001Oh, >> can I get a motion to go in uh into work session? >> Motion. >> Second. >> All in favor? >> I. So carried. >> Okay. First meeting of the year >> and we will start with Dr. Maloney and the first day of school and David Birdie wants to share with us. >> Thank you, Mrs. Gargan. Again, the first day of school, it's always the, you know, the one you always remember and again, I always like to share with the staff. My first day of kindergarten, 1973, and Mrs. Beix's room, there was the first doors you come in Fifth Avenue and anytime I go in there and speak to the students and Guy was there as well. I always I always tell the students, this is where it all started. >> But again, the
002first day, you remember those first days? I remember my first day as a teacher when I when I came back here guess 32 years ago that first day. Um again how supportive I know the staff and I was coming back as a as a graduate working with many of my teachers. How supportive uh you know all the teachers were when I first started my first day as principal 2001. Um well maybe the first day is not as memorable. I think three or four days into my principal ship um September 11th happened. So you remember those things um as your your one of those chapters in your story in Beayshore and again this year where I started again my 32nd year. It's been a great place to to work and amazing students that we have here
003and we saw that on display as we were traveling the buildings yesterday with with cabinet. Um the superintendent of Kings Park shared with all the Suffach County superintendents last week as everybody was getting ready to start the new school year and someone had shared with him what is the successful first day and I think it really you know the vision that you know he shared with us I think is essential to to all school district. First thing is to get the kids in safely and I can tell you um again the first day of school transportation always a challenge. Um I can Morina's been working with the transportation office this year. you know, we got our kids in safely and that was very very important, especially the the students with the some of the transitions,
004you know, where you're going into kindergarten, you're going to third grade. Um, we had, you know, a great opening day in terms of getting kids in uh to school. All the kids had a desk, which is important. Um, every kid had a book or two when they left for the day. And again, they were fed, which was is important for our students. And at the end of the day, the most important thing is get kids home safely. And I know I did send something to the board yesterday. You know, we had a great start to the day. The afternoon, you know, as people are getting used to the routines. Um, students are getting used to the routines, the bus drivers are getting used to the routines. Usually that first day there's a little delay, but
005again, we got kids home safely, which is the most important thing. And as we looked at this school year and I kind of shared with the new with all the teachers last week, now it's chapter 132 in our story. We've been around since 1893. We've done some amazing things in in Beayshore each year a different chapter and I kind of shared with the um the staff not only the historical events of our 132 years but I talked about my 30 or my chapters in the Bayore story and I kind of challenged our teachers also you know what can they share this year it's chapter 1332 our beayore story continues because there is a lot of change this year we have five new principles a lot of new staff um but we continue to go forward
006because there's so many great things happening. So, we've been kind of stressing that to our teachers as the first day, our new chapter, our new story. So, we provided everybody with cards, which the board has right now. And I want to thank Christina Boundartner uh for generating those cards. Um but everyone was very excited to to receive them. And again, the goal is if you see someone doing something this year that adds to our to our story, you know, acknowledge that whether it's a student, it's another colleague. And I did receive a lot of positive feedback regarding that. So, we're looking forward to this year being successful and just continuing to add to that. We also had our annual video that went out yesterday and there was a lot of uh comments for that because
007again, a lot of the pictures that are generated are from parents. So excited for that first day. They're very happy summer's over and school has started. So, they want to share that with us as well. Um, but overall it was a lot of positive energy in our classroom, all of our buildings, a lot of lot of smiles from our kids, smiles from the staff, which is what we want and we're looking forward to that for the Today was 179 more days, 178 tomorrow. We're looking for that every single day. So, we're very, very excited for that. And we're really anticipating a great new school year. I'm also now going to turn it over to David because I did ask him, there are some things new this year. We did talk about the bell-to-bell ban on
008personal electronic devices. As we walked around the schools yesterday, I didn't really see any cell phones, you know, K to8. Uh when we were speaking to principal Gordon yesterday, he said there was a few, but you know, everybody was able to handle it. He had a lot of nice comments from staff in terms of the first day, in terms of cell phones not being um out in the hallways of the classroom, and just in terms of how they felt the interactions were happening from students to students. But I think the best way to have that would really be for David to speak about that. >> Yes. Um the first day I actually believe went pretty smoothly compared to what I thought it would. Um um the students are well acquainted with the new program already.
