001is the beayshore middle school renovations and instructional updates. Mr. Pashkin and Mr. Okay. And yes, >> extended team an extended team because this is a definitely a >> an involved process involving a number of people. >> Can all come up? Hi. Okay, thank you very much and thank you for your patience. So, we have some exciting information to discuss with you tonight regarding some changes to the middle school that we are we've been looking at and anticipating. Uh, and as you know, we have always been >> very responsive and focused on the needs of our students. Um, and what we're seeing is some shifts in populations and programs that are going to be impacting our older grades moving forward. So, that led into a discussion about how to utilize some of the space at the
002middle school to provide the necessary um equipment uh the needs for many of our students. So uh so again the focus here is to really what this is starting at is focusing on expanding special education the facilities that are currently at the middle school. There's a few classrooms towards the I guess that would be the west side of the building by u by the old OIS and auditorium uh where we have some of our programs. Um but with in addition to populations, we definitely are in need for more space for our students for with needs. Uh we also are looking at this as an opportunity to try to look and see what we're currently offering and see if there's some changes that we want to make to the middle school uh and to some of
003the offerings that we uh currently have. uh in involved with that is the the possibility or the proposal to incorporate a business course at the middle school. So we'll talk a little bit about that and to utilize the space that we have to its fullest extent. So to explain a little bit about the special ed component of this, we have Cheryl Reon who has been working closely with Dr. Indies and Lisa Montalvo to talk a little bit about what the purpose is and why we are planning to utilize the new space. So I'll turn over to Cheryl so you can come over. >> Hi everyone. Okay, so as Mr. Pashkin mentioned in an effort to really expand our 811 and our developmental programs at the middle school, we wanted to create an environment where we
004could increase their opportunities for work-based learning, community- based learning, and also working on their activities of daily living skills. Um, so we are creating there's going to be six classrooms. We have um four 811 classrooms and two 1211 developmental classrooms. And then the other two classrooms, which um on the slides here, the next slide, the two larger classrooms are where our we're going to call it our hub is going to be for all of our students so that they can move in and out of that environment. Um work on their IEP goals and also have exposure to various areas of activities of daily living and community skills. So, for example, there's going to be a an apartment setup. um everything just kind of based on I know you know what I'm talking about. Um and
005a kitchen so that the kids can cook. Um they can have exposure to those skills. There's going to be laundry. There's going to be tables that they can set tables. There's going to be a pantry where they can stock shelves similar to what we have at the high school currently where the students go out into the community. We're expanding that now to our middle school students in both of our programs. And Joe, if you could talk about the space where it exists now, what what the part of the the building and just explain uh the steps that are being taken with the planned construction. >> Sure. So, right now the space that we're looking to modify is the existing home room. So, the existing home room sits next to the art room and then we're
006going to go west down the hall to I think there was like a science math. >> Yeah. Down there was used for So, we're going to take that. We're just going to demolish the whole thing. We're going to put these rooms in play. They're going to be made of uh gypson board, double-sided, uh insulated, make sure that we are soundproof in each of these rooms. They're going to be air conditioned to make sure that we comply with the um the IEPs and all that. And um you know, again, we're going to build these spaces very clean, very neat, very functional, very easy to navigate if we have to make changes down the road. The fact that they'll be next to each other all in the same place will allow the teachers to work a little
007more closely together with the needs that they have. And is everyone understand the area of the building that we're talking about here? This is >> second floor of the cafeterias opposite the art rooms >> home career rooms. Yeah. >> So yeah. So just so you understand that here are some renderings. The next slide will show and and Cheryl can talk a little bit about this as well. the renderings of some possible um coordination of the of the classrooms. Cheryl, just want to explain what some of these spaces would be utilized for. >> So, this is an example of one of our an 811 classroom. Um, currently our 811 classrooms, they have dividers in where students are learning individually, um, onetoone discrete trial instruction. Um, and then there's also the tables there that you see, which
008is on our current 811 classrooms where they're able to participate in group learning. Um, we're that is just an example. We're not going to have as many dividers. We're just looking for creative ways to make it a little more inviting for the students and more flexible environment where they can go from their individual learning areas to the group learning areas and then in and out of the classrooms going into the uh two larger classrooms for community- based learning and their activities of daily living. And these are renderings from BBS that Joe has been working with and and to try to get these plans together. Obviously, as it's mentioned, it's not finalized, but just to give an idea of what it could look like. >> Correct. >> Yeah. I mean, the partitions new doors. >> New
009doors. >> Uh, not the What do you mean? >> Just the doors. You give out new doors for new doors. Are the um students now are there a lot of students who are on devices? Um I'm going to say something may sound a little crazy, but I'm just looking at this and this might not be accurate. The pie shaped tables, >> when you do have to separate them and you want a student to be sitting individually when the table is not rectangle, it's very hard to fit their contract and their device on the table if it's not actually a square or rectangle. Um we found that schools by us have like these curved tables for the students and they fit nicely together. But when you do need them separated and you want maybe one student
010can't sit with the other students and you need to isolate them a little bit to the side, they can't put things that are square on a table that's not square. So if they have their device up and the aid is working with a contract, it's very difficult with that shaped table. >> Yes. >> So just something to think about. >> Thank you. We actually been talking a lot about tables. Um we're asking the teachers what they feel would work for them um what works and what they currently have and how we can really be creative with the tables and the space in the classroom. >> Let me know if you want to talk. >> Okay. So that is really the the impetus for making the renovations, but obviously that is going to impact other programs
011because you have classrooms that are being utilized right now for a variety of different classes plus the home and careers classrooms and all of the renovation can't be taking place at once. So, we started to discuss how we would find a temporary solution and um we were trying to work together on that. So, I'm going to bring Kevin over because he was involved in those conversations along with Mr. McDougall and join us as well. Um and and this is really where it got a little bit more challenging because we're trying to find a program that is in place for many many students and trying to figure out how we can accommodate this on a temporary basis before we move to the next stage which would be a more of a permanent location for family and
012consumer science which is a different conversation for a different time but it still needs to be something that is something we're thinking about. >> Yeah. So, >> right. All right. >> Thanks, Kevin. >> So, historically, the family and consumer science program has had three classrooms on the second floor above the cafeterias and we have three family and consumer uh science teachers and two of the rooms existing right now are our uh culinary rooms that have kitchens and one room is set up um with the sewing machines. And so, historically, we had two teachers that would flip-flop and one teacher that stayed in one room. So the trick was finding somewhere in the building that would be conducive to having a new culinary space um and how do we work in the sewing program as well
013as the general um uh topics that they discuss. So what we were looking at is down by the auditorium uh rooms 534 and I'm sorry um in rooms 510 and 506 actually splitting up the rooms so that they are going to be specialized. So in room 510, we're thinking of making that a general family consumer science classroom where they are going to just have classroom desks. And in this room, this is where they would focus on the portions of the curriculum that would be personal development or character building, personal finance, resume building, um, uh, interior design, child development. And then in the room close to that, uh, room 506, that's a room that we would set up for sewing. We would have all the sewing machines set up around the perimeter of the room. Mr.
