001Please rise for the pledge of allegiance. Heat [music] up here. [music] Heat. [music] Heat. Heat. Heat. [music] >> [music] >> Thank you. Good evening everyone. Fire exits are located at the sides of the room in front and back. In the event of a fire, you will hear a fire alarm at that time. Please move in a calm and orderly fashion to the nearest exit. I will now make a motion to open the floor for public speaking. Do I have a second? Second. >> Second by Vice President McIll. All those in favor say I. Anyone oppose? Obstain. Motion carries. Speaker number one. [applause] >> Good evening members of the board of education, superintendent, parents, students, and members of the community. My name is Trisha McNab and I serve as president of the East Ramapo teachers association.
002I have been a proud social studies teacher in this district for 30 years and throughout that time I have worked under many different administrative teams to date at least 10 iterations and thus far I must clearly state that the current climate is the most challenging I have experienced. In recent months, we have seen a troubling rise in issues that are undermining staff morale, impeding our ability to perform our work effectively, and at their core, violating our rights as teachers. These are not isolated incidents. They are consistent patterns reported across buildings, departments, and job titles. While our commitment to our students and the community remains steadfast, we are facing an increasing strain, inconsistent communication, and decisions that disregard established practices, professional norms, and our contractual rights. We constantly bring concerns to the district well in advance
003of matters arising, matters rising to the point of urgency. Yet, efforts to address the affformentioned are seemingly not received with a timely response. What can be characterized as an unwillingness or lack of interest to meet in any earnest way to speak to the middle school teachers being required to attend two evening events that had evening events had the feeling of being intentionally ignored? Despite our unit membership informing the district well in advance of the long-standing past practice, it seemed to have fallen on deaf ears. Mind you, the practice that I am referencing predate my own hiring. Specifically, secondary teachers attend only one evening event. Rather than working collaboratively with to resolve the issue, the district delayed any response and ultimately informed teachers just before the event that they were directed to attend a second night.
004When we questioned this decision, we were met with threats of state receiverhip. Forcing middle school teachers to attend a second evening event not only violates our contract, but further erodess trust and confidence in the district's willingness to address Erd's concern in good faith. That is one example of many where there is a lack of clarity and collaboration in decision-making. However, in the interest of time, I will respect the time I've been allotted to speak, but understand this item is not one off. Thank you for your time and allowing me to speak to you. Uh, one second. Could I ask you a question, please? >> President of the teachers union, could I ask you a question? >> Sorry, what? >> Could I ask you a question? I'm actually glad that you came. Um, we have been
005getting reports of the grades of our students the last few meetings and they don't look very good. Could you maybe explain what's going on? why we don't have 20% of students that meet grade. >> You're you're asking me to speak on a matter that I was not prepared to speak on >> and in addition to that, I think that is a conversation for the superintendent. I think their staff is here and you can certainly direct their questions to them at this time. >> Thank you for your response. >> Thank you. Speaker number two. >> [applause] >> Good evening everyone. I'm standing here as a proud alumni. Um I went through all these schools and it's very upsetting what's going on with the teachers on back to school night. I mean parent teacher conference. I had
006to try to divide myself between a high schooler and a middle schooler that evening. You know how hard it is to go to two different schools with seven classes each? That's 14 classes. That's 14 teachers that I have to see and not physically fight, but try to get the attention of the teacher when there's like 10 other parents waiting to know more about their child and how they can help. You know how difficult that is? And that is me running from during my lunch break going to my child's um teacher conference. for one of them and trying my best to get there on time after work, rushing as much as I can safely to get to the teachers for my other two children. That's insane. It drove me crazy and I bet it drove everyone
007else crazy, those who have multiple children. That is very upsetting. If we can do it differently or at least go back to how it was instead of changing things that honestly the organization was awful. Now, as we get closer to talking more about the budget, because that is coming soon, I want to emphasize to those who actually watch these videos of these meetings and actually care to pay attention to the following. We the parents and the staff fight for a proper education for our students. We're not fighting for monetary things. I don't earn nothing to stand right here. I'm fighting for my child, my children's future. Now also mine is the rest of East Rample. They deserve the best. Now when you see us here angry talking about the negative is because we want you
008to change the negative for positive, not the opposite way around to go against the people who are trying to change things. That is insane to me. Now, on the positive note, because I'm not only going to talk about the negative, I want to talk about the positive. Is that those who are going to vote, it's okay that you're thinking about your money, but think where your money is going. I have children in here in East Rampo. I have a child that's in sports and I have a child in music. Those are essential because not all children are inspired the same way. So, please, whoever is watching this, make sure that you support all the children equally. I have a student that plays soccer and he would love to see the fields being addressed because they're
009also important to have safe fields where they can run and have proper lighting for those evenings that are dark. They deserve the equal amount of attention as other groups, other sports. And then also make sure that no one attacks the music and arts. of a child in the the world's famous marching band that now officially has a parent association with great leadership and hopefully the district can also support us in this endeavor. Thank you. >> Thank you. Speaker number three. [applause] [cheering] Hi, my name is Madison Ma and I'm here to talk about Marget Elementary School. I've been in Marget for 4 years. I the school lunch has never changed. I w we have I have been telling them to um to tell them to I want different food, but they didn't listen. I want
010I want new food for our school. Thank you. >> Thank you. [applause] >> Speaker number four. I'm super proud Madison is my student. Um, good evening. My name is Jennifer Roberts and I started my career in East Ramo in 1992. I am currently a third grade teacher at Margett's Elementary School. I would be aiss in addressing this board in the public without making note of the retirement of our principal which will take place after the holidays. Our principal came to us in 2019 after a string of interims covering the position. She has been a strong leader for us and understands the art of being an administrator. We have been blessed with a principal who values what each of us brings to our students education. She helped us through co through her with her kindness and
011guidance and every step of the way even while offering words of counsel has treated our family at Margettes with respect. I have always said that she should teach a master's class in administration. She knows how to build cohesion within a diverse staff and believes in our abilities. I believe I speak for all the teachers at Margettes that it has been an honor to work with her and to be a part of her vision for the children of our school. I would now like to address the board wearing my other hat as the elementary vice president of the teachers association. Unfortunately, the respect felt at Margettes is not the same feeling teachers receive from some upper administration. Quite to the contrary, most members feel a level of disrespect. It has been said that our union files
012too many grievances and to this I completely agree. For those who are not familiar, grievances are the process to which teachers are entitled when our contract is violated. Please note, discussions are attempted first at monthly meetings to address concerns. As there are so many new administrators, most of whom are not familiar with the terms of our employment, we are willing to meet them with grace. I would like to make a deal this evening. Erda will happily refrain from filing any more grievances under one condition. stop violating our contract. It is as simple as that. As many will be addressing the addition of a second evening for the middle school teachers, I will simply say this. Our officers made this administration completely aware of the violation of past practice with plenty of f time to rectify
013it. At our last meeting, we were told by a particular person that they were going to do it anyway and didn't care if we liked it. As I have since shared with the administrators who were present at that meeting, this violation is not a matter of like or dislike. What it is though is a total disregard of past practice. A you and unilateral bargaining. Just because you want an extra night does not mean that you get to change the terms of our employment. At that meeting, we were also told that the district would be moving forward with their plans as is, and we were encouraged to do what we had to do. Consider tonight the beginning of us doing what we have to do. >> Thank you. [applause] >> Thank you. Speaker number five. Good
014evening. My name is Tony Stevens and I'm a social studies teacher at Spring Valley High School. This is my 30th year in the district. Our unions have fought for aid to education. Our labor unions are not narrow self-seeking groups. Through collective bargaining and grievance procedures, they have brought justice and democracy. The labor movement is people. Our unions have brought millions of men and women together, made them members one of another, and given them common tools for common goals. Their goals are goals for all of America. And their enemies are the enemies of all progress. Those are not my words, but they are the words of President John F. Kennedy. But I'd also like to say this. All labor that uplifts humanity has dignity and importance and should be undertaken with painstaking excellence. I would like
015to say those are my words, but they are not. They are the words of Dr. Martin Luther King. In my 30 years at East Ramapo, I have witnessed and been part of much disagreement and conflict between district administration and the East Ramapo teachers association. But that's exactly what it was. A healthy and mut a healthy and mutually respectful source of discourse to be debated, negotiated, and settled in a collegiate and collective manner. But things have changed in recent times. There's been a disregard for the bargaining process. There's been a neglect of the CBA. And this is not on the part of Erda. While everyone has a right to their opinions, a process that is in place cannot be ignored. With the constant and baseless denial of level three grievances, as well as a district's forcing
016Erda's hand to arbitration, the district has wasted its taxpayer dollars and squandered hours of manpower on both sides that could be used for better causes. Just because someone disagrees with past practice and established procedure does not give them the right to a cavalier attitude and underhanded way of doing business. If one thing is for sure, this union will not be busted. While turnover of administration is at an all-time high, the East Ramapo Teachers Association continues to remain strong with a solid foundation that won't be going anywhere anytime soon. A will always choose diplomacy and partnership, but if the district decides to unilaterally steer the ship into dangerous waters, we won't stop until we get it back on course. Thank you. >> [applause] >> Thank you. Speaker number seven, >> my apologies. Speaker number six. >>
