001to work session. >> Oh, are you ready? Yeah. >> Who's got a motion? >> Second. >> All in favor? >> I so carried. So before we start um with the agenda, we want to introduce David today. He is our student um board member and this is his first meeting. So it's exciting. So welcome aboard. We're glad to have you here and have a student voice. >> Okay. So jumping right into it, we'll start with Dr. Maloney. >> Thank you, Miss Gargan. And again, welcome David um again to our uh boardroom before we start school. Again, we have many of our administrators here today. So, I want to thank you for being here as well. I just want to talk about our goals for the 202526 school year. We had an administrative meeting this morning that
002we reviewed all of our goals. And again, just to uh refresh the board, school safety, culture, and climate. Um obviously creating the environment where all of our students feel safe, respected, um and supported by all of our um school members. And I've always again I always stretch and reach out about this culture of opportunity for every student in the Beayshore school district and I always say we are unique because there is something for every single child in Beayshore and that is something we are very very proud of. um school community engagement. Last year our theme for the year was community and I think we had at least seven presentation excuse me eight presentations by or eight buildings about how our schools were engaging with I'm going to call the school community again students and their
003parents. So we had some excellent presentations. Um goal four we're going to come back to that shortly. Um um and again finance and operations again Morin is uh has done a really look is looking at a lot of different things um over this past summer. One being transportation in terms of uh just how we can be um as efficient as possible and again looking at some other things to ensure that we're able to provide all the programs for our students. And then Mrs. Cope again, high quality personnel, u has done a great job and I think we've hired, I think it was this morning, 30ish teachers uh for this year. So, we're still hiring at this point. Um, but we did share our goals with the um the administrators this morning and again, we will
004have presentations again like we have the past couple of years. I have shared with you all of the topics over the past year or two in terms of where they align with our five goals. Um I can tell you just for the last school year, school safety, culture and climate, I think it was 16 uh sessions that were presented to the board, our culture of opportunity, 31 topics presented, school and community engagement, eight with I already mentioned, finance and operations 10 and then high quality personnel which again looking at our great staff uh one. So again we will continue that in terms of goals that we'll be looking at this year. One is the portrait of a graduate at some point Mr. Pashkin probably in September will come back provide a presentation with Dr. Outlaw.
005And this is something that the state was kind of ahead of schedule in terms of rolling out to school districts. So again, when you start to look at all of the tenants of this the graduate profile, it's very similar to the the IB learner profile. So um we're excited about that. And again, I just wanted to highlight a couple of things from last year that again I think were extremely special for some of our, you know, for our students. again just offering um different opportunities and one was the uh dissection tables last year which I think you know we had a presentation late in the year but we were actually talking about it in August and we were so glad we were able to get that in. Um Mr. Agustinino was a great recommendation with
006the unified basketball which I think really brought our entire school community together. So, that was a great um uh program. And also this year, we're excited that we're going to be applying for authorization for the IB career certificate. And again, that's something I've wanted for probably 10 years, and I'm glad we had that opportunity to apply. >> Awesome. >> Okay. >> Thank you. >> All right. Next up, um is Dr. Outlaw, grades three to five, literacy curriculum >> in two reading. >> Miss Stell University as well. >> Okay. Okay, my fingers are they're like behaving on their own. I don't know. They're pushing buttons. Um but uh Mrs. This is Dell University and I want to thank you for the opportunity to share the collaborative work of our administrators and our teachers from the intermediate
007buildings which began last year. You might remember in December um and then again in February we shared information with you regarding our um in our three through five literacy approach. And during that time, the team members from both buildings came together so that they could conduct a careful review of our current programs and the materials that they were utilizing in the classroom with the desire of both buildings operating and utilizing the same curriculum along with what was going to be best for our students. and e the effective methods that were being used in order to develop that plan really showed how they all came together. And we're thrilled to share with you the work that was done in the previous year along with the recommendation that the literacy team is making. >> Hi everyone, good
008evening. Um, and just to give you a a brief overview of some of the information that we'll share tonight, we'll start with um a review of the New York State Literacy Initiative, which you probably recall we discussed last time, and that led to the development of our grades three to five district literacy team. Um, we'll also touch upon the evaluation process that the team underwent along with the program pilot we left off with last time. We were about to start that program pilot and that included students and teachers from grades three, four, and five at both South Country and Gardener Manor schools and that took place in the spring of last school year. Um we'll share with you some of the feedback from the teachers who participated in the pilot along with their ultimate recommendation
009for curriculum moving forward for the coming school year. And then finally, um we'll also share and discuss some anticipated next steps uh provided obviously and contingent upon board approval with the program. Um how we would look to move forward with that in the upcoming school year. So there's no arguments that beayshore is an amazing place to work and I think that part of that comes from not just the teachers that we have but the instructional practices that are offered along with the many programs that we provide and Dr. Maloney mentioned the culture of opportunity for students and that was a part of the discussion that was held with the classroom teachers in both buildings and so to ensure that the educators um who were from different programs. So we had uh special education teachers, dual
010language teachers, teachers who offered small support programs as well as the regular classroom teachers uh in the room. So that we had a varying degree of programmatic experience, but also it ranged their classroom experience ranged from over three decades in the classroom to some who were brand new to the pro to the educational um programming. And so the conversations were thoughtful and elicited everyone's input so that we were able to make a recommendation that everyone was comfortable with. And so the state provided a literacy curriculum review guide and instructional best practice guide. And they took that information and selected two programs that they were interested in piloting. And you'll recall this from the last time that we spoke. One was Savis's My View and the other was uh into reading. And after working with both
011programs, the teachers found that the HMH into reading met not just the criteria that the state had provided, but also their own personal feelings about what a program should offer to be students. Um yes and so throughout the pilot process and really through uh the teachers really felt I think that this program kind of clearly emerged as the one that they could all agree upon would best meet the needs of our students and also our staff for the upcoming school year and some of the key features are just outlined for you here. Um obviously I think we have some samples and things so that you can also take a look at the materials themselves. But first and foremost, um I think one of the things that our team really highlighted is that the program is
012grounded in the latest research in the science of reading, which is a key component of the New York State Literacy Initiative. Um it's also very tightly aligned to the New York State standards and helps to support student development when it comes to foundational reading skills and also vocabulary development and reading comprehension. Um so that was a very important component that everybody could agree upon. It's also very inclusive. So there are materials and supports not just for general education students but there are variety of resources for ENL students for our special education students and students with disabilities and also multilingual learners. So there's a complete bilingual aspect to the program called Aribba which our dual language teachers are very excited about as well. Uh there's a number of different assessment to tools that are built in