014Hadoski has already taken a look at the electrical uh requirements of uh making that happen. And then in on the other side of the auditorium in one of our existing technology rooms, we would look to retrofit that room and reallocate that for our uh kitchen space. And so the idea is that the three teachers and we've already had this discussion with them is we would uh rotate through the rooms almost on a trimester basis uh where each teacher is going to have one-third of the year in each room and it will likely result in a little bit of rearranging of the curriculum but all the teachers felt comfortable with moving forward with that design and again with the understanding that this is a temporary solution. So right now um just retrofitting these spaces that we
015have available to us. This seems like a great option. And if you take a look at the um the rendering that's on the the TV now, uh the auditorium is shrunk down into the middle space. Um but we have the two rooms um on the right hand side, the 510 and 506 that are in close proximity to one another. And then on the other side of the auditorium where the technology room is existing right now would be where the uh culinary room is. And just to give you some context, so the room in between 510 and 506, 508, that's the current music theory class in there. So that's already retrofitted for >> those devices. So that's why that wasn't utilized. Room the the one um that's I guess beneath on the picture, room 506 is
016room 500. And that get that does get utilized for some PT and OT services currently for students. The other classroom space that you see there is the technology or the shop room that is currently being used. I think that's Mr. Malika's room. >> Can I ask it would be >> um the space two questions actually. The space below 506 you just mentioned um is some OTPT space if you're going to put all the special ed upstairs. Is there any consideration for speech put up there with them? Maybe speech right in the rooms and the PTO instead of having to bring them downstairs >> for their services. So that that room could in fact not be moved maybe upstairs. >> Yes. >> Yeah. And we're going to need that space. And because I'll show you this
017is this is one of those projects where >> one change impacts another piece which impacts another piece. So I'm sure you have a lot of questions about where we're going with this. But yes, that definitely because we you know essentially the space that special ed is going to be utilizing is a larger space than the other spaces that we are trying to retrofit at this point. So that gets a little tricky. >> The other question was um this is a temporary fix. So we're going to outfit like this culinary arts space temporarily >> and then have to retrofit it to something else. I mean, is it something that could work and just why does it have to be temporary? >> I guess >> I think it's not it's just not an ideal scenario because we
018obviously do not want to have to move classrooms for units. >> Okay. >> Uh and we were looking at some other possible solutions utilizing the other existing spaces, but it wouldn't be in this round of renovations. So, yes, that's a good point. And we also, you know, we started to also look at renovating the family science space to make it a little more modern and updated. And there's some really exciting parts of that. But that's really stage two after we get through this first stage. >> So, if this is temporary, where would it be permanent down the road? Or don't even ask that question. And it's okay if you can't answer. >> Yeah. I can't really answer that at the moment because that because there are some other considerations that we're going to talk about.
019Okay. >> That kind of play into >> our decision making in that. >> So, we're renovating a kitchen and then we're going to renovate a kitchen again. >> The kitchen when Yeah. It's more renovating. >> I would I would say that the the amount of renovating that's going to be taking place in the culinary arts room is going to be more of an equipment putting putting equipment there. It's not like we're doing a full renovation there. this is just a temporary solution and and that space was chosen specifically because it has the largest amount of space and that's where we need the most there. But it's a very good question because like I said, one thing leads to something else and you have to be thinking about that. >> What's underneath that 534? >> Uh,
020>> that's the tech room. This is uh Yeah, this is the tech room that Mr. Mik is in currently. >> That's the one in as you where they pull out correct the back gate. Where they pulling out the back gate. >> Yep. >> I'm going to have to go visit. Sure. >> Facing the auditorium to the right tech room that have been there forever. Yes. >> Like the one by the square launch room in the back >> and the left left side if you at the auditorium that was originally 20 years ago OIS. >> Yeah. >> And then we renovated it to classroom spaces originally. I think it was special ed at one point and then we did I think the ADA program was down there. That was renovated again. We did the middle school
021>> close to 20 years ago. Quite a while. Yeah. >> So that was all done at that time. But obviously when >> expanded our programs the elementary level the students are moving up. So we need to >> I need to be in the space to remember. It's like you you know like a blank. >> Great question. And it's >> so the uh >> again are these renderings all done? These are done. >> The drawing the drawings are all done. >> Yeah. >> All right. I'd like to see a set. >> Yeah. >> Okay. Number one is number two is the air conditioning for these places. How are they being done? how they're being retrofitted. >> So, we're putting new unit ventilators. >> Why aren't we going to the roof and do it? We're going to
022go to to the cassettes >> up on the roof. >> Cassette the cassette units in every room. >> Uh no unit uh in a ventilator. >> Why are we going to un You don't need that space. You can utilize that for classroom and we go to cassettes that are inside that every school is going to now >> having cassette units and they take care of that one unit. takes care of all the classrooms and it's coming from the top and we get rid of Univ. >> Yeah, it's going to be a shared unit on the roof so that supply air conditioning the heat will still come from the existing hot water system. >> It's already built in there. >> Yeah, I think I think cassette units are the way to go to be honest with
023you. I'd like to see the the the uh the cost compared to give me a cost of cassette unit cassettes units which I know they're probably about 18 to 22,000 compared to what we got to put in. >> Okay. >> All right. Because those new units, they're actually bigger and they're wider and you have to get them in the room because we replaced them at every school that I've been in and they took up too much room in the classroom. So those units are a lot bigger than what's in there now. So they're longer and wider so they're very hard to get in the room too. >> Y >> okay so this then leads to the the next piece which is currently we have three technology spaces that we utilize for students. If we're using
024one of the technology spaces for family and consumer science as we're making this this temporary change, then we have to think about how that's going to work, which led into a discussion about how we want to proceed with our students and what they're receiving at the middle school. So, we talked about it. Now, CTE is required at the middle level for 1.75 units. So essentially one it's interesting that they did that instead of just saying two because it's very hard to fit that in >> but there's there's some ways to do that. So we talked about it. We talked about the um the different challenges of technology and the fact that we already have technology and is offered to students and we had made some other inquiries and many districts have brought in business at
025the middle school level. We thought that was a very useful idea, especially as we prepare our students for what's offered at the high school. They don't have any really business opportunities at the middle school. So, we started to talk about that. I'll hand it over to Duncan to discuss that a little bit. >> Thank you, Mr. Pashkin. And, you know, as has been discussed, this is a project with many moving pieces and this is just one of them. Um, you know, in looking at the use of these rooms, you know, in thinking about what the teachers have been doing, the the discussion became about sort of consolidating those spaces to really target the the focus that each room really provides, whereas room 564 is more tailored to wood shop and carpentry. And in room 536,
026it's more so focused on, you know, robotics and engineering. Um, so moving forward, given the fact that we'd be using room uh 534 for the culinary space, we were thinking about, you know, as Mr. Pashkin said, sort of expanding our offerings and, you know, we came up with this idea uh as a as a business course which does meet that 1.75 CTE requirement at the middle level. Uh, it's one of the ways that we'd be able to offer that for our students. This actually dovetales nicely with the new board of regents uh requirements for financial literacy. So this speaks directly to um you know that new regulation which requires all students in the the middle level to you know grades 5 through 12 rather to get education in financial literacy and climate uh climate science.
