001Okay. Good evening everyone. We have some special guests here tonight that are going to lead us in the pledge of allegiance. Right. >> Okay. So, we're all going to stand up. We're gonna >> probably have Mr. Rivera, I think, is going to introduce them. And just to let you know is I had the pleasure of visiting Mr. Rivera at UPK about a month or so ago and these four amazing students. It was at arrival time um doing the pledge and then the UPK pledge. I was so impressed. I said you have to come to the board meeting and they they took me up in my office. So I'm very very proud of that and thankful. So I'm going to turn it over to Mr. Rivera. >> Hi. Thank you so much for having us. Good
002evening. Um thank you for having our youngest marauders here today as well. And I want to thank the parents for bringing them because I know we had a late night last night as well. Uh I'll let Miss Conway introduce them. >> Thank you everybody. We're so excited to be here. We have May Cole. We have Aurora Villar. We have Chloe Holmes and Noah Call Ruiz. So we're thrilled to be here. >> Awesome. >> Ready? Go ahead. Ready. 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 liy and justice for all. >> Thank you so much. >> Thank you. Great job. So, we have a little gift for you guys for coming and to our meeting today. And we're going
003to take a picture with you if that's okay. >> Come on over here. You all right? Ready smile. Thanks for visiting. >> Byebye. >> His little face when he or something on yours. >> Yes. We're starting with the littlest marauders and I know we got the biggest marauders here too. I always get here and when we see students it makes me so happy, >> especially familiar faces. >> Thank you. >> All right, >> on to the meeting. So, you're going to go over zones of regulation with us? >> Yes. So, the zones of regulation is an ev evidence-based program that teaches students to identify their emotions um as well as tools as to how to regulate or manage those emotions. It is designed for very young students starting at age four, which what's wonderful about
004it, it's something that we can do with all of our three different programs that we have at the UPK program. So, um this also does expand through upper grades. Uh but for the purpose of our building, we are going to implement this uh building wide with everyone. It meets the needs of neurodeiverse students as it is very easy to modify and also very visually presented. Um the program does provide very neutral language. So if you turn to page three, um there's some examples there of instead of saying this, try saying this, which will bring very common language to our building as well with um our classroom management. um when we are working with very young children that are really um learning how to identify how they feel. It improves communication and also co-regulation for student,
005staff and caregivers. Um and by co-regulation, it is assisted and facilitated through with an adult working with the child. Miss Buuhan has um implemented this program with some of her students already and I like for her to share some of the um applications and also modifications as well as the success that she's had with being able to work with families for them to carry over the same type of systems and um responses and language at home and school. And if you see, I know you're turned to that page. We have it in English, Spanish, and French um for a lot of there's also a lot of posters for our classrooms in addition to um training that's embedded with this um and curriculum. Go ahead, you talk. >> So for students that cannot expressively identify their
006emotion by saying, "I'm angry," they're able to point to the color, which still allows them to express how they're feeling. with modified materials. I've used items like this for a student to match or point what tool they need to get them from, let's say, the red zone back to green. This is easy to modify and individualize to any student's needs. For the most diverse needed, students with the mo, excuse me, for the students with the most diverse needs to those that have different communication styles. It's great for young learners and those with special needs. The program was met with very positive engagement from my staff and from the parents that I'd implemented it with in the past after some minimal training for parents. They were able to carry it over in the home, even going
007as far as parents squaring me in the morning and being like, "So and so was in the red zone, got on the bus in the blue zone, just so you have a heads up." So now my staff and I were able to meet them at the bus with the tools to get them back to green. Staff after training became very proficient proficient and still use it. They're like, "Oh, you're in the green zone. That's great. Or your friend over there is in the red zone. Yeah, but let's just keep moving. They're going to use their tools to get them back to green. It's a great program. Everyone's very Everyone I've ever used it with is very happy. I've also touched base with ACL since we do have um two uh special classrooms there for Brightwood
008students. They're fully on board also with participating. So, I'm excited to be able to do something buildingwide with that really meets the needs of all our learners, uh, regardless of what program or grade that they are at UPK. >> I love it. >> Oh, good. >> This is like, you know, right up my alley. >> And, you know, it it's just like Miss Buhan said, you know, some of our students still can't identify and articulate specifically how they feel, but they quickly are able to pick up where those emotions lie in which type of zone. Um, and then because it is so visually represented, we're able to really teach, you know, something that I feel like it's a life skill um, for many children. So, starting at age four um, and being able to do
009this building wide, it's really exciting. >> Awesome. >> I might use this in my office to work with adults. >> Yes. It can work with everyone. >> Some of the high school teachers are like, can I have a copy of that? >> It does go through upper grades. uh you know we are looking to be the first ones to implement it building wide and then see how it goes but it does expand to upper grades. This is not an elementary only program >> are and this is just for you guys right now. Are we thinking of taking you be nice if they could take it then into the early elementary because now it's a system they're comfortable with. >> Mer we have actually utilized this with our staff uh similar modified version. there's a upper
010level um that goes through some uh Yale University research that is very similar. So it feeds very well with that and we have used this with our staff where they have identified the word the zone that they're in. >> So yes it's very uh seamless across >> we did a very simple model of presentation of cabinet >> with Dr. Maloney. >> I'm sorry. >> Has this been implemented in other school districts local? >> I'm not familiar with other school districts that have implemented it. We have implemented it in c with certain students uh specifically um and had success with them, but it has been implemented in other schools. Not that I'm familiar with. I know the research does show that it has been successful in schoolbased programs. Yes. >> So the a common question um
