001Okay. Can I get a motion to go into work session? >> Second. >> All in favor? >> I so carry. We're going to stand for the pledge of allegiance. >> You will lead us to the flag of the United States of America and to the republic for it stands. One nation under God, indivisible, with liberty and justice for all. >> If we could just have a moment of silence. We had several um employees and former employees um passed recently. Clayton Moore, a long-term um custodian here, and Phil Carpenter, a former teacher, both um almost 30 plus years in the school district. So, moment of silence, please. >> Thank you. Okay, it's always good when we have a crowd and always good when it's all good things. So, we're going to just go right into it
002and Miss Agustinino, Miss Nangast are going to join us and to acknowledge some of our student athletes. >> Thank you for having us again and appreciate it. Um, I just want to get to here, let me here we go. So, again, we had a very successful uh winter. We're very happy. We had some great individual accolades as well that we want to recognize tonight. Um, and again, thank you for having us. Uh, what I'm going to do is I'm going to bring up the coaches. They're going to talk about their athletes and then we'll take our big picture at the end if everybody's good with that. Okay. So, first up, Coach Amanda, please come on up. Hi everyone. >> Hi. Hi. >> Um, so my first student athlete I'm going to be speaking about today
003is Melody Medina. Uh, Melody had an incredible third season with us, serving as one of our junior captains. She finished with an outstanding record of 22 wins and two losses. Despite missing part of the season due to an ankle injury, Melody still remained undefeated all the way up until the state championships. She secured first place in all regular season tournaments and dominated the Suffach County Championship, taking first place there as well. Her impressive performance culminated in a fifth place finish at the New York State Championship. Congratulations, Mel. Yeah, I'll give them to you and then we'll do a picture at the end. >> Congratulations. That's that's tremendous. >> Congratulations. >> Don't go far. We're going to do a picture at the end. >> There you go. >> Hey, look at me. Okay. Um, our next
004athlete is Sydney Fischer. So, in her third year on our team, Sydney Fischer finished the season with a stellar record of 22 wins and three losses. She hit the ground running as the only girl from Long Island this year to become the champion of the very sought-after Eastern States Classic. Though the title of champion was the goal, her true success came when she was finally able to beat one of the only girls in New York State who has beaten her in the past in the finals of that tournament. Sydney also captured the Suffach County Championship title and capped off her season with a fifth place finish at the New York State Championships. Thank you everyone. >> Thanks. >> Congratulations. >> Thank you, coach. >> Congratulations. >> Co. Next up, I'm going to bring up coach
005Porceli to talk about bet. Come on up, coach. >> Hello, distinguished members of the board. Um um we like to recognize Ben Marino. Uh Ben Marino, we brought him up in eighth grade and uh and you know he he learned a lot and um and in ninth grade he just jumped on the jumped on the scene this year winning the league championships placing second in the counties. Uh he was fifth place in the state tournament this year. So we see him breaking every every record that uh Beayshore has in wrestling. um you know he he's going to go to the state tournament for the next three years and hopefully he'll win it. Uh recently he uh placed seventh at the National High School Coaches Association tournament in Virginia Beach. He plays seventh uh at all
006the freshman in the nation. So um you know he's uh he's has all-American status now and uh he continues to wrestle throughout the uh springtime and in the summer he'll probably go to Fargo junior nationals tournaments and uh compete in freestyle and Greco Roman. So, um, you know, we expect great things from Ben. So, >> that's amazing. Right. >> This next athlete I don't really have to do much introduction to, but Coach Lewis would love to speak about her. She should be on this board. I mean, she's here more than most of us here. So, come on up, coach. Thank you. It's a little bit longer than the cross country one. I'm sorry. Uh, hey everyone. I'm here to discuss Maggie McCormack as always. To start the season, Maggie picked up from her breakthrough fall
007cross country um career. Maggie would open her season at the Boston Beantown Classic running the two- mileer against state championship rival Leila Busrey from Shannend Hoa. Maggie would drop her uh by you know about just about halfway through and she would run at that point a 1033 which was the number one time in the US for the two-mile. Maggie then would race uh the Hispanic Games in the Armory running a 448 breaking her own school record uh again which also at that time was the number one US. Maggie would then go on to race and place in the top five at the MROS games, dropping six seconds off of her previous school record, finishing with a mile time of 442. As is the trend, Maggie continued on her winning ways, dominated her first elite event
008uh invite, the circuit race series in Chicago, breaking her two-mile school record uh or breaking her own school record again, taking first overall from girls all over the country. Maggie then set her sights on the county and state championships. She would win the county in a new record 1500 for her third straight indoor 1500 county title. Going in with a 12-second lead over the next competitor in New York State, Maggie would win her first state championship title in the 1500. Maggie would finish the indoor season with four different events, holding top 10 times in New York State, and she holds the number four all-time 3K in New York State history. Maggie would go on to race at the New Balance National Championship where she would run two more school records in both the two-mile and
009the one mile, earning herself top uh sixth and top four respective finishes and two all-American designations in 48 hours. >> Is there anyone still on that >> most decorated? I think she might be the most decorated. Well, I told athlete I told Maggie the other day I said I I walked my personal best mile 1450. Right. >> That was my personal best. >> All right. So, right now we have a track meet going on outside. So, Mr. Nighting is going to talk about the next two athletes that we have that coach wrote up for him. >> Thank you, Mr. Agassino. Good evening, everybody. If you know anybody with my background, it was football and track. So, it's nice to be up here and speak about these young men. First off, Junior Lamel Small. Lamel had
010an outstanding season that showcased both his versatility and determination. Primarily a hurdler, Lamel took on a new challenge this year in the triple jump. Midway through the season and he quickly made an impact. He opened up the jump the season with a jump of 42 feet 9 and a half inches. Now, if you know what a triple jump, it's not just running and jumping. It's >> hop leap jump or hop skip jump how you want to look at it. Um he continued to improve each meet and at the section 11 state qualifier lamel reached his mark of 44 feet four and a half inches earning himself the New York State qualifying standard. Through his hard work and rapid progression he has earned himself the opportunity to compete at the New York State Track and Field
011Championships in uh Staten Island where he finished 17th overall in New York State. A tremendous accomplishment and the best part he's back next year to go further. >> So Lamel couldn't make it unfortunately. Next we have Zarab Gonzalez. Senior Zarab Gonzalez. Zarab demonstrated resiliency and consistency throughout the season after returning from a prior injury occurred during the volleyball season. As a team's high jumper, Zarab consistently cleared 6'2 in. He's not even 6'2, so he's jumping up over his head, which is pretty impressive. And was competitive at every meet, earning the ranking as one of the top high jumpers in Suffach County. He narrowly missed higher heights on several occasions, showing just how close he was to even greater marks. His performance at the section 11 state qualifier secured a spot at the New York State
012Indoor Track and Field Championships again at Staten Island. He finished the season ranked second in Suffach County, an impressive achievement and a testament to his dedication. On top of that, at the New York State meet, Zarab cleared 6'4 in, establishing a new personal best and finishing ninth in New York State. As coach said, it was a privilege to coach both boys and to honor them today. And I would like to add one thing that I think is very important. Uh Zarab Gonzalez was accepted and will be going to the United States Coast Guard Academy to compete. >> So, our last athlete that we're going to talk about today is a great story, too, because we join with Brentwood and James is kind of putting Beayshore boys swimming on the map right now. We're very proud
