Sayville BOE Workshop Meeting-Thursday, June 5, 2025 OJH Official

001I found eight creators who were most relevant. Um I looked they were typically in the in the entertainment genre. So I looked it down to that category and then I used the lexile analysis which quantifies how how complexity is in that sense. I then put it through linear regression looking at how these how these values change over time to see if there's any change and if there's any decrease or increase in the best sense. Uh on the top you got a straight line that's the majority of the data that demonstrates that there was not much significant change over time in the lexical lexical complexity of YouTube videos uh from these eight creators. Um these eight graders by the way had 700 billion 700 million subscribers and 200 billion views. They were very relevant graders and

002you can see on the right at the top the bubble chart which shows the data points coales towards the bottom. That's part of why it's so stable at a 600 less level which is about fourth grade being level but it is stable. on the bottom is less significant but that's very significant greater who showed less decrease. Unfortunately the sample size is too small. So to conclude um there was not much significant change that could be due to the fact that the entertainment category hasn't changed much of time. This may largely be skit skit related. Um, however, more research is necessary on the broader level of YouTube to determine uh anything beyond Thank you. Hello everyone. My name is Sa Mur. I'd like to thank you for giving me the opportunity to present my idea on

003English language learning and the correlation between academic success and English language proficiency among high school ELELLL students across the town of High School. So what are English language learners? There are a diverse group of students who do not speak English as their native language and are learning English as a second language. They are diverse of languages and need diverse academic and social needs. I was once an English language learner in elementary school. I was taken out classroom time with my peers to improve my English proficiency. This isn't a story of just mine, but over 5.3 billion ELELLL students across the United States. This demonstrates around 10% of students in public schools. In Long Island's Middle, we've seen an increased number of ELLL students. In 2012 to 2013, there were around 27,000 ELLL students. In the

004past year, we've seen over 43,000 EL students and while after looking at available academic literature, I saw a gap with research. There were a few studies that looked at district level data in suburban districts and I also lack the studies that looked at academic success among EL students in grades 9 through 12. This led to my research question. What is the correlation between English proficiency and academic performance amongst high school ELELL students from grades 9 to 12 within the town of Iceland? I hypothesized that there would be a positive correlation between EL students meaning higher English proficiency would be would be associated to higher academic rates. My methodology was strictly quantitative. This meant that I only looked at numbers. I used the Pearson's correlation to identify three things. I looked at English proficiency through MISL

005scores to identify how proficient they were in English. Then I looked at academic rates from region test scores from English, social studies, math, and science. Initially, I defined academic success through the percentages of those students who graduated and those who received their English um their reading performance. of the 11 districts across the town of Iceland. I was able to look at six districts that had over five ELS in their respective high schools. I found that three districts had a positive correlation and three other districts had a negative negative correlation. What does this mean and what is the significance? I found that in three school districts I found a significance. For example, in school C, we could see that that had a negative correlation, but we could also see a high graduation rate and a higher

006gradual perform. Similarly, in school D, we see that there is a um a weak positive correlation, but that we could see low graduation rates and low reg. So, what does this mean? I concluded that English proficiency isn't the only factor to the academic success of English language learning students. And there are many qualitative factors that need to be considered for the academic success of these students. Therefore, further research needs to be conducted to ensure that these students are receiving the academic successes that they need to be successful with their high school. Thank you. Hi, my name is Julia Sack and I did my presentation on the portrayal of abuse and psychological grower. So mental health is an ongoing concern in today's society. Many people suffer from mental illnesses such as anxiety, ADHD, OCD and depression.

007The study of these illnesses is called Psychopathology is known as a mental disorder, especially when marked by egocentric and antisocial activity, a lack of remorse for one's actions, and an absence of empathy for others. We can see this portrayed in different forms of literature. The children are described with a developmental pathway of populistic behavior in certain kinds of children. Their path is called homotypic continuity which is when maltreated children are more prone to follow in the path of their abusive parts. They have heightened brain toxicity meaning the younger the age at which they are exposed the more likely they continue this path. One way we can look at psychopathology is through literature. We see this through the horror genre. Different people have different reactions to watching things from this genre. There's suggested exposure to horror

008films can lead to abnormal stress or distress regulations requiring psychological or psychiatric intervention a condition called cinematic ferosis. This correlates to the ability of children to adapt to different environments while humans are young and impressionable. It is imperative that kept away from explicit content. However, some children are introduced to violence and and verbal abuse at a very young age, which can lead to increased likelihood these children will follow in these behaviors and develop mental illnesses. This led to my research question. In what ways do psychological abuse books found in multiple award-winning book lists published after 2015 correlate to the development of psychopathology in adults who are psychologically abused between the ages of zero and 18? So, I use a mixed method for this. I began the content analysis of 10 different books and then I

009used an F test to sample sample for variance. I sorted the books into physical abuse, mental abuse and relational abuse and I annotated each for those. I then coded the books on a scale of 1 to five demonstrating the amount of abuse shown towards the characters. These were the results for each book. There were 10 books used and they were coded for each different type of abuse. Those were the scores that each one received. In this, I found that there is patients with bipolar disorder or any other type of mental illness report high levels of child malreatment with estimates as high as 50% 57%. I correlated this 57% to the amount of abuse I found showing in the books. As you can see, the F critical one tail value is above the average of 1.5.

010Meaning that this shows that the um book characters that were abused in books show the same level of abuse as children in real life and are actually relatable to these children. In conclusion, these are similar to the abusive events that happen to children in real life. It affects the 57% of children who are abused and when reading these books, they're able to relate and find some sort of therapy within them. This is more frequent in younger children who receive. [Applause] Hello everyone and thank you for being here. My name is Tuty and today I will be discussing my AP capstone research surrounding challenges about how to approach coaching female athletes and why it is time for a change. Most training programs are being modeled based on data based off male athletes and that is a

011major problem. This idea is summed up in Dr. Safety Sims quote women are not small enough obviously males and females have different anatomical makeups which greatly impacts their athletic performance. However, in the field of sports science research this difference is not reported. As a result training programs are based on data gathered from male athletes and this leads to injury risks for female athletes. Overall, the existing research in the field investigates the physiology of males and females. Specifically, a study done by Christine Yu, a Harvard graduate and award-winning journalist investigated how male data athletes is extrapolated to fit the needs of female athletes. According to Fabio Machino, an orthopedic surgeon and Yan Broy, a physician, when there's a lack of gender specific guidelines, ACL tears are more common and concussions are also incurred. This being the

