Manhasset Schools Board of Education 09-25-25

001All right. Good evening everyone and we'll call to order another meeting of the Manhasset Board of Education. Uh thank you all for coming tonight. Uh we will get started with the pledge of allegiance. 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. >> All right, so we'll get going with um one of the best parts of of the job, which is student recognition. So, uh, always excited to see so many of our talented and fabulous students get recognized for, um, all of these fabulous accomplishments. So, so let's get going. And I think, uh, Dr. Bellary, we're starting with our 2025 capstone diplomas. >> Yes. Morgan, you gonna jump in? Morgan, you want to

002jump in? Thank you so much. Good evening. >> Hit the button and a green light. >> Thank you. Good evening. We're here once again to recognize our students for the AP Capstone program. I'm going to invite two of the teachers who are integral part of the program. Mr. Jeremy Berman, who teaches our AP seminar. Come on up, Mr. Burman. And Mr. Elliot Wong who teaches our AP research. So we have a very uh consistent program. We do really well every year. Uh Mr. Burman's been teaching AP seminar for eight years. Mr. Wong has been teaching AP research for seven years. And each year we've had a 100% passing rate on both exams. And it's due to the work of Mr. Wong and Mr. Burman. So please give him another round of applause. So very quickly,

003the AP Capstone program is something that was started by AP College Board. They want to give students the opportunity to do research. Um Mr. Wong and Mr. Burman are going to go into more detail for both of the courses, but these are student-based research projects. They pick the topics. They have an opportunity to um have two experts work with them to make sure that they understand the rules. And then these are submitted to AP College Board and they are graded by AP College Board. >> Mr. Good evening everybody. So um when we're talking about AP seminar, you know, students learn to work collaboratively and independently to investigate a problem or an issue, analyze arguments and synthesize information from multiple sources, compare different perspectives, enhance reading, writing, and speaking skills, and to work both independently and

004in uh and in groups to do multimedia presentations, work on public speaking skills. Um, I've said this to the board before. I've I've been given no greater gift. I've done nothing more rewarding with my career uh than having the opportunity to teach this class. What's really special about it, and I say this to students every year, the only limits are the limits of your own imagination. Students have the opportunity to take ownership and do projects on things that they're passionate about and really set a course of study for themselves. Uh the students being honored tonight um covered everything from steroids and sports, um mental health of high school, college and professional athletes, criminal justice reform, Native American rights. So the the the the variety of topics, you know, is just extraordinary. It speaks to the

005creativity and the empathy of the students and the extraordinary level of of academic freedom that we get in Manass. I thank the board deeply, you know, for always standing up for that. Um, and of course I I I get to work with um he's very modest, but I get to work with um the the most uh the most creative and uh and the kindest uh gentleman I've ever had the pleasure to meet, uh Mr. Mr. Wong, who's really the heart and soul of the social studies department. So, it's a labor of love. We're a family. And I'm going to turn it over to Mr. Wong to talk a little bit about the second year of the program. Thank you. >> Um, you think nurses burn out at a pretty high rate? They get disillusioned with

006their job, especially in the co postcoid era. Yeah. Right. you think um it's okay for somebody to pose with like a Bengal tiger or you know climb the climb the statute and take selfies on top of that or do you think it just encourages more copycat possibly criminal behavior? Do you think it matters if on a tip screen it says $1, $2, $3 or 10%, 20%, 30%. It's pretty good, right? You know, not me. Not me. Do you think high first round draft picks get more chances to wash out of the league than sixth, seventh, eighth round, you know, wonder kids. And man, if I could do it, I would totally talk in the vocabulary of the kids because there probably is some language code switching going on between younger and older kids, right? These

007are the papers represented by the students who are in the room with us tonight. I did nothing to tell them what to do. They came to me with an idea and I see my job as to say yes, how can we get this kernel of an idea to something that we can do together and it was a wonderful wonderful experience to work with uh these students. it is extremely intensive um both from their point of view but also the resources that are taken up by the district you know cooperation from fellow teachers from students parents those of you who ever received a a survey or a link to a survey from one of my students will know what that's about um my pleasure and honor to have done some kind of research work in this

008district for like I don't know 28 or 29 years. uh but the freedom to explore ideas um working in AP research has really been uh rewarding. I think that's I think that's the best way to say it and it's been rewarding for me to build these relationship with kids as I support their um curiosity and your initiative. You guys did a great job and uh it's been fun working AP Capstone. Thank you. >> So tonight, so tonight we're going to recognize students for two different uh certificates and and diplomas. The AP Capstone program, as you can see on the board, the students have to um complete AP seminar, then AP research, and they have to also do four additional AP exams and be successful on those exams. um and they will earn an AP um

009AP seminar and research certificate if they do the two programs. If they also pass the four AP exams, they get a AP capstone diploma. So, tonight we're recognizing both. Okay. So, these are our um these are the students this year that earned the AP Capstone diploma. Jason Chan. >> Okay. Thank you. Um, Olivia Lea, congratulations. You get to shake his hand, too. Rachel Meyer, Isan Midha, >> uh, Gabriella Asorio. Oh, >> we move pretty quickly. >> Uh, Evangelina Vasses. >> Congratulations. >> Thank you. >> Congrats. >> And Hudson Yang. Hudson Yang with the protection. He's still picture for us. Let's go right here. Okay. Right. [Laughter] Oh Thank you. Mr. Burman, we're not done. Come on back, Mr. Burman. Oh, we have more. >> Oh, wait. There's more. >> There's more. These are the AP

010Seminar Research Certificate winners. Madison Chen, Teresa Harvey. Victoria Wang and Gwennneth Wong. Okay. All right. Let's go. more. Yes. Sure. That's kind of different. >> So those were the students who were juniors last year. We do want to also recognize the students that graduated are in college now. So we don't know if any of their parents came. They were listed in the board minutes. So I just want to make sure we recognize them. Um Mr. Burman wants me the names. Go ahead. So, uh, we are happy to recognize, uh, Liliana Sarah, Brian Bo, William Conkling, Alyssa Caparales, Christina Lago, Hob Lou, Christina Pry, Huber, Emma, Theopados, Arini Sevelis, and Shannon Wong. Congratulations, So I I earned my doctorate from St. John's University in 2018 and several other folks here have their their doctorate as well.

011the level of work that our kids are doing in research, in writing, in hypothesizing. Uh it's pretty incredible when when I look at the work that they do compared to the work I was doing getting my doctorate there. There are incredible similarities to the level of work and what they do on the high school level. So, I'm really impressed with the work that you've done here. Thank you all. and the work that our kids are doing. It really is uh testament to the programs that have been created here in this district K through 12. So, thank you so much. All right, I will echo those sentiments. I mean, this type of investigation and discovery, I think it goes to the core of what we're trying to do here. It's fabulous to hear you speak about

012these programs and these students. And um keep going. Please keep going. And if you need things from from us as a board in in terms of resources, please ask because it's fabulous stuff. So, um anyone else? Okay. Uh so with that I I trust you do not want to stay all you wonderful families for the rest of this meeting. So now you can excuse yourselves. Uh please stay if you want to. I'm not trying to discourage but I know you want to get home to your families and your >> I have an outstanding data presentation. >> Yeah. For about an hour. I'm kidding. Kidding. All right, moving right along. So, uh, first things first is approval of the minutes from our prior meeting. So, uh, do I have a a motion? Second. All in favor?

013All right, that's 50. And we're going right into our superintendent report. >> Thank you very much, Mr. Post. Uh, first thing I want to do is recognize that we have our student board representative here tonight, Katherine Abrams. Katherine, welcome. I've met Katherine and I I understand and recognize you will be running the district in the near future. Uh I'm sure so uh Katherine will have an opportunity to speak to the community as well in terms of a student report. But you know New York State this past year passed a regulation that required all districts to have student board members. And this district I'm proud to say has had a student board member for for many years. So uh others will start to see the benefit of having kids weigh in on the reason we're here.