017Thank you. >> Okay. [clears throat] Good evening. My name is Scott Smith. I've been a teacher here in the district for 22 years. I would like to raise concerns about a continuing pattern of conduct by district leadership that is deeply concerning to myself and many other teachers. It is the tendency of the leadership of this district to make inappropriate changes on their own, ignoring contractual agreements and practices. This unnecessarily wastes time and resources and erodess the culture and morale of the school community. The most recent example would be the forcing of teachers into a second evening event while knowing full well that teachers had met their obligation in this regard back in September. The objection to this second night was raised in September but when ignored until the last minute and now unfortunately the dispute
018must be resolved through the grievance arbitration process. Other examples include the unilateral change made to the agreement on the 2023 2024 overages where teachers took on extra students beyond contractual class size limits to assist the district with staff shortages. And the leadership of the district responded by altering the agreement to try to reduce payments. Adding insult to injury, there are in fact some teachers who even today, two school years later, have not been fully paid, some of whom are owed thousands of dollars. Not to mention disputes over last year's overages or the suggestion that the handful of overages existing this year may not be honored. There is also the unilateral change to the middle school start time. A change that the district leadership played koi about right up until the opening day of school, even
019keeping some members of this board in the dark. Apparently, given this continued pattern of conduct by district leadership, I for one, and I'm confident I'm not alone in this, I do not see you as a good faith partner. And even more troubling, I have lost faith that you will honor the agreements that you make. This is especially problematic as contract negotiations are on the near horizon. There are many in this district whose respect and trust you might never earn back. That said, you are now setting the stage for the relationship that you will have with the younger generation of teachers for the next several decades. I urge you to do better. I urge you to rebuild the trust and respect necessary for the success of our school community. Thank you. [applause] Thank you. Speaker number
020seven. Um, I Just want to say thank you to the teachers that are here. Uh thank you for fighting. Don't let nobody take your rights because they dare take our parents right. So don't let nobody take your rights. [applause] Um, Numero media. I was superintendo. Soch. Marget principal. Okay. Much gracias. [applause] Thank you. Speaker number eight. As I'm sitting here listening, I see this district getting worse and worse. Just recently, I had to pull my daughter and get involved with the school because she was in the wrong math class. Somebody baffled that one. And now teachers are fighting for their rights. [snorts] Somebody at the board just came out out of nowhere and asked the question when you're not supposed to ask a question. You're supposed to listen. Okay. understand the clarity that we're supposed
021to be united, not separated, not feel like segregation, not feel like we're down here when we're up here equal to you. That goes for teachers, staff, students, everybody in this entire district. It's not being done. Understand the reason why you're not getting people is because of the discombobulated district that it is. and I'm allowed to say it and it's here for shell. Your words for truth and honesty is is nothing. Young students that sit there, the reason why I don't stand when we say the flag, it's not out of disrespect. It's because the disrespect is standing in front of me. There's no liberty. There's no justice under one God. Visibility for all. It doesn't exist. And until I see that, and the day I see that, that's when I stand. So, I need to apologize
022to you, but you need an explanation. Virtual teaching, cut it out. It's enough. I got parents calling me about a Spanish class in Ramapo. Now, what's the deal? Students that are speaking Spanish are failing for what? You expect them to be able to do what I do? I'm I'm doing my masters first semester. Yeah, I I have a teaching degree K through eight, K through six. You think I'm going to teach here? No. Mm- never would. I speak Spanish, I speak Creole, and I'm carrying a 4.0 GPA. Not here. I would rather go work somewhere that meant I could make a difference. These teachers are fighting here to make a difference, but you're making it hard for them. and they leave and they walk out the door and they resign and they leave. They walk
023out the door and resign and who fault is it? Now teachers and staff and faculty are getting threatened because they have a contract that you're supposed to abide by and agree to. What happens to them? We're trying to keep what we have here. What makes a difference to our children who help our children and all you're doing is encouraging them to leave. This is enough. It's time to stand together in unity and come to an understanding. Period. Thank you. [applause] Okay, that concludes public speaking. Thank you for all the teachers coming out having their voice heard. I will now turn it over to the our superintendent for the superintendent's report. Superintendent Vusco. >> Thank you. Good evening. I'd like to start off by um honoring and discussing um Principal Jacqueline Palano. Miss Palano, as was
024already mentioned by a number of folks, is a principal in our schools and she will be retiring uh in early January. We want to thank her for her years of service. Um Miss Palano uh is a person who has worked in a number of our schools throughout her career. She has worked in Limekilm, Grand View, ECC, and Margettes. Uh and um if if people were to describe her some of her characteristics, she's been described as being a person who greets parents warmly, often in Spanish, ensuring that they feel included and respected. She's described as being someone who treats individuals with high respect, warmth, genuine care, handles a demanding role with poise and grace, and is highly responsive to teacher needs and supportive in professional interactions. She has been a principal for a number of years
025starting in early childhood center and then in Margettes and she was also an assistant principal in Grand View as well as an instructional facilitator earlier in her career. We appreciate all that she has done for our students here in the district. We wish her well in her retirement and we thank her for all of her contributions. [applause] And now we'd like to talk a little bit about some of our student highlights. So um the um the Spring Valley High School Thespian Troop 721 performed for three nights a night of high school hy jinks uh featuring two one-act plays. I was happy to attend that and enjoyed their performance very much. students demonstrated strong creativity, collaboration, and performance skills. Acknowledgement of staff and students who supported this arts program. Uh Mr. Smith, as always, thank you
026very much for your leadership as well as the directors that helped um support these students. In addition, we wanted to share with you. >> Sorry, just before you move on, um since you're already bringing it up, um I just want to say that I had an opportunity to go watch it on Saturday and I just want to say congratulation to 721 um the the troop on a job well done and also to the director Stacy Tiro and um May Mays as well and everyone who helped put the production together. Uh our students did an amazing amazing job and I'm looking forward to seeing Annie uh the musical in the spring. >> Yes, agreed. Thank you. They were It was a wonderful show. Um and then also we started something new this year also in Spring
027Valley High School. It's a esports team and they did actually really well. They competed in their first season and they advanced to the playoffs. Students trained in the newly created gaming room at Spring Valley High School. The team finished 13th overall. Strong achievement for their first year. Congratulations. [applause] We wanted to provide the uh the community with a transportation update. Um so we've been working a lot with the consultants that uh we've that we've hired. Um and we've been we have quite a few things that we're hoping to do. One would be to uh streamline non-public transportation application process. Um we're hoping to introduce the affidavit system that we've been speaking about uh from time to time. And we think that um if we start to utilize an affidavit system for collecting the 35,000 or
028so uh applications that are required to provide um students in the non-public schools transportation that we will be able to facilitate this process making it faster, easier, more efficient. I think that that will help resolve a lot of the challenges that we faced. In addition, we are also exploring the possibility of contracting out all or most of our non-public transportation. Um, and we believe that if we're able to do that, and we think we can, that this will result in this will really result in smoother operations and we'll will be a much larger um a great improvement to what we've been doing. Also, we wanted to let you know that we have restructured the transportation department. somewhat. We have added a coordinator of transportation. We have um a person who has assumed office management responsibilities
029and we've added additional routers. So, as we continue to work with our consultants and we continue to go deeper into our plans, we will continue to update you as well. >> So, do you mind? >> Sure. >> Can we say the name who the new coordinator just >> Oh, sure. MNA Franco is a new coordinator. She's she >> she used to work here or she >> she worked in special ed for just a short period of time. We found out that she had um she was on the list the the civil service list for coordinator or she met the qualification. So we were able to hire her and we did that maybe a maybe a month or a little or so ago. >> Yeah. >> Doing a great job. >> And where where are we
030with the um finding a director for transportation? We are um working with the consultant who will be providing us with a new model and within that model we're going to talk about different administrators excuse me for transportation. As we change how we offer transportation services to the non-publiclix and how we collect um information for the non-publiclix, our workforce will be slightly um our work responsibilities within the office will be reduced. So we're in the middle of planning it. We're in the middle of reviewing it. Um, we will be providing more specific updates to the board. >> So, we haven't posted anything yet for that position. >> No, not yet. We're not ready to hire director of transportation yet. >> How will the other departments get the information? >> I'm sorry. >> Who's going to be
031the custodian of the information? >> I'm sorry, Mr. >> Who's going to be the custodian of the student data? the student data >> meaning transportation will be handled through the rosters >> right so what we're hoping to do >> who will be delegating it to the uh >> will be delegated >> to the uh textbooks for textbooks or titles >> sure so we haven't really discussed changing that at this point right now Dr. Shanahan oversees that process. Um once we are able to m um to streamline the process of processing the applications then we will be able to streamline the process of authorizing the purchase of textbooks. So we think that it all goes hand in hand and um we're really very hopeful that we'll see great improvements this year. Does that um answer the
032question that you've raised Mr. Feder? >> Um I don't think so. I think we'll have to discuss it in at the committee meeting. >> Okay. All right. We can we can discuss it further. Uh and now I'd like to ask Eric Stark to present budget update information. Eric, >> thank you very much. Can everybody hear me well? >> Yes. Okay. Good. So, um just a couple of introductory pieces in terms of the budget for the 2627 school year. um as we did around this time last year, we uh discuss a few things around the budget assumptions and building blocks and how we're putting the budget together. In terms of the revenue budget, the tax levy projection will be based upon an appropriate level up to but not exceeding the maximum allowable tax levy calculation. Excuse