011on board is just the cost. >> Yeah. So, >> so the cost we're able to cover it through a grant um suffix edge teacher center grant. >> Um yeah, and we should be all covered for that. >> And is that like a year-to-year grant? And is it a year year-to-year um like bill? Is it does it encompass a number of years? What's the kind of parameter of it? >> It's a year-to-year grant. Okay. >> Yes. >> That we would have to apply for. >> Just every year apply for it. And that grant covers whatever all the costs, materials, etc., etc. >> Yes. Yes. >> It actually aligned very well. Almost meant to be. >> Yeah. Perfect. >> We were really when we spoke with um Miss Herrick about it, it really aligned very well with
012what we needed. >> Perfect. Good. I look forward to hear more about it. >> Good. >> So then my last question, what are the costs though that the grant covers? The grant is $6,000 and this comes just a little bit under which um would be um from the cost that we have it would be about $300 less than that. >> Great. Thank you. >> Is there um specific training and does the company do it? >> Yes. So, we already met with the company just to get all the information up front before we presented it to all of you. Um, for for what we're looking for because there are different levels of training. As you get into the upper grades, there are additional trainings. So for what we're looking for which is our basic training um
013the it's 2 hours and 45 minutes of online training plus additionally we would have a Q&A with a a person so that we can um have contact with them and also quarterly >> meetings as well. So that's what the basic level training for what we're looking for implementation with our grade band. Um I believe that the basic training will cover the needs that we have in our building. >> Okay. Thank you. >> You're welcome. >> Any other questions? >> Thank you. >> Okay. Thank you so much. Thank you for having us. >> Thank you so much. >> All right. Next up, Mr. Agugustino. >> Just before he starts, you know, I had a conversation with Augustino probably about a month or so ago because I know our students do just some amazing things for our
014community and I think this past year was really demonstrated by multiple uh you know, of our fall sports teams. So when I had a conversation with Mr. Augustino, I would just kind of like to recognize the efforts of what our students are doing. So I'm going to turn it over to Mr. Augustino. >> Thank you. And again, thank you for having us here tonight. Um this is a great opportunity for us to not just talk about how great we're doing in the fields and on the courts. This is much bigger than that. This is about life. This is about something that, you know, we're trying to make a difference and we're trying to let people bring awareness to what's really important. And it's near and dear to my heart. I lost both my parents to
015cancer. They fought like hell. They died and and and you know this opportunity, what they're doing for these for the people and the cancer awareness. It's incredible. So, what I'm going to do is because I'm not going to talk too much. I know I like to talk a little bit, but I'm going to kind of gear it down a little bit. I'm going to bring up the girls volleyball, you know, players that are here and coach Soler first and they'll kind of talk a little bit about it. So, that's how we're going to do it. Coach, girls, come on. right into it. >> Right into it. So, I am Coach Jamie Solinger. Um, I brought with me >> Hi, I'm Emily May. I'm a senior on the girls volleyball team. I'm Kelsey Kennedy and I'm
016a junior. >> So, this is about our 20th year of doing the Dig Pink fundraiser around. Um, I've been here for five years. I graduated 10 years ago from here and we were doing it then and I know we were doing it before that. So, um, the past two years we actually decided to change up where we're donating our money. So, I'm going to pass it off to the girls. >> Yeah, I just want to reiterate. So, over the past few years, we've been participating in this amazing dig pink fundraiser and especially within the past two years, we have decided to donate our funds to the West Icelip Cancer Coalition. Um, I just want to emphasize that this dig pink fundraiser means so much to the girls volleyball team and sports in general. It proves
017that sports is more uh less than a game, but more of community coming together and under one shared cause. >> Yeah. And this year we raised a total of $1,100. And of that, 300 of those dollars came from CHM North when they raised that money throughout the school day. >> Wow. Next up, I'm going to bring up Coach Jensen and uh Coach Mangles and with their players, too. Talk about >> By the way, these both teams were county finalists and beat us, but we're we're bringing that up. Sorry. >> I was going to just keep my mouth shut. >> I know. They were all thinking it already. >> Those wounds those wounds never go away. Oh, you guys had a great season. >> Ladies, girls, connect will always be under your radar. >> Four years,
018twice, we've lost the connect in my coaching, but we won't talk about that anymore. >> No, that's not what we're here for. >> Exactly. So, guys, I first off want to say thank you guys very much for having us here. I appreciate everything that you guys do to allow us to share the court with these amazing young men. Um, so this is our first year um doing the Dig Pink uh volleyball game. Um, we were very, very happy to bring awareness to it. We got all these nice shirts to go with our fancy pants that we were rocking this year. Fancy pants, right? Next year we're thinking about getting pink ones. We'll see. Um, but it was it was a great great night. Um, this was, like I said, our first year doing it. Um,
019we did not do a fundraiser to raise any funds for it, but it was more about bringing awareness. And now, like I said, for the third time, this was our first time. So now moving forward, I would like to put a lot more plans ahead to raise those funds and do a little bit more with that night. But I brought these young men here to kind of talk about the awareness and the effect and everything that it has with our community. So with me tonight, I have let you introduce yourselves. Senior N Hawk >> uh James Huber Jr. and um Zar Gonzalez. I'm a senior. >> And I'll let you guys take kind of talking about the importance of it. Um I just want to talk about like significance of it and bring awareness to