009Um uh my classes alone, I didn't see a single phone the first day at all, so I didn't see really many students that were sneaking it um anything like that. But um I think the students are adjusting pretty well. Um I haven't really heard many complaints either. Um so I think this is going to go pretty well. Um, I'm not gonna jump the gun, but >> but for now, I think it's going pretty well and um, yeah, I I think it's >> that's great to hear. >> David, what did you notice about the interactions you were mentioning, right? Interactions with kids. >> Yes, students were talking more. Um, especially during lunch periods. Yes. Um, I sit in the to during my lunch period. Um, the timeout room. Um, but passing through the cafeteria, I see
010a lot more students talking to each other and getting acquainted. I see a lot of students going out. I I don't I don't know, maybe it's just to go on their phones, but a lot of more students leaving the building, going for walks around. I was doing it myself. Um, I think it's really nice um to see. >> Wonder if we couldn't get some games in the cafeteria. A couple hands of Uno, maybe a couple decks of cards. >> I don't know. >> You want to get cornhole and all that stuff, too? I I was reading actually >> horseshoes >> in one of the board things and they were talking about putting different >> I wouldn't go this far but like arcade games and stuff things that the kids can interact with together. I don't
011know that we have space or anything like that but something to play at the table. I mean people love Uno. I don't know what what it is but >> lot of kids have to see I did see kids with Uno cards the other day when I walked through. I think a lot of them bring them themselves. Bring themselves so they might have them. >> And also I think um there might be some in some other options in the timeout room. Yeah. >> As well. Um but yeah, that's something we could look into. >> A little table with some options. >> Yep. >> I'll ask. >> That sounds good. I'm glad that uh it went well. Was a little >> I was in my head. I'm like, "Oh my god. Oh my god." >> Good first
012day. >> All right. Great. >> Um thank you. >> Thank you. >> So next up is uh Mr. Pashkin with portrait of a graduate. >> All right. And as we're getting those uh handouts out to you, I will just also comment on the same things that David saw from what we saw and uh saw a few of our deans today and they also reiterated that today went quite well. Uh we did not have any repeat uh scenarios with with students. So that was good. And again there a lot of great comments. So, I think it speaks to the team and their implementation, the communication in advance, making sure everyone's prepared. Um, I also wanted to just share that uh uh thanks to Dr. Maloney, I shared my first card with a student uh yesterday as
013we were walking around the building, we were going to a couple different classrooms and Dr. Maloney liked to share that it was my birthday. So, as when we went into one of the first grade classrooms, a young lady said, "It's my birthday tomorrow." She's very excited. And uh so we wrote her a note today and dropped it off before school. So and gave her a book so she would had her princess happy birthday thing on. It was great. It's a really nice way to connect with with uh with the kids and uh it was a nice surprise, a good way to start off the day. So thank you Dr. Long. You're welcome to great idea. Uh speaking of good ideas, uh this next iteration of the graduation measures is something that we had talked about
014and Dr. was very interested in pursuing which was a portrait of a graduate and as school districts were starting their own the state also felt this was a good way to go. So as per some discussions that took place this is the next step in the process of reimagining graduation measures. So I just want to take you back a little bit to the previous discussions that we had just so you remember some of the the uh previous conversations but also the different aspects of the uh transforming education in state which is called New York inspires. So there were four key transformations as you remember uh as you may remember adopt the portrait of graduate redefine credits uh sunset diploma requirements and move to one New York State high school diploma and these are occurring in
015phases. You can see the green check mark next to adopt a New York State portrait of graduate. So that part of the transformation is now finished which is this document and you have this in your uh folder. This is the official portrait of a graduate as adopted by New York State as they put out over the sum over the summer and it was ahead of schedule. >> So, we're just going to take you through that and some of the aspects of that u what this transformation is going to look like. If you remember, there was a phased approach to this process and initially again it was uh starting with last year and going through the summer was to finalize the portrait um establish the support networks and implement exemptions from diploma assessments. All of those
016have been instituted and have been implemented at this point. So we move from the planning year on to phase one of the installation which again incorporates now what the portion of graduate rubrics rubrics will look like reformatted learning standards uh instruction and financial literacy and climate education and details on new credit requirement. This next phase is very full and incorporates a lot of change. So this is going to be very interesting to see how this this will take place. And as you can see, it's a also a long period of time that this is going to occur. So this is not going to be like this year where all this is going to happen during the school year. Definitely not the case. But we will see how it moves forward. The second implementation phase two
017would be 2027 to 29 and that's when we move to one diploma. Uh the diploma assessment requirements at that point would have sunset but they still will be in existence. They still will occur. uh and redefining seals and credits and then beginning uh in grade nine with 2027 one CTE credit which again could include financial literacy and then the final stage which is fall of 2029 that cohort that grade entering u grade nine in 2029 will be fully implemented and we'll have the full portrait of a graduate at that point um moving forward >> they're they're the fifth graders right now and I'm going to share withaitlyn this um the on board this month had was came in about this whole thing. It was it was interesting. Some schools already like piloting things. >> So,
018I'll share with Caitlyn so we can all take a look at it. >> That's great. And as Mrs. Gargan just shared, I just updated this slide to represent this year's grades and who is and who this is going to impact. So again, the the current requirements uh for 11th and 12th graders are the same. So that group really has no difference with where they're at. The grade the current grades eight through 10. So their changes will be a little bit different in that the assessments will be decoupled. So that basically means that they will be starting school with the regent requirement but they will not be ending school with the regent requirement. Doesn't mean they can't use the regions as the requirement but it doesn't have to be used at that point. There may be
019some other measures. We will have to wait and and see how that goes. Um the the my daughter and in this in this bucket here in this uh scenario and again it's just kind of we're moving forward really not that much change but there may be another assessment or alternate type of assessment that might be available for students if necessary. do think the regions will still remain as a very useful option because of a lot of uh the aspects of it. It's a known quantity. It's a short you come in that day and you're done versus a larger project. But we'll see how that plays out. The current sixth through seventh graders, they will be the ones that are moving to one diploma instead of the three diplomas that we have now. There will be