012case, it is evident that there are clear differences that impact injury risks. However, the literature did not examine if the current training resources are updated to reflect a new contemporary understanding of female athletes. This gap in body of knowledge is where the specific parameters for research started. This led to my guiding research question which was to what extent do training materials need to be updated to reflect a contemporary understanding on a in order to maximize their performance. I chose a mixed methodology approach consisting of a content analysis and correlational study. For the content analysis, I analyzed seven commonly utilized coaching textbooks in the NISO mandated coaching certification courses. I gave each textbook an overall life grade of a liker scale model of 1 to five with five being extensively covered and one being going into

013little or no detail on the specificity of coaching female athletes. For the correlational analysis, I utilized the survey method and investigated the population of high school coaches of female athletes on their opinions of how of female athletes. Almost all the textbooks analyzed received an overall grade for two with the exception of book six which received a grade one. This demonstrates that 100% of the textbooks analyzed did not meet criteria for extensively covering the specificities of female. This shows that the current material coaches are being trained on is lacking crucial information pertaining to female. The questionnaire was completed by 98 participants. The average of all respondents was a 12 out of 21 points, which is a total of only 57% of the total possible points. In addition, only about 25% of the respondents scored in the

014highest range of a 16 to a 21 points. This demonstrates that coaches do not rate themselves on having a sufficient amount of knowledge on information pertaining to coaching female athletes and mitigating health risks. Based on the annual statistical analysis I conducted, the calculated test statistic of about 16.65 was much larger than the ethical value of 3.94. In addition, the calculated p value of 0.93 is less than significance level of 05. Overall, the results of the ANOVA statistical analysis provided strong evidence to conclude the training pipes does impact coaches overall knowledge scores. In conclusion, coaches are currently lacking knowledge on how to train female athletes. This could be attributed both to a lack of adequate materials and a lack of female specific courses taken. Administrators and coaches must seek this information and apply it to allow

015for mandatory training in order to adapt coaching styles to better suit the need for female. These are my sources. Thank you. [Applause] Hi, my name is Sarah Stewart and today I'll be presenting to you my AP project which is on the impact of the every student succeed act on student success in New York City school. This is the agenda for today's presentation. To start off with a spiritual understanding history behind the implementation of various federal acts which all share common goals including education but at a federal level. In 1968 when John decided in place the elementary and secondary education act which had a main goal of providing funding to low income schools. However, in 2002 this act was replaced which changed the federal education system to focusing more on standardized assessments and then providing funding

016for schools who do not meet the annual standard. However, as a result of controversy due to the No Child Left Behind Act, as many felt like the roots of the problems caused by No Child Left Behind were actually roots called poverty. This calls for a need for change in 2018 where the Every Student Succeeds Act was implemented which provided funding for all schools based on their own flexible assessments and prohibited federal offices from mandating state standards and required states to measure individual student progress and prohibit the use of subgroups. Prior to No Child Left Behind being implemented as a federal law in 2002, there was minimal change being made to New York State. Previously, New York State did not have as much federal funding. However, when No Child Left Behind was put in place, $1.8

017billion were allocated to New York State schools in order to fix education system. In addition, No Child Left Behind did not change the New York State alternative assessment, which was an assessment given to kids who had cognitive disabilities to determine whether or not they were eligible for the state's criteria. However, in 2018 when Every Student Succeeds was implemented, this changed the way that schools were ranked. In comparison to the previous rank based on datiz test scores, the Every Student Succeeds Act changed the way schools are ranked to focusing on external benchmarks instead of internal goals. As this research aimed to figure out the impact of the Every Student Succeed Act on student school success in New York State schools, this leads to my research question. To what extent does the pressure in federal reform acts

018for New York State teachers to create a high quality and equal educational experience impact student school success in New York State? This question comes from a gap in existing literature where extensive research was conducted on the impact of every student succeed on social emotional learning skills. In addition, many of these studies were conducted in states such as California and they only focused on high school students. In order to analyze the correlation between every student succeed and student success rates, I used the data quantit qualitatively from the New York State Department of Education website and was able to analyze students test scores on the New York State 38 BLA exams, the New York State 38 math exams and students graduation rates. The quantitative part of this analysis was done on a website called SPSS where I

019used a bootstrap bias analysis where I was able to conduct an analysis to see whether or not there was a positive or negative correlation between implementation of every student succeed and student school success. When these results came out, this was what the chart looked like. In order to prove a positive correlation, you want the bootstrap bi to be as close to zero as possible. This was the result of the New York City through three field assessments. As you can see in 2018, which is the year every student succeed was implemented, the three step bias was zero. You can see in 2017 and 2019, the results were 0.0000. But it's important to note that absolute zero. The same results were found when I conducted the research on the New York State 38 assessment. However, when I

020looked at the graduation rates, I was not able to conduct bias as not all schools were reporting their graduation rates. And although that was to a decrease of funding, some schools would still choose to not report this. Instead, I used a Pearson correlation research. And in order for a correlation, you want the Pearson correlation coefficient to be as close to one as possible. And as you can see, in 2018, the Pearson correlation coefficient was exactly one, showing a positive correlation. As my colleague aimed to analyze the impact of every student succeed and its effectiveness and how it impacts student school success in New York State, through this research, I was able to find a positive correlation between every student succeed and New York State 3 through8 math assessments, New York State 38 BLA sessions, and

021graduations. All this research can lead to new information for researchers in the field of studying in the hands of the educational field. Thank you for your attention. Thank you so much for your presentations. That was just a sample of the other 25 projects that we've done in AP research. And if you wonder what do we do in that class, they learn to speak. They learn to articulate. They learn to research. And it's quite quite impressive. Any comments or questions from the board? That work at the same time. Um yeah, I just had a couple of comments. Uh before I was uh on the board, um I would come to board meetings for the previous two years. This was always my favorite uh day because I I I just love learning and I love, you know,

022analysis and numbers and and the type of things that uh you guys the type of research that you guys were doing. Um so I just took a couple of notes. You don't ever have to answer these questions again, but it's just to show you that like I I was paying attention and fascinated by the things that you did. Um the the one thing that I thought in Wesley's um was was and you don't have to answer this again, but I'm wondering is is is the end result of that research to find out if there's a correlation between the level of education that people receive. Um where is he? Oh, sorry. Oh, I um because that's what I was thinking as you were going through it. um especially with the the numbers uh the age numbers

023being 18 to 29 if there was any relation between the level of education uh people received and uh the complexity of the Lexile levels in the in the YouTube videos that were being shown. I was wondering if there was a correlation there because it seemed like there would be and I thought that that would be like a really cool extension of of that of that research because that was actually fascinating and the world runs on algorithms now. So I thought that was a really like smart topic to choose because it's so like relevant. So that was just a question. You don't have to answer so right now. Um but I was fascinated by your research so I thought you did a great job. Um say I love your name first of all. Um, and I

