officer shows up at your door one day if you keep missing school." >> [laughter] >> I was amused to see that as a fourth grader, he even knew what a truancy officer was, but it was such a thoughtful and honest comment that showed just how much he valued being present and doing the right thing. >> [laughter] >> Thank you. >> [applause] >> So, as has been alluded to already, Atticus is an extremely talented percussionist. He's a member he's been a member of the Metropolitan Youth Orchestra and has performed at the Staller Center in 2025 and Carnegie Hall Carnegie Hall this year. He's also a member of the Long Island University Festival Band, has performed at the Tilles Center in 2025. Again,

102very involved in our drama productions, Atticus has been a member of the pit orchestra as the lead percussionist all the way back from 2021 and has participated in over 15 productions at both the high school and the middle school. He's an All-County Band member and was recognized by the New York State Council of Administrators for music in 2025 and the music educators in 2022 through 2024. Also in attendance tonight is Mrs. Yubish from the middle school. I am sharing with you a presentation that Atticus made when he was in my sixth grade social studies class. As you probably remember from when you were at the middle school, Egypt is a big unit of the year, and in the middle of the unit, Christmas break, Atticus and his family visited Egypt. Atticus had so many photos

103that when he returned, I asked him to make a presentation for the whole team to see. Well, Atticus got up there in front of everyone, including Dr. Outlaw, and presented in the little theater. Of course, I saved it and still show classes today. Please tell him that I have still have a little bottle of real Egyptian sand that he brought back for me sitting on my desk. Wishing him and his family all the best. And I do have that presentation to share with you, if you wish. >> [laughter] >> You're welcome. Mrs. Cabrera, Spanish teacher at the middle school. I had the absolute pleasure of being Atticus's Spanish teacher for sixth, seventh, and eighth grade. Atticus was always an enthusiastic, bright, funny, and steadfast student who shared his love of music and culture with the

104class at any given opportunity. I enjoyed every aspect of being his teacher, and I am confident that I am a better teacher for having taught him. Atticus never shied away from taking risks in the target language. He always worked well with others in class, and he made our classroom environment so much brighter. Even during COVID, I knew that Atticus would find a way to lighten the situation and make things feel somewhat normal. He even sent a card to my house completely in Spanish with well wishes when we were unable to be in class, and I kept I keep that card in in my desk to this day. I'm not surprised at all that he has been able to accomplish as much as he has in his time in Bay Shore, which is both a testament

105to the kind of person he is and the to the fabulous support system he has in his family. I cannot wait to see what the future holds for Atticus, who still sticks out in my memory as one of the greatest I had a chance to teach. Congratulations, Mrs. Cabrera. >> [applause] >> Again, Atticus has has participated in in numerous events and activities, always willing to show up and and perform or to speak or to mentor. Um he's he participated in the day of percussion for Sachem all all years of high school from '23 to '26. He's been a part of the wind ensemble, the symphonic orchestra, the symphonic band, our fantastic drum line, and also the community band for the town of Islip since since 2024. >> [snorts] >> Mr. Giuliano, social studies teacher at

106the at the middle school. Wow, what can I say about Atticus? I would start by saying that I could tell even as a seventh grader that Atticus was destined for great things. Throughout the course of the year, Atticus became my go-to guy. If I ever needed to take a lesson to the next level, I knew that I could pose a question to the class and Atticus would be right there to help me move my lesson along. Atticus had a keen sense of humor that was evident from day one. On a side note, Atticus's talent as a musician is beyond compare. I have loved the times that I have been able to be in the audience to see him perform. I remember the band teacher explaining to us that that their roles could have been reversed.

107It's It was always an absolute privilege to teach this talented young man. Whatever path Atticus takes in life is one that will be made better because of his presence and influence. Again, Mr. Giuliano from the middle school. >> [applause] >> Mrs. Ford-Hurt. From the middle school social studies. Atticus is a Latin derived name meaning from Attica. It refers to the region surrounding Athens, Greece and historically implied someone with cultural ties to Athenian refinement, education, and wisdom. In the United States, however, the name is commonly referenced to Atticus Finch from Harper Lee's book To Kill a Mockingbird wherein the protagonist is widely respected for integrity, intelligence, morality, and justice for all. Atticus Finch is also characterized as an individual possessing absolute consistency, calm, rationality, and dedication to doing the right thing even when it's difficult. It