013of him. So, Coach Alison, come on up. >> Last time I did this, they told me to wear heels, so I did. And I guess I didn't need to. Um, so James Bass, they say that character is what you do when no one is watching. For James, that means four hours of water just about every day. Most people see the records on the boards, but they don't see the two hours he spends with us, followed immediately by another two hours at club practice. They don't see the sheer toll, physical toll of being a varsity athlete since the seventh grade. Last year, James stood on the edge of qualifying for states. He just missed the cut. For some, that's a reason to get discouraged. For James, it was the fuel. This year, he didn't just make
014it. He became the first boy in Beayshore Brentwood history to qualify for states. He not only qualified in one event, he qualified in three events. But if you ask James about it, he'd probably just give you a humble smile and ask how your day was. As a coach, it's rare to find an athlete who holds nearly every record on the board except for uh breaststroke. And if you saw his breaststroke, you would know why. Um, but he carries himself like he's just another member of the lane. James is the definition of a leader. He isn't the loud loudest voice. He's the strongest example. Whether he's mentoring a younger swimmer on their stroke or being the first person to show up for our annual food drive, he does it with a genuine desire to help. I've
015had coaches from other teams approach me not just to talk about his times, but to tell me what a spectacular human being he is. that speaks louder than at any best time. James, your drive and focus are unmatched, but it's your heart and your family's unwavering support that make you truly special. It is a rare privilege to be on this journey with you. You aren't just a record-breaker. You are a role model for every kid who jumps into the pool. Congratulations. We're going to take some pictures down pictures for me. >> I'm going to put your opening slide out just in case. >> I'm sorry. I'm sorry. >> I have There we go. Take care, Chris. >> Thank you. That's awesome. >> And we're gonna go right into IB career related program. >> Speedw walk
016down. >> I'm ready. >> You got your heels on. You ready? >> I'm ready. Yeah. Hi everyone. >> How are you? >> Um great. Uh so I'm here to talk about the IB career program. Um we are still on track to launch in September. Uh we've had a few recent milestones so I want to share about what's going on. So, uh, we submitted our application for authorization to the IB. Um, includes things like updating our IB policies to include the CP, right, the career program information, lots and lots of documents about what goes on in our school and how we're going to support this new program and all the core components. Um, we recruited students to the program. Um, we've been doing that all year. So, uh, we had we did an assembly with all
017the 10th grade students to kind of kick off this new program, um, to talk about both the diploma program and the career program. Uh, I then met with every single 10th grade student. Um, I took over their classes for a day. Um, and when I met with them, uh, something that I thought was really important is that they understand what what they're signing up for, right? So, um, I did an activity where I took the tracks that we're going to offer and like the pathways that we're going to offer. And I put different careers in like a big pile for them. And, um, it said like, you know, a description of the career, what certifications or qualifications they might need for that career, and an average salary in the United States. And they had to
018kind of sort them to where they thought they go. Um, and then after that, we talked about like, okay, this is these are your options starting in September. And if one of those careers sounded like something that's good for you, you should consider this program and this is why. So um after that meeting uh they had the option to join a Google classroom. They left with like the information for the code. Um and then uh they joined the Google classroom and I took all the kids that signed up on the Google classroom and I had small group meetings with them. So to make sure that they really understand everything, you know, and new programs are hard because they really they don't have that like 11th and 12th grade kid to to talk to about it.
019So, I wanted to make sure that they heard it and they heard it from me and not like what they think was going on, you know? So, um so I met with them in groups of like four or five, allowed them to ask any questions. I also set up um like an appointment calendar so they could sign up if they wanted to come just by themselves and ask me a question about like their personal situation. Um and then after all of those meetings and all of those opportunities to learn about it, um we also did tons of um meetings with parents as well. We did APIB night. We also did an IB night specifically um to make sure that information came out. also presenting at the board, you know, everybody can see what's going on.
020Um, and so after all those presentations and sharing all the information with the community, uh, we opened up the application. Um, and the application included teacher recommendations. Um, and really why what career they're interested in, what pathway they're interested in, and why they think this program would be beneficial to them. Um, and after all of those things, uh, I'm excited that currently we have 31 students signed up for for September. super exciting. Um so, uh we those 31 students, we still have a few more that might come on and they're welcome to. Um but that's where we're at right now. So, um those students, uh came with me to the guidance department. Um and we met in two groups and met this first time. They got to see who else signed up for the program,
021which was kind of neat. So, uh, we did spend a lot of time talking about what their schedule would look like. Um, that they have to take those two IVs and what their career related study classes are. Um, we also got a little time to just do some ice breakers. I did would you rather career edition and asked them some questions. I got them to talk about, you know, would they rather move out of state or stay home and that kind of thing and we kind of went around the table. So, they got to know each other a little bit because they are going to spend a lot of time together in these two years together. Um and then they went to their guidance counselors and were able to make their schedules um get, you
022know, officially signed in as career program kids. Um so that was that was guidance. Uh we're also um consistently working with Northwell. I meet with them a lot um to plan out what the curriculum looks like that they're going to offer students. Um it's they use a a platform called Stickball. Um it's very similar to what's used um with the Northwell Community Scholars Program. Um so uh the only difference is that students in the business pathway will get things specifically for business and students in the healthcare pathway will get things specifically for healthcare. Um we also did training for our new our career related studies teachers. So those are our teachers that are teaching the career courses that they'll take as part of their pathway. So um the training was really for them to understand
023like how their class fits into the new program. um and also so that they have a good understanding of of what the CP involves and all those core components right so for example um one of the requirements for students is that they have to do a reflective project where they research an ethical dilemma in a career and it's likely that those are going to come from their career related studies classes so you know we did a little brainstorming about >> what ethical dilemmas are you already discussing in your classes right like AI was something that came up a lot right as an ethical dilemma right so um and how and Now, you know, when they present or when they're teaching those lessons that involve ethical dilemmas, they should be able to say to their career
024program students like, "Oh, this is something you're really interested in. You should do that for your reflexive project." And that should be your, you know, that might be a good path for you for the reflective project. Um, our next steps, uh, the Northwell has our u memorandums of understanding for the two pathways that we're going to offer. So, we're just waiting for them to get signed. They're with their legal team hopefully soon. Um, and then the last two days we had our verification visit with IB. So, um, IB sent a team to us, one person from Texas, one person from Florida, um, to make sure that everything we sent in that we said we're doing, we're actually doing. So, um, so they met with a lot of stakeholders. So, they met with administration, they met