024thought that your topic is so prevalent today. For example, I have a fifth grader um who um uh is Muslim and uh had to fast all day today. And you know, so I'm thinking in my head like, wow, that really has to impact her learning because she's not eating. Everyone's eating around her. And you know, just little things like that. I do with your research. There was one thing that I was curious about is uh the cultural norms of different cultures. So how that impacts that like that's a huge variable and if that impacted at all for example like you know one town could have um a high Spanish population Spanish speaking population let them could have a high Polish uh speaking population the cultural norms impact uh the variables there um again I'm just

025talking sorry um but I again I was fascinated by yours I thought very prevalent in today's um society and and so impressive Julia, yours was fascinating. Uh because I love to read thrillers like that, are thrillers like that. I was wondering if um the desensit I don't know if this is the right word but the fact that children are so desensitized to u horror and violence now due to you know if that played any role in your research or if you came across that and thought that maybe like if you took your research and compared it to something maybe 40 years ago that you would see drastic numbers that was the first thing that jumped off but I I was almost embarrassed to say that I read like five of those books up there when

026you flash it up that's why I was So thankful that you got it off the screen quick. Um, and McKenzie, uh, the I I was I did have one question. It was it was training versus coaching, but then I realized that you were talking about when you were saying coaching, you were talking about like the physiology of females and and how like practicing should actuallywards them like anatomically, right? Um, so I once I picked up on that again, fascinated by that. That really means a lot to me as a coach. I thought that was awesome. And Sarah, when I saw yours, the the my immediate thing was how like in those years teachers began teaching to the test and that had to be like a huge variable, especially like as you go through Nickelby and

027you go through every student succeed act there's this pressure then to perform because like you said um uh federal dollars, right? every every dollar counts for us that you find teachers uh teaching to the test. So as those scores are going up like is our genuine teaching going down? Um so I thought that would be something interesting to look into. So but again I I don't want to mean to monopolize everybody's time but I just love this this day and and so I I appreciate all your hard work. Thank you. Good job. [Music] Um, Desmond, thank you for your presentation. [Laughter] Um, real quick, great job. I do look forward to this day. So interesting. Sable has an amazing group of students. I'm always super excited to hear the presentations and the different subject areas

028that everyone is working on. So, thank you for your time. I know it's a lot of work. Um, just keep at it. It's going to take you far. Thank you. I just want to say that um yes, I obviously agree. It's so um fascinating. It's a privilege to see the amount of work, effort, and and the time that you put in and then to have you present it to us. And I just love how every single one of you chose something that was not only important to you, but also had an effect on your life. I think that was really evident. And every one of you walked away um I think with more questions than you walked into. And that's the beauty of research is that you have a basis now and then where else

029do you want to go? Um I think um uh your personal journey Azia with the um ESL is so important and at least we see those numbers rising and the number of people who come in second language learning and that it's not just about not knowing the language but anecdotally what the environment the student support system um and um lots of questions about where do we direct the money the support to make sure that all ELL learners can succeed and um I as a mother of a two daughter athlete athletes, one who's taught both ACL's. This conversation about female athletes and how they're not the same as as men is so important and it's so obvious that there needs to be more research so there's more money so there's better education so there's better training

030so the coaches get the information that they need. So, I appreciate all of what you did and those really thanks very I just want to say you are an impressive group and I'm very proud that we have students like you at Sable. Thank you. I just wanted to almost ask a rhetorical question from you in the audience. Who of you understood more than 50% of it? I mean, I you're smarter than us. It's and that's really like the dream. Um I I think about growing up and the school I attended as a kid here in St. It's like a radically different high school and I think your pursuit of excellence. I think it it kind of animates the entire academic environment and I just feel like we've come a long way. Um and I just

031am really proud of you guys. You're kind of again you're showing us what excellence looks like and that's really helpful to our own growth. Thank you. [Applause] I know firsthand how much time and effort goes into that. Kudos to you and how wonderful that you get to do all of this research on something that you're passionate about. Right. Awesome. [Applause] [Music] on the agenda. So, we're seeing a progression. We're going from students and now we're going to, you know, watching bright students do wonderful things to now celebrating some adults who have done some wonderful things. So, at this time, we're going to transition into the recognition of our retirements. People have dedicated their careers to the Sable Schools. We are so proud of these people. We want to honor them with great applause. So, I'm

032going to start with the retirees from Cherry Avenue Elementary and Dr. and those retirees. Please come down to the microphone area. [Applause] Good evening. four very lovely and special ladies with us tonight to honor and celebrate the course. So I'm going to start start with Miss Ki Rose and the food and nutrition department at Cherry Avenue for 31 years. [Applause] Our students were always greeted by name and with a smile. And I can attest firsthand that Colleen knew every student by name. And you probably also knew their codes because I think you were quicker than many of us kindergarteners and you had to memorize. Absolutely genius. Uh you went out of your way to make sure their needs were met nutritionally and well beyond. Miss Rose retired in December and although we miss seeing her

033every day in the kitchen, we are thrilled that she is a substitute lunch monitor. Congratulations on your retirement. Enjoy the special time with your husband, your kids, your four beautiful grandchildren, and your really cool hobby metal detecting with your dad on the beach. [Applause] Mrs. Teresa Loito served as the cherry nurse. [Applause] She has and continues to take great care of all who pass through her office, including us adults. She is calm, thorough, knowledgeable, and compassionate. All the things that make her an amazing and beloved nurse. Miss Latino and I bathed the storm from CO. We got quite close where we spent tireless hours including Christmas, New Year's, weekends, late nights, um, contact tracing, acting like we were the Department of Health and making sure we were in compliance with all of the COVID protocol.

