001All right. Good evening. Thank you for joining us for the November 4th Board of Education meeting. If you could all join me with the pledge to the flag. >> I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. And we will begin in this evening with the report of the superintendent, Dr. Murray. Hello. Good evening and welcome to the November 4th board of education meeting. Today we held a superintendent's conference day providing some really valuable learning experiences for our faculty and staff. At the elementary level, our teachers and staff focused on responsive classroom as part of our ongoing district-wide work on social emotional learning. Responsive classroom emphasizes connection and community building. And today's sessions
002looked specifically at morning meeting, a way to bring a class together each day so every student feels recognized, valued, and part of the classroom community. At the secondary level, our faculty and staff enjoyed a keynote presentation from Matt Miller, an educator specializing in artificial intelligence. He encouraged us all to think carefully about how AI can enhance teaching and learning. After the keynote, teachers participated in a variety of workshops led by our instructional coaches, teachers, and administrators. topics included AI and academic integrity, executive functioning in AI, and how to be a caring educator in an AIdriven world. A big congratulations to both our girls and boys soccer teams for winning the section one championship for the second year in a row. The girls are currently playing or I believe it actually had a delayed start till
0038:15. uh will play in the regional subfinal game tonight against our lady of lords and the boys will take on news tomorrow night in their regional subfinal. Tomorrow night our girls volleyball team will face Ardsley in the section one semifinals. On Friday, football takes on Eastchester at Nent Stadium and swimming and diving has sectional trials at 5:00 p.m. This evening our boys volleyball uh team played their first playoff game against Sr's. Unfortunately, while they're not moving on, we want to congratulate our boys volleyball team as this was their first year playing as a varsity team. Uh, cross country will compete in their sectional championships on Saturday, November 8th. And finally, this weekend, Ry Middle School presents Alice in Wonderland at 7 o'clock p.m. on both Friday and Saturday nights. And we look we are looking
004forward to a wonderful performance. And that concludes my report for this evening. >> Great weekend to be in, >> right? Great weekend to be in Ry. She gets some sports. She gets some athletics, some arts. A great example of all the things we have here in our school for all of our kids. Wonderful. And with that, we will now have our presentation and discussion on another great program here for our schools, our international balaria presentation, [snorts] Miss Santa Barbara. Good evening. I would like to thank Dr. Murray and the board of education for this opportunity to present about the international balora diploma program here at Ry High School. I would also like to welcome Dr. Cody Bloom, an assistant principal at Ry High School, Mr. Anthony Fbzio, our IB coordinator, Miss Caitlyn Schmidt, a social
005studies and business and marketing teacher, and two of our students, we have Miss Anna Gimplevich and Mr. Graden Cass with us today. Before we get we before we begin speaking about IB, I would first like to share some thoughts about the overall programming that Ry High School has to offer our students. We as a school district have been very thoughtful around the implementation of our programs. We want to ensure that we build pathways for all types of learners and part of their success greatly depends on when and how they identify what type of learner they are. Some students may be more visual than others or they have a higher success with comprehension if they listen to the information. or maybe they're a kinesthetic learner who needs more of a hands-on approach to learning. This directly
006relates to the Ry commitment as we are dedicated to creating rigorous and challenging programming that not only supports every learner but encourages students to reach beyond their potential. Each program, which Dr. Bloom is going to speak with you about shortly, is designed to support all learners. And the question really becomes what program is the right fit for each student? One of these programs is the international balorate IB program which is a two-year curriculum for students that prepare them for university and life beyond. The program aims to develop students who are intellectually, emotionally, physically, and ethically flourishing. It also encourages students to become active, compassionate, and lifelong learners. Successful completion of the IB program awards students with an internationally recognized IB diploma. At this time, I would like to welcome Dr. Bloom to the podium to
007review the Ry High School optional programs. Hi everyone. It's good to see everyone again. Um yeah, so I just want to provide a quick overview of the different programs uh that we offer. I'm going to start with AP the go to the academy and and with IB. Um so when we look at AP courses, I mean that's something that we're probably most familiar with. These are content specific courses that really allow students to build on um specific content knowledge that is most interesting to them. They typically are one-year courses uh where the student will really dive deep into that subject area and essentially become an expert in that content. Um these uh courses end in um an AP exam um that ultimately will determine whether or not they can receive college credit. Uh what we
008really see though which I think is great about our AP program is that even though these are really content specifics and content specific courses and there is a bit of a stigma around AP what we've done as a district over the course of the at least 10 years that I've been here is really allow uh teachers to take ownership of the AP courses where we do see active learning we do see project-based learning we do see critical thinking um so even though we do have that end of the year assessment that really is guiding the learning. We do offer opportunities allow for students to showcase their learning in many different ways within AP. With the academy, uh it's very interdicciplinary. Um we have humanities. Um and we also have STEM. Um what we really see
009with the academy is an emphasis on critical learning and critical thinking. We see in inquiry and we also see community engagement. One of the great things as you know having been being the assistant principal now I have a lot of time that I get to go up to the academy. One of the wonderful things that I am seeing within the academy is that it really is an iterative process and students are really learning exactly what it means to struggle with content which struggle with um an idea and really come up with a solution. Um a lot of the students that we've spoken with um this year and also students who have graduated from the academy really look back on their experience and they see that one of the best things that they take away not
010only is that learning process but also the experiences that they can talk about. Um a lot of the students say that um when they go on interviews they use the projects and the symposium that they come that they complete at the end of the academy um as discussion points for what they've done, what they've researched, and what they've accomplished. Um it really is a wonderful great program that it's it's just the community up there is not only just like a microcosm, but it's also just really phenomenal to see what they what they come up with and what they think about. When we look at the IB program, uh it also is interdisciplinary. Those courses that we offer can either be one year, they could also be two year, two years. They're interdisciplinary. Um and they
011really promote that critical thinking and that community mindset as well. The community of course can be reflective of what's going on in Ry, but it also has that global perspective that really allows students to start thinking about how to address these 21st century problems, these wicked problems that don't have a clear-cut solution. It's really having them think about how business and I'm sure Miss M Schmidt will talk a little bit about that. Um how business plans and b business models can [snorts] help with um combating issues like uh global warming um or child labor and really coming up with solutions about that. We see with the international balora program um two options that I think Mr. Fuzzio will talk a lot more about. You can pursue either these single courses which a lot of our
012students are doing. A lot of students are taking maybe one or two IB courses, but you also have the opportunity to pursue the full diploma program um where you would take only IB courses and then you can graduate with an IB diploma. One of the great things about the international balora program is that it emphasizes the learning that is reflective of the 21st century today. Um whereas when you see with an AP course, of course, we embed these kind of project-based learning and these opportunities to allow for students to really showcase their learning in different ways. Um it ends in a standardized test, whereas the IB does have a test at the end, but there's multiple different ways throughout the course, whether it's one or two years, to showcase their learning. These are the internal