020it. Um through these games you really just highlight uh obviously breast cancer and and you don't know who it affects. We have a teammate who severely affects um it's mom actually. Uh and you don't know who it affects or whether they're hiding it or or or they've already lost someone to it or whatever. But it's just good to get the awareness out there. People start thinking about it and and just doing stuff around it. >> Yeah, it's it's just a big problem that happens to everyone and you really have no way of telling when you can get it or not. So just bringing awareness to these things, it makes it just more than just volleyball. It makes it just bring the community together and it just really helps everyone. And once if you can start
021raising money eventually, it just getting closer to cure would be just amazing for just the community. >> Yeah. I think it is definitely a great game um in order to you know obviously we're uh raise awareness but also um there's a lot of people that it affects. I know you know we have a kid on our team that uh his mom has breast cancer. Um also I have a friend a family friend that also has breast cancer. So it's definitely awesome uh to get the whole community together. you know, we had our pink socks, our pink uh shirts, but also to know that we're, you know, we're out there. We're playing not only for ourselves, but also um to raise awareness. And uh on top of that, I think um what is it? What else
022do I want to say? I'm trying to think what else I want to say. >> Um I think that's good. Thank you. >> Yes. Once again, I want to say thank you guys very much. Thank you. >> Like the colored shirts. >> Yeah. Thank you guys very much. Appreciate you guys. Have a good night. >> Okay, so next up, my soccer coach not here yet, but I'm going to bring up Coach Drago and her and her kids for field hockey because they, you know, did a great job with it also. Coach Drago. Oh, Coach Brady's here also. >> Not that one. Hi, I'm Chelsea Cluba. I'm a senior on the team. Hi, I'm Sophia Bradock. I'm a senior on the team. >> Hi, I'm Abigail Datawi and I'm a senior. >> Hi, I'm Sydney Sha
023and I'm a junior. >> So, we've been doing the breast cancer awareness game since 2004, about 20 years now. And every single year we do it along with another team. Like this year, Massipal won pink shirts to our game, wore pink shirts to our game. and we always do it with the middle school team, the JV team, and the varsity team. So, >> um, our breast cancer game is a big like community builder, and it's like a huge fun event that we bring a lot of people out to. Like, I think I've been going to the breast cancer game since I was in fifth grade. And it's a really good way to mix the middle school JV and varsity teams together. And along with just playing the game, we also have raffle baskets and like
024a bake sale and food and it becomes like a little party on the sidelines. So, it's like a great community builder. And this year, um me and Abby and along with um a few of the other upper classmen on the team actually spent a day going around to Icelip and Beayshore in Babylon and we were able to get 20 donations to help support um our game and also our scholarship fund which Aby's going to talk about. >> Um so, we raised our money for the Marian Surret Foundation which is very important to us because one of our alumni it's in memory of her mother. And that family always comes out to the game. And there's a scholarship that's about $500 given to a female athlete out of like anyone of the teams. But our like
025team won one of the girls last year won it. And it's just very important because it's not just a game. It has like a deep meaning within the field hockey community. >> It's also a great community building because all the teams do it. the middle schoolers, the JV, the high school, well the varsity team, and we all go to each other's games. For example, we went to the middle school game. The middle schoolers watched us, JV watched us, we watched JV. It's a huge community building moment for a special cause because it does affect everyone. Everyone has had someone who has been affected by breast cancer and cancer. So, it's just a great way to bring the community together and bring all the teams together as well. >> Thank you. >> Nice job. So, unfortunately,
026soccer's not here right now. I think they got their times crossed. But again, I want to thank you for bringing us out here because again, this is much bigger than winning and losing. This is about awareness. This is about making a difference. And those kids right there, they don't realize how powerful it is. And they're starting to kind of get that. That to me is everything. That that replaces every championship in the world right there is doing what they're doing every day. So, thank you for you guys doing that. Thank you. Thank you everybody. >> Chris, I just, you know, all the all the athletes, you know, you guys I I don't think you realize how much of a mentor you are uh way down below within the little league field with the summer camps
027you guys do. It it's so important that we keep sharing all of that in the community and passing it down and doing all that. Being a part of a team and going down to learn what your coach taught you to teach, you don't even realize you're becoming teachers yourselves and being involved in the community. It's so important to keep involved and engaged and all those kid programs and all that stuff coming up and you know what making somebody say hello make you know these kids come they they come all clanned up sometime when they leave that camp but you guys they're all your friends and that's important and you know you you really don't realize being a mentor in the community you guys have been great mentors and that's why you have that support when
028you're here and we always give that support our board has always been a support when I when I wrestled here and everything like that and I did all my sports and football and all that. We always were that type of community. You guys, you guys have took it to such another level. Like Mary Drago when she was playing, I watched her play here and all that stuff when she was playing when when I got out of the Navy, she was here playing. She was always had that little bit. When Mr. McGowan was here and all of that, you guys have just took it to another level. Don't ever stop reaching for your goals. Don't ever stop doing what you got to do. Always make that goal higher and you'll be the best person in your
029life. You're doing a great job. Thank you. >> Thank you. >> Y Thank you. So, I do have one soccer player here. Do you want to talk a little bit about the kids who are waiting? Come on up. Good. Look at that. >> Perfect. >> That was pretty good. He said, "Do you want to talk?" And you just said, "Yes." Yeah, >> that's it for you. >> Um, hi, my name is Sophia Vega and I've been in the varsity soccer team for two years and I just want to talk about, you know, what we were doing for kicks for cancer. So, kicks for cancer was started in 2008 by Hop Soccer Coach Jessica. In 2011, the Suffach County Girls Soccer Coaches Association got involved and got 24 other schools to participate in Kids for Cancer.