108has been said the most famous line in this book is, "You never really understand a person until you consider things from their point of view, until you climb into their skin and walk around in it." I think that Atticus Muse would concur with this line and I believe that he shares similar morals and values of fictional Atticus Finch in the flesh. Atticus, thank you for all that you are and all that you will be. It has been my honor to share your in your celebration and recognition as valedictorian of Beacher High School's class of 2026. >> [applause] >> Atticus is a member of the Tri-M Music Honor Society. He was selected as an All-State percussion alternate in 2025. He's a Teeney Award winner for pit percussion for his work with the show A Chorus Line

109and has performed extremely well at NISM starting in 2023 with a level six snare solo with a score of 100. In 2024, All-State mallet solo and an All-State snare solo with a score of 99. And in 2025, the level six mallet solo score of 99 and an All-State snare solo of 100. So, we move on to the high school. Some of your high school teachers wanted to share a little bit. The first time, this is from Mr. Senesky, social studies. Good dude. The first time I met Atticus was eight, nine summers ago when my daughter was singing in the School of Rock at a local club. The School of Rock would rent various venues every few months for the kids to perform. That afternoon, my daughter was performing her best impression of Van Halen and

110Fleetwood Mac. My focus shifted and I saw this little guy wailing on the drums 5 ft behind her with the biggest puff of red hair. I looked around the room and I saw out of the corner of my eye Matt and Terry smiling and beaming. I said, "What are you doing here?" Their response was, "We're here to see Atticus." My daughter left the stage after a few performances and Atticus stayed on drums to do his best version of Tom Sawyer by Rush. I remember thinking that little guy can really play. A few years ago that same kid walked into my room for the first day of IB Hoda. And he's not so little anymore. Same hair do though. >> [laughter] >> In the year I spent In the year I spent with Atticus in class

111I marveled at his brilliance. There were a few moments when I might have been off a year or two in the date of a historical event and Atticus would chime in, "I think it was a year after that, Mr. S." I always knew he was probably right. It is not just Atticus's intellectualism intellectualism and brain power that make him stand out. It is also who he is as a person. I often witnessed him reaching out to assist fellow students, helping them grasp new material. He was always very humble and respectful when a classmate made an excellent comment. I also had the pleasure of working with Atticus as his extended essay supervisor. Of course, he picked a challenging topic, sticking with the musical theme, the influence of music on presidential campaigns from the Reagan to Obama

112administrations. This was an extremely interesting and challenging topic to undertake. I am so pleased to have been a small part of his academic journey and wish to congratulate him on becoming valedictorian of the Beisler High School class of 2026. >> [applause] >> Ms. Eglin, chemistry. Congratulations, Atticus. It was such a pleasure being your chemistry teacher. I was always so impressed with your unique ability to think outside the box and your exceptional precision exceptionally precise analytical mind. You handled the periodic table as though it were a metronome, learning it in perfect tempo. The alkali metals on the strong downbeat, the halogens hit the upbeat, and the noble gases taking a full measure rest. I'm sure you found a drum solo somewhere in the in the transition block, probably around the heavy metals where your drum roll

113seemed to extend to practically infinite sig- significant figures. When it came to chemical equations, the only thing you balanced more eloquently than a redox reaction was a syncopated rhythm in 7/8 time. And in stoichiometry, you could you counted moles like you counted measures. If only there were a way to keep time in 6.02 * 1023, I spent the year thinking you would make an ideal chemist, but in hindsight it makes perfect sense you're going into music. Best of luck as you head off into college. I have no doubt you will march to the beat of your own drum. >> [applause] >> Atticus, while in high school, is also a member of the Thespian Honor Society. He has participated in the Ryla Spring Conference out in Riverhead and has also done the summer retreat in Massachusetts.

114Some of the teachers have mentioned his writing. He's also won an award from NCTE for superior award a superior award for achievement in writing in 2025. And as was referenced referenced earlier, Atticus and Rayner were political correspondents on the Ellen Show for six episodes from 2012 to 2013. Miss Side, Spanish. Atticus is gifted with many talents and abilities, but what stands out to me is his desire to always learn more. I found that he used his acquired knowledge as the first step and then branched out in an authentic setting to actually put that information to further use at a higher level, and he had fun doing it. Atticus was always willing to teach others in the classroom, and in doing so, he inspired them to work harder and achieve their goals. I could clearly see

