001Call this meeting to order. Please rise for the pledge of allegiance. Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. [music] Heat. [music] >> [music] [music] >> Okay, thank Thank you. 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 common orderly fashion to the nearest exit. Um I will now make a motion to open the floor for public speaking. Do I have a second? Second by Mr. Gruber. All those in favor say I. Anyone oppose say motion carries. Speaker number one. >> First of all, I'd like to congratulate all the students here today that are about to get recognized for their award and achievements and what they've completed. Very proud of
002you. [applause] On a second note, I'm deeply disturbed As an advocate for the community, I stand strong with children's education and the rights and equality. So, I'm going to say it again, the rights and equality for all children's education. It is deeply to disturbing to hear what has been happening with this district, not just recently, but the changing of records, grades, has been going on for decades. So, if we're going to investigate what is going on, let's not investigate one, but let's investigate past people, past positions that are still in this district and those who have left. This is happening for far too long where students have been neglected with their education, growth, and preparedness for college has been treated as afterthoughts. Year after year, the needs have been ignored and their futures have been
003left uncertain. Only recently has someone finally decided to take action, but that action still isn't covering the past actions. But that raises a question. What about those responsible for the failures in the past? Again, I do iriterate those that are responsible for the failures in the past. Don't go after one. You got a lot to go after. And what about our students in special education? Have they truly been given fair treatment that they deserve? What about the one-on-one attention that so many of our students need to succeed? Where's the fairness, the equality, and compassion that every child is entitled to in our school? Things must change. Busing issues still haven't been fully resolved. Families still cons continue to struggle with inconsistency of transportation, unequal access, and broken promises. Again, this has to stop. There's time
004for a change. And when questions are raised at these meetings, everyone deserves full clarity. We should not have to search for the truth or be left in the dark. District leaders must be ready to speak openly to the community, provide honest answers, and create the awareness that we deserve in order for us to be on one page. It's time to end the favoritism. Time to stop making excuses. time to take responsibility for the failures of the past. We owe it to our children, every single one of them, to do better. Our students deserve quality education, equal opportunity, and the district that puts the needs before them first. No more leg, no more excuses. The time for accountability, and the time for change is now. [applause] Thank you. That concludes public speaking. I will now give
005it over to the superintendent for the two superintendent report. Mr. Lusco, take it away. >> Thank you, President Rose, and good evening, ladies and gentlemen. Um, the first thing I'd like to um uh discuss is our transportation update. Um, as you know, as as we've just heard, we have been struggling with transportation issues um throughout this school year so far. Um, and there are a number of things that we are doing. We're in the middle of addressing these issues, particularly actually learning more about them and working towards developing a plan for the future. We have some consultants that we've hired. They're working closely with us. We have Eric Stark, our assistant superintendent for business, uh, available to provide us with an update. Uh, he is available virtually. Eric, are you here? >> I am. Can
006you hear me? >> We can. >> Can we turn Can we increase the volume a little bit? >> Testing. Is that better? We're going to try to just increase the volume a little bit, Eric. If not, we can work with it. >> Eric. >> Yep. >> Is that better? >> Yes. Please provide great update. >> So, thank you very much. We uh as as uh Superintendent Rusco mentioned, we have been working um with a consulting group, the Ammon Consulting Group. Um they have been on site uh working uh in our department um for several weeks now. Um and they recently provided us with an update memo which I'm going to uh try and summarize for you right now. So if you'll um just give me a moment I will uh provide you uh with that.
007So um the interim report from AM and consulting groups provides an expanded analysis of the causes behind the 202526 school transportation startup failure and outlines an initial framework for corrective action. Uh the key findings of the report of of of this part of the report was that the transportation issues stem from systemic and operational misalignments not just the delayed readiness of the new routing software. It was more complicated than just that. Um responsibilities and accountabilities particularly for non-public school transportation are fragmented. The district currently lacks adequate oversight, transparency, and control over the 35 plus contractors transporting approximately uh 25,000 public schools uh non-public school students, excuse me. The new routing software was implement implemented without fully aligning data systems, processes, and staff responsibilities. Data integrity issues persist, including duplicate student records and incomplete or inaccurate
008information. The annual transportation planning cycle was disrupted this year. Immediate restoration of that correct cycle is critical to ensure a smooth 2026 2027 school year start. Uh the path forward is being recommended in a three-phaseed plan for stabilization both short-term and long-term. Uh short-term through January of 26, we need to implement immediate operational and system adjustments and clarify staff responsibilities. In the medium term, January through August of 26, we need to appoint permanent department leadership, reestablish the annual contracting and routing cycle to ensure a successful 2026 27 startup, and then long-term over a three-year period, redesign data management and accountability systems, restructure departmental staffing and roles, and create sustainable processes for oversight and performance. monitoring. Um overall, while operations have stabilized since the start of the year, the district remains at high risk of recurring
009transportation failures unless systemic issues particularly around accountability, data, integrity, and leadership structure are urgently and comprehensively addressed. Um I will be sharing uh with the board um the complete memos via email tomorrow morning so that you'll have uh you'll be able to see the entire um writeups by the company. Um and we are uh due for our next update shortly and when we receive that we will uh share that with the board as well. Um, for transparency purposes, can that also be um uploaded on our website? >> The I'm sorry, the the memos for >> the report >> from the transportation consultant. >> Correct. >> I would have to check with um uh our our attorney. I don't believe that that would be considered public information >> even if it's what even if it's what
010you just read. But I mean, you just read it publicly. >> Oh, the summary that I just read. Sure. I can I we can have that put up, I believe. That Okay, Douglas. >> Okay. >> So, what's the current status of this? You know, we this is we we heard the report from the consultants, but I want to hear what's the current status. We had all these concerns with issues with the data. We were going to redo the data. What where we at? Like are do we have students that still don't have busing? Do all students have busing? Where are we currently at? >> Uh my understanding that that um 99 plus% of our students have the busing that they need. Now there are still uh occasional issues. We we receive um issues regarding certain
011bus routes. Um in fact, even today we had a conversation with one of the um non-public schools about buses being late. and uh we're moving from a two bus schedule at that school to adding a third bus uh to uh alleviate the time issues. So, uh we we continue to to work um and uh we're we're very um pleased with the work that we're uh doing with the consultant and we expect to be able to give you um uh a much more detailed um understanding of that um when we have um our facilities and transportation committee meeting which will uh be I believe on the 18th of this month. Uh Eric, >> so just a little bit of an update. Uh Eric and I and I believe Matt Kravitz was there as well. We met
012with um the consultants at length after they wrote this memo and since then our thinking has advanced and moved forward. So we do want to meet with the transportation committee and then we're happy to invite the consultants in to meet with the transportation committee so that you could ask your questions. But Eric, is it true that we can expect an updated uh memo tomorrow or or this week based on >> before certainly before the end of the week? Yes. >> Eric, as I understood when we discussed about the consultant, the consultant was supposed to give us the issues. Are we already implementing changes that they suggested? >> I'm sorry. Could you please repeat that? Did I hear correct that we are already implementing changes to transportation as of the recommendation from the consultant? So uh
013the way I would answer that is that the consultant is helping us with um day-to-day operations and helping uh the staff uh better understand the routing portion of the software. We are not implementing any major changes to the transportation department or our transportation system um without uh reviewing that um both internally and with the uh transportation committees. But but we are um using them on a on a daily basis to help us keep the process moving forward. But no no major um changes. My understanding was about these consultants that that they're going to come in and give us a review of what they sell of what they saw. My understanding was not that they're going to come in and actually work together with existing um transportation was am I wrong with that? >> Um it's
