Manhasset Schools Board of Education 11-19-25

001ready. All right. Good evening everyone. Uh we'll call to order another meeting of the Manhasset uh Board of Education. Excited to be here for another session. We do have a quorum. I know Mariana is going to come a little bit late. Um but she will we will be she will be here. We do have uh four of us here which is great. So, uh, as I said, we'll call this meeting to order, and we'll always start with the pledge of allegiance. So, if you rise, >> I pledge allegiance to the flag of the United States of America, and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And then I will note um that the board will um go into an executive session immediately following the

002public session. Uh it was easier for us to do it after. Typically, we do it before, but we'll do it after tonight. And this is just to discuss uh issues of of personnel uh and and other uh private matters. Of course, we'll come back. we would always come back to a public session to conduct business but uh we will we will take that vote um you know at the end uh that motion at the end of the meeting. So um so that's where we are on on uh housekeeping. So the first uh matter of the day is is one of our favorite uh areas of of board of education meetings is student recognition. Um, so we have a whole host of Shelter Rock student ambassadors here today, which we're so happy to have you and

003and your parents. Uh, I know we're starting right on time here, so I don't know if a few others are are coming in, but um, so why don't we go right to that student recognition. >> Outstanding. Thank you very much. We can just pile chairs up in front of Don't worry, no fire hazard or nothing. Just everybody come in. Hey, how we doing? Excellent. No worries. Uh, Miss Zimmer, are Miss Zimmer, who's announcing the names? Are are you coming up? And Miss Fchetti, ladies, please come up. Thank you. So, we have some outstanding youngsters here tonight who are going to be recognized by our board of education for their uh good work in our school community. So, please, we're going to we'll take a picture afterwards in in front here. Okay. Come up, >> take

004the certificate, and just kind of line up and fill up the well here. >> Going to take a great big Shelter Rock picture when we're finished. So, I'm very excited tonight to be here with Miss Felchetti to recognize the leadership of some of our fifth and sixth grade students at Shelter Rock. This year at Shelter Rock, we are focusing on nurturing a sense of belonging for our students, staff, and families. The students we are lucky enough to celebrate tonight are helping us to do this very important work. They welcomed They warmly welcomed our new families through tours, presentations, and sharing their experiences in our school. They used their smiles, their positive energy, and of course, their senses of humor to create strong connections at the ice cream social and the new parent welcome. We truly

005appreciate the time they volunteered to make a positive impact on our school community. We hope that you are as proud of them as we are at Shelter Rock. Students, when Miss Falchetti reads your name, please come up to receive your certificate and allow us to recognize you for your hard work, dedication, and leadership skills. We are delighted to thank you for making Shelter Rock the amazing school that it is. Okay, I'd like to call up Emma Zhao. Congratulations, Sophia Wong, Benjamin Via, Piper Tong, Leo Soalof, Soalia Shen, Kate Sherwood, Heath Pikin, Isan Puani, Nolan Martins, Oliver Marcowski, Daniel Laauo. Congratulations, Emma Halal. Ralph Delissio. Congratulations Campbell Denahan, Charles Chrisales, Satlerations, Diane Bonacor, last but not least, Justin Adamo, Let's have one more round of applause for our amazing shelter rock student ambassadors >> before we

006take a picture. Emma, where's Emma Zo? Emma, how great was that? We started with Z instead of A. Did that surprise you? Emma Joe, thank you, Emma. Thank you, Emma. Are you good? Can I Can I ask a a question real quick? Somebody come up, grab a microphone. You come up and grab a microphone. Yeah. I'm going to ask you a question. Would you hand him a I could tell. >> So, you helped us with the ice cream social. Did you get free ice cream? >> Yeah. Is that why you help with the ice cream social? >> No. Why did you help us and thank you? >> I helped to like, you know, um tell the all the people about our school and all the new kids. >> Yeah. >> Okay. Did you talk say

007nice things about Miss Zimmer and Miss Felchetti? >> Oh, yeah. There >> better shelter Rock or Muny? >> Shelter Rock. Oh, >> all right. Okay. Well, we got months to come in next month, so we'll see. Thank you very much. I appreciate Thank you. >> Yes. Well, very well done to all of our uh Shelter Rock community. You guys do a fabulous job. We're so proud of you. Keep doing what you're doing. It's incredibly important to um you know, pass along that spirit to your your classmates and and make sure it's it's just part of your everyday, you know, everyday routine. So, um, so with that, everyone here is welcome to stay, but this is also a good time to exit. If you want to go home and do your homework, you are excused. Um,

008and be with your families. Um, >> administrators have to stay. >> As much as we would love to see you at our meetings, I I don't want to make you stay. Okay. So, we have a a very uh solid agenda tonight. I think we'll get through some important topics. I know we can be uh efficient with our time. And uh the first order of business will be approving uh the minutes uh from from our last meeting on on last meetings on the 23rd and uh and and November 6. So do I have a motion? Second. Any questions about that? Any discussion? No. All in favor? All right. That's 50 to approve the minutes. Um and then we are on to the superintendence report which we await. uh eagerly baited breath. Yes. Thank you, sir. First

009quarter is trimester, right? In the books and it's pretty amazing how fast this goes. School years. You don't realize until you're living it, right? How fast the school year goes. Always constantly trying to keep up. So, congratulations to all involved and we just keep as as Ted said, keep chugging ahead, keep moving along. It's amazing how many good kids we have. we need a bigger room or maybe we start doing these in the auditorium or something like that which is uh actually leads me to my my next uh aspect of my report and that is very proud to announce that tomorrow is our ribbon cutting for the refurbished auditorium across the street at the secondary school. We have a ribbon cutting at 6:45 with the show at 7:30. And then we have shows Thursday, Friday,

010and Saturday at 7:30 and a Sunday show at two. Lay Miz. We'll be opening the theater, which I can't think of a better show to to do that with. Pretty incredible. Looking forward to that tomorrow night. I saw the kids doing a dress rehearsal today with the band again. Just just amazing what we can do in that in that arena now. that that new auditorium. A brief security update. Many people have visit our schools throughout the day throughout the year. I'm sure you now see that we have been asking for people to scan their licenses. This is something that we take very seriously. Security of our students and staff. And so you need your license to come to our schools and enter our buildings. Please make sure that you bring your license. Don't forget your

011license. Even if you're walking over, please bring your license to scan in. And there will be some delays unfortunately, but every parent I've spoken to is very happy to wait 5 minutes extra because we know who's coming in our building when and where they're going. So really important. Uh please make sure you have that license to to visit. I've been asked to ask I've been asked to say and again uh not again but lastly a happy and healthy Thanksgiving to everyone. I'm happy that I get to say that as in my in my superintendent report. A very important time of year. Reach out to friends and loved ones. to make sure they're all doing well. And again, happy and healthy Thanksgiving to all. So, thank you, sir. That concludes my superintendent report. And then on

012on that topic, I know I believe we have some community members in the audience who are here to speak about the auditorium. I'm thinking if you do want to do that rather than sit through our entire agenda, we're happy to listen to that now. If there's no objections from the board, okay, then that's a great offer. We will we will walk this on the agenda, so to speak, and just have a a you know, a public >> Yeah, we'll move for public comment on the on the opening of the new auditorium, the refurbished auditorium. So, if someone wants to speak, you can come up and and come right to this microphone. And if you could just uh introduce yourself and your uh association with the school, that would be that would be great. It's okay.

013Thanks. >> All right. Good. >> Chris, were you afraid I wouldn't share the binder you gave me? Maybe. Okay. No idea where I am because when I went to school here, central administration was on the second floor over there and this was the bus garage. I'm a I'm a little out of sorts, but we'll catch up here. Um, thank you for moving this up. This is great. I get to go home. >> Um, so good evening. My name is Christopher Johnson and I'm a proud graduate of Manhassid High School, class of 1988. I came to the Manhassid School District in third grade, a kid from the Spinny Hill project, navigating a new home, new teachers, and very few friends. But thanks to my third grade teacher, Mrs. Hillman, and our wonderful principal, Mr. Willard. I

014quickly found my footing at Muny Park. It was during an school assembly when high school students performed for us that I first caught the theater bug. When I reached what was then MHS Junior High, I joined the theater program led by Janet Sussen and immediately felt part of something bigger. Everything changed though the day I met the teacher who would shape my life in many ways and I'm still grateful today, John Sharter. By the fall of 1985, when I was eligible to finally work on a high school production, John didn't hesitate. He named me crew chief for The Wizard of Oz. And for the next four years, I worked on every MHS production, serving first as crew chief and then as technical director with occasional cameos in fall and spring shows. John then encouraged me

015to audition for the reperatory company, the advanced acting program that he created. After earning a spot, I spent a year on the stage instead of behind it, which was an incredible rewarding experience. Through it all, I learned discipline, courage, empathy, leadership, and what it truly means to be part of an ensemble. John Sharter was that special teacher, the one who made shy kids brave and brave kids better. I wouldn't be the person I am today without his mentorship, friendship, and occasional fatherly advice. And I'm far from the only one. His impact spans generations and professions. Broadway performers like Fred Burman and John Jeffrey Martin, actors like Dave Kanig, comedian Elliot Chang, nationally syndicated radio host McGra Mil Haven, faith leaders like Rabbi Lena Zerberini, lawyers, teachers, parents, and countless others of my theater alumni. And

016we all credit John with shaping us for who we became. Many now pass his lessons on to their own children, including a classmate of ours who's across the street now with her senior preparing for lay miz this weekend. And I understand board member Silva is also a theater mom. We have long loved our theater moms, especially one that's with me this evening, Miss Sue Patrill, a longtime Inhasset resident and former president of the drama booster club that John founded. When we learned a few weeks ago that our old home, the high school theater, had been beautifully renovated, something we could have only dreamed about back in those days, it felt essential, to try to honor the man who was at the heart of our program. Manhasset has a tradition, although a rare one, of honoring

017beloved educators, Coach Fritz Mueller and Dr. David Dorman, who I both came to know while I was a student here. They had a remarkable opportunity and privilege of witnessing the gratitude of generations when um they were honored. We're hoping for the same for John, who will turn 75 next month. We fully respect the district's naming policy and understand that dishonor cannot proceed before 2026. Our hope, however, is that the board will begin the one-year waiting period following tonight's meeting and consider a slight adjustment to its timetable so that this time next year, just before the curtain raises on the fall musical, the theater may be dedicated in honor of a teacher, mentor, and friend. Nothing more would be more meaningful than to see the Carl F. Bugalan Blackbox Theater and the John Sharter Theater side