013just making it easier for teachers to be able to continually progress monitor students to maintain instruction that is responsive to meet everybody's needs. Um they also noted that the design of interreading is very intentional in the way that it connects reading with writing but also with speaking and listening and it does th so using uh very engaging texts that are culturally diverse. One of the things we heard over and over again from the teachers and even from the students was just how much they enjoyed working with both the fiction and non-fiction texts that are included as part of this program. Um, writing is also another key component. It's embedded into every unit of interreading and it's also part of daily instruction. So students have the opportunity to practice writing across various different genres, different writing
014styles and different content areas. And lastly, usability. This was very important to our literacy team. Um they felt like the HMH materials were very easy to follow. They were well structured and organized not just for teachers but also for students. Um there's a variety of different printbased materials again some of which you can see here. But likewise there's also a very robust online catalog of digital tools um and different professional development offerings. So these are just some of the reasons why they they all I mean I think we got as as close to consensus as that you can get from a group this large when it came to this program. Um and the teachers were very immersed in in the process. Obviously they they're not able to be here tonight but they did want to
015share some of their thoughts and their sentiments. So you see some some of their quotes and I guess you'd call them testimonials feedback from the program. a few here from our dual language teachers from Gardener Manor. Uh the first is actually from one of our our fifth grade dual language teachers, Miss Manis, who shared how much the students connected to the literature they were reading during this aspect of the pilot program and also the way that the literature was transdapted. So I thought this was really interesting. It's not just translated word for word from English into Spanish, but it's really done so in a careful way to preserve the authenticity and the cultural nuances of what they're reading. Um, so they felt that that would really help to enhance dual language instruction. Miss Feliz, who's
016one of our third grade dual language teachers, also just shared how excited the kids were to work with these materials. You actually see a a photo of the students that I think Dr. Al was able to capture that day where they were working with the HMH into reading materials during that portion of the pilot. And then we also had uh teachers, classroom teachers who expressed similar sentiments. They were very pleased with the diversity of the text. Um, they also appreciated that you were able to navigate the text in a way that allowed them to turn to the materials that were most appropriate for the students that they were working with. And I love this part. Um, the vest is she said the series allowed her to uh put her own spin on teaching. And one
017of the things that was important to everyone was that not just following a program, but also knowing your students, knowing what their needs were and being able to provide them with the information along with adding what you know your students need um as learners. And then uh we had Miss Rei who is fourth grade who shared that she saw growth in their ability to comprehend texts in the time that she worked with the students. Um and that it was aligned to the standards. But most importantly, and this is the item that they wanted to make sure any program that we adapted or considered adapting contained, and that was that the writing portion of the program was integrated. that writing was not seen as a separate act but one that came along with reading which as
018readers, adult readers ourselves, we know that they are um that they go hand in hand. And she shared that it targets the skills of good writers but in such a way that all of her children would benefit from being involved um and developing their writing skills. And so then here it comes to the ask. And what they shared was that wholeheartedly they would recommend into reading as the program to be implemented during the 2526 school year. And with your approval, we' be able to move forward with planning for the professional development that would begin at the start of this school year. that they then would be able to begin planning collaboratively based on the work that the literacy team began. And with them serving as the leaders um in the program and helping their colleagues
019in order to navigate the systems as well as utilizing the reflection and the feedback to guide instruction because this is a process. We know that um it would take a number of uh interactions for the teachers to become comfortable with it and we want to begin to give them the opportunity to gain that familiarity with it uh once the um approval if granted is given. And lastly, the parent communication. We heard from parents that they recognize that something is needed and that they too want to be involved closely with the process of knowing what that curriculum is, how they could help their children at home and the resources in HMH allowed for that to be done in an integrated and easy fashion. And so now any questions that you might have? >> Sorry. So I'll
020the professional development um are we comfortable starting the program and using utilizing the program almost before we can get into the training. We only have a handful of days left before school starts. >> Yes. >> So you know where's the the comfort level with teachers getting I'm I'm dying to put my hands on this. You know that >> this book and this guide and then saying now you're going to have a program to follow right from the beginning of school and they might only get it the day before that. >> Yes. That's one concern. Um I'll do them all together and then >> absolutely. >> Um the collaborative planning I think is great. Will that have any impact on the prep plan their prep planning time now and the uses of of subs? Um is
021there a required professional amount of of training? And then is this replacing anything? And what's the cost? >> Well, I'm going to start with Laquita with the cost. I can tell you has done an outstanding job. I have no doubt >> in terms of um working with the vendor to >> Dr. Maloney is helping me with my negotiating skills. I just want to say >> comparable is when we would bring in a a math program. So she did an excellent job. Um I can tell you that. >> Okay. Well, I I still would like something attached to that. >> Okay. We'll get we'll do that. >> I mean, is it replacing anything? >> Okay. So, I'll start backward and work my way um the other way. So, um as Dr. Maloney mentioned with the um
022representative who wanted to um make sure that um we were um working with her closely. She wanted to work with Beayshore. And so whatever it is that Dr. Maloney was sharing with her was needed um she was willing to work with. And so uh what she shared was that it's a three-year contract. And so with the three-year contract, it would work out to be um a little overundred um and 150 um,000 for each of the years. >> Yes. But what she shared was that we are able to break it up so that as you know with everything that's um taking place what she is able to do is spread that out so that we are able to um uh utilize that over or work with that over those years. Um you asked about training and
023the train what it is in place of. Yes, we are able to get rid of some of the programs that we utilize for word study and some of the other writing programs that we utilize because this program encompasses all of those items. >> So everybody knows that that's going to go away and I'm I'm glad like that. I don't want to see like all the peace meal like oh we're going to we're going to do this but then we're still keeping this and you know we're going to keep this and we're going to keep this and we still love word study. If people want to do creative stuff in their room and use strategies they've always used, of course, do whatever you want. But this is the program >> and that's been made clear and
024actually the teachers are the ones who asked for that. They said it's time that we are on the same page and using the same information. And we recognize that the only way to do that is for us to utilize something that allows for a progression of of materials and um skilled development to be utilized. Because if we were to utilize either something that um was created in house, again, it's left for interpretation in a way that would not allow for that alignment. And that's what they were going for along with the foundational skills. They recognized that the students were coming in with skill needs that this program helped to address. >> I'm assuming that the status program did not address language aspects. >> That is correct. They felt that the texts were not trans adapted.