014it's it's a combination of both. >> It's both. >> So what does mean what does both mean? >> I'm sorry. >> What we approved was they should come in and give us a report. >> Right. So um so what we had discussed and what they had um submitted was that they were going to do two things. One is they were going to work with the current office just to stabilize it and also they needed to work with them so that they could have a deeper understanding of the issues you know they wanted to see and understand it themselves. Then they were going to work with us to create uh recommended changes for the future moving forward both to serve the public and non-public. So at this point they have helped to stabilize the uh department
015plus we've made some changes ourselves. We have hired a coordinator. Um we have hired a new person that's routing and um we've provided somebody who's doing um general office management. So the the transportation department is is uh working better at this point and they're helping with that. In addition, they're planning with us to make long-term recommendations for changes, and that's what we need to speak with you about. >> My understanding was that they're going to come in and it's going to be divided in phases. So, it seems that we did start a second phase. Also, >> we we've started with stabilization of the office cuz we needed to and now we've moved into the phase of how are we going to make changes that are effective January to help support the uh services that we
016provide to the non-public as well as the services we provide to the public. And so that's what we're in the middle of working on and we need to obviously communicate with the board and work with the board on that. You have mentioned that um the uh issues that they found is the 25,000 nonpublic school students. Are those YPCs or packages? >> Um the the reference that reference in the report was to the YPC's. >> So I don't think the YPC's was our core issue this year. I think that the packages were was the issue. We we >> I would agree that that's the bigger issue. Yes. >> Exactly what the issue was. There was no issues with the IPC this year. >> We had a we had a lot of issues um in terms of
017the district's ability to serve the non-public and public. Well, >> the public the nonpublic that we have the issue is that the applications were never entered. >> Right. We had >> we're just going by number. So this this is not the issue that we're having over here. >> Yes. We had data collection problem. We had a lot. >> So data collection is not the issue right now that you have addressed. >> What we'd like to do is we would like to meet with the transportation committee and uh happily answer as many questions and understand your specific concerns and then we'd like to invite the um consultant in to meet with you as well. In the meantime, when we meet with you, we want to update you on our most recent conversations with the consultant. We
018do believe that we have some ideas that are going to move this forward, but we we need to work a few things out. We're really in in the process of generating solutions and ideas and we we really need to talk to you about it, talk to them. It it's not in a in a phase where we are comfortable letting the public know that we've got a a very specific plan. We don't have one yet, but we are moving along and developing one, and we need to work with you to do that. when this company was introduced, they did not mention anything about data collection and this wasn't how they were introduced to the um committee. >> Yeah. So, we're working we're working on communicating with the state on learning about exactly what we need to
019do with the data and data collection. So, we want to make sure that whatever whatever recommendations we make, whatever plan we put in place, it follows the regulations exactly. And it's possible that some of our our practices are outdated and it's possible that we're we have done some practices in terms of data collection that we don't have to do. So we are in the process of reaching out to the state asking for very specific information on exactly what we need to do and we will follow those regulations. >> It's still not answered the question. >> The regulations will help to inform the process. So we it's hard for us to f do a process and come up with a process if we're not sure on exactly what the regulations are. So our first step is
020that and then our second step is how can we collect the data we need to collect in the most efficient way possible. >> Again it wasn't data collection that they were introduced to us. They were introduced completely different for completely different reason. >> Okay. So, I think at the next our next step would probably be to have some some of these conversations at our um transportation committee so that we can sort out exactly. In the meantime, Eric and I are reaching out to the state to get more very specific information. We're happy to share and um we're happy to to work with you to develop a system of data collection that um works for the non-publix for the district and that is in compliance. That's it. Okay. Uh thank you. Uh moving forward um our
021next um slide is about celebrating student achievement. Actually our next two slides uh and in uh this particular slide we would like to just um highlight that at Spring Valley High School uh we have a few students who embraced the Hispanic Heritage Month through creativity and pride. We want to congratulate Suri Camporved who won first place, Stephanie Boromeo second, and Ashley Flores Lemon. Uh they're winners of the Oda Ami Patria poetry competition and for honoring Hispanic culture through original poetry in English and Spanish. A special thank you to Miss Paulino de Flanigan for organizing this inspiring event that allowed students to celebrate their voices and heritage. In addition, in the center, we have our Ramapo High School uh JV boys soccer team who kept an incredible season as the county champions with back-to-back 5 to
022zero victories. [applause] Congratulations to our student athletes and coaches for their dedication, teamwork, and sportsmanship. And also, we want to recognize our marching band. They continue to shine. They earned second place at the New York State Championships. [applause] Taking home awards for best visual and best color guard, one of their highest scores in 15 years. They're now headed to regionals in Allentown, Pennsylvania, and we wish them the very best. [applause] And now we have a special student recognition presentation. Uh we're proud to highlight our East Ramapo STEM summer enrichment program, a partnership with Mike Inspire and local industry experts. This summer, our middle school scholars worked through the engineering design process, building realworld inventions and pitching them in a Shark Tank style showcase. At this time, I'd like to invite Miss Donette Darling, one of
023our summer STEM coordinators, to introduce our scholars and to lead us in recognizing their outstanding achievements. [applause] for turning my back. I apologize. >> Okay. >> Good evening scholars, parents, school leaders, and the members of the East Ramapo community. My name is Donette Darling and I have the pleasure of serving as one of the 2025 STEM summer school coordinators. Welcome to this special segment tonight. We are here to celebrate the creativity, innovation, and hard work of our scholars. Before we present the awards, on behalf of my co-coordinator, Miss Jennifer Goodsite, and myself, I want to thank the incredible partners who made this program possible. First, I want to thank um Miss Beverly Jones um as the executive secondary director and also I would like to thank u Mr. Ronald Gonzalez who is also the assistant
024superintendent of curriculum instruction for the um support and the guidance making sure that this program was in compliance. Um [applause] I also want to thank Miss Hope Wade who was the um international designer of Hope Designs for her participation as one of the judges. Pastor Centronone from Grace Point Church, Renault Julian, director of Nigla Kai, the Haitian Community Center, and also Tony Earl Jr. right here to my um to my right um of May transition services of Aland County. I also want to thank the district leaders who also supported this event. Miss Lzette Lures, Dr. Linda Palumbo, Miss Kelly Gillian, Dr. Anil Edwards, and the industry experts that helped to consult with our students to ensure that they understood the process of the engineering design and entrepreneurship. That will be Christopher Payne from North of
025Grumman, Steven Lewis II, creative lounge, co-owner of a media company, and also Michael Brazilian, the investor and also the mentor. Finally, I want to applaud the dedicated teachers because this could not have happened had they not pulled together we who they brought their creativity and passion to expand the program from STEM to include entrepreneurship and innovation. That will be Ava O'Brien, Ava O'Brien, Sakina Campbell, Adrianiano Rodriguez, Suzanne Greenberg, Francisco Gomez, Guerto, Gumop Malpart, Kiara Morales, and Leslie Phillips. I thank them for all their hard work. [applause] These teachers were deeply committed to providing students with opportunities to explore science, technology, engineering, and mathematics in meaning in a meaningful and and engaging way. At this time, I invite Dr. Neil Edwards, director of science, the executive director of um sorry, the principal of Kat Middle um
026K through8 school, Jennifer Wilmouth. Um I also invite Dr. Ronald Gonzalez to stand with us in celebration of our students. So I'm going to ask that the school leaders stand to my also and stand to my right please on this side. >> Okay. Stand to the right over here. And this and principal de peace as well. I apologize. Sorry for that. Um, at this time I also ask that Mr. Tony Earl Jr. please come up as well. Okay, you can stand here. You can stand on side over here. So, we're going to call the students um starting from fifth place. We're also asking that the students come up um and shake the hands of each of our school leaders. Come back on this side. Your parents will hold your trophy and you receive your check.