018by side honoring two extraordinary men who gave this program its soul. Finally, I know our theater department has faced some challenges in recent years. But like in sports, when the game begins or in theater, when the house lights dim and the curtain rises, nothing matters except for what's happening on that stage. My sincere hope and those of my fellow alumni hope that students of today will look back on their time in the MHS theater department with the same gratitude that we still feel today. I also hope that future generations of students will see the name on the theater and ask about the man behind it and learn how his guidance and spirit helped shape the program they are now a part of. Thank you for your opportunity to speak. >> Hello, I'm Barbara Sharter, formerly

019Barbara Murphy. I was parented uh the uh Manhassid schools for many years. Both my children went to Shelter Rock, Muny Park, the middle school, and the high school. And I too was drama booster club president for a while with Sue. And after Sue, um I was just wondering if um I don't know who the people in the room are, but I don't know what your role is in the process. Uh, can somebody just tell me if you've all read my letter or if I need to? >> The board certainly did receive the letter. We've read all the letters that we received. And I know we emailed back Christopher, I think we emailed you back yesterday uh with a response from the board. >> Yes. >> And I would ask if maybe that could be posted

020or disseminated to the group that that you're working with. >> Okay. I'm just wondering if anyone here needs to know my letter and what John has done and why we were we are asking for this. >> Yeah, we're all familiar with it here on the stage and these are essentially the decision. >> We are the this happens to be our senior administrative staff who may or may not have seen all of the letters, but uh >> can I take a few minutes to read this or is that out of line? >> Sure. No, I mean we're we're Yeah, we're we're letting you guys roll with it because it's it's fine. It's supposed to be three minutes, but but we're we'll certainly make uh >> I appreciate it. And if I get too long, it's it's

021okay. Thank you. Uh my name is Barbara Sharter. My husband John taught theater and arts English at Manhasset High School for 30 years. He produced and directed over 60 full-length productions. In addition, he produced and directed over 120 reps. His students won many awards at the Hostra University Shakespeare Festival. Also, he supervised with the assistance of Carl Hugan in the set building for 60 high school productions as well as 60 middle school shows. John was a wonderful mentor who wrote a handwritten letter to every student who worked on a high school production, often over a hundred letters per show. Every year for 30 years, John had students perform scenes at the Manhasset Rotary Club and the Manhasset Kuanas Club. For his efforts, he received a proclamation from the town of North Hemstead. It stated that

022on Sunday, November 7th, 2004, he'd be declared that it be declared the day of special recognition in the town of North Hemstead for outstanding and distinguished man of the year, John Sharter. John also took theater kids to perform in other states as part of a theater student exchange program that he created, as well to see theater in London, Paris, Spain, and Italy, and Greece. In 1995, John was made an honorary member of the Manhassid Silver M so Society. And I think you all know what that is, so I don't have to explain that. As a theater professional, he was selected with a small group of other teachers from across the state by the New York State Education Department to write the standards of arts education as well as the certification test for theater arts teachers.

023For many years, he was also a graater of the tests. Furthermore, John was on the board of the New York State Theater Education Association for over 20 years. He found the Long Island chapter of that organization. He was the president of the state organization twice and he received the Rod Marriott Lifetime Achievement Award from Nista. And after retiring from Manhassid, he founded a prop rental company where he provides props for uh high schools and middle school productions across the country. Uh John is going to be 75 years old and the rest you know. So, I just wanted to make sure that everybody was aware that for 30 years, John lived theater at Manhasset High School. And the letters that we received from children and from former students, John has kept in touch with many of

024them. They have just been amazing. They've made us cry with the beautiful sentiments about how theater changed their lives. how he took the kids who were the unwanted throwaways and made them feel important, always found a place for them, and to this day they are still friends. So, I just wanted to share that with you. I'm sorry if you heard this already a hundred times and um I'm delighted to be the wife of John Sher because he is a very special and amazing man. Thank you for your attention. Yeah, thank you for all of those comments. Uh, very well said. Oh, we have more. Okay, please. Yeah. Oh. Oh, right. Right. All right. Do it. That's okay. Just introduce yourself. It's okay. >> Okay. Anyway, I'm Sue Caprill. Um, yes. I was drama booster club

025president back in the 90s. We were there, right? 92 to 97ish, I think. Um, my both my kids were in the theater program. They were not sports kids, so this was a great place for them to be. Uh, and so I'm here to recommend that the new high school theater be named in honor of Mr. John Sharter, whose many years of dedication and exceptional leadership in the drama department profoundly shaped the lives of countless students, as we've heard, and enriched our school community. During his tenure at Manhasset High School, Mr. Shortter consistently went above and beyond to create highquality professional level productions that rivaled those of community and regional theaters. Under his direction, students not only learned the fundamentals of acting and stage craft, but also developed essential life skills, teamwork, discipline, confidence, and creative

026problem solving. Mr. Sharter's influence extended far beyond the stage. He built an inclusive and inspiring environment where every student felt valued and capable of contributing meaningfully. Whether performing building sets, managing lights, designing costumes, many of his former students have gone on to pursue careers in the arts, education, and beyond. Carrying with them the confidence and work ethic they discovered under his mentorship. as drama booster club president from 92 to97 with Barbara Sharter. Uh I was able to witness his dedication to my own children who were part of the drama program. Uh and he wrote a lovely letter for my son to get into Tish at NYU and he became an actor also. Um he's not anymore but he was. Uh naming the new theater in Mr. Sharter's honor would be a fitting and enduring tribute

027to his legacy. It would recognize not only his extraordinary contributions to our school's performing arts program, but also the inspiration he provided to all the students who learned, created, and found their voices on that very stage. Thank you for considering this recommendation. I believe this gesture would both honor an exceptional educator and remind future students of the transformative power of the arts in education. Thank you very much. you have to do what you just did again. No, I know. I mean, no. So, so I I think just from a an administrative perspective, yes, we don't we don't need people to, you know, resign or redate the letters. That's fine. This will all go in the record. It's it's good. just from a administrative process we should check back in and I think we'll have to

028get back we're we're so so yeah I mean it it's the turn the the sentiment is amazing thank you for all of those words and the testimonials and to anyone listening to any of the you know theater community out there who did send emails and letters you know it it's very very compelling um and and it's great we we love the the um participation Um, but we just have to take it back. I mean, it's been a relatively short amount of time, so we we just have to uh consider it and do do the work and which we will. So, it's certainly worthy of of all of our time and attention. Um, and I'll probably leave it to Chris to help just shepherd any of the process questions that you have and and I think

029I think we'll we'll go from there, but I'll turn it over to the board to >> Miss Shorty, you have my email. you can email me and that's all it would require just to kind of get us back on the front page so to speak, but we'll have all the documentation already. It will not need to be resubmitted. That's correct. You do not have to. Okay. I'd just like to add a couple of thoughts. Um, my name is Allison O'Brien Silva. As Mr. Johnson did note. My daughter is rehearsing in the play right now. And um I just wanted to share that as those letters were coming in, we we all could feel we read those letters with joy. We could really feel the impact Mr. Sharter had on a generation of students that coincidentally

030are actually sort of about the age that all of us are now. And I feel like we could all reflect whether it was theater or music or the lacrosse field or a social studies class or a debate class. We are what we strive for in Manhasset is to have our students find those connections with teachers and h and for the teachers to have that kind of impact on our kids today as Mr. Sharter had. And again, it doesn't have to be the arts. It could be whatever is driving, you know, our children. So, he when I was reading those letters, he definitely epitomizes what we're all hoping to achieve, you know, with with the next generation of Manhasset students. Um, but with that, I do have an ask a favor for you guys, too. As

031we were reading the letters, I was so inspired and blown away by what all of the alum I don't know, did my mic just go off? All of the alums accomplished, whether it was on the stage or in business or whatever it is. And I I maybe ask you to connect with the with us and maybe there's a way for our current students to hear those stories of the alums and learn from them and, you know, hear their experiences and their journeys. you know, those kids up there up there, you know, they might not end up in theater, but the lessons that they learn in theater or on the sports pitch or whatever it is really can carry them in life into so many different things. So, that's my ask of you guys as well,

032if that's okay, uh, as we go through the year. Yeah. All right. Great. Anything else? We're good on that. All right. Thank you so much. Thank you so much for coming. Yes, of course. All right. So, let's move through uh the other items here. So, I I believe Katherine is not here, so we're going to skip the the uh we'll table the student delegates report. Uh >> she's actually performing as well. She said >> performing. So, there you go. Excellent. So, we'll see her this weekend. >> We'll accept that excuse. >> Yes, that is totally uh appropriate. and then we will walk right into our presentation section here. So, so we are in the portrait of a graduate crosswalk and we'll turn it over to Rebecca. >> Thank you very much. In early 219, the

033New York State Blue Ribbon Commission on Graduation Measures began its review and compilation of recommendations to update graduation requirements. And these recommendations are outlined in the New York Inspires plan. Full implementation of the new system, which includes options for new credit requirements in a single diploma structure, will begin in the cohort that begins grade 9 in 2728. Full implementation of the new system, including alignment to new the New York State portrait of a graduate in new measures, is projected for students entering grade nine in 2930. So tonight, I'm sharing the first component of this transition, Manhassen's crosswalk between the New York State portrait of a graduate and the Manhasset learner profile. In our course enhancement status and future recommendation presentation, we're going to be discussing work towards another component of our preparation for this transition.