014And I I think it's great that they're at board meeting because when you need to look around say why are we here and what what are we doing it for? Here's here's a student member right here. So Katherine again thank you and welcome. First thing I wanted to talk about in my superintendent report beyond Katherine was the uh news of this past week that Manassid schools amongst others on Long Island received notification over this past summer that they were going to earn or they had earned the uh prestigious national blue ribbon award. And uh we were told that we had to hold on to that information because it wasn't ready for public consumption uh until the near future and those names would be announced. The schools and other national schools winners of that award would

015be announced in late September, early October. And then we received an email from New York State Education Department saying the awards had been cancelled by the federal government. we weren't going to have them this year, which as you might imagine was terribly disappointing for a great many people across this nation and especially in schools that had this is not just it happens by accident. There's a lot of work that goes into that application. So, uh we were certainly disappointed to haven't been told we were earned that award and then uh have it kind of yanked out from under us. We earned the award in at Muny Park as well many years ago and at uh the secondary school back in 2019 I believe 2018 2019. So for a second time uh the high school the

016secondary school not the high school secondary school earned that award. Uh unfortunately that is still the m still the case. uh the federal government is not moving forward with the program, but New York State has stepped in and said that they will do something to recognize the schools at a regent meeting coming uh going forward and perhaps we'll be sending people to something uh in the future to accept that award. But I I think it's important this community and these schools and again everyone as I spoke to our leadership team everyone K to 12 is a part of that and the work that they do in the early grades builds that foundation that is supported and and carried on and moved forward uh by the secondary school. So I want to thank all the people

017that were involved in that and again congratulates this community around uh something so prestigious as that. Secondly, uh I will admit that I underestimated I think myself and many superintendents underestimated the abilities that uh our kids have when it comes to resiliency. And the reason I raise that is the new cell phone policy and this distracted free distraction-free school. Boy, I'm really distracted right now by this whatever noise that's making. It might be me, James, right? Fiddling with it. Okay, I'm going to put it on. >> See the problem? I'm not supposed to bend it, but it's a little bit higher than uh I'm good now. >> Our kids and the cell phone policy. I mean, the we just are moving forward. I was concerned many superintendents, we were terribly vexed this summer, ringing ringing

018our hand like, what is going to happen? What are we going to do? There's going to be an uprising. kids are going to be it's the teachers, the parents, the kids and we are just moving forward. We're just doing our business and going to class and and yes, I hear I see the kids on their phones, the 11th and 12th graders when they're going out to lunch and that that's fine as they head outside. That's natural. But in the course of the school day, this has not become what I thought and and many others feared it would become. And again, that is credit should go to our students and and our youngsters and and their parents in terms of conversations I'm sure they had regarding these is uh this policy. And I'm I'm just very

019pleased that it has not been a vulnerable contention or an issue for for our folks pretty much whatsoever. Maybe Katherine, I'll ask you to feed into that a little bit. Maybe you'll have a completely different story than I am that kids are pulling their hair out in school and things like that. But I've been in the buildings and I haven't seen that. So, uh I I want to give credit where credit is due to the staff and to the students as well for working through that. School uh summer construction has is coming to an end. Our our beautiful auditoriums at Shelter Rock and at the secondary school are being finalized. We are still hopeful for end of October uh for those uh areas to be completed. Fingers crossed on those. But uh we are working

020through punch lists now. We have our new bathrooms, our new tennis courts, our new parking areas. Uh there was an issue over at Shelter Rock. The speed bumps are a little bit too tall and you don't know what re what superintendents do. I actually went over there and measured with a measuring tape and Margaret, you were there and you helped me by placing a folder across the bump and people like, "Look at this guy. the superintendent is out here measuring, but this is the job that you need to do. You need to do everything. And and so we found that the bumps were 4 and 1/2 in and they should be standard 3 and 1/2 in. So we said we folks, we got to go back and fix that because I know someone's grandma lost

021a hubcap today uh over there going over Yeah. And the it is a look, I have a pickup truck and it bounces like crazy going over those bumps. So they are going to rectify that. But anyway, uh so much work was done over summer. It's coming to an end. We're doing those punch lists and things and and making sure that our facilities are fantastic for our students for now and and moving forward. Student parking I know is an issue that seems to have settled down somewhat uh which I appreciate the patience of everyone. We institute a lottery system this year and that seems to have worked well with our senior students. We are looking to put more parking in the back. We have some we have three containers in the back parking area. We're looking

022to move some of those out so that we can put more parking there. We'd swing our staff to the back there and then have students continue to park along the fence where they park now. So that would help alleviate some of that. So it's a it's something we've heard from the community and we are working through it and continuing. And then today, Gerard introduced me to uh one of the members of our tower foundation who brought a check for us today, a sizable check to help pay for uh the displays that we put in the I believe is in the high schools in the high school in the secondary school uh monitors so we don't have posters everywhere. And then and I see those monitors are fantastic. A great deal of information goes out to

023our students and staff and we have the Tower Foundation to thank for that. So, I just wanted to publicly mention that I met Miss Sublonus today and very happy for them and thank you for supporting us and and our students. Uh, that concludes my superintendent's remarks. Thank you so much. Thank you very much for that. Any questions or comments from the board? Great to hear on the cell phones. Fabulous. Let's see. Let's just go right. Keep going. Like you said, >> Keep going. All right. So, next, uh, Katherine and welcome from the board as well. Happy to have you. Uh, excited for you to be here. And, uh, you're up with your first student delegates report. >> Can you hear me? >> Yes. >> Okay, perfect. >> Thank you so much for having me. My

024name is Katherine Abrams. I'm a senior. It's an incredible honor to be here and just be able to share on behalf of the student body. This is amazing that we're able to have student voice be represented amongst the schools. Thank you. So for the student body report, I come from the student senate which if you don't know is basically just a collection of members from each club in the school meet in the school every once one Thursday a month and they discuss schoolwide issues or just club events and personal things that are important to their club and school overall. So the president of the student senate is Thomas Grigal and he's doing an amazing job and both Thomas and I are going to be on the upcoming AI town hall committee which is going to

025be an event held by the town hall and I'm pretty sure Dr. Chowsky will be there as well Dr. Felier and we will be discussing the importance of AI in school and just regulation and upcoming policies that may be implemented in order to control this very relevant up andcoming issue. Uh Thomas Grigal and junior Tiana Pan are on the shared decision-making committee which should be good. And overall things are running quite smoothly in the school. You mentioned earlier the cell phone policy might be an issue. Honestly, the same thoughts you had earlier about an uprising. Everyone thought the same over the summer. You know, like we're not going to take this. It's not going to be good. But it's really I'm surprised it's not as bad as one would think. Most kids are just upset

026about MacBooks and, you know, the personal devices, but we recognize that that's an issue more of the school Wi-Fi and the network. So, that's understandable. But kids are working diligently. I think the fact that we didn't always have MacBooks or phones prior, especially a lot of kids in the middle school coming straight from elementary school where obviously phone usage is very limited. It's not that big of a shift. you just keep your phone in your locker, some kids in their backpacks, and it's not that big of an issue. However, a lot of kids are saying that, you know, during their lunch or their free period or in the hallways, it'd be a little more convenient to have their phones out. But we recognize if this is uh you can't make any exceptions at all. It's

027either all or nothing, and it is what it is. But overall, things are running quite smoothly in the school, and I hope it continues to do so. Well said. Thank you. That may have been one of the best student reports we've ever had. >> I'm going to give Katherine my reports. You do mine. All right. Before you do yours. >> So, uh, well done. And we look forward to, um, more from you. So, uh, next up, >> yes, >> datawide >> districtwide, I'm sorry, data presentation. >> Dr. Chowski, please jump in. I know you have a team here tonight. Thank you. How we doing, James? >> So, thank you so much to the board for the opportunity to share Manhassid's strong results with you and with the public. Um this evening Ryan Alipertie and I