025with our career related studies pathway teachers, they met with our IB teachers, and students will take two IBs as part of this program. uh they met with social workers and guidance counselors and like basically to make sure everybody knows what's going on and and that they were ready really really ready to do this in September. So um their I think their feedback the first thing they said when we had our exit meeting was your parents and your students like they were just blown away by the parents and the students and they were amazing. I I found that the families responses I was really excited about. They were they're so excited that this program is going to exist. They're so excited that we're looking at students and saying we want them to be ready for the
026next step after high school. And the students, they were great about like really communicating why they're doing this and that they want to start working on their career now. They don't want to wait, you know, like that was kind of the messaging across the board. So, it was really great. Um, and so now we're just waiting for feedback from IB, which they say can take up to 56 days. A very specific number. I don't know where that comes from, but number >> very ID number. Yeah, I would say. And so, um, we'll get feedback from them. If there's any thing that we need to address, we'll address it and then we should get hopefully get signed for authorization as soon as possible. >> Yeah, you guys can. >> Hello everyone. Thanks, Kathleen. >> So, just
027to piggyback on uh Kathleen's sharing of information, I the visit was, you know, this is it might not have seemed like a big deal if these two folks came in and visited us and uh but this really is a benchmark in this journey. Um, one thing I just really want to point out is that and they've and the IB has said this to us. Not only are our point person through the IB, but these two uh visitors, observers who came in, we are doing it a little bit differently in terms of the pathways in particular. There's a lot of other schools around across the country, across the globe who are taking preset programs, CTE programs, and it's kind of a plug-andplay. They their pathways are kind of developed already. uh we're doing something unique and
028I think uh we should be very proud of it. The fact that we're partnering with Northwell the way that we are >> and I I really have to take a moment to just really praise Mrs. Peterson. Um when we were looking for a coordinator for this position, you know, you always want somebody who's organized. You want somebody who's going to cross their tees and dot their eyes and she has that. But as you can tell when anytime she comes up here to speak or presents to parents, she's also passionate about connecting with kids and she's also passionate about making sure that they have a clear picture of what this is about and how they can take advantage of it. So I I I couldn't be happier with our choice for a CP coordinator. She's put
029in a ton of work um over these last months and will continue to do so. Um, but really this visit put a put a nice capstone on all the work she's done so far and I think it was evident in the feedback that we received today and I'm sure that will come directly from the IB in in the months weeks months to come >> 56 days. >> So, you know, just I just really wanted to express my appreciation for Kathleen and the work she's done. So, thank you. >> Thank you. >> I'll just quickly add first of all uh just want to thank Dr. baloney for this was his vision, you know, from we've had the IB program for a number of years and it's kind of the next step and it's a definitely a
030good fit and a great opportunity for us to get more connected with the community in a lot of ways and you know Kathleen as as Steve said is really pioneering this because every time she goes forward with the next step to they get come back and and tell her well that's not what you know they they keep on changing ing some expectations has been a real challenge and she's done a fantastic job and and again with Northwell is just moving ahead and developing that to where other school districts are looking to emulate what we're doing. So again, I just I'm glad it's you know Steve sees the same thing that that we're that Kathleen is leading this program forward. I did want to just emphasize one thing that the group today uh that were there
031for the last few days asked me specifically when they were talking about it. They said you are telling the kids that it's not easier than the diploma program. Correct. And we we did say to them yes we are it's different. It has some different kind of flexibility but the aspects of the program and it's again not only the courses but the core components are so unique for high school students to experience to write a you know their own researchbased project to engage in a in a language experience that may broaden you know their own horizons and also connect their family from from uh past. It's there's some really really great aspects that we are just learning how that's going to proceed. So, we're really really excited and again, excellent job by Kathleen uh navigating us
032through to this point and I'm sure within 56 days we will have the answer that we're looking for. But if you have any questions, we just wanted to give you an update. Thank you. >> Thank you. Good job. >> Thank you. >> We can tell all the work. Okay. >> more IB. >> All right. And you also have and and I I'll get it started here as we bring up uh Mr. Sullivan, Mr. Leech, Mr. Balsamo is here with us as well, Mr. Gordon uh to talk a little bit about uh something that we are looking to bring back. Um and you have this in your docu in your paperwork as well. So physics in general as a as a course is traditionally been one of the more challenging high school courses. Uh at the
033advanced level it's one of the more challenging advanced level courses and it's always been an important course to offer and we have always I remember back you know from first joining the science department that we were very dedicated to trying to get kids to continue into physics. It was a very important course for thinking and and critical thinking and trying to get kids to look at things a different way. So through the years, you know, the uh aspect of the the IB diploma program requirements, there is also the science component and it's a little tricky because it's the last two years. So in terms of a science sequence, typically you're going from biology, chemistry, and then to physics, which leads them to the most challenging course for IB at that particular time. So we've had
034some challenges over the years with IB physics. So I'm going to let Mr. Sullivan talk a little bit about that and why we started this conversation. >> Hey, how are you, everyone? Um well I I think that um the reason I sort of initiated this this conversation is because I've actually noticed in the two years that I've been in this role in the recruitment process that I have some students who are interested in the diploma program um but because we haven't had we haven't offered IB physics um in the last few years it's sort of been a non-starter for them. So we have a lot of kids who are interested but want to take physics and the and the challenge is if you take an advanced level physics here um it's kind of hard to
035fit the IB HL courses as well. So um just as a reminder I I don't expect you to remember these things right but we have two types of courses in the IB diploma program. You have standard level and higher level courses. >> And higher level courses are always two years long. they can't they have to be so physics HL course is going to be two years long no matter how you slice it the curriculum takes that long and it's required by the IB um we have SL courses in in in certain um disciplines like foreign language that are also two years long um but in in science we have one-year standard level courses that have a lab um but in general the kids who want to take physics want to pursue it um so I
036just initiated the conversation and And I started uh to speak with the physics teachers um the most recent teacher um Chris who uh indicated some challenges that he had in implementing IV physics and why he thought it might be difficult to enroll kids in that course. Um and also a former teacher Mr. Hanley who um indicated some issues as well. So, we're trying to create this um a little bit more of an enticing option for kids and also get kids into the diploma program, which we think is the best preparation for college. Um and also have the option to take a higher level physics course as well. Um so, one of the issues that we that came up and I'm going to let these people speak about this in more depth is that um we
037often associated the the New York State regions exam with the IB physics course. And in some cases that makes sense, right? So uh we have um regions exams that are required for regions diploma. So English and history as an example, right? So US history. So in our IB courses, our US history course which we call HOD, the students take the US history regions in 11th grade. And the same is true for our HL English class, they take the US history, the American the English regions in 11th grade. Um but it makes sense from a curricular point of view. Um I mean the English regions is is generally speaking a reading and writing comprehension test. So there's not a curricular issue at all. Um and US history anything that needs to be covered will be covered