034It will be for the development of graduation pathways. How we doing there? Thank you. In 2024, the district adopted the learner profile with the following description. Our district embraces the limitless potential of each learner. We partner with parents to help our students recognize the unique strengths within them. We boldly forge a comprehensive and holistic educational experience combining academic pathways and extracurricular opportunities in an unwavering unwaveringly supportive environment. The learner profile is our district's mission statement interpreted into a set of learning aptitudes for our students. And the learner profile expresses a vision of education that we might aspire to provide our students and serves to provide the focus for our work. Thanks. In 20 July of this this year 2025, New York State adopted the portrait of a graduate which outlines the essential skills and attributes

035that students should to develop to succeed in college, careers, and civic life for success in this rapidly changing world. Each district has been charged with examining their practices in light of the portrait with the state requirements for instruction aligned in the portrait. Beginning with the 2029 cohort, the 9th grade students. In our crosswalk, we've connected the learner profile with the six interconnected attributes that New York State believes all um graduates should embody. cultural responsiveness, academic readiness, interpersonal skills, reflective thinking, civic engagement, and future focusment are focused. Here in the crosswalk, we've connected each of these attributes to components of our Manhasset learner profile, developing our own interpretation of the New York State graduation attributes. And you'll notice that some of our the attributes connect to multiple aspects of the portrait. For example, we believe that

036academically prepared students not only need concrete academic knowledge and skills but also have must have a balanced understanding across disciplines. Similarly, those who are creative and innovative use this knowledge to be reflective applying imagination, curiosity and flexible thinking to adapt to evolving circumstances and challenges. And again, those who are reflective use this ability to analyze, evaluate, identify patterns, and think critically and try, try try again when faced with complex challenges. Are there any questions from the board? >> So, Rebecca, in essence, we had a portrait of a graduate. The state came out with a profile of a graduate. And interesting to me how closely those were aligned. I know a lot of homework I'm sure went into our our portraits. I can appreciate that. And now you've created a crosswalk to blend the two, so

037to speak. And there'll be changes as we move forward, but we'll constantly talk and inform folks about those changes. I know there's some conversation around regents and people think regions tests are going away. That is not the case in the immediate or even long term. There will be other options to the re assessments, but they will still exist. >> That is absolutely true. >> Okay. So, this is kind of catching people up and comparing the two models and knowing that we're showing the community we're on the right track. >> Yes. Exactly. And that we're working towards this even as the state continues to unfold it. So, we're putting ourselves in position to be ready for anything. >> And actually, Rebecca, that was going to be my question. Is there a specific timetable or we're just

038sort of continuing what we do because we do feel and I agree that we're in some ways ahead a bit but is there any specific timeline or things that as a board we should be noteworthy of? >> So the timetable that um that I shared with you is that the state has not released rubrics yet. They have not released a lot a good amount of guidance but they are telling us that we need to move in this direction. So, we're just about to talk to you about pathways that we've been doing a lot of work which is positioning ourselves to be ready for this shift in graduation um options for students as well. So, we're doing that foundational work and as we get more information we are shifting and adjusting. And then eventually does does

039this trickle down to specific graduation requirements like once those rubrics or details are are more described to us? I mean that that ultimately changes the way uh students are are going to have to take certain courses or what requirements are needed for graduation. Is that is that the thought? >> It's not going to change that much. What will change is there will be one diploma. um so they will not have an advanced regions diploma. So the way that our students will be able to distinguish themselves are through the seals again which we'll speak about tonight and also through um through these advanced pathways. >> Thank you Dr. Chowski. When I was reading about this earlier on a couple years ago and I wanted to see if this is still where New York State stands, it

040was that currently local control were able to put in our own parameters of what rigor we want and essentially New York State regardless of where you are within New York State is essentially assigning a baseline of what a graduate looks like. And then if a student wants to pursue anything further, they would just get a seal. Basically, yes, the seal, there will be universal like we will no longer be able to require 15 hours for graduation, but within the seal, which Margaret's going to talk about, Miss Ri um tonight, is there there's an element of of um volunteerism. So, we're going to be able to do things locally, but it can't be part for graduation requirements. What is your um perspective of how this will affect the next few cohorts of our graduates once this

041is implemented? >> I don't think um honestly with this team in place, I really don't think it's going to be a tremendous uh shift because it's ask it's we can still produce the same level of excellence. we're just going to do it a little bit differently. Um, tracking the the other pathways is going to be challenging. We're working on that now, building it into the budget process. Um, but I I honestly feel like we're we're giving kids interesting, wonderful ways to excel and shine. >> Let me just ask you. So, this is basically self-directed. So, >> Oh, no. No. Okay. >> No, we're getting more. We're getting more than that. We're getting more than that, honestly. But thank you for um we're But we're the state tends to give um guardrails and information that we

042have to Is that a fair statement? Um the granular level of detail is not there yet, but it's it's coming. >> I think Nadia used the word baseline. I think that's a good word for us because typically, yes, we've been above New York State in terms of the rigor and requirements that we have and this will allow us to continue to do that. Uh, students that want to and I know our our community will want to do more to prepare our students better for the next four years of their life and beyond will be able to do that. >> It's more I could just for the public to be aware, are there other states like how does this compare? I'm just curious are the other examples of states and if this is a two long

043question I'm just curious because you know New York state differentiates themselves to an extent so I'm just curious if other states have deployed something like this where's that feedback so I I just know that other states do not have New York regions New York state obviously they don't have state regions but they don't have their own state final assessments for the most part uh this would mimic that we would be more like some other states in so far as we wouldn't have a particular particular you must pass these five to graduate and here they're passing seven 8 n uh 10 uh this would remove that requirement and there are different pathways we could take and I think more will be explained as we go through this next phase this next presentation which will explain more

044about the pathways to graduation >> okay anything further >> I guess I'm I don't know I my mind like I think what we have is like you know I I think we're above obviously My concern I think what I'm questioning you is the fact that is it going to encourage kids to really want to like if you it's not a requirement that you have 15 credits of service right how can we encourage these kids to continue to give back you know what I mean like to kind of force it to you know do their thing >> uh Mrs. Mrs. Ron was like, I'll take that. Um, I think that what we're building now and Mrs. Roni is going to speak about more uh more deeply is is going to encourage more students to do this.

045So, I I think it um I'm actually really excited about what we're building and the people here tonight are are are central to some really amazing visionary work. >> Miss Pescator, we are not going to step back. We are not going to lower the bar. We are not going to lower what it is that we expect for our students, our community. And this there is ample room in here for us to do even more. >> All right. So, that's a good segue. So, thank you, Dr. Chowski. So, why don't we move to the next um presentation here? We can get into some of the details. >> Great. Thank you. So, thank you very much. Um, this is one of my favorite presentations each year because it's the opportunity to share our latest work to support

046and enrich the learning experience for every child. Thanks. We'd like to thank our administrators in the departments for their visionary work tonight. Our presenters are Mrs. Telerini, M Dr. Seilla, do Mr. Okconor, Mrs. Roni, Mr. McGawan, and uh Mrs. Lang. So this evening, let's present an overview of the new course proposals. it. We're also going to um discuss reintroduced and modified courses, a status report on what was introduced last year, and an initiative update by department. We've included departmental flowcharts for future reference and for those watching the meeting u recordings at a future date. We are not going to go through every point of the flowchart. Embedded within the presentation is our work to prepare for the new graduation requirements. And tonight you'll hear about two graduation seals as well as our work to build

047the pathways. Through the pathways, students may distinguish themselves while exploring specific content area deeply. And while this work is in progress, the administrative and teacher teams have moved us significantly forward. This is Talerini. Good evening. So, I'm here tonight to talk about math, business, as well as computer science. Dr. Rich Civilia is joining me as well because we do share that that uh branch of of study. So, first um some updates on things that are new this year. We are really proud that we successfully linked our courses with Long Island University within the business department. So, we now have f uh six courses that are five courses rather that are going to be able to grant high school students college credit through LIU. We now are able to affix the word college in front of

048each of those courses. Um we are very excited about this and the partnership has been really really strong. Um, LIU is a is a nice uh match for us because they actually oversee and facilitate much of the virtual enterprise work. So, we brought our seauite. That's actually a picture of of our two uh virtual enterprise cohorts this year. Those are our our seauite and that is them at the Tilly Center auditorium where they had a wonderful panel experience and a full day of leadership training. So, it seems fitting that we've partnered with them for our for our college for our college work. the only new course within the business department that we are launching this year. I can't really offer a true uh assessment of it yet because it's actually offered in the spring. So,

049um so that is set though to run uh beginning after midterms uh at the tail end of January and we are looking forward to seeing to seeing how that unfolds and I'll update at a later time. >> Miss Taller, if I could just jump in for one second. got some data today on dual enrollment classes and coursework and really incredible the the correlation between kids taking dual enrollment classes in high school and their graduation rates in college four years later. So really encouraging that we have so many students doing this and so much more happening in terms of our offerings and in addition New York State something I'm really happy that's actually coming first time not the first time but happy it's coming out in New York State is they're going to start to work

050in between uh the districts to offer more courses more training and allow us also to apply for aid on those courses through Boseies which will allow us to lower costs for us and families which will be a nice equity piece for for across the state. So, more good news about dual enrollment. >> It's very exciting. >> All right. So, let's now on to the computer science portion of our slides. >> Okay. Good evening. So, this is not so much as a uh proposition for a new course, but more of a course description update. So historically the middle school has had one computer course called computer literacy 7. So what we'd like to do is for students who are not able to take that elective is to give the eighth graders an opportunity to take that

051course as well. So in alignment with some of the ongoing and emerging technologies I'd like to uh shift the course curriculum into four core areas. uh one of them being computer science which is already being done in the course more of a depth in artificial intelligence study data science and informatics so to speak and also cyber security and digital citizenship. So I think these are very exciting uh directions and paths to take given all uh what it is what's going on in the world today and for students to take coursework in this I think it's uh it's a really great path. So we're opening up the enrollment to seventh graders eighth graders who are not able to take that elective in seventh grade. So >> is that is that when we say half credit so

052that's a half half year course. Sorry for my Okay. Should it be a full year? >> No. Okay. >> It's alternate day uh right now. But that allows us to segue into our >> uh >> some proposals for uh the high school the high school portion of our computer science uh area. Um so currently we have a computer programming one and two introduc intro introductory courses. They're each a semester long. Um we're looking to shift this course in two ways. Uh the first is to make it a fullyear experience. Uh there wasn't really a natural break in the course that allowed for that nice balance of skill and um and application work. So looking to expand it into a fullear course. We're also shifting it to the JavaScript language uh in lie of Java. Uh

053our goal overall is to have students graduate with as exposure to as many different programming languages as possible and this uh this allows us to broaden that. Uh highly visual and dynamic language. Again, really uh no prerequisite required for this. uh and also an emphasis on a lot of the animation and visual aspects of this that can be infused along the way rather than sort of all the skill and then all the fun later. It will be a little bit more uh intentional there. Uh we're also looking to propose a web design course that would be a semester course exposing students to HTML and CSS and a little bit more of the creative side of computer programming. hope hopefully tapping into um sort of another perhaps subset of students who might be drawn into that