115his respect for education and also his genuine interest in learning about different cultures around the world. Atticus was not only an active participant, he was an active listener, which was wonderful to see, as that opens up the environment for wonderful class discussions. There is no doubt in my mind that Atticus will be successful in anything he sets out to do. He has the intelligence, the talent, and the desire to dedicate himself to lifelong learning of the arts. His contributions will surely bring positivity to those around him and to the world. I wish him all the best in everything as he begins the next steps of his journey. Miss Side. >> [applause] >> Uh two more anecdotes. I know there's a lot, but I'm almost there. This is from Miss Coulter. While I met While I

116met Atticus several times when he was little because of Matt, I didn't really meet and speak with him until Rainer graduated. I saw Atticus standing beside Rainer and I said, "Hello." And then I was happy that he was going to be in my class in September, and Rainer immediately said, "Tell her your favorite movie." So, the first conversation Atticus and I ever had was about Memento. Now, Memento is a tough film for anyone to understand. It's told both backwards and forwards, and the protagonist has no short-term memory, so he is completely unreliable. I taught it once in all my years of teaching for a unit on non-linear narrative structure, and you have never seen a classroom full of more perplexed kids in my life. And here Atticus was saying it's his favorite movie. I recall

117thinking that this kid has some bold taste. Atticus spent his seven Atticus spends his seventh period lunch in my classroom every day, and we have discussed all kinds of things that are important to him. The loyalty and ever-present support of his family, his passion for soccer, why the show Ted Lasso quite literally makes the world a makes the world a better place, what is happening with the sheep in the show Severance, the places he has traveled and the places he still wants to go visit and his unquenchable love of learning. This is a person who is endlessly interested in the world and that is not really commonplace anymore for people of any age. So to be able to be around this perspective perceptive young man who seeks to grow in every area of his life

118on a daily basis has been an absolute joy. Mrs. Coulter. >> [applause] >> I will conclude this part this last anecdote from Mrs. Malpigli. As a teacher with over 20 years of experience, I have the opportunity I have had the opportunity to work with many talented students, but I can confidently say that Atticus is one of the most brilliantly gifted musicians I have ever taught. What makes him exceptional is not just his ability, but his humility and eagerness to learn. Many students who recognize their talent are reluctant to seek feedback or improvement, but Atticus is the opposite. He practices tirelessly, asks thoughtful questions, and regularly looks for ways to contribute to the ensemble and support others. Even though his percussion skills far exceed my own, he can easily play circles around me on snare. He

119consistently seeks my input and guidance when preparing for auditions or working on solo pieces. His genuine respect for his teachers and his determination to grow as a musician set him apart from his peers. When considering the level at which Atticus performs, it is easy to forget he is still in high school. He carries himself with maturity, excels academically, and often feels more like a colleague than a student. One of my favorite experiences working with him has been our annual cabaret night, a talent showcase featuring Broadway and film musicals. Each year Atticus performs on the drum set while I accompany student vocalists on piano, and it always feels as though I am collaborating with a professional musician. Often he anticipates my musical cues before I even say them, a testament to his preparation, intuition, and ability

120to self-reflect. Whatever he is asked to do, he does it with excellence, precision, and reliability. It is difficult to capture on paper just how remarkable Atticus is. Once you meet him, you will understand. Atticus has been a cornerstone of our program, and his absence will be felt deeply. His talent, dependability, and leadership will leave a lasting impact. We have never had to worry about the percussion section while Atticus has been with us. Congratulations, Mrs. Malpica. >> [applause] [applause] >> This fall, Atticus will be attending the Steinhardt School at NYU, and with the intention of studying Board of Education, Cabinet, Dr. Maloney, the 2026 valedictorian, [applause] Mr. Atticus Neus. >> [applause] [applause] >> All right. Tatiana and Atticus, if you guys can join the board and cabinet over here for a photo. >> [laughter] >> Congratulate

121anybody? Do you have them, too? Yeah. >> [applause] [applause] >> Thank you so much. Congratulations families. I will add one more little interesting fact. Every year the senior class does senior superlatives. Tatiana and Atticus have been voted as most musical for the class of 2026. >> [applause] >> So once again, I I just want to say thank you to all the teachers who came tonight, past and present, who those who submitted anecdotes about these two wonderful human beings. Atticus, Tatiana, you've made us extremely proud. Congratulations again. >> [applause] >> So we have to finish our public session, but if you guys want to go outside, take your pictures, you will not be offended. You're more than welcome to stay, of course. Yeah, I know. Congratulations. Yeah, thank you. Congrats. Just one more minute, Mike, then