025They were translated. And in um Miss Manesses's statement, you'll see that what she says is that it loses the emotions in the text, the nuances of what the author is trying to communicate. And so the trans adaption was done well with HMH. >> Yes. Yes, they were. Yes. And we shared um with the group in the beginning that it was certainly a factor for us that it was something that if it were out of our reach that we would not be able to utilize or consider it. >> So, so beyond the 140, how much does it costing to train the teachers? How many treat how many days does each teacher get and how much money do they get each time? So, that that adds to that 140. So, how much each year on training? How
026much do do you uh how many days do the teachers have to come in and how many teachers and how much is that going to cost? >> So that PD plan is something that we have to flesh out with your approval. We haven't worked out all of the details with that. But I will tell you um is that the PD plan is for the three years as well. That's all built in and all worked into the um information that was given. So there's no additional cost for professional development. Now the cost would come in substitutes because we would need to arrange for substitutes to cover the class while the teachers are there. But the training is not for full days for the classroom teachers. We've worked it out with the building um or we will
027be able to work it out with the building principles that they are done in chunks for the classroom teachers. There's also resources available online and a lot of the training that's done online. So we would be able to provide several teachers with the opportunity to work through that material and then bring that back to grade level meetings which answers a part of the question that you had asked when it comes to training. >> So so the what I'm looking at is teachers are going to do what it's all for free in the summertime to get ready for this year. >> No, it would be it would start with your approval at the beginning of the school year. The first 20 days in a classroom is spent on the routines and literacy collaborative development. So that's
028the ELA program that we all use. So those first 20 days are ones that the teachers already have systems and routines in place that they would be able to provide to someone going in. Those are the days that we would utilize in order to give them the information they need before the program begins. >> You just I'm sorry. You just mentioned literacy collaborative. How does this balance with that? Is that something that's fading out? Is that something that we're staying? Do they work hand inand? Where how does that play in? >> So, there's good um pieces with literacy collaborative with regard to the joy of reading and being able to allow students to have conversations with classroom teachers and each other around texts. And so, we've heard a lot about the science of reading, which
029is the foundational skills um focus. And so this program allows both to be done in combination in order to um elevate the skills that adult readers utilize on a regular basis. >> So this would not replace that. >> No, this would be in concert with that. >> Like I said, I'm not I'm not against the program. I'm not doing I'm just trapping my I'm just trying to wrap myself around the numbers >> that have to go along with the 140 per year. So I'm just, you know, budget wise for Moren and anybody else, they got to know what what type of budget. So you you right now it's at about $420,000 for three years just for this lady. >> So now when she comes in, so now with the teacher training and all that, I'm
030thinking this number is right around >> six includes the professional development including develop. >> It doesn't. >> It includes everything. doesn't include the subs but includes the >> materials resources PD all in >> I'm just like I said I'm just just asking I'm trying to wrap >> Great question >> what kind of time are they talking about like so for each teacher is it like oh teacher will have um three hours of PD 5 hours 10 hours what what's is there a >> so um there isn't one that's been established um as far as a minimum requirement they do have a plan that they provide uh which once you know, with approval, I will be able to obtain. And um we want to make sure that the teachers are comfortable with what they're using. The
031goal will not be for the classroom teachers to be thrown in and feel as if they've been given materials and said, "Good luck." That's not the way that we do things. Um and that is not the way that we would proceed. In order for it to be successful, we would need to provide the teachers with a number of different opportunities to engage and interact with the text. And that's what we would do. Not just um individually, but collectively >> because collaboratively they'll be able to discuss the experiences that they've had. And that was part of the reason for the selection of this. They felt that the resources and its accessibility allowed for the all of the teachers. They would be able to get access to the information easily and that it would not be overwhelming
032and cumbersome for them to be able to get what they needed in order to work with the program and support the students. >> So, of those first 20 days, how many days are the teachers going to be missing or or how many half days are they going to be missing? Like, how is that going to break out? I'm just trying to understand >> uh and that will align then with the subs that we're going to need like are we are we going to need x number of subs or y number of subs and that's going to depend upon how many hours the PD is. >> Yes. And so um right now I anticipate that at most within those 20 days they're going to need two. Um and that would be uh where they go in
033for a small portion of time. only one of the days would be full days because we need to provide them with some opportunity to plan for moving forward and then beyond that it would only be for a short period of time but again I'll I'll need to work out the PD plan with the board's approval >> that was part of your concern right guy that exactly >> okay and then I have a different line of questioning uh with regard to it so during the pilot just how many what was the use of the hard copy versus the digital just curious at the 3 to level how that broke down because I I would assume at the at at the higher levels it's more digital but what how's that working at 3 to five >> they
034have access to both um and the hard copy is what the classroom teachers would begin with the digital access would be more for the classroom teacher and to display information that is available in the text that you see there so there's not a lot of access digitally for the students it's more for the teachers >> but it's not then being used at home then digitally they have access to the text, they can access it. And if the teacher chose to assign something digitally, they could use it, but it's not the primary um access point. >> Okay. And there's no extra charge for that digital access. The teacher, >> thanks. >> All in. >> They usually go hand in hand now. >> Yeah, I I think that it does, but I just figured it's worth asking
035the question. >> Yeah. No, it's in the back. I left one of them. I don't know if that one No, the my book. I think I left. The students have a a student resource book. the my book that Amanda was asking about. I left that one upstairs, but I have it if you want to take a look. >> Okay. Thank you. >> Thank you. And if before I go, I just want to thank the administrators who came this evening. Um they are involved in um the overseeing of the program um with your approval and they told they said and mentioned, "We're going to be there for you." And I know that the classroom teachers who worked really hard with the pilot and who I tell you I I it's rare that you get to work
036with people who you say I want to work with you guys all day long every day and we were able to do that with the teachers who were with us during this program pilot. So, I just want to publicly thank everybody who was a part of this because I really do feel as if they are invested and are going to do more >> more than they need to in order for this to be successful. So, with your approval >> Tuesday night in the middle of summer, >> with your approval, we'll be able to move forward full steam ahead. >> Thank you both. >> Thank you. All right. Now, it is going to be the Mr. Pashkin show. >> Good show as you just saw. >> We'll start with the book approvals. >> Okay. So, continuing
037on the topic of literacy and I just want to thank uh Mrs. Rogers for providing some additional information regarding these requests. Uh these so we have two books for you today to consider. Uh both are for uh middle school level uh and they are related to our ENL students. The first is the Chronicles of Narnia, The Lion, the Witch, and the Wardrobe, which is a classic. Did you guys read I remember reading it at that we have to reapprove it. It's crazy. >> I know. I know. >> I I just said I want to read that again. were talking about, you know, I thought this was approved, but I think it was a different maybe a different book in the series. Um, and and this one is intended for the middle levels, for the ENL
038students, uh, to expose them to classic fantasy literature and, uh, has a lot of themes that resonate across different cultures, a lot of vivid imagination, as you know, and storytelling. A lot of great elements in fiction and in focusing on setting and character, plot, symbolism. It's just a obviously a classic, a great book and a nice way to uh provide a book that is, you know, a very traditional book in the U in the US to students who are not necessarily from the US. So, we're excited to have this and I think it's a great uh suggestion. So, we're looking for the approval there. >> And if Mr. Morrison's out there, please um >> That's right. >> He he taught me it. There you go. I think I can say >> Yeah. Yeah. Absolutely. >>
039Any questions on on that? 100%. >> I want the whole series. >> The whole series. >> I'm buying the whole I'm going when I get home. I'm buying the whole series. >> I should just stop there. Okay. So, we got to move on to the next one. Uh and this one's a little not one that you've read before because this one is really interesting. It's uh called Ante Libres. Um and the uh this particular book is for our native ELA students. We have a native ELA class and that particular class is a required component as part of our beling bilingual education because of our uh predominance of our Spanish ELLL population. So we have to offer a ELA class in the native language. So this book is entirely in Spanish. So I did not read
040this one. I'm telling you I I mean I could read a little bit of it but I wouldn't necessarily be able to understand all of it. Maybe I'll give it a shot at some point. But I'll have you I'll pass it around. I know Dr. Al's gonna read it. >> And u it's again focusing on the native ELA students. They have a class in their native language to focus on language arts. Uh and it focuses this particular book on immigration and exile and excellence. It focuses on the Trillo dictatorship in the uh Dominican Republic and through the 1930s to 1960s. So there's some interdicciplinary there in terms of social studies and civics and um human rights. Uh the this book provides some some what is known as mirror and window text. So allows the students
041to see their own uh their some of relevance to their own lives but also see from someone else's perspective. So that's uh should be valuable for this particular class. focuses on Dominican culture and family dynamics and traditions u a lot of Spanish vocabulary expansion and again the there's some inter disciplinary connections to social studies and civics so they're requesting the use of this for uh for the middle school and grade level 8 >> is that available on Kindle >> it might it may be we can check I I have to look but I >> I'll find out how does a book in foreign language go through the approval process if >> it's the same process uh it still has to be reviewed. >> Do you have enough people that can read something? Okay. >> Yeah.