038in the history of the Americas course or for that matter in AP US history um where they also take that regions. But if you think about other AP classes that we offer or IB classes, they're not associated with the region. So I think one of the challenges is that the curriculum that is sort of designated by the IB or AP for that matter for this course in physics is not necessarily aligned with the the physics curriculum outlined by the state for the region. So, so some of the teachers were expressing the difficulty in terms of preparing kids for a regent exam in June with the rigor of a course that requires a lot and particularly for a two-year um IB physics course in which students have to do uh an internal assessment by the end
039of that year. So, um that time that could be spent working on a rigorous internal assessment is kind of you're kind of take a detour to get kids ready for the New York State regions exam. So that started a conversation and and I'm going to um let Mr. Leech continue that >> and I'll just add in you know just keep in mind again depending you know where you're starting in the country other school districts especially in other parts of the country is starting earlier so that May to June time you know is lost time that we could be using for you know for for IB program. So that's something that we started to talk about a little bit as well. So I'll turn it over to Kevin to explain. Hi >> everybody. So departmentally speaking
040um this is something that we would love to do bring back IB physics. Um it was something that as was expressed over the years um the numbers didn't really u support the program in the ways that we hoped it would. So one of the things that uh Mr. Sullivan was talking about with the regions examination when we met uh we were discussing if we would be able to decouple the regions examination from the IB course itself. And there's a couple of um benefits in doing this. And one the the biggest one is that it provides more flexibility for our teachers. As Mr. Passing just said, uh other schools in other parts of the country, they start school in August. Uh we we don't and this IB exam is going to be happening in May. So
041we already have a little bit of a shorter window of time where we're able to put or teach our students all of the curriculum. When we now look at having the regions examination as be part of our uh sequence that means we now have to dedicate a little bit of time it's not huge there is a lot of overlap but there is time that we now have to dedicate to uh preparing our students for the region's examination so if we decouple that region's examination it now provides us a little bit more flexibility to spend more time focusing on the specifics of the IB curriculum as well as uh the IIA because that's something that a lot students find difficult. It's a really large task and so this may even just provide a little bit more
042time in the class for the teachers to dedicate to uh facilitating um you know the the students projects. Um we currently have four physics teachers. Three of them have taught IB in the past and are trained and Mr. Sullivan as Mr. Solvin said Chris Zangler Scadudo is willing to take this on and bring back the um uh the course and we're able to do this within the department without additional staffing or without overages. Um now Mr. Sullivan has already uh started to gauge student interest and we're happy to say that there is student interest. students are are willing to to take this course and that's only students who have willingly volunteered to uh submit the um Google form and there may be more students who are interested that might want to take it as a
043certificate course rather than part of their diploma program. Um, so for consistency purposes, if we were to decouple the regions examination from the IB course, it would also likely make sense to do this for our AP physics one combination course, which is both physics 300 and AP simultaneously. Now 101 15 years ago the curriculums were very much aligned and what the teachers would do is teach all of the AP curriculum material from September until May and then from May until June cover the additional topics. Unfortunately, as time has gone on and the AP curriculum has evolved and now with the New York State Science Learning Standards, those two courses continue to diverge. So now only half of the material that they're covering in the AP course is actually covered on the regions exam. And then
044there are four units, four full units that would need to be covered in that one to one and a half month span. So curricularly speaking, it actually makes sense to decouple from the AP combo course, the regions exam, and it would provide consistency across our upper level physics courses. Um, now what does this mean in terms of graduation requirements? So for science, students need three science credits. So they need to take three science courses in order to graduate. And to obtain a region's diploma, they need to pass one science regent exam. And for an advanced regions diploma, they need to pass two regions exams. The vast majority of our students have met those requirements by the end of their ninth grade year because they've taken the earth science regions examination in 8th grade and then
045the biology examination in ninth grade. So decoupling this and having the students not sit for the regent exam would not have a detrimental effect on their graduation progress. Um, so we are very excited of the possibility of reintroducing this course and to reinvigorate the the physics program and to get more students uh pulled in because uh as I think it was Mr. Pashkin said uh physics is a really highly conceptual course that helps students teach and gives them life skills that they can now take um when they go to college. Uh the critical thinking skills are huge. Uh organization and just looking at things through a different lens. Um, we're very excited to bring this back and uh, you know, happy to answer any questions you might have. >> And I I'll just add, Kevin
046alluded to this in his memo, there are a number of districts that are already doing this that have done this maybe for a few years. And again, in both of these situations, this is the students first exposure to physics curriculum. So that's why they can also enter and choose if they want for example for AP physics to take physics at the the region's physics class and complete that and then go into AP physics if they would like to. That's certainly an option if they're on sequence and they can do that. But this primarily is trying to help out the kid and they would have already passed the read exam. This is primarily trying to help out both the students and the teachers with a little bit less of a burden for the first time they're
047they're dealing with physics with all of these advanced requirements. So naturally, you know, the probably something that, you know, everyone potentially is wondering is what is the impact on the transcript, how colleges look at this. So, uh, so Lou is here and you know, you can just talk a little bit about what that is. Lou, come on down. Um and just you know obviously uh physics is a is a very wellrespected course. Um so uh what would be the impact you know in terms of that on the transcript and how do colleges look at that? >> Um good evening everyone. Hello. Good to see everybody. Um we've been discussing this for several years. My own son took IB physics. It was great. He get eight eight college credits for it. But I don't think the
048regions exam uh decoupling would have any impact whatsoever. I think it would entice students uh because we've talked about some v other variations of getting physics um for for more students. We had always had a very robust physics program. I think it's necessary uh to get more kids involved and if it means more get getting more kids to do the diploma. Um I think that that would be a carrot uh for them um because it's such a very strong and intense course um which I think is good. uh we've mentioned about all the the things like the critical thinking skills and other things and and two years when they sometimes the kids look at two years for any course it it it is a lot they wrap their head around it but in order to
049attract some strong math science kids to the IB diploma I think that is a good thing the year my son Perry took it I think we had about 18 students in the class so it was nice it was a nice class and then it dwindled down over the next couple of years and now we haven't had it and um to me that that that's pretty unfortunate um Yeah, >> I'm going to ask a question. I'm sorry to interrupt Jul that's exactly the question is >> does it have to be two years because in several of the years there were no students taking it in 11th grade and then four in 12th grade. So do they get can they still get like >> so we can we made sure we continued the course for the second