013and external assessments. It's really focused on projectbased. It's really focused on community and discussion. It's really student centered. Um, that's a little brief overview of each each of our program options. >> Thank you. >> So in this slide you will see three profiles. The New York State's portrait of a graduate is on the left. The IB learner profile is on the right and the Ry commitment is in the center. All three profiles are guiding philosophies with our which our district uses as foundations to create unique learning experiences for all of our students. As you review the documents, you will notice that all three philosophies have common qualities that we strive for for our young learners to be. In the RIY commitment, it says that a world-class education requires hard work, collaboration, and dedication from everyone
014in the community. It emphasizes an education that is not only academically rigorous but creates individuals who are critical thinkers, effective communicators, collaborators, creative problem solvers, and caring individuals who positively contribute to a diverse global environment. At the state level, the portrait of a graduate, which is on the left, provides a vision of what it means to graduate in New York. It's a student who is academically prepared, a creative innovator, a critical thinker, an effective communicator, a global citizen, and students who are reflective and future focused. Sounds very familiar. Meanwhile, the IB learner profile, which is on the right, offers a global student centered set of 10 attributes. inquirers, knowledgeable thinkers, communicators, principled, open-minded, caring, risk-takers, balanced, and reflective. These attributes speak to the holistic development of learners. Not only what they know, but how they
015think, how they engage with others, how they act in the world, and how they reflect, and how they grow. When we bring these three frameworks together in the context of our district, there is very clear alignment. The RI commitment emphasizes not only the values of our district, but focuses on students positively contributing to a diverse global environment. There's that piece. As you will hear tonight, the IB program is rooted in the pedagogical approach of emphasizing not just what students think, but how students think and how they engage with others. IB places a great emphasis on teaching students to reflect on their progress. There's a metacognition piece and what their next steps for academic and personal growth are. All three profiles fuse into a coherent vision of a learner. Our work is not simply to teach
016content or prepare for tests, but to cultivate learners who are ready for life, capable, curious, ethical, resilient, and engaged. And now, Dr. Bloom will continue with the diploma program. So I just want to briefly talk about what we see here. So the IB program has what it's called a continuum of different programs that schools can adopt. Uh there's primary, there's middle years, there's diploma program, and there's career related program. Um the great thing about this continuum is that you don't need one piece to necessarily be effective at another piece. So we are only offering the diploma program. Um but all the different um groupings that you see up there um do foster that critical thinking, do foster inquiry, and do uh really focus on that global mindset to really help students understand how to think
017in the 21st century and how to effectively navigate the 21st century. Um and now I'm going to hand it over to Mr. Frizzio who's going to talk about um the IB student. Good evening folks. Thanks for having us. Um so the student that might best fit the IB program is someone that would identify themselves as kind of interested on studying things on a global scale. um doing additional research and writing outside of their courses and engaging with their community beyond the classroom. And you're going to see those things correspond a little bit with the IB core when we take a closer look at the um the different sort of programming options we have here. But the general idea as Dr. Bloom is is kind of talking about is that we're looking for students who want
018to take a little bit more of a holistic approach to their education. Um, and the IB offers this opportunity to kind of see your courses in conversation with each other. Um, and then with this additional, I'll call it extracurricular, not in like the um after school sports club sort of way, but in addition to those courses taking on these other sorts of projects. Um, and so we have kind of two pathways into IB. And so the first is to do the entire diploma program and that's going to be Anna and Graden. They're going to talk a little bit about that. Um, and students can also take IB courses as uh one-offs as well. Um, and so it's it's a little You can flip me back. I'll talk about the circle. Thank you. Um, the the
019IB loves uh circles in their iconography. Um, but it's really appropriate because the desire with that program is that everything is always in conversation with everything else that's happening, right? Um, in a perfect world where you're taking the full program, um, all of your courses are kind of referential to each other. Uh, and so the IB student sort of working through an IB diploma would take one course from the six learning groups. Um, so the first one is language and literature. And so that's my area. There is a literature course and a language and literature course. We teach the lang course here. Uh group two is language acquisition. So that's your um your world language. I always want to say foreign language world languages. Um we'll talk a little bit about our offerings. I won't
020go through them here because we've got another slide. Uh group three is individuals and societies. What we would call uh social studies traditionally here in the US. Group four is your sciences. Group five is math. Uh and group six are the arts. Um, and so our diploma kids are going to take one from each of those groups, but any student uh in 11th or 12th grade in Ry High School can uh elect to take uh any of those courses. Uh, and we'll talk a little bit about who is in what class uh in a second. Um, the other thing you'll see uh on those inner circles there is the theory of knowledge extended essay and uh create creativity activity and service which we uh colloquially call CASS. Um that is the IB core. Um that's
021only available to our DP students. Um those are those extracurricular bits uh where they are writing uh for the extended SAA 4,000word uh research paper. Uh it's all told uh about an 18month project. Um their paper is due I keep saying it because it sounds so funny uh March 2027. So, it sounds like it's a way away, but we've already kind of started that work now. Um, and then Cass, um, creativity, activity, and service is part of this other push with the IB program. And one of the parts that I I think is is really so special as we talk about, you know, having um sort of whole people as students and and and people who kind of pursue their passions both in and outside of the classroom. CASS is an opportunity for um I'm
022calling it an opportunity, but I really like that the program pushes it and makes it a requirement that students do things outside of the classroom that they're kind of keeping track of and logging um the things they do for fun, the things they do for themselves and not necessarily the things that they do for school. Um and so that is the last piece of it. Um and so that's our that's our circle. Those are the circles. And then if we flip to that next one, um if you are a student or uh you're a student thinking about the full diploma program, um they're going to take the courses and complete the assessments for one course uh in each of the six subjects along with those core elements. And so they will uh complete the extended
023essay. They will complete their cast work and at the end of it there is a cast project as well. Um, the example I always think of, my my wife uh has a dance studio and we've had girls come through uh over the years where uh they've coming from IB schools and they might want to set a piece on a younger set of students or dancers or um put on entire shows and like that would be a creativity project. Um a service project might be something um that we're kind of more familiar or organizing uh you know a run for Alzheimer's or something like that. But it's up to the students to determine, you know, where are my passions? What do I enjoy? What am I what do I want to sort of put my time
024and my energy and resources to and that's something they would complete there. Uh, and they also take theory of knowledge colloquially to we have Mrs. Schmidt here. She's going to talk about a little bit more in a bit. Um, but it is the seventh course that the IB diploma students take. Uh, and it is this really kind of lovely blend of philosophy and history. Um, and you know, theory of knowledge sounds like a big broad idea of a name for a class, but um, it's really very appropriate for just kind of thinking about like how do we know what we know? Um, and then as far as the courses that students take, um, they must take at least three, but no more than four subjects at the higher level. Uh, and those are more rigorous.