042Yeah, we we did that. It it takes a little little bit of a different pathway than typical because you obviously have less, >> you know, less readers available, >> but uh but it is the same process. >> Went through the same process. >> Any questions? >> Next is the earth science and bi biology regions. >> Okay. So, you may recall, I think this is early in the summer, there was actually a news report about this uh from a district in Nassau County that was um very frustrated with the recent administration of the earth science earth and it's now the earth and space science is the new uh exam and the new course and the living environment exam the biology exam which again was known as living environment. So districts had the opportunity to phase in
043this particular course on their own because of the essentially what they referred to as uh not the standards not being similar to the old standards. So, we chose initially to wait um and we're glad that we did because we ran into this. Um and we also have another opportunity to either move forward or we can actually administer the tests uh the the previous exams again this coming year. So, in conversation, Mr. Leech has uh thought about this, has spoken with um the teachers that are involved and has they have all come to the the agreement essentially that it would be best to wait on moving ahead with the the new courses. Um and then we would have to at that point after this coming year, we would have to because that would be the last
044administration of the regent exam. The only potential downside is that students that are not successful would not have the opportunity to take that regent exam again. However, if you remember the timeline, we will be much closer to that point where the regent exam would not be a requirement for any of the courses and we would have potentially alternatives and we felt that also it would give our students the best chance at graduation to go in this in this method. So that's essentially I'm summarizing the memo which I think you have but u so Mr. Leech has requested and recommended that we go in that direction. Um anybody have questions about the >> the sequence and and the timing. >> So So I I have a question. The one teacher who was not in favor you
045don't have to identify him obviously or her him or her. >> Um but what what was the logic and the rationale? I'm sure that they had a reason for thinking we should go forward. Um I suppose it could be >> trying to recall the conversation. Um >> probably rip the band-aid off kind of thing. >> It may have been just, you know, to that you're never going to feel ready and that it's it's that we can you know we can handle it. But I think in in Mr. Leech's um review of it. You know, we will have that much more data, that much more information by holding and waiting >> to get a better idea of how the curriculum works, uh how how the how they're tested. You know, that's a big piece of it
046as well. Um and I think there was a lot of frustration from a lot of the kids uh initially from the other districts that took it that basically said, you know, we were tested on things that we didn't even cover. >> I'm not disagreeing with the with the recommendation. I just would be curious if you could just get us maybe on the Friday letter a little more information because I'd be curious the thought process. >> Yeah, absolutely. >> So, two one question. Can they can they all they can't offer both, right? You can't say I want one or the other. No. >> Okay. And because we didn't um take it and utilize it, we still have access to the materials. So, we can then use the materials >> and the testing stuff. You know, there's
047always regions books and regions review. So now we still have access to the test that would was administered to see how it what it looked like. So it gives us a whole another year to look at last year's test and the year after's test. So we're not really implementing it till the third year. >> Right. >> Okay. No, I think that I think that's smart. >> The time to look for resources that can help with the the new curriculum as well, which is, you know, which happen to be pretty sparse at this point. And listen, the truth of the matter is unfortunately regions to regions, you know, we use those. And in the past, I guess I would say when a lot of us were younger, >> they did align. So when you did a
048regent, read Baron's review book, it aligned. It doesn't appear lately that, you know, one year to the next, >> they don't look similar. So I don't know who's writing the exams anymore, >> how they're grading them anymore, which is >> half the problem, more than half the problem. >> And again, this is the shift that we've seen. I think it's already taken place in social studies where there it's again it's a move away from >> memorization and into obviously a lot more analysis >> and understanding >> and and yes and that that is that's a shift for sure. So it's going to take time to do that and they at as you said Mrs. Gargan they they specifically state in in there that the new learning standards are not as strongly aligned to the prior
049standards which is why they're allowing this flexibility. I will mention while we're talking about it that the same thing is true of the chemistry and physics exams which will are available the new the new courses and the new exams this year and we are going to follow a similar process with those exams. Okay, because obviously we want to find out what's going into those. >> Need to jump don't need to jump in the pool yet if you don't know how hot the water is. I I think you know again in thinking about benefits you know we're always trying to think about how you know we we want our students to be able to graduate on time. So that's where certainly a discussion that we had and this we feel like this gives us the best
050chance of most of our students or all of our students to have that opportunity. >> Good. All right. Makes sense to me. >> Any other questions? Questions off we'll >> No, that's fine. I I just curious. I I I'm sure we had the conversation. I'm just trying to remember >> what was behind that. But >> um All right. And the the final topic. >> I know. >> Yes. >> This is interesting. >> Okay. So, this is, you know, there there over the years is uh many days, you know, uh throughout my day where I I see Mr. Gordon and and miss the high school and miss the things that are going on in the high school. This is not necessarily one of them. Um, and I I think in particular the high and reason why
051I'm um isolating the high school is because this is really not going to be much of a change for the other buildings. The other buildings and the expectations and how they've handled things the the new expectations for devices are are in line. Uh the high school is really very different and this is not just our high school. This is all high schools. Um so I don't envy Mr. Gordon in that this is going to be a difficult implementation. Now what happened recently after we last spoke uh and we talked about the policy was that u Dr. Maloney shared with us from information that was provided to the districts that backpacks were not an allowable storage option. then that that phrase had never come up in any conversation in any memo prior to that point even