054work uh creating their web creating websites. Um and again this is uh this does not require any prerequisites in coding um and that way uh students can sort of see what what suits their what suits their interests and needs along the way. You said it's a full year, but it's a half credit. >> That the web design would be a half would be a half credit. That would be a semester based course. >> Oh, semester. Okay. >> The introduction to computer programming is um going to be expanded instead of one and two. Uh that'll that'll be we're looking to have that as a full year experience and we'll see how that goes enrollment wise. Um again, we're always kind of paying attention to what students are able to take schedule-wise. So, we'll we'll keep our

055our eyes on that. We do speak um with students a lot as we as we generate these ideas. We're talking with students informally and formally via surveys and such to get a sense of what voids they feel are are in their experiences. So here just a just a brief graphic. Again, I won't spend too much uh time on this, but this sort of talks about some of the items we're proposing as well as some future considerations such as cyber security, data structures. Uh moving uh moving along as we look forward there. And then underneath I just have the different languages that would be addressed in each of these courses just to show again that that broad range of coding languages uh to which students can be exposed to if they continue through that in a

056in a deacto pathway sense. >> I also I'm sorry I wanted to add that this is also in response that I want to thank um Mrs. Telerini and Dr. Cilla is that in the AI um subcommittee we've been speaking with a good number of parents who are in computer science or affiliated in some way and so that this is very responsive planning as we go out and what we have in the workplace. >> Great. That's good to hear. I mean, this all seems very sensible to me, but the AI, the overlay of how AI is going to impact this is important, right? And it's hard, it's moving so quickly, it's hard to um describe where within these disciplines you're going to want to um add areas, but but being able to use these tools as

057they, you know, go through these these different pillars, I think, is going to be important. So, I'm sure that'll be an ongoing discussion. >> It is. And the college board has um you each year they sort of refine their policies to how AI can and should be used in particular with our two AP computer science A and computer science principles offerings. So, those are um addressed with students naturally um and they do allow a fair amount of that collaboration along the way. And then there are again some guard rails as to what must be student generated and and justification that needs to happen to be sure that the students still have the skill set to grant credit. >> Okay. >> How flexible is the pathway because not all seventh graders right now can get to

058take computer literacy. Can they still jump in? >> Correct. So again that's what Dr. Civilia uh um had had um spoken about because there are only about let's say a half half of the grade roughly that is able to get that in any given year. So opening it up to eighth to eighth grade does allow the eighth graders to to um partake in that experience as well. And um and again our our computer programming our computer programming fullyear course uh does not does not uh require any prerequisites. And again, we're fortunate that our our elementary schools each have a computer specialist. Um Rich can speak more about this, but uh they're where they're all getting some type of exposure to coding um along the way. So most of them won't be going in completely blind.

059>> Oh yeah. Is it possible or do you see a vision for what you have in seventh and eighth grade of just extracting some of those components and weaving it through as uh like a core through the elementary schools and and given that we had some staff that we cut a few years ago with like we have essentially the talent that's able to infuse that whether it's like a push-in model at the elementary so at least it gives a taste of it for students to jump into it in seventh and eighth grade and onward instead of starting at baseline there in in seventh grade. Do you want to talk a little bit more about the what's happening at elementary? >> Yes. So in the elementary school level, they're also um engaging in computer coding classes

060through the platform KDOYO. So that's something that students are currently doing. So um they're doing that and also along with the software proficiencies with um different platforms that we have uh typing with uh Canva uh learning canvas uh the different platforms that they're exposed to invariably have elements of um cyber security, digital safety, digital citizenship uh down to simple as password sharing and components to ethics. regarding computing. So they do get a broad scope of education relative to the areas in computers. But this um computer literacy in the middle school particularly focuses on those four will focus on those four core areas as I mentioned before and another proposal for 2627 within the business department is a personal financial literacy course. This will be a half credit offering. This is also part of the New

061York State portrait of a graduate um for you know for this year and we've already begun planning for it because again it will be a mandate in addition to considering budgeting, banking, credit, investing, college loans, uh leasing cars versus buying cars, uh consumer skills. We're also looking to incorporate some sort of like behavioral psychology and economics in uh as well just to talk to get students to think about financial habits and the choices that they make that influence things down the road. So we are very excited about this as well. So, some of what we're discussing tonight are proposals, but this one is going to be mandated, right, Rebecca? And it's going to start next year. And so, there'll be a lot of leg work that gets done on this, and we don't have any

062particular rubrics now or work uh around it. But in speaking with several other superintendents this morning, we're going to try to put a work group together through Boseies again to see that we can't not all try 56 districts to reinvent the wheel, that we can all come together uh on an idea and a proposal. Yeah, there are actually some some wonderful resources available through through NextGen which is sort of considered like the gold standard of financial literacy and we've already uh spent some time actually on on superintendent conference day uh digging through that and getting a sense of of uh scope sequence and such. So, it's very exciting. And uh in in addition to so that will happen at the at the second at the high school level, in the middle school level, we do

063embed a unit on financial literacy within the business and career exploration class, getting kids used to budgeting and how they're going to live off their uh influencer salary when they when they when they when they grow up. >> Is is there a set year of the high school uh when they'll be required to take this course? >> Not to not to my knowledge. hasn't been revealed just that we need to offer it, but I I don't believe it has. >> I think it's a it's a wonderful addition. It's Yeah, >> the kids are going to have a hard time picking their electives when they have this class. >> It's not a choice there. >> No, this one isn't a choice. >> It's not a choice, but the the sweet spot is nth grade, but it's

064going to depend on people's schedules. And then also within the math department, uh we are looking to propose a foundational math class for students uh with significant educational gaps. Uh this will be a very targeted math intervention program, typically targeting seventh and eighth graders, but sometimes nth and tth graders. We often have new entrance um who may struggle to meet the demands of algebra and looking to meet them where they're at. Uh we're looking to partner with our special education department as well to offer this uh to students to again make algebra um a more accessible option. Is this instead of like the X-class that you offer or is this >> this would Yeah, this was for more significant gaps where there's a grade level. It's not necessarily where our X- classes or our lab

065classes are for the regions level to help students just to meet that region's expectation. This is essentially before students will even hit a region's level course. um just being mindful of the different circumstances that are occurring in uh students worlds and wanting to make sure that their algebra experience is is is feasible for them. And this is just again a graphic just of the the business pathway as it stands and again some future considerations. Our little green check mark where our business communication course that we proposed last year is is happening this year and where we where we look to be. Uh we're very proud that our virtual enterprise doubled in size from one class to two this year and we're looking to keep growing. Thank you. >> And now I'll introduce the coordinator for

066science and technology, Mr. Michael Okonnell. >> I think this is when you wish you had that theater class with Mr. Shorter. And when you have come come up and speak publicly, it's uh always a little nerve-wracking for everybody. But uh I'm here to uh just give you an update in terms of where we are for next school year. Uh the 2627 uh school year. We are going to be implementing the new New York State Science Learning Standards Biology and Earth and Space Science. These courses will displace the current living environment and earth science courses but they will follow the same pathway as the living environment and earth science. Both courses will end with a regent exam in June. There will be 1,200 minutes of lab required as the the current uh regions exams and there

067will be three statemandated investigations. Three for biology and three for earth and space science. Um right now uh when we because of the delay that we made we will have six regent exams to use to gather data and inform instruction for the students who are going into the course next year. As you know, there was a lot of uh publicity regarding the roll out of these two courses and thus the why we uh held back that one year. >> Michael, I I took biology back in the 80s, right? And then it went away. >> I took it in the 70s. >> Okay. And then it went away and now it's back. >> Yes. To come back. >> Everything. Yeah. Everything. My suits are going to come back into I >> I was going to come

068in with bell bottoms, but I didn't think >> you're going to wear bell bottom. Okay. But uh interesting, wouldn't you say? >> Uh yes, it's uh there's more of a uh environmental science tilt to this. Uh but the environmental science uh background is also going to be one of the state mandates that they're coming out with. So it's covered actually a little bit in both courses as well. The course is slightly different uh but the presentation of the exams are much more dramatically different. Well, last year I introduced the uh project lead the way biomed science pathway. Just to remind everybody, we do have a project lead the way engineering pathway that has been very successful and now we're following it up with the biomed. Uh the first year we introduced this school year principles

069of biomed. We're running two sections of the course. There are 34 students in two sections. 24 of the students are 10th and 11th grade students. The course basically covers DNA, blood work, cardiovascular uh uh system as well as associated diseases. So it gives the students a good introduction to the medical pathways and that course will be followed up this school year with the human body systems for the 2627 school year. uh we anticipate one section based upon that we have 24 students eligible to go into this pathway and uh based upon surveying the students most of them clearly plan to go on to the next section. Of course that would have to fit into their schedule but it the course will only meet for one period a day not a double period every other day.

070So that adds more flexibility to fitting the coursework into the their sections. This is more of an anatomy and physiology course with more hands-on uh approach as well as the biomedical principles of biomedical also has a hands-on approach. Uh both courses do end with a exam called the EOC end of course exam uh that uh is graded and evaluated by RIIT for course credit college course credit. Uh it's 2 $240 for three credits. So that's almost a time machine going back to the 80s or 70s in terms of cost. Uh quite often students I'm just going to editorialize here a bit but uh that's maybe sometimes dangerous but sometimes students feel like their school will not take the credit and quite often that's true but quite often students do transfer from one school to another.