025Um, we're supposed to hit sort of 240 uh, instructional hours. Um, and the remaining happen at the standard level at 150 hours. Um, and those would typically be one-year courses. The higher level are two-year courses. Um, I also think it's kind of nice in the way that the program is built is in that you can't have a student that wants to take six higher level courses. Um, there's an understanding in the program of balance, which I think is really really nice for the kids. Um, as the far as grading goes, it's a little bit different um from our sort of one through five on AP exams. Uh, IB courses are graded out of seven. Uh, and then students receive a score matrix of three points for their performance on in TK and the extended essay.
026So, they can or earn up to three points there. Um, and so out of a possible 45 points, students will earn a diploma if they earn 24 out of 45 of those points. um which I I suspect we should be just fine with I think. Um and so just to give you a little idea of the programming here, these are the courses that are currently off offered in our first goaround here, our first cohort um with the IB diploma program. Um so Lang and Lit is my course. I'll talk to you folks a little bit about it in a second. Um for world languages, we've got um Latin, French, and Spanish all at that higher level. Um and those are taking the place of our AP uh Spanish, our AP Latin uh and AP French
027courses. Um we're also offering abinio Spanish which is a standard level um course there on the on the world language side. Um currently we have for our social studies course uh digital society and business management um which is the real sort of hit of the program as we'll see in a second. Um for our sciences we are currently offering computer science at a HL level for two years. Um and then next year there was some exciting um scheduling sort of Tetris that was played. So uh environmental systems and societies is going to run next year um for the first time. And then for math we have two options. I always mix them up. Graden, which one do you take? >> I take application. No, I take analysis. >> See you're confused too. And that one
028is the more um is that the economics side one? >> They're both kind of economics. One of them is more abstract. One of them is more >> AIA. >> Aa is abstract. Okay. So an analysis and I always I just looked it up two minutes ago and I've already forgotten it. Right. So analysis approaches is more abstract. Applications interpretations is your more um functional math. I think more of like a stats kind of class. Sound right? Yeah. Okay. Um, and then for the arts, um, we've got a wonderful visual arts class with with Tony Campbell. He was just in the city with his kids last week. Um, and then, um, Tom Snowden has a theater course. Um, those kids are writing plays. They're going to be staging some plays throughout the year. Some really, really
029cool stuff. And then the core, which I spoke about, um, to runs for the full two years. Um, Cass again is this really kind of lovely um sort of moment for kids to kind of step out, think about, you know, how are they spending their time outside of the classroom. And the extended essay, we are at the um the stage here where we've got some research questions. We're looking to assign supervisors, research supervisors to the kids um and and get those moving. And then I think we're going to have our sectioning. >> Sure. Chime in. Go for it. So, one of the things that's really great about the IB program is you'll see that it says one year, two years. All HL, like Mr. Fbizio had said, all HL courses are two years. It's like,
030you know, that's a mandatory. There's no wiggle room with that. But we do have the luxury of saying maybe business management might be better off at an SL level. Um, and we can change that. We could say that the one-year digital society course can be can be moved to an HL over two years. So there is some flexibility with the course offerings that we have and as we get more uh diploma program students and as our program expands we might have a little bit more wiggle room with really kind of thinking about maybe we want to make SL 2 years maybe we want I'm sorry make a digital society two years maybe we want to keep it at one um but we have that luxury of really kind of building the program around the what
031students want and what students feel um most interested in. >> Great. Thanks. And this is our current sectioning. Um, as you can see, the big winner there is business management with Mrs. Schmidt. Um, we're looking at one section of each course uh except for Spanish uh and Latin. And so those were our two very very large um cohorts of AP students. And so we're seeing that kind of come over uh onto the IB end of things. And as Dr. Dr. Bloom had mentioned um the hope here uh moving forward is to continue to grow the program and interest in the program. We spoke to the parents at the 10th grade meeting a couple of weeks ago. Um I'm going to be visiting with all of the 10th grade students uh next week on Wednesday and
032Thursday to check in with them, give them the full um the full picture of what IB offers. Uh and they'll have a couple of months there. I think we're doing recommendations in February this year um for students to kind of weigh all the options um that that Mrs. Santa Barbara had had laid out for students kind of moving forward. And so one of the other things that we were hoping to talk about is just this this difference between AP and IB. That's a big question for students. It's been a big question for families. Um and Dr. Bloom's already talked a little bit about it. Um but the biggest thing for me sort of in writing some curriculum and taking a look at the um the the different curricula that our our teachers have have written
033and are teaching uh is this idea that IB courses are much more focused in terms of content um where there isn't this race necessarily to um cover all of the topics in a particular course. It reminds me a lot of undergraduate courses um where things are really highly focused. it's going in greater depth um not so much with how many texts can you get through um but which case studies do you want to spend the most time in um I'll talk a little bit about um AP IB Lang and lit but just to give you a picture of what we've been up to um our first major text was Frankenstein and that gave us an opportunity to think about um you know the way sort of scientific advancements and and technology advances in technology can
034produce um sort sort of literal monsters, right? Uh and that gave us a chance to think about like, well, where else do we see monsters? And we talked about some monster films. And we ended up watching Godzilla for a week, the the most recent Godzilla film. And that gave us another opportunity to think a little bit about like, you know, the ways in which stories get us thinking about or producing monsters that get us to consider, you know, what are our kind of realw world kind of issues around um technology and moving things forward. And that's pushed us to a space where we're kind of confronting what we were confronting today as as teachers uh during superintendent conference day um with AI trying to kind of reason out and we're reading a bunch of non-fiction
035right now trying to kind of reason out you know is this that next kind of technological advancement where we have to to kind of come to grips with um you know how far are we as humanity kind of pushing it. But it started with the simple question of, you know, when we look at um fiction and we see a monster in fiction, how is that really a symptom of um what we're thinking about as humans and what we're considered uh considering in our own kind of lives and societies and histories. And that's something that to put it up against, you know, in AP Lang, we're five, six texts deep. I do small pieces there. Um but IB is really kind of encouraging very very kind of focused work for you know sustained amounts of time.