034Lucky for me, I had her by my side because I couldn't imagine or want anyone else in that capacity to work with me. Thank you for being such a tremendous asset to all. Wishing you a healthy, fun, happy retirement in Pennsylvania. We're happy that you and Tony will now be around the corner. AJ, where I'm sure he'll be enjoying food from our guests. [Applause] Congratulations. I just want to add one nice anecdote. I was at the cherry field. Yes. And not only does she help the injury. So I play my friend but two not only help kids liberty. [Applause] For the past 17 years, Carol worked as a teacher aid, whether it was providing one-on-one support or in her current role, nurturing our youngest learners as a preschool. She has a natural gift for working

035with children, knowing how to reach them, support them, and lift them up. Her come to demand and due compassion has made her a source of comfort and confidence for so many students and a rock for her colleagues. And I have to also say that any time one of us had to sub in UPK. It was absolutely reassuring Carolyn there because she ran the entire show and then sub. So thank you for that Carolyn. Um, but we hope that you uh enjoy spending more time with your family, your adorable grandchildren are so lucky to have you as their babysitter. Our lovely little school set up for them. And of course, I'm wishing you many sunny beach days ahead. Thank you for your service. try to do this. Miss Fiori began her career at Sable as a

036sub monitor TA in clerical back in 1998 before quickly moving into a teacher and position role at Lincoln Avenue in this set and then at Sunrise. In 2006, Miss Fiori transitioned into the attendance position at Cherry Avenue, which lasted for 14 years. To this day, Miss Fiori knows the Infinite Campus like the back of her hand. And we all rely on her for quick assistance and for her to come to the rescue in more ways than one. Miss Fiori moved up into the 10-month office position in 2020, and it was a flawless transition. She's extraordinary. One of those one of the most organized women I know with the sharpest memory. Loyal like no other. Committed, dedicated, and simply classy all around. This is a huge loss for Cherry Avenue. Proving both personally, professionally. When I

037began the Cherry Avenue principal ship almost 13 years ago, Miss Fury immediately immediately took me under her wing, helping me transition into a new culture. I will always be grateful for that support, love, and friendship. For me, there are not enough words to express the gratitude that I especially have for you. May your retirement be filled with happy and healthy years ahead. Enjoy spending more time with your mom, your amazing granddaughter, Emily, traveling, and including your upcoming trip to Italy. [Applause] Now we're going to find Carmano and the retiring staff of Lincoln. [Applause] [Music] Good evening everyone. Um we have a custodian Martin Greg Martin. He's actually not here tonight. Um we're at is retired party to save the land at the same time. Um but I do have a few words that I do

038want to share about Craig. Um tonight we celebrate a man who has spent the past 31 years working to support the students of disabled school district. Mr. Craig Martin for the last three decades. Craig has been the heartbeat of Lincoln Avenue serving as a custodian. In that role he has kept Lincoln Avenue spotless, safe and running smoothly, often with tools and heart man and a smile on the other. But the truth is, Craig has been so much more than a custodian. He's been a mentor, storyteller, and at times a bit of a prankster, but most of all, a friend. I always look forward to those conversations because when Craig tells a story, you're not just listening, you're learning, you're laughing, and you're connecting with the deep roots of the school and the community. And speaking

039of laughing, let me tell you, Craig knows how to have fun. It's one of our core values at Lincoln. We work hard and we laugh hard. Whether he's dressing up on spirit days, chatting with kids in the hallway, or most recently, leaving a stuffed rat at my usual morning entrance gives me a good scare, Craig brings joy into this building. And while I may never forgive him for that particular prank, I also know moments like that are irreplaceable. That's the thing about Fred. He's irreplaceable. You can hire someone to fill a job, but you can't replace the spirit he brought into it. the kindness, the pride, the jokes, the care. Craig cares deeply, not just about the school, but about the people in it. He cares about the kids, the teachers, families, the community. And

040that's something you can't teach. That's just who he is. As Craig moves into retirement, I imagine there will be a few fewer hallway chats, fewer stories, and thankfully, a fewer soft wraps. But what won't change is this. Craig will always be far enough. Craig, I know you're not here, but thank you for everything. You've left your mark on the school, the district, and all of us lucky enough to work with you. We're going to miss you terribly, but we know that wherever life takes you next, it'll be a little bit brighter because you're dead. Congratulations, Frank. the retirement. [Applause] All right. Good evening everyone. Unfortunately, I know that two of our retirees are not going to be able to be here, but they deserve their accolades and welldeserved uh congratulations. So, our first retiree from

041Sunrise Drive to Public School is Eileen Lior. It's with a bittersweet heart that we gather today to celebrate the retirement of an extraordinary individual, Eileen LoR. While we're sad to see her go, we're also incredibly grateful for the countless ways that she's enriched Sable Public Schools, especially here at Sunrise Drive. Many of you know Eileen from her daily presence behind the lunch counter, but her journey disabled began long before she graced our loss. She started as a substitute and by September of 2002, she secured a permanent position, beginning her dedicated service in the middle school. Then in September of 2019, she made the wonderful move to Sunrise Drive and it's been a blessing ever since. Eileen, you've done so much more than simply serve a healthy lunch. You've been a beacon of positivity, ensuring our

042students are not only wellfed, but also happy, earning their manners along the way. Your dedication to their well-being is truly remarkable. We've all witnessed your unwavering commitment to meeting student allergy needs, going above and beyond to ensure every child has a full and safe meal. It's that kind of thoughtful care that makes you so special. You're a force of good in our school culture, someone who stu students eagerly look forward to seeing each day. Your warm smile, friendly demeanor, brighten our lunch periods, making the cafeteria a place of comfort and joy. Beyond lunches, you've been an instrumental in establishing supervising our breakfast program over the years, ensuring students start their day with a full stomach and good start. Alen, you're a dedicated, warm-hearted person. We are beyond grateful to have worked beside you. The impact

043that you have had on generations of disabled students is immeasurable. Your legacy will live on in the well-fed, well-mannered, and happy children who have passed through our lunch. On behalf of the entire Sable Public Schools community, especially everyone here also at Sunrise Drive, thank you for your unwavering dedication, your boundless kindness, and your incredible spirit. We wish you a retirement filled with joy, relaxation, and all the wonderful things you deserve. You will be deeply missed. [Applause] Another friend that can be here tonight, hope she's watching as well, Miss Dawn Marshall. What an absolute privilege it is to stand here tonight to celebrate the retirement of an extraordinary individual, Dawn Marshall. For years, Dawn poured her heart and soul into her profession as a teacher aid here at Sai Drive in Sable Public Schools, and her

044impact on students and staff is immeasurable. Dawn had this incredible ability to help students become their absolute best selves. She was a master of putting plans of action into place, always so calculated and precise. Her data collection second to none. She knew exactly how to track progress and adjust strategies to ensure every child succeeded. Beyond her remarkable skills, Dor was fiercely loyal. Loyal to her colleagues, to our teachers, to administration. She was a true rock in our community. Personally, I learned so much just by observing Dawn in her final year with us. She showed me you don't always need words to communicate with children. All it truly takes is consistency and genuine care. It was nothing short of amazing to witness the progress of communication and positive behaviors under Dawn's unwavering support and dedication. Dawn