033me. That is a part of the New York State property tax cap legislation. Uh the state aid projection will be based upon the governor's state budget um which generally is released um several months earlier than the legislative uh budget is released um as we did in the current year's budget. We will we would uh hope to appro um reduce the appropriation of fund balance that has been um in the budget from year to year. We we decreased it a little bit from last year into the current year and hope to do that again. [clears throat] In terms of the expenditure budget, um we will be using a zerobased budgeting methodology, meaning that we build the budget up from the bottom. We do not um rely on what has been uh there in the past. We
034look at everything in terms of what is needed to provide our students with uh the best education and support the programs that uh we are looking to support. [clears throat] Building principles again will be responsible for their building budgets. Salary projections will be based upon bargaining unit contract language language that exists in um contracts that extend into the 2627 school year. Um for those contracts that are expired, uh we will use estimates. Salary projections will also include vacant positions so that they're not missing when they are filled. And salary projections will also include any newly requested positions that have been approved uh through conversations with the cabinet and approved by the superintendent. uh Boseies and contractual increases will be forecast with a 2% increase if budget numbers are not available from the vendors. Next slide
035please. So, um, and then in putting the entire budget together, um, we will be presenting to the community, um, a detailed budget on all of the needs of the student, staff, and faculty as we prepare for the 2627 school year. That did not get uh, corrected. I apologize. The budget will incorporate all aspects of the programs, professional development, and staffing needed to provide a highquality education for all students. The following areas will be discussed throughout the budget cycle with details and both short and long-term implications. Um and as you can see below the the budget is broken up into several areas that um uh are budgeted for by the different um budgeters that we have. Um central office administration is is the first area followed by facilities, grounds and maintenance. Then building level administration, curriculum
036and instruction, general instruction, special educ I'm sorry, general education, special education, multilingual education, which is obviously very important in our district. Um, intercolastic and co-curricular activities um followed uh finally by uh both employee benefits and the district's debt service. So, as we move into January, we will have uh far more detailed conversations regarding the development of the budget, and I look forward to sharing that with you at that time. >> Thank you, Eric. Um, and so I'd like to give you a little bit of an update on the parent teacher associations. As you know, we've been working really hard to try to um increase parental engagement with the school district. We really want to be able to connect with our parents more. Um as such we did do a challenge uh this year where we
037have asked the schools to compete against each other um in terms of really uh making an effort to reach out to all parents asking them to provide updated email and um telephone contact information so that we can be sure that we reach them. Um, and in that competition, we said that the school that does the best job will uh receive um um the the PTA of the school that does the best job will receive a donation uh that was um developed by a contribution of administrators. I'm happy to report that uh the Early Childhood Center, ECC, uh did the best job. We've said that before. and um the administrators contributed $450 which we are going to present to the PTA of ECC. Now the PTA president is here as is the um the principal for
038ECC. So we would like you both to stand um and as we present a um well not the real check. [laughter] Yes. >> Vice President. Yeah. Yeah. Do we have a the ability to take a picture? They told us the president was. Congratulations. Thank you. [applause] Can you all face this way really quick? Thank you. You can get in if you want. >> Thank you. Congratulations. >> Congratulations. Also, I I want to make you aware that we do have a PTA web page and so um all of the the wonderful things that um the PTAs will be hosting uh should be posted on everybody's um each each um building's PTA web page. So, please participate, please engage, please be a part of our district um in in in a real [clears throat] meaningful way. It's
039really what we want. Um also want to let you know that we did hold our first district-wide PTA meeting last year. Last week, we met with the presidents and school leaders and I really want to say thank you to two folks, principal Amma Aufrii and assistant principal Serita Thomas. They have taken a leadership role in our district, making sure that the PTA presidents and vice presidents as well as the treasurers know what their roles are and uh know how to build uh a PTA in their schools. Um so they're providing wonderful leadership and um we're encouraged that the PTAs will continue to grow as the year progresses. So thank you and congratulations again. We wanted to um present information about emergency school closing to you. Um so, you know, it's uh winter's coming and so
040uh in the event of emergency school closing, we want you to know that families should expect notifications by 5:45 in the morning. Uh normally we make that decision by 5:30 uh a.m. Communication channels include ROOC call, Remind, the district website, social media, and infophone. Uh remote learning will will be recommended for all of those days as we are required to have a minimum number of of uh school days as well as a minimum number of of instructional hours within a year. So, if we do go uh if we do close our buildings due to snow or inclement weather, we will have a remote learning day. Um whenever schools are closed, all sports and activities are canceled unless otherwise announced. Uh and families should have a child care and emergency dismissal plan in place. Um ensure
041that student awareness of emergency procedures um and that they keep contact information up to date. So, please parents, if you haven't already done so, make sure that you reach out to the principles and make sure that we have the appropriate parent contact information, at least an email and telephone number that's up to date. >> Before you move on, um, Sure. I have a question about uh when school when they make announcements for uh when school is in session and uh maybe at the last minute act after school uh sports and cor co-curricular activities is canled. >> What is the process for that? Who makes that decision? I know um that last so-called snow that we had or didn't have um the two high schools were told last minute um right before the bell that there
042would be no sports um the coaches weren't aware, students were told last minute uh but no one knows who made that decision. So, what is the protocol when it comes to cancelling sports and co-curricular activities if school is in session, but for whatever reason, let's say the weather does get bad. Sure. >> Um, who makes those decisions? >> Sure. So, really what happens behind the scenes is that I'm in contact with the um Bose superintendent as well as the other superintendent in the um in Rockland and together we're making these calls. So I also communicate with um Dr. Gonzalez as well as with our uh athletic director. So uh and sometimes it is a last minute call. If we were to make the call to cancel, if we have to do it at the last
043minute, this would be schools in session already as opposed to schools closed. Then we would be speaking with um Bob and Gandhi, our assistant superintendent for technology um in terms of communication. So, we'll use all of our um communication uh modalities. Um we work with our our communications team. We work with Mr. Gandhi. Uh we work with the athletic director and with um Dr. Gonzalez. >> So, so in this instance um situation, no one was aware that it was being cancelled. >> Dr. Gonzalez. I don't know if anyone has more information that way when you know in the future this doesn't happen to where um you know cuz not all the coaches work in the district um and those that do work in the district they're coming from different they may be coming from different
044buildings so I want to make we want to make sure that if information is being put out there first of all it's not being done last minute right before a bell and two that um you know all the coaches are aware and it's a decision coming I guess from the AD the superintendent or whoever like I said whoever makes that decision. >> Sure. and that remind would work for them, right? Um, Gandhi, they they they would be getting information on minimally usually. So, I know what the the protocols what I'm saying is that there was a situation where a decision was made. It is didn't come from higher up. >> So, I just want to make sure that whoever is supposed to be making the decision, the information is going out correctly and that everyone
045is aware of what the protocol is if there is a cancellation. Yeah. And I think um what you're referring to, Trusty Charles Pierre, is um there may have been a coach that could not have made it due to the weather. And so they may have posted something or uh communicated with one of the staff members which then eventually reached our director of athletics. And so in conversation with our director of athletics, we use the information that we have available to us. Um the uh the one day in particular was a a inclement weather day. So it was definitely a late notice but there were a lot of factors that play into that. I can I can share with you that at the start of his tenure with the district. Uh there was no mechanism for
046our director of athletics to communicate directly with students and families and I know he has been working with our TIM department to have access to create his own groups so that he can then communicate directly with everyone from coaches to students to families etc. and then trying also to create um teamsp specific remind groups similar to the way classrooms are set up. So I know that he has started that process. I'm not certain how far they are in terms of that process but I can certainly find out. Okay. Um Okay, folks. And so I'd like to uh just make sure everybody's aware that we have a family holiday event that is scheduled for this Saturday, December 13th, from 12 to 4:00 p.m. at Spring Valley High School. Um the East Ramapoa Family Resource Center uh
047is hosting this annual holiday feast. I understand that um it is um a really big deal. I will certainly be there and I'm inviting all of uh many of our staff will be there. Um and so we're hoping that uh we'll receive the same kind of community response that we have in the past. There'll be um music, gifts, food provided. Um it's a free entry and uh we're really excited about this. So hopefully we'll see you on Saturday between 12 and 4, Spring Valley High School. >> And just to add, they're always looking for volunteers the night before to help wrap gifts. um which I know will take place Friday at Spring Valley I want to say from 4 to 6 or 4 to 8. Yeah. >> Yeah. Yeah. Thank you for that. Okay. And
048now we move to the section of of um our meeting where we hear from our students. [snorts] Good evening. My name is Maria Janes and I am Rampo student body representative. I would like to congratulate round post PTA members on their amazing turnout and successful fundraising during the parent teacher conference. Thank you and have a wonderful evening. >> Positive. >> Good evening. My name is Stephanie and I'm a senior at Spring Valley High School. Um so for like student concerns, um a lot of them are really concerned for the January regions because there's still no review. And although like I've heard we might get review in January, I personally feel like that's not enough time for students like alone like you could like teachers alone tell you like oh like you prepare yourself like for
049a while to like to know like the material and I feel like even if we start in January like they have like 2 weeks and even if you were to try to start anytime soon in December like we are going to have break and it's like it's not enough time for students especially for the seniors that need time like need a lot of regions to graduate this year. having no review right now is not really helpful. And I know students alone like in the national honor societies try to like do review like on their own and try to help peers during lunch but we have like a 20 minute lunch and for students to get lunch and then to go to the review it's like 10 minutes and then it's like >> what after that?