071So they start a freshman year like maybe at University of Connecticut don't like that they transfer to St. John's. They don't like that. They transfer to Hofra and then they graduate in three years because they have all these college credits. Not that I know anybody like that, but uh sounds like one of my children. But it does. You don't know the benefits of t paying for those college courses and accepting those credits. Maybe they're going to be used, but for $248, I really feel they are a bargain. I'm going to get you in the business uh pathway too with your your like you know >> so uh if there are any questions Mr. McGawan. >> So many of these topics are intersecting with each other very nicely tonight. And um my pathway uh as you

072can see some of the students at homecoming here uh is related to the broadcast pathway. And um I'd like to give you an update. There are no new course proposals, but last year I appreciated your support in proposing the film study and production course uh and the college broadcast journalism 5 course. So the film study and production uh course was revamped from the original elective film study and it seeks to integrate skills in conjunction with the broadcast pathway by applying them to a modern course on the power of film making. The current film studies curriculum will be adapted to blend foundational coursework to a combination of background knowledge and hands-on project-based learning. Uh these learning experiences embrace the power of storytelling and the genres that influence the society we live in today. More and more

073as uh media and communication and film impacts our lives in households uh in business and everywhere we go uh the power to tell stories well is uh increasingly important and uh we're positioned in such a way that uh we'll be able to help our students learn creative ways to do that and execute it while also having some fun. Um what we've done for the school year is remove uh a prerequisite uh which was to take broadcast one and two prior to taking the course. It was an impediment for enrollment. So what we've done is we've removed that impediment and we'll change the technical aspect of the proposal to make it more open to students who can come in and not have any experience whatsoever. And this way it'll give students uh the opportunity to explore

074the film making side or the broadcast journalism side and if they like either one they can take a half year of one and then they can continue by trying out the other one or vice versa. So I'm excited about the idea. Uh we've done some leg work and ground work with the teacher who would be teaching it. Uh and um it it I'm looking forward to it. I'm hoping that uh enrollment uh is really strong as we go into 2627. I know that I'll be talking to my English teachers about trying to make sure that our students are aware of the course. Uh, and I look forward to giving you an update on film study and production as we move forward. The broadcast 5 class um has been uh a big success. Uh just yesterday

075we were able to take a field trip with broadcast 4 and 5 to visit News 12. They gave us a tour. They were unbelievably gracious. So, thank you News12 if you're listening. Um we we were able to uh take the students and meet all aspects of behind the scenes in the um we met with an anchor, we met with a lighting designer, we met with so so the broadcast journalism courses have really been uh fantastic and the broadcast 5 course uh is giving our seniors the opportunity to continue which is why we offered it because they had finished their coursework and they would have been seniors without an opportunity to continue to grow. Uh we partner with Hofra. They've been very complimentary of our students and their successes and they've also been really great about

076reaching out to make sure the partnership runs well and that our broadcast 5 course runs in conjunction with their RTV 24 multicame class. So the professor of the RTV 24 has been in conjunction with uh in communication with our teacher um and the partnership has been outstanding. So, we're currently finalizing our partnership with Hofra uh for credit bearing uh to continue the dual enrollment process and I'm very excited about all the things that uh the broadcast pathway is bringing to Manhasset. Are there any questions? >> Thank you so much. >> Sounds great. I mean, and and to your point about intersection, I mean, that presentation from Dr. low if you saw it yesterday. I mean, here is a a a math essentially a math professor advocating for, you know, skill sets in uh team building,

077in communication, in all all of these types of things, charisma, person, you know, all all of that, right? So, you you're it it's going to be a piece it is a piece of the puzzle, and I think we're correct to uh continue to offer pathways here. So thank you for that. Thank you Miss Roni. >> Thank you. So in social I want to give you update on two courses that we started this year. We have AP comparative government. Uh it's another elective for students in AP and social studies. It's grades 11 and 12. It's actually mostly 11th graders. We have nine 12th graders that took the course. It's kind of interesting. It's uh six different countries who look at uh country studies of their government and we have about 25 students. Second course is our

078intro to law. We had four sections, four half-year courses and we have about almost 80 students that are involved in that. It's interesting because it's nine through 12. So you have quite a variety of students and their abilities. Um they've already gone to the family court in Nassau County and spent a day there to learn about the family court system. And last week they had two police officers, a male and female police officer come in and talk about teenagers and their rights as teenagers. I think it's really important as they're moving into college to understand that states have different laws. Even New upstate New York, their laws are enforced in a different way than on Long Island and talk to students about being a teenager and respecting the law. One of the courses we wanted

079to propose is a constitutional law. So, we do constitutional law in both PIG, our participation in government course, as well as our AP government course. Um, college board is very restrictive. We have 14 cases that we have to do each year. um participation government. We do have a little bit more flexibility, but we just find that students overall are interested in it and would give us an opportunity to talk about courses of cases that don't always get into our courses. So, this would be a half year uh one year. I'm sorry, it's one credit. Should be half credit. That's a mistake, Dr. Chelsea. Sorry. Um it's a half credit course. It'd be offered to 11th and 12th graders. So, we're proposing a new pathway. Um as I said earlier uh at our last presentation um

080having had the opportunity to work with the mock trial students and each year having a number of students try and sign up for the mock trial club which is somewhat small. We only have about um I think we have 12 students participate in the trials each year for Nassau County. We we have a shadow docket of students that we have about 24 students in the club. So we wanted to u pursue a pathway and you can see the introduction of law. Um, we also have college business law as part of the pathway. We're working with the math department and the business department to include that with us. Uh, we have criminal law that's been a very successful course with our 11th and 12th graders. And like I said, we're proposing the constitutional law as our

081last course for again for 11th and 12th graders. Now to the seal, we're going to be applying for the seal of civic readiness. This is something the state has been um has been out since 2022. Um, and Hasset likes to wait and see how the seal is enacted in other school districts. And I've had colleagues come uh have conversations with colleagues in the last couple of years about how their seal has been rolled out. Um, I think we've streamlined it. It made really easy for kids students to be able to activate activate their knowledge and be involved in civic um, activities. Um, so the goal of the seal is to get students to be active in participate in government. not just hear about it but find ways to learn about it and then also take

082that knowledge and apply it which is something we do. So it was really in line with what we do here in Manhasset. Um it is also the hope the state has pitched an idea that it it's going to be on their diplomas if they earn the seal they actually put it on the diploma. Um the state is looking at giving students some advantages with the Sunni program so that if students they haven't formalized it but at our last presentation with social studies they said that they were looking into giving those students an opportunity to either get additional funding from Sunnis or easier access into the Sunni program because of this year. Um, and as they graduate from college, it still shows that they took the time to really um, get involved in a significant project

083in high school in their last year of high school because they will be given the seal as seniors. You'll see when I show it to you, there's multiple steps to it, but they're recognized as seniors for the seal. This is the seal of civic readiness that we put together for Manhasset. Um, the board has an orange packet I gave to all of you that has Oh, I have a orange packet. >> Yeah, I have. >> Okay. the board is getting one. Um because each of these you'll see on the left hand side, the blue side, it's basically these are all courses that they have to take. The first one is that they're required to take four courses in social studies. That is their graduation requirement. That has not changed. They will get a point for

084that. They have the opportunity to um show mastery or proficiency on the regions exam. They get points for that as well. Um they have opportunity to take advanced social studies courses. We offer a plethora of AP courses and honors courses. is they would get additional points for that. And then the last one, we're going to implement a ninth grade research project into the nth grade curriculum where um we've asked to do curriculum writing for nth grade next year. And that project would give them an additional point. The way the seal works is they have to have two on the blue side and two on the orange side and they have to have two additional points for a total of six points. I'm very confident based on the students that I've worked with through multiple areas,

085both social studies and with the um with our other programs, that they're going to be able to master this. I think a lot of students will get the seal here in Manhassid. On the right hand side, this is where they're demonstrating their proficiency in civic um life. So, we're doing a 12th grade high school civic project that'll be done in both uh the government class as well as the AP course. Um we're doing this is an opportunity Dr. Chowsky was speaking about that connects to our community service program. It's a little bit more involved and I have to lay it out for students, but they would choose one particular area of need in the community. Um, to give you a simple one, the food insecurity is something that affects people and in surrounding areas. So

086maybe they want to work with a food bank and they'd have to basically write to um the committee and talk about why they want to get involved in food insecurity, what their goal is, and have to do a minimum of 25 hours of service and then submit a longer reflection than what we require for our community service program. And they'd earn a point for that. They take electives. Some of the electives we have broadcast as part of them. We've also tied uh into the business courses because they also do civic projects and I even got Mr. Okonnell to do one course. So AP environmental will do a civic based course and they can get credit for that as well. And then we're doing an eighth grade capstone project which the eighth grade teachers are working

087on now. And this is something that students would do. You can see this is four points. It's a much more involved research project that also has a large um activity component in the community which I will explain a list to students and you'll see all of these links. The links are what you're getting as the attachment to what I put in your in your folders. So when this goes live on the web page once it's approved by the state of New York, parents can be able to click those and see what each one is as well as students and of course we'd explain it to them. >> So Margaret, this is really where our kids will differentiate themselves from other communities quite honestly. in so far as how deep they can go with this and

088the seal here and the seal of biiteracy which Christina will speak about in a little bit >> and she's up now. >> Oh, look at that. >> Morgan, I'm a former moot court mock trial guy. So, you never need any support or anything over there. Let me I'm going to team teach that. I will team teach that class. Just have to come up with some time to do it. But love constitutional law. Thank you. So, thank you so much for the opportunity to share some updates on the World Language Department. I'm really proud tonight to highlight several initiatives that reflect how we're expanding access and supporting all students in world languages. So, I'd like to start with an update. So, in 2024 2025, we launched our Chinese language pathway. Um, and I so appreciate the

089board's support in this. Um, so our first cohort of students started in seventh grade and I'm happy to report that the program is thriving. Our students are progressing, learning and growing in their proficiency and our um eighth grade students will be taking the flax a at the end of this year and upon successful completion will have one high school credit for the course. Uh, they will continue with the sequence into high school with the ultimate goal of reaching AP Chinese by 2030. So we talked about the 80s, the 90s a little bit. That was my decade and now 2030 because I can't even imagine that. Um and additionally by offering um level two next year which so currently we have that and next year I'm proposing the continuation of the pathway which would be Chinese

090too. Um and in addition to if we have students who are heritage speakers, they can also test in go um move ahead in language or perhaps take multiple languages at the same time. They could be taking Chinese, Spanish, French or Italian. Any questions on Chinese? Okay. New York State seal of biiteracy. So last year I was in Margaret's position to asking you um to and proposing the seal of bi literacy. So I'm pleased to provide an update. We are in the process and at this stage we are implementing um the seal for New York state seal of bi literacy. Uh what we did was an application process. I'm reviewing data currently for this year's candidates. Our level five and AP world language teachers are going to be guiding our students through their seal of biiteracy

091projects. So in all our level five and AP classes, the teachers collaborated across the languages to create a um to create a project that will highlight uh the proficiency levels of the students. Then they will be presenting these projects in class between March and April and by then we'll have confirmed um how many people will have successfully completed all the requirements. Um and then they will get upon that I we send the information Dr. Chowsky and I will send the information to the state. They will get a seal. They get a medallion to wear at um graduation and the seal is a fixed to their diploma. What the beauty of about the New York State Seal of Biteracy um Mesatory this I thought of this when you asked that question is in order to get