052and then we had to have our our policy adopted by the beginning of the school year. So, you know, that was very frustrating. Uh it's posted on the governor's website. It's posted on the state aid site that we have to fill out and also in guidance from our attorneys. So, it wasn't something that we could just say we're not going to look into that at all. So, we had to review that a little bit and make some adjustments to our policy. They're not significant adjustments. There were slight adjustments. I think you received that already. And we just essentially removed any instance of a backpack being part of the storage option. So, um that now shifted the focus to some other areas. Um, and obviously the the one that most school districts are using, if they're
053not using another form or another uh uh device, a pouch is is our lockers. Our lockers are going to be the the main focal points. And Mr. Gordon and the other buildings are planning to communicate um how that is going to work with the buildings um after we finish up here tonight. I would like to just uh bring in David to this conversation a little bit because thankfully we had David as one of our as our student representative on the committee and uh that we put together and in addition to having a parent on that committee and we spoke with the other uh with the buildings there and it was really some really good discussions. So I think you know if David if you would share a little bit about your take on this whole
054policy or expectation and what you maybe learned from being on that committee. >> Yes. So I um have a few questions particularly for the the rest of the board regarding um the usage of lockers specifically. Um many of us rising seniors and juniors, we haven't used lockers since um middle school, which was around three or four years ago. Um so I would like to know how does the school administration plan to help students in adjusting to storage? Um particularly in the first like few weeks of the school year. Um because it, you know, I think it's going to be pretty difficult >> to say the least. Um >> yeah. >> Okay. Yeah. And that's something that is part of Yeah. One one thing I just we need to emphasize for everyone who watching or in
055this room. >> This is coming down from the governor's office. This is not a beayhore policy and so your question is a perfectly valid question. The problem is that I don't the governor said it and it's an edict and now we have to somehow weave it into um in terms of enforcement. So that's part of the problem. But go ahead Rob, it's yours. >> Yeah. And I don't want to, you know, it's don't want to uh answer that ahead of the the the sharing with the the the buildings, but uh I know Mr. Gordon has already considered that and there will be some measures in place for students to um to have some practice prior to the school year. So >> again, it's going to be a challenge because it's something different, especially at the
056high school level. At K to8, it's not it should be, you know, minimal if there's any issues. But today we had our administrative meeting. We um all of the administrators, there was 30 of us in the room, 30 plus. Um we actually had our cell phones in the caddy. And it was an uncomfortable feeling because after I was done speaking, the first thing I went to look is did I get any messages? And again, for the hour and a half we were meeting, I didn't have it. It was uncomfortable. Um, but I think that's what again people are just going to feel a change and it's just going to take a little while to get used to. >> Was it the best meeting ever because you was focused, laser focused? >> Every meeting is different.
057>> It's wow. >> It was different. No, it was I'm going to tell you it's an adjustment and there was a lot of things that were happening during the day that I was waiting for to get information on and I could not get back to the people until after the meeting. Well, there's a thing. I mean, research shows, everything shows the attention, the the the negative side of it and how important it is to really attend to it. Listen, I had my phone up here before Stephen gave to me. It's under my leg right now. That's the truth. I'm like, "Oh, yeah. I should not be looking at that." Um, it's it's an adjustment. But in in time, if you read a lot of the stuff that's going on, schools that have been doing it,
058countries that have been doing it, really see positive results. attendance, attention, grades, communication, social skills, there there's too much. It's it's >> but the practicality of it now, you know, it's like trying to get, you know, the horse back in the barn. And I think I remember David even mentioning you know that when we speak you know a little bit from our conversations uh at the the committee meeting was that I think everyone understood especially during class time that that was made total sense and and even Mr. Gordon had shared and we were well on our way to having the caddies that Mr. Dr. Maloney had today in the classrooms already >> for students and we were using that. The the frustration I think that the building has is now that option was taken away
059from us because initially we had the caddies as our option but now you can't have the caddies if you have to then put the cell phone in your backpack and walk around with it to your next class. So really the only option is locker or pouch and that's really what this has come down to. So it went from having local control to >> correct. >> So can I ask what happens is >> our lockers are from the 19 whatever they are 60s 50s wherever these lockers came from. So when we went to school board conventions what did they have outside the classrooms. They had lockers that kids can use as they come out. They lock their stuff in it and they do that. So, we have we have to go into grants, look into grants,
060look into something to redo our lockers to come into an electronic device. When they come in, it's a fingerprint that opens it up. It's something like that. They walk in, bang, they put the stuff in the locker, they go in the door. You have all of those spaces. They wouldn't be these big long lockers. They would be the little half lockers and everyone has electronic. People leave the room, they come out, they bring it with them, they go to the next room, and you got the same lockers outside each room. The only issue with that concept, because I think we would agree with that, is that it was removed from the ability of now you're taking it and you're bringing it with you to the next class. That is not a no longer option. >>
061But you have towards this thing with Governor Hokll, >> it was what's your policy and what you can do to adapt your policy to make it better fit your community and your kids. So something like that with lockers and all that kind of stuff. There's solutions to everything. We just got to really go out there and look for it. >> So let me say this along the same lines, guy. I was thinking like if you have your first period class or home room or what I don't even know if we how we do that anymore, but whatever your first period class is, maybe there's a set of lockers in every room and that's where you start your day and where you end your day. So they're locked in one space or outside one room. So
062when you get into school and you go into first period, your first class, you lock it up and it never comes out again until you pick it up at the end of the day. >> Well, you'd have to do a time frame thing. It would have to be early. >> Yeah. Allow 15 minutes for the end of the day. >> There are definitely a variety of of options. Each of them would would require a a very uh very significant change to the structure and the function of the day. And at that point, it may make the most sense to just purchase the pouches. >> Right. Right. >> The pouches unfortunately are not cheap. >> Nope. >> And they're not foolproof. So they present other issues and other challenges. So there's just not one great solution.