045often worked in some of the toughest roles we have at Southern Strive, especially over the last nine years that I can speak to. I'm sure she faced her share of challenging days, but you never would have known it. She always maintained such a positive and friendly disposition, a testament to her incredible professionalism. Dawn, you're a true professional in every sense of the word. Your dedication to students and this school has left an indelible mark. We are forever grateful for your tireless efforts and the profound difference you've made in so many lives. As you embark on this new chapter, we wish you a retirement filled with immense joy, welldeserved us, and all the happiness the world has to offer. Thank you, Don, for everything. [Applause] Congratulations, Michelle. Ladies and gentlemen is here today to celebrate the

046remarkable career of Michelle Amy. For many years, Michelle has been an indispensable part of the Sunrise Drive family. And while we're thrilled for her next chapter, it's hard to imagine the school without Michelle has worn many hats during her time here, serving as a one-toone shared and program aids. No matter the role, her dedication to our students, especially those in most need, has been unwavering. She stops at nothing to ensure every child is well cared for and finding success. It's truly inspiring. You know, Michelle has this incredible calming presence. She just has a way of making everyone feel at ease. And it's her ability to utilize learn strategies on a daily basis to help our students thrive. It's simply phenomenal. Beyond her work with students, Michelle's a true teammate and friend to her colleagues. How

047many of us have benefited from her insightful advice or just smack for problem solving on the fly? She's always there, ready to lend an ear or a helping hand. Her tack, composure, and consistency, especially in her leadership roles, have been invaluable. And let's not forget her vital role in our kindergarten screenings. For years, Michelle has been the first friendly face of many of our new students and their families that they encounter. She ensures that they feel cared for and valued from the moment they step to our doors. That's how you build a strong foundation for students entire school journey. Michelle, you've touched countless lives at Sunrise Drive, students, teachers, and staff alike. Your impact will be felt for years to come. We're so grateful for your passion, your dedication, and your incredible heart. On behalf

048of everyone at Sunrise Drive, we wish you a retirement filled with joy, relaxation, all the wonderful adventures you deserve. You've earned it. Congratulations. [Applause] into a little tradition. I want to bring to mind that at Sunrise Drive, our beloved mascot is a duck. Ducks fly together in beautiful, strong formation. They instinctively know that by sticking together, they are far better than they would ever have been alone. Here at Sunrise Drive, we always say it's a family. Just like our mascot, our school demonstrates a remarkable cohesiveness, always showing concern for the welfare of every member of our flock. To our retiring teachers, please remember this. Once the sun rised up, always a sunrise up. We are always will be a cherish part of our family. [Applause] [Music] Middle school. [Applause] Thank you. Good evening everyone. Congratulations

049to all of our retirees. Uh we have actually three retirements at the middle school. uh two of which unfortunately they couldn't be here tonight. They were traveling for a long weekend. Uh but I want to take a moment to recognize uh them and their service uh to the middle school. The first is actually one of our permanent substitutes and that is Lillian Schwiter who in various capacities has served the students and families and staff of Sable for 20 years and most recently as a permanent substitute teacher at the middle school. Being a permanent sub is a very unique and often unsung in school. Requires a blend of flexibility, of patience, of love of learning. Lillian has a calm in the storm demeanor and a steady hand when any teacher is away from their classroom. She

050did all of this while being a math teacher on Monday, an art teacher on Wednesday, and a PE teacher on Friday. She knows our learners. She knows our teachers through teens, and she always kept the wheels of our classrooms turning. So Lillian, on behalf of the grateful school, we extend our thanks and we wish you a very long, happy, and healthy [Applause] retirement. I believe in in all of the um retirements, uh the next our math teacher, Miss Linskott, is the one uh full-time teacher that is retiring from in the district this year. Kelly Lindskco has served the students and families of Zade over 24 years as a math teacher. She has inspired countless students to conquer fractions, decimals, decoding algebra, and the very difficult job getting kids to fall in love with numbers. She

051is dedicated to growth and learning and she's always exploring and trying out innovative teaching and learning strategies for our students. But Kelly's impact extends much further beyond the classroom. One of her most defining qualities is her fierce and her passionate advocacy for the acceptance of all students for who they are. She has created an environment where all feel seen, they feel valued and know they are respected. Kelly embodied inclusivity before it was a mantra. Kelly, your dedication, your innovation, and your commitment to our students has left a mark here in Salem. You not only taught math, but you also taught you you taught kindness, acceptance, and the importance of everyone being true to oneself. We thank you. We wish you joy, relaxation, and many new adventures in your congratulations. [Applause] and business. Martha has served

052the students and families of Seville for 25 years. Many of us now know her uh for her invaluable work in our library where she has been a steadfast pres presence for our students and our staff. Her dedication has kept our library running smoothly and a vital hub for learning and for for exploration for our learners. But what truly sets Martha apart is her incredible ability to connect with students on a much deeper level. For so many kids over the year over the years, she has become a go-to person. Often for some of our struggling learners, they found safety in one. Her calm demeanor, her understanding nature, and her genuine and true care created a soft landing place for so many students over the years. Martha's unwavering support and compassionate heart have made a lasting impact

053on our school community. And on behalf of the great community, I congratulate you. I wish you a long, very happy, and very healthy retirement. Congratulations. [Applause] At this time, I'd like to invite the high school principal, Miss at the pink school with [Music] [Applause] Kyrie. Thank you, Dr. Coming up here. I got a lot of things here. Thank you, Miss Max. Mr. Art's going to assist. Um, this is a tough group to say goodbye to, so bear with me. I try not to get emotional as I did all farewell. Um, going to start with Kathleen Keenan in recognition for her outstanding and unwavering service to the state school district. We proudly here. honor is Kathleen Kean's remarkable career and lasting contribution to our school community. She began her journey with the district in 2001 as

054a clerk hypist at Sunrise Thrive Library, later bringing her dedication and reliability to the state high school main office. Since 2014, she has served as the senior office assistant in our guidance fleet where her presence has been nothing short of essential. Um throughout her career we've seen and has distinguished herself with his many hands, unshakable resolve, tremendous compassion, and a sense of humor that lifts with the tears of everyone around her. She has tackled a complex task of coordinating college visits and organizing our community scholarship program with grit, efficiency, and heart, making a real difference in the lives of our students and their families. She is known not just for how much she accomplished, but for how deeply she cared. She leaves behind a legacy of strength, dependability, and quiet leadership that will not be