092the New York State seal of by literacy you need to pass checkpoint C which is a level four or higher currently. um to get the New York State Advanced Regions Diploma, you only need checkpoint uh B and that's level three. So, this is actually getting the SEAL is above and beyond the advanced regions uh component for the world language. Um so, it's it's really exciting. So, we're learning and growing this year and next year I'm hoping to continue to expand the number of students. Any questions? This was going to be a general question for for each of you, but maybe with we we'll start with languages. Do you anticipate additional teacher if you're expanding the program? >> No, because we were able because the project that is a big requirement. So, it's similar to um

093Miss Roni's pathway with seal of the seal of civic readiness. You get a certain amount of points. So if you have an 85 or higher in a checkpoint C class that was that level four and then you do the project you get two points for that. So what we did um as a department we also use superintendent conference day as well um and we collaborated and created the project and we embedded the project in the class. So the teachers will be working as informal mentors as well for the students to guide them through the process. So there's no additional costs needed as far as teacher goes because it's it's all um embedded together. Sure. Um so what we can also do um is well I also have that into my next one but the seal

094of triliteracy is something students can get. So students can be um can get the seal of biteracy but they can also show proficiency through different ways. with the seal of tri literacy you can take an exam and then you would also have to do an additional project you'd have to present it the cost for that is you would be presenting that after school um let's say we have Greek so a student would take the Greek exam I'd have to pay for the exam the school district is obligated to pay for the exam as per New York state uh the cost of the exams are about $20 and you'd have to take very specific exams that are only allowed and permitted by New York state and then the student would have to do the um presentation,

095the project, the same project that they would do whether it was Spanish, Italian, um French or Chinese. Once we get to Chinese, uh what I would need to do is hire teachers that speak that language or outside consultants or somebody from Boseis to come in to evaluate the project. So that would be the cost involved if it's a language that we don't offer here. I just have a broader question, not not just directed to you, Miss Lang, but are we expecting to see these seals roll out for the different subjects as well? Math. We haven't heard about math or science. Um, are we just starting with languages and civics? >> Go ahead, Rebecca. As far as I know, I haven't heard of talk in these other areas as of yet. >> No, the it they

096don't have them as of yet. This is why the pathways are so important because it's giving avenues to advanced work. Um so last year we did I did ask uh for Italian one. We didn't have enough students that enrolled um but I would like to reintroduce it for this year um to offer Italian 1. And the reason why it would be a fullear high school course. It would be open to students in grade 8 through 12. Students would be able to earn a high school credit upon successful completion and it would provide additional scheduling and flexibility. It supports transfer and ENL students that need a language credit and offers opportunity for students who are head in their coursework to begin a second language. So, as of now, um, and I believe this is going to

097be staying with the new graduation requirements, we have the one-year world language minimum requirement for New York State. So, if a student transfers in or for some reason doesn't take language in seventh and eighth grade, they are required to take one year of language to graduate. Right now, we have Spanish one, but as it being a singleton, sometimes it can cause challenges with scheduling. Sometimes there's delays. students can't take it because it it goes up against the computer science class. So, having an additional option, I was giving you a plug. Um, having that additional option would alleviate scheduling and it also gives students another pathway. And this was my plug for the seal of triliteracy because we can have that um opportunity now for students to take another language and then now if being immersed

098in that language they could also do the project that would also be embedded in the class. So just opportunities to expand on the seals. Any questions about that? You can do 8 through 12. Yeah. And so some students also are ahead in language. Some students in seventh grade they tried a language and maybe they didn't they wanted to switch. I've had students do that. Um so then they'll take it in eighth grade and um similar to math sometimes we have middle school and high school classes uh students um together. So I have I think right now in Spanish one I think I have about four or five eighth graders in the class. So again, if you have that extra space, you can also take these different pathways at the same time. C >> can I

099ask a question? I have an eighth grader and he's already taken Italian. Isn't that considered Italian like one-ash two? >> So the way um Spanish, we break seventh, seventh and eighth grade, we're breaking Spanish or Italian or French one into two years. So that's why at the end of 8th grade, as long as they've taken um the eighth grade class and they've passed the exam, at the end they get one high school credit that will go on their high school transcript. This is so your child who took one- two, they're coming out with the same credit as somebody who would take this class. So they wouldn't take this class and that class. It's essentially the same class. This is just done in one year, whereas seventh and eighth grade is over two years. But again,

100if we have somebody transfer in, they have to take the one year of language. So, it's a little quicker. This class is definitely going to be a quicker pace class than, um, a middle school, seventh, and eighth grade level one. Um, furthermore, uh, I would like to propose the creation of a new course, Spanish X, that would be designed to help students succeed in our existing Spanish, um, language pathways. I would propose that there would be two levels of support. One for those that are in our Spanish 1-2, which is the eighth grade, and where the students take the checkpoint A, and another at the um Spanish 3 level, our checkpoint B. Um, and I would ask that each of these classes would meet every other day. And this would be similar to X classes

101that exist in core subjects. And the purpose of this course would be to help students review King's concepts, build confidence, strengthen their skills in the three modes of communication, um, which align with the New York State World Language Standards. Um, and the purpose of this course is some students may struggle in either 8th grade or Spanish one. And being that it is a New York State requirement to graduate and that is even with the new graduation requirements from what everything I'm hearing they're still keeping that one year. Um so this would really just be a way to support those students. Um right now for the advanced regions diploma students need the checkpoint B and the exam. So this would just be an additional way to help kids that might and it would be concurrent with

102not we're not elongating it. In the past, we had an additional pathway that elongated the courses. Um, and my department and I feel that this would be a better way to support students who just need that additional support but want to and want to stay in the language. Um, and then it can also encourage the students to also continue to get that um, checkpoint C which is beyond the level three and and really provide them that opportunity to get the seal of biiteracy. Moving on >> very quickly. This was also proposed, right? You and Mr. Gilski. >> Yes. >> Uh Mr. Gilski also suggested that this would be really helpful for a lot of our kids. >> Yes. >> Thank you all. And >> I really did not authorize the use of that photo. >>

103I love that picture. >> Let's move on. That's from our life skill. Thank you. Uh that was great. Thank you. Seriously, that that for me, this is where the rubber meets the road. I mean, this is this is where it happens. So, we're counting on your experience and your judgment and your creativity to create these opportunities. And it's hard because you're having to do that with a shifting um mandate from the state and and other stakeholders. So, it's it's very hard, but um it's really amazing and and please keep it up and thank you and please go home and and enjoy your the rest of your evening if you would like. Um thank you very much. >> You >> and then I am going to have to excuse myself as well. Nadia um will run

104the rest of the meeting uh if you don't mind. I just have um kid obligations that we couldn't juggle. So, >> thank you, Ted. >> Very much. >> Thank you. No, we we had moved our meeting. So, thank you for being here. >> Right side. here. >> Yeah. So, we're up to our public hearing for the district-wide school safety plan. Allison, uh are do you have any for the school safety on the committee? Didn't we meet for that? >> Yes. Yeah, we did meet and uh the district-wide plan is at the stage where now it is open for public comment. Uh this is officially a a hearing on that piece. There were some changes to what it is that we had to do. One is based on something called uh Desa's law and that is

105a district-wide change which requires school safety training for students and staff and includes voluntary first aid, CPR and AED training for school staff including members of building level emergency response team. So we'll be preparing that as we go forward. Also uh there are some afterchool prompts and and procedures as well. And all of these items are now a part of our safety plan, district-wide safety plan. So those are the changes in there. >> Perfect. Thank you. >> And that would close our Does anybody have any comments for the amendments that were made to the school safety plan? >> No. Okay. Thank you. We'll move on to policy. We have quite a few things to review. So we'll take them in order. First uh first reading is up is this is our acceptable use technology and

106regulation. And I will um give kudos to the AI subcommittee. This is a result of uh one the community town hall and then we've had two meetings. Thank you to Dr. Chowski for facilitating the two meetings. And so as a result of that we went back and looked at the acceptable use and technology um regulation. And so if I point your attention to it might help to actually look um at at the printed copies. And for those that are listening and want to review them, this is all posted on our policy website. The recommendation is actually to prov to update our existing policy and add a section um which is augmenting existing language to allow um use. And so I'll read it in for the record. um the use of artificial intelligence including but not

107limited to chat GBT are an issue of academic integrity. So there are dependencies to policy 4325.2 which we will look at the use of districtu approved AI platforms software technology may be permitted under the supervision of the classroom instructor following the review and approval by cyber security data protection officer and the department heads. use of instructorg guided implementation will be limited to those approved program within the district district which offers AI options. So based on the committee's feedback collectively um the big change or edit to be aware of is that we are now permitting following a checks and balances if you will. So this is not opening up the full um aperture if you will for all AI use but there will be a review process um and Dr. Seilla did review or Mr. Civil

108did review those areas where we do have the ability to turn on AI functionality and those will be um incumbent for our cyber security data protection officer to take a look at first and work with the department heads to be able to allow those to be used by um the teachers. So this is for a first reading. Um we will keep it on uh most likely for three readings. If it needs more, we we would. We would like to sort of move this along because as we've all kind of acknowledged, this space is rapidly evolving and we need to, you know, do it in an organized way to allow the ability for teachers to use them um and guide them. And I know that Dr. Chowsky has a very thoughtout plan on how to also

109um empower our teachers and educate our teachers and that and that will be forthcoming um in the future as we continue to work with the AI subcommittee. Any questions or comments? Okay, we'll move on to the next. The next one is organizational chart. Now, the following um policies are first and final for adoption because most of them are edits. However, as I go through them, if there are any that the board would like to bring back as a second, but at this juncture, because they're more editorial in nature, which I'll point them out, um we can also put them on for a second reading just to allow for the public to have an opportunity to review them. But for the ones that are mostly editorial, I think we can uh move to a motion. So

110for the organizational chart to just point out some changes um we removed uh legal and auditors because those are not direct employees of the district. Um so that that was a suggestion to remove those and I think in a similar vein um other school districts do not have legal and auditors um as part of their organizational structure. um assistant business admin was um updated and removed business manager. Um director of transportation also entailed central registration as part of the title. Um you'll see those Edison red font for example director of instructional technology instead of director of IT. Um and then central registration was removed because I believe that no longer exists. Is that correct Dr. Pelletary? Actually, we added central registration uh and removed and added director of transportation. That's correct. >> Okay. Because it

