001give you. Okay. Hi. It's a quiet night. Um, can I get a motion to go into work session? Motion. Second. Oh, I I didn't say second. I said second. All in favor? I. So carried. All right. We'll just start right off the bat with um Brook Avenue School Math Night. Come on up. We have Dr. Leny, Miss Lentini, Miss Mack, and Mr. Rivera who will be joining us this evening. So, we're excited to have them present. It's your presentation. All right. So, good evening everyone. Thank you for having us tonight. It's a pleasure um to introduce Miss Mack and Miss Ravar. They are our math support teachers at Brook Avenue School. Um they came to Mrs. Lentini and I back in the early fall with a crazy idea, which usually are the best ideas in
002schools, the best ideas from teachers. Uh for years, we've had family engagement nights, parent math nights, parent universities. Um and the turnout is always good. Uh but they had a strategy they believed um to really increase the amount of students that were coming out, the families that were coming out. Uh one of our goals has been to diversify uh the parents and the families that are coming to afterchool events so that it represents the demographic of the whole building. Um and their idea was let's not call it a math night. Let's not have a a parent centered informational math night. Let's have a carnival. Um and I thought tell me a little more about this carnival. Um but this ended up being an amazing idea. Uh we had huge turnout that night. more than 50
003families came out very hands-on, very student centered, um involved probably about half of the faculty because just like Mrs. Lentini and I, everybody was excited to hear this and wanted to be a part of it. Um so fast forward uh we had an opportunity to speak to some of our connections at I Ready and they had a symposium up in Verona, New York about a month ago and um I thought of this highly successful math night and mentioned uh to the I Ready folks, you know, if you need a presentation, this is something I think that uh would expand across New York State be something that could go beyond Beayshore. Um something we could be proud of uh representing Brook Avenue and the district. Um and they put a workshop together. We were up in
004Verona, Mr. Menz, uh, Mrs. Maher and myself, uh, Annie and Kelly went up there and just like the actual night where we had a huge turnout, uh, there were about 50 educators from across New York that came and they had them captivated the entire time. And probably the most important thing they did was like teachers do, they gave everything uh, that they work so hard on to these teachers and educators across the state. So, I'm convinced now we have math carnivals and other engaging math nights happening across New York, uh, thanks to Andy Kelly and representing Brook Avenue and Beayshore. So, I'm going to turn it over to them. Mr. Lent, I don't know if I missed anything. Uh, no, there that they did a phenomenal job and the beauty of that night was not
005just that the families got to engage with their students, with their children, but that they offered things for them to take home so that they could do those same activities at home, practice at home. So, they did a phenomenal job. It was so good. Mr. Menz, Mrs. tomorrow, myself, we talked about this presentation for eight hours in traffic coming back. It was that good. So, I'm going to hand it over to the two of you guys. Um, I think you'll enjoy it. All righty. Thank you. My name is Annie Mack again. Hi. And I'm Kelly. Um, and first we just want to thank you for this exciting opportunity to come and share our math night presentation that we got to do at the symposium. We did take a one-hour presentation and condense it, so don't
006worry, it won't be that long. Um and we hope you enjoy. Yes. So I'm just going to click this. Okay. So tonight we would like to present on an exciting initiative that we had at our school um which was our past math night. Now we have had uh math nights. It's been a tradition in all the primary dis all the primary schools but we wanted to reimagine it and make it into a fresh uh different approach that was carnival themed to make it more interactive for our students and their families. And as Dr. Lumpky just shared uh this success led us to present in upstate New York um at the I Ready Symposium and we were able to share Beayhore's success story and also collect all the materials that we have created along the way
007and offer it to educators so they can implement the same idea of a math night back at their district. So I just think that that was a very proud moment for Beayshore. It really was a reflection of um our innovation and the dedication that we have to our students each and every day. So we would like to first start off with the why. Why have a math night? Um and what are the valuable benefits for both students and for their parents. So to start, it generates excitement about math through game-based learning. Students are able to reinforce the concepts in a in a u and retain the information through play and exploration. Reinforces learning. Students can practice the skills that they're learning inside the classroom in a stress-free environment. encourages mental math. A lot of these
008activities required quick thinking and problem solving. Uh boost math confidence. This type of event can uh create a positive mindset surrounding mathematics that can transfer back over into the classroom which is what we we all want. Um reduce that effective filter and it reduces math anxiety as a result as well. Yes. And math night not only benefits the students but also the parents as well. And for those parents, it promotes family involvement within math. It builds a strong family school partnership. Students are getting to interact with their teachers in an informal setting and that can really help um strengthen that connection between families and school community. It gives insight to the curriculum so parents can see firsthand what we are working on inside the classroom. And it was also an opportunity to give parents strategies
009on what we are teaching those students so that they can further strengthen that learning at home. Um it provides tools for support learning and strengthens parent child bonding. So hooking families with fun. Um as we were brainstorming our event, we wanted to ensure that families were excited and engaged from the moment that they stepped into the building. And we thought that why not attach a theme to our math night, a specifically carnival theme. And it's because it creates a perfect balance between fun and learning and ultimately just a fun and familiar atmosphere. Most families associate uh carnivals with excitement, enjoyment, and something to look forward to. Game based learning. There was lots of opportunities for that. And within those activities, we were able to easily differentiate based on learning style, uh, grade level, skill level.
