001Can I get a motion to go into work? >> Motion. >> Second. >> All in favor? >> I. >> So carry. First up. Oh my god. Let me get situated. Okay. First up is elevating academic success. success for all part two. >> This is again after >> and the dynamic duo >> right after a request from about a month or so ago just to follow up to some questions um some comparison issues. >> So we want to again thank the board for the opportunity to come and share with you about our students success. Rob and I love presenting together by the way. Um and so uh what we want to um do is just to circle back because last time we were together in December, you inquired about cohort information. So that is what Mr.
002Pashkin and I are here to share with you. So this looks uh familiar to you. That was the fall-tofall comparison. Um over the course of three years, we reviewed both the math and the reading um data for you that included the diagnostic um with I Ready as well as the state assessments. >> And the next slide that you have again is data that we shared previously. This is the reading data that is broken down by grade level. Again, this is showing the grade level uh comparisons or the students that met certain grade level benchmarks by grades 3, 4, 5, 6, 7, and 8. Uh this is again the same data that we showed previously. It's showing from fall 23 24 uh through fall 2526. So just to give you the background and this is the
003data that you asked for wanted broken down a little bit differently, try to look by cohort, >> right? So important to focus as we move forward here is the difference between those scores which are criterion reference scores uh and the next set of data which is going to be norm reference. So the criterion reference scores those previous charts those are based on specific criteria that they determine I already determines to be whatever this th those levels are uh above grade level on grade level below grade levels different uh different amounts. The next set of data is norm reference. So this is a comparison for comparison purposes to other students. It's based on a norm. The norm I believe is from 2223. It's a national sample of students. Um and that will be able to show
004their progress and that's what they're using to show the cohort and I'm using the word progress in quotes so you can see. So these are percentiles just to give you a little bit of uh example. um AP and IB scores are criterion reference. You hit a certain marker with a certain amount of uh marks in that test, you get that score. As opposed to SAT and ACT, which are norm reference scores, that score is based on how the group does and you're compared to the group, the test takers. So, just to give you a little bit of a difference of what the what those are. And so the reading is what we're going to take a look at first. And you'll see um I just want to point out one item to you. The number
005that you see at the bottom, which is the 194 students, that is simply because the same student took the assessment at the beginning of the year, the middle of the year, and the end of the year. If a student moved and did not take an assessment for any reason, they are not included in this cohort analysis. And um so you'll see that there's also along with the fall data, there's spring data that's put in there and that is so that you have the ability to take a look at the students progress within the similar school year and then look at how they did in the fall. And it's important to note that the criterion changes of course as the students move um through for the upcoming year. And so you'll look at the students with
006this particular data. It shows them in third grade, in fourth grade, and then in fifth grade in the fall. And you so you'll see that there's consistency there, which was similarly noted um when we looked at the diagnostic. Of course, in the spring, they um met their grade level, a percentage of the students met their grade level expectations when compared to other children across the nation. The next set of data also shows four reading but for grades six through eight. And I would say this the outcomes are similar to the grade five group. There are some modest and again gains when you're looking at comparison to the norm. Um but they're staying relatively flat and they're maintaining which is important as they're moving on with their grade. they're maintain their percentile level where they're supposed
007to be. So, obviously the higher the better because we want our students to be outperforming as many students as possible, but they are able to maintain that percentile um as they go from one year to the next overall. >> The next three slides are going to look very similar, but they look at different information. And so um the with the I Ready Diagnostic when a student takes the assessment they are able to make projections. I want to reiterate they're not predictions they are projections about how a student would be would perform on the New York State assessment. And the first set that you're looking at indicates if there were no additional growth. So if the student did not meet the grade level expectations as set by New York State, this is what they are projecting
008the numbers would look like with their anticipated proficiency. And so you'll see that darker blue um is the level four. So those are the students who exceed meet or exceed the expectations. Level three is where they are deemed as proficient. and then level two and level one where um there there are not proficient. >> So is this the same group? Third, fourth, fifth, sixth, seventh, and eighth. >> Yes, the current third, fourth. >> So it's the current third grade. The current fourth, it's not one cohort. Correct. Okay, >> good question. >> Thank you. Um, I Ready also uses different levels to track students and what we're trying to achieve. The the first is called typical growth and it in typical growth that's the annual growth of a student from fall to spring at a particular
009given placement and it is showing how they're doing compared to their peers. Um, but it's again showing if they made typical growth. So it's a comparison to how all students appear to grow. Um, and this particular one is showing if students made typical growth as opposed to the last slide which was saying no additional growth that obviously that would mean that more students would achieve proficiency rates three or four at a much higher level which would make sense because obviously they're showing gains in I Ready. It's kind of showing how I Ready is very closely linked to the outcomes and the standards of the three through eight assessments. So it's kind of showing that that growth would lead to additional proficiency as well. >> And so this next slide looks at if there were um
010ambitious but achievable stretch growth reached. And so that means that the student exceeds the typical growth in order to reduce the gap that exists between where they currently are performing and where they need to perform in order to meet or exceed grade level expectations. >> Can I ask you a question? So if these are projections on our students like this the students with a projection and the numbers at the bottom at the end of the year or the beginning of next year um what would be a good time to compare that? Did we make the projection? >> Well that's a good question and and unfortunately part of this would be based on those same students who are again mostly using I ready to also be taking the 3 through8 exams. >> Okay. So that's where
011it becomes difficult to really see is it accurate because >> as you know we have many students who don't take the three to eight exams. >> So I think that would present a little bit of an of an issue. I think they're using this based on the data that they have and the linkage to >> and this is I information. >> This is I ready information making projections to the state test. So again, it's just >> their projections are great, but I would like to know were they accurate? How do we find out whether their projections are accurate students? >> Yeah, >> we could ask for that and see if they had that information. You know what I'm saying? Like knowing how okay because if I look at this middle one and I go, okay,
012let's just go typical growth in eighth grade, you know, about 10% should be at four, 47 at three. In eighth grade, do we have that projection? Did we meet that projection? like they're making a projection and it kind of is a prediction. Then if we never know whether it's proven or not, >> I think we'd have to look at individual students because we can't look at the whole band because we don't have our whole group taking the test% >> opt out. >> Yes. Yes. >> So we have to look at our our typical you know a kid that reaches stretch growth who also takes the 3 through8 exam and see if that's our match. I know I'm asking it's going to be a little skewed to things that are very hard. It's just an individual
013analysis that would have to be done, a comparison of student to by student. We'd first have to take a look at who took the just as Mr. Pashkin said, who took the I Ready assessment, what projection um did they make, right? >> Did they take the state assessment and how accurate was that? So, it would just require additional time >> to tease out all of those different things. And with a 60% opt out rate, there will not be as many as we are able to see when it comes to the ietic diagnostic because thankfully more of our students do >> participate. What's the percentage of people that opt out of Ready versus >> not so many. >> Yeah. Thank you. Go ahead. >> I think um because we've implemented and we keep you know really
014looking at our programs. We're looking always looking at the reading, always looking at the writing, always looking at things. And I want to be able to say like, look, yes, >> we're we're picking good programs. Our teachers are doing a great job, which I know they are. So, if I could have that somewhere to touch, >> it would be nice. And I think the work you guys are doing with those programs and with the teachers has been really positive. So, I'm kind of looking for a place to showcase that. >> Yeah, if that makes sense. >> That's important. It's also in addition to that, it's important just to have some type of diagnostic because we don't have all students taking 338 exams because that in the past in addition to some other measures were being
015used >> and so you still need the diagnostic even if it's not showing what you what you're hoping, >> right? It's funny that I ready is telling us the projection on the state test. >> Yeah. >> Like that's weird to me. >> All right. >> I'm sorry. >> It's okay. Don't you have a problem as to you need to now predict or guess who the kids are that are opting out, >> right? Isn't that part of the problem? Because is it is it the students that are more challenged or or or the students who are more successful that are actually not opting out? >> We wouldn't be able to give this kind of information. What we could give would be our kids that did take the 3 through8 exam. What was their I Ready scores
016and how what were the you know what did we see? what were the connections between those? It would be a different set of >> interest to take your kids that opt out of the state tests and see how they perform on the I Ready and see what like what Andy's asking like what groups because I would assume that there's a lot of special ed kids that are that are opting out because that's how people are able to opt out. >> You'd be surprised that there's >> opting out of state tests. >> Yeah. Isn't that what isn't that the loophole of how opting out? >> Am I totally wrong? I'm going to be >> it. Yeah, it it there's really no >> that was where the loophole came able to >> there's no pattern to it
017per se, but what we are finding is that students who certainly would um give us the ability to better identify how our students perform overall are not taking >> the assessments. >> I apologize. Would we not be better off if more kids were taking these tests >> from a stand of being able to more accurate picture? But again, this is where I >> I'm stating the obvious. Okay, >> I understand that. >> Next thing is >> is there anything that could be done to bring that level of participation higher? Well, one of >> for instance, letting the students know >> that we can't judge ourselves without their help >> or something along those lines. >> This is not just a student assessment. This is an assessment of the uh quality and effectiveness of our own
