001Welcome to the 5th special board meeting. I would like everyone to stand for the pledge of allegiance followed by the national flag of the United States of America and to the republic for its one nation with liberty and justice for all. We I love to Please remain seated for the Lord. for all our troops, men and women, county police department, all the nurses. Okay, please. >> Good evening, Dr. Harrington, members of the board of education, and members of our Oceanside community. It is a true privilege to be here tonight alongside a leadership team I deeply admire and a community whose trust and partnership means everything to us. Tonight's presentation, meeting the needs of all learners, is a celebration of that collective commitment, showing how our collaboration ensures every child in Oceanside is included, challenged, and
002celebrated. You'll hear from our directors and some very special guests as we highlight the systems and relationships that make this work thrive. Because in Oceanside, it truly takes a village to help every learner grow and succeed. As we begin, let's take a look at who we serve and the incredible team that makes this work possible. In Oceanside, 911 students receive special education services from ages 4 through 21. Each students program is designed to meet their individual needs while fostering inclusion, independence, and belonging. Supporting them are more than 300 staff members, including teachers, related service providers, aids, psychologists, administrators, BCBAS, nurses, and our clerical staff. Some are here tonight. All working together to ensure every student has what they need to succeed. But our strength extends beyond our schools. Through strong community partnerships, we're able to
003connect students and families with programs, opportunities, and experiences that enhance learning and support their growth. As one community member shared, in Oceanside, when a child needs something, there's always someone ready to make it happen. And that's the spirit of teamwork within our schools and throughout our community. It is truly what allows every learner to thrive. Oceanside's continuum of services begins with our youngest learners and extends through high school and beyond. Together, we take pride in building strong foundations for every child. Starting with the committee on preschool special of special education, our commitment to early identification and seamless transitions ensures that children enter school with the supports they need already in place. As students grow, our indist programs offer a full range of options that balance inclusion with individualized support. For students who attend outofd district
004placements for highly specialized programs, our relationships with those schools are deeply collaborative. We stay closely connected through regular connection and communication, site visits, and shared planning to ensure that every Oceanside student, no matter where they learn, remains part of our school community. Because in Oceanside, proximity does not define belonging. All truly means all. We've just discussed the foundations we build through our continuum of services. Now, let's take a look at the structure that ensures those services remain strong and effective, accountability and compliance. Each year, the New York State Education Department evaluates every district's performance under the Individuals with Disabilities Act, IDA, through what's called the Resultsdriven Accountability Matrix, RDA. This system combines both compliance indicators such as timely evaluations, data accuracy, and transition processes with performance indicators, which are including graduation rates, proficiency in ELA
005and math, and inclusion in the least restrictive environment. I'm extremely proud to share that Oceanside has once again earned the highest possible designation of needs requirements. Our most recent RDA score based on 2324 data was 94.87% which is well above the Nassau County average of 82.7%. And that's what that graphic there is representing. And what makes this particularly noteworthy is that this is the first year that the New York State Education Department is publicly reporting districts accountability data. Oceanside's performance therefore reflects not only our compliance with IDA standards, but also our transparency and continued leadership in the field of special education across Long Island. This recognition is a testament to our collective effort and the systems that we have built. Systems that ensure our work is not only compliant but meaningful and results driven. It
006reflects the commitment of our teams who uphold the highest standards every single day. During our board of education subcommittee meeting next week for special education, we will take a closer look at this data to better understand how we've achieved this high ranking and how we continue to evolve in support of our students. As Aristotle reminds us, excellence is not an act but a habit. We are what we repeatedly [clears throat] do. And in Oceanside, that habit is reflected in every report, every classroom, and every child's success story. As we look more closely at the factors that contribute to Oceanside's strong accountability standard, it is important to recognize that sustaining excellence requires continuous reflection and growth. Our areas of strength speak to the depth of our systems and the dedication of our staff. Oceanside continues to
007demonstrate strong graduation and low dropout rates, high inclusion of students in general education settings, and no disproportion disproportionality by race or disability. All of which reflect our district's unwavering belief in equity and belonging. We also maintain 100% compliance in timely evaluations and correction of non-compliance. and our data integrity, our audit practices, and our transition systems remain among the strongest in the county. At the same time, we are always looking ahead. Our opportunities for growth center on continuing to strengthen data accuracy and timeliness in reporting, reviewing preschool placement balance to increase inclusion, and maintaining a sharp focus on precision and continuous improvement in documentation and processes. These are not just numbers or targets. They represent the daily commitment of our teachers, directors, related service providers, clericals, and administrators who make this work possible. Their efforts ensure