027So for this business course we wanted to target we really wanted to make sure that there were no sort of winners and losers. We wanted to make sure that every single child would be able to take that course and uh the the decision was made to offer this specifically at seventh grade um and use room 500. So if you're outside of the auditorium, it's sort of in that lobby. It's that first classroom closest to the window there um which is currently utilized for physical therapy and uh occupational therapy. So, just to give you a sense of how we would do this, um, you know, we have a side byside schedule of how we would be able to give all seventh grade students the opportunity to take this this business class. We would essentially, you know,
028if you look now, you can see that currently every student gets a full year of tech, which is every other day, right, from our day one, day two schedule, which translates to 0.5 of a unit. So, it's all year, every other day, that's 0.5. In grade eight, they also take tech full year, but again, every other day. So, put that together, that is a single unit of CTE study. For family and consumer science, currently every seventh grade student again takes a full year class every other day, which is a 0.5 of a unit. And then eighth grade, they have half a year of family and consumer science. That is our current model of how we're meeting that 1.75 requirement. The proposed schedule that we have here shows that we are going to turn tech seventh
029grade specifically into a halfyear course. So those teachers would have those their first round of seventh grade students from September through January started the second semester. They get a new roster of students. The business teacher would see every single seventh grade student because again they're also mirroring that same model, right? They have every seventh grade student. you know, 12 sections for the first uh semester, 12 sections for the second semester leaves us at a class average just under 20. So every seventh grade student would be able to get that unit of business. So that um and again satisfy the CTE requirement while also taking technology, also taking family and consumer science, building financial literacy, entrepreneurial understandings, you know, so communication in the 21st century, all the things that we feel that are important for our
030students to have coming out of the Bashore Middle School. >> So we have >> the same half unit that they're getting right now >> because the financial counts as CT. Yes, precisely. >> And and just keep in mind we have we currently have a retirement in technology. So that would be where the position would be coming from. We would transition from technology that position to a business teacher. There's also some benefits regarding space. A lot easier to create a business classroom than it is to create a technology another technology space. It provides another opportunity for students and a little bit of an introduction before they get to high school in which many students don't even they're not that familiar with business and what the offerings are. So, it allows for that as well. So, there's
031a lot of good benefits here and possible uh pieces. This is a you know a curriculum that we we came up with. It's somewhat ambitious. I like ambitious. It's a lot of information. We may have to pull back some of this, but at least gives an idea of some of the topics that can be covered. And it could be a lot of fun, especially with a project based where the kids are doing things like, you know, pitches and elevator pitches and, you know, some of the things that are are maybe in family consumer science, but apply more to a business setting. Um, so we do think it does have some potential uh some real potential for for students. So this is part of our discussion which is the presentation and proposal of a new course
032at the middle school as well. >> Yes. >> Okay. Um just curious um and you saying leading into the high school was there a reason why it went into seventh grade not eighth grade? >> Great question. >> Yeah. So, you know, with um the the current breakdown of the tech classes asis and the current class sizes in seventh grade in technology specifically, we felt that this was a good way to offset that. >> Okay. >> Um so, you know, there were a few other calculations involved there, but that was more so it it also fits within the existing structure. So if you look at the the current schedule, if you look at seventh grade for instance, you see full year.5 of a unit family and consumer science, full year of technology. Um, you know, it
033basically just splits that in half and it also gives that seventh grade teacher the ability to see every student. >> So that was it was almost like a better fit in the puzzle on top of everything else when looking at it. talked about that because eighth grade might be the better natural fit for grade-wise, but it's not as good of a fit schedule-wise because we had to make sure that we were going to be able to schedule this and we checked and we saw that there are units in pretty much every period of the day in seventh grade. So, we knew that we had that >> also worth that uh in eighth grade the students take art and music which sort of is another sort of scheduling roadblock. The middle school schedule is quite a
034puzzle. >> Yeah. Yeah. >> Right. with a with a lot of unwieldy pieces. >> I like I think it's it's I was just concerned about maturity and ability to benefit and take that information further with them. >> It's a good question. >> And is there regression? >> That that was, you know, my thought to see. >> Yeah. And again, it does like like Duncan mentioned, it does provide a nice uh avenue and fit for the new requirement in financial instruction that is a band. It h it can occur between grades 5 through eight at some point. uh it just has to occur by the end of eighth grade. So this would be a perfect fit for it. Ideally, I think eighth grade would be the probably the most beneficial, but it's from a scheduling standpoint,
035you know, and in order to make this puzzle work, it it just fit better in seventh grade. >> Isn't there some like budgeting and stuff in family and consumer? >> There is. I'm remembering. Well, and during co too, so it was a little I don't know what was >> Yeah, there is. Kevin was mentioning. >> So like it's not like they're going to in eighth grade get none of it. >> No, absolutely not. And we've had conversations with them too to ensure that there are you know limited redundancies in that regard um because we want to make sure that you know we're offering students different experiences in every class. >> So in those business classes I I know we had Mr. Rud remember Mr. was back in the day >> that was 19 I don't
036know and then it was moved down to uh to the seventh and eighth grade also uh when we had >> but checkbook balance in a checkbook financial services all these kids a zip code supposed to go things a stamp does get something throughout you know there's some things that kids practical pieces a lot of practical re resources that kids are missing and I don't want you to get away from >> the trades and all that stuff because I understand business is part of it but I'm going to tell you right right now part of the world right now as much as everybody wants to go to college. >> Yeah. >> The big thing right now is your trades and what's going on in the world and >> trades it's a on thing that's going you
037go right out of here and you have a full thing with no debt >> going what's going forward. So we can't forget all these things these these practical things that we've been doing and I got we're moving a lot of things around and a lot of stuff like that but uh we just gota just >> I see this as really supplementing the technology piece right because if you have the technology piece and all of those different skill sets with the financial understanding with the business understanding so I really do I don't see it necessarily as a replacement as much as a supplement to help with the vocational >> and and in seventh grade they're going to be taking both. So there's a lot of possibility that they'll be able to team up. It's just again
038we have to keep in mind it's half year every other day. It's not we're going to want to get a lot out of that. There's only so much time that they're going to have, you know, and it's a lot of kids. So that's >> sacrificed on the tech side. Like what are they not going to be able to do that they could do? Now >> this is a conversation that we're having with our teachers and we really want that to be, you know, a very teacher centered discussion because I mean they are the experts in that regard. Yeah. >> So, you know, I was just talking with a teacher earlier today and it's it, you know, that is still kind of to be decided in terms of do they limit scope, do they limit depth?