030Behore was one of those schools. The amount of money donated nearly doubled in 2011 due to the added support. On average, Suffach County girls soccer teams currently raise about $80,000 per season and which this put us over 1 million in total money raised over a 15-year period. The money that is raised goes to local organizations and families. Some of some of them have been the Making Headway Foundation, the American Cancer Society, the Icelip Breast Cancer Coalition, and the local Ronald McDonald House, as well as many local families who are battling cancer in some way. Thank you. >> Thank you. Thanks for coming. >> Come on up. >> Sorry about that. >> Sure. Now he comes to >> She handled it well >> all by herself. Beautiful job. >> Perfect with the right person. Thank you.
031She's the one that started practice, right? >> Where were we? >> Yeah. >> Are you Are you going or not? >> You I I'll wrap it up. I'll tell you. Let me hear what you're going to say. I'll finish it up for you. >> Hi, I'm Aaron Wolf. Um Kids for Cancer today. There are currently over 50 soccer teams that participate in in Kids for Cancer. This is not limited to only girls high school teams. We now have boys teams, middle school teams, as well as local college teams, and semi-professional teams that contribute. This year we've raised over $80,000 for Kids for Cancer. Teams will raise money through raffle ticket sales and other fundraisers in Beayore. We play a Kids for Cancer game in which we wear pink shirts and socks and use pink soccer
032balls. We also invite local youth teams to watch and act as honorary ball girls for the game. >> Want to say Lindsy? >> Okay. Kids for cancer in the future. As a team, we will continue to participate in Kids for Cancer by raising money and playing a game for Kids for Cancer. Suffach County Girls Soccer Coaches Association is always looking to assist families battling cancer. Next year or any future year, we would like to play a game in honor of a Bashore family that we can raise money for. This can also be done anonymously. Thank you. >> Awesome. >> All right. So, yeah, thank you and nice to see everybody. Um, so just a little bit of a background and I'm sure Sophia mentioned sort of the conception and the history behind Kicks for Cancer
033and it was created by the hot pod coach Jessica Kousa. I'm not sure if she mentioned that but back in 2008 Jessica had a student, wasn't a soccer player, wasn't a member of the soccer team, but she went to the soccer games and unfortunately in 2008 she passed away with uh brain cancer. Um, and at that moment Jessica wanted to bring awareness and raise money for the family. Um, and she started this. It started off as a hot pog thing. It's become much bigger. It's a Long Island thing now. It's just, it's a nice opportunity for us to be part of something bigger, right? It puts things into perspective. When we go to a uh another game where we see the other team wearing their pink shirts and we know it's their kicks for cancer
034game, it just puts things into perspective and, you know, gives awareness, too. Soccer is great and we're passionate about soccer, but it's just a small piece of really what this is all about. And and and conversely, when other teams come to us, they see that we have our youth teams, they know it's a special game. Um, again, it helps to for all of us to feel like we're part of a bigger community. And that's really, I'm sure, like a lot of what the teams are talking about tonight. And it's really, you know, it's a great uh opportunity to be part of. And thanks for letting us share that with you tonight. Thank you. >> Thank you. Pleasure. All right. Thank you again. Appreciate everything. Okay. Have a nice night. >> Thank you to the students.