050year. >> So but there were there were some years where we did just didn't have enough interest and students who would be willing to you know challenge that level. We always tried to offer it, you know, and tried to try to encourage kids cuz they're continuing that follow I wasn't looking diagonally. So that's why cuz we are obviously not going to say, "Oh, we're not running it anymore. You're out of luck." We had to we committed to that and we knew that staffing wise, we had we were able to do that obviously in each of those situations. >> Yep. That makes sense. >> Yeah. And again, you know, with with the the state moving in in a direction of of decoupling regs in general, you know, this is this is I don't you know, it's
051fitting into that to some degree. >> Listen, that that requires no honestly. I've been working with that tree for a very long time. >> Um before I was even sitting here. So that to me, I don't I can't speak for the rest of the board is is it doesn't matter like that should be happening. We're already taking too many tests. we're already using them in ways that shouldn't be used for what they're used for. Um, so that makes absolute sense to me. Um, I do have a couple questions along the lines if that's okay. >> Yeah, sure. Absolutely. >> So, I'm all for decoupling and I think what this I won't talk about what what it does. So, the IB test is taken in May and the AP tests are generally I think earlier too
052if I'm not mistaken. Right. >> In May. >> Yeah, pretty much. >> So, now in the past they've been continuing curriculum work towards regions. So from May to June, >> what then is going to go on? >> Like if a student feels like I just took the test, >> two different wash my hands of it. >> Two different scenarios. So for IB, they're they're continuing the class, you know, after they're continuing in in that junior year, right? So they don't have to worry about that. That's all time that they're getting back. So that's kind of the easier one. Yes. In AP, you know, they they typically do a lot of project based items at that point. I think there'd be some work there just to keep kids engaged in the course. >> So, I I
053had a chance to touch base with the teacher and that's exactly it. She said, "If we were able to do this, then we would be able to bring back all of the fun because it's project- based learning. It's opportunities for students to explore physics and, you know, come up with their own experiments kind of similar to an ID in in an extent to an extent. >> Um, but there would be no shortage of learning that would be happening. It just wouldn't be aligned because the AP exam is over. Um, so that's actually one of the benefits of us starting school in September compared to schools in the south is that we then have built-in time at the end where we can further explore student interests. Yeah. Yeah. And uh, you know, really >> hone in
054on the the topics that they find fun. >> Couple other one other question is so just so I understand someone who was going to take this doesn't take a region's level physics. They do this in place of that. >> Essentially it's acting as an elective. >> That's what I thought. >> That's a great question. So now separate from the science, what I do think and I could see additional conversation happening about decoupling our regions from other AP and IB courses. I'm just going to >> and we talked about that. That's a great question. It makes perfect sense. >> It's not, you know, we don't have to discuss it now, but I feel like that's for another day and another conversation. >> Most of them, the really the only ones that are really even in play
055for discussion are the science ones. Okay. >> All of the others are part of the requirements. So there will be other scenarios. It's very possible that we will have opportunities to decouple for >> um curricular reasons that allow >> for an alternate assessment or alternate kind of thing >> um in that particular course. But if you took like what M Sullivan was saying earlier about US history and uh I beheld AP history, they need that right now for graduation. So that that's not something that we can >> like a chemistry >> chemistry is one that we've talked about and we started to have those preliminary discussions and um so I >> I can speak to that. Yeah. So uh Miss Egeland who is teaching her AP combo course said that she actually likes the students
056taking the uh regions examination because there is such an overlap. Um it actually in terms of uh curriculum >> and that's AB or IB AP. Okay. >> Yeah. So it's AP1 um 300 level combination course that serves as a student's first introduction to chemistry. But there is a significant overlap which is very different from physics because physics they are worlds apart at this point. >> But is there an AP chemistry test? >> There is there's an AP chemistry test >> chemistry and they do the regions >> and then they do the regions after because they have the time to do that again. Something we can we have already started think could a student have a choice let me do one or the other. No, >> They would have to take the AP. That wouldn't be
057an option. Okay. Just Just curious. >> Yeah. Plus, they could also get college credit for that. >> Yeah. Yeah. Yes. It'd be would be advantageous to at least sit for it. Yeah. >> Yeah. All right. Just some other conversations talking about definitely. And and so again, I think it makes sense to start with the the physics scenario because that one really, you know, is is kind of >> uh built for this, but and then we can see maybe if there's some if it would be applicable, but you know, the the teachers input, I think, is really important in this. We made sure we got that. >> You mentioned HL biology. Why did this come to the top as opposed to that? >> Why did physics versusi >> biology? Did we ever do a biology? We
058have not done HL biology. >> So maybe that might have been we already have people who taught it that all that other stuff comes naturally. Okay. >> And and again you know we had a number of kids I remember there was a number of you know a few kids in the past that were pursuing you know engineering kinds of majors. >> So physics was the natural progression. A lot of the kids have taken bio so they may not want to take it again right >> but it is another option for kids which is nice. So the more that we can have the better because science is one of the tougher ones because you don't have you have to you know try to fit that in and it's it's a little bit of a tricky one
059in the IB program for sure. >> I did bring up the IP doing one year SL physics as well but that's I have to have further discussions with the teachers about it's a challenging course to fit in one year even with a period and a half. >> So you might as well just do this full year. >> Yeah. >> Commitments popping forward. Are you continuing to offer the second AP physics? >> AP physics 2? Yes. >> Yeah. Okay. >> So, that doesn't >> No, we we haven't had any discussions. Uh, right now, >> you know, my my only concern is is really educating the kids because, you know, I have I have a future engineer now and he chose AP because he wasn't doing the the um the degree. Um, and he's found because he's
060not in a Sunni school, he's found that the AP, it seemed like the AP credits were more acceptable um, than IB. And I know that depends on the university. I don't know if there's a trend in engineering, like you're saying that your son got full credits for um, like he only got whatever it's I but I wonder if some kids go AP because they know that a you know, so there's some education that maybe could happen there. >> There's that's another reason to do HLS. Um, because Wherever they take APs, they take HLS. There are some universities that um unless a kid does a full diploma, they don't necessarily view SLS as they should in my view um as the same as an AP, but HLS are universally taken the same at any school. And
061so another reason for physics HL to be um you know so if you look at that school standards I mean I've been doing this looking at them all and that physics HL definitely is one of the ones >> but I do think that the guy like the guidance counselor should should kind of counsel them in that because I think that's kind of a general >> a couple of points they do that's okay um first if I can can I get to your point one of the reasons too about the biohl because that would take up junior and senior year and then those students wouldn't get physics be very hard to fit in physics and any transcript doesn't matter what you're going for at the college reps would want to see biochem physics. >> They're very
062different. I I'm I'm guessing I'm not a science person. Biology is more like a medical and it seems like physics. >> My kid would be in law school right now if he didn't take physics. Like physics made him want to be an engineer. >> So physics maybe drives it more. So it seems like it's too I mean I'm not science. I have no idea. I'm just guessing. >> Yeah. Yeah. But I mean even just from a simple transcript standpoint, they have to get the physics in. Okay. So if they did if they did do a bioHL, it'd be difficult to stuff that into their schedule. Science. >> What's that? >> That'd be a lot of science. >> Yeah. They'd have to have two sciences in the junior year because you're you're I would say at