027Right. Money, money, money. All right, [applause] Mr. Edwards, I'm going to have the director of science announce the winners. Dr. Edwards, please. Okay. >> Yep. All right. So, in fifth place, receiving a $75 award from Kaki Middle School, please help me congratulate Darwin Augustine. [applause] >> Yes, Darwin's here. >> Okay. shake their hand. >> I'll be careful. >> Congratulations. >> Yeah, no problem. Okay, Darin, come stand. Come stand right here. Thank you. >> In fourth place, receiving a $100 award from Chestnut Ridge Middle School, please help me congratulate Amorei Basquin [applause] tonight. Oh, unfortunately he's not here tonight. >> All right. Thank you. In third place, receiving $175 award from Kaki at K8 Intermediate School. Please help me congratulate Zachary Rosado. [applause] Congratulations. >> Congratulations. >> In second place, receiving $240 award from Chestnut Ridge
028Middle School, please help me congratulate Tahil Lewis. [applause] hands. >> Shake hands. Congratulations. All right. And our first place winner receiving a $300 award from East Ramapo Central School District nonpublic school constituency. Please help me congratulate congratulate sorry Jackson Lewis. [cheering] [applause] Congratulations. >> All right. Now, the time at this time, I like the parents to come up to hold the checks because it's a lot for them to hold on to. So, parents, come be your children and hold the checks up because Mr. Tony Earl has checks to give you. Okay. I'm gonna just worried about Thank you. >> [applause] >> Thank you. Thank you so much. And Mr. Earl, is Mr. Tony Earl? Yes. Thank Mr. Earl. Thank you so much. Thank you for your um donation to our children and we're very proud
029of all of you. Thank you. ladies and gentlemen. >> Thank you. Yep. And uh ladies and gentlemen, I would just like to um provide a little summary. We had a wonderful evening last last week. We hosted our first annual curriculum expo night. It was a tremendous success, a true celebration of teaching and learning across East Ramapo. Families had the opportunities to meet with vendors, administrators, and educators to explore our curriculum and learn about our programs from early childhood through high school. Events like this strengthen the home school connection and highlight the commitment of our educators to engage families as partners in student learning. Thank you to all staff, volunteers, and department who helped make this event so welcoming and informative. Special thanks to Dr. Gonzalez, Sonia Dominguez, and the administrative team for organizing the event.
030And also, I want to take a moment to thank our custodial staff for their support and for their additional help, as well as our technology staff. Thank you all. And now we move to the next portion of our agenda which is the student voices. We have Anderson Alone. Hello. First and foremost, I'd like to thank everyone here for your continuous commitment to supporting our students and staff. Your dedication to ensuring that East Rample schools remain a place of growth, opportunity, and community does not go unnoticed. My name is Anderson Alercon and I'm here to represent the students at Rample High School. As you all may know, East Rample is dedicated to providing students with a healthy, safe, supportive, engaging, and challenging learning environment. Although >> Oh, is that better? My name is Anderson Elon and
031I'm here to represent the students at Rampo High School. As you all may know, East Rampo is dedicated to providing students with a healthy, safe, supportive, engaging, and challenging learning environment. Although safety doesn't seem to be one of the main focuses at our school. A couple weeks ago, I headed to the nurse because of because of an injury that had happened to my finger. Before going there, I expected to be treated with proper care and util utilities to help me while I was in pain. Unfortunately, this wasn't the case for me. To start off, there was only one nurse left to help aid around seven students at one time when I first walked into the office. This delayed the process of seeing me because she was left alone to attend to so many students. When
032I finally got to be seen by the nurse, she tried to help me as much as she could, but her help was still very limited. Not only did she have to balance her help with everyone else, but the office also lacked the resources that she needed. I asked her for an ice pack, and she had around one or two. Even then, these ice packs were ripping and leaking. So, as they melted down, I had to put them back up to freeze up. And please keep in mind that other students had to use them, too, not just myself. These are examples of items that should be considered a necessity to the school and school district because it should be a priority to provide a child with proper care and support. In order to solve these problems,
033I suggest we pay more attention to the resources given to the nurses and schools, not only at Rample High School, but schools districtwide. With more resources, it helps not only the students, but the nurses themselves as well. Stud students no longer have to worry if it's even worth to go to the nurse or not, as they no longer need to worry about the amounts of material she has. And the nurse also no longer has to worry about having to leave a student without adequate care that they deserve. The school nurse at our school, Hannah Manning, pays close attention to her students. She makes sure that everyone is taken care of, not taken care of at our school, and not only do we need to support our students at the school district, but is important we
034support our faculty and staff as well as we depend on them too. Once again, thank you all for having me to today to speak on behalf of the student body at Rimple High School. It is greatly appreciated. [applause] Thank you. And now uh we're going to have the section of our um meeting in which we um share some of our student outcomes. This is a new section that we're going to uh provide for every one of our meetings. And I'm going to pass it over to Dr. Gonzalez. Thank you, Superintendent Rusco. Um, President Rose, uh, I'm delighted to share with you two snapshots of data sets that, uh, we utilize across the district. It's only two of a number of data sets that we use, um, in order to track and monitor student growth. Um,
035the first one is, uh, I Ready. So, I Ready is a new assessment that has been implemented beginning in the 2526 school year. Um it is being implemented in grades 6 through 8 and it is done at uh at the middle schools during the 20 minute wind block which is what I need um upon first arrival to the building. Uh I ready allows teachers to collect frequent granular data on progress enabling them to adjust instruction and groupings based on real time performance trends. uh likely uh likewise uh Renaissance STAR assessments are also utilized uh by every stakeholder uh grades K through 12 to monitor student progress not only for the year but over time for all of our students that are in our schools from grades K through 12. Uh first is a snapshot of
036the uh completion percentage. uh gathering completion percentage data is super important because you want to make sure that your data is valid and reliable. So the more students that are sitting for the assessment uh the better off uh your uh the accuracy of that data will be. Um so as you can see uh and this data is about two weeks old now. Um but as you can see each of our buildings has done an outstanding job. Um so kudos to our administrative staff at all of our middle schools. um all of our schools that have grades six through eight as well as all of the teachers um in those buildings to make sure that the assessments are actually being completed. That's very important. Uh now we'll start taking a look at the diagnostic data for
037both reading and math. Um so as you can see the diagnostic data for reading on this slide um shows that a high number of our students are performing three or more uh grade levels below performance. So if you read across it's just like you would read any other data set. Green is good. Red is uh require students that require intervention. uh only 63 students out of the total 2125 students that were tested are uh testing at mid or above grade level that's uh about 3%. Uh the number of students that are testing three or more grade levels below standard are at 71%. Um so the trend line that you see in the middle of your screen uh you know the we want to move away from the high numbers of red. Um, interestingly, when you
038look at the placement by domain, which is the bottom half of the screen, students are actually scoring well in the phonics and highfrequency words section of the assessments, um, but seem to require a lot more intervention for comprehension, literature, andformational text. Similarly for uh the data being broken down by grade level, you can see that across the sixth grade um only 2% of the students are scoring at mid or above grade level. Um in grade seven it's 4% and in grade 8 it's 3%. Uh conversely uh the number of students scoring three or more grade levels below uh are very high in grade six is 70% in grade 7 is 69% and grade 8 73%. Uh the math data as a snapshot as a whole um in terms of the district performance shows that only
03919 students out of the 2100 students are testing at mid or above grade level. Uh that's a little less than 1% of our total population. Um conversely 62% of our students are testing at three or more grade levels below uh along in the math diagnostic for curriculum associates I ready. Um similarly in the middle of the screen you can see the bar graph that indicates um a large population of red. So when you combine both uh three or more grade levels and two or more grade levels we have roughly 85 75% of our uh students in grades six through eight testing two or more grade levels below. uh looking at it by grade specifically in grade six only three students are scoring at mid or above grade level, six students in grade seven and 10
040students in grade 8. Uh and conversely uh high numbers of students scoring uh three or more grade levels below standard. Um what's important to note is that this is the first year that we're implementing the I Ready uh assessment and so we are um quite pleased that we were able to capture most of our students and now we have some data to inform instruction over the next few weeks and months. Uh and so moving on to Renaissance Star. Uh the Renaissance Star assessment has three testing administrations throughout the year. Um it is adaptive which means that it adapts to each student's response to a question. Um, if a student responds uh negatively to the first three questions, they are and and that's for kindergarten or first grade. If they respond negatively to the first three
041questions, then they are um moved and redirected to what's called the early literacy component. Um, which will impact some of the numbers that I'm going to share with you now. Uh, STAR is predictive. It's not prescriptive. Um, STAR reading tests how well students understand text. Star math uh includes things like mathematical reasoning, computation um and problem solving skills and star early literacy is for the beginning readers developing foundational literacy skills like phmic awareness, phonics, uh print concepts and early comprehension. So, when we look at the performance of students on the STAR assessment for the baseline, um there's one particular thing I want to spend a little bit of time here on, and that's the column that says fall of 2024. In grade 1, you see that it says only 15 students in total were tested.