036Um and the other piece that I just wanted to raise here in in getting at the difference between an advanced placement course and uh an IB course the thing that struck me or has struck me is the variety of assessments in an IB course. you know, our AP classes, we take an exam in May. Um, and all of those exams are across disciplines, very similar in structure. There's almost always going to be a multiple choice portion, and then there's going to be a a written sort of short answer or essay portion to it. Um, just to use our course, IB Lang, and LIT, uh, as an example, there are four assessments over the course of the the entire two years. Uh, and so two of them are are seated exams. Um, but what they start
037to offer that maybe, you know, what I've experienced with the AP Lang exam, uh, is an opportunity for the students to sit those exams and make choices about what they're writing. Um, they choose the literary text that they're going to use to answer prompts. And so they have a lot of latitude in terms of what they're writing about. And even for like paper 2, you get four prompts. You pick one and then you pick two texts to write about within that. um they have to write uh an essay for the HL level that is a process essay. That's something they do outside of a testing condition. So that's a completely different form of assessment. Um and my favorite uh is the uh oral exam that they have to do. And a lot of the courses
038in IB have some form of an oral exam. Um, where these folks are going to have to sit down and they're going to have to give me a 10-minute lecture on two texts of their choice, one literary, non- literary, and they're going to have to connect it to a global issue. And that's a lot of very interesting heavy lifting. Um, that's going to be new for them, uh, and new for a lot of our kids. Um, where they're going to have to, you know, work off of limited notes. They're going to have to um use language and communication. Uh they're going to have to really sort of work within that tight 10-minute framework. And they're going to have to field questions for me. Um but I just thought the assessments were a nice way to
039give you folks a little bit of a picture of how the IB courses are asking students to respond differently than in AP. But a really big shout out to to AP. I think we do really really wonderful work here uh in the AP class. I think it's really easy when we're when we're we're talking about how much we love IB to to forget that. I think you know we do some really really lovely wonderful work in in those AP courses as well. So that's that's that. Yeah. And Mrs. Schmidt's going to talk to you guys about TOK and business management. >> Good evening everyone. As the only teacher of TO and business management currently in the building, I'm here to give you a little glimpse into what it really looks like. So, TOK is the
040only core class that runs the extended essay and Cass are embedded separately. Um, I think they're going to be pushing in at certain points to help the students. The diploma program students work on those projects and assignments, which will be great. So, that's a really great venue for that. in to it basically undergards the entire IB program by asking the question how do we know that and they do this by looking into things they have already learned so by this time they're 16 17 years old and they've learned quite a bit throughout their educational careers and we start to question well how do you know what you know do you really know it and I ask them lots of infuriating questions that make them think a lot and we talk about perspective perspectives. We talk
041about your own perspectives, other people's perspectives. So, it's about uh self-awareness, metacognition, um and then just being aware of other people and other people in the world and sort of bringing in that global mindset to learning. Through these perspectives and self-awareness, we create things called knowledge questions. And I just want to share with you a knowledge question that the students created. And it took us some time to really get the hang of what a knowledge question really is. And this one I think is really fantastic. So they came up with is the preservation of artistic knowledge more important than maintaining the origin? And they had a whole 25inut discussion on this question alone and we had many others and this hits on one of the areas of knowledge that we cover. So we cover the
042human sciences, the natural sciences, the arts, mathematics and history um among other things but that's what we mostly look at and we discuss how do these things interrelate. The end of this year will mark their exhibition or the exhibition will mark the end of the year um where students will find three objects and actually present um some authentic learning and and answering some of these knowledge questions for themselves. And the TOK essay comes at the end of year two where they're given uh prescribed uh prompts and they pick one very similar to uh what Mr. Forbizio was talking about in the Lang class. Uh business management. So I put my circles up here as well because IB loves the circles and they're very uh nice to look at. So I do get it. uh business
043management uh while it does also pull from the principles of to is really about building that real world uh context. So I tell the kids there's content, concepts and context and you see them in the circles. concepts are the change, creativity, ethics and sustainability. And those are the lenses through which we look at all of the content which are the five units that surround the concepts. And to teach those we look at case studies and real world examples and that's where you bring in the context. So uh the business management course so far has been really projectbased very much about choice uh and something that students are not entirely comfortable with yet which is ambiguity. We are learning to navigate ambiguity and questioning and digging deeper. So that I think is the difference with IB
044um on the front lines here. [laughter] It's really getting the students to dig in a little bit more. Question, why do you think that? Question. Is this really as it seems? And finding those examples. And maybe there is no perfect answer. And that can be very frustrating that maybe there isn't a perfect answer. Maybe there are multiple answers. And that's okay. And that's great. At the end of business management, they will do three papers. And very similar to how it's broken down in the other courses, one is prescribed ahead of time. They get to research um and then the other two are on demand. And then there's also a business research project which will dig into their interests. So we're having a lot of fun, I hope, and I hope to uh continue to do
045so for the next year and a half, almost two years. Thank you. And I'm going to ask uh Graden Cast and Anna Gimillovich to come on up and tell you guys a little bit about their experience in the diploma program. >> Hello. >> Hi. >> So, we've been in the program for two months now. Yeah. It's been really interesting. [laughter] >> Um >> yeah. Um so our IB experience has actually been more in common than I would say the other four students in the diploma. Um this is because Grad and I are both um doing specific courses that we have continued to do throughout our high school career. For example, computer science high level. Um we are the two students in that course that are proceeding with the four-year long high school journey of computer
046science. Um while originally with AP we would only be able to take up to three years of this course which would include the introduction the AP computer science principles and AP computer science A and we are also both taking uh the abonicio Spanish. So we both have been in those class in those classes together. So we are like aware of like those specific diploma courses more like than the other IB kids I think. >> Yeah. So >> yeah, >> for me personally, the major reason I decided to do IB was because of the courses. So in at the end of or I guess in January of sophomore year, the big decision for me was between the AP capstone program and the IB diploma program because I wanted to have something that I could work towards,
047like a a diploma that I could work towards for the end of my high school career. Um, and I think choosing between the two was very difficult for me because all of my friends were taking IB or were taking AP and IB was such a new thing. Um, but eventually I did decide on IB because of as was talking about the courses. So, we're both in computer science. Um, we're with the teacher who we've been with for two years. um but in a totally new class that talks about much more than just coding or it talks about so far we've done the basics of computer hardware we've just moved into the actual coding um we've talked about or we're going to talk about AI um and I think that that's one of my major interests
048and I'm really glad that I've been able to take that further with the IB program. Um, secondly, I was super excited for the theory of knowledge class, which M. Schmidt teaches. Um, I love philosophy. Um, I've been really interested in it, and I think that it's been really great to get to learn about that so far. Um, and in that class as well, we've done so much more than just what I would think of as philosophy. We've talked about how knowledge relates to mathematics, natural sciences, human sciences, all the areas of knowledge. and we've discussed that in all kinds of ways. So, we've done debates, we've done writing journals, um, and everything. So, that's been really interesting. Yeah. Um, theory of knowledge was also one of my kind of like dealmaker courses for the diploma.