063So this is the option as you see as you have the the modified policy. And I know Mr. Gordon is going to do a great job with his staff and with the students to try to get them to understand this change in in structure that now they're going to have to get used to. >> So we have that we have we actually have a gentleman that lives in Beayore live right a couple houses down from Sue that does that stuff the the furniture and all that kind of stuff and Tom >> so Tom does all of that stuff. I mean >> why don't we why don't we why don't we just look at some stuff I'm just saying outside the bubble we got to look at things like cuz we update everything else. We put
064the ceilings in, we do this and we got these same old lockers out of here. >> Well, it it's going to require honestly it feel like a brainstorming, you know, like throw everything at the wall. >> Throw everything at the wall, whatever sticks and then okay, what's the pros of this suggestion? What's the cons? Can we work around that con? So, I think you it's a matter of no one answers the right answer tonight. We're not coming up with an answer tonight by any stretch. Nobody is. But, I think it's going to be a work in progress and we have to start somewhere. I I think most districts are either doing pouches or lockers and that's >> Yeah. Well, even the airport, how about like you know the airport key thing? Put it on your
065wrist and you hold it there all day. >> Think about that. Those little lockers right like that. Boom. Boom. Boom. There's three lockers where one locker was. >> Yeah. But I think when Governor Hokll came up with this legislation, she wasn't thinking of the practicality of >> um >> but that that because what you're saying guy is 100% true and there should have been more discretion for districts in terms of how to uh incorporate this new legislation because she really took that out of our hands when you you can't have it at recess, you can't have it, you know, um during lunch, you can't have it in the hallways. She took that out of our hands and it would be really gonna originally were thinking that the pouches the for the calculators would work but
066then again you'd have students in the hallway and I'm gonna you know with the phone out going to the next class and then there's going to be an issue where >> which I don't want issues between the staff and the students with terms phones being out or not. So it was really the most efficient way >> to do it and it's not an issue K8 high school is going to be the biggest transition for it. But >> it's gonna be a four year cycle. When the freshman come in, that's all they're going to know. >> I haven't seen. >> So, the freshman are going to be okay. >> I'm gonna bring him into the city with me. >> It'll take four years to cycle. >> They're gonna come into the city with me >> and
067I'm going to go through through the whole thing and we we'll look at all those services they have. I'm sure at the expo this year they will have something for it. >> Oh, I'm sure. >> Huh? I'm going I already I know. >> I have a wedding. >> But I but I'm going to do uh I'll bring David in with me. Come in for the day. I'll take him out to lunch and we'll uh >> and do what we got to do. I'll show them what's going on. >> So, one of the things that we have to keep in mind is the financial ramifications of this. >> Yep. >> Because all these thing ideas all cost money and they're all >> of grants. That's where we're going to have to write a grant and you
068know, and we'll hopefully get it. It'll be interesting. I think David has some more questions and >> and and I also think the other thing that we haven't spoken about is the technology that allows your watch to connect to your phone that's in the locker, >> right? Those aren't >> specific watches are part of this. >> I I understand but that that rises to enforcement as well, right? >> Yes. The watches are going to be a challenge. >> The watches also have >> it's going to be a challenge. >> Stored the watch. >> But but I'm just saying putting it in the locker isn't the be all end all, right? because it needs to be the watch and the phone. >> The watch and the phone there. That's part of that that the smart watches
069are are specifically listed as part of this as one of the personal student devices. >> So the plan going into this year >> right now is what? >> Lockers. >> It's it's lockers at the secondary level. >> Pick it up at the end of the day. >> Yeah. Lockers at the secondary level. At the elementary level, they're supposed to be stored in a designated area by the that the teacher has set aside for that, >> which may work fine. >> Yep. David, I'm sorry. >> Um, I wanted to know how dismissal would work for students. If you could walk me through that, especially because there's a little window between after 9th period and then the bus is departing. So, I'm really curious how that would work out. >> Yeah. Well, there was a time when
070kids went to their lockers every day at the end of 9th period and they did figure that out. But it's a very valid question and I don't want to necessarily put Mr. Gordon on the spot here, but I know that all these questions that you're asking, he is actively thinking about because we're having discussions about this and it's it's pretty much an I can tell you it's an ongoing every week discussion regarding these devices and how we're going to manage this. So, it definitely talked to us. It is a long time, you know, it's a lot of time and effort spent on this. And I know that there are some plans to try to um, you know, get get students to their buses as quickly as possible, get students to their lockers as quickly as
071possible. Mr. G, is there anything that you can share now that would help answer that question or are we still working out some things? still working. We have obviously in the beginning the first couple weeks we will take whatever means necessary to make sure to meaning that they may be released a few minutes early to make sure that happens. We have to do that in a tiered fashion. we will do that. It cannot remain that way for the full school year. Um but in terms of getting to do this certainly in the beginning >> and that's not uncommon the first couple days of school to to release that period a little early. >> Interesting. >> Just again just kids >> and I think again I think once once you go through whoever's the sophomore like
072because they're doing it in the middle school right now, right? because because they're not allowed to have their backpacks, so they have to go to their lockers at the end and then get their bus. I don't there's probably more time. I don't remember, but um but I think they'll get used to it. But it's just it's the kids that have never had to do it, >> which is a concern. It's >> building >> also. So, I know we mentioned during the meeting, the cell phone committee, that we might move lockers closer to the first period class. Are we still following through with that? >> So, because of the timing of this new um guidance in policy creation from the governor's office, of course, we did consider that and spoke to our fantastic custodial staff in
073order to reassign the other three of the locker to our 1800 plus students. weeks leading up to the start of the school year of four custodians for two weeks straight to reassign those lockers to match up. If we had this information in June, they would be more than happy to reset all of the lockers and we could have assigned them based on every student per class. unfortunately wasn't feasible to do that especially with construction going on >> as I mentioned he's thought about pretty much every aspect of this >> the other like I mean there's no answer to this but you know a student leaves a class they go to the bathroom they go to the locker it happens to be outside their classroom they take the phone they put it in their backpack now
074it's not in their locker or a senior that goes out for three periods is going to go to their locker get it >> what's they going to do they're going to look at it while they're walking in the hallway it's like there's so many things that are going to come I know. And the frustration with that again is we had a really good solution for that other scenario where they're going to their locker now to, you know, go to the bathroom, right? >> And now it's they're going to be a it's going to be Yeah. We're going to be >> having that good >> situation because they we had the phone in the caddies and we knew where they were. >> So, we've lost control of that part of it in the hallways a little
075bit. >> Yep. >> That'll be okay. >> Any other questions? >> Yes. Also on the side of the parents, um there's many households where the parents expect frequent contact with their children throughout the day. >> So I'm sure you thought about that, but um >> how would we deal with potential concerns like that? >> Um I know you uh we mentioned call going down to the main office whenever there's an emergency, stuff like that, but parents might not be as understanding as well of the change. >> Yeah, those that's a valid point, David. I I don't have a great answer for you there. I I do think that there are some stipulations in the policy that account for um access to students have access to them in in special circumstances. That's going to have to
076go through a process within the building for them to determine that. And it's it's not something that can be really defined in a in a specific sentence or two. But there's also going to have to be an understanding that um you know that there's going that this is the expectation for schools now and and that's it's going to take some families some time to get used to that as well. >> I don't know really answer that question but you it's it's going to be a change in in in behavior for both >> students, parents, staff, you know, it's going to take a lot of teamwork and I think that's something that >> we we had to do. All the unions had to do it even with scaffolding at work. >> Our guys aren't allowed to
077have them. So only for can have it and somebody else and you have you know these guys are on the phone and we're just like >> I I mean I've seen >> I don't mean to I know Dr. Kelly's in the room. I know we've done awareness weekend where the students have had to in order to participate they they voluntarily but they do give their phone up for 72 hours uh 48 hour. No, not 48 hours. It's 24 hours or so, 36 hours, somewhere in that range. And they are fine. And and again, it is voluntary. So, I think they understand that. Um, but that's a that's a one day thing. You know, this is going to be an everyday thing, but it's not mandatory. It just got added to it. So, >> we got
078to create some challenges. Correct. >> Yeah. It's something we're all going to have to deal with. We're just going to have to be patient with it and work together. >> 30 days into it. I think I think uh I give Mr. Gordon, you know, if >> anyone can do it, he can, >> you know, the the to adjust the times and all like he was just saying, all that stuff and >> the buses, you know, that, you know, I know they like to be here early, so, you know, they might have to stay a little later. That's all, you know, it is what it is. They don't have to get to the next school that fast. So, >> maybe we can work it all out and I think it'll >> Yeah, >> it'll be fine.