050>> Yeah. And then another concern like for students would be like with lockers. Like our lockers are really old and they're like they have writing all over them and overall they're not the nicest to use. >> And then another student concern would be classrooms. And then I asked teachers too like students feel like the classrooms are like really plain and like the painting is just not well. And I have asked teachers and I've asked about like the painting and some of them are like they don't even remember the last time their classroom was painted or anything and students find it unmotivating being in a classroom that looks not nice. So yeah, that would be it. >> Thank you. Thank you. >> I'm sorry Stephanie. I'm I didn't catch that. What was the last thing you
051said about the classrooms? like with the classrooms like the painting is just like very old and students alone say how it's like unmotivating going into a classroom that looks old and like it's not cared for like it's like >> it's not really like I guess like a welcoming space for them. So yeah. >> Okay. Thank you. >> Thank you. >> So it's been about almost two months now since our students been talking about SATs and I know I question every time they mention it. Where are we with SATs reviews and being able to have our students um take the SATs? >> Sure, Dr. Gonzalez. >> Uh so, two responses if I will, Stephanie. Um on this evening's board agenda, we do have staff set to begin for the board to consider this evening um for
052regions prepar. So hopefully um you'll be in touch with your counselor. I actually met with the all of the high school counselors today for a couple of minutes and spoke to them about that. So hopefully you'll um have access to that starting tomorrow. Um in terms of the SAT, uh again during my conversation with the school counselors this morning, um we did have up to 30 slots available at each of our schools for individual Kaplan tutoring. Um the counselors didn't come prepared with the information, but they all shared that every single one of their students that they suggested take part in the uh regions prep that was offered to them from Kaplan that they took advantage of it. The test was held this past Saturday. Um, so we'll see whether or not the next step
053is to see how well they performed on the SATs and whether or not there's any significant difference between the students that received the support and those that did not receive the support and took the test on their own so that next year we could start this much much sooner in the fall and um have it as an available option to students to be able to participate online with a Kaplan tutor. >> But if I heard correctly, I believe um Stephanie mentioned there's no SAT review currently. Correct. >> Um there was I heard that there was a SAT review for like at least 30 students cuz like they just randomly came into my history class and gave us a paper saying do you want review yes or no? And it just had a list of names
054and then it was like I don't know what ended up happening to it cuz like I put yes but I looked at my email I didn't really get anything for it. And then um although that it's 30 students, I find that not fair because it's like there's more than 30 students that want to go to a college that asks for SAT grades. So >> So what are we doing to open it up to the rest of the students? >> Yeah. Well, so first of all, the the issue that existed with college between the district and college board in order to have the students sit for the uh district assessment that we could have done in October, that has been remedied for next year. So next year we will offer the um SAT during the school
055day to our students earlier than December. >> So so so not to cut you off but we have students going graduating in June and entering college in hopefully August September whatever is being done in the future that's great but what are we doing for our students now who haven't taken the SATs yet? Yeah. So, we're working through the counselors first of all to identify who those students are. Counselors do meet with their students by grade level starting with seniors in the fall and uh uh review their folders, their college preparation and planning folders. So, during those meetings, school counselors have discussions with students about whether or not they have registered for the SAT. Uh they provide them with the fee waiverss that they might need for the SAT. They go through the entire process with
056them. Um that should have happened by now. It's December and I know college applications are still um se several of them are still open. I know early action and early decision applications have already been submitted. Um but you should be working directly with your counselors uh to to help you with the college planning process >> alone. I know the first time that I went to get a fee waiver, my counselor was more confused than I was. Um I had asked like oh like could I get a fee waver? She's like I don't know where the list is. And then alone she had to go ask another counselor to ask for a fee waiver for it. And then it was like a whole thing with like she had to call a college board and it was
057just like a whole issue. Like I don't understand cuz it's like I went for guidance and like I don't blame it on her cuz I feel like her alone like she's not sure where to get the fee waivers. And then she's like, I might have these from like a long time ago. And that was just I don't know. It was I just find it >> I think it's important um Stephanie's saying about the SAT. So maybe Dr. Gonzalez um our superintendent, someone needs to go into the buildings >> to see what's going on. If they're saying she's asking about the fee waiver, the guidance counselor seems like she's not sure. So I think it's imperative that we go into these build go into the buildings to find out what's happening so that we can get
058you know what the what the students need. >> It's not even just like the fee waiver. Like I understand she might not have known and it's okay but it's like students don't know that you could go and get fee waivers. Like it's just like I feel like overall like the communication with like students and then like with college prep is not there. Like half of us like when you ask around they're like oh like have you applied to college? Have you not? Some of them are like, "No, like I need help with this. I need help with that." And the FAFSA thing on Saturday, I feel like it was really helpful cuz I did end up going cuz I had a few questions after filling everything out. But overall, like it was kind of helpful
059for more students who didn't know and didn't have any guidance cuz it's like their first gen they're firstg students and it was helpful, but overall like students are confused with the whole college process. like h like how do you know when to apply, where to like we need more help with that and it's like some schools have supplements that you need to fill out and it's like there's a lot of like teachers like in general like English teachers they're like they're like >> there's so many students going home. >> I'm going to make a recommendation that um we uh ask Tara Richards, our executive director of guidance and Dr. Gonzalez and the high school principles to meet with a representative group of of the um student council so that you can explain your experience to
060them and they can hear it from your own voice and then from there we'll develop a plan to improve it. I thank you for what you're sharing with us. it very important >> and I I just just want to end it with um not only that too but clearly there seems to be a disconnect um between whatever is being done on our level here and I guess what's being shared at the building level. So making sure that the guidance counselors and the principles APs are also on the same page. Um I know that you know there was always a process in place where we had um college prep night. We had um you know different um I guess you can say like workshop sessions for parents and students um to help them along the way
061um from you know n for their high school career. So I know that students have complained for the past few years about you know not knowing the process, not really being able to see the guidance counselors because of the fact that I guess you know they have the guidance counselors of course have a heavy load of on their end where they have a lot of students that um they have to tend to as well. So, um I think with everyone that we have on board now that it should be easier to set certain things in place at the high school level um to make sure that >> preparation for college is on top of the list cuz I mean, you know, the plan is for us to make sure that all of our students are
062successful, they they graduate whether they're going to college or trade or whatever the case is, but we're not preparing them for any of that right now. And I think that's the biggest complaint and I think we just need to find a way to put something in place for them. >> Agreed. Um and um I want to say we have hired new guidance counselors. So their case loads actually when compared regionally are are not the largest at all. So um and we did hire a new director, executive director of guidance. So hope these are really important issues. They must be addressed and um we will put something in place to address. Did you want to say? >> Yes. If I could just add a suggestion. Um I know that the regions um are very important. So
063before we get to college, we have to pass our regions exams. >> And just a suggestion once this does pass, I think it's imperative um what can be done is a calendar right of each and every US history, the name of the teacher and the day they're providing that support will be needed. And I think also what we should do as a district besides setting up that calendar, making sure that each student gets that that calendar in terms of regent review, it's also imperative what we do is we send that same calendar to the parents >> so the parents are aware when regent reviews are going to be taking place so they too can encourage them to be at those in in the region's reviews. Um, so those are two suggestions and another thing I
064want to mention though I I think this is good but is there a reason why I see that at Spring Valley we have you know um regions review for the ELA biology global 2 algebra 1. So at Ramipo I don't see algebra 1 um and I don't know why maybe it's it's a reason uh maybe someone can explain that to me. I didn't see like even biology um at Ramipo. Is there a reason why you know >> staff responses? Staff responses. We did not get any staff responses from teachers at Ramipo High School to fill those positions. >> All right. That's a concern for me because algebra 1 is um of course a course that you know a regions exam that our students can pass for sure and that would take care of their math
065regions that they need unless they're looking for an advanced regions diploma. >> I'm baffled by that because I know we want to make sure that our scores go up. Yeah. >> So, we do we need to put it out there again? I I I don't know what's happening, but I know that at Ramipo, I'm quite sure there needs to be algebra one review as well. >> Um, we actually have one teacher that helps, but there's multiple students that need it, and I think it's unfair that just one teacher is willing to help out for algebra. >> Interesting. Yeah. So, we >> And I have a suggestion. I know that there's like limited time for us to start something new with the SATs preparation, but we can always do it after school. I know students can
066willingly stay after school. And if you hire a tutor to teach after school, I'm sure you'll have plenty of students there. >> It's just a suggestion. We can always do it after school. It doesn't always have to be during school time. So maybe it will be easier because I know Rampo is also having a struggle with the SATs because I went to my guidance for that free waiver and I had a hard time. I think it was like a whole month I was trying to get the code. The assistant principal tried to help me. It didn't work. The assistant after assistant principal tried to help me. It didn't work. I had to I ended up calling college board myself and it was a whole thing cuz even college board couldn't help me. It took me