018programs. How can we get that? >> And Mr. Pashkin and I have spoken about having that conversation on a larger scale because it is going to be important if we are going to be able to um more accurately identify how our students perform compared to um both um our surrounding districts as well as on a state level. We will need um more data to do that. And Lou, I I I would like to say that I think one of the things that would do that, and I think you guys would both agree, it came up probably last time we talked about this, would be, you know, as a parent who did, my kids didn't take the test. What would have changed my mind was when the information comes back, it was not available at a
019at a reasonable time. It was coming back in November. It's barely usable in November. >> Um, >> the time, the amount of time, >> the amount of the amount of time the test took. They destandardize the test. I told you when they tell kids it's unlimited time, you unstandardize a standardized test. If you unstandardize a standardized test, then it's no longer standard and it's meaningless. It it invalidates the entire test. A standard item is a standard item is a standard item. And so if you if if we highlighted I'm not going to say that I'm gonna I would get behind that but I would support them um of saying to parents here's the changes that have occurred from I'm going to say 10 years ago give or take when it first came out >> definitely
020it's within the last since co I think >> yeah since co there's been a lot of changes where it's a day it's not three days when they first did the state test the reading passages >> looked the first first grade reading passage or second grade reading passage looked like it was a fifth grade reading passage. The math had more reading than the reading test. So they had skewed these tests and like basically were torturing kids. So with the changes that have been slow and steady, you could present that to people saying we we have really worked hard to you know make some changes that are valid and there is some validity now. We get these scores here. we can calculate certain things. We can see whether our programs are working or not because we're getting
021the data in time. Um the teachers are available to see it. Things that would matter. Those are the things that stopped me from allowing my kids to do it. >> Yeah. The thing is that we and again I'm not looking to criticize anything like that. I just there's a need. We need this as a district as a tool to to >> judge our own effectiveness. Again, it's not just >> in everything we're doing as far as our hiring and our programs and and whatnot. So, >> and it's not just us with the opt out. There's, you know, many districts, especially on Long Island, >> that have high rates and at some point the state is going to address that because there's going to be some type of funding tied to it. So, that >> they
022keep saying that. We'll see. >> I think it's going to be from the federal government. >> Yeah. I don't even want to discuss it on that level, though. I I think there's got to be some kind of positive approach. >> I would agree with that. >> Like you're saying, Sue, >> I would agree with that. where we can bring it to the people in the >> district conversation a little bit. >> Yeah. >> The the next set of slides again is the previous data. It's the mathemat is the math data. We provided the K through five. You've seen the six rate already, so we just didn't include that, but it's again this is the the placement distribution grade level by grade. All right. So again, this is the previous data just to give you a
023comparison from before. And so looking at the math cohort data, very similar to the information that was shared in the reading data and the cohort um data shows that there's progress on average >> by uh grade level compared to other students across the nation. >> And similarly in grades six through eight, we're seeing uh again as the cohort moves forward some increases in percentile but some you know again with some maintenance as well. So those are things that we want to see incremental incre changes and and incremental improvements and that's what the expectation would be. Uh the next set of information again is showing how the students would perform on the state test for math. So similar data with no additional growth. So just to give you that connection. >> Yep. >> And here it
024is with typical growth. Mhm. Um and so you see that there are improvements in the data if the students meet the um typical growth as outlined on the diagnostic. >> And the same for the math for stretch growth. Again, if the students were able to reach those levels, we would see much higher level uh percentages of proficiency on the state test, which would make sense. And here's just a review of the tools and the approaches that were shared with you previously in the presentation that was done in December so that you're able to identify the interventions that were being used. Um the goal really is to accelerate the learning and that is going to be the way that we are able to reduce the gaps that we are seeing um in the data and then
025to be able to um support our students in meeting or exceeding the grade level expectations. And similarly in math, the state has also recent uh released numerousy briefs as well. There's a focus on this. Uh again, we've been focusing a lot on fluency with a lot of daily practice for for speed and retention for students, a lot of data discussions, math discourse, a lot of things that have changed recently to get kids much more comfortable and not say I'm not good at math. That's kind of the goal. So all those things are in place to try to help our students make those incremental steps. >> Thank you. >> It might be too early to ask this question, but do do you think that because of how much we've put into our mathematics that the new
026um that the governor just came up with like some new criteria? Do you think that we're we have anything that we're going to have to adjust for that or is it too early to tell that? Um I I personally don't see that there are any adjustments that are going to be needed and that's simply because not only is the I Ready um program that we use classroom mathematics responsive but so are our classroom teachers. They recognize and identify exactly the skills um that our students need to develop and they respond immediately >> on I'm going to jump ship on this for a second. I down the road I would love to have um a dialogue or a conversation about our just technology and technology use. I don't know what kind of algorithm I'm on at
027home or my social media and stuff. I've been getting a lot of information about technology in the classroom and handwriting and a lot districts pulling back at the elementary levels of the onetoone and just how that impacts in handwriting and now that we know the cell phones in the high school. So, not necessarily here. I guess I'm saying um I'm going to bring some stuff in. I'll share with you some some information. And they're really talking about like reminding us that the technology is a tool and making sure kids still know how to take notes. I think I had read or saw something and and I'm not sure the accuracy, which is why I'm still kind of digging into it about this is like the first generation that's actually less knowledgeable. I can't think of
028the word they used than previous. every every other generation has seen a certain level of growth academically except for the most current one and they are attributing it to technology use um you know losing scripts not knowing how to take notes and definitely down at the lower level and I don't that we don't completely do that and I just want to make sure that when we started the oneto one everybody knows I was a big proponent of it is a tool it's not the only teaching method and I just you know I'll share some stuff and maybe we can have a dialogue about that some point. >> Thank you. >> Oh, I guess I have to tell what's next. Christina, we are up. Thank you so much. Um for the draft school calendar. How are
029we talking about that already? >> It's unbelievable, right? Good evening. Um we are pleased to present for your consideration and discussion the draft of the 26 27 school calendar. You should each have a copy of this in your work session folders for your review. So, looking at this calendar, it's a little bit different than what we've seen in the past. This year's calendar has a total of 183 days with two superintendent conference days and three snow days built in. You'll notice that it definitely looks different than what we've had in the past in that our academic year for students is recommended to begin prior to Labor Day and our school year will span from September 2nd through June 25th, 2027. I know in September we have 19 academic days and one conference day which will
030be on Tuesday September 1st. The first day of students will be Wednesday September 2nd. The district will be closed in observance of Labor Day on the 7th and will resume on the 8th. The district will be closed in observance of Yam Kapor on the 21st of September. In October, we have 21 academic days with the district closed on the 12th in observance of Columbus Day. Taking a look at November, there will be 16 academic days with one superintendent conference day um on the 3. We will have half-day parent conferences for K through 8 on the 9th and the 10th with Veterans Day on the 11th. We will have Thanksgiving recess observed from the 25th through the 27th. In uh December, we have 16 school days with winter recess beginning the 23rd with a return to
031school on January the 4th. Offices will be closed on the 24th and 25th of December in recognition of Christmas Eve and Day as well as the New Year's Day and Eve observed on the 31st and the 1st of January. In January, we have 19 school days and as mentioned earlier, the first day back for students will be on the 4th with our observance of Martin Luther King Jr. Day on the 18th. In February, we have 15 school days. Mid-winter recess will be the third week of February, beginning with President's Day on the 15th, and this year, including Lunar New Year on the 17th, and vacation will run through the 19th. School will return on February 22nd. In March, we will have 20 school days with Easter recess observed from the 25th through the 29th and
032returning to school on the 30th. April, we have 17 school days with spring recess beginning on the 19th and running through the 23rd. We are reserving April 16th as a possible recess day if no snow days are utilized during the winter months. In May, we have 20 school days. Memorial Day will be observed on the 31st with possible recess days on the 27th and 28th if no sto snow snow days are used. In June, we have 18 school days. We will be observing Junth on the 18th of June. Half days for our K through five students will be the 23rd, 24th, and 25th. And our academic year will be concluding with high school graduation on the 25th. So, as stated, this calendar looks a little bit different than we have in the past. We're beginning
033before Labor Day and we have days off in March which we have not had recently. So this >> is always celebrated if it's on a weekend during the week. >> So >> Oh, this isn't I'm going to say um not every district is doing it. >> Okay. >> But we we have enough days in the calendar. >> Okay. >> Um to observe it. >> Will we be doing that every year then? >> I think it depends on the calendar. >> Okay. But right now, um I the guidance allows for a day of instruction on the 18th. Some districts are doing that, others are observing on the 18th. >> I just hadn't recalled seeing it that way. All right. So, that's going to be year-to-year decision. >> Okay. >> Does the board have any questions on
034the draft of the calendar? >> That's what we got to do. >> It's a full year. Okay. Thank you very much, >> guy. No questions. I'm shocked. >> The Wednesday, I'm not going to argue anymore. >> What are you talking about? >> Well, the Wednesday before Thanksgiving, we normally talk about that. But the other thing is we have three snow days. I'm just >> That's new, right? >> That's that's a lot for us. Um, and again, we have now, >> you know, heat days that sometimes have to be a consideration. >> Um, snow days, we've had hurricanes in the past. So this this is actually having three is you know we haven't had three in many many years. >> So so I I just I can we just continue it for a minute? >> Yeah.