079>> I have all the faith. >> Thank you everybody. >> Thank you. >> Think that's everything. Um, can we go right in? >> No, I have to be. >> Okay. >> So, can I get a motion to exit work session? >> I just was on mic. >> Motion. >> I apologize. >> All in favor? >> I I so carried. We're going to take three minutes >> and then we'll start the >> Please accept my >> apologet public session. All in favor? >> Um, if we can start with the pledge of allegiance. >> Guy, you want to start us? >> Sure. I pledge allegiance >> to the flag of the United States of America and to the republic for it stands, one nation under God, indivisible, with liberty and justice for all. Thank you. >> Okay.
080Um I'm going to just read our little snippet in the beginning. Um comments from the audience on agenda items will be heard after the pledge of allegiance. Comments on items not on the agenda will be heard after the adjournment of the public meeting. If you could please limit your comments to three to five minutes. The board may recognize the speaker not more than twice on the same topic. Please feel free to give the board any additional comments in writing. When you are recognized, state your name and address to the district clerk. Neither the board of education or the superintendent schools will entertain in public comments relating to a personnel matter or individual students. Please be aware that both staff and student privacy are protected under the law. If you have a personnel concern or an
081issue regarding a staff member or students, please call superintendents of schools for an appointment. Um, with that being said, we will take questions and comments on agenda items only. Okay, then we're going to go right into our agenda. Um, A1. Can I get a motion to approve the board of education minutes of the executive session of June 16th, 2025 for the executive work and public sessions of the dates listed and the executive session of August 10th, 2025? >> Motion. >> Second. >> All in favor? >> I I so carried. Um B1, Mr. Pashkin >> on page B1. The board will find a motion to approve the professional staff resignations and retirements as listed. We recommend, excuse me, we recommend its approval. >> Motion. >> Second. >> Any questions? All in favor? >> I. So carried.
082>> B2. >> On page B2, the board will find a motion to approve the professional staff requests for leave as listed. We recommend it approval. >> Questions or comments? >> Motion. >> Second. All in favor? >> I. >> So carried. >> Uh motion to B3, B3 A through F. >> On page B3 and B3 A through F, the board will find a motion to approve to professional staff appointments as listed. We recommend its approval. >> Motion. >> Second. >> Any questions or comments? All in favor? >> I I so carried. Miss Cop, you'd like to >> So we have some of our new teachers here with us this evening. So if you're new to sorry we have some of our new teachers here with us this evening. So if you are joining the beayore family
083of this year as a teacher please stand >> welcome welcome welcome we look forward to uh seeing you. >> They just welcome to Bayore. We're looking forward to having you. Can everybody just say your name and where you'll be teaching? >> We'll start over here. >> My name is Nichollet. I'll be teaching at High School. >> Awesome. >> My name is Carla. I'll be at my name. I'll be at the middle school. >> My name is Rebecca Schwarz and I'll be at the high school. >> My name is David and I'll be at high school. >> My name is Sierra and I'll be at the middle school. >> My name is Ariana. >> Welcome. Welcome. Congratulations. >> Thank you for coming tonight. >> Yeah. And thanks for the commitment coming out on a Tuesday night.
084Appreciate it. >> Fabulous. >> Okay. Uh Mr. Pashkin, B4. >> On page B4, the board will find a motion to approve the professional staff part-time reappoints as listed. We recommend its approval. >> Motion. >> Second. >> Any question, comments? All in favor? >> I. So carried. B5, B5 A through C. >> On page B5 and B5 A through C, the board will find a motion to approve the professional staff salary changes as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. I'm going to just not say that. If you have a question or comment, just jump in. B6, B6 A through B. >> On page B6 and B6 A through B, the board will find a motion to approve the civil service resignations, retirements, and terminations as
085listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B7 B7A. >> On page B7 and B7A, the board will find a motion to approve the civil service request for leaves as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B8. >> On page B8, the board will find a motion to approve the civil service reinstatements as listed. We recommend it approval. >> Motion. >> Second. All in favor? I >> I so carry. B9 B9A. >> On page B9 and B9A, the board find a motion to approve the civil service appointments as listed. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. So carried. B10 B10A. >> On page B10 and B10A, the board find
086a motion to approve the civil service summer appointments as listed. We recommend its approval. >> Motion. Second. >> All in favor? >> I. So carried. B1. On page B1, the board will find a motion to approve the civil service reappoints as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. >> So carried. >> B12, B12 A through C. >> On page B12, and B12 A through C, the board find a motion to approve the 2526 power professional appointments as set forth on those pages. We recommend its approval. >> Motion. >> Second. >> All in favor? I. So carried. B13. On page B13, the board will find a motion to approve the PM school teachers and student workers for the 2526 school year as presented. We recommend its approval. >>
087Motion. >> Second. >> All in favor? >> I. So carried. B14 B14A. >> On page B14 and B14A, the board will find a motion to approve the substitute appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. 15 B15 and 15 A through B. >> On page B15 and B15 A through B, the board will find a motion to approve the proposed 2526 substitute teacher appointments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I so carried. B16 and B16A. >> On page B16 and B16A, the board find a motion to approve the proposed 2526 substitute paraprofessional and home tutor appointments. We recommend it approval. >> Motion. >> Second. >> All in favor? >> I. >> So carried. >> B7,
088B17A. >> On page B7 and B7A, the board find a motion to approve the civil service staff change in assignments as listed. We recommend its approval. >> Motion. >> Second. >> All in favor? I. >> So carried. B8. >> On page B8, the board find a motion to approve the Lin Clark counselors for the 2526 school year. We recommend its approval. Motion >> second. >> All in favor? I >> I so carry. B19. >> On page B19, the board find a motion to approve the coaches as listed for the department of health physical education athletics for the 2526 school year. We recommend its approval. >> Motion second. >> All in favor? >> I. So carried. B2A. On page B20 and B2A, the board will find a motion to approve the coaches exced sports salaries for
089department of HPEA for the fall season 2526 school year. We recommend its approval. >> Motion second. >> All in favor? >> I I so carried. B21, B21 A through B. >> On page B21 and B21 A through B. The board will find a motion to approve the memorandum agreement between the Bayore Union Free School District and Emily Dehan Athletic Trainer. We recommend it approval. >> Motion second. >> All in favor? I. So carried. All right. Thank you, Dr. Mr. Pashkin. >> Um Dr. Lua, >> Dr. Lua, Dr. Elwood >> on page on page C1 and C1 A through I. The board will find a motion to accept and place on file the attached treasurers report and claims auditors monthly report for May 2025 as presented. We recommend its approval. Motion >> second. >> All in