055forgotten. With sincere appreciation and respect, we thank Stephen for her years of service and wish her all the best in her well- earned retirement. Thank you. All right, [Music] next look. Okay. Since beginning her career as a teacher aid at Sunrise Drive in 1997 and continuing at Sable High School from 2003 onward, Miss Joanne Ward has been a steady hand in every classroom she has served. An adaptable and caring child advocate, she has handled the middle of difficult situations with grit, composure, and a very strong sense of humor. Miss Corb has built strong trust and connections with students who feel comfortable turning to her for support and guidance while also holding them accountable with fairness and consistency. Her can do attitude means she consistently manages whatever challenges come her way, always standing up for students

056and earning the respect and admiration of staff, families, and students alike. Equally valued by his colleagues, Scorp has been a supportive and collaborative team member, fostering a positive and respectful work environment with her genuine collegiality and kindness. Her ability to light the move in the lab while maintaining a solid commitment to education has made her an sense of farm community. We will not be the same without steady presence, fierce dedication, and warm friendship. Her legacy of strength and compassion and resilience will continue to inspire and also had the privilege to work alongside her. Thank you. All right. Laundry. [Applause] [Music] Love you, Mom. With sincere gratitude, we honor Beth Wandry for her dedicated service and commitment to the disabled school district from her earliest days in 1992 in the monitor and later as a teacher

057aid at cherry to her time as a clerk typing supporting department chairperson and most recently as an office assistant in the attendance office. Miss Laundry has been a steady and compassionate presence in every role she can help. More than a colleague, she has been a trusted confidant to students and staff alike. With quiet strength, deep empathy, and unshakable calm, she has handled each call, question, and crisis with grace and poise. In moments of stress or uncertainty, Miss Wonder has the one has been the one to quiet the storm, offering a shoulder to lean on in a voice of reassurance when it was needed most. Her empathy, professionalism, and calm confidence have left a lasting imprint on the school community. She'll be deeply missed for her kindness, extended presence, and the warmth she brought to every

058corner of the building. We thank Miss Wry for her years of devoted service and for all she has given to the students, staff, and families of Salem. She leaves with our deepest gratitude and warmest wishes for a fulfilling and joyful retirement. Thank you. All [Music] right. Miss Mary. Um, with heartfelt appreciation, we recognize the dedicated and impactful service of Miss Marian Ross to disabled school district. Beginning her career as a substitute teacher aid and monitor at Lincoln Avenue, she brought energy care and a deep commitment um, energy care and a deep commitment to students that only strong groups of her time as a monitor and teacher aids in classrooms at Fable High School and most recently in the high school library. Miss Russ is known for her tireless work ethic, kindness, and determination. She never

059turned away from the challenge, and always found a way to make things happen. Whether in quiet moments or during hectic times, she consistently put students first, moving through each day with purpose, passion, and an unshakable drive to support those around her. Students would start and end their daily instruction from the library knowing they be more attentive and a focus on what truly matters. Her fast-paced, sharp instincts, and steady presence help create a sense of consistency and care that both students and staff rely on. As she retired, we miss her quiet leadership, generosity, and spirit. And in many ways, she made our school a better place every day. We thank Miss Russ for her years of outstanding service and for leaving behind a legacy built on dedication, action, and heart. Thank [Applause] you. And last, but

060certainly not. [Applause] With deep appreciation, we recognize Adie Boyak's many years of devoted service to disabled school district and the lasting difference she has made in the lives of students and staff across our school. Her journey as a teacher aid began in 1995 and has taken her through almost every building in our school district. Chariot, Lincoln, Sunrise Drive since 2016, Sable High School. Each community has benefited from her kindness, reliability, and thoughtful support. Miss Voyak has approached every challenge with grace and compassion, offering steady guidance, and care to those who needed it most. Her ability to meet each student exactly where they are without judgment, with patience, and with support has been the foundation of her work and the reason so many students have thrived out of her care. Reliable, kind, and always present. She

061has built trust across generations of students and staff. She showed up day after day, ready to help, ready to listen, and ready to make a difference. As she closes this chapter, this boy is a legacy carried forward in the lives she has touched. The quiet strength she has loved and the warmth she brought into every room. She will be missed more than words and express. Thank you. [Applause] One, two, three. [Applause] And finally, last but not least, special central office come down to your has been dedicated for over 29 years. She has served as a senior office assistant special office and the office. In reality, Sharon does multiple roles and duties beyond her. Some days she does both. Her exceptional organizational skills and close attention to detail have supported us through many transitions over the

062years. Although she officially retired last December, her dedication still shines through continues to offer her invaluable expertise and support each office. Sharon, you have left a permanent impression on our department and our district. Your dedication, your warmth, your tireless efforts, your jokes, and your support have made a real difference in the lives of our students, our communities, our staff, and while we miss seeing you every day. We're incredibly grateful for your continued support and constant partnership. We wish you all the best in your new fulltime work as grandma and hope your days joy, relaxation, and all the happiness that you [Applause] [Music] [Applause] Yes. I just like to read the resolution. Whereas these individuals have served S and the students of S public schools for a combined of 435 years. their duties. Whereas their duties

063have always been discharged with loyalty and distinction. And now therefore we resolve the board of education recognizes these individuals for the dedicated performances and hereby express gratitude of its members on behalf of the community. And further, the board of education hereby instructs the school district clerk to place a copy of these resolutions upon the minutes of this meeting as a public record. And I would like to say thank you for your service. Thank you very [Applause] much. You will all be appreciated for what you know. Congratulations. Look forward to hearing about that wonderful next stories. And with that, it's a transition because now we're going to celebrate those teachers that are receiving tenure. And the kind of sweetness of this is that those of you who are in the audience is tenure for us is

064our district's commitment to you for a lifetime of service. And we don't take that lightly. And when we have our meetings about saying, is this teacher value to our students? Is this teacher lights out in the classroom? Does this teacher care about the kids more than their own self? And if the answer is yes to those questions and they have an impact on the student and only then do we offer such a a grand gesture a lifetime of service in the school. So it is my pleasure to put forward those principles who will recommend for 10 teachers to you. I I just excuse me. I just want to make a comment and just express my gratitude to [Music] um all right. Um, when you hear these words, especially what hits home for me, especially is

065when you hear somebody about they're working in the cafeteria, they're working as a custodian, they're working as a clerical, they're working as a TA. I work with a number of TAs, people like that, it hits home for me because they're not paid very well, you know, but what we all want in life is to have meaning and purpose and to feel like you're doing something important. and the people that I heard about today that lot the way they chose to spend their lives is so important impactful. I just really am proud of this community. When I hear about people like you, think about the way that you served, you know, your colleagues, our children. Uh it's really inspiration because again, you're not doing it for a financial reward. You're doing it out of love and