035>> So so the spring recess being is so late this year right or this coming year I guess. >> Um it's just unusual to me and then what they're going to tack on the 16th. Why? I'm just it's because >> it just seems like a critical point of instruction >> late late April that we're just throwing a day in there. I mean, normally that break is the first week in April. >> We need to give back a day. This is 181 days and we only need 180 plus two. So, I need to give something back at some point in the year. >> What about March? >> So, April. So, what's striking me is that we're possibly going to have the three days and then Christmas week. I just looked at Monday and Tuesday and who's
036going to come to school. >> I'm sorry, but I just I don't see people going to come to school. And so there you could grab a day, but then if you do, then you're only with one. >> I'll tell you, those little kids are going to come to school because the parents are going to finish Christmas shopping. >> That's a fun week to go to school. >> Who are you going to shop for? the older kids. >> That's where all the all the fun happens the 21st. >> I just don't know what kind of instruction happens then, but >> just it's kind of >> But then you're using a snow you're giving up a snow day before winter really starts. >> I understand. >> Well, here's the other thing. If it snows and we use
037a snow day, they're not going to get that that April 16th. >> That would be the first one to go. I I say the first one to go because it's first in the year. I would just go in order of when they occur. >> So I mean I I think we've had probably one snow day a year >> minimally. >> This year looks is turning to be a little bit different. >> So I don't but I'm saying minimally we'll have one. You >> never know. >> Yeah. The storms have happened on Sunday but otherwise you would have had two already. >> But this this there's a good chance they won't get that 16th. I was I'm thinking at some point the time is going to come where we don't have two weeks in December and
038we wind up taking back like 28th, 29th and 30th. We have or for Christmas. >> We haven't always had two weeks. >> It leads into a weekend. Why can't we come to school 28, 29th, 30? Why do we need those days? Why do we have two weeks of Christmas? That's how I look at that. Two weeks is a long time to not be in school. >> Why do we need February break? >> That's energy That's energy conservation week. >> That's when we were little kids. >> Yeah. goes goes back to during the um embargo. >> But I'm just saying like >> it doesn't always happen that we get two weeks of Christmas, but this year coming up it's over falls over a weekend. So you actually would have 23, 24, 25 and then Saturday, Sunday
039we could go to school Monday, Tuesday, Wednesday and then have off New Year's Eve. No, >> nobody's coming in those days. >> Well, if you shift it at some point and everybody's they're gonna be like, "Oh, what is Susan talking about? I thought she was crazy. Now we really know she's crazy. Um I'm But but I I know what you're saying. Like I'm saying the same thing. >> Yeah. >> Okay. >> You know, and Memorial Day weekend could turn into >> Oh, yeah. >> Very very long weekend. >> Do we know where the AP exams file fall in these because that's usually a late April, isn't it? >> Uh APs usually start right around May 1st. Maybe IBS start a little bit earlier. Uh so sometimes that plays into it, but that shouldn't be uh
040usually it's not prior to that last week in April. I think the latest I think the last few years they may have started 30th somewhere in that range. 28th. >> No, it's that late. Okay. >> Yeah. >> I can check. >> Okay. >> She looking for a sports award. >> They're going to come in probably with Mr. Augustine together. >> They're going to get recognized here. >> Okay. Boy, you've been so patient. Next up is the energy performance contract update that's in here. >> Actually, speaking of snow days, I just wanted to say what a great job our guys did. >> Yeah, absolutely. >> It was a tremendous amount of snow that they had to move and they're still moving snow, anticipating another six inches this weekend. >> Uh it's a lot of work to
041>> get it all up in a payloader and knock it over fences and do what we got to do to get it out of the way. So, the guys are really, they did an outstanding job. And I think it's worth mentioning we had a two-hour delay and it was not because our schools weren't ready. No. I mean, in fairness to those guys, they they really did a tremendous job. >> It's the roads that are too narrow. >> The community, you know, the town of Icelip. >> So, >> town of Icelip was pretty pretty bad this summer. >> Well, that's it. They're narrow, you know, pile. >> There was a lot of cars in different parts of the community. I drove around yesterday that was still on the street, so the plowing wasn't, you know, curve
042to curve. >> Yeah. >> Which was a problem. >> Yeah. >> Well, yeah, it was a lot. I they were back out the town was out again today pushing more which is good >> under the circumstances it was good to have a little daylight. >> Yeah, absolutely. Absolutely. >> We should mention that also. >> Okay. >> So moren. >> Yes. Uh so let's start with budget. >> So you don't want to skip energy. >> Yeah. No. Uh >> do you want to do the >> limitations first? >> The what? the li the income limitations for property tax exemptions. >> We can you want to skip to that? >> Can we want to mention that first? >> We can >> before we do budget. Am I out of >> I was trying I was going to
043warm you up with all the budget stuff. >> Well, you have the three presentations and she could >> do them however you want. >> We can go. Right. So, this is the last page of your budget packet. Um page eight in your budget packet. We have if Uh, as the board, I'm sure recalls, uh, last January, we made a change in income limitations in order to be able to qualify, uh, for our community to be able to qualify for the senior citizen exemption, uh, property tax exemption, and the disability property tax exemption. Um, we are not yet at the state allowed, uh, minimums. uh we are still somewhat below that but we have been moving incrementally in that direction. Uh when we last year we we raised uh the limits by $5,500 across in all
044categories across the sliding scale and we had said that we would reconvene this time this year and we would look at what the impact was uh from that decision that was made a year ago. So that is what this one page is for. You'll see that I've highlighted uh under I is town assessment information. First we have uh your total assessments and then we remove all of the the dollar amount of the assessment related to exemptions. So I highlighted senior citizens and disability. Uh your disability exemption actually went down from the prior year to this year. So it doesn't appear that the income limitation really had much of any impact on that very small exemption category. Senior citizen exemption uh is a little bit more interesting and I wanted to give you some trending data
045on this as well. Uh so in 2122 we had almost $3 million of property uh that was exempt from the tax roll. So that no payment was due on the levy. That meant that that $3 million had to be redistributed among all other homeowners. That went down slightly in 2223, way down in 2324. This is when 2324, if you'll recall, is when uh the new when New York State put in the new rules about how income was calculated and what was captured in your income and what wasn't captured in your income. The biggest uh change there being that they were they now take uh distributions from your IAS and your retirement accounts as income. >> So that raised a lot of people's income and that made them fall out of being eligible for the exemption.