042That doesn't mean that we only tested 15 students in the entire district. That means that 15 students in the fall of 2024 were able to complete those first three questions and not get redirected to the early literacy intervention. So, um the the 15 students that you see that were tested, 50% of them are testing at or above grade level. Um conversely, in the fall of 2025, we had 225 students that were able to pass that threshold. Um, here's why it's important to note is that this summer, for the first time, we launched our K Jumpstart, which was a summer bridge program in kindergarten for our early learners and early readers. Um, and while it's premature to uh suggest that all of this um increase in the number of students that were able to find finish
043the test is directly related to that, we are um we are certain that the K jump start program is um is helping our students at the earliest levels. Um, if you go down the list, there's two ways to read this. Straight down grades, uh, one through six and, uh, sliding. So, grade one, uh, I mentioned in the fall of 2024, 50% of those 15 students were at or above grade level. Um, and then in grade two, those students would now be fall of 2025. So, that's 11%. You can see that the number of students tested is significantly higher, meaning that they are actually passing that threshold in grade two. Um, of note, um, in particular is, uh, the change from grade 6, which, uh, tested total students in the fall of 2024 to, um, only
044testing 471 students in the fall of 2025. Uh, an analysis of this alongside our student enrollment data shows that we decreased the number of students across our district by more than 380 students in total. We have yet to disagregate that data by grade level. Um but certainly some of these numbers of students being tested uh is impacted by uh decreasing enrollment numbers. Um the next Fall of 2024 says 639 total students tested and fall of 2025 688 fall >> 688 total students tested >> on the same line >> fall of 25 is 471 students >> the same lo So, it's it's certainly possible. Um, it's also possible that not all of the students were tested in that grade. Um, the window for the baseline assessment is open for a particular time. So, um, it's certainly
045possible that some of the students just missed the assessment. Uh, the next slide shows similar data for grades 7 through 12. Um again, one of the things that we find is as the students metriculate through um our school district and stay with us, uh their their performance increases. Um so that when you look at the 12th grade uh of the 504 students tested in 2024 and the 424 students tested in the fall of 2025 you see that they are performing at about 24 25% performance at levels three and four which is above grade level. Math data similarly um shows areas of of growth and focus that are required. Um in grade one of the 28 students that were tested only 32% of them uh were testing at at levels three and four. And conversely in
046the fall of 2025 we had a much higher number of students that were able to sit through the full assessment um totaling 653 students and 15 of them performing at levels three and four. um of of particular uh interest is uh grade six where from the fall of 2024 in grade five uh students testing at a 13% proficiency rate uh looking at the fall of 2025 so those uh now those students would now be in grade six um testing at a rate of 22% proficient um on or above grade level. I have a a question. Um, when in the fall were these uh assessments done? >> So, the assessment window was open in October. >> And that's it was open to all students. >> Yes. >> And they had they had the option to either
047take it or not take it. >> So, it's it's not an option, but it is an option, right? Parents certainly have the right to opt out of any state assessments. This is not a state assessment, but it is a diagnostic which we use as a predictor for how well the students would perform on the state assessment. >> Does anything go out to the parents stating that these assessments are being done to either opt in or out? >> Uh, not from my office, but I can certainly check with building principles to see if uh any material is sent out, any information is sent out. >> The only reason why I'm asking is because um I see this is also for high school and um I know my son, he did not take the reading or the
048math. So, I'm just trying to understand how we are um how are students being um tested for these assessments? Um I would I would think it would either be a requirement or not be a requirement and also I would hope that parents are also um informed of what what's being done so that they could be aware too so they can stay stay on top of these assessments. Um, I don't think you can really get an accurate assessment if it's not all students or if we I'm just trying to understand how are we keeping track. >> Agreed. So, um, I will circle back with both high school principles. Um, we did find that the number of students tested at the high school level did not match the total enrollment numbers at the high schools. Um, we
049are uh looking at the data. There's there's a uh there's a a data dive right now taking place around student attendance at both of our high schools. Uh we just posted for an attendance coordinator u two positions of attendance coordinator. Um so part of this is making sure that our students are present for the assessment. Um I will certainly circle back with the high school principles to see what if any communication was sent out regarding the assessment dates and the importance of it. >> Well, as a parent I can tell you I haven't received any assessment dates. Um, second, this should be questioned not just for high school, but high school, middle school, elementary. Once again, if we're providing data, I would hope the data that we're providing is accurate data so that we can
050actually look at um the lens in a whole of what our students if our students are meeting the requirements um based on what you're sharing. >> Yes. Also, um, do we currently know what our absenteeism rate is right now? >> Uh, I don't have that prepared with me, but I can certainly provide that to you all. >> Okay. >> All right. So, what this shares is a story of uh how we need to create a path to move forward. Um some of the work includes uh strategic planning and alignment and part of that is for the first time the district uh worked with principles and schools in the development of their school comprehensive education plans to highlight specific ways that the steps and the development of those steps can help the school move forward. Um
051we ensured that the steps included um specific things and items for the 2526 roll out um such as um IDE or the innovative design for education which is a futurepowered kindergarten uh Wilson Foundations which is an early grades phonics for grades K through K through two. American Reading Company ARC core which is our uh core curriculum for grades K5. Carnegie Learning Lenses on Literature which is the uh literacy curriculum for grades 6 through 8. uh the curriculum associates I Ready assessment platform for grades six through eight and the creation of scope and sequence leading to curriculum writing in grades 9 through 12. Uh the state education department put out a a list of a approved evidence-based interventions. And so we worked with schools to make sure that those three high impact teaching strategies are built
052into um each of the schools plans. and they are um questioning explicit instruction and goal setting uh with an emphasis on making sure that we meet the needs of all of our diverse learners both stu uh students with disabilities as well as our English language learners. Uh we're building professional learning and uh the capacity of our staff through expanded professional development. We held our first professional development of the year on October 21st. Tomorrow is a scheduled superintendent conference day. Much of the focus is being placed on instructional rigor, literacy strategies, and data-informed teaching. Uh we are working with each of our partners and our um uh educational associates to make sure that our instructional coordinators and content directors are receiving targeting uh targeted coaching as well as provided providing targeted coaching to our um teachers.