122we'll go. Great job. Okay, we're going to continue the agenda. Sue just stepped out for a moment. She'll be right back. Uh C1, that would be Maureen. C1 and C1A1. And I On pages C1 and C1A through I, the board will find a motion to accept and place on file the financial and claims auditor reports for March of 2026. We recommend its approval. Motion. Second. Any questions? All in favor? I. Anyone opposed? Motion carries. C2 and C2A, Maureen, please. >> On pages C2 and C2A, the board will find a motion to approve the budget transfer as listed. We recommend its approval. Motion. Second. Any questions? All in favor? I. Anyone opposed? Motion carries. C3, Maureen. On page C3, the board will find a motion to authorize the issuance of $40 million in tax anticipation notes

123or TANs in anticipation of the receipt of taxes to be levied for the fiscal year commencing July 1, 2026 in accordance with uh the tax anticipation note resolution of the Bay Bayshore UFSD described herein. We recommend its approval. Motion. Second. All in favor? I. >> I. So carried. C4, C4A through H. On pages C4 and C4A through H, the board will find a motion to approve the BOCES shared services contract for the 2026-2027 school year. And we recommend its approval. Motion. Second. All in favor? I. I. So carried. C5. On page C5, the board will find a motion to declare as obsolete two district vehicles, a 2005 Ford bus and a 2007 Ford bus, so that they might be disposed of accordingly. We recommend its approval. Motion. Second. All in favor? I. I. So carried.

124C6. D1. Oh, sorry. And on page C6, the board will find a motion to accept and approve a $2,700 donation toward the STEAM program at Fifth Avenue School, uh generously given by the Fifth Avenue School PFA. We recommend its approval. Motion. Second. All in favor? I. I. So carried. Thank you. Well, we would say thank you to Fifth Avenue and um can't wait to see what they're going to do with that. >> recognize them. Thank you. You're welcome. Okay. Dr. Outlaw, D1. On page D1, the board will find a motion to endorse actions taken by the Bay Shore Committee on Special Education pertaining to students being considered for services as noted in the CSE minutes listed, as well as the annual reviews for the 25-26 school year with referrals for March, April, and May of

1252026. We recommend its approval. Motion. Second. All in favor? I. I. So carried. D2. On page D2, the board will find a motion to endorse actions taken by the Bay Shore Committee on preschool special education pertaining to students receiving services as noted in the minutes on the dates listed. We recommend its approval. Motion. Second. All in favor? I. I. So carried. Dr. Maloney, E1. On page E1, the board of education motion to rescind current board policy 2520 board member training. We recommend its approval. Motion. Second. All in favor? I. I. I. So carried. E2. On page E2, the board of education motion to approve and adopt the revision as presented board policy 2520 board member training. We recommend its approval. Motion. [snorts] Second. All in favor? I. I. I. So carried. That is the end

126of the um agenda. If there's anybody who wants to speak, come on up. Did you sign in or you just want to just identify yourself? Absolutely. I usually don't need the mic, but I know you requested it last time. My name is Lisa Kennedy. I came and spoke to the board last year in February. Part of my concern was lack of training that we are doing for the largest percent of our staff that work with our children most during the day, and that would be our paraprofessionals. They spend more time per day, minutes per day with our staff than our teachers do. They follow them throughout the day, and there has not been training for them for over a decade. So we are currently doing training for those in ABA to represent or to assist

127on our special needs, which is a very small percentage of our students. The large percentage of them do not fit in that category. Um just quick background, I've been in the district for almost 56 years. Very proud of that number. Um we are about to graduate fifth generation of family members this year. Very excited for that as well. I love Bayshore. This is my home. I live here. My children live here. My grandchildren live here. This is important. It's stories like Atticus's and Tatiana's that really give us something to talk about. These two very diverse kids with very different backgrounds, very different future goals, um all having great opportunities here in our district. I'm very proud of that. Very proud. Um however, we are an educational institution, and we are really not educating the least

128educated, least trained people that work with our children the most. It leads to so many different complications. As I said last year to the district or to board, I apologize. Um the biggest problems happen on the playground. They happen during lunch time. They happen at arrival and they happen at dismissal. And the people in charge at these times are those that are not receiving training. They are not. Other schools, other school districts, including mine, we have an orientation in the beginning, of which we teach policy and procedures. Some of the problems that have occurred are difficulty on the playground. A child gets pushed to the floor. Um I'm old, but back in my day, the minute you had any physical contact with someone, the first thing that transpired is you went to the principal's office

129and you sat in that chair outside of her office and you sweat. Maybe you did it for 45 minutes. Maybe it took 2 hours because she was tied up, but you were held accountable for your actions. Um My other daughter's 30 years old. When someone put their hands on somebody at that time, on the playground, again, things were a little different, but they had to sit out on the side and they had to wait until it could be addressed. The point is is that they were held accountable for their actions in the moment. In the moment. What is it transpiring now is that children are allowed to continue to play on the playground because the staff is not trained. It's not that they don't mean to follow our policy and procedure, they don't know it.