046So you saw that was actually a significant drop right there. Uh next year 2425 and went down a little bit more. Now we're looking at between 2425 and 2526, which is where we made the change and we raised that minimum up. Uh so it it was about $230,000 in uh assessed value that moved. And if you can skip all the way down to the bottom to the the very bottom highlighted line, I just pulled it down below and I just did a quick calculation. So, it was $229,000 in assessed value, which if you apply the tax rate to that, the homeowner's tax rate, it's about $52,845 that had to be redistributed among all the rest of the homeowners. And if you look at what the base is there, so among the homestead share of the
047levy is 81 million. Again, this is just to give you some perspective. So the homestead share of the levy is $81 million. What shifted because of that $5,000 >> change to the income limits was 56 52,000 almost $53,000 out of that $81 million. So insignificant, right? Um and I calculated it both ways just to do a quick cross check. So, we are recommending that we uh this year we raise it again another $5,000 across this all categories of the sliding scale so that next year uh we will be at anyone making under $30,000 would be eligible for the 50% exemption and then the sliding scale begins there and and the categories uh shift as as income increases. That page is in uh is in the agenda for consideration by the board tonight. We need to
048notify town of Icelip. Uh I think by March 1st, I think is their deadline. >> And we're doing this in increments like this to make sure that we're doing it responsibly. >> Yes. And each time, you know, just understanding that each time we raise uh that level, you are going to capture more and more people. >> Right. So this is while it was insignificant right here, I would believe predict uh that with each raise that we continue to do over the next few years, you'll see a more significant impact each time. >> Okay, makes sense. >> All right. So now we'll go back to budget session one. Um here is the budget timeline. Um there is nothing really. I mean we use this um mostly so that we make sure that we get uh the
049legal notices in the paper timely um that we adopt the budget timely because there is a legislative deadline uh on when the budget needs to be adopted. Uh and that does shift every year because the date of the vote shifts every year because the vote is the third Tuesday in May. So as the dates change, the number of days change, all of this changes. So, this is just this just helps uh Caitlyn and myself and Christina Boundard make sure that we're meeting all of our deadlines as we go through the process to have the our schools put together and out to the printer or the six-day notice and that the property tax report card goes up to the state timely and the the uh tax cap goes to the controllers's office timely. The only date
050really of note on this is the April 1st, 2026 budget session number six. Typically, that would be in years past where we would finalize the budget because you you are then voting on it on the 21st, which is your next board meeting. In the last couple of years, we have moved that board meeting. We've backed it up a week, backed it up two weeks, we've canceled it. We, you know, because the state is never ready. Their deadline is April 1st, but they're never done. And even if they were done, they wouldn't have the state date estimates out. So, I'm just just put a little asterisk next to that. Just already anticipate that being a problem. All right, next page. >> And it's probably worth mentioning now, well in advance, that if we did change the
051board meeting, that would be the reason as opposed to something nefarious. >> Yes, absolutely. Sometimes for business reasons it is necessary. Sometimes I'm on very odd timelines. Uh town of Icelip property taxes for 2526. So for this year uh we always go back after everybody's budgets have been adopted and and the tax bills are out and we take a look at uh everybody's increase and decrease and I run you an average. So you can see that across the board for Homestead last year, very very conservative uh increases across the board. You even had a couple of negatives to Homestead, a couple of districts uh because of the base proportion shift. Many districts experienced the same thing that we did last year with the base proportion shift. So there's not not a lot on the top
052on the homestead other than to say very the tax rate 21104 to 21104. I mean really across the board some some ups and some downs but they kind of averaged out but when you look at the non-h homestead very different experience down here cross off Bayport bluepoint cross off Ketquat Hop Sichchum because those districts do not have the base proportion split like we do but look at all the rest of them everybody else was kind of in the same uh the same boat that we were last year where they had a base proportion split that for the first time in a number of years really favored homeowners. Uh and a much larger percentage of the total levy was put on the backs of commercial property to bear. Uh our increase was 12.94, but look at
053West Icelip. Made me feel much better. At the end of the day, they had 28.7% increase to their commercial property. It's crazy. >> Wow. >> Very crazy. Crazy. And if you I think I had noted I noted that on the page. I'll come back to that. Um, so we were not alone in uh in what we experienced last year. You can see this is just so you can see that other town of Icelip districts were in a very very very similar position. Okay, next page is your assessment and tax rate information. Here I just kind of pull some of the highlights because there's a lot on some of these pages for you to look at. So I just kind of drill down to what's really important. So you have your total assessed value and this
054assessed value for 2526 you're looking at 480 million. That's already less the exemptions, right? So I pulled the exemptions out so you don't have to look at that. So that's your total assessed value. Then I give you your base proportions. And again, I'm giving you five years of back history so you can see how homeowners have been picking up a larger and larger percentage of the total levy over the course of uh the last five years. And then all of a sudden there was a drop, right? We went from 65.8 all the way up to 68.3 and now we dropped back to 66.2. Uh which is a pretty significant drop. If trends if that trend continues, we can anticipate something like that happening again. Um you know, all good news for for the Beayshore homeowner.
055Uh we have the total school budget and the increase here. And then you'll see our two largest uh revenue categories, assorted revenues, but it's almost entirely state aid and then property taxes. That just balances it. And and then I always like to show you because we always talk about the base proportion split, the homestead tax rate, the non-h homestead tax rate, and what would be the unified rate if we were Bayport Bluepoint or if we were Sichum or one of the districts that did not opt into the base proportion split. So homeowners are paying $231 and commercial property is paying $325 on their assessed value. It's a significant difference. If you were to drop base the the base proportion split and go back to a unified rate, that unified rate would be $2549. So almost
056a $2.50 increase uh per assessed value. Uh which is significant, right? That's 10% more 10% of what you're paying now basically. >> All right. So I just was like >> it's amazing how much the homestead jump back Morin because it's pre2022 levels. >> That's that's a lot in one year. >> And they do pass legislation on that every year that it can't shift more than 2%. Like that's either way >> up or down and it shifted the entire 2% down. >> So all right anatomy of a budget code. I abridged this time. Jen, you've been here long enough. I think we all know the drill now. So, I shortened this quite a bit. We're going to do just the really quick version. So, all school districts in New York State were on the same coding
057system. We all use the same stuff, right? And that's so there's standard formatting for recording and reporting financial trans transactions. And it allows the state and anybody else who's looking, our accountants, our financial statements, anybody else who's looking to make comparisons either between financial periods or from one district to another district. So the coding system New York State uses is an alpha numeric system. The first uh digit is alpha and that alpha stands for the fund that it is. Believe it or not, we don't just have the general fund even though that's all we that's what we really talk about here and that's what the community comes in and votes on. We have 11 funds. So we have many funds. Uh the general fund is what everybody is interested in. That is the A fund.