020new credit requirements, so those grades will see a significant shift. And at that point they will not have to take a regious exam but it will be an option. And then finally the current as M. Gargan said the current fifth graders and younger will be completely with the portrait of a graduate requirements one diploma everything adjusted and a statewide transcript at that point. So we'll see how that plays out. All right. Just from a school year standpoint just so you can see again the timeline um and where we're at. So last year we finalized the portrait. The exemptions were in place and this year we're going to start with the new credit requirements, excuse me, which is going to be phased in with the 2027 cohort. You can see we have a long way to
021go uh before we get to the final step. The next couple of slides are taken essentially directly from New York State Ed because I wanted to make sure that you saw their language. uh and they provided an update and the adoption of the New York State portrait of a graduate. This as you can see was presented to the board of regents July 14th, 2025. So these is their this is their information. I want to make that clear. Uh first they talked about the process that was involved and how they gathered information and reviewed uh data and reports. Uh they did get some stakeholder feedback as well which is ongoing which I'll explain a little bit further uh as we move forward. They now finalized the portrait as we said. Remember the previous graphic was a
022slightly different one. You can see with the different colors, but now they moved to and adopted the portrait um over the summer. The focal point is to uh again they keep this at the center of the portrait which is uh focusing on a culturally responsive framework uh that demonstrates creativ creativity, global awareness, reflection uh and be allow the students to be able to function well in an in interconnected world. So that they're focusing on that at the center of the portrait. These are the six attributes that they are focusing on for the portrait. As you can see, academically prepared, creative innovator, critical thinker, effective communicator, global citizen, reflective, and future focused. Now, I know there are probably some other things that you're thinking as you hear those words, which we'll get to just so that
023you have some of the information as to um what that means. Obviously, academically prepared is going to be making sure they have a strong foundation in the New York State learning standards. uh creative innovator focusing on imagination, thinking, problem solving uh as as the problems are ever evolving and and the challenges are increasing, critical thinking and connecting across multiple content areas, evaluating information, analyzing information. These are all things as I'm um as I'm recognizing even with college students, this is these are like now required things for freshmen for many schools where they're focusing on these kinds of aspects of learning. Uh continuing effective communicator which we know is extremely important through a variety of modalities speaking and writing of course using various media as well. uh a global citizen which we know is again with
024our interconnected world. So not only locally but also globally, digitally uh and making sure that they understand the important contributions that need to be made and to understand diverse and uh diverse societies. And finally, reflective and future focused um to try to focus on their areas of of strength uh address the areas for growth and uh make sure that they are maintaining relationships for a uh for a strong mental well-being. So those are the areas that they're focusing on with portrait of a graduate. Um the vision includes you know obviously and this is they're using on the outside of the portrait uh students that will be able to learn, grow, create, work and contribute. I think we can all agree that those are very important aspects. Um obviously one of the most important things which
025is assumed is that they need to be present. They need to be here. That's something I think that uh all of our our principles recognize is a very very important aspect of being able to function. uh and all you see on the preparing the whole aspect of the graduate on the right side there the real world skills problem solving skills being flexible and creative and so on and the the opportunity and this is where we may see some real benefits even though there are going to be challenges to make a more student centered learning experience for students you know unfortunately uh you know for some students they don't always see the benefits of a high school education initially feel that there are things that they're learning that don't have as much relevance. So hopefully this
026will give us an opportunity to provide some o um for them to have opportunities to develop their own relevance in their learning. So that we'll we'll have to see how that will work. Uh if you look at the the next slide focuses on the shift from the initial graphic to the final portrait adoption and you can see that some of them uh remained from the beginning. critical thinker, effective communicator and global citizen. Uh but also that um there are some changes as well. Cultural competence switched to CRS at the center. The innovative problems solver uh became creative innovator and critical thinker and literate across content areas were focused to academically prepared. So you can see the shift there that they made with this adoption. What's next for the state is to uh release the portrait
027of graduate rubrics with guidance to the districts. That is going to be interesting to see how that comes to us. We're going to probably have a lot of debate, questions, discussion on that. Um and also to re uh to review some of the prioritized the the learning standards, the new learning standards that are taking place. again the required instruction in financial literacy and climate education and what that exactly means you know when that will take place when is it required to take place is there flexibility in that these are all things that we're going to be focusing on and details on the new credit requirements as well and there will be support networks available for districts and for families now um some of you probably looked at this document and recognized that it looked very
028similar to something that you're also very familiar with and that is our IB and it's a little hard to see on that slide but the IB diploma program graphic which is a very similar um framework in terms of some focal points at the center with the six subjects surrounding it and also of course the IB learner profile which you've heard of before and has been shared with you previously and if you see and you look and compare there's a lot of similarities between the portrait of a graduate and the aspects of the portrait of the graduate and also the aspects of the IB learner profile which is great which is fantastic because we always talked about bringing in the IB program was not just about the IB program it was about bringing in the mindset
029and philosophy that hopefully will emanate beyond the program which has taken place but this would be another way to provide that those same philosophies to all of our students. So, those will be the focal points. Um, and it's it's not an accident that these two are connected because they were looking at the IB diploma program as a great model for students. And as we've seen, it is an excellent model for thinking and learning for sure. All right. Some reminders that were shared with us um over the summer regarding the portrait of a graduate. Um the portrait does serve as a framework and um where the academic excellence is intersected with uh how the world is changing but um it's and it's obviously a focal point for not only college and careers but for life as