049I was so excited when I originally heard about it um during I think the road show that Dr. Bloom presented to us last year. So, when I saw that course, I was immediately like, "Oh my god, I love philosophy. I'm so excited for this. And then I got told, you can only do it if you do the whole diploma. And I was like, you know, I'm doing the diploma. [laughter] But that's not just it. I've actually dabbled with uh several languages in my life. Um I have always been interested in them, but I'm more of like a jack of all trades kind of master of none. So, um I I only know like a little bit, but I'm always excited to learn about new cultures and the application to everyone around the world. So, that's
050one of the things that really excited me about IB. >> That's the global >> the global >> aspect of IB is compared to everything we've taken before. So, interesting. Um, even with just how the language differs in our assignments in math right now, we're doing we're doing our papers instead of tests and we have >> internal assessments, external assessments. >> All the terminology for math is different, which has been really interesting. >> Oh, yeah. >> Good. So far, >> I also enjoy like the real world more the focus on real world application. Um, I feel like I think Mr. for Bizio also mentioned this but there is more of a focus on each concept one by one and you go in depth on it and it's it's a very since most of our courses are
051two years I think most of our courses specifically are two years >> um but it's more of a we're going to deep dive and we're going to really engage and simulate what is happening here. Um, for example, in business management, we've been doing a lot of these projects, but it's more of an in-depth connection to how does this work in the real world. And that part is what really forms like the connection. Like I I find it easier to learn when the connection is there when you can apply yourself to the situation or really understand like one-on-one like what is happening here. And overall, I think that's the major thing that separates IB from AP is that in the AP class that I took last year, um, which was AP world history, we were always
052very locked in, I guess, or it was very, we were constantly learning, which was really great, I think, because it pushed you to, you know, keep studying, keep remembering everything. And I think it was definitely beneficial in like remembering everything after the course ended. But for the IB classes, it's been so great to have more time to focus on the one subject. So instead of having to, you know, grind out a bunch of different texts, um, we get to focus on, we've only done Frankenstein so far, but we've done so much more than that actually. We've watched Godzilla, we've looked into other monster ideas, and we're able to bring that all together, which I think has been interesting. So >> yeah. Um speaking of which um for the comparison of AP to IB which I
053think was mentioned earlier I don't remember by who I'm sorry but um the diploma actually doesn't occupy our whole schedules like you would think since it's so involved we need we only need three highle courses that's like the requirement and then space for to space for three standard levels I believe and then the the students usually have one more free slot. I'm not sure what you're doing with that, but I'm actually taking an AP course on top of that. And I feel like I've seen like the comparison kind of >> just but mainly cuz like the courses are a little more smaller since we're like the first cohort. >> Oh yeah, that's the other thing. >> Since we are the first year of IB, all of our classes are like >> significantly smaller than they
054probably would be less than >> besides business management. Everyone loves business management. >> Yeah. So yeah. >> Yeah. Thank you. >> So as as you know this is a growing program. We have five students in the um aiming for the diploma and we are looking to to obviously increase that as um the years go on. So we are constantly looking at the master schedule course offerings. Um simple tallies are what students really are looking um to take and what they're moving forward with. So the implementation of new courses is always a conversation for the 2627 school year and um you know just really communicating about the program and making sure that students know what the program is about and kind of tying it to what we talked about in the beginning of the presentation which
055was really thinking about you know which program here at Rye is a best fit for them. So, you know, it's really nice to hear from our students who are also taking AP courses as well. And there's, as you can hear, a very clear distinction between them and, you know, all three programs are really great fits for our students. But I think it's a a wonderful opportunity that we offer all of these programs so that they can really choose what works best for them. So, at this time, um, I'd like to welcome any questions for either our presenters or our students. And we're just so happy to have them here. And thank you for your feedback. Well, first I would just like to say thank you to everybody. There was a clear um a lot of
056commitment to the presentation and to the information and to our students. I don't think there is anything more exciting than to hear your excitement for your classes. And it's actually like genuine excitement about your classes to be like, "Oh my gosh, this is so great." That's what we want to hear from every student. I will tell you it's not what we hear from every student. So it is really really special to hear it from you guys. So thank you so much and thank you for taking the time because clearly you have a lot of work that you're doing and so to take time out of your night to come here to share it with us is great. I'd open it up to anybody at the table. >> I had a question about um it sounds
057do teachers need any more training to be an IB teacher? And it sounds like from your experience, you teach both AP and IB, which I would think is really helpful giving us flexibility since it looks like the numbers, you know, will probably change every year so that it's not like we have a teacher that can only teach >> IB and what do we do with that teacher for these other four periods if that class isn't, you know, as full as we thought it would be? >> Sure. And so, uh, all of our teachers are trained and so IB offers trainings, uh, in three steps. Um, so we've all taken category 1 trainings, which is introduction to the program, introduction to those courses. Um, really, really sort of wonderfully and fortunately, a lot of resources, you
058know, you know, you know, examples of the assessments, how to build curriculum, stuff like that. Uh, and so we've all been trained cat one to write our curriculum and start teaching those classes. One of the things that uh I'm in conversations with with um with Mr. Hara um is to free up some funding next year for everybody to get to category 2 training where it's a little bit more of a deeper focus on how do those assessments work, how do we prepare for those assessments. Um so everybody is at that first step. Um my goal as the coordinator is to try to ensure that everybody has the opportunity, the time, the space, and the resources to do that next step of that training to commit to that program. Yeah. Cool. >> Hi. Um so yes,
059thank you all for coming and um and talking so freely and openly about your experience so far, especially the students and the teachers too. I think it's, you know, this is a a brand new um world [laughter] for us here at Brian High School and um and clearly the two of you were super excited that talking to the students as you read about these courses and and so you I would put you in the early adopter category of things because it it was something you saw and you were like, "Oh, this is great." From your perspective, if you're thinking about students who are in 10th grade now or will be in 10th grade in years to come, what for for for students who are more familiar with the the the idea of an AP style
060course, what would be things that you would want to tell them to help them understand better how the how IB would work for for them as a student? Um, I think that based on the rigor of the course, it's very similar. It's definitely a tougher class than, um, you know, a non IB or AP class. >> Um, but I think that if they're used to an AP class, then they'll be fine with that. I think that based on the actual content, I think that if they want a more global perspective, they should absolutely take IB if that's something they're interested in. Um, what do you think, Hannah? >> Hi. Um, oh, that's really loud. Okay. [laughter] So, um I would say that if a student is looking to take an IB course, but they're used
061to the rigor of an AP course, um I feel that the IB courses like you would require more like engagement. You have to like really like try to engage with the topic. Mhm. >> Um because some of these courses like similarly to some AP courses like there's like the the need to understand the vocabulary, the need to interact with others and the need to work on cuz because these courses these examinations or the assessments I suppose that we like as you heard from our highle teachers I I I also suppose it depends on whether it's a standard level or a highle course that they're interested in taking But I I feel like a fair comparison would be advance an an advanced placement course and a high level course. So in those cases I feel that
062there would be a need to be comfortable with not just the paper exam but also the aspect of communicating your ideas and engaging with the subject to the extent where you can like master it. And finally, um, for me mostly when I was researching the difference between personally the AP capstone program and the IB program, >> um, I think that doing my research, there were a lot of people online who were a bit scared to do the IB program because it is something so different. But I think that if you are interested in it, you should embrace that and embrace the, you know, global aspect, how it is different than an AP class. Um, >> you just have to like it. You have to be interested in it because >> that's how you will succeed.