058Then you move immediately after that to the numeric portion. The first four numbers are your broad function category. So that separates and the way that the budget is separated, it's kind of like, central office, school buildings, transportation, employee benefits, and debt service. Like those are like the five categories, the five large categories. And it breaks down further. Superintendent's office is 1240, business office is 1320, but both within central office. That's your first four numeric digits. your function code. New York state over the years has decided that they really don't like their own system and it doesn't make a lot of sense which is why they then they make us break it down differently. So a lot of times I'm disagregating data then I'm reagregating data and presenting it in a different phase because they now
059after uh many years they've decided that it doesn't necessarily suit their purposes all the time. Your next four numeric values are called the object of the expenditure and they're basically broken down into salaries whether they're professional considered professional salaries or staff salaries, equipment, contractual, travel, uh supplies. Those are basically the five. So it's broken down that way. So then you could look at supplies across the district. I could pull it by the 5,000 codes and I could look at all the supplies that were purchased district-wide. Or I could say, I just want to see what's going on in Brook Avenue, what Brook Avenu's expenses are. And that would be the last coding of the expenditure, which is your location code. And you can see I've listed all of our location codes there. So when you're
060This is a handy little guide, and I made it shorter because when you're looking through the budget, if you're not sure what something is, it's it's you'll pretty much be able to figure it out by flipping through this whole guide. I do use this all the time still. >> Yeah. So, thank you. >> So, if you have if if you're looking at a 1325 416034, the A would be the general fund, the 1340 1325 would be the treasurer's office, the 4160 would be travel, and the 34 is a district-wide code. Right? So I as soon as I look at that I see those numbers in combination I know exactly where in the budget uh we're what we're discussing and I use those numbers to reagregate disagregate reagregate over and over and over again to look
061at the budget in multiple different ways. If I want to pull out just the Xerox machines, I can go to 4,300 rental, the object code, and I can pull up all the Xerox machines in one spot. All the equipment purchases in one spot. Or like I said, building by building, department by department. It's all for ease of uh budget manipulation. Okay. All righty. Now we have our Okay. Uh so the governor did her state of the state about a week after that we received our state aid estimates. Um I have them here for you. You know a little different than previous years. Um but you know remember I always like you to focus on the columns. It's very important because as we move through different fiscal years, the markers change depending on when we're looking
062at things. So your first column is estimated for 2526. That is how we built the budget. We made an assumption in April of 25 that for 2526 we would have the 76 and a half. Forget the forget the categories on the bottom. UPK that's done through a completely that's done through the grants. It's in a different code. It's not even in the general fund. So kind of stick with that middle general fund totals. So we were assuming April of last year 76.5 million in aid. Now we have current law. Uh so what that would what our aid is now based upon current law. And as you can see it actually went up a little bit. Went up about 1.1 million. We never see that. it always goes down from estimated to current year actuals. So
063that is a uh pretty big jump. Then we move on to the governor's proposal. I have highlighted excess cost high cost um because as you can see there's a significant reduction right there. I do I do not anticipate that holding true. That is because down uh in the office of pupil personnel the stacks weren't filed timely. So and that's every kid has a stack. There's about 30 steps in the stack process to to make these to make them aidable depending on their services. Uh and when the stacks aren't timed aren't entered timely, you can have they don't make the database, right? That's when you hear them always saying that close the database. They close it for purposes of being able to run these numbers. That's why they close the databases. So the stacks weren't put
064in. They didn't make the database. That money has not disappeared. that money will come back once the stacks are filed. Um, so I would anticipate a million- dollar increase to that category and that's how I will build my budget. I'll build that in. I'm not going to just ignore that just because this number is off. Uh, so that will bring you all the way across. uh and you can see I then take it and I do I give you governor's proposal versus current law and governor's proposal versus uh estimated because really for my purposes in building the budget the important one is the governor's proposal versus the estimated what I used to build the budget last year not what the state tells me that they're going to give me now right that's not important to
065me had that gone down had current law been less and I didn't note that properly or or build the budget properly I would have I would have a gap in the budget without revenues. So that's always something to keep your eyes on. You're never comparing apples to apples and oranges to oranges. It's always apples to oranges. So we have to make some allowances. So there were a lot of changes to the foundation aid formula this year uh which are which are driving some of that aid. many of which came from recommendations that were made in the Rockefeller report about the fact that a lot of the data and the metrics that they were using to calculate state aid were uh not as accurate as they should be. For example, in one particular calculation, they were
066using census data from 2000. I mean, we've all been here since 2000 and we know that there have been there's been a significant change in in the community, the demographics of the community since 2000 and they're starting to roll that into our uh state aid package by using different metrics to calculate wealth and poverty. Um and they also there was a pretty significant change in what they call tap fu which are students who have students who are high need and whether that be u because they're elelll students whether they be special education students those students are all aided at a higher rate. So, and then we had the wealth of the community in general which dropped. Right? When I first started here in 2000, our combined wealth ratio was just under one. I think it
067was 0.98. It's dropped down to 7. Right? So, when now they're calculating that in because they're not using the census data from 2000. So, all of a sudden there's a more accurate picture of what our community looks like currently. And you've had a large drop in the CWR from one down to seven. you've had uh we had a large increase in our TAPPO. They're looking at 303 additional students that would fall in those ELLL categories or special ed categories. And um we were thrown into a different category even as far as your your flat general uh foundation aid per student because there are multiple categories there with districts with higher poverty receiving more per student than uh districts with higher wealth. So I think there were three different changes that fell into uh our state
068aid estimates. Uh but I would say that the state is catching up to reality. All right. So next page we move on. And again I just said before oh so this page but because there were so many differences in the foundation aid formula. They decided to put out a report and they're calling it the foundation aid formula explainer report. I didn't name it. Honest to god that's the name. It's on all the websites I that they couldn't have come up with something better than the explainer report, but that's what it is. Unfortunately, the link doesn't work. So, I can't explain you nothing on that. >> They haven't figured they haven't figured it out. >> They haven't figured it out yet. I mean, I just gave you all the reasons, but I will keep watching this.
069I did check the link right before we came down. Um, >> you get a lot. >> Yeah. So, the link still isn't working. Uh, so we'll we'll circle back to this at some point in time because there are some explanations on the bottom, some narrative on the bottom. I thought it might be interesting if it actually worked, but it doesn't. So, you're just going to have to take my explanations for now. Okay. Tax cap. Right now, tax cap is in draft format. Um, this does get filed by March 1st with the comprollers's office. uh which doesn't you could still you could go back in and you could unsubmit and you could alter it between um March 1st and when the when you vote on the budget which for us I think is April 21st this
070year. You do have the opportunity to change it but it is filed by March 1st. A lot of times at this point in January I don't have all the data. This year I do. I think my tax cap is pretty much locked in. I don't anticipate it changing um between now and April. Um the only thing really of note for me on this as we do not have expiring debt this year. So our capital tax levy exclusions did not change significantly. Uh but the pilots, which is, you know, something we all need to be concerned about, increased about $200,000 this year and and they're they're continuing to go up. There have been a a lot of uh pilot agreements signed. I would say that we've gone from about $2250,000 up to about 1.6 up to
071now 1.6 million. And this is last year. This is this year's data. This is what we're anticipating to receive in 2526. So we're always a year behind because they won't even give us what 2627 looks like. So I just run it a year behind in the tax cap. My tax cap has been audited many times. um controller's office is well aware of that and they're they're fine as long as we are following uh the the same scheme each year, the same uh tracking the same numbers, but that's a large increase. Just kind of pointing that out. Keep your eye on that as well. >> Is there any way to get a like I'm sure you could you get like a fiveyear um of what the pilots have increase? I'd like to just see that in
072>> Yep. >> black and white. >> Yep. I can get you that. No problem. Okay. Um, and that was that was that because we did the town of Iceland, we did the income limitations. So, that's everything that's in the budget presentation unless anybody has any questions. It's early. It's very, very early. This is just first blush. We haven't even looked at any expenditure codes yet. This is just a little overview. It's a teaser. >> Um, any questions? getting us all excited for what's to come. >> All right, so we will move on to the EPC. Um, as you might recall at previous board meeting, we had a conversation about the scope of work that was included in the EPC that we've been working on for probably the last five years. And because of the high
073costs associated with transitioning to solar, we decided to remove solar from the EPC package. Um, it required that we had to do a significant amount of roof work, which we could easily put off a few years. Um, but the biggest cost factor was upgrading all of PSEG's uh points of connection because their equipment is substandard and couldn't handle the load of the solar that we were looking to put onto the buildings. Uh, and they were passing those costs on to us if you recall having this conversation. So, we decided to pull the solar out. So, I pulled So, we did that. So, we pulled the solar out. Uh, but then I we really don't need to prioritize that roof work, some of which was being done a little bit in advance in order to to
074provide proper structure for the for the solar uh equipment. So, I pulled all the roofs out and then I said, "Well, you know, maybe you could we just ran through transfer to capital uh new boilers and we had designed and submitted to SED new boilers in three buildings, Fifth Avenue, Brook Avenue, and South Country. Six boilers, two boilers in each building. Those boilers are all 40 years old placed." So, we were going to do that with transfer to capital, but I said, why don't we put that in the EPC because we know that we have renovations that are really necessary for the special education uh department in order to accommodate um our uh growing in-house um enrollment. So they were able to it took them a little bit of time to engineer all of that
075to make sure that they could get that in the payback period, but they have took on taken on the replacement of those six boilers. Uh and they are able to include it within the EPC. It doesn't change the numbers much. They pulled the roof out. So I think we're pretty much other than Carrie Antondo at Ingram Smith who's going to take one good final look through this as she does because this is this is her lane these EPCs. Um I think we're pretty much ready hopefully for an to get the agreement signed in February and then we can move forward. You know, one of the things that we've been haven't been able to accomplish while this has kind of been on hold are the renovations to the auditorium at the high school, which everybody is
076really really looking forward to. So, we're excited to get some of this stuff forward. I think everything's up to the state now. It's all been designed. It's up to the state. It's all been approved. Um, so we should be starting work on the EPC this summer. >> Great. >> So, so the roofs, you mentioned the roofs. Our roofs, our roofs are pretty pretty much in good shape. It's just that we want they wanted us to upgrade the work too early because we still have >> that phase of work that can be done later. >> Yeah. >> So, so we did a lot of roof work maybe 8 to 10 years ago and you know it's still got time before we want to go ahead and the roofs. That's why we moved it over. >> Correct.