008that every system, every meeting, and every decision reflects our shared mission to do what's best for students. Each data point tells a story of collaboration, growth, and resilience. Of a teacher who made a difference, a parent who advocated, and a student who exceeded expectations. I am deeply grateful for the collective effort behind these results and for the extraordinary people who make Oceanside special education program what it is today. And now as we shift from data to the heart of our work, our students and families, it's my pleasure to introduce SEPTA president Abby Brown, whose partnership and advocacy continue to strengthen our community and amplify the voices of our family. >> [applause] >> Sorry, I'm short so I'm not Tracy. Okay. Good evening everyone. For those of you who don't know me, I am Abby Blam,
009president of SEPTA, but I am also a special education teacher, a parent of two children in the district district. One being a child with autism in our ASES classes at Oceanside Middle School and one at Oceanside High School currently in 9th grade. But most of all, I'm a dedicated supporter of the special education department in our district. And it is a privilege to address the board this evening and the community along with other members of our SEPTA board who have joined me tonight and given their time to be here to support the district. It is the district's job to do the continuation of providing the best supports of our special needs community. SEPTA prides itself on silence prides itself on the mission of the district and the strength of our programs is directly tied to
010the communication and collaboration between our families, district leadership and especially the executive directorship of Tracy Murray and her team. They are always available to listen and work in partnership with our board and members of our community to make each year better than the one before. SEPTA tends to be a powerful force of support for the department. Whether it's through working through advocacy, providing parent education, holding events that promote inclusivity, or raising funds for essential resources to give our students the best opportunity possible for success. We stand behind the work that we do each day and we are [clears throat] committed to ensuring that every family feels connected, informed, and most of all heard. Our partnership is not just a formality. It is an active collaboration that helps propel the district districts I can't say that
011word tonight propel the district's special education initiatives going forward. We are always available to help anyone whether it be staff or member of our community to help guide them in the right direction and hope that the partnership between SEPTA the community at large and the district continues in the positive direction that we've been continuously heading and we cannot wait to see what's coming down the line. SEPTA is always grateful for the support not only of our executive board, but the board of education and all of its members, past, present, and future. And we look forward to seeing what the remainder of the year has in store. Thank you. [applause] Thank you, Abby, for your leadership and for that vital partnership. So now, as we turn our focus to the beginning of the continuum, I am
012pleased to introduce Robin Price, our director of early childhood special education, who will walk us through the critical work being done to build strong foundations for our youngest learners. [applause] Good evening. Tonight I will be sharing an overview of the committee on preschool special education and the meaningful ways it supports our youngest learners as the be as they begin their educational journey. Under section 4410 of New York State Education Law, the New York State Education Department, working through local school districts, oversees the preschool special education program for children ages 3 to 5 with disabilities. The Nassau County Department of Health partners with the state education department by contracting with approved providers and funding these essential services. Referrals to the committee on preschool special education can be made by parents, caregivers, educators, medical providers, or other
013professionals who have concerns about a child's development. These this process identifies children promptly, allowing them to receive interventions during these foundational years. referrals guide the transition from early intervention to the committee on preschool special education, ensuring that services continue seamlessly and that families receive support at every step. For many families, this is their first introduction to the district, marking the beginning of a relationship built on trust and partnership, something the district values deeply and carefully nurtures. To facilitate this process, I work closely in collaboration with DA Blowonsky, CPSC chairperson. Families are essential partners. They bring valuable insight, participate in decision-making, and play a role in ensuring every child's individualized education program is implemented, supporting growth and success both at school and at home. In Oceanside, we are committed to providing a full range of services
014and programs for preschool students with disabilities following the 4410 continuum to meet each child's unique needs. As of November 1st, 124 students, including 2, three, and four year olds, are classified through Oceanside CPS. 80 students receive preschool itinerant services and are supported in UPK classrooms, community preschools, daycare centers, office settings, or in the home. Within this group, 55 students receive related services only, such as speech and language therapy, occupational therapy, physical therapy, or counseling, while 25 receive both related services and special education itinerant teacher support, which provides specialized instruction within general education settings. Currently, 44 students attend approved preschool special education programs with three integrated three and integrated classrooms and 41 students in special classes for more intensive instruction. We closely monitor students in the these settings to assess readiness for less restrictive environments. Frequent