067like two weeks to get a call back from them and then they were finally able to help me, but then the staff at Rampa was confused if Rampa was offering to take the test there on Saturday. So, I ended up missing it because the person told me they weren't offering it and then like of the next week they told me they were. So, I ended up missing the SATs and I ended up using the free waiver on it. So now I only have one and I need a um I need to study for it myself. But if we had the um after school program, I would stay and that would be a big help for me cuz I know there's one coming up in March. So we still have time >> to do it. Thank
068you. >> I I know in the past we have partnered with different um districts. I think Norfolk can be in one of them for regent review. Is there any way we can partner with any other district or even maybe Boseis for the SAT prep review or to see if our students could go to any other district to take um the SATs? I know students who are in private school at one point they were coming to us to take the SATs, but if we're not even orphaning it to our students um you know once again what is the plan to make sure that our students who are graduating this year has an opportunity to take it this year. Um so that you know for for for for June >> so Dr. Gonzalez will come up with
069a plan a very clear specific plan then we will communicate that clearly to the principles in terms of communicating to families and to students and we will forward that information to you. So can can you provide maybe a um deadline when that will be completed because once again I've been hearing been given the same response for the past few board meetings and still nothing has been done. >> Certainly Dr. Gonzalez. >> Well I can share with you tomorrow we have a principal meeting. We do have a breakout session with just the high school high school principles. So we'll begin that discussion tomorrow. Um I I would imagine that a robust I will also reach out to the neighboring districts to see and Rockland Boseies to see if they are currently offering something. Um I would
070imagine that this is we're encroaching on the holiday season. So I would try to have something within the week to the superintendent um in terms of a a fully fleshed out plan. Um because the other thing is time is of the essence for our current seniors. So, we have to look at when the next administration of the SAT is actually being offered to students. So, um absent that, I I can't give you a specific date, but we can begin that process tomorrow. >> And Dr. Gonzalez, if if you need some assistance when it comes to North Rockland School District, um please let me know. I will tomorrow. As a matter of fact, I'll go to guidance and see exactly. >> Mr. Zolo is very available to me as well. So, thank you. Oh, like overall
071I just wanted to say like we've been like the first thing we brought up to the board meeting in September was the SAT prep and overall and I'm pretty sure the next one isn't till March. So I personally feel like it's too late for us >> cuz most college applications end by February for the next school year. But it was like our first issue brought up. And although there was like I guess like tutoring after school for like what like 30 students like I feel like there could have been more change or at least we could have had the SAT that we had every year in October. I feel like we like I feel like most like students at least were like okay like it's fine like we have like till October to get it
072done. And then out of nowhere like we were like where is it? like we don't see it in like an October calendar and then everybody was like what happened to it. >> Yep. I know. I know. >> Yeah. The the next SAT is March 14th. Um and then after that it's May then June. >> So we're really doing a disservice to our students at this point. >> We'll have a plan before the uh holiday break for sure. I want to thank you both for um sharing. Um I know that we have a major problem in this district regarding student performance. Um we have to and we're working really hard to provide a lot of um uh professional development to our teachers so that our students can learn to read better and um so we could
073move towards being a high performing district right now. As everyone knows, we're one of the lower performing districts in the state. And so, um, working collaboratively hopefully with the teachers, um, providing professional development, trying to improve instructional strategies and methodologies in the classroom will help all students as we together agree to put students first in everything that we do. Um, and I also thank you for mentioning the 24-minute lunch that you uh raised. That is a big concern of ours, the district administration. And I'm sure that the teachers are also sympathetic uh as we have 1500 students trying to eat lunch in 24 minutes. And in my conversations with you, many of you have told me that you don't have time to eat. And many of you, many of the students don't eat. So, we're
074working with trying to improve the schedule for next year. And I'm hoping that there'll be some cooperation with the teachers union on doing that as a priority, putting our students first. Thank you again. would like to move forward now to the student outcome portion of our meeting and uh we're going to have a presentation on student absenteeism. Bob and Gandhi will be presenting data to us and then uh Julisa Ringone Tomizawa will be um speaking about um our efforts in addressing um the u chronic absenteeism that we're facing. Mr. Gandhi, >> thank you. interim superintendent. Um good evening board and community members. Um tonight we'll provide an update um on attendance and chronic absenteeism for the 2526 school year uh a year to date. We'll review our year-to- date numbers, discuss how they have progressed.
075Um please note that the student enrollment in our district um fluctuate daily. So therefore the averages that you will see on the screen are based on the enrollment as of the date the data is collected. Um so just a quick definition of chronic um absentism defined by the New York State Department of Education as student missing students missing 10% or more um [clears throat] instructional days. U this includes excused absences, unexcused um absences and suspensions. In the image um is an example of student who would be placed as chronically absent. Uh we'll review that in the next few slides. um just quickly um understanding the metrics um that we use. So before I share the data uh for our district, I want to take a moment um to explain what each number means so that
076the next slides makes sense to everyone. Um this chart shows the three key attendance metrics uh we look at for yearto date, meaning from the first day of school up until the date listed on uh at the top. So first we have student enrollment. Um this is the average number of students enrolled in the district so far this year. Enrollment can change daily as students uh move in and out. So this number reflects the data for that specific date that the data is collected. Uh next u you'll see we have uh we have the average daily attendance percentage. This tells us the average percent of students who attend school each day across the district. It gives us a big big picture view of uh overall attendance. And uh finally uh we'll have we'll have a
077chronic absenteeism percentage. Student is um considered chronically absent if they missed 10 or more 10% or more of school days for any reason. And this percentage uh tells us more um tells us the number of students who fall into the category for so far this year. So these three numbers enrollment average daily attendance and chronic absenteeism help us monitor student attendance. >> Could you elaborate? I was having a hard time. I was looking at it before. When you say 90% attended, how is 29% coronic absism? How do these number collaborate? >> I'm sorry. Which uh >> you have a 30 almost a 30% coronic absorism and then you have a student average of 90%. >> Yes. So that's what we're going to Yes. go over. So even if a student is absent um that's what
078I'm going to go over the next slide. Okay. So um so before I share um so now that we've talked about um each attendance metric means here's what the what the data actually looks like. As of September 30th 2025 so as of se September 30th our student enrollment was u 9,722 students. Our districtwide average daily attendance was 90.56%. So the chronic absentee percentage for September was 29.36 as you mentioned u meaning nearly three out of three out of 10 students in early missed two or more days of school because September has very few instructional days. Um even a small number of absences can cause a student to be labeled chronically absent this early. Um this is why the percentage looks high in September. Next uh we're going to look at um October. So you'll see
079um if you look at the attendance uh numbers change from September to the end of October. On the left you'll see uh the data that we just looked at on the previous slide for September. On the right we have our updated numbers as of October 31st after a total of 37 instructional days. First um you'll notice that our student enrollment decreased slightly from 9722 to 9634 students. And this is due uh to the movement of families as they move in and out of the district. Um our average daily attendance remains stable from 90.56 percentage in September to 90.52. Um in October overall students are attending um attending school at about the same rate monthtomonth where we do see a change in chronic absenteeism. So in September students were considered chronically absent if they missed two
080or more days. by the end of October they're counted chronically absent if they miss four or more instructional days by um that time by October 31st. So with the shift um our chronic absentee uhism rate increase from 29.36 to 31.82 as the year goes on um student can miss more days before being considered uh chronically absent. So Bobin to understand the data you're showing everyone this isn't right 31.67% of those that total enrollment is just over 3,000 students. So any given day there's 3,000 students absent. >> No that's the average daily attendance. So 90.33 is our uh the kids are present 90 90.33% of the time. That's the average for the month. So that could be um chronic absentism rate is for um per student. So student any student could be Yeah. Any student could
081be Yeah. Any student could be out and um that's going to go towards their chronic absentism rate. >> How so how do we uh decide that somebody moved? What does it take because I see we lost um how does some I think what he's asking is how do we go from someone not being enrolled in the school and someone being chronically absent when students determines tells the district that they're leaving? Is that what happens? >> Yeah, I mean they yes parents will uh reach out if the kids are not in school. uh after 20 consecutive days of students not being there, uh we're technically supposed to drop them from our uh roster and and that in the meantime, uh buildings reach out to the families to find out if they're moved. Sometimes um um we
082do find out afterwards if the if the students have moved out of the district. Um >> does this may maybe students have moved a month before and the chronic absutism is not as high because they weren't even here. Is that a possibility? >> That could be the possibility. Yes. So once we get our um once we get once we find out from families they have moved we can always backdate it in our e school data system. That's the student management system. >> What methods is used to collect the information? >> Um our student management system our echool data is what we use. Everything is entered into e school data. >> so teachers attendance um attendance taking attendance recording. So, we have had a high um presence when it comes to ICE being in Spring Valley.