053We're developing a coaches training coaches model. So the coaches from all of our partners are training our instructional coordinators so that uh we are building internal capacity and uh part of the continued work is um for those professional learning cycles not only superintendent conference days um but our content directors are spending a uh considerable amount of time at our secondary schools uh helping the schools develop their professional learning communities and our instructional coordinators are housed in our K through6 buildings to monitor and support instruction at those grades. Uh we've developed partnerships as Superintendent Rusco um described earlier in terms of our curriculum expo night. Uh we were able to have a number of our partners present to help our families understand what's happening. We've made sure that each and every one of those partners before
054they were awarded any sort of bid or any sort of contract that they read through each of our schools set plans. They understood the goals that were outlined in the long-term strategic and fiscal plan and uh looked at our performance data across the district so that we could have a mutual understanding of what's needed. Uh we've increased the coaching hours um with each of those partners to make sure that we're not getting standard support. Um we are ramping up the amount of support that's being provided. Uh this year we are looking to uh have an organization conduct a math audit. That RFP is currently out for an organization to provide us their findings in terms of um what the district is uh is utilizing for math instruction. We used the literacy audit that was conducted
055two years ago to select the curricula that's currently in place phonics uh Wilson Foundation's Arc Core and Carnegie Learning Lenses on Literature. Uh lastly, for instructional uh monitoring and uh support um of our schools, we are conducting learning walks alongside one of our lead consultant groups. And to date, we have conducted more than 790 instructional walkthroughs in classrooms, grades K through 12. We're using that data to provide targeted feedback uh in terms of informing our professional development plan and how principles and assistant principles can work inside their schools to help impact instruction. Uh we continue to analyze uh student progress and and make sure that we are shifting our instructional plans and making any adjustments uh based on the findings of those learning walks. Um and then lastly is the early and targeted intervention. So
056as I mentioned earlier, we have a number of interventions that are taking place uh very early. We believe that the implementation of the futurepowered K and the kindergarten jump start bridge are already reaping some benefits. Uh we are monitoring what's happening in grades K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K K through two with Wilson Foundations, which is a uh phonics building program and um ARC um the independent reading level assessment or ERA is also providing us some much needed uh direction. Um and then lastly with uh the MTSSI which is the multi-tered system of supports integrated is how all of this is
057then integrated as part of the framework for what's happening in and across our classrooms in grades K through 12. >> Quick question. Um who exactly are um conducting the district-wide learning walks? >> So the district-wide learning walks are being led by Rosa Consulting which is a group that was um approved some time ago. Uh but those learning walks are conducted with our district and school-based staff at other schools. So we're bringing principles and assistant principles from one school into another school to conduct learning walks with the administrative team in that building. >> Are any of our um I guess cabinet members here doing learning walks? I know in the past we've had uh in terms of the the superintendent would participate and the assistant superintendent, executive directors, several everyone every one of those titles you
058named participates >> instructors and and instructional coaches >> coordinators every administrator we have is participating. So part of it was a calibration. So bringing all of them together to so that we're using the same lens when we go into classrooms. Um which is why we've been able to conduct such a high number. Um very early we wanted to make sure that there was a a really deep and focused calibration of what to look for. Um, and we did it very very well paced so that it didn't feel um as though you had to go into a classroom and look for everything. Uh, it's wra it's all wrapped around the Danielson framework for teaching. Uh, we started with domain two uh, which is more about the physical environment and and rapport um, in the classroom and
059we're now moving into domain three which is the heart of the Danielson framework which is um, the constru the instruction that's happening in and across those classrooms. So when those learning walks are conducted, instructional coordinators are there, principles from other buildings, assistant principles, content directors, executive directors, assistant superintendent. We're all there, uh, you know, doing as many of these instructional learning walks as we possibly can. >> In the past, um, board members were invited to join if they wanted to, uh, during the learning walks. Is that something we can reopen up to the board members? >> Absolutely. I'll, uh, Yeah, >> defer to the superintendent. >> Sure, we let we can explore that. >> Yeah, >> I do want to thank um Karen Maronei for having um you know um recommended uh Rosa Consulting to
060us in this regard. It it really has been very uh positive and I think impactful for us. So I just wanted to recognize um Miss Marone's contribution in that. >> Yep. Uh the last component is we can't do this work alone. Um we certainly are taking advantage of the opportunity to now have a well-developed team in place. Uh but you know building principles and assistant principles um are helping to really guide and lead this work. So we're working collaborative collaboratively with principles and assistant principles to develop our agendas for um assistant principal and principal meetings. uh not just during those meetings, but we also provide monthly virtual office hours um by gradeband uh standardized school support meetings. So, we're in their buildings um much with with much more frequency than um than we've been in
061the past. Most certainly. >> Thank you. And I'm going to pass the >> Can I ask a question for >> Is that okay? Miss Dr. Jala, go ahead. >> Oh, >> yeah. So, um, first of all, I want to say the question about the tests and what tests and assessments students are taking. Um, in the long-term strategic academic plan, one of the recommendations is for an assessment plan. In that assessment plan, it identifies every single exam that students in the district will be taken and why they take it and how that data will be used. So that should be that is available to the board. Um in addition, many of the actions that um Dr. Gonzalez mentioned are recommendations are from recommendations that are located also in that same plan. My my question is after
062790 walkthroughs into classrooms throughout the district, why do you think 80 to 90% of the children are performing one, two, and three years um below their grade level in English and in math? >> That's a good question. >> That's a that's a great question. And while we are in the middle of dissecting that um one of the things that uh sort of has to be stated is the the manner with which instruction is delivered to our students. Uh I I what we've heard from both our consultants that uh lead these learning walks as well as during our debriefs with principles is that we need to have a very very strong focus on instructional practice. So we believe that these uh these items that we shared on this slide will help us to get there. Right?
063So future powered K kindergarten jump start uh the phonics the this is the first year we have a phonics program. So Wilson foundations for grades K2 K through two was not existent in this district. So um you know part of this is also that it's a bit of a heavy lift on teachers. Some of the feedback that we've gotten is implementing this uh this many curricula all in one year um is certainly a heavy lift. Um but it's a lift that's necessary based on the data that we just shared. So >> but also I think there are a lot of factors to answer that question comprehensively. Uh yes, I do agree that we need to look at the instructional methodologies in the classroom, the training that the teachers have had, but there's also been a
064large rollover of of of administrative positions, administrative people who are filling those positions. Um many of the positions were cut in the past and um this year we were able to hire um a a number of new administrators uh fill positions such as instructional coaches at the elementary level, directors at the secondary level and enhance our administrative team um the the the division the administrative div uh positions in the divisions. Um and in the past that has been very lacking in this district that with um so therefore the um the the ability to provide consistent um PD and consistent leadership has been a big challenge. So consistency uh in terms of administrative team consistency in terms of you know sticking with the model that we that we uh decide is appropriate uh will help. And
065I also just need to say that uh Dr. Jallow's um guidance and mentorship has been uh critical and instrumental in moving us forward as a team in regards to uh focusing on um academic achievement and um instructional impact in the classroom. So I think that it's a comprehensive answer. Ju just >> I also want to say thank you to the staff because it was hard to write this plan. Um but it was also harder to adhere to the plan and I hope that the board takes some time to read the first quarter. Um many have said in the past they haven't seen it. Um I think it was sent to you today. was sent to the state today and a lot of information is in there as to specifics um regarding specifics as to what
066is being asked of the district and how the district is responding and I hope the board takes the opportunity to read the plan and read the responses to every single recommendation in that plan by the district administration. So, I want to say thank you and I just hope that the board takes the time to really read it and try to understand it and ask questions if they have any. >> I just wanted to go back to Dr. Jalow's question only because I feel like it wasn't really answered. Um I know my question was uh who exactly is taking part in the learning walks and it was mentioned that you know everyone is doing their part in being in the buildings. So based on your response Dr. Gonzalez, he just said that which you overheard the
067consultant say, but as someone who's done the I'm hoping you've been in the buildings doing learning walks as well. What have you observed? What have you seen that we can do better in the classrooms? >> So, and I just uh let me put context to how those learning walks are are performed. So the ROSA consulting group comes in uh for a full week once per month and they spend an entire week visiting our schools. So they'll come into our district on a Monday. They meet with central office staff and then they begin their learning walks immediately that same Monday through Friday and then at the end of the day on Friday they meet with the district staff again to provide an analysis of their findings. Um in addition to that each learning walk that is