035>> Thank you guys for coming. Thank you. >> Thanks for coming out, guys. Okay. >> And then there were two, right? >> Coach, they never do anything. >> Um, Miss Finger, would you like to discuss the energy contract? >> Yes. >> Thank you so much. The last time we talked about this, we talked about eliminating the solar, right? Correct. So, >> they came back to us with a proposal um in which they left the roofing and if you remember, a lot of the roofing we were redoing to support the solar. Not that it doesn't needed need it does not that it doesn't need to be done, but maybe it doesn't need to be done now. >> Well, by them. >> Yeah. So, I asked them to go back and redo it again and take the
036roofs out and add in the boilers that we have already designed and sent up to SED and gotten approved. I have them estimated at about 3.3 million. They have 1.9 in uh left in the project, you know, because the payback on the roof, the 18-year payback on the roof wasn't very good, right? So, why am I So, uh, this morning they called and they said they think they can get it in. They think they can get all three boilers in. And that's really the way to go because they're also doing the control systems in these buildings. So, if they're doing the control systems, they may as well put the boilers in so that everything connects properly and we don't have issues with that in the future. Um, so I think that's the direction in which
037we're going, but I'm still waiting for a proposal with numbers. So hopefully um in December at our public session I'll be able to have the actual amendment to the contract for you so that we can keep pushing forward so that we can be working on that this summer. >> Okay. >> All right. >> Sounds good. >> Great. >> And then we're on policies. Two policies. Um Dr. Outler, you're taking the first one. >> Second read. >> Yes. So before you um is the policy as it would be presented. This is our second read. The last share of information um was with the additions of the two areas. one being the change with the 100 hours and then the addition of the paragraph um under the other professional staff as well as um the addition of
038uh percentage of time that needed to be dedicated to the English language learners. And so I present it to you now as a second read to see if there are any additional questions that you may have. >> I think so. Any questions? >> Guy, you good? Okay for now. >> Good. >> Thank you. >> And the second read for the second policy, Mr. Pashkin. >> Thank you. So in your packet, you also have the second read for the homebound instruction. Just a quick reminder that homebound instruction is for students who are unable to attend school due to a diagnosed physical, mental, or emotional uh reason. that is qualified by a health care professional as opposed to home instruction which is a parental choice to educate the child at home. Again, the language is a little
039bit confusing. Uh so this has been updated with the information that was provided in the first read but is listed without any of the notes or other information. Uh the third paragraph includes the most recent information regarding the increase in hours that has taken place within the last few years. And the rest of the document talks a little bit about um the process uh and how that would take place. um along with uh the tutors that are available and where they would be coming from in order to provide the instruction to the students with the goal of the students being able to return to the classroom as quickly as possible without um any loss of information or content. >> Okay, any questions? >> Any questions? >> The age of 21 was always there, right? The
040age of 21 was in the most recent update which was from a few years ago. Prior I do not believe that was in there because that is a more recent age range. Um in the past I think it was uh typically 18 >> used to be 23. >> Didn't they lower it a little bit and went? >> I don't 22. >> But I'm wondering if it's if it's chang there's something coming with 22. 23 remembers or 22 is in my head about 22. >> Well, it's 20 probably 22 now because the special ed range went up. >> Yeah. >> So, this will probably go to 22. >> Yeah, I I remember that discussion. >> Can I ask a question? So, can we just delve into it? So, if it's coming, then we can perhaps put
041into it that you know the policy will be this until X date at which point it will change to um age 22 if that's what's necessary. >> I'll find out. It might be something that would be in right now because student I don't know that's why I'm asking the question. >> Yeah. This was the most recent >> special students used to go till 21 that age of compliance is now 22. >> Yeah. >> So we we'll look into that and see if >> the day of their 22nd birthday even if it even if it's >> in my head for some reason stay through like if you were 21 say in March you could stay till June then right >> till the 22nd birthday. Could could this just be tied this regulation just be tied to
042that uh >> whatever you find out >> this is probably a more condition >> global kind of a of of a policy that covers all students that particular age range is specified to special education students. So that would could be the reason why the ages are not the same. >> But I will talk to Mr. Torres about that and see if >> Good question. >> Thank you. >> Okay. That's the entire to executive. >> Yeah, we are going to um can I get a motion to go out of work? >> Motion. >> Second. >> All in favor? >> I so carried. Um in order to go into executive, I have a motion to go into public first. Motion to go into public. >> Motion. >> Second. >> All in favor? I >> I >> with
043a motion to go into executive >> four >> the purpose of legal >> second >> all in favor >> I I so carry >> dotted the eye cross >> and we'll be back at Next. Public session. >> Second. >> All in favor? >> I I >> You need >> Thank you. So carried. We're not going to get situated. We did the pledge. You want the pledge again? >> You should do it again. >> Okay, I'm going to do the pledge again. Can we please stand? And Lou, would you lead us out? >> I aliance 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. >> I'm going to assume there's no questions on the agenda. >> Do
044you have any questions on the agenda? >> Okay. Um, I would like to say that we celebrating are we celebrating Caitlyn's birthday, which is next week. So, I want to make sure everybody knows Caitlyn's birthday is next week. So, we wish her a happy birthday. >> Oh, these flowers weren't for me. >> No, they're not for you guy. >> Okay. So, we'll go right into um A1 motion to approve the board of education minutes of the executive work and public sessions of October 29th, 2025. Can I get a motion? Motion >> second. >> All in favor? >> I I so carry. >> Mr. Pashkin, want to kick us off with B1? >> Sure. On page B1, the board will find a motion to approve the professional staff requests for leave as listed. We recommend its
045approval. >> Can I get a motion? >> Motion. >> Second. >> All in favor? >> I. So carry. B2. >> On page B2, the board of find a motion to approve the professional staff appointments as listed. We recommend its approval. >> Motion. Second. >> That was fast. Can I wait? Motion second. All in favor? >> You're too fast for me. >> So carry B3. >> On page B3, 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. B4. >> On page B4, the board will find a motion to approve the professional staff salary changes as listed. We recommend it approval. Okay. >> A motion. >> Second. >> No. Can I get a motion? Motion >>
046second. >> Thank you. All in favor? >> I so carry. >> Out of the whack here. >> B5. >> On page B5, the board will find a motion to approve the civil service resignations and retirements and terminations as listed. We recommend its approval. >> Can I get a motion? >> Motion. >> Second. >> All in favor? I >> I. So carried. B6. >> On page B6, the board will find a motion to approve the civil service request for leave as listed. We recommend it approval. Motion >> second. >> All in favor? >> I. >> So carried. B7. >> On page B7, 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. B8, B8A. >> On
047page B8 and B8A, the board of find a motion to to approve the civil service appointments as listed. We recommend its approval. >> Motion. >> Second. All in favor? >> I I so carry. B9 B9A. >> On page B9 B9A, the board will find a motion to approve the list of substitute appointments. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I so carry. Sorry. B10. >> On page B10, the board of finding a motion to approve the PM school teacher appointments as listed for the 2526 school year. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B1 B11A. >> On page B11 to B11A, the board find a motion to approve the civil service change in assignments as listed. We recommend its approval.