083Um I know we had two students who graduated in June that were deported uh not I'm sorry, not deported, detained. Um eventually they were um released. Um, we have parents that were detained or self-epported to the point where um their child or their children um have not been in school or have moved, you know, with them back home or they're just not showing up at all. How are we categorizing them in the system when it comes to being absent? So um again um we know that students are students have moved out and we have a proof of that that's entered in e school data but if not then it's hard to find out. Yes. >> So you're saying if the students have moved out of the district right? No, no. I'm saying with this with
084families having to deal with um being detained >> um how are we categorizing those students who are either not showing up because families because of fear or because they have moved away um back home to their country. >> So there is we don't have unless we have a proof of them moving out of um this district we cannot really just you know assume that they they moved out unless we have a a real concrete proof. But didn't he say 20 days if then if they don't attend after 20 days? >> 20 consecutive days. Yes. Is when they're when >> 20 consecutive days results in us dropping that. >> Yes. >> Um in terms of absenteeism and chronic absenteeism, any student that hits that 10% mark at any time is considered chronically absent. So in September
085it could be just that they've missed two days. In October it might be seven days. um as the year progresses there's a larger number of days because it's a percentage of the total. Regarding your question as to well what about the reasons you know maybe they're not coming to school because of they're afraid um any absence accounts an excused absent counts or medical absent counts. >> So that's all included in these numbers? >> Yes. >> All of it counts for the determination that somebody is chronically absent or not. >> Does the district file Does the district file pins petitions on students who are absent after a certain number of days? A pins petition is a person in need of supervision. Yep. >> You go to court, you indicate to a court, we need help them,
086you know, beyond what the parents are providing to get the kid to go to school. >> It's a good question. We um well, >> I don't have an answer to that right now. What I can tell you is that um Miss Renon Toazawa is going to talk about a model that we're putting in place at every level to ensure that there is um more robust rigorous u monitoring of absenteeism. And that will include things like a social worker, family resource coordinator, um an administrator, um in some cases um an administrator that's only for absenteeism. So, um I would have to ask at the elementary level to what degree have they already uh uh you know called for pins. Uh but I don't have that data off the top of my head. I can certainly we
087can certainly inquire but certainly that's going to be part of >> I answer to you. You don't answer to me. I was just curious. You don't have [laughter] to give me the data. >> We could that's a it's an important part of the pro of the process. >> So So I know in the past we had an attendance task force. So do we no longer have that at the moment? um she's going to give us an um an overview of what we have right now and what we're building. We we have to improve on the model that we currently have. >> So maybe we could get to the presentation. Seems like everyone has the questions about Mr. Con's uh plan. So perhaps we can get to that. I mean, are we finished with the numbers?
088>> Mr. When we when we say when we say 90% attendance, that means that about 900 kids are missing on every given day. What? >> That's about Yeah. 90 90% is average daily attendance. >> 900 kids are missing on every given day. >> They're absent. Yes. Missing. So >> what did he say? 900. >> We have We have 9 and a half thousand kids about and 10% of it is 900. >> Oh yeah. >> So we have a we have a 10% missing every day. We missing about 900 kids every day. >> Every day. That's true. >> And about one out of three is is chronically absent. >> One out of three. If you look at the >> we have a really high high chronic absent attendance >> liaison. That's where we're going to we're
089going to talk about. Yeah. >> So just quickly um going over the um November numbers. Uh we can see the attendance picture continues to develop as we move into uh November. Right. On the left again we see September and October um month-to-month trend. On the right is the updated number as of November 30th, 2025 uh after a total of 53 instructional days. So our student enrollment decreased uh slightly to 9587 students reflecting the normal movement of families throughout the year. Uh our our average daily attendance from November is 90.33 consistent with the both September and October. Um this shows that uh our daily attendance rate has remained steady across the first three months of school. Now looking at the chronic absenteeism percentage for November is 31.67. This continues um the slight upwards trend. We see
090each month as a number of instructional dayc days increase um increases by November students are u counted as chronically absent um if they have ma missed six or more instructional days and as more days um accumulate uh more students may reach that threshold even if they are only occasionally absent. Um so overall we're what we're seeing um steady uh daily attendance gradual increase in chronic absentism which is expected as instructional days add up but still something we monitor closely um and uh on the here's um slide um this slide brings together the trends from September through November for schools in Israel. [clears throat] So it allows us to see how attendance and chronic absency have shifted from shifted monthtomonth for each individual school. Okay. And the next slide um here um here are the new
091uh New York State attendance levels. So instead of just looking at the daily attendance or chronic uh absenteeism, New York State has uh district placed uh every student into one of four attendance levels based on the percentage of days they've been present so far this year. So students who who based on their um individual attendance record are placed in level one and two are considered chronically absent by New York State. So the higher levels mean stronger attendance while lower level tell us where students may need more support. So on the right the pie chart shows our students are placed across um these levels as of December 4, 2025. 38 38.1 uh% of students are level four which is strong attendance. 27.5 are in level three. 14.2 are in level two, 20.3 are in level one,
092meaning they missed a significant number of days this year. So this breakdown gives us a fuller picture, not just who's absent frequently, but how consistently students are attending overall. Um, so now um our uh assistant superintendent uh Jalisa will talk about the impact attendance has on instruction and u the the plan that we have put in place. >> Good evening board. Good evening board members. Yep. I'm sorry just one second would like to know did you compare the 31% between um uh November and October is the 31% compared those two numbers is the 31% from November I would say 100% 90% of the same students of October or these are different students >> so I don't have that on me right now so we can definitely uh get you that data >> so basically my
093question Is is it the same students that are only increasing in dates and the and which increase which the percentage stays the same or it's completely different students in a different month? >> It would it varies. Yeah, it varies. I mean it could be new students uh in November. It could be new students uh u being in that percentage as well. 31.67%. So we can definitely u when you go to school breakdown you could see they're different in the schools every month. You see it's school where the where the teachers are >> but then it means the same the it it's the same students six days in only one month more than six six or more >> six or more in November um four or more in October or two or more in September. So
094>> some of them could have been absent 30 days. >> Yeah. >> You know well once they hit 20 in a row then we drop them from the from our >> 20 consecutive days. If they if they come even once in those 20 days >> they stay >> you cannot you cannot drop >> even if they hit six days in September it will show up in in the percentage of November as well >> right yes of course definitely yeah so two or more days September so regardless 6 days 10 days they'll show up so that's that number is your date November 30th for all three months >> okay thank you >> thank you very much can you hear me So, why attendance matters? So, all of these really great questions you asked um hopefully will
095answer. So, chronic absenteeism really impacts student achievement and graduation. The more you're absent, the less time you have at in a classroom, the less you learn, the harder it is for you to achieve your your goals. Early intervention is key. And what we've learned across the district is that every school is trying something to um support students in coming to school. Uh what we want to do is create some consistency across schools to strengthen the results, decrease the absenteeism rate and increase student attendance. And this is a task of everyone not just you know the schools not the principles or it's everybody community parents um and all of our other partners. It's clicking. Okay. So this is a really great chart to look at how um students um are tracked for attendance. So every day
096in school counts. So we share this with parents um uh when we have discussions about student attendance especially if their student has been absent uh more than you know more than three times or five times because every time a student miss especially if you miss nine days of school you're missing a total of two weeks of school and 49 and a half hours of instruction. That is a significant amount of time. So what we are asking our families and our students is to come up with a plan on how they can create good habits for coming to school. And there are a variety of reasons why these um student absenteeism uh you know increases and fluctuates. There are a number of reasons as you know um Miss Charles Pier mentioned it could be a fear
097of the circumstances you know that are happening in our communities. Um transportation can be an issue if students move. It does take some time for us to process transportation and and some of these numbers can be due to transportation from the beginning of the year. So just know if a student's not coming to school, they're marked absent and sometimes parents are just not able to, you know, couldn't bring their kids to school. These numbers we hope will change with the interventions we put in place. Um, additionally, illnesses. If students have the flu and they've been out for a long time, that can, you know, toss them into the pool of of chronic absenteeism. Um, and so health is important. How do we create good habits so that our kids are are healthy and coming to
098school? Um so each day counts Canada when we um have kids in school. So these are some of the interventions that we are seeing across the district in our elementary levels. Tier one interventions is what we do for every student. Every there's um board policy that requires our teachers to take attendance and they do a good job at taking attendance through the course of their day. daily attendance, parent letters, assemblies, badges to recognize um 100% attendance um in schools. That's something that many of our principles are are, you know, putting into in place in their buildings. Um climate support. How are we creating a welcoming and and and safe environment for our students? Um and so that's part of our our um school's public I mean um positive behavior intervention support incentives that they're creating