068conducted with a team and they're done for half day blocks. So let's say they visit uh you know kaciat they spend the first half of the day conducting learning walks with one team and the second half of the day conducting learning walks with a with a separate team could be a a visitor from a different school coming in with the instructional coordinators with the principal with assistant principles from that building. they meaning the consultants >> the consultants lead us through the the learning walks um when we're walking through classrooms some of the things that we're seeing is what we've shared right so um a focus on instructional practice and making sure that we're staying true to those three high impact teaching strategies that we shared providing professional development for our teachers making sure that our
069instructional coordinators who who we do have but they're also new to their role in how they're developing what supports are needed for those teachers um to make sure that they're providing the support in in a way that's palatable and they can receive it. Um and then knowing that we're implementing this many curricula all at once, there is going to be an implementation uh curve, if you will, for all of this to start to take root. Um we're we're we're very comfortable with the selection of curricula that we have made. Um but this is this is certainly a long-term journey and this is the first year that all of these items are in place. We we had educational uh curricula and stuff in place prior to um but there was no cohesion to it. So we're
070trying to bring cohesion to that. So when we go into classrooms there are definitely uh uh places where we see high levels of rigor. Um we want to replicate that. So we take notes on that when we debrief and we talk about how that can be replicated. Um there are places where we see uh you know perhaps different strategies could be used for our students with disabilities or English language learners. So we provide that via feedback uh to the building principles and to the staff during PLC's. And so what we're looking to do is focus on instructional practice, making sure that those high impact teaching strategies are in place consistently, uh utilizing our partners and our uh uh educational associates to make sure that they're providing additional coaching sessions um so that we can now
071see that transfer over to uh the assessments. Uh so um I know having a consultant is temporary. Um as I mentioned in the past we've done learning walks where our cabinet took the lead and to be able to get a clear understanding of what's going on in the classroom. the consultant can do what it do but at the same time I would prefer our team to also be visible in the classrooms to see for themselves what's going on um to get a better understanding of you know what needs to be done in terms of um meeting the plans that are in place um I'm not sure I I don't remember if we did it I I want to say we did it weekly. Um it was every Monday that we did learning walks. You're saying
072we would do it once a month. Um I just I I just want to make sure, like I said, I want to make sure that our cabinet members, our staff are in the buildings as often as they need to be. And it's just not just our consultants and we're hearing from them. Um, I want you guys to be in the classrooms, too, to see for yourself so you can be able to report back to us in the community. >> Absolutely. So, just to clarify, we the contract signed is for a three-year contract with the organization, and the goal is for them to work themselves out of a job during those three years to provide the training on what the learning walks should look like. Um, and us joining them. Um, we spend a considerable amount
073of time in schools and not enough time in schools, right? So there's that balance of making sure that we are meeting deadlines and we're working towards things here that need to be done organizationally as well as in buildings. >> Okay, thank you. We will now give it over to the south southern Westchester Bosey's team who's been leading our superintendent search led by Dr. Kohl's the district superintendent and his team who will present to us where we up to in the process and going forward the timeline going forward. Dr. Kohl's welcome. Good evening and I have with me today um Dr. Lions and uh Jim Grotto Jr. as well. And so I just want to give an update as to where we are with our our ser what we've been doing as far as the superintendent
074search. Uh as we met last we said that at this point we were going to have stakeholder uh surveys going out. Uh on the 22nd we had a sake survey go out uh and the last day of the survey was the 31st. During that time we had 31 uh Spanish speaking responses and we're going to be proiding all providing all this to the board. We're still gathering the data. um and we had four English responses. Uh we current following that or during that time period we also had in-person stakeholder meetings and we started on the 28th. Uh we started in the schools. We met with the students in East Ramapost High School in the morning and we met with Spring Valley High School in the afternoon and we met with school leaders that um the
075principles had identified as the people to meet with. And so we met with three students in the morning at East Ramole High School and two students in the afternoon at uh Spring Valley High School. So one of the things that we actually also did was during the 28th and the 29th we had in-person stakeholder meetings and we had one here and we went at Spring at U Spring Valley. Uh the meeting we had here we had five participants come and give feedback and the feedback they gave was based upon the survey questions that we had uh looking at the the challenges. Let's first start with the strengths the challenges looking at goals that we would wind up looking at being what would be goals that would be uh that the district would look at focusing
076on and looking at what are the clarifications that are recommended to the board as to what a superintendent should look like. And the last question was looking at are there any other questions that we didn't ask that they would be able to add information to. Um the second meeting we had which is the 29th. Uh that meeting we had two representatives come and we're getting feedback and as again we're gathering information to get to you. So you'll have most of that as well. Um overall um the strengths that we had in the district were looking at how students uh are performing. uh community strength is looking at diversity, looking at the uh abilities and the teaching staff that were here. Some challenges we're looking at how the work on better communication uh with the community
077um looking at being visible in the community and um the uh recommendations for the superintendent. We're looking at how do we wind up became how do we working with student enga engagement greater engagement for that superintendent coming in uh driving implementation of uh some of the things I guess you heard today with Dr. Gonzalez and how we can help with working on developing strengths for students as well and improving instruction and openness with parents and connecting with enrichment. Um next steps or I'm going to talk about what we're going to look at doing at this point. Um, we said that we were going to have the uh information we gathered for the flyer. I think the draft of the strier you have on your table looking at a draft that we have. There's sections that
078we need to work on identifying and we're going to wind up putting together based upon feedback we have and uh getting feedback from you and the board in reference to some of the qualifications, the recommendations based upon the feedback. Um uh but we're sending that to the board president and when we have that we're hoping to have it by Wednesday and we have that we want to have the flyer ready. The intent is to have the flyer ready to go out on the 7th of November which will be Friday and it'll be posted until the 29th of December. And at that point we'll start looking at paper screening the uh the different uh applicants and put together a list of candidates. Uh generally the candidate list pool we have um will wind up being anywhere
079from 12 to 14 people. Uh and we'll narrow that down narrow that down to 8 to 10 people and we'll bring those candidates to you as well as all the people that have applied uh to be able to talk with you about recommendations. Uh those recommendations will be given to you at the end of January to begin starting interviewing the candidates you choose as we go forward at that point. Does you have any questions? Not really a question, but more so of a concern. Um, for a district that has about 40,000 students and over 60,000 voters, um, to have only five people come out in the first day and two people to come out the second day shows that, um, there was not enough time to really promote this to the community. I know it
080didn't go out till October 24th, which was 4 days before the forum. So, I think if we're really trying to get input from the community and get them involved and engage, um we should really look into um reaching out to them. >> Okay. Yeah. Yeah. I think that um one of the things that we can do, I know that the search um the the flyer was supposed to end on Friday. We kept it open over the weekend and we going to look at trying to have that um survey extend to the end of the week if that would help with getting additional people to apply and fill the fourth survey out. Um, the other thing is having another stakeholder forum and we could certainly slick at trying to do that. We have to figure out
081when we can wind up doing it and get the word out to people so they can wind up coming. But I will follow your direction as to how you want to do that. Sabrina, are you proposing another meeting? Um I mean based on a timeline well we can still have everything done um for the uh the information to go out by Friday having another forum to get feedback. the feedback goes to you anyway so that you'll have the information as you sit when you sit down and look at the candidates to see if there's anything that was shared by the community that you want to include in your determination for the superintendent. >> I mean I don't I don't want to add another meeting just to add another meeting. Like I said it's it's it's
082really not beneficial if no one is attending. Um it's it's finding ways to reach out to the community um and seeing how we can get their input whether it's by doing a survey or um like I said I I don't think the in person is really working if we're not giving enough notice to parents families um to the public in general to be able to attend these meetings. Um, are you able to did we have any one to 10 from the non-public at all or was it >> No. No. >> And the information was I think we've sent out to everyone at this point. >> Do you know about how many people showed up to the meetings? >> Excuse me. >> Do you know h about how many people showed up to the meetings for