039>> But, you know, I have to be honest, our technology teachers are fantastic and I think that the decisions that they make are going to be the best for our kids. >> I mean, but I do think there's a huge, you know, similar to what Guy is saying is for kids to do hands-on things and learn how to use a tool and like they don't get that anywhere else unless, you know, their their parents or or, you know, someone in their family can. also don't know how to handle money. >> They do not have because nobody uses where you used to have $80 in your hand. If you wanted to buy a sweatshirt, you had to peel off all your 20s >> and that was scary. Now the kids don't know what's in their bank
040account. They're swiping cards. >> It's not real. >> And I'm I'm speaking from experience. Um >> it's they they don't understand money at all. >> What I like about the the plan at least is that you still have technology every year. you still have family and consumer science every year. It's it's, you know, kind of giving a little taste of business, which again, they're not as advanced, >> you know, mature-wise to really understand some of the finer points anyway. So, focusing on those basics are good and and, you know, having a middle schooler come home and and talk about understanding money would I'm sure every parent would be thrilled about. >> You get $10, you can't spend it all in a day. you don't realize about a mortgage payment he is living home how much
041it cost of course >> I don't know if that's the I don't even know if you go that far >> but just getting conversation started is good you know really just getting that started so that's the idea if again if you're comfortable with us moving in that direction that's how we would like to proceed let's talk a little bit about some of the some of the challenges so as I mentioned earlier one of the biggest difficulties is the space that is being utilized by special education for the this wing is about 6,000 square feet and we're and we're not getting we're not the the building is not getting the the the equal amount back for the other spaces. So there's so there's that to consider. Um and also uh you know the movement from one
042classroom to another for family and consumer science is not ideal than a teacher being able to be in one space and being able to do what they need to. And finally then the architects are very very clear about this. There are very specific expectations from state ed regarding the amount of space needed for these kinds of classrooms for family and consumer science and technology. It's 50 square feet per student. So you're not get you you know you need a lot of space for that. So that's one aspect of it. Uh the timeline again we were hoping for approval in in February still coming but uh so in February to March for approval um and then we would start move once we have that Joe feels comfortable that we can move ahead with some of the
043uh initial pieces of it start moving. We do have that open room at this point that we could start with some pieces in technology and then mostly over the summer and then a launch in September. But that also means we would need to hire a business teacher when we're at that point of hiring instead of the technology position again if everybody's comfortable with that. So that was a lot. Uh great questions. We'll continue to to help and you know we can certainly set up a time to go take a walk around the building because I think it's good for you to see that. >> I think maybe more than one. >> Yeah. The visualization is is good for me. And I I want to thank everybody involved because this is obviously a lot of people
044and a lot of uh hands in this that we need to all work together on. So, we'll continue to do that. >> It's nice that you like each other. >> Everyone works very well together. >> Okay. >> Thank you. >> All right. Great. Thank you very much. >> And Joe, again, just a compliment to yourself and the ground crew, custodians the last few days. Oh, yeah. Very, very difficult situations. They were able to get everything. Thank you. >> Challenging. Good job. Thank you guys. >> I'm going to stay up for just to help with the next >> uh we have student performance from the fires. Voices of Holocaust. >> All right. So, Miss Del University and Mr. Lane are going to discuss this a little bit. Uh and you have the performance review form in
045your folder. You should have that. If you need another copy, um just let me know. I have the copies there. But you have that. That's it. Yeah. It's it's stapled. Uh so so um some members of the middle school approached uh Mark and Amanda to to talk about this opportunity uh regarding a performance that has been given through theater 3 which is based out based in Port Jefferson but they actually can come to buildings. So I'm going to turn it over to them since they had a chance to uh view this. And I I do think I want to keep in mind each year we get specific questions from the governor's usually it's the governor's office or state ed asking about how we are educating students about the Holocaust. Even though it's always been in
046place in our district, we still get questions every year. We sometimes have to provide feedback. So I just want you to have that in your in as we're discussing this. >> Thank you. >> Okay. All right, everyone. Thank you so much for having us. Hope everyone's doing well, enjoying this winter wonderland that we've had lately. Um, >> we're not. >> So, this is more middle school news. It's a middle school evening. Um, we are here tonight, as Mr. Pashkin mentioned, just to request approval for the theater 3 production, From the Fires, Voices of the Holocaust. Um, which actually Mr. Lane and I had the opportunity to view last month over at Plane View Old Beth Page Middle School. Their administration was um, gracious enough to host us. We actually went to attend a live performance
047at the same time their entire eighth grade attended. So we could see that it was very wellreceived by the students um and it came very highly recommended. But of course we wanted to attend ourselves just to ensure it was age appropriate and aligned to our curriculum before bringing it forward for consideration. Um we did a little research beforehand and we learned that this particular show has also been running now for 27 years and has been seen by over 100,000 students during that time. Um, so we did think that that spoke to its long-standing educational value and we were very happy to go to preview it when a few of the teachers um, expressed interest in bringing it to Beayshore. And so the play itself tells the story of a young Jewish girl named Rachel. She's
048actually middle school-aged girl herself who is living in Berlin during World War II. Um, and it it follows her through what is one day her very normal everyday life and then uh through the rise of the Nuremberg laws and her eventual deportation to a concentration camp um and all of her experiences as she endures these events. And um it's approximately 40 minutes long the the production itself and is followed by a Q&A session for the students with the actors with the cast of the show which we felt was um also a very meaningful part of the experience when we attended it. Um and and really I think what stood out most to Mr. Lane and I was how thoughtfully and sensitively the topic is dealt with by theater 3 and really by the whole production.
049Um it is very sensitive and serious uh subject matter as we know as it should be. Um but it is handled in a way that is reflective and educational. Um and we really did think that it was created with a middle school aged audience in mind. >> Hello everyone. Uh so with the from the instructional standpoint, we found that it did uh relate really well to the eighth grade New York State social studies framework and the nextG standards for ELA. Um also with keeping in mind that as we distance ourselves from the Holocaust era, we're we're losing some survivors and we're getting few and few every year. So, this is a great way to bring history alive and give them a personal connection to to the story rather than just reading facts off the paper.