063least your medium to high students, you want to see biochem physics on the transcript. So even if it's physics two, even if it's just physics 200, >> um, as far as credits, um, it varies by school, it varies by major, it varies by department. Um, Yeah, it varies by year or or even the month. Um because the the the biggest thing is many years ago um schools started not giving a lot of credits. Let's face it, they lose money. >> Um they'll put kids in the next level, not necessarily give your credit towards a degree. They'll your your um your your your present is that you go into the next level and it's even harder. Um so so I think it all depends. Um, so what we do is, uh, pretty much IB has it
064on their website and the schools with students, the schools that students are considering, you never know which one you're going to end up choosing. You never know what your score is going to be in the summer. So, you never know exactly how many credits you are going to get. Um, and certainly the other thing is too, when we started our IB diploma program here and John and I were calling all these colleges, they wanted to know what IB was. So I think there's still even though they've come up to speed a lot, IB has been very instrumental in helping that as well. I still do think that some policies are a little behind at certain colleges, especially a lot of old school colleges. Um, you know, >> get it are awesome are pretty textbook, which
065is good. Um but they they may be a little bit behind um still on that even all these years later as to not accepting it as widely because AP was kind of the standard forever. >> So that could play very tricky to varies you know the Sunnis get it. Bingmpington High School is one of the biggest IB high schools in the in in the state. So, they educate Bingmpington University, which then educates a lot of the rest of the the area. As the rep was telling us yesterday, and I've known this for a number of years, in Florida, if you get an IB diploma program, you can you have automatic admission, free ride to any Florida State school. That's Florida State, University of Florida, uh the other Florida states. So, they have they have a
066different issue there where they have to hold seats for those kids. Um, so they they're I'm sure they're going to receive those credits because they they have But you're right, it it still takes it something that we continue to do. And as Dan said, even the SL courses should be recognized. Uh, it's just, you know, it's a lot of education that has to take place. And these and these places are making these changes yearly. They'll say one year you're getting this amount of credits. This year they're going, "No, we're not doing that anymore." So going through that process. >> Yes. Yeah. It's really tricky. But it is a great point to to great. >> But I do I do think I wonder if that because I feel like especially in Basher there's a lot of
067kids that love like that engineering piece of it and I wonder if that's why you have like I don't know what your AP numbers are like I wonder if AP kind of takes precedent over that because they don't really understand >> it it may without some education. Exactly. And and traditionally as John I remember John talking about this, you know, the IBHL physics course is almost like physics beyond AP physics. It's it's definitely beyond going into subjects and and different concepts that are really not covered in AP physics one. It's really like more of a combination. So it's really extensive. It's just about educating the the you know the kids and the universities about it as well. So then you you basically said that you you wanted to bring this back because you saw kids
068that had interest. >> Yeah. And I saw that I have kids who are who are really interested in being in the full diploma program >> and you know I talked to a few over the last couple years who are like yeah but I I really want to pursue the AP physics and I was I was like well what if we you know brought back IBHL physics and um >> so so for those kids that are passionate about physics for example >> is it viable? This just a question. >> Yeah. >> Um for them to still take the regions. >> Is it fine to choose on their own to take >> to to to also take it? >> Well, there's a lab there is a lab component requirement. >> That's why I'm asking. I should that
069would be probably time. So each of this each of the science regions uh exams have a lab requirement with lab hours and traditionally that's something that the physics that the teachers have to allocate time for because they have to log the hours they need 1200 minutes in each of those subjects. So that's so I'm just saying for a kid who's passionate says I love physics. It's my life. I want to do it. If they are going into the IV program, they're basically saying but I cannot take the physics. I think that's what I'm hearing. >> But what what they're going to do is they're going to they're going to take an exam that is internationally recognized for >> I think if there was this isn't an option. That's >> if we wanted to do if
070a kid really wanted to do it, we'd probably find a way for them to do it. Yeah, we could do senior year that we could probably even find ways to get them lab minutes during their junior year if they really want. >> Chances are the lab minutes would be a non-issue. Um because that's what our science is. We're shifting away from uh we're going to tell you something and then do something to affirm that. Now it's activity before content. You're going to be doing lab activities. You're going to be exploring and then from there making sense. And IB does that. They calculate your height by dropping a ball next to your head and then they time how long it takes for the ball to hit the ground and then they use that time to reverse
071engineer what the height it was dropped from. So that in itself is a lab. So it is very lab based. So um in terms of labs it would not be an issue. The only thing that we would need to look at would be what gaps may exist and there may have to be some self-study on the students part. But you know knowing our teachers um I'm sure if the students came to extra help they would be willing to guide them. Um, you know, that's something that we would have to explore. Uh, but I I think that that's something if a student is really passionate about, we would likely be able to accommodate. >> And just from my perspective, all I would say is that a kid ought to know whether or not that's an option
072or not going into it, right? Because if you say to someone, come on and come into the program and then they find out that, you know, too late in the game that they couldn't take the regions, you know. Yeah. >> So, who knows where it's going to be. >> Yeah. And that's fair, but I just I just think it's something that up there ought to be that >> forethought. Let me ask you outside of New York, do I mean I know the regents are on their transcripts, but how heavily are they weighed >> outside and outside >> and inside? >> That's why they're looking at taking them away physics the physics regents on their transcript. Somebody wouldn't be like, "hm, what happened here?" Yeah, >> some places have told people that I know to like
073wipe them out of their transcripts. They're irrelevant because if they're a low score, then they look at it like, "Oh, what is this?" But if they weren't on there, they wouldn't know. >> Nobody cares. I was ahead of my time 10 years ago. >> And we had we had at least 15 districts that would responded and it's probably more from the area now saw something that that are already doing this. So, it's obviously not anything that's going to be detrimental to them because they're looking at the transcript and they're seeing, oh, they took AP physics, you know, IV physics, whatever. It's not that they're trying to, you know, go easy. Obviously, these kids >> I just want to confirm then. So the offers offerings in physics would still be 200 300 this AP physics um
074300 AP combination course and then it would be this fourth physics opportunity >> as well as AP physics too >> AP okay >> which is which would be after so that's kind of a sequence >> if you're pulling kids from somewhere is are one of the other classes going to lose some enrollment you think >> too because they're not going to somebody's not going to take physics in 10th grade and then take IB physics. So I'm just curious is one of these other classes like physics 300 AP physics one but there's also an AP physics 2 you're saying >> is that a combo class as well or that's just this is is just so understand. So physics 300 the combo course with AP physics one that goes into an AP physics 2. So you could
075take two years of physics. >> Yes. >> With just that. >> Yes. >> Um so you could do that in 11th and 12th grade. Right. the the 200 and 300 are just one year classes. So I guess my question is does it will it pull kids from that and and are we would you have to run maybe you wouldn't you just change your sections up. >> Yeah I mean it would be maybe less sections of of AP physics one you know we'd have to look at AP physics 2 >> and see and hopefully you know we can serve both with our we would always serve both with our existing staff to whatever capacity we can usually >> you know we we are able to do that so >> so those options would still exist. Yes.