083the public? >> Just said five. >> Yeah, >> he said five and two. >> Five and two. >> Five one. I mean that was a challenge we had last time as well. It's not like this specific. I remember last search we also only had like >> not many people showed up. >> But I think last time it's also because we had the backto back >> search. I think >> there's been a gap. Yeah. >> [clears throat] >> Okay. Saturday morning. Thank you. >> Just a point of information that we also shared with uh Boseies all the input that came from the community stakeholder meetings earlier this year when we were doing the search in the previous school year so that they would at least see what the community had asked for in I believe it
084was March of this year. >> By any chance, do we know about how many people showed up to those meetings? I'm sorry. >> Do we know by any chance how many people showed up to the meeting in March? >> Uh, I'd have to look. I don't recall. >> I don't remember the numbers. >> They were not greatly attended. >> Yeah. meaning I don't remember being up >> and I believe we did more than two meetings in March and and none were well attended a variety of times day and during the afternoons and evenings including at least one just before a board meeting that was not well attended either. >> Okay. >> So this doesn't seem like the district cares much >> the same as they don't show up to vote. They don't show up to
085these meetings either. >> Okay. Let's let's you know people have busy schedules and everything. you know, we don't need to make assumptions. Um, okay, Dr. C, let's uh >> the survey will stay open and we could keep it open as long as we said at the end of the week, but if you wanted to keep it on longer that at least we'll gather information if we continue to get the information out to the public, letting them know that it's still there for them to be able to prove information. That could be another way to be able to reach. >> What What is the new cut off date then? >> What's that? >> What would the new cut off date be? >> Uh, we didn't put one. I just told um Mary not to close it,
086so it's still open. >> Okay. >> To remind parents to do it. >> Um thank you. >> Can we send out a Remind I don't know if we did for the survey that it's been to let families know that it's been extended. >> I will I will ask our Boseies to do social media to say that. >> Okay. Thank you. >> And they'll put it on the website also. >> Thank you. Thank you. >> You say >> uh just a quick question. This profile here that we have in front of us. >> Yes. Yes. >> This is a draft, right? >> That's a draft. That's a draft. >> Can I make a comment on it? >> You can make plans. Yes, please. >> Looks nice. Um, I do feel like it's not presenting an entire
087picture of the district. Um, it does mention that it serves over 41,000 children, 30,000 whom attend non-public school from 40 from 47 countries. Um, it does not I mean I guess because it says here the enrolled students is 10,000 students 10,000 there 36 but it doesn't really mention anything of like the needs of like that there are as you mentioned in the beginning 30,000 children who still receive services from the district >> and that's a significant part of this community who some people seem to ignore. Um so I feel like they should also be a bit more represented in the you know that there is an additional 30,000 children that right do not go to go to the yeshivas but they still receive services from the district i.e. special education books and textbooks programs transportation
088etc as they are mandated by the state. So I feel like they that all should should be represent representative in the listing for the superintendent that you know it's a significant part is dealing with the another 30,000 children in the district. >> Okay. >> Um so I feel like in the final draft I would really appreciate if that's a little bit better represented. >> We could flush that out and share that with you with that information. >> That's my only comment. >> Yeah. This is all this is a rough draft. We just want to put something in front of you and we're still adding information. >> Overall it looks good. I mean it's and also just there's some spelling mistakes but you guys will check it out later um with the names but anyway >>
089okay >> that's what I have. >> All right. >> Okay. Thank you. >> All right. Thank you Dr. Cole. Thank you and team. I appreciate you guys coming out. Thank you. Um Okay. Okay, I believe that concludes our superintendent report. >> Oh, yes. We're on complete. Yes. Thank you. >> Okay. Thank you all. Thank you. Thank you all. Um, we'll now move on to consent. One second. I have a feeling we're missing something here. Okay, we now move on to consent and agenda items. Do I have a motion for items 1 through five? Moved by Mr. Weissman. Do I have a second by Mr. Cth, Mr. Moses Cth? Open up for discussion. >> Uh, yes. Um, I know at our last board meeting we we we approved uh an assistant director of people personnel services
090and I noticed on this agenda we are uh we have it again to approve an assistant director of people personal services. How many positions assistant director of people personnel services positions are open or do we have or do we need >> assistant director of people personnel? Yes, that's the question. >> How many do we need? >> So, uh we we wanted um we have altogether four is how many we need but we have >> four assistant director >> all together. Yeah. So, we converted we had spoken about this in the past. We converted two of the uh coordinator positions to assistant directors. And so um I believe that we have three hired. Is that correct? And we have two altogether assists directors. You have two already that you already had and we had two more
091we were going to hire. And did we hire both of them now or just one? >> This is the second one. So this is the last one. >> So this will make number four. >> Yes. >> And what's the reason why we need four? >> Oh well. Uh well, we have a lot of reasons. We are um trying to revamp the uh special education uh programs and services that we offer. Um we um need a lot of support for our out of district as well. Um so um you know there's just um a lot of work that needs to be done. Um we are building programs. We are training. We um had taken back all of the annual reviews and brought them into central office. You may recall that. So part of the training over
092the course of two years will be to um transition that back to the buildings, but they need to be trained. Um so there's a lot of training that needs to happen over the course of the next few years. A lot of oversight. Um but if you want more specific information, I'm happy to pass it over to um Miss Maronei. >> Yes. If I could get more specifics, that would be great. Only because um >> I know it's not really common to have four assistant. Um and I just want to make sure that financially we're doing the right thing. >> Sure. Sure. So, just financially we did um we we made sure that we were financially sound based on what we budgeted for. So, we have a number of coordinator positions. They're not all full yet.
093And as I said, we converted two um to help um defay the costs of the um of um of hiring uh assistant directors instead of coordinators. >> Does would this does that complete what's needed in that department or is there still support needed in that department? >> We may have some coordinator positions that are vacant. Yeah, we had a number of that left. How many do we need? Three. three vacancies for coordinator positions. They run the cse. They're providing training. They're providing compliance uh helping us making sure that we're in compliance. It's really a very complicated division in all large districts, not just this one. >> Do we have a finalized um org chart yet? >> Um org chart. We have an almost finalized one. I know you have asked for it. So, I'm going
094to star that, but I'm going to bring it next time for sure, >> please. Um, >> okay. >> So, we can see what that looks like. >> Uh, second question, it's kind of same. Um, I see we're hiring another STEM instructional coordinator. >> Mhm. >> I know I've asked this before because I every board meeting we're approving uh instructional coordinators. >> Yes. >> How many do we need? How many positions have been filled? How many positions are still open for instructional coordinators? >> I I don't know how many we filled, but maybe maybe Mr. um Kravitz does he maybe not off the top of his head. We we um budgeted 24. Um we wanted to provide uh literacy, STEM, and multilingual education coordinators at all of the elementary schools where two of them actually would
095be sharing a set of them. So um the hardest to to find were the STEM, which is normal. Um but uh we've I think done a better job with literacy and with MLE, but um I I still think I know that we still have some vacancies. Any >> So is a is a plan to have a STEM instructional coordinator in all elementary, you said? >> Yes. Yeah. That was what we budgeted for. That was part of our instructional plan. We talked about it. That's one of the one of the ways that we're trying to address the problems that we're having with student achievement. So by adding these specializations, we're also um having to offer more CTE and CTE programming. So you want to do that, start that at the elementary level and then continue it
096on in the secondary level. So that's one of the initiatives of the state. That's also one of our um long-term um uh in the plan. That's one of our um goals. So that helps to facilitate it, facilitate um our our ability to reach those goals. And >> may I ask for um >> a drop job description for all these instructional coordinators and what they do. >> Yep. Yep. >> Um if that could be sent to the board, that would be great. >> Um last question. Um, I know there was a issue that was brought up uh by one of the parents um which I noticed was not addressed um by the interim superintendent um about RAM at what's going on at Rample High School. Um I see that we have on the agenda here to
097appoint a interim. >> Yes. and I just want to know if you're able to give a brief overview status of what's going on and um when it comes to this position. Was it posted? Was there an interview done? What was the process? >> Uh the pro No, we we um we did not post. We felt it was an um an urgent emergency situation to try to um ensure that we have leadership at the high school right away. Um so we uh uh hired a retired principal um to fill the gap for now. Um so we don't know there's a temporary this may be a very temporary u measure. Um so uh the only thing I can say it's these are personnel issues that I can only speak about briefly is that we have um a
098vacancy at the high school. We don't know for how long. It may be short and it may be to the end of the year. And so um we had um a person we were aware of who has more experience really overqualified but retired so happy to to work for a period of time under uncertain conditions. So second question to this is that the and so it's you're saying it's a vacancy but um >> sure >> usually the board approves either a leave a temporary leave or >> sure >> we have I didn't see that on the agenda >> also I know that that individual was placed in a different building I don't see that on the agenda >> it doesn't have to be so um the changing um reassigning a principal ship to a principal