028will be presenting an overview of last year's data and our directors and supervisors Miss Talerini, Mrs. Ronai, Mr. O'Connell, Miss Lang, and Mr. McGawan are here as well. That they are you're going to hear their voices very clearly in this presentation. We heard you. This is very concise within that, but they are also here for additional questions should um should you want to ask more. Before we start, I wanted to be very clear about um one point. I wanted to underscore this notion that within every data point are children. And it's very important to know that we use data as a trip wire, as a check and balance to ensure that we're paying attention to trends that require attention and adjustment. And we're really careful when we do that. It's really easy to focus on

029simple data and grades or only on the individual complexities that make children unique. But what we do is we work that both are important and we work very hard to make sure that we're growing individuals and the system as a whole. It requires constant review and a whatever it takes attitude from our entire staff to make sure we're addressing every child every day. So to underscore this idea, what we're doing in between each one of the disciplines, we're going to be sharing data that points to this notion of the whole child. So this one, this photo is a photo of our middle school junior athletes. Students had just won third out of 20 teams at last year's March Kellenburgg Middle School math tournament. So, um, first of all, I want also I need you to

030know that the cut scores for 25 are not released as of yet, right? So, um, they're still under embargo, so we can't share them, but what we can do is we can talk about how we did. So, last year, our three through six proficiency rates were typically about 15 to 20% above the country uh, the county's proficiency rates, which is much higher than the state. We expect similar results this year. You'll notice that there's a drop in the eighth grade proficiency level from last year to this year. Even in this percentage, we still average 10% higher in the county on the percentage of students answering questions correctly. But there's a reason um and and of course we have our eyes on our children. The eighth grade pool was very limited and there it only had

03136 students largely because of our acceleration program and also the optouts which is highest in 8th grade. So naturally of course Miss Talerini and the entire math team dug into the list for those 11 students who needed additional support nine of whom are still here. And um each one of them had a very strong story that had to do with challenges whether it was that they are in special education services, new to the language or new to the school. So again this is one of the um unintended outliers right consequences for the acceleration program as well. So, in terms of the math regions percentages, they're very impressive. In algebra, 71 students scored either a 99 or 100 on the algebra regions. 125 students scored a 95 or higher. Um, there were 302 test takers, which

032is the largest number we've seen since 303 students in 217. On the 2024 algebra regions, Manhasset had the highest mastery percentage in the county, 77% for the district and 98% for our middle school cohort with the county coming in at 32%. And this year, we expect similar results. In geometry, 138 55% of the students scored a 90 or higher on the geometry regions. In the 2024 geometry regions, our district had the second highest mastery percentage in the county at 67% of our middle school population, I'm sorry, 67% and our middle school population for geometry was 100%. It's kind of crazy. The county as a whole had 26% mastery and the state had 16. We expect similar results this year. In algebra 2, 115 students, 52% of the students scored 90 or higher on the algebra

0332 regions. Our algebra 2 mastery regions for 2025 is shown at 68%. In 2024, for comparison, the county's mastery percentage was 31% and the state was 19. Algebra 1, the regions was new in 2024 with the next generation learning standards and geometry is new in 2025. Our student teams and Miss Talerini were on top of those changes in terms of collegial circles, professional development, rewriting curriculum. They are very very tuned into all of these um these shifts. Additionally, they also pay very close attention to the way the rubrics were written in by the states. Um, there's very little wiggle room when grading, so they are careful to point out these nuances to their students. These are the differences that make 99s and 100s possible. Um, in terms of NWA math, we continue to maintain and

034grow our NWA RIT scores across the K through six levels. Teachers are differentiating their work in the classroom, providing students with enriching CA um tasks with expanding efforts this year, overseen by our elementary math coach. New this year, additionally, last year, our elementary math specialists added in skill groups, which were really strong, which were fluid across the three through six grades, enabling us to assist students who may need a boost or review on a specific topic or concept. We move to science. The opportunity to excel in science are many. And this photo reflects just one at last year's March Malloy University sponsored Kathy Belton Science Fair where 10th grade science research students presented projects. So when we're looking at at um New York State Science Assessment, you may have read about this or heard about

035the the shift in the um next generation standards. This was a big jump in terms of the state exams. So you'll notice on this is that the state last year had a proficiency rate for 2324 of about 45%. We are significantly higher. Um we anticipate the same in this year as well at the 71. Mr. O'Connell and his team have reviewed curriculum. They have done a deep dive bless in in their data. They have been creating universal assessments and he has been doing an extraordinary job to support and enrich this as as um as a whole. His science regions results are huge both in terms of competency and mastery in the sciences. I would point out the the um changes and the increases that he has made particularly in the area of um mastery. Chemistry

036knocked it out of the park last year and that's a very hard course. We're going to move to humanities. Broadcast journalism students attended the May 2025 Long Island Broadcast Alliance for Senior High, where students earned four trophies of the five categories entered in a field of over 50 Long Island, Westchester, and New York City schools. So, in terms of the New York State Language Arts Assessments on here, we're proud of the significant growth in third, fifth, and an upward trend for eighth grade. Fourth and seventh grade are both still extremely high when compared to the mean and county average. But a deep dive into the exam coupled with grade level meetings, rigorous assessments and targeted instructure identified areas for improvement. So one of the things that we need to point out and this is again

037we want to thank Miss Alipertie, the entire IT team, the buildings and all the work that they did. We went completely um computer-based testing this for three through eight last year. In the midst of all of this, at the beginning, I'm sure you read about this in the paper, there was a statewide disruption with the platform. It had nothing to do with us. Our people, you know, responded and did a fabulous job of getting it on time, but I was literally holding my breath about the results because I was concerned about this. Um, so this was the first year that they were onetoone uh within this piece. The other piece that we wanted to point out is grades seven and eight have high refusal rates. Six out of 26 and then eighth grade 126 out

038of 253 opted out of eighth grade this year. So one of the things that I I want to say Mr. McGowan and the team have done a really nice job is that this the seventh and eighth grade schedule and again this has to do with building as well with Dr. Coleman now allows for more meeting time at secondary school for seventh and eighth grade to discuss and strategize. He's instituted uniform benchmarks using common unit assessments, midterms, final exams and he is doing another deep dive in terms of the data with the team and has started out the year very strong in that area as well. Um he is building on foundational strengths in a way that is really fantastic. So we continue to grow in for NWA ELA RIT scores. NWA compares us two schools

039who are similar at similar growths and are are similar um demographic and academic achievement. With this we're growing the way we're supposed to be. The trajectory consistently registers above the norms that's indicated by the green line. But we want to grow stronger. So again, Mr. McGowan and the team have brought in a highly successful phonics program foundations in second grade, the use of jump rope readers for high interest um for which is a series that is um decodables high u for supporting for decodable readers and highinterest fiction and non-fiction books that gradually and systematically introduce introduce beginning readers to letter sound correspondence. um to in further enhance grades three through six. They have an adaptive online program. EXL is being used as well to help students practice. And this year, third grade is bringing a

040uniform spelling instruction and assessment resource, spectrum spelling, along with a scheduled roll out of an engaging and researchbased vocabulary instruction program called Word Love. He's done a lot of great work with our coach, right, Mrs. McN. We're also rounding this out with a grammar workbook with a focus on grade three towards um similar steps moving forward as students go into the higher grades. So this is this is pure Mrs. Roni the all right in the glows for social studies. Social studies was the first discipline to take the newly formatted nextgen regions exams. Our test scores show consistent excellence on the new global and US regions each year to earn a 99% passing rate is quite impressive and our mastery rate continues to grow. Um in terms of grows is they're working very hard on the