050Um, and as Mr. Pashkin alluded before, uh, New York State's initiative over the last few years has been to make Holocaust and other human rights uh, violations more prevalent into the social studies curriculum and this is a fantastic way to do that uh, for our students. Um, and then also to aid the learning, theater 3 does provide a study guide uh that helps students understand what they're going into and then also further the learning outside of of the the uh the production. Uh so with all that in mind, the the cost would be around $1,500 and that includes the entire production, meaning they bring the sets, the props, the costumes, and the performance directly to the school for the students to view. Uh so with all that being said and and how it relates well
051to the the curriculum and gives the students a personal story to to connect and show a little more empathy uh toward the Holocaust survivors, uh we we believe that it would be meaningful and appropriate for our students to to view. Um and we're happy to answer any questions that you may have. >> Full of questions. >> Sure. Yeah. >> Um so you went to see it with a school eighth graders. How many students were viewing it at once? about is it the same size as our classes or smaller? >> All of us smaller. So they had approximately 350 students in their eighth grade class. We have closer to 500. >> Okay. And it was wellreceived and and thoughtful responses. I was just considering whether it shouldn't be broke would is it too big of a
052group and should it be broken into two parts? >> I mean it it was amazing to see how quiet >> Yeah. >> the the students were during it. Uh because it is an emotional experience for them. Uh but again with the loss of the survivors, it's something that's needed to keep that tight and I would like to sit in as well. I just that's just something that in my head is is you know we're looking at 44 450 some of our classes um is that that couple hundred kids could change the dynamic of a performance >> and they do offer that option to do several performances. I think they'll do at least two within a day. So it could be a smaller group. >> Okay. I would say that might be something to think about.
053Not you know. Okay. Does the does the idea of the Q&A is is there any concern that it could go off the rails? >> Well, I think a lot of times with the Q&A, if we know that we're having one ahead of time, the teachers do prep the students in advance and come up with some thoughtful questions or even give them the opportunity to develop questions before they go into that. So, >> yeah, >> I've seen Q&A at the middle school there's that feeling, you know, as an adult where they seem to do a great seriously. prepared questions would be good too. >> Listen to what Mark said. It's so it seems to be such an important piece of it, but yet at the other hand, you know, you just need to find the happy
054medium to balance. >> You don't want to take different. >> Sure. >> Yeah. >> I'm sure that the staff will handle that. >> Good point. Thank you. >> Love it. >> Thank you very much. >> Thank you. >> Okay. Next up, our third. Am I right? Third budget presentation. >> Okay. Okay. Oh, this is the easy one. >> All right. We're gonna just we're gonna zoom right through this. Uh these are primarily well they're all departmental budgets. Um but as you all know we typically have not over probably the last almost 10 years made uh any meaningful increases to the budgets uh in the buildings. These budgets have been holding. They're typically not over spent. Um, we're in a a good place with all of these. The one change that I made this year is
055that I UPK had been sitting on one of my pages. I pulled it out and I put it on the page with the three K2 buildings. So now it it has a uh standalone section uh on departmental budgets for the primary level. Um, but the monies have not increased since last year. The dollar amount is the same. That $30,000 was sitting in the budget. It was just sitting on a different page. So, I changed the page around. >> If speaking of UPK, do you have any impressions on if if Governor Hokll gets what she wants with the increase per student? Is that going to >> We don't have any estimates on that. Um, I would anticipate that it would increase from the $10,000 per student that we have now. We are also planning um I've
056been talking to Bob Patterson uh about filing again for the three-year-old program. They have about four classrooms down at the Y that are open. They were the Y is in the board of the Y is in conversation about bringing in an infant care program. Um but I think that they would prefer to do the three-year-olds if we can do that. So we did write a three-year-old grant maybe 2019 2018 and we were rejected at that point in time. Um so we had asked for a rubric a scoring of what was what was uh you know remiss in in our application which they had provided to us. So we're taking that and we're going to write the grant again. we're going to do it over and and submit it again for the three-year-olds because it looks
057like that's where a large part of the increase in funding is going. Um so, you know, we'll we'll keep you apprised as we move that through that process. Um okay so we went from UPK and K2s to now elementary you know again here no change to the budget middle school no change to the budget these numbers have been the last five years that are on your sheets these numbers haven't really haven't changed no no change to the high school budgets all these budgets are holding fine you know there's fluctuation ations from year to year in their actual expenditures. If you read if you at least look at the uh total line at the very bottom, there are some fluctuations. There are some years where we've spent a little more, some years where we spent a
058little less, but overall um the budget is solid. Then we come to this page, health, fizz, ed, and athletics and cultural arts. I can't say the same for this page. This was I tell you guys every year. This is like my Dilbert comment uh comic uh about uh make sure you overspend your budget because otherwise they're going to try to cut it the next year. So you want to overspend it so you get increases even if you get yelled at. These are my these are my two departments. Every year I keep adding more money, adding more money, adding more money. You can see the increases just over the last five years, but this has definitely been the trend for the 25 years that I've worked here. Uh which is a good thing. It's not a
059bad thing. It's a good thing. Um it's just something, you know, down the road for you to keep your eyes on. >> There's a lot of good things happening. >> A lot of good things happening. Y >> good stuff. Yeah. >> You know, to show for it. >> Yep. Pro additions to programs. I mean, but this is this is one of those places where, you know, we are overspending the budget each year. We do continue to add programs um and opportunities for students uh in these two categories. Um but it it does cost money and so we continue to raise these budgets. So, I do have some additional money going in here. 57 70 77,000 $80,000, right? So, a little bit of an increase there. Not a lot, but a little bit. >> Then we
060move to special education and technology. Technology is flat. Special education is showing a million dollar decline, but that is not a real decline. I highlighted the uh the budget code where I removed the money but I transferred it into special education Boseies because we have taken we have added a number of students um placed a number of students in Boseies in the last few years and our Boseies expenditures are rising rapidly and we're going to fall a little bit short this year. Um so that is something that you know we're looking at. Uh we've asked um Russell to bring to our attention anytime a recommendation for change in placement is made. Um but it it's definitely a place where where I generally increase the budget anyway. This year I took it out of this code
061because this code has been flush. So I pulled it out of here and moved it over into uh the Boseies page which you're not seeing tonight. That's going to come the next time. So, >> so this isn't a real decrease. >> It's not a real decrease. It's just a shift. >> All right. So, if we go to our total page, uh you can see how we wrap it all up in the fourth box over again. No change up UPK2, no change 35, no change middle school, no change high school. Little less than an $80,000 increase for cultural arts and health vis and athletics and then a million dollar decline in special ed. >> Not real. >> Again, not real. Again, moving over to the next presentation. That'll be part of uh that'll be included in