030engaged lawful citizens. Again these changes do not change the current graduation requirements. Those are still in place. So that's really important to understand because people are going to as we go through a transition, they're going to be asking a lot of questions about that. Why is this, you know, what is this doing for my child right now? So we're going to have to remind them about that. Uh there will be plans to release additional guidance by the summer of 2027. Again, this portrait will not be fully in place with students until the 2029 cohort. That's the group that starts in 2029. And uh SED is asking for feedback which they have been doing for many for a long time through this thought exchange discussion. I remember participating in that prior to COVID about some of
031these aspects and they also um are are willing to accept feedback through their website and email. So you can utilize that as well and that is open to anybody. It's not just educators. Um they they're looking for feedback from anyone. So you can access that and if you need the direct link, you just let us know and we will be willing to share that with you. Just some uh reminders regarding communication and next steps or just some where we're at. Back in June uh before the end of the last school year, Dr. Al and I presented a webinar on the proposed changes to New York State graduation requirements which was about 30 to 40 minutes long. It was still up and available for anyone to watch. Currently, I checked, it's got about 500 views, which
032is not too not too bad. >> Um, yeah, that's pretty good. And it's open, so people can utilize that uh link and and we have a link to our page. Um, and it goes through many of the things that we just talked about without obviously the portrait of graduate information. In addition to that, we talked about presenting to families that are willing and able to come to open house before open house starts if they're available uh at the secondary level. So we will plan to do that, give them updates similar to what we shared during the webinar, but hopefully give them some time to answer to ask questions. >> You when you say secondary, you mean middle school? >> Middle school and high school >> because I thought those are the ones that going to
033be most impacted. Yes. >> Yes. Yes. Correct. Thank you for clarifying that. Yes. Middle school and high school. We talked about those would be the really the most relevant and it, you know, made sense to do that. share information with the fifth grade parents if they're the ones that can have the ultimate like even if >> we can we can come to you know maybe a PFA meeting or something like that um to I mean I think we did have some families that may have been attending the webinar or watching the webinar as well but we can certainly attend you know >> we just send out the link to that >> y >> something >> yeah and I think we did share it through parent square but we can reiterate that as well >> those
034two fifth grade parents and we'll be talking about it probably during orientation and as as we move forward with getting kids ready for middle school. >> Uh we have regular meetings, you know, regional meetings, local curriculum meetings. So, I'm sure we'll be hearing a lot more about that. >> Uh we still need to get some clarification and additional details regarding the next phase installation in terms of again when that instruction will take place, what is it going to look like, things like that. and uh and we will continue to discuss and collaborate and share all of the updates with the administrators, the staff, the families, the students uh as soon as we have that information available to them. So, that is where we're at. Uh we're excited moving forward. We do think this is a
035positive step for sure and one that's um you know that's the foundation and following the IB diploma program in particular is definitely a great model. So, uh, we'll see where it where it lands and and as soon as we have some additional updates, we will certainly share them with you. Bless you. >> Any, uh, take any questions or feedback. >> Have you had an opportunity to test their support and guidance that they checked off as being done? I'm just curious because I know that sometimes um, governmentr run, >> you're talking about the feedback exchange. >> No, the established support of networks and communication channels. There's a nice green check next to that for New York State. I'm just curious if anybody tested. >> Well, that is their language, so I don't know exactly what they're
036referring to, but they have tried to provide groups and and um provide updates to us regularly. So, I don't know if that's what they're referring to specifically, but that's what they're that's the language they use >> because I just, you know, my my biggest concern with this is that it's it's a huge project and I want to make sure that you guys have the information as clearly and as quickly as possible so that you can then tailor it to our district. Luckily, we have a very um inquisitive and uh curious group of educators that we usually are with whenever we're at these local meetings. And it seems to be our our table that is always asking a lot of questions which we like >> uh and trying to get clarification and try to get additional
037information because the state does have a tendency to provide these you know large statements and then when it comes to how this is going to be implemented >> how is that going to work exactly? We had the same discussion about the cohorts and this was a big discussion last year and how the transition is going to work with some kids coming in starting with the regence requirement but then finishing. So, you know, there was a lot of discussion about that and trying to get some clarification. So, I'm sure we'll get a lot of >> feedback or we'll make sure that we ask a lot of questions about it. >> Have we thought about doing um I don't know what I'd call them like a town hall or something especially for the kids and the like
038the parents and families from the fifth graders. I feel like this is the clearest it's been as far as >> who's going to be the most affected by this. Um, and I don't know if and maybe it's not a town hall because that's more of a like a question and answer. Maybe it's more but there's got to be a better way to present to people to really get them to come down because you know I've been to those meetings that are very well intended and very poorly attended. >> There was we've been talking about a lot of things you know like the 354 alignment >> and this may be a good way to bring both buildings together, high school, middle school, >> just to talk about it. >> Yeah, >> because we've been talking about
039that since the beginning. >> I can appreciate the time that they've drawn it out and yeah, >> ju being having just read this article like today, it it just happened. I It's working out well for me to have as far as understanding and the timeline. It was helpful. >> You know, we they have so many other things. They have this great vision and then there's, you know, part of the vision is actually knowing how to execute it. So it seems like there's a little bit more thought. I mean, could you imagine if common core had done it this way? >> Yeah. >> What it would have looked like. It could have been a whole different animal instead of people fighting for years over that still. But so I can appreciate the timeline and I I
040feel like you've it's it's very obvious you guys are on top of it and the information you're sharing I think is very thorough. >> Yeah. I I think we will try to take and one of the things we learned through Jen your point, you know, which is it's hard for people to come out, you know, for these presentations. So we try to take advantage of events that are already well attended. You know, that's why we're going to prior to open house and at least that if people are available, they can come in before it begins and get some information. Typically orientation is very well attended. So that's a great opportunity to talk about this in addition to other aspects and and focal points. So I think we'll try to continue to do that. At that