041region's exam writing portion of the test and they're using the data for six um through 11 to enhance student writing. She's done some really nice work on on spiraling that up. In English, the glosses are 99% passing, 85% mastery with students with disabilities in ENL included. The grows on this one, there was a slight drop in mastery, but they have also done a deep dive um within that. Something to know, and this is one of the things about state assessments, and this is why we're really careful with them, is that last year to get a six out of six on um on the argument essay, there was an extremely high threshold, which kept some of our kids from that edge um and and dropped our mastery rate somewhat. This shift from Common Core to the

042NextGen has been has been upping the game a little bit each year. He's been doing a lot of work with the team to include modeling of of mastery expectations and written responses and also creating success criteria. And now we're at world languages. This one 24 of our students won national language proficiency exam medals which is a huge deal and is another area where students excel and prepare for the global community. So flax A is in eighth grade, flax B is in 10th grade, and we're very proud of the fact that we're consistent with the checkpoint B level exams. The Italian program continues to grow. This year we have three seventh grade class exams. Last year in 2425, there were two classes. Um a total of 34 students took the flax B exam, and this is

043an increase from 22 in the 22 24. as we grow into it, there is a slight adjustment on our data. But the thing that's really wonderful and I have to say that Mrs. Lang does beautifully is that she has been adjusting and working on developing item um working with the area on item writing workshops. She's been doing a lot of coaching for the department as well and also the curriculum development within the teachers. >> How's my pace? >> Good. >> All right. Good. What happened in Spanish? >> What do you mean? What happened in Spanish? >> Sorry to point that out. >> You have the most that take Spanish, though. That's your That's your biggest cohort, which is she has very impressive results, which is that's a that's a strong work all around for everyone.

044So, let's go now to the advanced placement summary. You ready? There. Here you go. >> Good evening. Our AP program is not only growing but thriving as well. Our AP program continues to deliver rigorous academic experiences for students who pursue advanced coursework. These students demonstrate exceptional achievement and readiness for college level expectations. In 2025, the 2025 academic year marked significant gains in both participation and high achievement, suggesting effective instructional practices and student preparedness. It should be noted that all AP exams with the exception of world language were delivered digitally for the first time in 20125 and College Board only gave us less than 10 months notice for this. Is that sorry? >> In-house and we moved it in-house as well. >> Yeah. I I'll just mention that there's strong research behind the fact that when

045schools move to online only testing, those numbers usually dip and that did not happen here. >> Correct. And and it's pretty remarkable 2020 looking at the number of exams and the number of uh the percentage of students with three or higher and and look at that growth by 2025 >> and and you still raise the bar. You still raise the results up to 95%. That's really remarkable. >> I can give you specific numbers on that. >> So as Dr. Pelletary pointed out the percentage of AP students scoring three or higher remains consistently strong, improving from 91% in 2024 to a high of 95% in 2025. The highest achievement rate in Manhassid's AP program since 2010. The number of exams scoring three plus rose from 1523 in 2024 to 1,761 in 2025 which is a percentage

046increase from 85% to 92%. indicating both higher participation and improved outcomes. Now again as you just stated the number of AP exam scoring five increased from 491 to 683 and increased from 27% to 36%. The number of students who scored five five on an AP exam increased from 265 in 2024 to 332 in 2025. It should be noted that when there is an increase in exams, the data takes on average two to three years to correct itself as students adjust to the advanced coursework across multiple disciplines. Therefore, Manhasset's results diverged positively across broader patterns. AP participation between 2024 and 2025, the number of AP exams administered increased by 7.3% reflecting continued student engagement and program growth. The number of AP students went from 622 to 687 in 2025, which is a 10.4% increase. I also

047want to take a moment to highlight our students with disabilities participation in the AP exams. We saw a significant increase in participation in 2025. The number of SWD students taking AP exams increased from 75 in 2024 to 102 in 2025, which is a 36% increase. The number of AP exams for the S SWD population increased from 158 in 2024 to 224 in 2025, which is a 42% increase. It just underscores Mrs. Lang says kids can do things, right? So let's move into please graduation data. Um it's pretty self-apparent we do really well. 98% of our students go to college which is really wonderful in 2025 which is a testament to a lot of hard work for children, teachers, families. In terms of the advanced regions diploma, in case you're unaware of that, to earn an

048advanced regions diploma, you have to pass nine regions exams and you have to have a 65 or more on them. You have to pass ELA, one social studies, either US or global, and you have to have a 65 on algebra 1, geometry, and algebra 2. In science, you have to have living environment and one other lab, which is either earth science or uh chemistry or physics. You have to pass one lot right world language you have to on for checkpoint B and then another optional any other regions or a state approved score. So that we have 89% that we're moving back up again to where we are typically with more participation is a great thing. So, we end with a photo of the Shelter Rock and Muny Park Hackathon team entering the competition with some

049serious swagger. As Manhasset had a winning team last year, we have the privilege of hosting this year's hackathon on Fum Friday, April 24th, and we hope the board is able to come. As we shared at the beginning of the presentation, our student growth and achievement are demonstrated far beyond simple test scores. And I'd like to thank the leadership present and the faculty and the staff who create conditions for our students to thrive every day and who are constantly seeking to strengthen and improve our students experiences and outcomes. At this time, does the board have any questions for us? >> Thank you, Dr. Chowsky. I'll turn it over to the board for any questions or comments. First, I'd like to extend my great appreciation. I mean, this really speaks volumes to the staff and honestly the

050students. You know, I remember maybe a little while ago being a student and it takes focus and I can only imagine next year with the focus of not having cell phones. I'm expecting those numbers to be even higher. But in in all seriousness, this is this is amazing data and information. my general question because it seems like our kids do well when they're challenged. All of our kids um even our kids with special needs. So, it's more of a philosoph philosophical hypothetical question. Where do we see kind of the next horizon of this? I think it's often sort of everyone's like AP classes, but then I hear different things like well some colleges don't even recognize AP and sort of is it a right of passage? just more generally, what would you advise the board

051of what we should be thinking of for the next Horizon? Because like I said, our kids can achieve great things and that's amazing and I'm looking forward to seeing more of what they can achieve, but what else are there thoughts that you could offer? So, I think one of the things that we want to keep in mind is um is that we're having those discussions all the time. And one of the things that Manhasset offers which is incredible and beautiful is we have a lot of supports. We have we have labs, we have X classes, we have supports so students can challenge themselves. Um in addition, um I look forward to the the next discussion when we're talking about another possibility for for challenging ourselves as well. And then I think the other the other

052component is is that we um secondary this is a leadership conversation about where do we need to go next for um opening up a little bit more for students for opportunities as well. Keep in mind colleges look for students they're not looking for AP per se. They're looking for students who take the most rigorous program available to them. Yeah. >> If if I could add to that. Can you do you have the ability to go back in the would you go to the students with disabilities slide? That really jumped out at me this evening as we reviewed this and looked at those increases and this speaks volumes to our staff who make kids feel comfortable and the parents right who said take this on. We have some challenges but we're going to take on even

053more challenges. I'd love to see continued growth in this area. This is exceptional to me. And to to echo Dr. Chowski's remarks in terms of opportunity. Just giving as many opportunities to as many kids as early as possible, I think is key for us and it's an area where we can grow. And >> one last quick question because I think it's great in terms of um students that decide that college is for them, but I have to ask the 2% sort of how are we also fostering I mean there's so many great opportunities for trade school. I think we've tal talked about bozies. So any comment there in terms of those that decide college is not for them. >> So we have students that go into the military. We have students that go into trade

054as well and then also through the Boseies program that they have um that additional support. We're coming into with the blue ribbon commission. We're going to be looking at also um pathways with within that um to support students. So in in terms of not necessarily college per se but there also those additional support for CTE. Yeah. >> Yeah. I I think it's incumbent upon us to recognize that we give every the 100% of the students if they choose to take on that opportunity for college that we give them the opportunity to do that and they may make a personal decision in their family to run the family business, join the armed forces like grandpa and dad did before them, any of those things. Uh but we want to make sure that we are able to