099ship. Does it require the board action? So, it would require board action if the position changed. So, um we often will reassign an assistant principal, for example, we've we've reassigned another principal who was, you know, you see what I mean? >> So, all the assistant all the all the assistant principles and principles that were reassigned in the beginning of the school year was board approved. >> Was we board approved the reassignment of the of I doubt it? Yes, we did. >> I want to see it because I I don't know. In my past, I've never uh I >> We did it for Chess, we did it for ECC, we did it for Ramipo, we did it for all the if I could just chime in a minute. >> Yeah. >> There's no reason for the
100board to approve a reassignment of an individual within the same tenure area, which is what is happening here. Sabrina, >> so that there's no board action necessary. the person is moved from one position to another as a personnel matter that's overseen by the superintendent. So, >> no, no, the the question is really about the vacancy. Is it really a vacancy if because I'm used to us um a board approving if there's a leave or if there's a change? So, is it really a vacancy if it's reassigned or >> as soon as the person is reassigned, the position that they're reassigned out of becomes vacant? >> So, that doesn't need to be board approved >> to have an interim fill a necessary position. No, >> I'm sorry. >> No. Okay, we have a motion and a
101second. All those in favor say I. All those in favor say I. >> I. Anyone oppose abstain. >> I'm going to say um. >> Sorry. >> Uh hold on. No. On certificated number four. which you're on >> certificated number >> item item four cse recommendations you're abstaining >> no voting no >> the whole thing >> no >> voting no >> on on item >> item four item four is recommendation >> you probably need to vote no I'm sorry no I'm I don't mean to be the uh pedantic one you probably need to vote no on the entirety of two because this is a consent agenda ite consent agenda. So typically there is no discussion on a consent agenda. Now that there has been you really you don't have a a vote on each individual item
102within it. Typically it's motion second. >> It's not yet one individual >> number four. >> Okay. We had Okay. I'm sorry. Mr. Feather, did you vote? I have a question on the resignation of the two speech pathologists. >> Okay. Just do you want to do that before the vote or after the vote? >> I want to know if there's any replacements for them. >> So I think you need to vote. I'm sorry Sam. I think we need to vote. There was a motion to second and now we're at the voting stage. The discussion part of the this is over unless we completely amend the agenda. >> I'm sorry Sam. What's the question? >> We voted. Okay. Sam, what was the question? My question is if the if those two people that are resigning if they're
103being replaced or what the plan is for speech therapists I know it's a lacking area. >> So we have we have two people who resigned tonight. You're correct. We have we're in the process of hiring one and that person will be approved at the next board meeting. >> We also have um agencies that may be able to provide um speech language services if we not allow if we're not able to hire somebody right away. Okay, thank you. Any other questions? Moving on to action items. [snorts] I will now make a motion for action items 1 through 11. Action items 1 through 11. Do I have a second? Second by Mr. Gruber. I'll open this up for discussion. >> My only question I don't know if this is this correct or a mistake. Um on number
104uh item number six, the agreement for the PD services. Um it says to district East Rample, attention uh Car Money and then it says to Wilson, but then it says Ellen Andreello. Is that the same Ellen here or is that a different >> That's our Ellen. >> Is that Is this her >> where you are in it? You're at the bottom. >> Page six. >> Is this her company or No. Page six. Okay. Oh, all right. Notices. Notices required permitted. Right. Shall be in writing. I just want to look at what this delivered professionally sent to to the district. Um Karen, I think we we have an an error here. That's a good question. Um >> No, I know. I see. I see it. >> Yeah. Thank you. No, we're we're changing that, right? That's
105absolutely an error, right, Karen? Yeah, that's absolutely an error. Okay, thank you for that. >> What should it read? Who's opposed the person? >> Um, >> do we know that? >> If we don't know the person, can we just eliminate Ellen Andreello and just say it's to Wilson Language Training Corporation because it's corporation. >> Yes. >> So, thank you very much. Good catch. So, you know what to do. >> What is the correction? >> Um, page six where it says uh to Wilson, it says Ellen Andreello on top. Um, we're going to strike that and just leave it as Wilson Language Training Corporation unless they have a name to replace Ellen's name. >> Okay. Miss Maronei, will you provide me with a new page tomorrow, please? >> Yes. >> Okay. Thank you. It's very bizarre.
106>> Okay. We have a motion and a >> she's um um an executive director in in curriculum and instruction. She has nothing to do. It's a it's an absolute error. >> That's Ellen Andreello should never be there. It's a complete mistake to >> she's also she's als I I would like to make a request just a general request. I've been on this board for 3 years or more and every board meeting I we seem to find errors in the pages with the contracts with the wrong ears. Can we maybe just like let's review them properly and make sure all the I's and T's are dotted before they're presented to the board so we don't have these. >> Yes, >> I think it's it's >> Thank you for >> who's So, do we know who the
107contact person is for Wilson? >> Thank you. It's going to be frustrating. >> Say it again. >> I just I couldn't find an ED. >> No, Karen. >> Yeah. >> Oh, >> Karen. Okay. >> No, that's No, for Wilson, not for us. We contact >> who do we contact at Wilson? >> Who's the person name? Do we have a contact person? >> Yeah, I mean we have multiple contacts that we >> Yeah. >> The only reason why why I'm asking um I don't know if we might want to pull this so we can have the correct information only because um Ellen's name is almost on a few of these pages. >> So that's these are the purchase orders. So you can see what we're purchasing and Ellen helps oversee all the materials and the professional
108learning that goes on. So that's why >> So she's the contact person for our district, not for Wilson. This is not showing. >> Yeah. So like Ellen, Ellen assists with coordinating and so a lot of the materials that come in, she works with the buildings to make sure everything is received. That's why her name is on there. But what I want I just want to confirm that she's not the contact person for Wilson, but I know she's our contact person. >> Yes. Yes. >> As just like you, but >> yeah, >> if you look at this, it could it could it can be a little bit confusing. >> It is. >> Mr. Ghart, are you okay with us proceeding with this contract on the agenda as is? >> As is. >> Yeah. Not as I
109think >> I think you got to remove Ellen Andreello from where it says Wilson. I think it's okay to leave Wilson as the name of the company. I quickly just looked at looked up Wilson online to see if I could find a a main contact person. It was not immediately obvious to me who who that might be, but I'm comfortable with it saying Wilson Learning Center and I think below there it says legal office. So that's okay. But Ellen certainly should not be the contact for that company cuz she obviously is not. >> Who is Megan? >> If the board would prefer it to be completely corrected and done the next meeting, that's certainly your prerogative. >> It is a little weird that our >> Megan >> employees name is there. >> Yes, she works
110for us. >> Is her name on here, too? Our name is the language board to look for the name. >> Okay. So, do we need to pull I mean how would it affect if we don't we don't >> we have professional development happening tomorrow. >> Okay. So, we cannot pull that. Douglas, are we okay with amending approving the contract and fixing the detail? >> We need to fix the contract if you you know cross out Ellen's name where it says Wilson and you should be you're fine. I think that's that's more typographical error than it is anything else. It's I mean obviously not to say that can we legally approve this and fix the details. >> I think you you approve the Wilson Language Training Corporation contract amended to remove Ellen Andreello's name as a
111contact person. >> Okay. >> Um Okay. Any further discussion hearing? None. We have a motion and a second for items 1 through 11. We actually have an amended motion for item six. >> All those in favor say I. I. And I want to pause abstain. Motion carries. Moving on to information reports from the board. Sabrina, you got anything? >> Um, not really much. Um, I do want to say uh thank you to the curriculum crew um that put the night together last week. Um I did get a chance to pass by um after attending at least three, four or five other events that same night. Um, I know I I did give my feedback, so I won't mention that, but um, I think it's something that can grow in the future. Um, you know, to
112really have our parents and families understand what it is. Um, so once again, I want to thank Dr. Gonzalez, um, Sony Dominguez as well, and everyone else who put effort to make that night possible. Um, also I want to congratulate our varsity football team who won um their game on Thursday that same evening um winning four games in a row um playing and they will be playing suffering this Thursday. So kudos to them and I want to say just give a special shout out to all our seniors who play sports the last few weeks. Um, we've been celebrating our seniors for senior night during their, uh, last home game. So, I just want to say, um, you know, I just want to thank them for all that they do, for contributing to, um, whatever sports
113they played, uh, for the fall season and looking forward to the winter season. Thank you. >> Thank you, Sabrina. Okay. Uh, moving on to future meeting dates. Say regular meeting is scheduled for Monday, November 17th, beginning. I'm sorry, also Monday. Why? Why is it a Monday? Next one. >> Oh, it's before. >> Monday, November 17. >> Why is it on Monday this? >> Because that's the return of taxes. Has to be the closest day to November 15. >> Got it. [snorts] um will be Monday, November 17, 2025, beginning at 7:30 p.m. in the PLC room, which is right here in the administration building, 105 South Madison Avenue, Spring Valley, New York, 10977. Moving on to written communications. Since the last board meeting, the board has not received written communications. I will now make a motion
114to enter executive session. Kathy, what are we discussing? >> Uh to discuss matters regarding the possible discipline of particular persons. We do not expect action following. >> Do I have a second? >> Second by Mr. Feder. All in favor say I. And when say motion carries. Thank you all and have a good night. >> Thank you. [laughter] We'll be we'll be okay. It's not there's not much, but one of not good. Okay, I'd like to bring this meeting back to order. I like to make a motion to adjourn this meeting. Second by Sabrina Charles Pier. All those in favor say I. Anyone opposed same? Motion carries. Thank you all. Have a good night.