015program visits strengthen partnerships and progress monitoring while collaboration with parents, preschool staff, and CPS-C providers ensures alignment and supporting each child's growth and the least restrictive environment. Through these coordinated efforts, we maximize student potential, promote meaningful inclusion, and lay a strong foundation for lifelong learning. In partnership with Julie Mcan, Jennifer Walsh, and our dedicated early learning center, we strive to provide an inclusive, inspiring, and creative environment. At the early learning center, classified students are actively engaged and developing as they access the curriculum through a continuum of services. The UPK expansion has greatly benefited our young learners by increasing access to highquality early education, providing opportunities to learn alongside community peers and preparing them for success in kindergarten. The kindergarten team uses ongoing progress monitoring and data analysis along with RTI and MTSS strategies to support
016student growth, ensuring that instruction and interventions are tailored to each child's needs. Transition planning from preschool to kindergarten and from kindergarten to first grade involves close collaboration among all stakeholders. This ensures that IEP supports carry forward smoothly. The least restrictive environment is prioritized and students are supported as they adjust to new classrooms and new settings. Through this thoughtful planning, our youngest learners are fully supported to thrive. At this time, it's my pleasure to introduce Kate Mugno, our director of elementary education. [applause] Good evening. Tonight, I'm honored to share a glimpse into the work happening across Oceanid's elementary schools. Work that reflects our theme, Better Together. As director of elementary special education, I have the privilege of leading this work alongside our principles and the dedicated teams who make achievement possible for every student. With the
017support of our board of education and central administration, we have built programs that meet each student's needs, providing the right level of support to help them gain independence and achievement. I'm joined tonight by three building leaders. Together, we'll highlight the incredible programs and practices that bring inclusion, independence, and collaboration to life for [snorts] our elementary students every day. We are proud to offer a a comprehensive continuum of special education programs. When we talk about continuum, we mean a range of programs and services designed to meet students individual needs in the least restrictive environment. Every elementary school contributes by offering consultant teacher, resource room, and related services. For students who require a more supportive learning environment, we offer a variety of programs to meet their needs. In Oceanside, every program has a home. They're strategically placed
018in specific buildings to make the best use of staff expertise, specialized spaces, and peer connections. In partnership with the board of ed and central administration, these decisions were made on purpose to consolidate and maximize our resources and create a sense of belonging for our students and families. Our 151 pro our 1511 program housed at school number two provides a more supportive setting focused on building academic and social skills while keeping students connected to the wider school community. In a moment, Miss Aaron principal of school, we'll come will share how our team welcomes families and fosters belonging for students who join from across the district. At school 4, our 812 program offers a highly structured environment for our students who benefit from hands-on learning and individualized support, including real world experiences in our sailor skill cove.
019Mrs. Jackie Graham, principal of school 4, will highlight how this wonderful space comes to life. Schools 8 and 9 house our integrated co-eing programs, ICT. Um, building upon the kindergarten ICT program at school number six, our first through third grade classrooms have a full-time special education teacher working in collaboration with a general education teacher. Dr. Frank Sangary, principal of school number eight, will share how this model has redefined what inclusive education looks like in Oceanside. Thanks to the board's investment, we've built spaces where our youngest learners can grow confidently, families feel welcomed, and our teachers are empowered to deliver specialized instruction with consistency and heart. Let's take a look at how that vision comes to life across our schools. So, to share how her team fosters a sense of belonging and connection within an inclusive
020school and community, I'd like to introduce Miss Aaron Marone. [applause] Thank you. As Key has mentioned, at school number two, we offer our 1511 program and this year we were so proud that it expanded to four classrooms. For our program, we provide targeted small groupoup instruction, which means students get what they need with grade level instruction so that they will be successful. However, inclusion is at the heart of our 1511 program. Our educators have designed individualized schedules with support staff so that students can get the exact what the exact education that they need to be successful with that. Each class is also paired with a team class at the general education level. So, not only are students getting what they need, but they are able to learn, play, and grow with their peers. At school
021number two, we have the privilege of welcoming families across the district to join our 1511 program. From the moment families walk through our doors, our goal is to make sure they feel a sense of belonging. it is their school community. We know that transitions can be scary and they can bring uncertainty, so building relationships early is key. Every June, our team hosts a meet and greet breakfast. What started out as a simple coffee and conversation with bagels turned into so much more. We had students, current students coming. We had our PTA representatives come. We had staff members come. And we had families of our new incoming students come in our program. We have been able to make a lasting impact. I received an email following this event and I had permission from the student's mom
022to share this. She said, "Special education parents often feel isolated within the school community. But this morning's experience made Gio feel incredibly welcome and enthusiastic about starting school in September. The staff's warm greetings truly made us feel at home. And this quote means so much to me as a principal and as a mom and as someone who believes very deeply in the power of connection. Gio came to that breakfast with wide eyes, holding on to his mom's hand. But when he left, he was proudly holding on to the balloon of our mascot, and he wanted to bring it home. You can see his pictures in the top left. This is what belonging feels like, and it's what our team works to create every single day. So these photos show inclusion in action. Students learning side