041point hopefully we'll have a little bit more information. The only tricky part about, as you pointed out, the grade five is there's just so much unknown right now. >> So, right now, I think most of the questions are with our that middle group, that group that's the 8 to 10 because they're going through this transition where they're starting in high school. They're taking a class right now where it's required. By the time they finish uh high school, that same course, they may not have to take the regent exam, you know. So if they have not passed the regions exam, there might be another opportunity for them. So that's kind of the big shift right now. But I do think that grade is the one to keep the eyes on as we get more information and
042try to try to get to them as much as we can. We'll talk to the principles and see what they think is also a good time opportunity to get together with them and talk about that. See if they're getting questions about it. I don't know how much it's hard to gauge how much >> it's on their radar people's radar. Well, that's my concern is because it it'll be here before they know it. And and the more the more we can educate them as to what it is, the less scary it'll be >> and because that's that fear of change is is what drives the mania, >> you know. And the other benefit I think is the flexibility really is here for the student at this point. So, this is opening up more flexibility for the
043student. It's going to be a little tougher for the school and the district because it's it's it's opening up a lot more options and and that makes it a little bit t more difficult to to navigate in terms of keeping kids on track to get to graduation. So the the good news is at least it's it's a change for more flexibility, more opportunities for kids and we'll see u without losing the region's exam as an option which is good. You know, I think people are under the assumption that region's exam is going away at that time and we have to remind people that it's still going to be here. It's just going to be one of one of uh of options. >> I wonder Go ahead. Do do you know I don't this might be
044too early to ask because I feel like our guidance counselors are going to be probably from a an employee standpoint are going to be the most affected because now they're going to have to learn this >> better than anyone else because they have to guide these students into the proper path which is hard enough to do right now with a very simple >> um so I is there is is there support already being established by the state for these guys? They haven't spoken specifically, but at least in the past when they've opened up the pathways, so so you know there's the the traditional pathway that we that we may know of where the student takes the classes, they have the five required regions exams for a regent diploma and but there are other ways that
045students can graduate. The counselors are very well aware of that. They usually look at what a student has and what the other options are and if they can piece things together, they do a really really good job of that. So, and they've received support in the past for that kind of thing. So, I'm I'm assuming and and um I think it's a good assumption that there will be continued support for them because there's going to be some significant pieces here. We're going from scenario where you had requirements, you know, credits for math, for example. Now, they're talking about it being STEM. So, it could be some math, it could be some science, some technology, all filling the same requirements. So that's going to be a lot of peacemealing with, you know, has the student is
046the student on track to graduate as of 9th grade, 10th grade, 11th grade. So they're going to definitely need a lot of professional development for sure. >> Would it be worth putting this? Well, maybe you have already put this on the website. Yes. >> Do that. Yeah. >> Even the presentation. Absolutely. Put your presentation >> and then we can put it on with the live link. So if people want to access that information >> um and it will also have the link to our webinar which we shared as well. So we can have that up there for them. >> Yeah. Even like if if it was like quarterly, the 30 three to five schools could just send out like reminder, this is coming down the pike, you know, just some snippets here and there >>
047to keep keep it >> so people understand they they don't want to show up and be like what? Right. >> Which they may anyway. Yeah. And that's okay. >> I think it's important that you said like we have to get out to them because it's one thing to share a webinar and people might see it. It's another thing to actively try to make them aware of what's coming >> before they're worried like this is totally different. >> Bring ice cream. They'll come. >> Bring ice cream. That >> true. >> Okay. >> Thank you. Nice job. >> Okay. Next up, we have Dr. Outlaw with the into reading professional development. Thank you. I was trying to think about um bringing ice cream and it does always work. Um even for adults >> with a crumb cake.
048>> Yes, >> bring that crumb cake. They will show up. We will show up. We've done anything for that crumb cake. >> I will show up. Um during our last meeting uh there were inquiries about the professional development plan for into reading um with the Hooton Mifflin's uh with Hootin Mifflin Horton's um program. And so Dr. Maloney wanted to ensure that you were able to hear about the anticipated professional development plan. And so I'll be spending time this evening just sharing some additional information with you. The implementation of any program in order for it to be successful requires professional development that is high quality, that is ongoing, and that's relevant to the classroom teachers. The professional development that we intend on providing um in order for it to be even more effective requires that it
049be tailored interactions during the training that there be opportunities for collaboration with the classroom teachers and that the leadership is responsive in the support that they provide to the teachers. So when this criteria is met, there are measurable positive effects on teaching as well as the learning for students and their outcomes. And so there are six hallmarks of effective professional development. I'm going to spend time talking with you through each of those six elements. Um first I'll share with you what the components of that element are. Then I'll move into how our professional development program will be addressing that particular tenant. So the first hallmark is creating awareness and it focuses on creating awareness around the relevant information and so in this case it would be the into reading program and its purpose is to
050enhance instruction and increase student engagement. Right? And so the teachers during the training are going to observe the trainer going through the program elements, but then also the modeling that the trainer is going to do are components that the teachers will be able to incorporate into their own instruction. The other uh criteria for creating awareness is professional development that's connected to the teacher's daily practice because if it doesn't make sense in the work that they are doing then it isn't something that they will be able to easily integrate into their instruction and that's where the greatest impact exists. So in our professional development plan during the initial training the teachers are going to learn about each of the essential components of the into reading program and there's a platform that the in reading program has
051which is called class craft. So they're going to learn about those elements so that they're able to utilize that in their instruction. The other is um that they'll be exploring those program elements along with the plethora of resources that into reading offers as well as having time to plan collaboratively with each other. And I have to say Dr. Maloney mentioned earlier about the desire to have the alignment between both buildings. This is the perfect opportunity to do just that. and the teachers will have time during the training in order to prepare for the first few weeks of instruction. We then bridge the creating awareness with building understanding and there are some key contact content that HMH focuses on in the into reading program. One of those is building the literacy and foundational skills and you've