055allow every family to make that decision themselves >> and and that we don't make it for them, >> right? We don't make it for them. Anything else from the board? >> Yeah, we'll just we'll open it up to public discussion. But thank you, Dr. Chowsky. Thank you for the whole team for coming. It's an incredible achievement. It is uh yeah, it's a testament to everything we're doing every day. And uh keep it up. Thank you. Um now >> we will uh so after this session we do have uh public comment available if anyone would like to say anything or share. Yeah please if you could you could come up and uh just it's okay just come up introduce yourself tell tell us your name and uh so we can for the SWD does it rep

056uh stands for students with I'm just curious because I feel the number is a little bit high students with disability is that just out of cur curiosity like the the students with with disability like these numbers looks high to me I feel Just curious, not an professional question. >> Sure. I'm going to give this to Mrs. Peterson. She is our executive director for pupil services. Thank you. >> Hi. The district supports approximately 400 plus students. That includes students in our non-public schools. So 360 to 80 students within our district who have a disability and who have services to provide them with an appropriate education. Some of them within our district, some of them outside of our district, but giving them the appropriate support so that they too can excel in whatever areas they can. Clearly

057we have a lot of smart kids who have some weaknesses but are able to really do beautifully in their in their classes. >> Thank you for the question. Anybody else? Okay, if nothing further, thank you for very much folks and we'll we'll move on to our next presentation or discussion uh math and science acceleration programs. >> Thank you very much. Again, Dr. Chowski is going to lead us on in this one. Updated entrance criteria for math and science acceleration program. This is a culmination of probably a couple years worth of work. Dr. Chowski, I want to thank you and and the team here uh tonight and and others who are are not here currently, but I know you've had meetings, countless meet even since I've been here, which is only a couple months, meetings with

058parents, meetings with staff, meetings with me. uh you've done a lot of leg work on this with the team and I appreciate that and this is a culmination of those efforts over the past two years year and a half. So thank you. >> Thank you so much. Um we prepared visuals tonight typically for a discussion we would not but we did because we want to be very transparent and clear with everyone. Um as well as u please know that this will be posted on the district website tomorrow. Grades five and six will receive this information. In addition, they will also the uh families will receive a the parent letter and also the updated FAQs as well for this. So to your point um the review lens what we had done we did a tremendous amount

059of listening and also data review and there were three key areas that we really focused on to balance this. The first one was identifying students current skills. The second part was it was very important to the public and also to our students when we spoke to them in upper grades to maintain the program's rigor and also we wanted to recognize student aspirations and that students don't necessarily grow all at the same time in the same way. We also I before um I move on I wanted to say I wanted to thank the public and the staff for their uh feedback their data analysis for reaching out for speaking. Um we came to an understanding that uh I believe is really helpful. First and foremost we have made a commitment to transparency and consistency. So we

060wanted to post this very clearly. The criteria is being published as of tonight publicly and then tomorrow we will be sending this out. Um we wanted to do this before the first NWA administration which will be on Monday. That's when that window opens. There will be no midyear adjustments. The cut scores will remain fixed for the year. Um secondly, we want it to be transparent in not uh third, sorry, transparent notification. Acceptance letters will be released with the final report cards. Exam scores will be included on those letters. Secure exam results will be provided with the notification letters. There will be multiple access points. Students may access um enter double accelerated math in grade six or in grade seven. The science entry point is still at grade seven. Any prior additional entry points in high

061school remain the same. So what does that mean in terms of the double acceler accelerated um eligibility requirements like this year? Any student who is in grade six or grade five may sit for the um for the exam the qualifying exam in grade six. The secure exam the minimum is 65 out of 100. That's what it was this year. The measure its purpose is to measure students ability to apply grade six New York State next generation math standards. We are using NWA MAP. We talked about that last year and we're using the average of the three grade five administrations only the achievement score only the achievement score and so if someone has prefers a computer over paper or paper over computer they still have um they are still able to use that. In grade seven

062we've added an extra um access point. The secure exam again the minimum will be 65 in grades seven and eight math standards. It will measure students abilities to apply grade seven and eight um New York State next generation math standards. In the MAP score again it will be the average of the three grade six administrations achievement scores only. Any s single acceleration requirements will remain the same. So in math, if a student um the students in sixth grade receive a teacher recommendation regarding their math placement in middle school, that will remain the same. However, if students and families wish to challenge themselves in seventh grade and go into single acceleration, all they need to do, as they have in the past, is contact Miss Talerini, have the conversation, and then they will be added to

063that class in middle school. So what will this be mean? You'll notice that we have a sliding score. If on the secure exam a student earns between a 65 and a 74, they must have a 95 or above on NWA for the average of those scores. This is in grade five or six. If they have a 75 to 84 on the secure exam, they must have um equal or to a 90. And then an 85 or 100, they must have an 85 average equal to an 85 or um or 290 of on the achievement scores as well. So let's go to the AP intensive science. There are very little changes but again we wanted to be transparent and publish this ahead in the eligibility requirement. Again students must earn a minimum of 16 out of

06420 points to qualify for admission. The rubric is divided into three components. There is a secure exam which is 0 to 10 points and I'll show you that breakdown in just a minute from 0 to 10 uh 100 and converted to a 0 to10 scale. It's an emphasis on the application of science concepts rather than recall. All of the formulas or information necessary is on the exam. There's embedded grade six math standard skills that are included and as it says on here, all formulas are provided. Let us be clear that math and science will remain decoupled for acceleration. Part two is lab and test averages which are 0 to five. Each trimester's lab and test averages are combined and converted into a zero to five to ensure students demonstrate both practical and academic mastery. And

065then there's a trimester exam which is admin administered at the end of trimesters 1, two, and three. It's the same one for both buildings to make sure that we are having exactly the same curriculum and experience and so students are prepared equally for um middle school and that's on a zero to five scale. So, what does that look like? The trimester exams is the same scale that's used already and has been announced by the teachers during open school. The secure exam, you'll notice on here within with each piece. I'm just going to let you sit with that for a moment. Okay. So, in terms of parent and guardian notification, parents will and guardians will receive this information via email and text tomorrow at 9:26. Additionally, one of the things we wanted to point out is

066there had been some questions regarding access to information um ahead. you know, if they're interested, offers opportunities to go and you can do this now um to look at the grade ahead and have that kind of practice for state standards. You are welcome to use that information as well. We encourage for math that you join math leads because that's a great place to practice these ideas and that application. Additionally, the updated FAQs, the slides, the parent letter, everything will be posted on the website tomorrow. So, questions from the board. >> Thank you, Dr. Chowsky, and thank you to the to the team for thinking through this. Um, can you share a little bit more? I mean thank you for the transparency on the conversion on the scores. So maybe just for science um what's the

067logic for the conversion? Do we know that? Is this standard practice? >> Here you go. Did we do this this year? the the uh conversion of the scores was actually done prior to when I got here and that seemed to be the process that was used. So I basically kept that process for continuity let's say although we have made changes in the process to get into the uh program but it's more for continuity. uh maybe parents had older children or younger children that took the test and then to suddenly switch to a percentage and it also kind of evens out I guess basically the range of scores. Uh one question could mean the difference between a five and a four. So you have a wider range with the percentage as well. >> Okay, >> that's

068that's helpful for for continuity for >> also it has to do with the sliding scale. We were trying to put those in place to make sure that we didn't want students if they had to Mr. Okonnell's point, if you get one question wrong and then you were you were out. And similarly for um if we work backwards for grade five and six double accelerated math um the way that the NWA breakdown in terms of those um cut points any insight into why those particular cut points >> I I I really want to compliment um Miss Telerini and this is a lot of data work that we had been doing and this is four co cohorts worth of analysis within that the students who are most successful through the entire program throughout tend to score around