048>> Motion. >> Second. >> All in favor? >> I. So carried. B12. >> On page B12, the board find a motion to approve the civil service salary changes as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? I >> I. So carried. B13, B13A. On page B13 and B13A, the board will find a motion to approve the X schedule and club advisors for the 2526 school year as presented. We recommend its approval. >> Motion second. >> All in favor? >> I. So carried. B14. >> On page B14, the board find a motion to approve the coach X schedules for the department of health physical education athletics for the 2526 school year. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. B15. >> And on
049page B15, the board find a motion to approve the volunteers for the 2526 school year. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. >> Okay. Moren, you're up. >> C1, C1A through H. >> On pages C1 and C1A through H, the board will find a motion to accept and place on file the financial and claims auditor reports for July of 2025. We recommend its approval. >> Okay. >> Motion. >> Second. >> All in favor? I >> I so carry C2 and C2A. >> On pages C2 and C2A, the board will find a motion to approve the budget transfer on page C2A. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carry. C3. On page C3, the board will find a motion
050to authorize to both authorize the transfer from the insurance reserve and to create a corresponding general fund budget revision totaling 3750 for uh payment of a settlement agreement. We recommend it approval. >> Motion >> second. >> All in favor? >> I so carry. >> C4 and C4A. On pages C4 and C4A, the board will find a motion to accept and place on file the external audit management letter response or also known as the cap for the behore UFSD for the 2024 2025 school year. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. C5. On page C5, the board will find a motion to authorize the board of education president to execute agreements on its behalf with the YMC of Long Island uh for UPK services for the 2025
05120226 school year. We recommend its approval. >> Motion second. >> Thank you. Pick. >> All in favor? >> I I so carry >> C6 and C6A. On pages C6 and C6A, the board will find a motion to approve the per child tuition rate for health and welfare services at the uh rate of $1,420.78 and that contracts for the for these services be entered into uh with those school districts that have non-resident students attending schools in the Beayshore school private schools in the Beayshore school district. >> Motion >> second. All in favor? >> I. >> So carried. C7 C7A. >> C7 and C7A are opposite. It's a motion to approve health service contracts for the 2025 20226 school year for beayhore residents attending private or parochial schools within other school districts. Uh in particular those named
052on page C7A. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry C8 and C8A. >> On pages C8 and C8A, the board will find a motion to declare as obsolete the attached list of unused books uh from the English department. We recommend its approval. >> Second. >> All in favor? >> I I so carry. >> Um Dr. Outlaw >> D1. >> On page D1, the board will find a motion to approve the committee on special education um ser for services for the students list in the cse minutes on the dates listed and the annual reviews for the 2526 school year as well as referrals for October and November 2025. We recommend its approval. >> Motion. >> Second. All in favor? >> And I so carried. D2. >> On
053page D2, the board will find a motion to endorse actions taken by the Beayshore Committee on Preschool Special Education for preschool special education services as noted in the minutes on the dates listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I so carried. D3. On page D3, the board will find a motion to adopt the individual home instruction plans for the 2526 school year. As noted, we recommend its approval. >> Motion, >> second. >> All in favor? >> I so carry. Dr. Maloney. We have E1 E1 A through D. >> On page E1, E1 A through D. The board find a motion to approve and authorize the board president to execute a contract between the Bay Unifi School District and Kasha University for the purpose of student observation and fieldwork
054through June 30th 2026. We recommend its approval. >> Motion second. >> All in favor? >> I so carry. E2 E2 A throughD. On page E2, E2 A throughD, the board find a motion to approve and hereby authorize the superintendent of schools to execute a stipulation of settlement of a complaint filed with the New York State Education Department case number 658310. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I so carried. Okay. At this time, we will take any um questions or comments from the audience on non-aggenda items. Tanya, >> hi. How are you? >> How are you? >> I'm nervous as always. I wrote copies. I'll >> take because I was working on my phone, but hello. Hi, everybody. Uh, Tanya Weiss. I know I haven't been here in a
055little bit. Summer's my busy time of year and Jackson is back in school which is great. Uh so I appreciate everybody's help in making that happen. Uh especially Mr. Pashkin. He's thriving. The environment is wonderful. Um and he just finished well he's finishing 45 weeks of outside therapy 45 hours of outside therapy which should be really beneficial in his core strength and things like that. So I'm excited for what that means. Um, Tanya Weise 21 Fairway Court. I know I've been here in the past. I'm coming with very specific things. Uh, I am nervous. I get really emotional. So, uh, I wanted to come last month, but it was kind of last minute for me. So, I'm here tonight as a member of the community and as someone who cares deeply about the safety of
056our students. I hate reading because it's a little less emotional. So, uh, but I wanted to make sure I got everything out. Um, our community has watched our survivors carry the weight of their experience for years, some for decades. And I know everyone here has been affected in one way or another. Over the past month or so, we've been reminded that harm caused by sexual misconduct in school settings does not disappear with time. It's my opinion that we owed it to the CVA survivors and every child in this district to make sure what happened before could never happen again. And yet in October, we're here again. I know I've spoken in the past from a place of emotion and hope that things would be addressed and I understand that nobody here can talk about cases
057doing to ongoing litigation. However, I've asked in the past what we're doing to change things as far as the culture and the protocol in order to protect the children. Um, and I I I might be wrong. So, I have questions and I would love to have answers either tonight or in the future. Um, I've not seen us spend money or time to bring in programs to affect change or to set up anonymous reporting or even know what the investigation procedures are and how the documentations of findings are passed on within changes to leadership in buildings and at a district level. This is a little personal to me because I did ask for some investigation uh with Jackson and I understand that employees get protected, but how do we make sure the new building administration and
058any new superintendents know, you know, that somebody's not allowed on property as is the case, you know, um in this most recent news cycle. So, tonight, this is what I'm asking. I just think we need clear, concrete steps to protect our students for the future. and maybe this is already in the works. Um, here's some of the things I'm interested in understanding what we have in place and what the board's oversight is and making sure they exist. What is the training for our staff and our coaches and especially our students with regard to how grooming works? Apologize if I get emotional. Um, what healthy boundaries look like and how to recognize that behavior? Do we have that in place for our students? I could answer. >> Can't answer. Okay. Can you answer any of these?