076>> Okay. >> Yeah. >> Okay. I got a question. So, all the physics stuff you guys are talking about, I'm that regular guy. I don't even know what the hell you're talking about. Just being honest with you. So, now what about the guys that the people what are we doing for the people that can't take these courses to help them get through that graduation rate? Are we just looking at the highs or what about the lows inside this program that to me physics is physics? That's what I think. Okay. So, you got this, you got that. How many people are really in the physics class? And how many people really need more help? That's that's my question to you. Are we only looking here or we trying to drag that whole class together and find
077ways for each one to get a pathway to where we're going and people aren't getting lost in the crowd. >> Yeah. Well, this is one of many programs that we have so that we can serve kids who have variety of interests and needs. So, you know, we have a number of kids that are attending um our Boseis Tech programs for for for pathways that they're interested in. We have a lot of other programs as well. >> Yeah. the science electives that we're offering. >> We have science electives. We have a lot of business 200 exists. Like if you're not like a big big science student, >> but also in the IB diploma program, we want to serve kids too >> that are not necessarily the so we have they take IB environmental or IB bio
078which are a little bit more >> doable um for kids who it's a challenge for kids but we do have a lot of students who um are challenging themselves in the diploma program who are coming from humanities and regions classes in third grade. >> Yeah. But I mean like the program I'm asking are the programs all there >> to make sure that we kind of >> balance the programs and we're not just putting one teacher >> in front of four kids. >> Yeah. Where we should put you know each room should be full. >> Right. Right. >> That's the goal. That's what I don't want to be well you guys are doing all this to you know take care of so many take care of four kids that every >> okay four kids but now
079we got a class of >> you know. So we got we got to be careful. We got to make sure we serve them all. >> We're looking at enrollment. If I just to mention one thing to that point um just to kudos to Kevin uh he has been introducing these 200 level science classes and he we've talked about additional plans over the next couple of years introduce others strictly to address your issue and concern. That's exactly what it was. So he has those in there um to to to hit those kids and help them on that pathway. The science electives they can take them throughout. >> I think that encourages kids. My youngest was would not have taken but she took physics because it was a 200 level. >> Yeah. And you know, most people
080like, I don't want to do that. I don't want to be. She That's what she knew that that was going to be best for her. She had a great great year with it. >> Yeah, that's great. >> No, good. Thank you. >> Thanks. >> Thank you, everybody. >> Thank you. Have a great night. >> Thank you. >> All right, Moren. >> Budget session six. He was there. >> He might be there. >> Okay. I think you need a break after that conversation. >> So, I'm actually not even going to do a budget presentation tonight. But, um, I just wanted to give you the outline of what budget presentation six will be because it's coming up really fast in a week right before you vote on the budget. No way. >> So, these are this is
081what will be in it. This is the uh my agenda for next Tuesday. The things that are highlighted in yellow are not yet complete. They're the things that I'm working on this week. Elementary sections and class sizes we talked about the last time. So, I already showed you the first draft. Right now, we're working hard on second grade students transitioning to third grade because there's a lot of movements. They don't necessarily go to their school of residence. Uh that might not be their school of attendance. So, we look child by child. So, we're working on that uh in the K2 buildings right now. Joe and I spent the whole year uh the whole day today working on the five-year capital improvement plan. We have actually charted out the next four years uh and all of
082the projects that were left and what they'll cost. I just want to leave everything written down. So, if there are any questions, which is a priority, you know, which needs to go first. So, we have that all done for the next couple years. And remember, we're also right now we still have the seven and a half million each year in transfer to capital. Next year pulling that down to five. The year after that pulling that down to 2.5. So I've factored all that in and written everything down so that there are no questions going forward where you're heading with that. So, but I didn't have a chance to write it all up. So that's coming next week as well. The things that were already done are attached just in case you want time a little
083bit of extra time to preview them before next Tuesday. But we've looked at all of them. Your proposed budget summary we looked at already. We have state aid runs. That's in yellow. That's not here yet. That may not be here by next Tuesday. Maybe it will. I don't know. It's not changing the budget at this point in time. I'm done. If it comes in and there's an extra, you know, little bit of money. I know just what to do with it. You don't have to worry about that. I don't think they're going to pull it down. So, it's fine. Uh final tax c tax cap calculations. I did not make any changes from January. It was exactly what I presented to you in January. I have gone ahead and filed it with the controllers's office.
084Uh well actually we could look at page eight maybe for just a second. So page eight is uh revenues and tax rate information and obviously we don't have all the information yet because we don't have assessments and base proportions. So these are early days but column C and D are projected for 2627. We do January, April, and then in September, I'll add a column for September, which will be the actual tax rate after we receive Go back, Jen. You're too far. You went too far. >> Like, I don't see. Go back. >> Oh, here we go. Okay. Um, yeah. So, I'll I will add another column, column E in September once we receive assessments and base proportions. But right now, just the only interesting thing on this page really, uh, if you're looking budget to
085budget, we're at about 4.7. And if you're looking uh, at the anticipated tax rate right now, it's about 1.5. That's going to change. That's without the base proportion split. That's assuming that we cut it right exactly uh, where it exists. And we know that last year was the first year in a in a number of years that we that the base proportion split shift started to shift to the benefit of the homeowners. So we can anticipate that continuing. Um so that's still coming into play. But so those those are really the only two numbers on here that may be of interest to you this week. Budget to budget 4.7 and tax rate uh without the base proportions without assessments 1.5. Other than that, I also gave you the property tax report card, which is just
086a summary. Uh you will see after you vote on the budget next week, you will also vote on the property tax report card. This then gets filed with New York State the next day, but it's again, it's all the data that we've been going over. It's just one of these things that I have to present in a different format. So, that goes up electronically to the controller's office the next day. And then the last couple pages are just a summary budget and uh a line by line which again we've talked about all the expenditures. There's nothing new. I haven't made any changes. All right. So, but just a little preview what's coming up next week. >> Because then you will be voting on it. >> Thank you. >> Okay. >> Um Guy, you have the
087uh two trainings we put off. It's the display of the flag and the board member training. I think so. >> Anyone have any suggestions? I have not received any suggestions on them. So if anyone else had any additional suggestions on them. >> So it's I just because I know there's been some some controversy about when we have staff our flag. So it's is it just for president employees and students? >> President of New York State. >> No. No. For us, for our >> the governor, >> not not New York State mandated. If we decide as a district to lower the the flag, >> is it going to be just for present employees and pre because that was kind of the controversy is that how do you how do you lower it for this person that's
088retired but not this person? And like >> we have to know about you know what we have to know about the retired person. That's the key. If they contact the retired person. >> That's what we've always done. >> And then do we like send a notice out to and I think this has been something I asked um to all the schools so that if somebody calls and says why is the flag at half masked, somebody not just the principal but somebody in the office who answers the phone can answer. >> Amarie sends that email out when we get it >> to buildings just just in case because sometimes I'll drive by and I I'll wonder what it's for. I won't necessarily know. So, >> and they should make sure that they're telling the whole staff