023by side, sharing experiences, and celebrating one another. That sense of belonging doesn't happen by accident. It is the result of thoughtful planning, dedicated staff, and the board's commitment to the people and programs that bring our community together. So it is something that I am very proud of at school number two. So, thank you all for your support. [applause] Thank you, Miss Marone. At school number four, we're proud to offer our 812 special class program for students who benefit from a smaller structured environment. This year, four 812 classrooms make up our sales program with up to eight students, one teacher, and two aids. This program provides specialized instruction that develops academic communication and functional life skills in a supportive environment. What makes this program so special is that it's right here in Oceanside. Thanks to the
024board's vision and dedication, students with intensive needs who might have once required an outofd placement now have the opportunity to learn and grow in their neighborhood school surrounded by their peers and in their community. to share how this program comes to life each day. I'd like to introduce Miss Jackie Graham, principal of school number four. [applause] Good evening, everyone. So, at school number four, our sales program provides students in our 812 classrooms with a specialized instruction and hands-on learning experiences that build independence, confidence, and essential life skills. At the center of this work is our sailor skill cove, a functional living space thoughtfully designed to mirror real world environments complete with a kitchen, laundry area, and organizational stations. Here, students practice daily routines like cooking, cleaning, and self-care while also strengthening academics through reading recipes,
025budgeting, and following multi-step directions. Our skill cove is also a place where meaningful connections are made. Students from special education, general education, and our high school ACE program come together for shared learning that fosters empathy, inclusion, and belonging. These experiences help students collaborate, problem solve, and gain confidence that extends way beyond the classroom. This program and this space exist because of the district's intentional investment in ensuring that students with intensive needs can learn and thrive within their community. The skill cove brings together our teachers, therapists, and support staff to create meaningful functional learning experiences that prepare our students for success at school, at home, and in the community. It has been an incredible addition to our district and our school, embraced by students, families, and staff alike, and it continues to make a lasting impact
026on our students growth. We invite you to see our students in action and experience firsthand the difference that this space is making each day. I know. [applause] >> So, the work happening at school number four, what shows what's possible when students have opportunities to build independence and have meaningful connections right here in Oceanside. Now, I'd like to turn our attention to another key program on our of our continuum, our integrated co-eing ICT program, which represents a paradigm shift in how Oceanside delivers special education in inclusive settings. With the support of the board of education and central administration three years ago, we made two pivotal shifts that transformed this model across elementary schools. First, we moved away from the half-day model where a special education teacher and a teaching assistant shared classroom instruction to a full-day
027co-eing partnership in every K through third grade ICT classroom. Second, we brought our ICT programs together at schools 8 and 90. In the past, programs were spread across all of our buildings, which made collaboration and consistency more challenging. So, to share more about this program, I'd like to introduce Dr. Frank St. Gary, principal of school number eight. [applause] I >> have the reverse problem of Miss B. >> Good evening everyone. Thank you, Miss Monno. By centralizing our ICT classrooms, we've been able to thoughtfully pair co-eing partners, build stronger professional learning communities, and create a more unified approach to instruction and support. Today at school 6, 8, and 90, every K through three classroom includes two full-time teachers, one general education, and one special education, working side by side to ensure that students with disabilities learn
028alongside their peers every day. At School 8, we see the impact of the ICT model every day. When two teachers share a classroom full-time, it changes everything. The way the lessons are planned, how instruction is delivered, and how students are supported in real time. With both teachers present all day, students benefit from smaller groups, flexible supports, and instruction that truly meets them where they are. It's a model built on shared purpose and ownership. Two teachers working together to ensure every child is seen, supported, and challenged. That's better together in action. Intentional design, shared responsibility, and belief in every learner. Don't take my word for it, but I'll show you. teaching works best and meet our students needs more effectively. A strong partnership built on open communication, mutual respect and trust. It's what allows teamwork to
029feel seamless and problem solving to happen naturally. Effective code teachers work together to solve problems. We think about what's going on to benefit our students and what's not and make changes in our classroom all the time to respond to the differentiation and the needs of our young learners. This helps us get better at teaching, better at supporting students, and ensures everyone feels included. Now I have to sit down. So as you've heard tonight, Oceanside's elementary special education programs form a connected system of support that allows children to learn, grow, and belong right here in their community. What makes these programs successful is the collaboration that happens every day. teachers, therapists, PPS staff, and families coming together with one shared goal, helping every child succeed. Oh, missed the page. I'm so sorry. Skipped ahead. I apologize.