06995 but there are students within that range 85 and above. So what we're doing is is we're giving students multiple opportunities to find their way into the program. I think one of the positives of this approach is it removes that, you know, I had a bad day, one bad day that can impact me for the next five to six years in my high school career. So, I think that's really important and I appreciate that work and the the validity and reliability studies beyond behind the NWA are top-notch. And so I I know you're working with something here that is going to be really uh what we're looking at to do to be concrete in our final decisions. Thank you for explaining all of the hard work that went into representing what these numbers and Mariana,

070thank you for those questions because it helps us understand all of the hard work and just the analysis that went into putting together these rubrics and making them transparent and having the data come out simultaneously with the report cards and just having parents and children understand their placement in the process. uh from a board's lens, what can we do to support the students that fall right below these benchmarks and in terms of helping those students because there will always be children that just don't get in, right? So, we what can we do from our lens to help support those students to get in? >> So, we of supports. >> Excuse me. I'm sorry. Um thank you because that is a great question. I appreciate that. So, a couple things right now. um by putting in

071place our our math coach this year, we have already taken some real active steps. Any students who are right on the edge, we have identified and the and the math coach is working with the teachers to make sure that those students have additional enrichment and support within the classroom. In addition, parents who have contacted us, either Miss Telerini or myself, or had the conversation that the student is someone that they really think that has an opportunity or can grow later on and would like an opportunity later on to try again in sixth grade, those students have been identified as well. What we've encouraged parents to do and guardians to do and of course when students are in secondary we encourage them to speak up for themselves too you know for self- advocacy is to contact

072the teacher and say my and we'd really like your child to have that additional support um for that and move towards the acceleration if that's where you want to go. And a quick followup to that for you. That's a great reminder about the math coach. Is that a share is that a shared math coach between the schools? Is that enough support? Because I think that that is really an empowering kind of perhaps for students to know that they're there that we're there to support them, right? From a school perspective. If they just sort of didn't make the cut, there's now another opportunity for them to kind of go in. But is there enough support with the math? So ideally, you know, ideally it would be great to have one at each building, but we also

073have the math specialists as well. >> It is shared at this point, similar to the literacy coach. It's always better when you have someone who is right there on the spot and on demand for that. That is a a much better structure. Um, but we're grateful for what we have right now. And I have to say that Mrs. Papadopoulos is um because I've been privy to the work that she's been doing and building over the summer. She has been he has been working incredibly hard to get um things ready for teachers and support on on um on the enrichment and and sending students. It's really neat. I will send some photos so we can post those as well on um social media. But watching students with far brows really working on math is pretty cool.

074So, >> thank you. And in terms of science, how do we do the same and support students that are are right there and just need that extra enrichment for science? >> So, right now they have a really strong identification program. We get less feedback in terms of students who are right on that edge. Um, keep in mind for science too is that uh Mr. Okonnell started off right away by developing eight pathways, right? eight on-ramps to get into acceleration. Um he has also has started shifting a culture in terms of of supporting students who if they want to try and they want to do this work he finds a way to get them in for that challenging and working with his teachers. So, this is um you know, I think what we're doing is we're

075we're changing culture and thinking. Again, going back to that triangle that we talked about with student aspirations is that it may not be right now that you have those skills necessary, but we'll find a way to support you and get you to that point. >> Thank you. And and again, in in me sharing this, it's not every student. We we want to support all of our students. We also don't want to place them somewhere where they feel pressure and have this uh be in a situation where it negatively impacts their mental health and they're somewhere where it is uh requiring a teacher to just be in a place where a student just it's their way they don't have the foundational skills to be in that placement. So, I I'm hoping that my comments are not

076coming from a place where it's um placing a child where they won't be successful, but it's they're more so uh how can the board be in a position where when we're constructing our budget, we're mindful of how can we put our resources in a place where we could support you to be able to support the students that are just there and just need that extra support to be in the program that they belong in >> I think we have we have the coaching model which is really powerful and has had um contributed mightily to what you saw in the first presentation regarding to our data within that. So these are all possibilities that we could talk about um you know with Miss Magic Como Dr. pelletary later on when we get closer to budget time

077but coaching model really works. >> And one more reminder if I remember and because you triggered budget time is that you are still pushing in enrichment in fifth fourth and fifth or we went down to fifth. >> So we're doing fifth and sixth grade. They're reworking enrichment to make it much more enrichment enriching and also more challenging within that. But the plan is again it would be helpful to have another coach. The plan is is we're going to be working down and and we're going to get to kindergarten. >> That that was exactly my question. So the plan is to work down towards kindergarten. >> Yep. >> How quickly? Okay. No, no, no pressure. >> Thank you. >> Anything else? So, yeah, thank you, Dr. Chowsky. I mean, there's lots of opinions on how these

078programs are administered, but I think as a board, we feel these are important. We want to have rigorous academic pathways for our students. We want to challenge our students. So, we're supportive of these programs. We want to have objective criteria, which I think we now have. Um, and we have on-ramps. So, we we we've tried to make sure that students who may learn at a slightly different pace or show promise later have an ability to enter these programs. Um, and by the way, you don't you can go all the way in math in Manhasset if you don't get into these programs in sixth grade. So, like my daughter is going to go all the way, but no, I'm um so so thank you. And I think it's a a very good um a very good

079representation of what we can do when we listen and think and then execute a a plan. So uh I hope that is uh uh what happens here. So um now there may be people who want to ask questions about so we're open for public comment. Uh please come up and introduce yourself, say your name and uh sure. Yeah, come on up. Thank you. Hi, good evening. I'm Sonas Armstrong. I have three children in Manhasset. My eldest is in fifth grade. I just want to clarify uh the mathletes you're referring to is the early morning programs that is being offered at the schools. Am I correct in that? and the EXL program that you had referenced that is an online platform that parents can use independently. >> Great. Um there was a slide talking about the

080secure exam that is being given. Is that being given to the fifth graders as well and do we know when that's being given? So last year we gave the exam in May and that would be publicized as well um to people. So, fifth grade will have a different secure exam than sixth grade appropriately for that. Um, and those will be announced and we'll make make sure that that is that information is given early and often >> and that's going to be an online exam as well. >> No, it'll be paper based. >> Paper based. >> Yes. >> Okay. Um, and in that in conjunction with for the fifth grade in conjunction with the average of the three NWA exams is the marker you're looking for for entrance. Yes. >> Um, is there a process for

081identifying students that are in fifth grade that are ready for it now or uh moving forward for uh testing or um examination? >> I would have the conversation with your teacher. >> Okay. >> And then also the teacher can also work with any of the math specialists or the math coach who can give you a very clear picture regarding um this component. But again, any student who wishes can sit for that secure exam. >> Great. Thank you very much. >> Thank you. >> Anyone else? Yeah, please come on up and uh introduce yourself. >> Folks at home, we can just say to the mic. >> Okay. Hello. Hi, I'm Helena. Say I have two children. um one in eighth grade and one in fifth grade. Just a clarifying question, I don't the slides went by

082so quickly. Um and I know there was a ton of work, but when we talk about the secure exam, I think you mentioned um content covering sixth grade material. Um will there be additional topics outside of mathematics, whether it's coding or logic or anything else? No, it it's mathematics purely, but it's application of the sixth grade standards to ensure that students are ready to skip that grades content. >> Perfect. And then, sorry if you um would bear with me. One more question. Um you gave a lot of this year versus last year's stats in the earlier section. Um for this, can you just clarify what um this year's stats are for the CLA program? Like how many students are in there? I know they took a secure test too. What was that average and how

083does that compare versus other years or the year before? >> You want to answer that? >> Thank you so much. This is a great presentation. >> Thank you for the question. So, some of the details I'll have to um connect with you offline about because I don't have them committed to memory, but we have about 34 students in this year's cohort. Um, so I can again get you provide you with a little bit of a history of the cohort sizes over the past over the past few years and um break that down kind of by building and such. >> So is it 30 total or 34 per school? >> About 34 total, I believe. >> That's probably less. >> There have been some years that have been greater. We fluctuated. So I can provide you

084with a little bit of a look back for that, but uh it's not completely out of the realm of of normal. Okay. We also want to underscore that by committing to those cut scores. Now, the cohort's going to be the cohort. You know, it may be bigger, it may be smaller, but we are we are not committing to 20 students for each class. We're saying that whomever is ready and qualified, bring them on. We'll take them all. you'd like to come up just just for the microphone for the people at home, that'd be uh helpful. Thank you. >> Hello again. I'm Jen Fio. I have a fifth grade and eighth grade shutter rock. Uh just now you mentioned the secure exam is paper and are they open questions or multiple choice? It's mixed but um

085it's a mix of multiple choice and otherwise. But the reason why it's so important for a paper because Mr. Talerini and I reviewed a bunch of exams um this year is because it shows students work and thinking >> you know so there is there is partial credit available on the secure exam. >> How about the bad handwriting? Because this is something I think I should work work out. My son needs to work out. >> I understand what you're saying, but we are we are um we would love your son to be have beautiful handwriting. Thank you um to continue that work. However, we are very good at translating um students handwriting. Thank you. >> And can I have another question about the math lead? Um I just emailed Mr. I forgot the last Mr. Zero.