063>> Great. Thank you. >> I have a question. Um, [clears throat] excuse me. Um, so in terms of the courses that are being offered right now and courses that we're looking into for the future, um, it sounds as if the courses we're offering this year, we wrote the curriculum for them. So I'm just confused as to like so I know like traditionally with AP like it's a very specific dictated curriculum and then I know obviously our faculty were trained in the IB courses and um scope and they all have the same title of the class. So like how does that work with like the flexibility to write the curriculum and decide how the course is going to look? >> Up to you >> if that makes sense. >> I can handle it. Yeah, totally. Um
064so one of the things that I really liked about IB um and I can talk about it in terms of of the English course but to my understanding um the other courses are built very similarly over the course of two years. Um as the teacher we choose six core texts and those six core texts have to come from uh three different continents in three different time periods and be three different genres. uh and at least two of them have to be translated from an a language other than English. Um the IB has a list of c of texts that's you know probably thousands of texts long and we need to choose four from that list. Um, but the other two are free choices. And so it's rigid in that in those six texts, you have
065to hit all of those boxes. But the configuration that we ended up with, I wrote it with another um teacher, our our English department coordinator, Kristen Kiki. Um there were so many permutations when we were sitting down to kind of think about like how do we put it together? But the course that we ended up writing is very much like our course. And you know when we work with other teachers this is popped in my head as after I stopped uh chatting before but um we do a lot we belong to the guild of IB schools the northeast and so um all of our teachers have been attending roundts to talk to other teachers in their content area teaching their courses and things like that um and you talk to other teachers you're teaching the
066same course you're working on the same skills but those texts might be totally different um and the other courses are built very much in the same way where the teacher has a tremendous amount of flexibility to kind of build it in a way that best suits them, that best suits the kids that are in front of them. Um, and so the IB is is really interesting to me in that on paper the first time you see how the curriculum are supposed to be designed, it feels really rigid. Um, but there's space there to do some interesting things with it. And so as we think about um offering new courses, I think something that will hopefully be really attractive to sort of our teachers is that they have a lot of latitude to make some interesting
067decisions for them and for the students they'll be teaching. >> Thank you. It's really helpful. Just want to add to that. I've also taught AP in addition to IB and um as a member of the guild. I went to a [laughter] a T uh round table uh actually just last week um at Le Man Academy and or Le Manhattan and it was teachers all over from all over the Northeast talking about how they teach TOK and they were all different. Some do it by areas of knowledge, some do it by 12 concepts. They all do different things, similar examples, similar activities, but different approaches. Business management is a little bit more structured in that there are the five units. That's what they are. Introduction to business, uh, marketing, human resources, operations, and finance. Within those,
068it's up to you what you use. So, I've used projects and uh different case studies that come from as I'm searching for resources, multiple different places and I make it my own and go from there. Giving the students that choice, making those things authentic for them and but fitting it within the structure while in still teaching them how to do the papers and how to do the project. >> Thank you. Yeah. So as we think about um adding more courses, right, which will ultimately hopefully lead to expanding the number of students who are able to participate or who choose to participate, whether it be in the diploma program or in the individual courses. What are some of the things that the system is thinking about as it relates to what we may be thinking for
069hitting those goals for adding I think one of the main things that we've been really talking about is offering courses that students um are really interested in. I mean, IB has a selection of different courses in each of the groupings. Um and we want to make sure, which is really how we ended up with the selection that we we ended up for this cohort, um courses that students would find most interesting and most most relevant to them. Um, one of the other things that we've really been thinking about too is to ensure because it's there there's a lot of from the communication that we've had with students, from communication we've had with parents, there's a lot of concern about is IB going to replace AP. And I think we've heard from this conversation here that
070it's not this kind of zero sum game where if we add more IB courses, AP will crumble um and disappear from Ry. Um so we want to make sure that the courses that we we are offering are not necessarily in competition with AP. Um and we also have to follow the framework that IB gives us. I mean I think it was Anna who mentioned that there are certain requirements that we have to to offer students in order for them to get the diploma. So it's three HL minimum three HL no more than four. There has to be certain amount of SL. There has to be that sit seat time. So when we really think about what future courses we're offering, we're thinking about one, what is best for the students and what they're most interested
071in. Um, and two, kind of just like logistically, um, exactly, you know, how we're going to implement it and make sure that we implement it in a way that is, you know, that has fidelity to the IB program and for for our students. And then I would also just add on to that that if we're really trying to grow just the the diploma program itself and make sure that it works for students in terms of the scheduling. They were talking about the number of courses that they're taking. And uh we have a requirement in New York State to take the the US history regents. And so if we were to add a course that would cover that content, that would be really helpful too for our students to be able to take the diploma program
072and get that content covered so they can then take take their regions as well. So, we're thinking about all kinds of things. Uh, we've also had conversations around, you know, different kinds of science courses that might attract kids to the diploma program as well. >> And just picking up on on this theme, um, so, so for students who maybe it's not the right fit for them to go full diploma program, and I know that clearly we have a lot of students that have taken some one-off courses this year, business management being one of the more popular. Um, are we are we seeing that there's from a um sort of a trajectory standpoint of of requirements for for graduation, like hitting certain subject areas that if students are interested in doing a a one-off course that
073they're able to fulfill all of the things that they need to fulfill just to graduate, you know, with with the New York State requirements. That's kind of a tricky thing to answer because we're also in a bit of a transition period with with New York State with the blue ribbon commission and the new poetry to graduate and you know there's there's there's um you know several years down the road where um we we have different pathways for to to graduate. Some include the region, some don't. And so it's stuff that we have to determine locally. Um, so you know, I think that the IB can factor into that as well and you and you could possibly have have a model like we do with APs, if you take an IB exam, it would count for