077Because they really want to see a 15-year lifespan but none of them were you know were kind of where they needed to be. >> Double spending if we did that and we shouldn't. >> Yep. We are doing some roof work at the high school here this summer. Um we have one area that's that needs to be done. So so we'll continue to focus on that and prioritize that as uh as the need arises but we there's no reason to do it early. >> Right. So really taking from a financial perspective taking the solar out really made a lot of sense. >> And and we're also getting the benefit of not only having new boilers which we need desperately but the efficiency that goes with that which will be savings in these coming years. They'll be
078dual fired of course, right? Like >> Yep. >> Do we have gas in all the buildings? >> We do, right? >> Um not in >> Brook Avenue. >> Not in Fifth and Brook yet, but we will. >> Okay. All right. So, that was that. Um and that's all I got. That's all the excitement for this week. I've been in the right track. Thank you. >> So, Lou, in the interest of of losing everybody tonight, sorry we ran a little late. We have one quick quick item and then we're going to get on to the good stuff. >> No, that's all right. This is quick. There's nothing really to add to last week's. You had last week you had the uh agenda preparation and dissemination draft copies that had >> the proposed new language and the
079proposed deletions. And then same with the minutes this week you have the uh actual drafts as they will stand. >> Okay. >> I have nothing really to add to them. Everybody's read them. The only thing that uh I would point out is the uh number of days, but we've talked about this before. number of days that information should be disseminated before our meeting, but otherwise there's nothing else for that. >> All right. Any questions on those two policies? >> Okay. >> All right. Can I get a motion to go out of work session? >> Second. >> All in favor? >> I. So carried. And a motion. Does anybody need a minute or can we go right into the good stuff? A motion to go into public. >> Motion. >> Second. >> All in favor? >>
080I. So carried. All right. Um, welcome everybody. Can we stand for the pledge of allegiance? >> And Andy, would you like to take a stand? >> Sure. >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. Okay. If there are any um questions, comments from audience on agenda items or agenda items only. I didn't think so. All right. So, we have a great night tonight. Lots of things to celebrate. A lot of students to celebrate. Um everybody doing great things. So, we have gonna start it off with if you want to >> Mr. Britello come up. >> Gonna every year I'm going to take Mr. It's Hell's Thunder. U but every year the
081district selects a holiday card and this year and it goes out to the entire community. This year was unanimous. Um didn't take us very long to select uh the card, but I'm going to just turn over to Mr. Rattello to make the presentation to our outstanding student. >> Hey everyone. Well, every year every year and I'm going to hold the card up. We have I'm not going to say a contest, but we have a system where our teachers, our art teachers present their best holiday work for recommendation for a holiday card that the district sends out this year. This year, and I see they're sitting right up front, it was Ulia from the middle school who won the holiday card. I'd like to invite out Miss Story, our teacher. come on up. And I know
082Miss Turan has great things to say about Julia. I don't want to put her on the spot, but I know she put me on the spot. >> And I think she wants to thank her and congratulate her as well. >> A congratulations, Julia. Uh Julia is one of the most talented students I've ever had the pleasure of working with. And she made this gorgeous card. She probably made four of them. She's like light years ahead of all the other students in the class. She's so quick and so talented. So, I'm incredibly proud and not surprised at all that her card got chosen. >> Great job. >> Shall we? >> Yep. >> Take a nice picture. Congratulations. ready. Beautiful. The next set of recognitions will go right to athletic department and Mr. Aragino and Mr. Nagest.
083>> Thank you everybody for having us here tonight. Um I you know I really appreciate your time. Uh we've had a very special uh fall season and we have some incredible athletes and incredible teams that have done some incredible things. So we're going to start off first with our girls volleyball program and coach Soler is going to come up and she's going to talk on behalf of her team and her two outstanding athletes. Uh just a quick note, coach Solinger was this year named the League One co league two coach of the year, one coach of the year, uh Suffach County coach of the year, and New York State coach of the year. So thank you uh thank you for having us and for your support for this entire year. Um we had such a
084tremendous season. and we went 20 and one this year. Um, unfortunately ending in the county final, but um, I'm really proud of the success. We had 18 league games, which I think is the most anyone should ever play. Um, it was every single Monday, Wednesday, Friday. So, the fact that we were able to get all the way to that county final and push through and really have our playoff run in our own gym was something so special. So, just really thank you for all of your support throughout that. Um, our first player, Haven, do you want to come stand? Um, our first athlete is Haven Mills. Um, Haven is a sophomore. I have been lucky enough to coach her with me since 8th grade. I pulled her up to varsity. Um, Haven actually last year
085broke her ankle, one of the first few practices. So, she missed the entire season. She came back, I think, in our last regular season game. So, the fact that she was able to really bounce back from last season to this season and be a real tremendous part of our success. Um, she led our team with 336 kills. So, it's a lot of points just generated from her. Um, and she went on to be named to the all Long Island team. She was named to the all county team, which is the top 25 players um, in the county. and she was also named to the all county tournament team which is for her play in playoffs. So lucky for us she's only a sophomore so she will be back and um we are just really proud
086of everything she's done over her time with us and we really can't wait to see what she does next. So Haven Mills and we'll take a picture of you. Yeah. And then next we have Kelsey Kennedy. >> So, um, Kel has also been with me since an eighth grader. >> You should revival team. >> You can see the the other jerseys. So, she plays a very different position. Um, she's been with me since 8th grade. uh I saw just where her career was going to go and trusted the Labaro jersey with her. Um so she has been the only one that I've given that jersey for the past few years and I am very sad that we only have one more year left together but thankfully we only have we have another year left. Um
087she just has done everything her defense her service team coaches have told me that they have planned practices around her to keep the ball away from her. Um, so that's just really special to hear. She uh surpassed our dig record this year and she reached her thousandth dig during our county final game. So that is a tremendous success. Um, she also led our team in service aces. So just her alone, she's not only helping towards without those passes, we would not have kills and she's generating her own points with the service aces. So Kel has been named to the all state team. um the all Long Island team. She was named the number one labro in Suffach County. Um she was also named to the all county tournament team for her play in playoffs. So
088she really does it all except for at the front row. But um she definitely makes up for it in the back row. So just very thankful that we have another year left, especially with both of these girls because I foresee our playoff run being a little bit longer than it was this year. So really looking forward to having them both back and getting back in the gym in August. >> All right, we'll do all together. >> Okay, we'll take a go for >> Okay, next up I have my uh soccer pro team uh outstanding year again in this, you know, first playoff run in many years and they'll talk a little bit about that as well. So, I'm going to bring up my my two coaches. Uh, Coach Meet Massud, I'm sorry, and Coach Hernandez.