030Um, so before we close this evening, I want to highlight how proud we are of the literacy growth among our elementary students. Um, as Oceanside deepen its understanding of the science of reading, we are committed to expanding access to research-based instruction for our struggling readers. In 2023, we introduced Spire, an Orton Gillingham based multiensory approach to reading. And since then, we've trained over 40 educators. Today, more than 150 students across all six elementary schools receive Spire instruction. Students who once struggled to recognize letter sounds are now reading words, sentences, and entire books with confidence and joy. This work is transforming how our students learn to read and the gains are undeniable. So, I'll start this part over again. All right. So, as you've heard tonight, Oceanside's elementary special education program form a connected system of
031support that allows children to learn, grow, and belong right here in their community. What makes these programs successful, like I said, um is the teachers, the therapists, the the PPS staff, and the families who all come together for that shared goal, helping every child succeed. When I walk into the schools, I get to see classrooms that have what students need to learn and grow and thrive. I see sensory spaces that help students regulate and they re and refocus and flexible seating that allows them to learn in ways that fit their individual constraints. I see teachers using technology not for novelty but to remove barriers and to make learning accessible. I see calm-own areas that help students manage emotions and return to learning. And I see individual and I see small group instruction where teachers are
032deeply engaged with students targeting their individual needs. To our parents and our families, thank you for your partnership, your advocacy, and your trust. You are an essential part of this work and your support helps this inclusion and growth possible for every child. And to the broader Oceanside community and the board of education, thank you for believing in our vision at the elementary level. Um, and continuing to invest in the programs and the people and the resources that help every child succeed. Um, helping every child is feels capable, proud, and connected is why we do the work we do and it makes Oceanside such a special place to learn and grow. Um, and now to share how that foundation continues on as they move into the secondary level, I'm proud to introduce Mrs. Saudia Muhammad, our
033high school director of special education. [applause] Thank you, Kate. Good evening. I'd like to draw your attention to the photo on the slide. It's from last year's commencement cere ceremony and it captures one of the most powerful moments of the year, the culmination of years of hard work, growth, and perseverance. But it's also symbolic. That goalpost in the background reminds us that graduation isn't the finish line. It's the first step into the next phase of our students lives. In special education, our work is centered on helping students cross that threshold, preparing them for what comes next, whether it's college, career, or community engagement. Tonight, I'll highlight the ways we're supporting those transitions on the secondary level, and how our partnerships are helping students find pathways that truly match their strengths, needs, and interests. At the
034secondary level, we support 365 students with IEPs and offer a full continuum of supports designed to meet students where they are and help them move forward with confidence. Beginning with resource room, students receive targeted academic support and skill building while remaining in general education settings. Consultant teacher services expand opportunities for inclusion by bringing support directly into the general education classroom, ensuring students can access grade level instruction and remain engaged with their peers. Through integrated co-eing, general and special educators collaborate daily to provide differentiated instruction and shared accountability for student growth. For students who benefit from smaller settings, our 151 special classes offer more individualized attention and a modified curriculum aligned to their current level of performance. And for those with more intensive needs, our 1212 program, which we call our ACE program, provides a highly
035structured environment focused on life skills, vocational readiness, and functional academics. Together, these layers form a seamless continuum of support, ensuring that every student, regardless of ability, has a pathway towards success, and independence. Beyond the classroom, our students are growing through experiences that build connection, confidence, and community. This first set of pictures shows our community outings, opportunities for students to engage with peers from Oceanside and neighboring districts, building social skills and friendships. The second set highlights collaboration between Oceanside Middle and high schools where student students express themselves through music, dance, and performance, reminding us that inclusion and self-expression go hand in hand. This next image highlights our Northwell Health partnership where a Northwell staff member led a stress first aid workshop giving students tools for self-care and emotional wellness. And finally here you can see our
036students attending the Malloy College music program at the Rebecca Center where creativity, joy, and belonging take center stage. Each of these experiences helps our students see themselves as active members of their community with skills and voices that matter. Beyond building community, we are focused on building bridges. Our transition work also emphasizes career readiness, helping students explore interest and develop the skills needed for future employment. In these pictures, you can see students working at local job sites, places they may already know from their own lives, now serving as training grounds where they practice real job competencies in real time. We also devote time to practicing prevocational skills within our classrooms. For example, take a look at the beautiful centerpieces in front of you. These were created with love by the students in Mrs. Ganetta's ACE class.