052heard us mention and talk about of the science of reading. And so this professional development will focus on exploring those foundational reading skills along with the application of those skills in the classroom instruction. There's also an online study group that's provided through the inreading platform where teachers are able to ask questions in in real time and discuss strategies that are going to best impact student success. There's a relationship, a close relationship between reading and writing. One happens and the other just naturally occurs for students. into reading explores and digs deep into the research that reading and writing have and the professional development is going to help teachers not just identify the essential components but also align the reading strand the read align the writing opportunities with the reading opportunities that exist that um are in
053alignment with the writing rope which is a strand that now you hear more about similar to the foundations of the science of reading where they focus on the um impact of vocabulary, syntax and structure in writing process. The second hallmark is the building understanding. And so this component looks at increasing the engagement of the participant and modeling practices for them using handson um approaches for them. The other is taking a look at how teachers and students learn and what that learning looks like. Because if you remember, most often you hear we teach the way we are taught. And so now this program is going to help teachers identify even more effective tools and strategies that can be used. So teachers are going to attend grade level specific trainings. We start with third grade and the
054teachers from both buildings are going to be able to get together so that they learn together and that they have those conversations together as they also plan together. The participants are also going to utilize the personalized learning platform that I mentioned and that platform provides unlimited access for teachers to plan, teach and then also identify ways to assess the learning for students. The next um hallmark looks at participants collaborating for the purpose of learning from each other because the experts are in the room. Our teachers are amazing and excited about the into reading program and the opportunities that it will offer. So they're also going to look at providing time to discuss what's working and what isn't and that will be done in a variety of fashions as well. So after the initial training, our
055teachers will be able to access the teachers corner which is a searchable library of resources so that where their interest lies, they're able to dig a little deeper and they're able to identify where with the students that they are working with what's most important and what they are going to be able to provide to them. The other is the platform offers live events. So there are opportunities for teachers to participate in learning that's being offered through the program with educators across the nation, not just here within the district. The next is implementation and this is the phase where the teachers are integrating the new strategies and they're able to identify what is challenging for them as well as celebrating the successes that they have with the program. So we'll see that they'll begin to personalize
056the lessons and refine the tech techniques that they're using so that it becomes a part of their practice. And so for beayhore we have the literacy team members who are going to serve as immediate references to their colleagues on the program since they have already utilized the um platform. The other is that there is going to be, and this is my favorite part, there are going to be lead staff members who have access to a platform called Coachley. And Coachley is where there will be um someone from HMH who is an expert in the program that at the moment that the teacher has a question, they are able to ask that question and get an answer. And that is going to take place over the course of the integration um of our or implementation of
057the program. It is on demand and it is in the moment. The other is evaluation. And so um when you're evaluating you're reflecting and that is a critical component for making improvements to any process especially to the teaching process. And so, uh, one of the other, um, criterion when looking at effective professional development is you want an opportunity to evaluate and reflect on the implementation. What's working, what isn't working, and being able to use that to guide the instructional decisions that are taking place in the classroom so that not just the teachers benefit, but that the students are growing as well. that we're meeting their needs and that we're able to help push and extend their learning. So for the prof for the professional development um that the teachers in Beayshore will be receiving, we
058have several opportunities where the teachers will have time to collaborate with each other and they will have an opportunity to identify what their needs are and then what the next steps will be. Teachers Corner is another platform that's going to offer an opportunity for us to do that. But we'll also do that here when we have additional professional development and training opportunities. They'll spend time looking at and thinking about what they need and then the following professional developments will then be responsive to the needs that they identify. And another hallmark is extending the learning. And so this suggestion is and the research shows that the oneandone doesn't work. And so when you have a sequence of trainings that align to different learning modalities because every person learns differently, right? So when that um uh that
059opportunity is provided, teachers are able to build on their current skills whether they sit at a computer, whether they are talking with someone or whether they are reading articles. This platform offers all of those as an option for teachers. We also have developed a multi-year professional development plan with HMH and so they will come in several times during the year as well as offering these um asynchronous Dr. Maloney's favorite term asynchronous learning opportunities for them. Um, and then we also have an opportunity for them to refine their classroom practice because during those sessions they will be able to have conversations with each other about what's working and what isn't. One of the other components that's not listed in one the six hallmarks but that does exist within the program is the opportunity to support families.
060Um, and they have a dedicated space through the students account that allows for personalization and some access to ondemand resources so that a family could help support the student um and their learning. And the other is a leaders corner which is similar to coachley where leaders then have their professional development opportunities given and a platform where they can see the resources, events and also um identify areas that the classroom teachers they are working with need support in and be able to give that in a timely fashion. So, the next steps that are listed are ones that were shared with you the last time that we got together. We are um I I should have used Mr. Pashkin's little green checks so I could show that in the first one. We are done. We are working
061on the implementation of um the HMH2 reading. And so, teachers are going to be participating in professional development during the week of September 15th. And we have the ongoing professional development with planned opportunities for collaboration, reflection and feedback. And then we will be communicating with families during um open house as well as through um other digital platforms so that they too have an opportunity to identify what the students will be working with and how they can support them. >> Do you have any questions? I have a couple. >> Sure. >> Um how many teachers would be called like lead for us? Like how many what number was at each grade level that piloted? >> So um we had we had um teachers from each of the different program platforms. So there were CWC teachers, the