062u presentation four. So, for the total, we're showing a decrease of 922,000 and change. Uh and again as we look at the totals it's a tremendous amount of budget codes. It's it is if you look at the budget codes this is almost 50% of the actual budget code line by line budget. However, if you look at it as a percentage of your total budget it is 3% exactly. So, and this is why, you know, sometimes budgeting it's just so deceptive, right? Half the budget, but the value is honestly is diminish. Um, so, so we still have budget presentation four and budget presentation five. Six is always the wrap-up, but I'm keeping you, you know, you've got your totals down on the bottom and and where we're at. So based upon our increases in revenue which
063you know we have u we have some certainty about those numbers we know that the budget is going to climb to about 211 and a half million. We are currently at about 209 million. So I have actually exactly right now 2.6 million left to apply um during budget presentations four and five as we look at the balance of account codes in the budget. We're almost there. Unfortunately, some of the really large increases sit in four and five. You can actually, if you look at four, you can see the million that I added there. Um, the second box, box two, presentation four, the first box, not the second box. You can see a million dollar increase already, even though we haven't discussed it. That's the million dollars that I moved out tonight. So, that's already sitting
064there. All right. Does anybody have any questions? It's pretty simple one tonight, right? This is not Yeah, this is not really the exciting one. Okay, so we are going to move on to our public hearing for the alternative tax exemption for veterans and the Cold War veterans exemption. Uh this is something that if we choose to make a change, we do need to vote tonight because the town of Icelip needs to be advised by March 1st in order to include this in the levy for the 2026 2027 tax year. All right. So the alternative veterans exemption was adopted I believe in 2014. Uh there are three categories non-combat, combat and disability. Each has uh a different maximum and each school district can choose uh from a sliding scale of um assessment amounts that the state
065offered at the time when this came in in 2014. There was there were three different options that you could do. We are at the lowest of all the town of Icelip school districts on this except for Hop Hog. Hophog is at the highest bracket along with Suffach uh with the town of Icelip and Suffach County. Those three are at the highest level. Uh we are at the lowest level and all the rest of the districts are in the middle. So I am recommending tonight that we change uh and we basically double our exemption. And when you look at this, these aren't percentage based. They're not income based. They're based upon military service, right? This is the actual exemption off of the assessed value of your property. Uh so most of the districts are at 12,
0668, and 40 respectively for non-combat, combat, and disability. We are currently at 6, four, and 20. Right. exactly half of most of the other districts. So, we are recommending that we make a change uh double our exemption amount to come into line with the rest of the town of Icelip school districts except Hopog. Fire Island has no resolution on this. They don't they don't offer the veterans exemption at all. All right. So, that's the alternative veterans exemption. Then there is also the Cold War veterans exemption. Right? These are veterans that did not see combat. Uh this came out I want to say 2017 maybe three years after the alternative uh maximum exemptions changed. Many districts at the time did not opt into this at all. So you can see this one really varies across the
067school district. This one has two categories non-combat and disability. Um again, well actually this one even Town of Icelip is not at the maximum. Suffach County and Hop Hog School District are the only two that are at the maximum. Town of Icelip is uh would would have been at the middle level along with what do we got? One, two, three, four, five districts opted in and one, two, three, four, six districts did not opt in. So, this is another option if you wanted to add this tonight as well. Um, I would recommend doing the same as the town of Icelip and uh the the other districts that have opted in and putting this exemption at the 12,000 40,000 level. Um, I did go back through old emails and I had received an email from Andanziger
068in 2017 saying that in 2017 we had 63 Cold War veterans on the books, right? Because they know that because they're they're receiving this exemption for town of Icelip and Suffach County. So they know how many. This was something they could predict very well. At that time, those 63 veterans would have accounted for a shift of about 106,000. But this is an exemption category that's declining, right? These veterans are aging out and these categories are declining. So, if we apply the de the decline that we've seen in the alternative veterans exemption to this cold war category, I would anticipate that this would be roughly half of her estimates in 2017 18. So maybe 30 people. It might impact 30 people and the shift might be about another $50,000. So if you add up if you
069figure the shift in the alternative is about 100 115 it's actually lower than what we discussed in the back once I put put it on paper it's about 115 and this was another 50 you're looking at about 165 175,000 shift uh which is about 20% of 1% right it's less than a 1% shift to the rest of the homeowners it's about 02 Um, so I don't have a problem recommending that as well. And of course, as we've discussed, and I know you've seen uh the legal opinions that ha that have been sent out by Ingramman Smith, all of this is going to change next year anyway. This is all going to be completely different. They have made changes not just to the veterans exemptions, they've made changes to the senior citizens exemptions. There's like there's
070I don't know half a dozen to 10 different exemption changes that have been passed and signed by the governor. None of which will be active for the school year. They will all come into play in 2728. And some of them are going to be mandatory changes. You're not going to have uh you're not going to have a say in in what that exemption change is. >> And just to say we're walk these are not on the agenda just now. We're walking them in tonight. So, I will announce them um at your point >> because we've had conversation with this, but in order to to really >> execute it needs to be done before March 1st, >> which is um why we're walking it in tonight to make sure we don't pass another year. >> Very
071nice. Okay. >> Well done. >> This is a silly question maybe, but aren't there new veterans every like I know that there's a decline because you know you unfortunately lose them, but don't you gain them? Not cold war. >> Not cold war. >> Okay. >> Not in these. So that >> designation of the second one. Got it. >> Y. >> One has three levels, one has two. >> Yes. One has three levels, one has two. And these do extend to spouses. >> They could be passed down to spouses. >> They can be passed down >> if they stay in the same house household. >> Yeah. >> That's the only way it stays. Well, we're doing it the year and we wanted to get it in tonight because as you just said, there's going to be
072additional changes that we won't have to even vote on. That'll be just given to us. >> Yep. >> Okay. >> Next year. >> But at least then they get the benefit for now. >> And the other point of it is it's equitable, right? It's it's what's fair around the surrounding community. >> Yep. >> Yeah. Yeah. In fact, in the Cold War, it's better than many of the districts are at right now. This is these things are typically something that town of Icelip reminds business officials every year. We haven't had reminders on these since 2019 I think was the last time we saw any information on these. That's why a lot of the districts just they didn't opt into it initially and they didn't do it after the fact, you know. So, >> okay. Any other
073questions? >> All right. Oh, so I did this page for you as well, right? This is the same page we looked at last time where you can see uh what the you can see the decline um in the number of people that have applied and the value of the exemption over the past five years for the alternative up on the top. Uh it's I did highlight it but I didn't use the color printer. So you just have to look for the dark gray on there >> and then down at the bottom I have your numbers. So that I just assumed on the alternative we're doubling it, right? So I just doubled this year's exemptions. That was simple enough. And then the estimate on the Cold War was an additional 50,000. >> Thank you. >> Okay.