130It doesn't mean that they don't want to follow it um bullying um rules because they're not having the opportunity to enforce, they're not educated to handle it in the in that moment. So, these kids are hearing things like, "It's okay. Um go play over there." Uh some of the other ones that have been reported to me by multiple parents is um "Okay, I'll tell the teacher later." What we're telling the bully is that you're not going to deal You're not having repercussions in the moment. You can continue to go play. So this is one little scenario where the training is is needed because it's affecting our children and it is affecting our bullying policy. So if we say we're anti-bullying, that means we have to address stuff in the moment and we can't do it.

131I also mentioned last year over a year ago, our security guards as well, a lot of them are trained as officers, but they're not trained to de-escalate situations with children. It's very very different. Very very different. I think that if we can invest and of all days [clears throat] to talk about investing, right? I'm not talking about even money. We have the answer in our school district. We have more social workers and psychologists four times more now than we did years ago in our buildings every single day. There's no reason why we shouldn't use them to train our staff. We send teachers out three, four hours a day, sometimes three or four days of the week to do a training, but we can't train the power professionals that are with them all the time. We

132can pull teachers out of classroom, but we can't pull power professionals out. Of course we can. We can pull them out maybe 1 hour a month and I'm not saying do all of them at one time. What I do at my building, we cycle them. We cycle them on a good day of attendance, we set up a meeting, we have an agenda. Three or four trainings a year specifically geared to what we need as a community, as a district. And this can go for any Our lunch people get even less training because they're in the building even less. Never once introduced to our policies and procedures. They are never sat down and trained. I know that once in a while if we're lucky and we have a senior maybe power professional that will walk somebody

133around for 1 day. Nobody's teaching them who to report, when to report, how to report. They want the help. A little back a little more background for me is my family has been working in this district for all of those five generations. All of them. Custodians, teachers, psychologists, administrators across the board. My friends, my family. I've been in this district. My family's in this district. We all work in this district. So, I'm not talking out of nowhere. I know because Bay Shore school and school politics has been at my dinner table my entire life. It still is. My grandkids hear about school and school policies. It's important to me. This district is important to me. But, it is not okay not to train the child the people that work with our children more during the

134day than anybody else. It is not okay to assume that they're all coming with us with common sense when we know these days common sense is not that common. And I'm not being disrespectful. I'm being honest. We all are here. We deal with it every day. How are we going to hold custodians or security guards accountable to know when to jump into a fight? How can we hold them accountable if they have never been trained? How can we do that? We expect people to jump in and have common sense in the moment to react to something. People are afraid. People are afraid. No one has taught We have had so much turnover over the last decade or more. When's the last time we had a training for these people? Why wouldn't we have training for

135them? How can we hold Accountability is everything. We as schools, we're held accountable. Principals are held accountable for how schools go. Teachers are held accountable. We as a district need to be held accountable for educating everyone in the district, especially those who spend more time with our children. It is possible. It is easy. We have the resources right here in the buildings. Every single building has the ability to do an orientation once or twice a year for new people. We have the ability The only ones in in my view that we would have to spend money on is our lunch people. Three times a year, 1 hour of training three times a year they come in an hour early and we do training somewhere. They are the least paid. That bill is not going to

136kill us. But, as far as the staff that's in the building, if we can pull a teacher, we can pull a power professional. I'm sorry. I regulate I do it myself every single day as a school administrator. I pull my staff out when I'm when I'm have the extra staff, when I need to, I come up and I'm not saying Bayshore has to do this. I'm just saying I come up with three different goals for the year. Three goals. And throughout the entire year, I make sure that every single person has been trained on those three goals. It's very simple. Bayshore is much stronger than my little school is. It is very difficult to teach if you're working with untrained people. It's very difficult to run a school with untrained people. The district is having