037I'd also like to take a moment to acknowledge and thank the board for supporting the creation of our work-based learning coordinator position last year. This role has already made a tremendous impact by building a bridge between school and the community and helping students explore who they are, what they can do, and where they want to go. In our road mapap to success course led by our workbased learning coordinator, students are actively developing the skills that will support them in the workplace and beyond. They engage in goal setting, teamwork, and problem solving projects, all of which tie directly to the CEOs credential pathway and help expand opportunities for students to meet graduation requirements. Students are also stepping into the community through job shadowing, guest speakers, and career focused field experiences. They've learned from professionals in retail,
038law enforcement, and the arts, and have visited local partners like Mixology, Starbucks, and Five Below. Just today, students visited City Field, going behind the scenes to see careers in action and ask meaningful questions of those working in a wide variety of roles. We also recently had a visit from a Nassau County police officer who spoke to students about career opportunities in law enforcement. just one example of how we're expanding students awareness of the many paths available to them after high school. In the coming weeks, students will also take part in a financial literacy workshop with Jovia Financial, learning essential skills such as budgeting, opening a bank account, and writing a check, the realworld knowledge that supports independence. This is transition support at its best, creating opportunities in real time, rooted in students interests and aligned
039to meaningful goals for life after high school. In addition to building bridges, we also have a focus on building connections. Connections that extend beyond our schools and into the larger community outside of Oceanside. This year, we began a meaningful partnership with Backyard Players and Friends, an organization that provides inclusive opportunities for students to develop job skills, creativity, and confidence in authentic community settings. I'm so excited to welcome a guest speaker, Miss Ellen White, director of Backyard Players and Friends, to share a little bit more about the wonderful program our students are a part of and the impact it's having on their growth and independence. [applause] Hi everybody. Thank you so much Sordia and Tracy for having me here tonight and hello to the uh board of ed. Um as Saudia said, I am the director
040of the backyard players, but more importantly, I'm the very proud grandmother of two students at school, too. Um, so it's been um, wonderful to sit and kind of just go through everything that's being done here at Oceanside and and you should be very proud of yourself um, for for letting you know for having this kind of a organization um, develop like this. You know, it's very important to have that kind of support. Um, so thank you very much. Um, so we are very proud to partner with the Oceanside School District on a program called Business in the Backyard. And this is where students gain experience by learning how to organize and maintain our very own retail space called the Front Porch Market. The Front Porch Market is located on Long Beach Road, right in Rocket
041Center, right down the block. And it's right smack in the middle of the block, exactly where our students need to be, fully visible, surrounded, and supported by their community community. Um, this partnership provides real hands-on opportunities for the students to develop job and life skills in an authentic retail and community setting. Students are actively involved in managing the merchandise, in learning customer service, setting up displays, and practicing teamwork and communication. They also practice sales and point of sales transactions, giving them real world experience in handling money, interacting with customers, and understanding the actual flow of a retail environment. In addition, students take part in creating products to be sold right here in their brand new school store, uh, which helps them to develop creativity and they're able to apply the skills that they learn at
042the front porch market right here at the school. and they can take pride in their work. They they helped to create it and now be here on the other end selling it. Um and they also flex their empathy muscles by working on our Love Nana community service project. Um they help us assemble baby bundles that we make for families and mothers in need and also by putting care packages together for the Ronald McDonald House. So students are not only learning practical job skills but also building confidence, independency, and self- advocacy, preparing them for future employment and greater participation in their communities. So thank you again for supporting programs like this and for giving your students the opportunity to grow, contribute, and to be fully included in the larger community. So thank you. [applause] Thank you
043so much, Ellen. We're incredibly grateful for the partnership with Backyard Players and Friends and the authentic opportunities it provides for our students to learn, grow, and connect. As we look ahead, we're thrilled to continue expanding opportunities for work experiences right on the OS campus. As recently noted in the Herald, the Oceanside School store will soon reopen thanks to a generous donation and the and incredible community support to help bolster our students vocational skills. This space will serve as a hands-on learning lab where students can apply skills in retail operations, customer service, and financial literacy, all while contributing to the school community. It's a perfect example of what happens when vision meets collaboration and a reminder that transition isn't just about the future. It's about giving students meaningful opportunities today so that they can carry that
044confidence, independence, and sense of purpose into life after high school. Thank you for your continued partnership and support of our students. Um, I would like to now introduce Dr. Chrissy Lamarella, director of PPS and middle school special education. Thank you. [applause] Hi everyone. Tonight I'm going to be speaking about our pupil personnel services. [clears throat] Our people personnel services department in Oceanside is comprised of talented and caring psychologists, social workers, and school counselors who are dedicated to supporting the mental health and wellness of our students and families. The wonderful work done by this department has been enhanced by two meaningful partnerships in recent years. Six years ago, we were one of the first school districts on Long Island to enter into a partnership with Northwell Health. This partnership has developed and grown and provides us