111moved over to the other side. >> Yeah. >> Any questions? >> Oh, one one second. I I I may have misspoke. Dina, do you >> We have the assistant Yeah, we have an assistant director of transportation. So, we have to make sure that that's correct. Okay. On the old chart. Yeah. So we have an assistant director of transportation. >> Okay. So what title should go on? >> Title >> assistant supervisor for transportation. Okay. >> So this will come back for a second reading. We will make those edits and maybe actually Dina if you could we'll have you take a look at the titles again and make sure the titles are corrected. So Nicole for director of transportation it sounds like it should be assistant director >> just assistant >> supervisor. Okay. >> All right. Moving

112right along. Policy student records. So this one is a change in record. This one actually I would recommend a first and final um in paragraph one um it was replaced with LGS-1. Um the reference section was also updated um to remove language was removed and replaced with retention and disposition schedule for New York local government records LGS-1. Um, so the policy will now read, "The board also recognizes its responsibility to ensure the orderly retention and disposition of the district's student records in accordance with schedule LGS-1 as adopted by the board in policy 1120 school district records. So, do I have a motion to approve uh Allison? Do I have a second? All in favor? All right. Moving on to student records and regulations. So, because student records 5500 was updated, the regulation to the policy

113in a similar way would have updated um the language that I just read under section 7, retention and disposition of student records. The removal of record retention and disposition schedule ED1 would be replaced with local government records retention schedule LGS-1. The policy will now read, "The board has adopted the local government records retention LGS1 issued pursuant to article 57- A and um which contains the legal minimum retention period for district records. So, this is also a um language update. Do I have a motion to approve those changes? Have one. Do I have a second? All in favor? Thank you. Okay. Um authorized use of district owned portable devices or other equipment. This is policy 8330. Again, this is also a change um in lang in um language for data incident reporting was added under the

114cross reference section. The form added as a reference in the event the device owner needs to report any the equipment loss internal system breach or unauthorized access access to the district's chief privacy officer. So the um the change is to tie it to policy 8635-e3 data incident reporting was added. Um me just make sure and yes that was the only change. Do I have a motion to approve? Do I have a second? Okay. All in favor. Okay. Now we are at information and data privacy security breach and notification regulation. This is 8635R the same. Right. I moved >> right. >> Yeah. So, in a similar um sentiment, it's it's section 1B, the last paragraph was replaced with local government records retention schedule LGS1 um to model the prior language. Um do I have a motion

115to approve? Do I have a second? So those just just for the for the record and for those listening those are language changes to ensure consistency across policies and they don't substantially change any of the context of the policies. So just to ensure that we're organizing and keeping consistency for cross references for those that are reviewing policies. Second reading. Um this is where we might have um a bit more of a dis dialogue is regarding graduation requirements and graduation ceremonies for 4772. Okay, this is in regarding if you if you turn to um it's actually section D. So we discussed this at the last board meeting in related to skills and achievement commencement credential and continued right to education services. sac um and it was regarding the state's um recommendation as it relates to students

116turning 21 and the change is in respect to students turning 22. So, if a student's receiving a career development and occupational studies commencement credentiing or a skills and achievement commencement credential and they're less than 22 years of age, the credential shall be accompanied by a written assurance of the students continue right to attend public school until student turns 22. Um, prior to that, it was 21. And so the language that's being changed is regarding the age requirement um which would be stated to be 22 and their birthday falls between the first day of school and January 31st. The student may stay until the end of the first term which the term being defined typically around Jan January 31st. And if a student's birthday falls between February 1st and the end of the school year, the

117year the student may stay until the end of the school year, typically around June 26th or until the student has earned a high school diploma, whichever is earlier. Um so we did have some um dialogue in the last meeting um with respect to potentially adding um language um one the change in age um requirement uh but then we also had mentioned um and wanted to raise it here for the board um because this is the second reading it will go to a third reading um is mention around um not a specific um individual but um the idea of preparing parents and families in advance of this change. So for example having the director of special ed services identify applicable students one year in consultation with counseling. Um so putting some type of um language that

118uphels the process. It also is in you know when parents or anyone is reading the policy it's also incumbent on them to be aware of who they should be working with but then also on the reverse um that the school is working within their structure and function to identify those students a year in advance to give ample time to help with that transition period. So that language currently doesn't um exist and that could be something that would be helpful uh based on this this change. >> Thank you Marian. I think that's a great idea. It also ensures that systems are in place for the transition process and then on a secondary level it safeguards our budget for those students and and for other students just in how it impedes on the overall budget so that

119they're we're able to support all of these children. Uh one final question or area to explore is many of these not many but that there are students that attend programs outside of our schools and given this is such a vast um area of instruction. Not all children may find placement in time even if we are preparing that far in advance. Uh, can we or are we open to looking to insert language that would allow for exceptions to this transition point for those that would have to transition in January under special circumstances and then that would have to be reviewed under the superintendent to grant that exception if there isn't a placement uh for that student to at least stay until June if if it's a unique circumstance. We can certainly look to add language in

120so far as how we will the district will work to ensure that students have transition supports in place. I will tell you I'm comfortable with and I did some research on this and I'll share with the board that many districts around us do do have students stay until the day before their 22nd birthday and then the students leave the school program. Uh I'm confident that we could do that here because of our transition supports. The board has talked about uh adding additional resources, perhaps a transitional linkage coordinator, someone along that line uh that that would help to additionally support these students. And if we were to do that, then I think even more so, uh, we would be prepared for students to step out into programs, into the workforce, into other areas and other opportunities,

121uh, by their 22nd birthday. But we can come up with some language uh, if the board would like us to. I I don't want to ensure in policy that we're going to hire a particular position or anything like that, but certainly work to ensure and that's incumbent upon us always to work to ensure that we're preparing students for that next phase no matter when it is and for whom it is. >> You Dr. military. Uh do you believe that we could insert language that just is more or add a regulation to this component specifically so that regulation just delineates uh this uh director or this um this the counseling department will work in conjunction with personnel services to pull the raster students speak with like more of a regulatory process to the policy so that

122we ensure those steps are in place because it's not necessarily about right now, but it's more about ensuring those procedures are in place always. >> Yes, we need to work on those procedures and make sure they're in place years before we get to that point. And uh Nicole, do we have a regulation for this policy currently? So, >> I'm sorry. >> Yeah. are. >> So why don't we all look at that with with Miss Peterson as well and decide where it should go and then we'll propose that to the board at a third read what it should be. Well, that piece may need to go back to a first read, but we'll see. But yes, let's find out whether it belongs in the regulation or this policy or another and we'll we'll have that for

123our next meeting. Yeah, and it's just super important because some students might not even stay until their 22nd birthday, whether it's a midyear or June because they find a seat the year before. But at least if parents know that's an option, they're working with our departments to be looking so that no one is left uh without placement or just grabbing a placement that's not necessarily the best for their needs. Uh my final question is how would we handle this year the students that we have right now that may be >> so we currently have I I think we have uh Mr. Peterson, we have one uh three currently in house and so one in house and two are getting Yeah. And uh we have transition programs for them and we're not just putting them out

124into you know they're not just going home in other words. And so uh we can share that information with the board as well as what those plans are for for for this year. But we don't have anyone do we have anyone aging out right now? Okay. So, they could be impacted by this policy obviously. So, we'll have to make sure that we do this as soon as possible. >> So, just to clarify our policy now, the child transitions out the day before their 21st birthday. And now we're going to be 20 20 >> It's 21 right now. But the current policy is TW. You're right. That's the current policy. You're >> 21. And then our language in the draft currently isn't necessarily the day before the 22nd birthday. It's either of the midpoint or the

125end of the school year, but we're debating now. Dr. Pelter is maybe suggesting we use the birthday as long as we have the good a good robust transition program in place. Is that fair? Okay. >> That's fair. Okay. So, the only thing is I I read the the regulations. So, it's actually policy 4772. So, if you actually so because this is an important topic, if you pull 4772, right underneath the red font where you see the red lines um that delineates when a student turns 22 and their ability fall and their birthday falls between the first day of the school, etc. You can read that right under that. It says the district shall provide annual written notice to all students and their parents, guardians of the requirements of this policy and related regulation, which the

126regulation would would mirror 4772R. that those two sentences or actually that sentence there could easily be expanded a little bit further that would delineate, you know, for a suggestion, you know, a year prior to that anticipated birth date plans would be put in place or a letter, right? Going even a step further and just saying a specific letter delineating this so that again there's proper planning in place. So, not a transition coordinator. I think that's that's the word I was trying to find where I mentioned that, but it's more about the process that would fall within the policy. Um, so I think we can maybe expand on that sentence which is already in the policy if you will. And then 4772R is the regulation to this policy, but we will look at Nicole what you

127were referring to 4321.9 uh which is cross reference to that policy. So we can go back and look at that as well and if we need to bring it back to a first week reading if we feel like there's too many edits so that it could follow the course. Um right now we'll make those changes. Um and if we think that there's additional changes after appining on 4321 we can we can make that determination. Any other talk? >> Just clarify. Are we sticking with what we had suggested at the two dates the end of January and the end of June? >> Okay. We have to discuss. Okay. We could discuss that like if you want. Yeah. >> Yeah. Totally. Yeah. I for clarification um the law is our current policy is not at 22, but

128legally it should be at the 22nd birthday. they haven't updated it and that's why we're looking at it. So, it's not at 22 right now, but the law is at the student's birthday. So, there are many different recommendations and I guess the three different pathways are leaving it at the student's birthday, cutting it midyear to end of the year, and then the last option is just having those students all go through June 30th where the fiscal year closes. But, of course, they're open to transitioning out whenever they want. they could transition out using all of our resource like using the resources of their own school and and the staff to go to that next chapter because maybe not every child or family thinks that every placement's different and the best fit. So those are the

129three lenses we're looking at. Currently, the proposed policy is written midyear cutoff, end of year cut off, and language we're looking to insert is how can we ensure we're putting in regulatory processes to support these families way in advance to support our budget way in advance so that we are doing so for our students. But we want to ensure that when we're changing a policy, this is in place for many years to come, regardless of of who's looking at it or what students what cohort we have for that year. So, it's it's really a transcendent policy that we really have to take into consideration. We have students that go to out of school placements. It's not only students that we have uh within our current buildings here. And then the final thing was um just