137problems because of untrained people. You cannot fire people because you're not training them, because you don't have a meeting date that says on September 25th, we had a meeting about this policy and you broke it, you get written up. You can drop dead weight if you want to. I know I'm a little blatant, but that is the truth. You cannot hold people accountable if you don't train them. They cannot follow rules if they don't know what they are. They cannot follow policy if they don't know what it is. We can't just assume that common sense is common anymore. We just can't and it's not fair to the staff and it's most certainly not fair to the students. It's not fair to our staff when they should or should not jump into an event. Okay? That's

138that's you know, my complaint. I was here a year ago. Nothing has transpired since. It is valid. It is just. Change does need to come. I'll be here again, but I'm not going to wait a whole 'nother year. I want you to know that I came all the way from Brooklyn for two hours, raced here just to get here and I walked in late. My apologies for that, but it is important and I will be back. We've got to fix this. We cannot expect people with high school diplomas to be able to be accountable for rules and policies they don't know. Please don't refer to us as anti-bullying unless we are taking action to train to avoid the bullying in the first place. And it's not just about bullying. It's about fairness to the employees

139who are coming to work every day doing their very best. They don't have the tools, but we have the tool in the building every day. The skilled personnel, the skilled professionals to de-escalate situations, to do training on bullying, to do training on de-escalation, to do training on positive reinforcement. We have all the staff in the world to do this, and we do have the time. Everybody can squeeze it in. Thank you so much for your time. Thank you so much for your service. I appreciate everything you do. And when Ms. Kennedy came in previously, the building principals and administrators shared with me the training that they do with the power professionals, so I'm happy to give her a call so we can further discuss that. >> you. Okay. Oh, and David has his report. Of

140the All Schools Council report. Thank you. So, good evening. I'm excited to share some recent highlights across the school district. So, at UB K, we celebrated Teacher Appreciation Week with daily celebrations such as breakfast, dessert day, and beverage carts. Uh the Performing Arts Center performed Don't Let the Pigeon Drive the Bus for the K-1 classes. And on the 21st, uh they will be having their first World Day for Cultural Diversity Parade, and that will celebrate the many cultures and traditions that make up the school community. Um at Brook Avenue School, uh they recently hosted their annual kindergarten orientation for incoming students and families. The Bay Shore Class of 2039. Wow. They are looking forward to many end-of-year activities and celebrations, including their full school beach trip field day, and uh grade two moving up showcase.

141Fifth Avenue School proudly welcomed incoming students and families for a kindergarten orientation. Students also celebrated Asian American and Pacific Islander Heritage Month by learning traditional island dances at a special assembly. New York City Police Department Jazz Band visited to perform and share an important message about how police officers help keep our community safe. Mary G. Clarkson School celebrated neurodiversity month through engaging activities such as a social story authors workshop for second graders, spirit week, and a school-wide sensory fair. These experiences helped students explore empathy, different learning styles, and the many ways they can experience the world. So, at Gardner Manor School, teacher appreciation week was also celebrated with daily acts of gratitude as they recognized their dedicated staff for all that they do each day. The fifth grade trip to Broadway to see The Lion

142King was a huge success and students are now gearing up for the first ever fifth grade spelling bee and are excited for upcoming events like field day and the talent show. South Country School highlights include the celebration of neurodiversity month as well and teacher appreciation week. Grades four and five performed their spring concerts and students also participated in the Magic in You character education assembly. Fifth grade students visited the Bay Shore Middle School to support their transition to sixth grade and fourth [snorts] graders took field trips to Sagikos Manor and Connetquot State Park. The middle school hosted From the Fires: Voices of the Holocaust for eighth grade students on May 4th, which provided students with a moving performance focused on Holocaust remembrance. On the 13th of May, the middle school celebrated student achievement during its

143National Junior Honor Society induction ceremony. And on the 15th, the school also held its eighth grade moving up dance celebrating students as they prepare prepare for their transition to high school. And here at the high school, the first of two senior prom meetings were was held and was very well attended as said by Mr. Gordon. Reflecting the excitement of the class of 2026 and families. Tomorrow evening, May 20th, as well, is the senior awards night in the evening, during which members of the senior class will be recognized with scholarships and academic honors. On Thursday, May 21st, the Bayshore chapter of the National Honor Society will proudly welcome its newest inductees during its annual induction ceremony, as well. So, that is it for the May monthly report. Thank you for your continued continued support. Thank you.

144>> Thank you. Any other comments or anything? Guy, you usually have a little something. You good? I'm good. Okay. >> [laughter] >> Um, can I get a motion to exit uh, public session? Motion. Second. All in favor? I. I. And a motion to go into executive session. Motion. Second. All in favor? I. I. So carried. Thank you. >> Mhm.