045with opportunity to support our students in crisis, to connect students and families to ongoing mental health support, and to evaluate students and provide next steps for designing appropriate interventions. We are lucky to be joined this evening by Dr. Verier Foyer, who you're going to hear from in a moment, who will speak more specifically to the many ways in which our partnership continues to serve our community. More recently, we developed a partnership with Cognitive Behavioral Consultants, an organization who helps support school districts in their implementation of the explicit teaching of dialectics for managing emotions. We are the first district on Long Island to partner with them on this evidence-based methodology. Two years ago, we trained all PPS staff on the pillars of dialectical behavior therapy, including mindfulness, emotional regulation, distress tolerance, and interpersonal effectiveness. We adopted
046a universal tier one approach at the elementary level, which is delivered by our wonderful counselors in the health and wellness classes. We began with fifth grade last year and are now expanding into sixth grade as well. Castleton is also implementing explicit lessons that are taught on day five as part of the win program. We are utilizing a comprehensive approach to deliver tier 2 and three supports to students who require additional support. Dr. Weisen Reader, the coordinator of our wellness center at OS, is also providing students with psycho education on the pillars of DBT and enlisting student support to create educational materials that support this initiative. I would now like to introduce Here's some pictures of DBT in action with our students at school too and in the wellness center. Um it is my pleasure to
047introduce Dr. Vera Foyer who is the medical director of child and adolescent psychiatry for Northwell Health and has been our incredible partner over the last six years. Her passion, generosity, and collaboration have been invaluable to Oceanside as we continue to strengthen and grow our relationship with Northwell. she'll share more details with you about our remarkable work that's being done in our community. [applause] >> Thank you and thank you for having me tonight and so incredible to hear all of the work that's uh happening in the district and I'm so excited to tell you a little bit of what we have been doing together. Uh so we started on this journey together uh almost six years ago now which is hard to believe and really the idea was is to get out of the hospital building
048and really start building bridges in the community and start working together partnering where kids are where they spend their days specifically with schools and to do not only uh to provide uh immediate access for difficult to reach and difficult to access mental health services in a timely way uh but also also to get ahead of the issues and work together and partner as was mentioned earlier on a lot of the inbuilding uh work that's being done to help support prevention, early recognition and altogether promote equity and uh decrease stigma. Uh so to that end uh we had created this now three tiered uh uh model of services which follows the well-known uh tiered uh system in schools that applies to mental health as well. And on that base level uh we have a lot of
049uh programming that supports uh uh education, professional development, staff well-being. Uh some of the work with stress state and some of our teams have been done and perhaps uh some of you have attended a stress first day session because we've done those for administrators in this district as well. Community education for parents, programming for kids, uh and all kinds of resources for uh the community. Um, and we'll talk a little bit about what exciting work is being done there. At tier 2, we provide consultation when that's needed. We now have a psychiatrist and neurossychologist as well that can provide expert consultation to the district to guide uh the team's work on how to support specific students. And then tier three is our behavioral health center uh which is just down the road uh on Merrick
050uh road uh in Rockwell Center uh where students and families can come for help in a really timely way. We uh maintain within 24 hours for any crisis and usually within a week for routine issues. Next. And so, uh, the new addition to our programming has been our virtual hub, which is a telephonic and virtual service that any parent or school clinician can call, get in touch with a clinician on the phone to help get initial guidance and uh, connection and resources and guidance into appointments or guidance into um, uh, whether whether it's a hospital service needed navigating the ER and the hospital world. These conditions now really have been helpful addition to the team and this service and uh yeah on the next slide you'll see the impact specifically in Oceanside over the past
051uh nearly uh six years although the first year let's be honest uh we didn't see many kids uh but we did support all of you all hopefully so uh we have uh five years of data uh listed here 886 students from ocean sites I've seen 633 of them connected to ongoing care. About 155 of your staff attended in uh various uh training sessions, 25 consultations, 15 community sessions uh and 10 different indists through the years that we uh came to host. Uh next uh and then we have some special collaborations with Oceanside and we cannot already she was shouted out already but I'm going to shout out Dr. W uh who's been an amazing amazing partner and really just always open to do anything she's asked to do and uh partner up with us. She's
052delivered grand rounds at North Valley before. She's came to uh represent your district in many uh big uh workshops that we host for many other school district and school staff. So, she's really been an amazing uh uh uh partner. uh and Cohen Strong uh with her leadership. That's our student advocacy program. Oceanside from the very beginning has always had a class of Coen Strong students. You have one this year. In some of the pictures, it's too small, but you can spot them in Albany, in Washington DC. Your students have made it with us to legislators offices to advocate and to also talk about the amazing work that takes place here. And we have done uh and they have done amazing projects for your districts as you've heard through the years. Uh we've done really great