130my recommendation of inserting some sort of language to make if if we do decide yeah uh yeah to have if we do decide to not have it until June 30th and either go with option A or option B the birthday or midyear cutoff end of year cutoff. Can we add in some language where if there is an a circumstance that needs a a closer lens, can we put that before the superintendent to review so that we can support exchild until whatever period they need up to the legal point to support them? Because again, given that there are children that need very um different placements, they might not find a seat at that point even a year in advance. I was just inserting my recommendation is to insert language for a review. >> So, Mrs. Giannopoulos,

131you're not proposing they'd stay the 23 or anything like that. You're saying during that >> forever. I know we want to keep them forever. No, but if a student, regardless of where the board lands, option A or option B, just insert language that if there's a circumstance that that student has the opportunity to go before the superintendent to say even though policy says you have to graduate in January, you haven't found a seat that's the perfect fit. Stay until June or stay until prior to June. We're still going to continue to work with you until we find the best placement for you. >> Okay? >> There are variables that we can't control, right? that we can control if there aren't seats available, if there aren't whatever whatever external variables there are. >> Yeah, I understand

132it. It puts the superintendent in a position to >> put it before the board, whatever whatever. >> Yeah. Or or or the board. It's it builds an automatic appeal process into the policy. So, it it I think it it's I get the gist of what you're saying exactly. So, it's really like a weighty decision because you're going to get the superintendent or the board would get I would think many appeals to stay uh at least till the end of that year potentially >> and then when we had looked at the data it was less than five students a year that we were looking at that this >> typically typically that's touche >> thank you for for your feedback so would it if that language was included you would you be comfortable with the day before

133the 22nd birthday as the policy instead of the January or June >> Allison is proposing instead of having the way we proposed at g January 31st and June she's saying to leave it to the 22nd birthday and then add the language in which they would come for the appeal to the board. It's another option. >> But at that point, you're everyone would come to an appeal. Is that what I'm I'm I'm interpreting kind of if you put that and you're kind of then it could be at any cut point of just whenever they turn >> every student creating an automatic appeal. >> I'm going to suggest to leave it the way we had it discussed in my opinion. I think the end of January and the end of June gives them the opportunity and they

134know their child is turning 22. And I'm not trying to be like rude, but we know when our kids' birthdays are, I hope. Um, so what I'm thinking is to leave it till the end of January, the end of June, not add any additional language. If there's something that comes up, then I guess we can address it at the time or the board would consider it. But I think that it's important for us to allow them to get into the programs that they need to get into. And by doing these two dates will allow them to enter their um programs that they're going to be seeking. And I I would I would second that to keep the language as is. However, because this is a would say new change even though we're kind of retro

135retroactively complying if you will is we could say starting effectively the new school year, right? Or if we really went a step further, I think because we're not we're also discussing how many students we could say will go into effect a year from this date. That's a determination we would have to make. We could start the new the new school year, >> right? Yeah, that's really important. >> Yeah. >> Say that again. >> So 71. So you have 6:30 and 71. >> Yeah. So it would be the new school year 2627. >> Yeah. As of 71 because that starts the first fiscal day. >> Okay. So that that will come back. Any other questions? So there's no motion or >> Yeah, I agree with uh your sentiments. Maria and and Allison and everybody. Do you

136agree with and Dr. Pelletary, do you also agree with just inserting language that we discussed about um adding in the regulatory process about transitioning the like some steps and whatever the administration feels is important uh in identifying. I think we exactly what what uh Mariana has said is the district shall provide annual written notice to all students. I think we can expand on that sentence and get that legal language and I think that's fine and then we can go for the second reading and discuss it further. >> Yeah. And we can have the attorneys um take a look at that. We can come up with language expanding that, right? Have the attorneys look at that and also um discuss with with Laura Peterson. I think what's also been wonderful is that whether or not it

137was at their 21st or 22nd birthday, the staff and the team has been giving the families and the and the kids, the students lots of preparation and lots of support as we get to those moments. Right. >> I'm going at Thanksgiving tomorrow at 4:00. I'm having a whole Thanksgiving meal. I probably shouldn't say that publicly because I don't want anyone else showing up and make sure there's enough food for me. But yeah, great program and and great people and great kids. >> I want an invitation. >> See, I blew it. I blew it. >> Exactly. See what you do. Okay. >> Next Thursday. >> Okay. All right. Last one. Thank you everybody bearing bearing with me. Um so the next one it's a second and final. It's 5120 attendance area boundaries. Um so this was

138ensuring we had correct names in place. Um so line 19 um added Manhasset crests and estates to switched places. So it was in order of the way that um that they were laid out um geographically. Um so that was a change from last time and I believe let me just look at the red lines that was the only change um in line 19. So do I have a motion to approve? I have one. Do I have a second? All in favor? And that concludes policy section. >> Policy committee. Thank you so much. It's it's a ton of work and you really worked well together. Nicole's been a great addition. Uh so I appreciate all that that goes into that. >> Thank you. I know you put a lot of work into that. So thank you

139so much. And we'll move on to our next section, board discussion and committee reports. And the first one is the audit committee. Did everybody have the opportunity to read the report and the cap the corrective action plan? Um Ted wanted me to share just because he had to run out um that he also reviewed it, approves it, um and went went through it. Um does anybody have any comments? Now, I just have to say, um, Gerard was very thorough in reporting back to the committee about the work that he and his team are doing, um, to address some of the findings and to set new processes, um, in place to really be very rigorous with the work they're doing as far as, you know, the checks going out, keeping track of everything. So, I think

140the committee was very reassured. >> Finance, we had our meeting last week. It went well. Um we all discussed the the bus um contracts. So I guess we have um Gerard is working on getting um the research of you know various companies that are going to be um bidding um even Huntington Coach has decided to pull themselves out and put them into a bidding process without rolling over our contract. So that's something that was interesting to hear. Um but it's going well. Thank you, Maria. I know you've been on top of the bus contract which is going to impact our district and you really have done a great job. Uh the next one is Mac. Um we have our second meeting coming up on Monday. Um we have various topics that are being addressed. Um

141and the committee is doing great. they split it up within the um the committee itself. Everybody has taken a role. So um the athletic hallway is on its move and they're working on getting all the bidding and the pro you know and the donations in to assist from the uh community as well. >> I continue the SCA um it's going well. We have wonderful families and parents and moms, dads, everyone assisting in all of our events that we're hosting. Um, you can go on our website and see um, you know, you can still join. Just because you're not part of it at the beginning of the year doesn't mean you can't join in the middle of the year. So, there's always a membership fee. If you need any spiritware, you can contact our two three

142schools that have their parents that sells, you know, all the Manhassid gear. So, please reach out. Thank you, Maria. And with Tower, I know Tower met in November. Um, quick update. Um, Champions for Charity event will take place December 4th. Um, they'll be holding a kickoff event at Louis Vuitton from 6:00 to 9:00. Um, where they'll have specialty cocktails, light bites, music, and possibly a special collection brought in uh for the event. Um, so please save the date um, and be sure to um, get your tickets because they do um, sell out. Um, so please remember to register for Champions for Charity and Choose Tower as the charity. And then dinner dance, mark your calendar March 7th. It is on the calendar um, location um, and theme to be determined. >> Thank you, Mariana. And

143Kasa, do you want me to Yes. You want to do Oh, sure. Uh let's see. >> So, on November 18th, there was a uh there was it up. There was a meeting and it was how core strength, posture, and balance impacted child's performance and participation throughout the school day and at home. And it was at the district office. um PACE held it for parents throughout the district and they also had um just their executive meeting uh last week. There's a lot with CASA. Uh do you Yes. So CASA has again been very busy. Um yesterday they hosted their Zoom entitled Recognizing and Managing Anxiety in teens in the evening. It was very well attended and um I personally got some great tools for helping my kids cope. For example, uh there was a lot of

144talk about don't dismiss their feelings and avoid saying things like you're fine and don't be silly. Um they use supportive statements like I know you feel worried but it's okay you feel that way and I know you can do it. Um it was very comforting uh session for the parents. Um coming up this week up at the secondary school is the set connect club is hosting its annual thankful project. Students are going to be stationed at a table in the lobby inviting peers and staff to write heartfelt notes to someone they appreciate. There's going to be blank cards provided um and each message will be reviewed by adviserss and delivered just before Thanksgiving. um and she's purchased 400 cards and every year they run out. So there's lots of positive messages being sent up at

145the school this time of year. And then finally coming up right after Thanksgiving for the seniors is the ready set go preparing for life after high school program. It's the first of two different events and this is going to be an event about alcohol and fentinel awareness. uh during two periods of school, they're going to watch a film and there's going to be facilitators um presenting and discussing at discussing afterwards and it's really focused on helping the kids think through the issues that they're going to be facing outside of high school when they're in the college environment um for our seniors from CASA. >> Thank you, Allison. And with the EOC, uh they don't have any updates. Moving on to our next section with personnel. Did everybody have the opportunity to review the personnel schedule

146from November 19th. Did we have questions about did we want to remove just one line u and move it or and I know not to mention Yeah, but we would just mention the line and remove it. >> Yeah, there was a termination on there. Um, is that >> is it possible for us to put it to the side so we have time as a board to discuss it in executive session? >> Okay. Which line was that? >> Last, it was actually the last item. >> Whichever one is termination, we'll remove it just for discussion and then we could just um if the board's okay with that. Okay. Uh so uh with putting that aside, does everybody can I have a motion for the personnel schedule in a second and then we'll vote on it. Thank

147you. That's four. And then did everybody have the opportunity to go through the consent agenda? >> Yep. >> Okay. >> Wonderful. So can I have a motion? >> Motion to approve. Second all in favor. >> Let me just add one thing. People out there, we need people for finance committee. I spoke to someone today. They're going to be joining, but I we need a few more. So, please join. So that's it for our consent agenda and our upcoming items of interest are we have another board of ed meeting December 18th and January 15th is our exciting board of ed meeting the Shine and Maggie awards that's held at the EOC building and that concludes our meeting and now moving on to open time. >> Might we the board come back into public after we have

148that exact conversation? >> Sure. Okay. Okay. I just want to leave that opportunity open. Thank you so much. >> That's a good idea. >> Yes. A motion for public. Anyone from the public? >> Okay. Motion to adjourn public session. I second that. >> Thank you. >> Go into exact. >> Yes. We're going to go into exact to discuss personnel. Chanel and potential litigation >> and potential litigation. Thank you.