074one of those regions. Um, so it's it's all that stuff is kind of in flux right now. Um, but I I think that whenever a student looks at their full schedule, you want to make sure that it makes sense for graduation requirements. And that's all that's all something that our counselors should do talk to our students about and will continue to especially with um really understanding what these IB courses can can do for us in terms of graduation. >> Well, and it might just be a point of reflection as we're in this first year. Clearly, we picked areas that were going to be classes that would meet [laughter] the content areas that we need to make sure that we're hitting. But as we're looking to add maybe that's another thing that that's uh you know
075to reflect on how as part of the choices of what we bring on um that not just as for the diploma program itself but for the individual >> right and you want would want to look across the content areas to make sure that we're offering a a certain number of courses so students can choose from that because students will still need to have a certain number math classes world language classes. So we really want to make sure we have a we're offering a nice variety. >> Right. Okay. >> Can I just briefly very briefly add on to that? When we did the initial authorization phase for IB, it wasn't just the teachers that were that were trained, but the counselors also retrieve received the training as well to really understand exactly what IB is, what
076the courses are, and then how to ensure that all the courses that we're offering, they were they worked in conjunction with us uh to ensure that students are meeting those graduation requirements. So it was a it was a whole group effort in that training. >> And just one question because I'm sure there's somebody who's going to ask it at some point. So the diploma program, right? You can have a primary years, a middle years, a diploma program, career related. What are we going to do? What are we going to do, Dr. Murray? [laughter] So we do not currently have plans to expand it. We really want to just focus and grow the diploma program. We think that it that that is a good match for our high school students for 11th and 12th grade students.
077We want to make sure that we have that program up and running. So there's no there's no current plan to bring on a middle year's program or a primary years program. Um you know we've been doing a lot of work at both of those levels in different ways with our work around um critical thinking and our interdisciplinary work at the middle school and as you know all of our early literacy work happening at the elementary school. um you know unless we would see data that would point us in a different direction, you know, I I'm we don't we don't have plans to to build down per se. >> Well, and I think it makes sense to build up what we currently have just started, right? We we haven't even hit the as Grad had said,
078we've they've been enrolled in the diploma program for three months, right? [snorts] It's a bit soon two months. It's a bit soon to get ahead of ourselves. And I do really appreciate the idea of the IB program in that they are while they are circles, they are not conjoined circles, they could be overlapping, but they can also stand alone on by themselves. And I think that's an important thing for us as a system to remember that we don't have to have a middle years to have a successful diploma program, right? And I think it's also important for us to focus on how we're preparing students for a program like this should they choose that option, >> you know, and the because it is it is a very rigorous program and it and it takes a
079it's a lot of schooling to get students thinking that way. Um so it it it does it does help all the work on that we've been doing around the right commitment for sure helps us get um to this place where our students can be successful in this type of program. Well, and I do I appreciate that that for that reason having the individual courses because then students have the opportunity to be exposed to a very different type of learning than they've probably been exposed to, you know, in in a in a in their earlier years of education. Um, and it gives and you know they would then be able to see the contrast between an AP and an IB course and and really understand those differences and and I think that might be something too
080that we'll want to talk to students about who had maybe took both and or taking both [laughter] um and see like try to get a little bit of um you know uh um more description on what they see as the differences and and how they grew as learners as a result. >> I not to beat this dead horse, but I'm going to will beat it in that I think it's also important for our students and our families to appreciate that the IB really does have an opportunity for access for all and that these courses don't have prerequisites. So if you are a student who may not be particularly keen in uh math and science but you really love language or you are really into theater and art there are opportunities at across the content areas
081for you to access an IB type course. And so, uh, while it's a program, it is also an opportunity as a standalone for for advanced learning for kids. >> Dr. Bloom, >> I just want to add on to that because you touched upon a point that I kind of neglected to mention when I was overviewing the different the different programs, but one of the great things about all the programs that we offer, whether it's AP or IB or the academy, is that they're not siloed. and that if you do have a student who is really interested in the humanities, they can be an academy student and also take IB. Um, if you want if you have a student who is really more interested in like the math and sciences, they can be an academy student
082and take an AP math or science. So, I think a lot of what we're offering is really great because it's really individualized learning. It's really allowing students to take ownership of what they want to what what they want to learn and who they want to become. Um, so I just want to kind of just add on to that >> and I'm going to add on to what you said, Dr. in that. And if you are a more traditional student and you're a student who just really enjoys a traditional learning experience, we've got courses for you, too. You don't have to come to Rye High School and be in the diploma program or be in the academy or be in an AP capstone. you can just have a great regular class experience where you are going
083to have enriching teachers. You're going to have engaging curriculum and you're going to have really meaningful connections that you can build across. And so I don't want that to get lost. I I do not want anybody to see this presentation tonight and to think, well, this is only for a certain that Ry is is building itself for only a certain type of student. That is a hard no. It's a hard pass. It's a hard no. Ryh high is for all learners at all varying types of ways. And this goes back to where we started and I'll finish where we started which is talking about who you are as a learner. And I think if we can help all of our kids figure out who they are, both as learners and humans, then the job of
084the school district will be successful in that they found their opportunities to belong and to grow and to move on to do the things that they want to do next in life, which will be fulfilling and successful for them. And so with that, I will say thank you all. This was really a wonderful presentation and engra an engaging conversation. So, thank you. And you guys, thank you. And go home. I know you got a lot of work you got to do. You got that essay that's due in March of 2027. I'm already stressed for you. Thank goodness I'm not writing it. >> All right. uh we have hearing of the public on non-aggenda items and this evening we don't have a lick of the public so we will skip that but I will say again