089Come on up. Excuse me. I'm going to be reading a little bit. I used to be able to remember things, but getting a little old. So, um, good evening. Thank you for having us here tonight. Uh, when I signed on to coach with coach Hernandez last school year at Beayshore, I didn't really know what to expect. I'm here to tell you that it has been nothing but pleasure so far. The administrative professionalism, the family support, and the student involvement have been nothing short of amazing. I'm happy to report to you that in our second season as a coaching staff, Beayshore soccer is back in the playoffs once again after seven years of not getting in. Uh, we made it to the Suffach County semi-finals, but our journey ended there. This was a team of individuals
090from all different backgrounds that came together to be the change they wanted to see in their soccer program. They be they became the competitors we wanted them to be. Soccer is a team game and no one no one player accomplishes anything without their teammates. However, we are here tonight to recognize two young men that have played their hearts out for their community. Up first is a young man that had a season that only one Beayshore player has ever beaten. According to our research, in 1964, an amazing player by the name of Benny Mer scored 24 goals. >> Meler, sorry, I apologize. Uh, scored 24 goals, which is the most goals in a season in Beayshore history. >> Hisham chased a record this year that has stood over 60 years. Unfortunately, he fell short by one
091goal, >> but I I can tell you that his 23 goals is was third on Long Island, and he's just a phenomenal phenomenal player. He's a multilingual student who balances work, sports, academics, and volunteering flawlessly. Hishim is a student of the game and he's a testament of how much a player can improve in one season if they just commit to it and are willing to do what it takes. No one but us knew his name and what he was capable of in Suffach County prior to the season. I assure you they know his name now. >> He was selected as an athlete of the week by Newsuesday and he was named to the all county team as well as the all state team for the 2025 season. Hisham is a competitor who makes his teammates
092better. We like to refer to competitors like Hisham as commanders. He's a leader of men and he will succeed in anything he chooses to do in life. I present to you 2025 Beashore all state soccer player and a better human. >> Okay. Sorry. Next time. There we go. Okay. So, up next is a gentleman that transferred to our our melting pot last year from Florida. He met the demands and challenges of adjusting to a brand new environment. He excelled in a sport as well as academics. He used to he he was used to winning in Florida and he had to suffer through a losing season in his first year with us. But he was committed to getting better and he was committed to making his teammates better. He is one of the best. He's on
093one of the best club teams in the region and he put his high school back on the map. Ager Agira Gomez Corta is the way you say that. Uh we refer to Ager as the A train because that's how he plays. He's a force of nature and an unstoppable runaway train when he's attacking defenders down the left side. And it's incredible to watch. Ager not only scored 18 goals, which was number six on Long Island, but he added 10 assists this season. In just under two years of being in New York, he has cemented himself as one of the best players on Long Island and he is looking to continue to play at the next level at at the collegiate level. He's heavily recruited and he has been selected as an allstate and an all
094all east region player, which are the best players from New York, New Jersey, and Pennsylvania. This is the A train. Agger Agira Gomez Corta. I love your shirt. Love your shirt. Okay, next up, boys volleyball. Another outstanding year. And I'll let Coach Jensen, who was named the News Day, uh Newsuesday coach of the year for Suffach County. Coach Johnson, >> thank you guys very much. So, I'd like to start by saying uh this team last season, so not the season that just passed, but right before we went seven and seven and just fell short of making the playoffs, took pretty much the same exact team led by these boys and finished with a regular season of 13-1, earning the one seed heading into the playoffs. So, tonight I am honored to recognize these three exceptional
095student athletes from our volleyball program. We have James Huber, Nyall Hogney, and sorry, I almost had it, and Zara Gonzalez. This past season, all three played a major role in leading our team to a county finalist finish, all earned Long Island recognition, and were all selected to the Long Island All-Star team. These honors reflect years of commitment, discipline, and consistent effort. James and Nile also made school history this season by becoming the first two athletes from Beayshore ever to be named all state in boys volleyball. That is a tremendous achievement not only for them individually but for the program as a whole. I'd like to also add that James Huber was awarded with setter of the year for Suffach County and Nile received all county elite which is the top eight players in all of
096Suffach County and he also received all Long Island first team honors. Zarab's season looked a little different due to a late season injury, but if anyone followed our team, they would know that if he had stayed healthy, he would have been right there alongside James and Nile as an all-state selection. Even with that setback, Zarab still earned all Long Island honors and was also named to the all county elite team as a top eight player in Suffach County. That speaks volumes about his impact and level of play. What truly sets James, Zarab, and Nile apart is not just their athletic success, but it's their approach to the game. All three have been with me and a part of our program since they were in middle school. And throughout that time, they've shown what it means
097to truly be coachable. They listen, they apply feedback, and constantly work to improve. That mindset has driven their development and helped elevate everybody else around us. It's been a huge reason for our success this year. Beyond the court, they've represented Beayshore with maturity, leadership, and respect. They've helped mentor younger players in our program, setting expectations through their actions. And while they've taught those players a great deal, they've also helped me learn and grow as a coach, which speaks to the type of leaders they've become. Appreciate you guys for that. James, Zarab, and Nile should be extremely proud of everything they've accomplished, not just this this season, but over the course of their entire volleyball careers. On behalf of our school community, congratulations to all three of you. We look forward to seeing what comes next.
098Let's get a quick picture. >> You guys, >> if you have a maroon envelope or poster, you can fold it. >> What a gentleman. Nobody know. I cannot see. >> Why don't you give the >> Can we do Can we do the Volleyball. >> Yeah. >> Volleyball will start. Ready >> girls. I know. >> I'm going. >> All right. Now I love it. I'm going stand up. And before everybody leaves, can we give Miss Agustinino, Mr. Nagenas a big round of applause? Honestly, I feel like they've brought so much to it, especially Chris right now. Teddy's just been driving this for a long time. Um, but the teams are just really excelling and I think it's under great leadership. >> Oh, thank you. >> You learned from Wait, I looked down at him and I
099was like, where are the mints when I need them? That's like the joy his throat >> was getting out of the car and I saw him there. I'm like, "All right, great." >> Thank you. Thank you very much. >> Good night. >> Oh, yeah. >> To join. >> All right, we're going to keep plugging right along. Nobody wants to stay for the rest of it. >> No, >> we got more stuff to do. >> Hey, they got the budget. >> All right, everybody got the budget presentation. All right, we keep a few stragglers. >> You're staying. Look at this commitment. >> Yeah. Okay. So, um A1, Dr. Maloney. >> Correct. No. Who's that go to? You >> goes to me. A1. Can I get a motion to approve the board of education mids of the
100executive work in public sessions of December 17, 2025 and executive and work session of January 7th, 2026 and public session of January 16, 2016? Are there any questions or comments >> on a question? Could you just explain why we had the meeting >> on the 16th >> on the uh on that Friday? >> Again, that was for the board to initiate the sale of bombs and there was a 20-day period that we had to get that in which I believe February 11th is our next board meeting >> where we'll be awarding the bonds and then at that particular point we will be um transferring the money to um pay off the other cases that we just settled the 16 cases. >> So we needed a time frame. >> It was it was by law it
101was 20 days we had to file it. >> Okay. And I and I think what's important is that we had received the money from the insurers the day before. So that was the very first opportunity that we actually had to do it and then we were backed up because of our board schedule. So community needs to know that. >> Okay. Can I get a motion? >> Motion. >> Second. >> All in favor? >> I. So carried. >> Mr. Pashkin B1 through B1. On page B1 to B1, the board will find a motion to approve the professional staff resignations and retirements as listed. We recommend its approval. >> I'm going to acknowledge two people in the audience right now that are here. I'm not so sure we're going to say yes. Don't laugh yet. But Mrs.