062dual language teachers, ENL teachers also participated. So it varied for each of the buildings because some have programs that the other >> uh does not. But with um Coachley, we're able to have a total of six um licenses and that we are providing to teachers who participated in the pilot program so that if they are not able to personally answer the question, they then can go to this platform to do so. >> Okay. So even if we had 20 teachers that piloted, we could only use 10 six coachly um licenses. So that kind of leads leads to other question is um there there was talk of leader support versus teacher support like so there was leaders corner that's different than teachers corner >> that is correct >> so all the teachers would have access to
063teachers corner um only those six will have leader support and coachley >> um only the six would have coach >> okay >> but everyone has access to the teachers right >> and then there was leader corn leader leader corner >> the administrators all of so the assistant principles princip Mrs. Dell University and myself would have access to. >> Okay. And how long does that licensing like how long do we have access to or is it as long as we're using the program we have access to those supports? >> It's for the years that we have um a l a contract with them. So that's the three years for the start and then we could renew if we wanted to. Okay. We felt it was a value. So if we're I mean I would hope we're
064going to keep using the program but we might not need some of the licenses and and supports because maybe the teachers become support. I mean I would think there's value in in being able to connect live with other people but we can discuss that for years >> now. Well the goal is for us to build our own. Yeah. >> And in that case, because our teachers are brilliant and so they absolutely will be able to take the information that is provided and then knowing our community, knowing our children, they will be able to provide the support internally. >> They'll be the masters. >> Yes. And then if there is information that can't be um obtained um or that they can't provide, our representative will always be able to provide us with a resource because we
065have several districts on the island that are also using the program. >> So the goal would obviously to be raise our own leaders. Gotcha. >> Absolutely. >> So for three years for sure we have those supports. >> Yes. >> Okay, that's great. >> Is coach a live person or is it like a chatbot kind of thing? >> Coach is a live person. Wow. Yeah. >> And then for the live events, are there costs to that or is that all part of the licensing? >> It's all a part of what's included in our professional development plan. >> The travel like is there travel opportunities? >> All digital. >> It's all digital. >> Any other questions? >> Very nice. >> Great. >> Thank you very much. >> Thank you. >> And now the really fun stuff. Moren,
066would you like to talk to us about free and reduced um price food services? The first policy read. >> We know you've been dying to do this all night. >> The edge of our seats. >> I think we have >> a new one. >> That's the next one. >> I have both of them. We're doing the frame reduced meal. >> Keep going. >> Okay. It's coming down the table, guy. It's not there. Stop looking. >> I have one. >> Are these with your >> Oh, you have one, too. >> Did you make edits? >> I did. No. >> Oh, no. So, they all have it. >> So, this all the same. Okay. All right. Great. >> Cuz just on the ball and you got her everything and she gave it to us. >> Good girl.
067>> The old policies there and >> and the new one. >> Okay. So, >> this is the old one. Yes. >> Thank you. >> The old policy I believe was adopted in >> Yes. >> I don't think >> Yep. 1215 >> 2015. Okay. >> So, it's been about 10 years. This policy is a little bit confusing because it is speaking to every single option that you have available to you. But we are now on C. But this still speaks to all the options, right? So you can have your free lunch which is based upon an application uh and um federal poverty levels. You have your reduced based on the same application for which we have never we have never taken the reduced price. Typically it's a quarter for a meal. We've always waved that. This
068is in the years prior to C. Then direct came along uh and anybody who qualified through other agencies for financial assistance generally no longer had to fill out an application. They were directly certified and automatically eligible and there's a number of categories that fall under that particular umbrella. And then C came along and originally C was we didn't think that we were ever going to be able to get there because you had to hit between 60 and 70% in every building. And then they started to kind of pull back those numbers a little bit and then they dropped it down to 40 at the federal level and now New York State has taken it down to 25% at the state level. So we are fully C across the district now. that this policy still addresses
069every aspect and every mechanism that a district can use to provide free and reduced lunch. Um >> this is not a required though policy. >> This is not a required but we have it already >> had it for a while, right? So this is just an update. So it and really as you read through it what it's updating is C the drop from 40% to 25% C even though that had been higher initially but C we didn't C was not included in our policy at all in 2015 that just uh didn't exist. It also speaks to one of the state's newer initiatives that you know based on if you are collecting money in any way, shape or form um that you don't in any way overtly identify a student as qualifying for free or reduced
070meals. >> So it adds that language into there. state came out with that a number of years ago when we were talking about uh meals on credit and we put in a credit policy which now again is no longer applicable because now we're not running any of that right. So but this doesn't really take out all those other options. It speaks to every option as you go through. So as so it is a little bit confusing. So, as you're reading through it, just remember there's all the different categories, none of which are applicable anymore. Could be free based on your application. You could be direct, you could be reduced based upon an application, or you could go seek. >> Can I ask a crazy question? >> Sure. >> If we're what we are now, the
071initials you used, is there any would there be a benefit to just not having this policy? That's what you would like or I can I can severely restrict it to just the C. >> Yeah, I I would like less because that's not an option right now. Now, if it ever changes, >> we can bring we can, you know, go back to what we used to have and and relook at it, but I would really like it paired down. I don't think we need all this. >> Okay. >> Um especially because it's not a required. >> I mean, we have so many policies and there's so many that are required. >> Let's kind of just tear it apart. Yeah, I think that's fine because I mean there are, you know, it delineates how you can qualify
072for some of these things which are no longer applicable. So I can strip all of that out of there. That's >> it down. If 10 years from now things change, then it changes, >> right? Y >> then you reinstall it. >> You have this copy somewhere as practice. >> Okay. >> Right. Somebody will have it if if anything changes. >> There's a policy book somewhere. >> 100%. Absolutely. Okay. >> I just have a question there. So the programs that are required to have the applications in house for us to get the funding because to show that we have reduc like does that affect negatively affect us because we're no longer getting these applications in the door? It's >> a good question. >> It's hard to say. I would it affects us in our grant writing.