010And the beauty of this is that it can also be modified for upper elementary and middle school as well. Social connection. Uh, this type of setting um allows educators and families to easily interact with one another and collaborate in a low pressure environment. um and prizes and incentives. All our students absolutely love being rewarded for great behavior, being buck billers, but also just, you know, um seeing themselves succeed and do well with mathematics and offering those little prizes was a great way to motivate the students and just keep them going along the throughout the stations within our event. So, when creating an event like this, it is very important to connect with those families. And how we did that was we wanted to create a welcoming environment. So we used clear signage so that parents
011felt comfortable and felt familiar within our building. We'll show you how we did that in a in a couple of slides. We used colorful displays, engaging visuals, carnival decorations to really give it that carnival feel. We also wanted to make sure the event was very inclusive like Annie mentioned. So everything that we had that we made was translated into Spanish for our ENL families so that they could feel comfortable. Um we also made sure that every station and activity was differentiated and that we provide resources and materials to help them with any learning style. We also were very effective in our communications. So any flyers or invitations were sent home. They were also posted to parent square. We were also very effective with our postevent communications. So after the event, we provided materials for all
012the parents to take homes to strengthen that learning at home. So this was an example of the flyers that we uh sent out to each of their stu each of our students to take home to their families. Um we sent this out way in advance to promote excitement surrounding the event. Um ensure that all the families received the event details and just encourage a greater turnout. Um, as you can see, it's translated into English and Spanish for Spanish speaking families as well. All righty. Um, along with making families feel comfortable and familiar with the school, we wanted to provide them with a map as they entered. So, the map is laid out with each room that we held activities in and what families could expect in each room. So this was also translated into Spanish
013for our ENL families and we just wanted it to help organize the event in an effective way. So now we would like to go into each of the stations. Um so the activities were throughout three rooms. We're going to start in the gymnasium which was um made up of six different stations. So two being counting ring toss in addition to 20 ring toss which was set up very similarly. So the counting ring toss was really geared towards our kindergarteners. Um they would come up to the line, they would pull a task card and on that task card it would have some sort of number represented in a different way whether it may be an objects, tallies, dots within a 10 frame and um or fingers. So students would have to identify what the number is
014and then throw their ring um to the corresponding cone. And then similarly for the addition to 20 ring toss students would have to solve a math sentence whether it may be uh two add-ins or three add-ins just to build that addition fluency within 20. Um and they had to like the other one just fling their their ring on the corresponding cone that had the sum on it. What if they missed? Most of them did. They try again. I would say one of our most popular events that we had was the subtraction bowling. The kids absolutely loved it and it reinforced their knowledge of subtraction. So for first and second graders, they had already learned about subtraction. So this was more geared towards them, but of course if any kindergarteners wanted to join, we did not
015turn them away. And so it for the kindergarteners, it was more of a pre-teach moment and what they could expect in the curriculum later in the year. But we also try to reinforce kindergarten's math um knowledge that they already knew and their vocabulary. So whether that just be counting how many pins they knock down, who has more or less type of um reinforcement. And then we also provided them with this graphic organizer where they can plug in the numbers depending on what they got when they knock the pins down and they get two tries. Okay. So money fishbowl. This activity was uh to reinforce a New York State second grade standard on counting coins up to $1. So participants would come up to the line, they would have three ping pong balls that they would
016throw into the fishbowl. And at the bottom of the fishbowl was a picture of a fish with a coin on it. um they would have to add up the total value and write the amount in cents on the line on a provided graphic organizer. Um to support them in their their problem solving, we offered hundreds charts, number lines. We also had a reference page um to help with the coin identification and help them determine um the worth or the value of each of the coins as well. Our next activity was friend of 10 lucky duck. This was a very cute activity, I must say. Students, the objective was for students to pick two ducks, flip them over, and see if the two numbers underneath were friends of 10 or make 10. Um, students were given