059>> Maybe not. >> More than likely I'm going to refer to somebody from district. We'll review them. >> Okay. >> With with some consideration of what's the steps of what we can answer and what we can't answer. >> Got it. Okay. So, maybe we could talk about Yeah. No, that's fine. I I don't know where to start with this, right? But >> um nobody here is necessarily doing any of these things, but we're not and we're not there's it's all over, right? It's not just our district, but we've always been the district to spark the start the sparks, right? To do things different. We we're one of the first districts to create all these wonderful extra sections and bring our special new like I didn't think Jackson would ever be in a beayore building. He's
060been in the middle school and the high school and maybe if he was a little bit younger he would have been at Mary G when I told my daughter. Probably not, kid. Probably not. So, I just think that there's a way for us to lead the the path with this stuff. Anyway, >> but before you go on, you shouldn't be nervous. >> Oh, I am. >> This is not I know, but this is not an adversarial thing going on here. We appreciate the fact that you're here and it's helpful that you put these things down on paper, your questions. So, they're not going to be able to answer them tonight, but but it's it's helpful. >> I appreciate it. Not nervous because >> not nervous because of of anybody here. Just >> No, it's great.
061You should do it. But if you like I said, you took the time to do it. It's really good. Should have got it to district when you have this. Get it to her first. We can maybe have some answers when you come here. So, if you had this like yesterday, >> I wrote it today in therapy. In therapy with Jackson while Jackson's in therapy on my phone. I get it. The moms do the best they can. I I I thought >> I appreciate that. No, I I honestly that's why >> we love to have answers for you when you come back. >> Okay, perfect. >> As best we can. >> Do you want me to read it then still? >> Yes, you're here. Absolutely. >> Okay. Um second question. What's the policy for transparent handling
062of incidents? In in other words, reassignment of of staff to other schools or other places. Quiet resolutions bother me personally. Um without getting into details um are our investigations independent. Does is it outside or do we do them ourselves? Um my opinion is students need to be safe uh and have accessible ways to report concerns and that they are believed without fear of retaliation. like is there an anonymous reporting system that we could set up where if they see something for their friend or they find something out from their friend, they could go and say, "Hey, I don't think it's cool that my friend's texting with so and so." That kind of thing. Um, and I deal with this in my line of work, too. So, uh, is there a program like Megan's Law or
063something else that schools bring in to kind of help us navigate rebuilding that culture here in the district? I know other districts have done things like that. Is that something we could consider doing? And then uh lastly, can we implement regular public review? Because I think the biggest thing is rebuilding confidence in the community, especially with a lot of our CVA survivors in the district with kids in the district and uh siblings kids in the district and things of that nature. Um anyway, I I didn't think any of these things were necessarily complicated. None of them unreasonable, but together I think we can create, and I say we, right? I really believe that we can create a culture where predators can't slip through the cracks and where the students know they're protected, heard, and valued.