074All right. >> Yeah. This I mean for such a nominal effect to the whole tax base, this is >> it's a nice recognition for people who have served. >> Helps your seniors. It helps a lot of seniors. >> Yeah. Okay. Great. All right, Jen, you're going to race through >> Yes. >> the second read policies on public participation at board meetings meetings and the executive sessions. So, I don't have any changes based on the review for 2330 unless somebody else unless you guys have any other questions for that. All the changes that we talked about last week are in there. >> Okay. Is everybody good with that one? And then Caitlyn, I can just the a lot of this is just like, you know, there there's a bad sentence in the first paragraph. Um the
075only thing that I think and there's a couple commas that I think should be in there just for grammar um which I'll give to you. But the only thing that we didn't come to a complete um agreement on is in the third paragraph where we have one, two, and three. I think that we said that we could keep one and two and get rid of three because it seemed redundant. I just wanted to see if we wanted to do that or not. >> You want to keep the one and two. And I'll give you the sheet at the end of my my color comments. That's all I have unless anybody else had any questions about. >> Okay. >> Was that fast enough? >> That was excellent. >> All right. Can I get a motion to
076go out of work session? >> Motion. Second. >> All in favor? >> I. So carry and >> Oh, hi Lou. And then do they need a minute or can we go straight? All right, we're gonna go straight into >> Okay, >> we have So, um, this is going to be after comments and questions anyway. >> Okay. Can I get a motion to go into public session? >> Motion. >> Second. >> All in favor? >> I. So carried. >> Um, let's stand for the pledge of allegiance. >> And Jen, can you plead us >> to the flag of the United States of America and to theublic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Okay. Do we have any comments from the audience on agenda items only? Okay.
077So, we have a couple of announcements and um these are always great things to speak about. We had approved um last week or last board meeting an acknowledgement by an incredible work of the Garner Manor Garner Matter PFA and of um the Hogland family. So, we would like to acknowledge both the Garden of Manor PFA and the Hogland family for their generous donation of $46,000 for the improvements and additions to the Garden of Manor school playground. This donation was accepted at the January 28th, 2026 um public session, but we really felt it was important to bring you back and have you acknowledged here tonight. So, I want to congratulate you. Thank you for the donation. It was accepted and voted on, but we'd like to That's right. Clap it up. Acknowledge that. We'd like to
078take a couple pictures with you up here. >> And when the snow melts, the kids can use it. >> Yeah. When the snow melts, you'll get to use it. >> Scary cat. Thank you. Okay. Thank you so much for coming down tonight. >> Now, we also have um an acknowledgement that's a little bit of a surprise. So, we have a student here, our new um student board member, David, and we would like to congratulate you. Um we're pleased, I'm going to read off this, to announce that you were selected to receive a $1,000 Ira Schwarz scholarship. Congratulations. And I'm just going to let everybody know that David was selected from a field of 52 candidates. His academic standing in our high school combined with proven leadership potential as we know and demonstrated resilience to overcome
079adversity combined to make David one of only six recipients for this scholarship. So congratulations. >> Um and I think he's also invited to the Marriott Melville. No, >> it's just >> Oh, we're invited. >> We'll pick up. >> Okay. He doesn't want to come to spend all his time administrators anymore. >> There's a leadership conference that the district goes to and the students who are receiving this award, the six students will be acknowledged and will receive the award on your behalf at the conference. >> Pick up the check. You should tell. >> But congratulations. We're we're very proud of you. >> Good job, Dave. >> Can I share that with you? Can we take a picture? >> Take a picture. >> Let's take a picture. >> Absolutely. >> I guess bring that with you. I
080have a feeling it's going to be the first of several for you. Okay, we'll start with our voting. Um motion A, uh can I get a motion for A1 to approve the board of education minutes of the executive work and public sessions of January 27th, 2026 and February 11th, 2026? >> Motion. >> Second. >> All in favor? >> I I so carry. >> I. >> And we're going to start with our B's. Mr. Pashkin, B1. >> On page B1, the board find a motion to approve the professional staff requests for leave as listed. We recommend it approval. Motion >> second. >> All in favor? >> I so carry. B2. >> On page B2, the board will find a motion to approve the professional staff appointments as listed. We recommend it approval. >> Motion. >> Second.
081>> All in favor? >> I. So carried. B3. >> On page B3, the board will find a motion to approve the professional staff tenure appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. I >> I so car >> got it. Sorry. >> B4. >> On page B4, the board will find a motion to approve the professional staff special appointments as listed. We recommend it approval. >> Motion. Second. >> All in favor? >> I. So carry. B5. >> On page B5, the board will find a motion to approve the professional staff salary changes as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carry B6 B6A. >> On page B6 B6A, the board will find a motion to approve the civil
082service resignations and retirements as listed. We recommend its approval. >> Motion second. >> All in favor? >> I. I. So carry. >> Uh B7. >> On page B7, the board will find a motion to approve the civil service request for leave as listed. We recommend its approval. >> Motion. >> Second. All in favor? >> I I so carried. B8. >> On page B8, the board will find a motion to approve the civil service reinstatements as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carry B9 B9 A through B. >> On page B9 and B9 A through B, the board will find a motion to approve the civil service appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carries
083B10 B10A. >> On page B10 to B10A, the board will find a motion to approve the list of substitute appointments in the various buildings. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B1. >> On page B1, the board will find a motion to approve the civil service change in assignments as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carry. 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? >> I I so carry B13. >> On page B13, the board will find a motion to approve the list of volunteers for the 2526 school year as presented. We recommend it
084approval. >> Motion. >> Second. >> All in favor? >> I. So carry. Um C1 C1 A through I. Morning. On pages C1 and C1 A through I, >> sorry, >> it's on. >> Sorry. On pages C1 and C1 A through I, the board will find a motion to accept and place on file the financial and claims auditor report for December of 2025. We recommend its approval. >> Motion. >> Second. All in favor? >> I. So carried. C2. On page C2, the board will find a motion to approve the estimated tuition charges for the school year. Uh as presented and in accordance with part 174 of the regulations of the commissioner, we recommend its approval. >> Motion second. >> All in favor? >> I I so carried C3 C3 A through C. On pages C3 and
085C3 A through C, the board will find a motion to approve change order number one uh for the security vestibule addition and alterations at the Beayhore High School in the amount of $4,12. We recommend its approval. >> Motion second. >> All in favor? >> I so carried C4 C4 A through C. On pages C4 and C4 A through C as revised, the board will find a motion to approve change order number one on the toilet room reconstruction at the Beayhore High School uh in the credit amount of $36,433. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I so carry. We're going to add um C5. On page C5, the board will find a motion to change the maximum exemption amounts on the alternative veterans exemption category uh from 68 and
08620. I don't have a page in front of me to uh we're basic we're doubling those exemptions >> from 64 >> I have it 64 and 20 to 128 and 40,000 respectively on non-combat combat and disability that's uh real property tax law section 458A. We recommend it approval. >> Motion >> second. All in favor? >> I I so carry. Um, we'll be in C6. >> And on page C6, uh, we are recommending that the board add as a new exemption the Cold War veterans exemption. Again, two categories, non-combat and disability, uh, at 12,000 and 40,000 respectively. We recommend it approval. >> Motion second. >> All in favor? >> I so carry. Thank you, Dr. Outlaw. D1. On page D1, the board will find a motion to endorse actions taken by the Bashure Committee on Special
087Education pertaining to students being considered for services as noted in the CSC minutes listed as well as for annual reviews for the 2526 school year and referrals for January and Febru February of 2026. We recommend its approval. >> Motion. >> Second. All in favor? I. So carry D2. On page D2, the board will find a motion to endorse actions taken by the Bayro Committee on Preschool Special Education Services. Um, as noted in the minutes of the CSC CPSSE dates listed, we recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carried. D3. >> On page D3, the board find a motion to adopt the individual home instruction plans. On behalf of the students listed for the 2526 school year, we recommend its approval. >> Motion. >> Second. All in favor?