017this anchor chart that they could reference if they needed some help. And they got three tries to make 10. If they succeeded, they were given a prize. So now we're going to go into the stations within the library. So two out of the three stations inside the library was Cyber Math and then Math Story Corner. So Cyber Math students were able to um use a universal quick card for quick and easy access to log onto the computer and um they would visit various online math games. We printed out five different websites for them to uh try out and we also use QR codes so they can quickly sign on to them. We also encouraged families to take this worksheet home so they can further practice and build their addition and subtraction fluency outside of the
018classroom. For Math Story corner, if there was any families that wanted to step away from the excitement of the event, uh they were able to learn about mathematics through literacy. Um Dr. Outlaw actually generously gave us these books last year. So we wanted to showcase them. So thank you very much. Uh these books uh cover topics such as counting, measurement, um geometry, multiplication for some enrichment type of learning and it also showed stories of various famous mathematicians for the families just spend some quality time reading. Lastly, in the library, we held an information table where families and parents could come up to Annie and I and ask any questions that they might have. Um, we provided all these informative flyers for them to take home. Some were uh 10 terms to talk about when using
019math at home, 10 strategies to practice at home, 10 ways to help with math at home. We do get a lot of questions about the I Ready curriculum and the diagnostic itself. We wanted to include a what is I ready packet and a packet that um talks about the diagnostics that families were more informed. We also provided families a workmat to support their learning at home that they could use for homework and it was laminated so they could use it over and over again. If families did not get a chance to come to the table during the event, we also had this at the exits in a packet form, everything together. And we just made sure as each family was leaving, oh, did you get all of these this information? If they said no, we
020gave it to them. So, every family left with flyers and a workmat. So now going into the cafeteria, there were six different activities inside of the cafeteria. One being 2D and 3D shape building. So students were able to practice building shapes and solids using toothpicks and marshmallows. And we had these task cards to guide them along the way. And then we also had a bracelet making station where students could practice building various types of patterns while making bracelets that they can later take home with them. We also had these two games, Snowman Race to the Top and Addition Board Game, which I loved seeing whether it was their parent or family member that came with them getting to interact together and do this together. strengthening that parent child bonding that we mentioned previously. For Snowman
021Race to the Top, they move their game piece in correspondence to what the spinner lands on. And then, you know, the board game, self-explanatory, whatever square they land on, they solve that equation. And in case any students needed help, we provided them with 10 frames and a place to write that equation in case they needed a visual. And then the last two stations inside of the cafeteria was Build a City and Marshmallow Counting. So both of these stations were really geared towards our kindergarteners. We wanted them to feel successful um throughout the different activities. So build a city, the students would practice um building towers with unifix cubes and as a result it would form a city skyline. Marshmallow counting students would practice reading and writing numbers and they would place that amount of marshmallows
022on top of their mug. As you can see, this was winter themed. We had our carnival around the winter time. So, we did have some stations that uh followed that theme as well. Then lastly, to tie it all together, we wanted to add some fun carnival elements. So, we created a photo booth for our students to take pictures in front of. They could hold up popsicle sticks with cute math sayings and numbers. And we also had a refreshments table where we were able to give students cotton candy which was big hit. Big hit to say the least. And it really I think the cotton candy really helped make it feel like a carnival. I don't know. Now this was a slide that we included in our presentation in um in our in the symposium. It's
023a QR code that other educators were able to scan and they were brought to a shared Google Drive folder where we shared every single resource. So, every poster that we made, every material or decoration link, um, graphic organizers, it was all there for them to use that they could copy as is and use for a math night if they had a carnival theme or if they had a different theme, they could adapt it and make it their own. Um, so yeah, this was great. Another thing to note that within our folder, we had a community shared folder where educators, the ones that um attended our presentation, were able to upload any resources or materials that they have created for a math night within their district or a possible future math night. Um, and excited to