090favor? >> I so carried. C2 C2A. >> On page C2, C2A, the board find a motion to approve the budget transfer listed on page C2A. We recommend its approval. >> Motion. Second. >> All in favor? >> I. So carried. C3. On page C3, the board of find a motion to approve and authorize the board president to executive to execute the contract between the Beayhore Union Free School District and the YMCA for the 2526 school year. We recommend its approval. >> Motion second. >> All in favor >> as amended. Clean up that typo. >> Yes. To execute. >> Thank you. >> All in favor? >> I I so carry. C4. On page C4, the board find a motion to approve the budget revision totaling $3,750,000 as presented. We recommend its approval. >> Motion. >> Second. >>
091All in favor? >> I I so carry. C5. >> On page C5, the board a final motion to approve and award the print bid to T to printing in the amount listed and good mojo printing in the amount listed. We recommend its approval. >> Motion. >> Second. All in favor? I >> I. So carried. C6. >> On page C6, the board find a motion to renew the agreement with Suffach County Traffic and Parking Violations Agency. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. So carry. C7 C7 A through F. On page C7, C7 A throughF, the board will find a motion to declare as obsolete the attached list of district-wide computers and computer equipment to be disposed of accordingly. We recommend its approval. >> Motion. >> Second. >> All
092in favor? >> I I so carried. C8. >> On page C8, the board find a motion to declare as obsolete the kitchen equipment to be disposed of accordingly. We recommend its approval. >> Motion. >> Second. >> All in favor? I >> I so carried. C9. >> On page C9, the board will find a motion to to declare as obsolete a set of triple beam balances to be disposed of accordingly. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I so carried. C10 C10A. >> On page C10 C10A, the board will find a motion to declare as obsolete the attached list of textbooks from the high school to be disposed of accordingly. We recommend its approval. >> Motion. Second. >> All in favor? >> I. >> So carried. >> Um, we're going
093to keep going. D1. >> So on page D1, the board of find a motion to adopt the committee on special education structure as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. I. So carry. D2. >> On page D2, the board find a motion to appoint the membership to the committee on special education for the 2526 school year as recommended and listed. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I. >> So carry. D3. >> On page D3, the board will find a motion to endorse actions taken by the committee on special education for students being considered for special ed services. As noted in the CSC minutes for the dates listed, the annual reviews for 2526 school year and referrals for the months listed.
094We recommend its approval. >> Motion. >> Second. All in favor? >> I I so carried. D4. >> On page D4, the board will find a motion to appoint the parents listed on the confidential sheet for the beayhore committee on special education as listed effective immediately through August 31st of 2025. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I carry. D5. On page D5, the board find a motion to adopt the special education minutes for the CPSC annual reviews as listed. We recommend its approval. >> Motion second. >> All in favor? >> I. So carry. D6. >> And on page D6, the board find a motion to appoint the membership of the committee on preschool special education as listed. We recommend its approval. >> Motion. >> Second. >> All in favor?
095>> I. So carry. D7. And on page D7, the board find a motion to adopt the proposed district-wide school safety plan for the 2526 school year as presented. We recommend its approval. >> Motion. >> Second. >> All in favor? >> I I so carry. Thank you. And Dr. Maloney, we'll wrap up with you. E1 E1 A throughG. On page E1, E1 A throughG, the board will file a motion to approve and authorize the board of educ the board president to I think it should be execute the contract between the Bay Union Free School District and the University of Mount St. Vincent's for the purpose of student observation and fieldwork. We recommended approval as amended. >> Motion >> second. All in favor? >> I so carry E2. >> On page E2, the board find a motion
096to resend the current board policy 5695 students and personal electronic devices. We recommend it approval. [Laughter] >> All right. Motion or not? Second. >> Um, that's the policy we had to resend after we learned about we adopted it. We had to resend it. So, it's not going away. Just the next one will be. So, we got it. We got a motion. >> We got a second. All in favor? >> I. >> So, carried. E3 E3 A through five. >> A through B. >> Okay. page on page E3 E3 A throughB the board a motion to approve and adopt the update to board policy 56.95 student and personal electronic devices we recommend its approval >> I have a question what if we don't do this I'm kidding >> no approval >> funding right >> second >>
097all in favor I so carried reluctantly >> uh E4 >> and on page E4 the board of final motion designate Susan Gargan as the New York State school boards association voting delegate for the 202526 school year. I highly recommend this approval. Congratulations, Susan. >> I asked first. >> You did ask. You did ask. There's going to be a time somebody else is going to have to do this. >> Second. >> All in favor? >> Everybody jump on that. >> That's like a five hour online meeting. >> So, okay. Um are there any questions um not pertaining to the agenda? Nobody signed in. That doesn't mean you can't speak. If um you would like to have something to say, by all means, come up, have your name, and uh if not, that's fine, too. >> Could
098be a question or a comment. >> Yeah. >> Everyone good? Congratulations. Congratulations. >> All right. >> Congratulations. We look forward to the school year. We'll see you on what's opening day. >> Uh we have uh superintendent conference day on August 27th. I'll see everybody there. Um, we know summer is coming to an end because I did send out my letter to the community today. Welcome everybody back basically telling them their summer's over. Um, but we will start with students September 2nd and again we're going to have a great year. I think 132nd year of another great year in Beij. So, we're looking forward to that. >> Yep. >> And again, we have uh I think 30-ish new teachers, five new principles at our our buildings and I think five additional administrators. So, we're looking forward
099to having a great school year. >> Y >> and and the uh the new security area is just about done. >> Yep. >> Uh if you saw it today, all the masonry is all finished. That's all washed down. >> Great. >> New loop sidewalks will be going in. I guess the offices are almost all set. Sheetrocked and they're moving all the tile and stuff like that. The bathrooms around the whole high school are being redone. >> Awesome. >> Uh it's been years since I think we were in school. >> Yes. >> So, I think uh it's time for some new bathrooms. We got them. So, they're really hustling. Renew contractor is doing a great job. Uh going to have it most likely for the first day of school. >> A lot of progress since last
100Thursday. >> No, no, it's moving because they went to uh high school. >> Yeah, they're working next Saturday and Sundays. >> And you see the uh security vestibule. A lot of work done since last Thursday. >> Yeah, it's done. It's they washed it down today. >> So, all right. >> Can I get a motion to exit public session and go um back into executive >> motion? Second. >> All in favor? Hi. >> Congratulations everybody. >> Have a great rest of summer.