064Our community has already spoken a number of times. Um, and I don't think anybody's ever going to forget what has happened. Uh, but I think we can't accept anything other than real change. And then, you know, just to the board, I know it's different levels here. So, can, you know, can we lead with transparency and consistency and urgency? And I know that goes in line with cases being solved. Um, but I just think we need things rewritten and enforced in a different way just so we can change the future. Anyway, thank you for your attention. >> I appreciate this. >> Thank you so much. >> We do. And I think it it um just gives us another path for a conversation we've having and we can continue to have and then determine what how what
065and how we share outwardly. There are limitations >> for sure. >> You know, there there really are um the word transparency is tough. Um so there's just some some tough things that are hard to >> Yeah, I know. And I know transparency is tough with with specific people, right, or specific incidences. But if I call and I say, "This is what I feel is happening in the classroom." And then I'm talking to an administrator who says, "We're going to investigate. We'll we'll let you know. We can't tell you the specifics, but what happens?" >> Okay. >> What happened? What's the transparency there? What happens? What What things are put into place to make sure that can't happen again? I have a non-verbal student. I have to guess, >> right? I have to guess. >> I
066totally understand. >> And I've been through PPS and and Mr. Pashkin knows like I'm not allowed to talk to the person that literally changes him. >> So there's practices and policies that >> careful talk about. >> Yeah. No, I'm sorry. No, I'm saying the practice of the district is that a parro doesn't talk to a parent. Is that is that vague enough? >> No. >> Yes, that's vague. So because of that and because of the environment that a non-verbal student is in when I say hey this is the issues that I think are there I like there's just if I just knew that well we're going to investigate this and then this yes there was some findings um or there were not and this is the changes that we're implementing and this is the training
067we're going to put maybe it's sensitivity training in that case right in a different type of a situation >> and these are the things we're going to do without getting into specifics about an employee. >> I don't know. I I'm not trying to say anybody's job is easy. I just think that >> Yeah. Listen, they're they're good questions and certainly things that can keep the conversation moving. >> Okay. >> Fair. >> Thank you, Tanya. >> Thank you. Thanks. Thank you. >> And congratulations on the job. >> Yeah. Well, I want >> Okay. Okay, there was nobody else listed. Um, does anybody else have anything to comment or question? >> We just uh you want to do David's report? >> Yes. Finish up report as well and then if anybody else have anything to say. >>
068Okay. So, good evening. I'm excited to share my report. >> No green. >> Oh, okay. Sorry. >> I'm excited to share my uh report for the month of November for our schools in the district. So UPK hosted a family engagement night to discuss academic achievement and assessments. They are pres presently running a readathon. The top five classes will have an ice cream party and students have opportunities to win multiple prizes. Uh the 21st of November is their next morning munchies family style breakfast with building staff. Uh Brook Avenue School hosted its first recognition rally celebrating students for strong attendance, role model behavior and achievement. They also recognized Dr. Blanco Dobbins for school psychologist week and thank Suffach Transportation for their support. They're also looking forward to the results of their food drives and upcoming steam
069parade. Fifth Avenue School will host the journey into Native American heritage programs celebrating Native culture. The bucket filler brunch will honor students with exemplary behavior and the first grade assembly called the first Thanksgiving will showcase songs and celebration by first graders. Students also proudly participated in the annual food drive. Mary G. Clarkson School will host uh sorry had a special visit from author and illustrator Natasha B. Padar. She shared the creative processes behind writing and illustrating her book, Quiet Kush, inspiring our young writers and artists to fall follow their own storytelling dreams. Garner Manor School hosted its Veterans Day breakfast and parade on uh November 7th, honoring about 40 veterans. Students contributed heartfelt posters, letters, and poems that beautifully decorated the breakfast area. They're also looking forward to their very first book parade on the
07025th while also showcasing key vocabulary. South Country School hosted a wonderful veteran celebration in the cafeteria where veterans were recognized and students performed patriotic songs. Afterwards, the veterans uh paraded through the decorated hallway as students cheer them on. Third grade classes enjoyed a field trip to the artorium and the PFA hosted a very successful basket fundraiser. Be sure Middle School hosted grade level spelling bees the 17th through the 19th today with finalists competing in the schoolwide B on December 17th. Music winter concerts and choir band and orchestra are scheduled for the 2nd of December the 10th and 16th featuring performances across all grade levels. And at the high school, the high school drama club presents You Can't Take It With You uh from November 20th to the 22nd. So, that's coming up really soon at
071700 p.m. nightly. Join us for this classic comedy celebrating joy, love, and delightful chaos of family life. I also wanted to mention we recently had our uh Interact hosted our annual fall blood drive. Over at the high school, we raised 40 pints of blood, which is the highest in a few years. Um, and it said that for every uh one pint of blood, it could save up to three lives. So students and staff who donated um potentially impacted positively up to 120 lives. >> That's awesome. Very nice. >> That's awesome. >> So that's it for the monthly report. Thank you. >> Do you have the opportunity to attend any of these things? >> The the blood drive? >> Does your schedule allow you to go out and do any of these things that you report
072about? >> Um well the blood drive myself I hosted because I run the interact club but >> nice. >> But yeah, it's a good experience. So >> that's great. >> Thank you David. >> Thanks. Thank you. >> Okay. Any other questions or comments? Just a special thank you Moren Bersinger and Christina Bound Gardener for organizing our pack the pantries I think with our principles and it's really been nice to see all of our buildings come together to support our members of the community especially with the holiday season that's right around the corner. So I want to thank the two of them for organizing them in a short amount of time and again we've had just in about a week we've collected 10,000 servings or 750 pounds of food and supplies for our parents. I know
073UPK had their bingo night the other night and they had donated some of the uh the food for that particular event and the Mary G. Clarkson PFA made a donation matching what they had raised at a recent event as well. So I'm so happy for everyone just coming together at this time of the year and thank Moren and Christina for organizing that. >> Well, I'm glad you brought that up. Somebody did actually reach out to me and ask um if if we had any issues with food insecurity lately and I was happy to be able to share the pack the pantry flyer and discuss with them some of the things that were happening. You know, I said I would also just ask how it was going in the schools, but it was nice to be
074able to say, "Hey, this has been going on um and be able to follow up with somebody with a really positive thing." So, thank you. Okay. Then can I get a motion to um exit public and go into executive >> motion? Second. >> All in favor? >> I for the me for legal