024share that someone has already contributed to it. So it really goes to show the growing network that we were aiming to create in the first place. And our goal in creating this community shared folder was to have a place where educators can learn from one another. They could exchange ideas and just keep math nights fresh and engaging for our students to come. And I think that for Beayshore, this really is a reflection of our leadership and the dedication that we have to collaborating with districts outside of our own. and just growing as educators for the benefits of our students and families. So, thank you all very much. Fabulous. So good. Thank you. So good. Well, Jen, what do you think? New York State School Board's presentation. I was thinking the same thing. I I'm really
025And it's in Manhattan this year. Maybe we can put her in put them in for a New York State school board's presentation. If it's not too late, I think it's a great night. They're still accepting probably, huh? They're probably still accepting. So, if we can get you in there, I think it would be a great thing. Absolutely. And uh you guys are both great presenters. I know. So, you did did such a nice job just now. Like really, really good. In the winter was lovely. Well, it's in October. Manhattan in October. Not bad. We'll be nice. Yeah. No, you guys did a very nice job just presenting it. I can only imagine what the night was like. Thank you. I was just picturing like being a kid in your class like you you're you're so
026enthusiastic like it's got to be really cool to be in your class. It just it's exciting for us too. Yeah. Well, you it comes across very well. Thank you. Thank you all for this opportunity. Really appreciate it. Thank you. Fantastic. And I'm also moved by the idea that you did this in December, a crazy time of year. So kudos to you guys for Not a lot of time to prep it. This is January. We are. So just amazing that you did it then. So good job. It's good stuff. Thank you. Yeah. Thank you. Thanks, Andy. Mom and dad be proud. Very nice. Yeah, she that's okay. She's probably looking online. Thank you all very much. Thank you. Okay, who's going over the field trip? I'll do it for you. Okay, we have a field trip
027request. Uh Dr. Maloney is going to go over it. It's hard to follow that presentation. So, um again, this is just an annual trip that the boys and girls track team participate in. It's coming up at this time because the students had to qualify for the event. Um but it would be it's the pen relays and they the boys would be leaving um April 23rd which is right after break. The girls would be leaving on the Thursday which is 4:24. um going to Penn and returning either 425 or 426 depending on um the events. And again, this is something that they annually attend. And it looks like it's 16 students, four adults, and they're recommending approval for us since it's an overnight field trip and it requires board approval. Yeah, they just have to do
028the date of the check-in. It says April 2nd instead of April 23rd. I don't know if that would matter, but just, you know, I just saw that. Thank you. And you're taking the railroad in New Jersey Transit, so it's good. Yeah, but it's an overnight trip, but obviously requires your Sure. your approval. This came from the hotel. Somebody should probably I'm good with it. April seconds passed. I'm curious who's going. You got some very, very good runners right now. Okay. And now, while I'd like to say it's the moment we've all been waiting for, I'm not sure if that's the case. Yes, Moren. It's your party. There you go. There's your state budget update hot off the press. They're not done. Oh my gosh. And they haven't even close today. So, It's okay. Well, what
029can I tell you? It is what it is. It's still better than prior years. I mean, you know, there and there really hasn't been significant changes, not like there used to be from the state of the state in the first uh state aid estimates to the to the final ones. They're much closer now. You don't see big differences. There's not a lot of money being introduced and thrown into the budget. So, I don't anticipate anything substantial anyway. So, we're just going to move forward with closing out and working on our publications and okay, getting ready for the vote would and we would hope that maybe in the next meeting it'd be we can only hope it's out of our control. I mean, it's with the break next week. They're they're tight this time. I would
030have thought they would have been done by Friday, but yeah, it's not looking so good. Okay. All right. That's all we have for the work session. Can I get a motion to What's that? That might be a record. Um to go out of work and second. All in favor? I And a motion to go into executive for legal purposes. Motion. Second. All in favor? I. All right. Have a good night. Thank you. Thank you. Thank you. Thanks.