086Yeah. Is he the mass lead the teacher for fifth and sixth grade? Because I heard it's going to meet on every Tuesday, but for fifth grader band, they need to meet on Tuesday and Wednesday and I think it's mandatory. So it seems he may have to choose either band or mass leadings. I'm just >> So, you know what I'd love to do is I would love to connect with you offline and see what we can do to support you. >> Okay. >> All right. Thanks. Yeah. And other parents who might have the same issue. Yes. >> Okay. Thank you. >> Attention. >> Anyone else for the public discussion? Come on up. >> Hi, it's Jennifer Herber. and I have two daughters at um one at Buny and one in the middle school. So, first, thank

087you so much for this presentation. This was um incredibly transparent unlike I've ever seen. So, I'm grateful for that. Um I did have a question um and it's based on a concern about whether the selection for math is now going to be based on content above grade level. So um both of the metrics that we're using whether we're using the secure exam or the NWA over multiple time points are basically content tests. So the secure exam we're stating is purposely a grade above their level which is uh essentially forcing students to go out and get tutors or somehow to learn this uh outside the classroom. And the NWA is a similar content test. So, at some point, whether it's the 85% or the 90 or the 95, uh I would uh presume that that means

088that that's also students that are above grade level that are somehow getting into those super high percentiles. It's many students here can do it. But, um just I've been a parent here for a long time. I've been here about 20 years and I had a daughter who went through uh the advanced math program who's now in college. And back at that time, we only tested on content taught in the classroom. So somehow we've abandoned that since 2020 and I'm concerned because it's forcing a culture of tutoring and it's not um well it's creating a lot of pressure obviously. It's great that there's more data points but they're really all content based and they're all going to assume that students somehow got ahead of their grade level which of course is only by parents taking them

089to tutors and teaching them what absolute value means. So uh or things like that. So, I just I w I would really encourage the district, the board to consider whether we really want to keep testing students on material that they had to learn outside the classroom because there was a good 20-year period before 2020 when we didn't use those criteria. We used an aptitude criteria and we used uh the existing material that they were taught in the classroom, unit tests and finals. So, um, so that's one of my main concerns and I just hope we've really thought about whether that's the culture we want to create here. >> May I? >> Thank you. Sure. >> So, um, so couple things that are interesting. Um, as of September 15th, NWA updated their structure. They have new

090norms for 2025 and they've also adjusted um, their testing so it is based on grade level. um their grade level standards. So rather than go in the past, you're 100% right, you they used to go higher in terms of what was um you know questions or topics that hadn't been taught before, now what they've done is restructured it. We met with them today to confirm this, Miss Alerty and I um it goes much deeper. So that's one piece within that. The other piece in terms of the equity and you're you're right about we were very sensitive and heard people clearly about the tutoring culture because that is a reality and I want to acknowledge that piece. That's why we also made available um with EXL we we encourage people to use the enrichment piece and

091work with the coach. We encourage people to do the the mathletes piece because we want to make it accessible to people that may not have that. But your point is well taken. I really appreciate that and we will certainly think about and consider that further. Um because this is not the end of the line. We will look at data and we will look at that iterative process every year. Thank you. >> One one quick question or a followup that prompted are you able to share because I think there is that balance right. I think it goes to what Nadia was saying is we also want to put students in the best position for success. So in some ways you have to test that to a degree. Are you able to share like is a majority

092of the content on a secure exam? You address the NWA but maybe the secure exam is it 5050 just to get a sense and I think that might be the a good level of transparency to sort of set expectations because there's a balance. Right. >> Absolutely. I also want to point out that in that uh earlier model that was referred to that had led us in a in 2018 to do a real deep dive into adjusting it because we had about a 50% attrition rate when we were only assessing students on the fifth grade content uh as well as an aptitude score. So it did come with it some some challenges that were felt uh that had impacts significantly on social emotional wellness for students as well. uh and kids don't get to get a

093doover once they've skipped content. And that's something that's really important for us to note that whenever we are sanctioning or uh recommending that a student is to skip a grade level of content that we are very very careful with those recommendations. Um also if I might remind everyone that this was never created to be a pathway. It was something that was designed and put into place for just about uh two students one year about you know probably 18 years ago at this point. Um and it has taken on a life of its own. So um it is certainly a important to keep that in mind. Um so the exam the secure exam uh does focus heavily on sixth grade content with some fifth grade content as well. uh that is uh vetted by the Association

094of Mass Supervisors of Long Island, which is my collegiate organization. Um and it is absolutely the majority is sixth grade content because the students are by design of of this pathway. Uh they are skipping that grade. So we do want to make sure that they have they have the wherewithal to do so. And we think that our sliding scale is flexible to acknowledge that we're not looking for, you know, perfect perfect scores on those exams, but a certain degree of aptitude. Okay. Thank you for the transparency on that. >> Just one question, Dr. Chowski. Do you remember at the end of the year um we had discussed um extending the contract, I think it's for if I'm correct, during the summer months. Have we done that and opened it up for the district? So within

095that we had extended it but we'll continue to do so. It's uh right now it's merely a button for the standards that we can we can hit that um and people can go up to actually it's grade eight which I would not recommend. There's no need for that but um this certainly we have it I uh I'm Chiao. I uh I have two kids. Uh one is seventh grader, one is uh first grader. Um so um I uh really appreciate everything we're doing here and the fact we're discussing all these things back and forth means the whole district fundamentally care about these fundamentals for the students and cares about how students can really excel. Um and um what I want to talk about is I want to ask about is um I hope um like

096our district and also pay enough attention to some other aspect in particular myself from computer science majored. So um my daughter was in the double accelerated math and but she and her um team they were in the Pakistan they were so excited and we saw the pictures early on. Um but I feel like I excite aside by the u excitement um there there I was hoping there could be some more effort or encouragement or support from the school in terms of learning computer science programming um there was questions early on how what's the next rising issue but talking we talk about AI we talk everything of course computer science should be part of it right so um one particular example uh my daughter entering seventh grade. Um, she was excited about programming. We were I

097want to know how to move forward. I saw a lot of advanced AP class and pathways for science, for math, but I don't know enough about computer science, right? How to do learn programming if I want to foster the the uh the interest and uh hone her skills. How do we move forward? And I talk a lot with uh Miss Marissi from the Shutter Rock. She's amazing. and uh um they they they they really uh engage with the students, encourage them, all of them. But one of the issue is for the hackathon team in the end only eight students get in and the rest students next year they're completely bummed out because they try so hard then they're out of the game. They are they're trying to do this kind of second uh second round

098um competition to encourage all the students who are not selected to the team to compete against each other. But that's very limited. And they were talking about having club time. So like like math late but then there was some kind of limited hours they can offer per year. Um I feel like um there there should be more support on this uh important topic in my partially my own background but also I think this goes hands-on hands with computer science with math with science and in the future with research in high school. This is becoming very more and more important in in if you go to science computation uh computational biology computational uh science and things are a very important topic not only biology chemistry right so um yeah that's all I want to mention here