099opportunities where kids feel welcome, seen that their efforts for coming to school are being seen. So, some principles are having assemblies and they're shouting out classes randomly that are coming to school 100% of the time and that encourages kids to continue to come because they like the public acknowledgement. Tier 2 supports our phone calls, teacher outreach, many of our teachers call the parents when they're concerns about a student not coming to school. family meetings um with you know parents with concern for concerned students data trackers many of our schools have um in addition to our um e school system where they take attendance they also keep track of families um of students who are struggling to come to school or even who are struggling to come on time because if you're charty that can lead
100to you not coming to school later so they're addressing all of those things ahead of time and are more intensive support our tier three home visits attendance plans for students that are chronically absent that need that management. There are teams at the building level that include the building administrator, our social workers, our our family resource coordinators, um our teachers and other members of the of the support teams that really rally to support students um who are um chronically absent. So that's at the elementary level. And at the secondary level, similar are tier one and tier 2 interventions. Um some of them also include weekly counseling counsel reviews with um their school counselor. They discuss barriers to, you know, why they're not coming to school. We know many of our students work. Many of our students,
101you know, have jobs after school, so it's hard for them to get to school on time. Again, working to create good habits are really important. Tier three supports, a school social worker, that's the SW and SRO, school resource officer, in tandem do visits when we have concerns about students that are not showing up so that they don't reach that 10day or 20-day marker. Uh, intensive monitoring does happen at the building level. um including individualized PL plans for students um everything around time management right something to remember we don't develop our executive functions until we're 30 so the whole idea of being somewhere on time is a hard concept for anyone who's you know 12 to 15 puberty hits all of these other things so creating habits with students and talking about those at our tier
102three level is really important and administrators do outreach as well so making sure that they're connecting with families and talking to um the team at the building level to support those students Um so what are some of the things that we're doing? So our goal uh we have u met as a committee to develop um an attendance plan that will create consistency across all of our buildings. A lot of the good work that they're already doing. It's just going to be formalized so that no matter where you know what school our students attend that there is a team monitoring attendance more consistently. Um we hope to um you know request uh the uh the support of of hiring attendance monitors especially to support at our secondary level where our students are juggling multiple things work
103and school and sports and you know we have scholar athletes who are also working and so helping them navigate and manage all of this so they can you know can attend school is really important and continue to partner with our PTA and our family resource coordinators to provide families with additional information and strategies on how to create how to increase attendance. I think that's really important. Um so we've also are asking our parents um to create some good habits for um schools. So here's um sort of what our plan looks like. I I jumped one slide ahead, but the share of um attendance plan structures with our school leaders and our community will happen this week. Um, and that includes creating a school-based attendance team with roles and responsibilities so that everybody knows what they're
104supposed to do when a student is absent. Everything from ensuring that we follow policy to um report absences and continue to take attendance. At the secondary level, we have our administrators, teachers, um staff support, and of course directors of culture and climate and hopefully our attendance coordinator or coordinators um to support in this endeavor at the secondary level. And of course, a standard inter intervention protocol. What are we what are we all doing at tier one? What are we all doing at tier three? I mean tier two and then tier three. And making sure that those roles and responsibilities are shared and that the plan is shared with the entire community. Our teachers are the first line of defense and they do let the principles know when a student is absent um and you know
105and they follow up. So making sure that we maintain you know some good practices um in um in place and of course um what can parents of you know families do at home? um establishing a consistent daily routine, right? Creating predictable morning and bedtime routines. Um it's really important that kids get their sleep and come to school. Um schedule appointments outside of school. We ask families to try to schedule their medical appointments outside of school. Um because just like our teachers prepare for them, we want to make sure that they're here to receive what they're working on. Um weekends during the holiday breaks, um commun um communicate early with the school. If your child is going to be absent, please let the school know ahead of time. And you know, we're working to make sure
106that we are also sharing that information with families as soon as a student is absent. Uh monitoring attendance and set family goals. That's really important for especially our older students. If you know you struggle to get up, find a partner at home who could help you get up, right? Or set your alarm or have a buddy. Um but these are really important and emphasizing the importance of daily attendance at home is crucial, right? So, as you saw in the previous charts, every day counts. Just missing five days of school, you're missing almost 50 hours of instruction. That's a lot of instructional time missed. So, thank you very much. >> Thank you. I I just want to piggyback a little bit on what you've said. Thank you so much. Um uh we are um intending to
107establish a very specific model at the elementary level um where every building will have um a group of folks that are assigned to um work with attendance monitoring and chronic absenteeism. And that team will include the F FRC, family resource coordinator, a social worker, a guidance counselor, and a building administrator minimally. At the secondary level, those teams will include family resource coordinator, social worker, coordinator of climate and culture, and a coordinator of attendance. We're looking to see whether or not we're going to make the recommendation to hire two coordinators of attendance, one at the elementary as well. So, um um I just want to be clear that we want to uh we plan on establishing clear protocols at each level um with roles and responsibilities for folks and um a system that is reliable and
108consistent and followed um across the different schools. Uh we think this is very important and we do know that there are some community factors that are very challenging and um and it's going to be a big challenge. we know that, but we're going to keep we're going to put this in place and I think we'll see some improvements. >> So, I I I would just like to say I mean all of this sounds great, but I think this is more we'll work more in the elementary level. Um the reality of our students in secondary um especially in the high schools, they have to work. >> Um a lot of them, you know, they work late nights or they have to take a shift in the morning. >> Um so they can't be in class um
109during the day. Uh for years we had a partnership with Boseies where we had night classes at Spring Valley High School and I think also at Rample High School. We had um like I mentioned at the last board meeting, we had the Saturday Academy um at the high schools as well. I h I haven't seen any of that in the plan. Um you know, we could hire coordinators and um different people to be play different positions uh when it comes to attendance. But what are we doing especially for our secondary students who need the credits who can't be there during the day um to make sure that they're able to fulfill um the credits that's needed to be able to graduate their senior year. >> Yeah. So good question. Um we we agree this requires
110program development different models night school uh working with Boseies but there you know and and definitely do not want to minimize this issue at all but um we we are it is thing we are talking about those things they are not right now on our immediate plate >> but that's the major issue right now >> it's a major one but there are so many major issues literacy um is a huge issue right now improving instruction instructional methodologies in the classroom. Teacher effectiveness is a huge issue right now. Um, and you know, people are overwhelmed with a lot of these initiatives. So, we have to pace ourselves. But we are going to be looking at ninth grade, how to improve 9th grade. That's a big deal for us too right now to look at the eighth
111graders going into ninth. How can how can we help them so that we'll be more likely to be successful? And yes, we need other programs for the students that are going to leave. we do um it's program development. It's you know deciding that we're going to focus on that to the exclusion of something else. Uh right now our larger focus is right now literacy. We've invested a lot of money, a lot of um time um and and it's going to take us a while. This is a big district. It needs a lot of work. And another issue too that um should be looked into that I don't think is being um looked into when it comes to absenteeism. Absenteeism is not only when the students doesn't show up to school at all, but what about
112the students who do show up to school secondary level, especially in the high schools, but they're not showing up to class because now they're being absent in that particular class period. >> Correct. So, how are we are we keeping data on that? Are we looking into that at all? I'd have to I'd have to go deep do a deeper dive. I mean, I've been to the high schools and um I during class time, we're not seeing a lot of kids in the hallway. Not going to class. I don't see a lot of kids around. >> You won't see them in the hallways. >> Yeah. Well, where are they? [laughter] >> See them in the hallway. >> I'll go find them. >> But somebody on a serious note, I think um that's also something that needs
113to be looked into. Uh so we can try to find a way to um >> decrease >> the absenteeism when it comes from to period to period. >> You know student engagement is a big deal. We have to get we have to engage the students. It has to be meaningful experience for them. They have to want it. They have to find it to be meaningful. So we have to reach them. Um and you know some of it is for example right you know when you look at teaching methodologies and instructional practices in the classroom a classroom that encourages students to discover to engage to learn to develop uh you know together. It's a different way of of rather than some of the more traditional teaching methodologies that we've seen here. um folks need a lot
114of professional development and um we need to change how we are um instructing students in the classroom. Uh we know this, we've seen other models, we've seen other school districts that have the same students that are much more successful than we have been. That's good news for us because it means that we have hope that we have models that we can emulate and that there are ways there are ways to make changes and improvement. But we do need to all work together. This requires a lot of change, flexibility, willingness on all sides to work together. Um, putting the students first in everything that we do, student schedules, um, making sure that they have time to eat food, making sure that the instructional strategies in the classroom are effective based on student outcomes, student performance. That's