089like anybody that >> So, the the Jen if on the bottom it says um present employer student in the building um it's flown for 30 days at half staff. Is that normal? That's seems like a long time. >> Correct. Yeah. >> Current. Okay. So half staff um board member for 30 days half staff on the day of the funeral of a former and flown at half staff of funeral of a present employee or present student. Okay. So wouldn't that be within the 30 days typically like if a present employee if it's going to be flown at half staff if a present employee or student in the building passes that's 30 days. The second paragraph says it will be flown at half staff on the day day of the funeral. Isn't that typically >> you can
090choose? >> They're optional. >> Those are the new options that >> So, it's one or the other. >> Yep. You can go. And again, these are their suggestions. >> It's your prerogative. >> It is our decision, but these are kind of language that they're suggesting that we could use >> or that they suggest people to follow. the the two paragraphs at the bottom. It's I'm going to call it one or two. It's not both. >> One's for employee, one for me. >> Okay. >> But at the end of that one, it says funeral, present, employee, present student, then that should be taken out of there. >> Yeah, you're right. >> Because it's already in the first one. >> So, I mean, couldn't you combine those interviews for >> for present employee or student in the
091building? The second one is flown at half staff when a present board member. >> So what we could do essentially is combine that into one. It doesn't need to be both separate. Correct. >> But it could say if present employee, student or board member, correct? And make it one sentence. I can absolutely do that. >> I already number of days. >> I would too. Seems like you won't do it till the >> I think it was five days. The old one I think was five days. >> Let's see. the old word the current wording um >> because there's a couple different versions of display of the flag. There's a couple different policies. >> We have it. The current one states through the funeral services and that's for >> from date of death to >> from
092the time of death through the funeral services. >> Funerals change. So >> memorial services >> I would do days. I I I I agree that, you know, if you leave it at 30 days, you're probably going to have them at half staff the entire >> year. Yeah, >> it's a long time. >> Um >> five days, >> I think. I think a week. >> And also, you got to worry about a cremation, too. That's the only thing I was in the back of my mind about. Sometimes they like like Mr. Carpenter is going to have a a day where it's they're celebrating his cremation. >> So, he's having a different one other than the half day. So, they have some kind of service like that in town. I, you know, I don't know. I I
093just don't >> I've never been in that. I've never been in that situation. So, I >> I think we just limit the days. >> Huh. >> And if the days if the day of the funeral doesn't fall on that correct, then it's remembering to do it. I mean, or we just do funeral or memorial service. >> Then it's one or the other. >> Well, could it just be the five days? Could if we're honoring the person, why do we have to then do it if there's a funeral? say there's a funeral or some kind of service 30 days later, >> then we have to you have to now remember that if the person passes, we have the information. It's 5 days from when we were told. >> I just think if there say if they
094having some kind of service and they drive past the school and it's not at half mass, wouldn't we look like hell? >> Not if we've not if our policy says it's five days from notification. If we've honored them in a different way, I think we do one or the other. >> I think it's a lie. >> I don't think it's five days from notification. It should be 5 days from their death, >> but we might not know. >> I understand. But that's >> it's incumbent upon somebody to notify us and then we should drop it. But I also think that >> but that's notification >> because if we don't know that ourselves and and somebody dies on a Monday, we don't know till Wednesday, we put it down when we were notified. We didn't put
095it down on Monday when they passed. This is correct. >> But the some of the days were spent already. So you only get two or three more days. >> No, from notification. I would do 5 days from notification from when we know we put the flag down and then it's 5 days. >> But this is current employees and students and board members. I feel like we would know right away because they're not going to be coming either to school. Sometimes we know on on one on on occasion we don't always but typically we do >> just go down the current wording just >> because that's what we've been doing >> and we don't have to change it at all >> given the conversation maybe we should do this one more time. >> Yep. and then
096we could all get our comments into Kate because I agree with Guy if there is a memorial service that's two weeks away. >> I think >> just that day >> I think I think even that's more important than the five days that we're talking about. So we ought to think about this >> that would be my hope. >> It's just a little tricky because we're relying on people to let us know when those things happen, >> right? And we don't know about their service >> a month or two months later. >> But there's still questions that going to come up. I could agree with guy that the day of a service is important or the day of a memorial is important. Some people do a memorial a year later. >> Yeah. >> So who's to
097know like now we've got >> if like say if we if we're notified. So if we know we don't know about it then we did the best thing we could but if somebody's going to tell you that they're going to not hey Steve listen we're having a memorial for Mr. Carpenter to say for in a month we're gonna have something and we're going to be in town doing something. We could go ahead and lower the flame for the day. You know what I I think it certainly warrants. We didn't unfortunately all of us kind of needed to put a little bit more time into it. >> So we'll do that while in the next time and come back to it. >> Yeah. >> Okay. Board member training. This was the same >> conversation similar because
098we were discussing required trainings and such but the people >> I personally feel that there is enough opportunity and especially now with Nassau SuffK and New York State for me training might not mean training as much as it's attending a workshop attending a meeting attending something we require things of every single person in the building and I don't think there's any reason that we, the five of us, shouldn't be held to some kind of standard of trying to ensure that we are up to date on things. Um, maybe it's about policy renewal. Maybe we go to a meeting together or a webinar together. A lot of it is free. Um, I think it's I think we should all of us be required for one training a year or one workshop or one webinar even if
099it's an hour a year. That's my two cents. >> I agree with that. I don't think one is is too much. >> The mandated training, you know, when somebody new gets on is is the training. I'm >> Well, that's a New York State thing, >> right? I think we could all, you know, benefit. >> Well, and I mean, Caitlyn signs us all up for the the free webinars now and and those are once you sign up for them, you get those at least from NASA SUFFK. You and I think New York State, too. They send you if you're signed up, they send you the presentation after. So even if you can't, some of those are at lunchtime. So I realize not everybody can do that at lunchtime, but you can then look at it after.
100Um, but I do think that there's a lot of good information out there and and one one class, one hour is not I don't think it's too much. >> We could coordinate doing a couple together. Two people could do one and speak to something. And I don't know if we would count a meeting or some of the meetings they have that they go over stuff as a training. We could talk about that, but I think I think it's a commitment that we could make. >> Yeah. And this I mean this has the language. It says in person conferences, online webinars, classes, facilitated retreats, or you know, or other formats. So like it's wide open to to what you want to do. So I'm okay with >> adding it. Go ahead. Andy, >> I'm fine. >>
101Go ahead. At least one >> is blue on. >> All right. So, could we look at rewarding that? We'll still look at it again. >> I will make those adjustments and provide it at the next meeting. >> Okay. Thank you. Okay. That is everything and we will um make a motion to exit work session and return to executive >> motion. >> Second. >> All in favor? So carried. >> Anybody have to run to the ladies room? Yes. >> Thanks for staying. >> I know. Really? We're gonna we're gonna have to give out gold stars so you can walk around with like on your badge or something like how many