066to have that to have our kids in environments like that, colleagues in that. I'm just immensely grateful that such people live and chose to work in this community serving us. It's really an honor to know you. Just I wanted to express my own note of gratitude and thanks for what you do. Thank you. [Music] return. In addition to teachers who will be up for 10, we also have an administrator up for 10 tonight. So, it'll be my honor to speak. It's an honor to celebrate a truly remarkable individual who has made an indelible impact on our school community, Dr. Ryan Cox. Please come on down. [Applause] Prior to becoming an administrator in a single school, Dr. Administrator in another school district, but prior to that as a teacher in our school for over two decades,

067also lives in the community and was really connected to our community and committed me as director of athletics, health, and physical education. Dr. Cox embodies everything in a leader. He is hardworking, tirelessly dedicated himself to ensuring that every program and every student athlete thrives. He is caring and he cares about every single student in our programs in a wide variety of ways. He prioritizes their health, their well-being and their growth as students, focusing not just on wins and losses, but on educating students on what it means to be successful competitors in sports and successful people in life. Ryan is also incredibly focused with a clear vision for stable athletics, consistently striving for excellence. His unwavering commitment to the success of our students and programs is evident daily even today field where our varsity baseball team

068won the Long Island [Applause] Championship. And while I just mentioned that he is not exclusively focused on win loss record, boy will he have a truly impressive win loss record with his leadership. county championships, state championships, Long Island Championships in all sports for boys and girls across the district is quite impressive. As such, Dr. Cox is truly leading our athletic department during a golden flag. Furthermore, we consider Ryan a wonderful person, a great colleague, and a friend to all disable community. Dr. Cox, on behalf of disabled schools, congratulations on this well-deserved tender milestone. We are incredibly fortunate to have you leadership. We look forward to many more years of exceptional workers the same year and we went to the first game together. We talked about his baseball background together during the first year and I

069was thinking about like getting a gift for some time. What can I do for Dr. So I've had on my shelf since 2005 this fall which I got at a San Diego pocket [Music] station to represent my son and my instinct was to hold my hand out the pack with my broken hand. So I saved my son but it's been sitting on my shelf for a [Music] while. So we give you a statement here. Congratulations on your attending July 1st. School has been signed by all the administrators were present and our cabin team. We just want to thank you for your great [Applause] work. Championship first pitch. All right. Now we have our high school principal returning Miss Ricker to you. Thank you Dr. So I'd like to call up Jessica Charlo. [Music] [Applause] from

070[Music] Jesso. It is my distinct honor to celebrate Miss Jessica Tarbulo as she receives tenure at CPS as a social worker. Miss Abramulo has demonstrated exceptional adaptability in her role, providing seamless compassionate support across elementary, middle, and faithful settings. Her ability to meet the unique developmental and emotional needs of students at every level is attested to her insight, empathy, and deep professional expertise. With a strong foundation in mental health and wellness, Miss Trulo serves as both a counselor and a connector, bridging students and families the resources they need. She has cultivated restorative calming spaces within our schools, offering students the opportunity to de-stress, reset, and reconnect in what many have come to know as Zenzone. Spaces where calm, mindfulness, and emotional clarity are encouraged and embraced. Beyond her day-to-day responsibilities, Missilo consistently goes above and

071beyond to enrich the broader school community. She has brought inspirational speakers into the district to spark meaningful conversations around resilience, identity, and mental health. We extend our heartful gratitude to Miss Tardulla for her leadership, creativity, and unwavering dedication to the social emotional well-being of every student she serves. We look forward to her continued impact in the years ahead and we are proud to honor this important milestone in her career. Congratulations and start [Music] [Applause] We are honored to recognize McKenna Michaelelsson as she receives tenure in the area of business. Miss Michaelelsson is a deeply caring and relative educator who consistently brings the world of business to life. She excels in designing engaging dynamic lessons aligned with clear objectives empowering students to understand complex concepts and their real world applications. Her profound strength lies in her

072commitment to fostering positive student relationships. She diligently builds trust and rapport, creating a supportive classroom where students feel secure to take intellectual risks and fully engage with the material. Dedicated to her students as learners, Miss Michaelson is a model of continuous improvement, constantly refining her instructional techniques, seeking professional development and collaborating with colleagues to provide the most effective student centered learning experience. Beyond the professor, her contributions are exemplary. As FA advisor, she cultivates leadership and guides students in competition. And as yearbook co-advisor, she fosters creativity and teamwork. We proudly honor Miss as she achieves tenure, a testament to her dedication and excellence. Her passion for teaching and drive for continues improvement will undoubtedly continue to shape her student success and enrich the disabled high school community. Congratulations to this final session. [Applause] and Senor, come

073on [Music] down. It is my distinct honor to celebrate Ruth Tilsley as she receives tenure in world languages. Miss Tilsley is a truly dynamic and compassionate educator. Her classroom has a welshing space for warmth and care. Create an environment where every student feels valued, understood, and encouraged to take risks. She builds strong rapport that fosters a supportive and inclusive atmosphere, empowering students to express themselves confidently in the target language. Her enthusiasm for language learning is infectious. Miss Silently makes learning Spanish and French come alive with a fun, lively, and interactive atmosphere. She creatively incorporates engaging activities, sparking curiosity and fostering a genuine love for acquiring new skills across all language levels from beginners to advance. Beyond the classroom, Miss Silsa dedication continues to shine. As a CLI literacy mentor, she provides valuable guidance to students,

074reflecting her commitment to celebrating oldism. Her role as advisor for staff further highlights her dedication to developing well-rounded individuals, mentoring students to be active community leaders and imparting essential life skills. We are incredibly fortunate to have Miss Lea High School. Her dedication and influence are invaluable. We are confident that she will continue to grow and make a lasting positive impact on her students and our student communities. Congratulations [Applause] Thank you. At this time, I'd like to invite our middle school principal Dr. Thank you. Thank you. Congratulations. I'd like to please ask everyone here. [Applause] So although uh tonight tenure at Sable, uh both of these remarkable professionals come to us from other districts and other places with previous experience, Erin from New York City Department of Education, and Melissa from the South Huntington School District.