115what we need to do. Wait, I just one I'm just let about what you just said. Hold on one second about the Saturday academy. I do remember us having the Saturday academy. Dr. um Olishi Oh, I'll call her Dr. O. She used to do the Saturday academy for 9th graders, the freshman, and it really worked. I have to say that it really worked and it helped them even get prepared for the regents. So that's something that we need to really sit back and look into that and consider. >> We're doing budgeting now. We could look into we could prioritize something. Go ahead. >> Can I add something? I just want to make sure that you guys are aware in the long-term plan. There are many many recommendations about improving high school and one of them
116specifically speaks to district leadership shall collaborate with Rockland Boseies or another suitable partner to reestablish a regional night or twilight school programming for full implementation by September 2026. So, it's time to get started if this is something that you're going to do. It's not a should you do it, might you do it, you have to do it. It's in the plan. It's been approved. Mhm. >> So, um just food for thought um that that's something that is an expectation from the plan. >> And what I wanted to mention um when going back to absenteeism, too. So, I'm not sure if you're aware of this, but something else that's been going on is that we have students that get on the bus, they show up to school, but then they find a way to sneak out
117and they go hang out um in certain >> areas. areas uh outside of the school. So, I don't know what we're doing to make sure that um when students show up that they're there. That's why I say are we looking into period to period for the high school students because I personally know that, you know, there were there has been incidents where um the cops were called. Students should be in school. Uh they did show up to school, but somehow someway they they found a way to leave and they were doing things that they weren't supposed to be doing. there's supposed to be under eye watch from a certain time to a certain time. And I think that we need to make sure that, you know, I I get it. It's a it's a load
118on a lot of people. Um, but at the same time too, I think if we focus more on hiring people in the building to be there for our students as opposed to not to take away from everyone else we've been hiring, but I think that our focus has to be the students and it has not been the students in terms of making sure that we have enough staffing in our buildings with from K through 12. So when you know the teachers come here and say they deserve respect, that's that's one of them. They they need the support and guidance. um from the higherups. It's not just you know hiring and creating all these new positions and not making sure that when what is needed in the classroom is not there. What is needed in the
119buildings is not there. >> Our focus is the students. We need to make sure that >> you know whatever hiring we're doing starts in the classroom and then we work our way up. >> Sure. We've been doing that. >> We need change of what's happening in the classrooms. Our kids have been failing for 10 or more years. We need to make some changes. Hopefully we could do it together. We do want to wish everybody a happy holiday. Thank you everybody for all you do, teachers especially included today. Thank you. >> Thank you, Superintendent Belusco, and happy holidays to all. Um, we will now move on to consent and agenda items. Before we move on to consent and agenda items, is there anything that we'd like to discuss or be removed from the agenda? Before we
120move on to consent agenda items, we can move it to action items. >> Hearing none, I will now make a motion for consent on agenda items 1 through eight. Do I have a second on the motion? >> Second by Vice President McIll. All those in favor say I. >> I. And I post abstain. Motion carries. We now move on to action items. Action items 1 through 13. Do I have a motion for action items 1 through 13? >> There. There are a few typographic there are few errors in the minutes >> in the minutes. >> Yes. >> On 11 on 113 Mr. was absent and he's noted as voting to suspend the meeting. Motion by Mr. that a meeting will be adjourned and the same thing that's on 113 and when the roll call is
121listed Mr. And on the bottom right underneath it says that he was absent. >> Yeah, there seems to be a question about some certain broad >> it just needs to be. >> Let's adjust it. Moving on to action items. I have a motion for items 1 through 13. Move by Mr. Weissman. >> Second. Second by Mr. Guber. We'll open up for discussion. Uh ju just quick question on uh number 11, school physician services. Um >> I believe we recently appointed someone as for physician. >> Well, we probably had the um the RFP um Miss Maronei physician. So, um, Trustee Charles Pierre is asking, "Did we recently appoint that was the RFP, right? We did the RFP before." >> I'm sorry. Is the question if we've done an RFP? >> No. No. Well, my question was,
122did it don't we currently have a physician? Um, I know that um I believe it's the same physician that does our sports. Uh, I know they were assigned to be at RAMP or to do physicals um before the winter season started, but for whatever reason, um, Spring Valley didn't get that. So, I don't know if something happened in between. So we do we currently have a contract right now with um another agency for providing physicians but we they weren't having difficulty getting services for us which is why we posted the other RFP so that we awarded this one now to Dr. Sultan who will be supporting the district as the >> two y >> so what will be Dr. Dino's position. >> So the RFP was awarded to Dr. Toshino, but she did not agree
123to the contract that >> correct. But you mentioned before that Dr. Shino is still in negotiations. >> Yeah. >> So how many services do you need for that? >> It's on an as needed basis. So you know it depends on physicals or or what you know medical direction is needed for the nurses. Do we have is is the budget set up in a way to where we can have multiple or how does that work? I'm I'm just not familiar with us having multiple. >> We've always had multiple physicians. We've just never done a formalized process for it in the past. There's always been, I believe, three two or three physicians historically. And moving forward, is this physician um going to be providing physicals for our student athletes? Because I know that was a big issue
124for the winter sports, right? >> Um because a lot of our students do depend on our physicians and um you know, telling students last minute that uh they can't participate in sports because they're not cleared to. Um I think there needs to be some type of communication, I guess, with our coaches or whomever. Um, so our so our students and our parents know that if we're not going to be providing it before sports starts that we can um our parents can know so that if they have to schedule an appointment outside of here uh to make sure that their student their child has um are cleared that it's not waiting last minute when after the season starts because I think we have a few students right now who are not cleared and can't play um
125because They weren't aware that they wouldn't have physicians to clear them. >> Ron, >> yes, and we're aware of that. So, our um director of athletics did work with Karen Titlebound, our um in district nurse for the students who fell into that category. We're starting the process for everything for our athletic teams much much sooner. The hiring process, looking at the students that could participate, making sure that information is sent out to them, having posted dates where um the physicals will be made available to them. will will start much much sooner now. We're starting to put those systems in place so that we can avoid precisely what happened this fall. >> Okay. So, if if let's say we didn't have physicians. So, you're saying um we can have our nurses do the physicals? >> Not
126necessarily a nurse, but through our district nurse, she was able to connect our director of athletics with the physician that would be able to do that, but it was just too it was very late. It was close to the start of the season. So, we're starting that process for um the spring season much much sooner. >> Okay. >> And that would be done through this service >> perhaps. Yes. >> Okay. We have a motion and a second for items 1 through 13. All those in favor say I. >> I oppose abstain. Motion carries. Moving on to information and reports from the board. Vice President, >> I mean, we we talked a lot this evening, but I do want to say that um now that it has been passed for the regions review, I want to
127just encourage all of our students to make sure they're in attendance, you know, for the regent reviews. I know some of them are held twice, well, they're all being held twice, two times um during the week. So again, I just want to encourage please parents, students, make sure you attend the regions reviews so that you can pass the regions. I know the algebra 1 regions is January 21st. So we can do it, but we need to do that extra review. Thank you. >> Thank you. >> Any other information, reports from anyone? Hearing none, we will move on. Advanced planning future meeting dates public meeting a regular meeting is scheduled for January 13, 2026 beginning at 7:30 p.m. right here in the PLCC room administration building 105 South Madison Abby Spring Valley, New York written communication.
128Since the last board meeting, the board received email from Commissioner Rosa to retain record for student transfers and administration scoring of regent exempts. >> I'll make a I'm sorry. Go ahead. >> Ju just a quick question um on that one. I didn't I didn't see it. Um is that something that could be elaborated on more right now or the the email that we received from the commissioner? >> Yes, absolutely. So, um um I think I I may have shared at one point that there were some concerns about the um regent administration at the high school levels. Um, we found a number of regents exams that had not been properly scored or reported. Um, and we had to we found that we learned about that just recently in the last month or so and we had
129to report that to the state. In addition, there were concerns about um the coding that was used when students exited the district. the coding that was used um indicated that they had left the district because they uh registered in another school district. That's considered a good code and we used that code on a number in a number of instances incorrectly. Um and so if we use that code um rather than saying that they dropped out then we inflate the graduation rate. So there's evidence that the graduation rate at Ramapo High School has been inflated over at least this year and if the same practices were in place in previous years than in previous years. So we found at least 21 instances in which the code was used incorrectly and um we had to report that
130to the state. The state the commissioner u provided an order that was shared with all of us. We most recently received it indicating that the commissioner has um is requiring Putinham Northern Westchester Boseis to conduct an investigation on how regent exams are administered, scored, recorded and how the students who leave our districts are coded. Um so there will be an investigation that's conducted and we'll find out the results of that. Is the plan for the investigation to be done at both Rampo and Smooth Valley or just Rampo? Uh, for right now, >> I'm not sure. >> Okay. Thank you. >> Thank you. We now make a motion to enter executive session. Do I have a second? [snorts] >> Second by Vice President Miguel. All those in favor say I. >> U, excuse me. >> I'm
131sorry. What are we discussing? Um, >> sorry, Kathy. I'm so excited to get executive session. >> I know. uh to discuss the possible employment of particular persons and possible discipline of a particular person. We do not expect action following. >> Thank you. I made the motion vice president second by vice president. All those in favor say I. And on oppose of saying motion carries. Thank you. Fine. >> Okay. Would like to bring this meeting back to order. Now make like to make a motion to adjourn this meeting. Have a second. >> I'll second. >> Second by Effie. All in favor say I. >> I. Oppos same. Motion carries. Thank you all. Have a good night. >> Good night. Ever the night.