085please at any time feel free to write the board send us an email come to a meeting we are here every other Tuesday sometimes back to back just so happened to be this time but with that we will move on to the consent agenda can I have a motion please to approve this evening's consent agenda clap for seconded by Jen Bole let's take a look at this evening's consent agend agenda, shall we? Uh, consent agenda. General consent agenda. Fiscal consent agenda. Professional appointments [clears throat] consent agenda. Classified appointments and consent agenda pupil personnel services and special education. Okay, seeing no questions, uh, all in favor of approving this evening's consent agenda, that is 6 nothing with one absence. So, on this evening's consent agenda, we have a approval of a contract with Sandbox Theater uh,
086for Osborne's fifth grade play, and the costs of the contract are paid for by the Osborne PTO in a previously approved and accepted donation. We also are approving a facilities rental agreement with Lifetime Fitness for our girls squash team or uh tryyouts and practice in the amount not to exceed $2,500. We are approving a gift from the Midland PTO in the amount of $8,550 to support our cultural arts programs, field trips, and teacher grants. Uh and we are approving a the hiring of Miss Fiona Young's as an English teacher at Ry Middle School. and Miss Young's will be replacing Dr. Washington who has been recently appointed to our position of teacher on special assignment. No, that's my old >> technically. Yes, it's instructional coach. >> Instructional coach. That's the one I was missing. So, we
087are very excited. We welcome Miss Youngs and we uh congratulate Dr. Washington again on her new appointment. Um and we are also I think this is worth mentioning for the larger community. We are increasing our pay tonight for substitute teachers uh which will now bring us into a competitive level with our neighboring districts which hopefully fingers crossed will allow us to have more substitute teachers who are interested in coming and working with the wonderful students and faculty here in Ry. So we look forward to seeing that help us out with those supports. So with that we will now move on to presentation and discussion two and we have some policies to review. Miss Bole >> thank you. Um so these are the three policies that we discussed just last week. Um the updates uh as
088I reviewed um in our previous meeting um range from uh policy 5150 which is student admissions. We had already uh discussed some updates to that but we are also now including kindergarten entrance in this policy and later we will resend that uh kindergarten entrance policy that was a standalone before. Um we also have the internal audit function which is uh just a removal of the um language that talks about using an internal uh personnel for the responsibility of conducting internal audits. We do not um use that option. So we're going to remove that language. And then for the last one we have um policy 6800 which is payroll procedures. And these were additions uh that detailed out procedures around authorizations for salaries um authorizations for overtime payment um and paid leave. Um and it provides
089more detail around review of procedures for payroll during the external audit. Um and uh these were all uh resulting from feedback we received during our intern or external audit uh to add some more of that detail into this policy. Um, any other questions? No. Okay, we'll move those forward for adoption at our next meeting. Okay, great. Thank you. Uh, we will now go to communications to and from the board. And at this Yes. At this point, I'm very excited to um share with everybody that our student board member uh during this portion of our meetings uh will be sharing a report from the student body. And so, Daniel, Mr. Morris, you have the floor. >> Is this on? Okay, good. Uh, greetings everyone. Um, I'm here to give a report on the previous and upcoming
090events of the 2025 and 2026 school year here at uh, the Ry School District. Recently, students took part in spirit week to build excitement for the Ry Harrison game. Each day featured a fun theme, including pajama day, mix day, and rice spirit day, and they were all among highlights among students and teachers. The energy and enthusiasm throughout the week really helped bring the school community together. In addition, during election week, the student council held an application in voting process to select new ninth grade representatives. Congratulations to Mattie Warren, Clammy Kavanagh, Ryan Sors Rodriguez, and Louisisa Glitter Stam, who will be joining the council this year. On November 6th, the class of 2026 will host 11th grade night at Ry Middle School here in the multi-purpose room. The theme for this year is full steam ahead.
091The end the end of the marking period will conclude during the week of November 7th with SAT testing beginning the following day. In terms of upcoming events, on November 15th, Ry act will lead a joint event with Ry Harrison with with Harrison's High School's club to host a Ry Harrison mixer. The goal is to bring students from both schools together for a night that promotes substancefree fun. Ry High School's challenge success team continues to focus on student well-being. This year, they are doing an IWish campaign and sleep awareness week to help students understand the importance of healthy sleep habits. One effort includes encouraging teachers to avoid assigning homework on a designated day to help promote rest and balance. The Ry Middle School challenge success team helped to create a new spirit club called the Garnet
092and Black Club led by Miss Leah Blumenthal. The club organized spirit week activities at the middle school. The principal's council is also planning a coat and food drive with hope, creating a transition guide for incoming sixth graders and coordinating a tier tutoring program in which high school students tutor sixth graders in various subjects. Ry Middle School is also presenting Alice in Wonderland this weekend at 7 PM on Friday and Saturday nights. Thank you everyone. >> Great. Thank you very much, Daniel. I look forward to that sleep awareness week. >> Can I just say I've learned more about Ry High School and Middle School in this last five minutes than I've ever learned in any periods thus far. So, thank you, Daniel. >> Well, that's that's one of the many exciting reasons that we're so thrilled
093to have our student board members here with us. And it is a rotating uh slate. So one night, one week we may have one, we may have two, we may have three. The students have signed up for topics of interest. So they'll be here. And as I said, once a month they'll be uh sharing a student report. So we're very excited. And Danny, you've set the bar very high for your fellow student board members to we'll see how they perform the next time. [laughter] Uh okay. So now many probably less interesting community or communication updates. I may have to flip that. We may have to go first and end on the high note of the students. We'll have to see. Uh because it was just a week, I do not see that we had any
094meetings, but we do have a technology committee meeting coming up on Thursday. And of course, it looks like there'll be a policy committee meeting on the same night. Oh, same day as a board meeting. >> It's going to be a tight turnaround for you all. We'll have to see what happens. Okay. Um probably traffic safety didn't meet, right? It was just a week in between. Any communications to and from the board? No. Okay. Uh so seeing no further communications, I will remind everybody that Oh, it's a big one coming up everyone. November 18th, our next board of education meeting is our open topics. And so this is where the board comes out from behind the table and into the seats. So fill the stadium as it were. We'll be happy to have people come and
095speak with us. and then we always report back out the conversations that we have. So that'll be on November 18th, which is in two Tuesdays at 7:30 here in the multi-purpose room at the middle school. Uh so with that, can I please have a motion to adjourn tonight's meeting? Don't all go at once. Valerie Lapam, seconded by Sean Clapper. All those in favor? That is six to nothing. Thank you. Have a good evening.