053wellness center events not just with the mental health staff but also we have had our nutritionists, our child uh children's hospital health educators. We're working on I don't think it happened yet, but we're working on our music therapists to come and work with your students through the Valess Center and we've had an amazing collaboration with our stress first aid and strive team working with uh Nina and the AP psychology classes as well and the teachers and the students and your students have done an amazing job of translating stress for state to student language and then also of course the middle school created an app. Uh so thank you for that and that amazing work. And that really is what I wanted to share tonight. I think the remaining slides we have a couple I really
054just wanted to include more for reference. Uh our journey has I I was going to say you know not only is Oceanside one of the original districts but I think Dr. Harrington is the only remaining OG superintendent. uh so shout out for that and also been an amazing partner uh through us and we've grown a lot. We now have five behavioral health uh centers and 65 school districts. So what started as a pilot with your vision and believing in us uh has now really grown into uh a movement. Yesterday we hosted our school professional symposium for the sixth time with 1,400 school professionals across New York City, Westchester, Long Island, and with your district represented in the school panel. So really amazing work. And the rest of the resources are just uh showing some of
055the uh things that we have for school staff, for parents, the newsletters, the community education uh and uh some of these support groups that are running our resilience toolkit that has written resources. All of this is available uh and the district has done a great job of also getting this on your website. Uh it's also available for parents on our website. So, thank you so much for your time tonight and for having us and for partnering with us uh and always being open to all the ideas and really strengthening our partnership and helping your students. [applause] Thank you so much Dr. Foyer. Um so, as we do come to a close this evening, I do want to take a moment to reflect on what this repres repres of what this presentation truly reflects. And so
056what you've seen tonight is truly a portrait of dedication, collaboration, and heart. Oceanside's greatest strength is and always will be its people. To all of our teachers, support staff, our aids, our clericals, our administrators. Thank you for showing up every day with passion and purpose. The work you do changes lives, often in ways unseen, but deeply well. To my colleagues and our entire PPS staff and to our special guests tonight, your commitment, creativity, and relentless belief in our students are what makes this work so meaningful. I am truly grateful to stand alongside all of you. A special thank you as well to our principles who joined us this evening. Your partnership and leadership within your buildings make all the difference in how our programs thrive. and to our community partners. Thank you for extending the
057reach of our work beyond our school wall and for standing with us in support of every child and family we serve. I also want to thank Dr. Harrington and our central administration team and the board of education for your unwavering support and belief in what we do. Your leadership allows us to dream bigger, reach higher, and deliver the level of excellence that our students absolutely deserve. And as we look ahead, we're excited to continue this important conversation next week. You'll see us again as we have our board of education subcommittee meeting with Mrs. Schul, Mr. Transom, and Mr. Dean Broio. And at that meeting, we'll take a look at a bit more granular level at our budget, our program costs, and our per people expenditures, continuing the transparent and thoughtful dialogue that defines Oceanside. Because
058here all just isn't a word, it's a promise. And all means all and we are truly better together. So, thank you all for being here tonight. Thank you for your partnership. And at this time, we'll take any questions from the board. [applause] I haven't clarific I just want to make sure I'm correctly model. >> Correct. model building. >> That is correct. So our students will stay in the same building as well as our staff which is really important maintaining those partnerships and so we do have ICT in grades K through six. Um but we do have the full day teacher for our K to3 programs. I've watched our special program impressive stuff. >> I was at those first meetings in the beginning and we were trying to sell that collaboration and Thank you. >> He
059asked He asked for it to be recorded and it is. Mr. >> I think he's referring to the northwest side. >> Northwest have a lot reason questions two, three, four year olds. So we get these really youngsters and we evaluate them. We value them >> the county. So that's how county will evaluate them >> at that age. Yes. And then they come to us and then we try to get them going here. Do they come to our buildings at 2? >> Many do. Many do, especially with the expansion of our prek program. Many do. And some of these students have an outside counselor or an outside person who we work with them also. And >> oh yes, Robin works very closely with all the providers who are servicing these students who are not attending our
060prek program. If they are in a centerbased program or a typical prek private school, Robin will work very closely with those providers and make site visits as well. >> That's great. >> So thank you very much for that. I like All I can say is my morning third grade class and I was reading the book thankful and it was incredible way to start my day. I was there to start my day like that all the time, but I can't think of a better way to end my day. And it also goes along with being so acknled for someone who background in special education and that's always been here in my heart. Um just sitting and watching and seeing the growth um just makes me feel obviously incredibly proud but also incredibly thankful to work alongside
061amazing people and just um you know so so very thankful for the ways of all I get one way or the other is really so mess quite honestly it's No other way to say the age are doing that's all but also watching teachers collaboration you know those are words and they meaningful but seeing it and knowing the amount of work that goes into making it look easy so Ione So I end [applause] very My steps