088>> I. So carry D4 D4A. >> On pages D4 and D4A, the board will find a motion to approve the 2627 presented. We recommend its approval. >> Motion. >> Second. >> Motion. >> Second. All in favor? >> I. We hope that we don't have anything like we're having this year. And it stands. We hope >> that's it. Dr. Maloney E1. >> On page E1, the board a motion to resend current board policies 2360 minutes and 2342 agenda preparation dissemination. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried E2. >> On page E2, the voter for a motion to approve and adopt the revised board policies 2360 minutes 2342 agenda preparation dissemination. We recommend its approval. >> Motion. >> Second. All in favor? >> I so carried. E3. >>
089On page E3, the board required a motion to advocate for legislation requiring all charter applications to be approved by the local voters of impacted communities prior to the submission to the relevant state chartering and entity. We recommend its approval. >> Can I make a statement? Sure. Just this is something that's come up over and over. We've always advocated um against the charters impacting the school district. So this is another way that we're trying to um >> local control >> have keep the local control and not have that impact you know our individual community. So thank you for doing that >> and it's usually the Sunni Charter Institute has been approving all of these charter schools >> and it doesn't matter if the board of regions declines it and says no the Sunni Charter will approve
090it anyway. >> Yes. >> So it's like doesn't even matter. >> So E3 we read it. >> We get a motion. Thank you. >> Second. >> All in favor? I >> I so carried. E4. >> On page E4, the board filed a motion to approve an impartial hearing officer in an upcoming impartial hearing case number 674722 um was chosen list of New York by the New York State Department of Education. We recommend its approval. >> Motion second. >> All in favor? >> I so carried. E5. >> On page E5, the board a motion to approve the request to issue high school diplomas to students listed who have completed the requirements of graduation as of January 2026. We recommend it approval. motion. >> Second. All in favor? I >> I E6 E6 A throughg. >> On
091page E6, E6 A throughG, the board to find a motion to approve and hereby authorize the board president to execute a contract between the Bayhore Unifi Free School District and Tory University for the purpose of student observations and fieldwork through June 30th, 2026. We recommend it approval. >> Motion second. >> All in favor? >> I. So carried. I've lost my head for a second. E7 E7 A throughG. >> On page E7 E7 A throughG, the board find a motion to approve and authorize the board president to execute a contract between the Bayro Unifree School District, the State University of New York, Bingington University for the purpose of student observation and fieldwork through June 30, 2026. We recommend it approval. >> Motion second. >> All in favor? I >> I so carried. >> E8 E8 A
092through F. On page E8, E8A A throughF, the board find a motion to approve and authorize the board president to execute a contract between the Bayer School District and Farmingdale State College for the purpose of student observation and fieldwork through June 30, 2026. We recommend it approval. >> Motion second. >> All in favor? >> I so carry. >> At this point, if there are any comments or questions, nobody signed up. Is there >> Oh, thank you. We have our student board member who reports out for what's going on in all the districts. So, David, you're up. >> Thank you. Um, so I'm here to share my monthly report. Sorry if I sound a bit shaky. Thank you so much. Um, so at the UPK, students celebrated Black History Month through stories, art, music, and hands-on
093activities. They also celebrated Valentine's Day in cozy pajamas and made kindness crowns as part of classroom lessons on friendship, kindness, and acceptance. Preschool and school age teachers also started their training series on the zones of regulation. Um, at Brook Avenue School, our second grade students experienced a virtual visit from artist uh Mr. Reginald Laurent, who shared his unique uh approach and studio in recognition of Black History Month. He encouraged students to engage in activities such as artwork uh that use their passion and creativity. Um Fifth Avenue students engaged in exciting weather school workshop led by the former Samiri of News12. The school community celebrated Black History Month and Chinese New Year with assemblies, parades, and festive food tastings, book giveaways, and virtual author visits. Uh the school also recognized PSI love you day uh by
094creating a buildingwide mural and wearing purple in solidarity to to promote kindness and unity. Mary G. Clarkson school celebrated PS I love you day as well uh with the theme linking us together. No one stands alone. Students celebrated purple I uh sorry created purple I matter hearts and kindness links to recognize acts of compassion. Uh each class built a chain symbolizing connection uh which we joined schoolwide to create a uh grand kindness mural celebrating unity and belonging. So again celebrating PSI love you day at the Garner Manor School uh schoolwide initiative focused on spreading kindness uh through engaging buildingwide activities. Students also participated in an interactive Black History Month assembly that highlighted West African culture through dance and drumming. At South Country School, students and staff proudly wore purple in recognition of PSI Love You
095Day, promoting uh kindness and connection throughout the building. The fifth graders participated in an engaging Black History Month program featuring African dance and drumming. Uh the PFA hosted a very successful Be Mind Bingo night for families and staff enjoyed a Super Bowl pot luck lunch. Beh Middle School held an assembly to celebrate Lunar New Year hosted by the World Language Department. On February 13th, students participated in Day of Play in recognition of PSI Love You Day. Uh the middle school's Black History Month celebration will take place on March 3rd. Um this will consist of student perfor performances and acknowledgement of Black History Month poetry contest winners. So for the high school tomorrow, uh we'll welcome the class of 2030 and their families for incoming freshman orientation. Families will learn about academic and extracurricular opportunities and
096will participate in building tours led by our student leaders. Uh, Black History Month celebrations will conclude this week uh, with spotlight presentations focused on unsung heroes throughout history. >> So, that is the monthly report from our schools. Thank you so much for continued support. >> Thank you. >> So, um, even if you haven't signed up, if there's any comments or questions, um, just come on up. Okay. Otherwise, we'll close for the evening. Um, thank you everybody for coming. Can I get a motion to go out of public? >> Motion. >> Second. >> All in favor? >> I So carried. Have a great night. Stay warm.