099>> yeah well a point well taken and well noted and I I agree with you so um you know I think we have aspects like the robotics club which has some relevancy to those things, but uh I think it's something the board can take up uh as we go through the air here. Thank you for that. All right, any other comments on this topic? Going once, going twice. Okay, great. Thank you everyone. Uh and please let me excuse the administrative team here so you can go home and see your families and get some rest >> and and hopefully we will um >> Thank you. move through the rest of this agenda. Thank you everyone. >> Thank you. >> Okay, so it's still fairly early in the year, but let's go through uh board discussion and

100committee reports uh in an expeditious fashion. So um audit comm Oh, I'm sorry. Oh, yes. And please, Katherine, >> have a car. >> I think you you if you want to stay, please, Katherine, if you want to go study and go, you know, >> do it. Please. Okay. >> Okay. We're almost we're almost done. >> Oh, okay. All right. So, we'll move uh we'll move through this. So, so audit committee we have not met this year uh yet which is uh fine and we will um do so at the next meeting. I'm not exactly sure when that date is actually but we will find that out. Same with finance. Looking forward to this exciting committee and and I do look forward to discussions specifically around transportation and uh you know doing some some research on

101that topic. Uh, Mac, >> we haven't met yet, but our date is October 15th. >> October 15th, SCA. >> Yes, we have here the lunchon, the SCA lunchon is less than two weeks away. It's October 8th at North Hempstead Country Club and we really, really, really would like to encourage ticket purchases and everyone to join. Um, also the Islanders Spirit event is on October 13th and is open to the entire Manhassa community, students, families, and staff. We really appreciate if you would remind everybody to buy the tickets and also join as a member to the SCA. It's very important. I think there's a discount if you have one family versus two versus three members of your family. I'm not sure. I just paid my dues today. And make sure as board members, you all pay

102your dues. Thank you. Quick update from Tower. Um, as you mentioned earlier, thanking them for their continued donation to school and support. A couple of quick uh reminders. They have a date set for the dinner dance. Uh, March 7th, location to be confirmed. Um, they also had an event tonight at Restoration Hardware was their grand opening. I know when we were here. Um but those proceeds um are to support all the uh mission and vision and and the activities that Tower provides. Um there's also a lunchon on October 29th at Toku. Um they also donated tickets to the SCA lunchon for the dinner dance. So once again, thank you Tower for your continued support and and your activities with the SCA as well. >> Sounds like we have a lot of dinners, lunchons, hockey games.

103What could be better? So please to all of you listening at home, I know there's many of you um please participate. Okay. So next is uh pace on October 7th. We have a very exciting ribbon cutting of our life skills classroom from our bond. The classroom is finally finished and um we're very excited to have that. that's been in the works for four years. Yeah, very excited. And our um special education department, Miss Peterson has been overseeing that with Dr. Pelletary, uh Stu Gilski and um Dr. Jinda and our PACE executive board has been overseeing that as well. And everybody, all of our staff, our teachers, uh students are very excited. starts on October 7th. >> Uh, CASA, >> I got the CASA update. Um, Connie Bruno and the CASA board have put together an

104ambitious fall of events and activities for all of our students and families. The first one, um, from October 14th through 16th, it's entitled Strengthening Academic Success Through Study Skills, and that's going to be pushed into all the seventh grade transition classes. So, they'll learn about note-taking skills, reading strategies, study habits, and it's a great way to help them adjust to the new expectations of middle school versus elementary school. On October 28th, as part of Red Ribbon, Red Ribbon Week, there'll be a community presentation in the evening uh called The Brain Under Siege: How Alcohol, Vaping, Marijuana, and Gaming are Rewiring Our Teens Brains. And it's going to be presented by an expert, Dr. Steven Dwey, who's a research professor at the department of psychiatry in NYU School of Medicine. So that's going to be in

105the evening on the 28th October. Um Friday, November 7th at 7 p.m. is a fan favorite. The Harlem Wizards will be back in the high school gym. Um tickets and sponsorships are on sale uh now. Everyone, it already went out via email to the whole community, so you guys can find in your emails to sign up. Um November 18th is Kaza's first Zoom of the parenting program for the year from 7 to 8 over Zoom that day. It's recognizing and managing anxiety in youth. And finally, as we head to the end of November, this is for the class of 2026. It'll be happening in school. It's called Ready, Set, Go, Preparing for Life After High School, and that topic is alcohol and fentinel awareness. So that's from Connie uh Bruno and her board of CASA.

106Lots going on for the fall. >> Fantastic. Um, EOCC is the last one. Any update there? >> Yes, we have one very exciting update from the EOC. Our former board chair Steve Panzik is um leading a fundraiser October the weekend of October 10th. He is uh asking the community to raise money to help him run from Montalk to Time Square in in in the spirit of raising money for our EOC. It is on the front page of the EOCC website. I think it's mgnocc.com. You guys can click right on the front page. Donate money for Steve Panzik to run for about 3 days straight. I think it's 140 something miles. So, he's um really showing his passion. It's a wonderful program, wonderful part of our community. So, if you can't run with him, run 140

107miles with Steve, please go online and um help him help him raise a lot of money for the EOC. That's the weekend of starting October 10th. >> Okay, fantastic. Go, Steve. Uh okay, so anything else on the committees? I think we're we're good. All right. Next is personnel. Dina, thank you for preparing this. I I reviewed it. It seems largely business as usual. Um and some salary setting and also um you know other future ESC meeting. Do we know do we know the next one? Um >> Yeah, that was more of a just personal. >> Okay. All right. So the back to the personnel schedule. Uh any questions or anything from from the board here? Anything Dena that you you want to highlight? >> Yeah, just a quick question on the um the mentor um

108piece I think regarding is that standard of practice? >> So it is part of the MEA contract. So you'll see schedule B that's related to a contract. But in the future, we'll make sure we'll clear that up so that it's clear that everyone knows it's from a contract. Excellent. Thank you. >> All right. Can I have a motion to approve the personnel schedule? Second. All in favor? Right. 50. All right. So, let's move to the consent agenda. And I think we have a series of uh familiar items here. Special education service contracts, ratification of conference requests. I know some of our board members are going to be heading to conferences as well, which is exciting. Um, let's flip through this. Uh, superintendent, interim superintendent to attend a conference. Thank you, Dr. Pelletary. uh excess of

109library books, uh approval of shared decisionmaking, uh appointment of other citizens advisory committee members for audit. So that is Evan Bartell and Jennifer Herbert. Thank you for volunteering. Um and Nicole points out we have one more opening available for audit. We have seven more for finance. So, uh, Maria, yourself and and myself were not very popular. So, we're going to have to go do some recruiting for our finance committee, which is a very important committee. MAC, the athletic committee is full, uh, which is great. Um, board of registration, transportation plans, uh, let's see, claims report. Any questions specifically on any of these items? I'm sorry, James Lancelotti too for the MAC. For the MAC. So that is full. So that is good. Thank you, James. All right. Motion to approve the consent agenda. Second. All

110in favor? Great. Upcoming items of interest. So, we have a board meeting on October 23rd, 10-year recognition in the Blackbox Theater. That's one of the great uh meetings of of the year. Uh we will have our audited financial statements and reserves to review. And now, uh we are at public comment for this meeting. I don't see anyone here to comment publicly. Oh, I'm sorry. Oh, yes, you are. Thank you for being here. Um, please. The mic, the mic is yours. Okay. >> No comment. All right. So, um, I'm going to make a motion to adjourn. I also want to point out that we will, um, go back into a brief executive session to discuss a personnel matter after this meeting. So, I want to make sure uh, we are clear on that. But, can I

111have a motion to adjourn the public session? Second. All in favor. All right, we are ajourned.