073>> That's where it affects us. But so but everybody knows it and everybody's in the same boat. So the onus is kind of on the state to choose other mechanisms by which to ascertain that data, >> right? >> Should they be encouraged to do that? >> Well, at some point the state is going to have to say this is okay. This is okay. This is okay. This is what you're going to take. This is what you're going to use. >> You know, >> but they haven't done that yet. >> We are they giving any other me they have they was in the Rockefeller report >> there was a short list >> Yes. >> of uh census data points. So we just encourage families to complete the form for us if they're seeking grants >> or
074some other um >> assistance because we need some information >> right so yearbook >> instruments >> right scholarships right if they're looking for other >> outside of school lunch >> so that's still available for them to >> that is still available they can fill out the application if they so choose >> okay >> thanks to try and collect did this at my other school had C. I got C for him as well. Um it was the same same issue. You not required to get them, but I used to put them in our welcome back packets and try to collect because people see forms and they're like, "Oh, I have to complete this and send it back because it comes from the school." And I was pretty successful in getting a good good amount of them
075back just to have the data just because it was in their welcome back. These are forms they have to fill out. >> It's not a bad idea. >> When prior to C, it was a little bit easier to do that. Now with C, now that everybody's getting it now, it's harder. >> Yeah. >> You know, we're seeing less and less people completing the application. >> Put on a Google. >> Okay. Thank you. >> And then the next policy is the rights of employees to express breast milk in the workplace. Miss co >> required policy. required policy. That's what I thought. >> Okay. So, um you should each have two versions of the policy and Miss Castelli was kind enough to provide the template from NISBA and you have a secondary copy that was provided with
076all of the updates that were um recommended by NISSPA and I highlighted some areas that I'd like to just review with you quickly as this is a new policy and our first read. Um first I would like to share that the items that you're that you're going to hear about in this policy are already in place in terms of practice. So this is not uh something that is a new right to employees. This is not something that we have not um had items in place since the beginning to provide our employees with the ability and the appropriate safe space to express uh breast milk in the workplace. So this policy is divided up into a number of sections. The first uh provide you the introduction. Uh this policy is in response to New York state
077labor law section 206 C which provides all employees in New York the right to express breast milk in the workplace. Um, it's important to note that we are responsible for providing a safe, clean space and appropriate time within the workday for employees to express breast milk as needed. And the it highlights for uh each of your review here items that we're responsible for making sure that we are uh providing space time and doing this in a consistent way for all of our employees. So the first section highlights using break time for breast milk expression. uh we are responsible as employers to provide employees that request this time 30 minutes of pre paid break time to do so in the uh in their employment area. Um as we do know this is an area where employees
078may need to have individual needs and accordingly they would provide the district and or their direct supervisor with the times that they would need in order to do so. uh we have to provide 30 minutes of paid time, but employees are able to use their paid break time as well as their meal time if necessary. And if necessary beyond that, we could provide additional unpaid time for an employee during the workday. Um during this time, it's important to note that the district is and all employers are not able to uh ask employees to work during this time as it is private time for them. If you move on to the second page, it also does highlight employees who are working remotely to have the opportunity for the same rights. We do not currently have any
079employees that work remotely. Um, but that does encompass uh those individuals into this policy as well. This policy uh highlights the fact that employees are entitled to up to three years of time during after the birth of a child to receive this uh benefit. Below that you see several uh links that are for the Department of Labor that really highlight uh breaks and meal time requirements for employers. Moving on to the next section, it discusss how an employee should make a request uh of the employer, the direct supervisor to express breast milk at work. Again, this practice is already in place. Um it is different in every building depending on the number of hours that an employee works and the environment with which the employee uh works every day, whether it's a building or an
080office. Um, but this policy really just highlights that an employee is responsible for notifying the supervisor in a timely fashion so that we as an employer have the ability to put together the appropriate location as well as time within their day to do so. Um, it provides specifics uh, moving a bit further down the page for lactation room requirements. And on the third page at the very top is a bulleted list of all of the requirements that we as employers are responsible for providing our employees so that they have um again a safe private area that's accessible with running water as well as electrical outlet and chair. Um and again just taking note that we are not we are embedding this into the employees workday. So we're trying to find a space that's private and
081close to their normal working area. Um, moving down, it provides additional information about as an employer uh a specific place that we are uh responsible for providing if we have that in our in our buildings, which we do for the storage of an employees breast milk if they need to uh utilize that service. And on the final page, um, it really highlights for you Department of Labor resources as well as federal resources. That employee, uh, would be able to, uh, speak or look back to if they are feeling as though they are experiencing any retaliation or if the district is in violation of the policy, it points them to the Department of Labor Resources. That would be uh the next mechanism for them. So, as this is a first read, um, these are the items
082that uh we would like to bring to your review. Um if does anybody have any questions or comments about the policy? >> I have one quick question. So let's just say for example a teacher their paid time would be their prep and their lunch. >> And then if they had an they needed more time they needed it to do it three times a day say what then? >> So again depending on where the person is teaching when the person is teaching we'd be able to embed it into their day. >> Okay. >> So again and it's a minimum of 30 minutes but an individual may only need 15 minutes. So then they break it up, but we've never had an issue where needed more time than they were allowed. They were always able to work
083it out with these. >> What about somebody who doesn't have like a natural um prep break like maybe a power or something? >> So again, that's why if they know that they're in need of this accommodation, um they would speak to the direct supervisor ahead of their return and then we would make adjustments to their schedule as necessary for the length of time that they needed in order to do so. >> Okay, great. Thank you. This policy has been in place for quite some time. This is just changes to it. >> So the original policy um was the the version that you have here with its adjustments and again we have been following this in practice but now we're really just memorializing what our practice has been into a formal policy. Now >> I'm assuming
084this has not caused any significant disturbances or problems. >> This has this has never been an issue for us. Um and we've always, you know, as a school district been able to work with our employees to provide them with everything that you see noted in the policy. Thank you. All right. >> Thanks. >> Anybody have anything they want to add before we close? >> All right. Thank you um to everybody who might be watching. Um thank you David for your contribution tonight. And um can I get a motion to go out of work? Motion. >> Second. >> All in favor? I I so carried. >> Have a great night.