102Anisani and Mr. Otella, congratulations on your retirement or your wish to retire. So >> for the student athletes, >> but you're here. So >> very good. So can I get a motion 4 B1? >> Motion. >> Second. >> All in favor? >> I. So carries. >> Congratulations. >> Monica, no for you. >> Yeah. Yeah. >> We are we going to isolate each one? We're gonna vote on each one. Uh B2. >> On page B2, the board will find a motion to approve the professional staff requests for leave as listed. We recommend its approval. >> Motion. >> Second. >> All in favor. >> I so carried. I'll just pause. If there's any question or comment, just throw it in between. >> Um B3. >> On page B3, the board will find a motion to approve the
103professional staff appointments as listed. We recommend it approval. >> Motion. Second. >> All in favor? I >> I so carry. B4. >> On page B4, 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 carried. B5 B5A. >> On page B5 to B5A, the board finding a motion to approve the civil service resignations and retirements as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. >> B6 B6A. >> On page B6 to B6A, the board find a motion to approve the civil service request for leave as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. B7 B7A. >> On
104page B7 B7A, the board find a motion to approve the civil service reinstatements as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B8 B8A. >> On page B8 to B8A, the board finding a motion to approve the civil service appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carried. B9 B9 A through C. >> On page B9 and B9 A through C, the board finding a motion to approve the list of substitute appointments for the uh various units. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carried. B10 B10A. >> On page B10 to B10A, the board find a motion to approve the civil service change in assignments as
105listed. We recommend its approval. >> Motion second. >> All in favor? >> I. So carried. B1. >> On page B11, the board a motion to approve the list of co coach volunteers for the 2526 school year as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B12 B12A. On page B12 to B12A, the board find a motion to approve the Mary G. Clarkson School Act schedule and club advisor's payroll for the 25-26 school year as presented. We recommend its approval. >> Motion second. >> All in favor? >> I so carried B13 B13 A through B. >> On page B13 B13 A throughB the board find a motion to approve the coaches X schedule sports salaries for the department of health physical education athletics for the spring season
106of the 2526 school year as presented. We recommend its approval. Motion. >> Second. >> All in favor? I >> I so carry. B14. >> On page B14, the board find a motion to approve the amendment to the high school X schedule for club advisers for the 2526 school year as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. >> Uh Moren C1 C1 A through Nages C1 and C1 A through N. >> Mic. The board will find a motion to accept and place on file the financial reports and the claims auditor report for October and November of 2025. We recommend it approval. >> Motion second. >> All in favor? >> I so carried. C2. On page C2, the board will find a motion to approve the taxation
107schedule for property tax exemptions or the income limitations for those 65 years and older and/or persons with disabilities to qualify for uh property tax exemptions. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. C3. On page C3, the board will find a motion to authorize the personnel listed to receive mileage allowance for travel within the school district at the IRS approved rate of 22.5 cents or $19 per mile uh based upon usage of the vehicle. Um and timely submission of proper certified bills and mileage tabulation. This change takes effect January 1st, 2026. We recommend its approval. >> Motion second. >> All in favor? I >> I so carry. >> On C4 and C4A, we have um the next couple of items, several donations. Nobody's here to speak to
108them this evening, but we these are nice, really amazing donations, so we just definitely want to give them a a nice shout out. Um C4, C4A, Moren, on pages C4 and C4A, the board will find a motion to accept the donation of interactive communication boards for the UPK center. Mary G. Clarkson and South Country Schools donated by Rockco's Voice for Autism. We recommend its approval. >> Motion second. >> All in favor? >> I. >> That's huge. Beautiful. C5C5A. >> On pages C5 and C5A, the board will find a motion to accept a donation of a of a new sound system for the Mary G. Clarkson School donated by Matthew Modula Jr. of Talking Moose Productions LLC. We recommend its approval. >> Motion. Second. >> All in favor? >> I. >> Another tremendous donation C6 and
109C6A. >> And on pages C6 and C6A, the board will find a motion to accept very generous donation of $46,000 from the Hogland family to improve and add to the Gardener Manor playground. We recommend its approval. >> Motion. Second. >> Second. >> All in favor? I very um incredible donation and if I'm not mistaken there she's going to come next next meeting >> with the um PFA from garden matter but we want to acknowledge that specific donation as just it's so appreciated. >> Um we motioned it. All in favor? >> I so carry. I think I said it but whatever. >> It's okay. >> Uh C7. On page C7, the board will find a motion to declare as obsolete the kitchen equipment listed uh coming out of the South Country School. We recommend its approval.
110>> Motion. >> Second. >> All in favor? >> I. So carried. >> Uh Dr. Outlaw D1. On page D1, the brought to find a motion to endorse actions taken by the Bashro Committee on Special Education pertaining to students being considered for services as noted in the CSSE minutes on the dates listed annual reviews for the 2526 school year and referrals for December of 25 and January 26. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carried. >> D2. On page D2, the board will find a motion to endorse actions taken by the Beayshore Committee on Preschool Special Education pertaining to students being considered for services as noted in the minutes listed. We recommend its approval. >> Motion second. >> All in favor? >> I. >> So carried. Sorry.
111Dr. Maloney. E1. >> On page E1, the board find a motion to resend current board policies, board organizational meeting, regular meetings, and the notice of meetings. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. E2. >> On page E2, the board find a motion to approve and adopt the revised policies board organizational meeting, regular meetings, and notice of meetings. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. And E3. On page E3, the board find a motion to approve an impartial hearing offer, sir, in an inc impartial hearing case number 674722 um selected from the list from the New York State Education Department. We recommend it approval motion. >> Second. >> All in favor? >> I I so carry. Are there
112any? Okay. No comments or questions from the audience on site. >> Thank you for all you do. All right. Can I get a motion to go out of public and we will be going back into executive. >> I do have um >> Oh gosh. And I in my head while we're doing this, let me take that back. >> I got >> as I'm going I'm like we have to have the update. Schools update. Schools update. Schools update. You >> know, there's a lot going on. I understand. >> So, okay. We have our schools update before we go out of meeting. >> Yes. >> And go ahead, hit it, David. >> Yes. So, good evening. I'm excited to share the highlights from the month of January across our school district. Uh UPK students celebrated the holiday
113season with eight winter concerts across two days led by their music teachers. They held two spirit days, pajama day and my dream job day. Students dressed up as police officers, firefighters, doctors, teachers, and more. Uh they also held their monthly morning munchies, family style breakfast which uh brought all the staff together. uh Brook Avenue School in celebration of the holiday season with our families. Uh the school uh facilitated a magical winter showcase performance under the direction of music teacher Miss Carr. This month, the family engagement math night Olympics were led by math math specialists Miss Mack and Mr. Ortiz. Fifth Avenue School students recently enjoyed an engaging visit from the Kids Strong team promoting strong bodies, minds, and character development. and the railroad safety tracks program. The Fifth Avenue School community is also thrilled to
114welcome the weather school with News12 anchor Sam Mcgiri for hands-on interactive weather fun. Mary G. Clarkson School hosted a winter wonderland event featuring student performances led by music teacher Mr. Shear. Students and families also enjoyed a lighted classroom window walk, an interactive dance party, a student created steam hallway, delicious treats provided by our PFA, and special visits with Santa and Mrs. Claus. Garner Manor School. As part of the holiday season, the third grade singalong brought families together to enjoy student performances. Students and staff also participated in kindness week, sharing acts of kindness throughout the school. Looking ahead, they're excited to launch the whole school read initiative and introduce the first book this month. South Country School hosted its uh successful fourth and fifth grade winter concerts celebrating the holiday season. The PFA donated board games
115to all classrooms for indoor recess. Students participated in engaging workshops led by the Suffach County Police Department and had an inschool field trip by Sam's Weather School from the former News12 meteorologist Sam Mcgiri. At Bashore Middle School, the school hosted the Bashore Middle School basketball challenge on January 23rd. The National Junior Honor Society Super Bowl food drive will run from February 2nd through 6th and the drama program will present Anything Goes on February 5th, 6th, and 7th. At the high school, we successfully wrapped up the January exam season. And we now look ahead to welcoming middle school students for the eighth grade shadow program, which begins next week, I believe. Uh the high school will also celebrate 100 years of Black History Month commemoration. Planned events include assemblies and spotlights highlighting history, music, fashion, and
116dance throughout February. And that concludes the monthly report for January. Thank you for the continued support. >> Thank you. >> And actually, David's going to be joining us on Friday. We have a few elected officials coming on Friday. And David is going to share his beh the elected and also a few other students. Looking forward to that as well. So, thanks David. >> Thank you. Thank you. >> Thank you. Thanks for doing that. >> Okay. Now, can I get a motion to exit the public and go into back into um executive >> motion? Second. >> All in favor? >> I. So carried.