075What I've learned and figured out over these past few years is I have to be very unpopular in both of those places you hear. Uh but I do know it is to the benefit of all of the students of Saberium at the middle school. Uh Erin joined us as a member of our phys department. Um she has absolutely transformed what physical education looks like in our schools. Uh she is an active coach of many schools. Um, actually today I have to share this. We were having a conversation at the end of the day because I feel like it just truly captures Aaron and her relationship with our students. Uh, we were standing at the bottom of the stairs and a student came down the stairs and she says, "I have something for you and what

076she starts falling into." She takes out a card and the card I read uh, "What's shaken bacon? What's shaking bacon?" and gives her the card and she said, "What's this for? Is this for something?" She said, "No, I was just in the store and I saw it and it made me think and I wanted you to have and saw it was just an absolutely beautiful message." Uh, that to me is the impact that will have on our students this year. Emily uh took over sixth grade health program. She's absolutely again transformed what that looks like. Uh it's truly special to be in the classroom with you to see the impact that you have on children and students. Um I'm grateful uh and I know that all of our students and families are grateful uh and

077congratulations with your very very well served [Applause] 10. So, I've joked with Melissa a number of times. I'm a huge Superman fan. So, the fact that I get to just call her Miss Lane all the time, coolest thing in the world to me. Thank you, Martin. Um, so, uh, Melissa came into our social studies department in seventh grade. Uh, I feel like as a social as a former relationship, but I'm a social studies teacher. I just I'm the principal right now. Uh, but we speak a similar language. you must because at some point early on my son I told her to just be awesome. Just do the things that you want to do and be awesome. And that's what she's done over the past three years. Uh she has completely transformed what social studies looks

078like in not just our seventh grade but it has absolutely trickled through not just her department but through the building. You are perfeious in your creativity, your love for our students. Uh what you are able to do. Uh every year our seventh grade takes an amazing trip. Uh they participate in each cleanup. Uh it's a service-based trip that Melissa was the architect on putting together. Uh it's something that our students look forward to every year and something they have absolutely to thank. Um, aside from that, uh, I earlier on in meeting Melissa talked, I kept talking about TE's and being part of the team, middle school, not just the middle school team, but this team of teachers, and she looked at me like I was absolutely insane and I had that what is this guy

079talking about? Um, but you should see her now and her team being a huge part of it. uh and showing really an example for all of us of what that came up. I am so grateful. Our students are so grateful and I am so excited to see what's to come to you both. Um as a as a principal as my principal colleagues will not share all of the administration and districts and impact the board. Sometimes uh a lot of really difficult decisions rest on our shoulders and I just want to sit here and stand here tonight. Thank you for making this one of the easiest ones I've had to make. Congratulations [Applause] on bring down again our elementary principal Dr. Foy. Let me bring all the elements off. [Music] [Applause] All right. This is such

080a privilege. So, how about Miss Cameron, Miss Shore, Miss [Applause] Al. It is with immense honors and enthusiasm that I stand before you all to recommend the SH for tenure commencing with the 24 256 school year. Since October 22, a little ways before that, Miss Cameron has become an integral part of Sunrise community as a dedicated speech and language to colleges building on her higher commitment across Sable Public Schools. Miss Cameron is an outstanding professional whose love for her students shines through in everything that she does. She is deeply committed to their success, ensuring that each child receives the precise support needed for them to thrive. Her ability to collaborate effectively with classroom teachers makes her a true partner of education. She is innovative, patient, and consistently seeks new strategies to engage and support students.

081Over the past few years, Miss Cameron has demonstrated her true colors, particularly with our our students in our special class. She has built strong relationships with the students, staff, and families, seeming seamlessly integrating her expertise directly into the classroom. By pushing in, she foster fosters a truly inclusive learning environment for all stu students benefit. Her lessons, often incorporating social games and interactive activities, make learning both engaging and meaningful. Her dedication to inclusion and hands-on learning has left a lasting impact on our entire school. Her enthusiasm, professionalism, and unwavering commitment to student success have earned her respect for colleagues, students, parents, and administrators alike. She is a truly valued member of our faculty and district. It's with great confidence I recommend to Shannon County for attending. She is an exceptional educator who embodies the qualities we

082see dedication, collaboration, innovation, a genuine passion for student growth. Thank you. Congratulations. [Applause] Melissa Gallagher. The pride and enthusiasm that I stand before you all to recognize Melissa Gallagher for her tenure. For the past four years, Melissa has brought an unparalleled level of experience, passion, and dedication to our youngest learners here at the state, building on a teaching career that began all the way back in 2006. Melissa's contributions for student are truly extraordinary. She was instrumental in establishing our district's first ever UK program, bringing this vital early learning initiative to both Salem, Lincoln Avenue, and Sunrise Strap Elementary. Through her leadership, expertise, and unwavering commitment, she has forged a strong foundation for early childhood education, ensuring our youngest students receive the highest quality instruction and care. Beyond the professor, Melissa serves as a mentor and

083leader of colleagues. She's actively collaborating and sharing her vast knowledge of best practices, fostering a culture of continuous growth. As a respected member of the curriculum learning curriculum leadership council, she's a strong advocate for our youngest learners, ensuring that their needs are met with the district's vision in mind. At Sunrise Drive, Melissa exemplifies our core values. Her classroom is a place of joyful handson learning that nurtures curiosity and growth mindset. She ensures even our youngest students feel valued, respected, and capable of great things. Her impact extends far beyond the classroom. She is an active and dedicated member of our school community, bringing enthusiasm and creativity to the students of all ages of PTA and school events. Her contributions have truly enriched the culture of Southern Strike. For all these reasons, I wholeheartedly recommend Melissa Ger

084for her attending. Her passion, leadership, and dedication have made a lasting impact on our future, and I have no doubt that she will continue to inspire and educate for years to come. This is so wholeheartedly recommend for 10 year effective start of next school year. Miss Shore has consistently shown an unwavering commitment to student success as our reading teacher, making a profound impact on everyone at Sunrise St. The Shore is a true advocate for her students, ensuring each child gets targeted support that they need. She is highly data using research-based practices and her own teacher created resources to create individualized pathways for achievement. Her dedication to student growth is clear in how she tracks her progress and celebrates every milestone. A champion of children, Miss Shore builds strong, trusting relationships, creating an environment where students

085feel safe and motivated. She communicates continuously with parents, partnering with them on every child's academic journey. Whether she's pushing into classrooms, leading small groups, or providing one-on-one support, her presence brings a sense of assurance students and teachers know her expertise leads to positive outcomes. Beyond her instructional role, Miss Shore is a highly valued member of our community. She collaborates effectively, contributing to the school's culture of learning. Over the past four years, her professional growth has been remarkable, blending her classroom experience with her passion for literacy. Our reading AIS program is stronger than ever before because of her contributions. Miss Shore's positive disposition, enthusiasm, willingness to be involved in schoolwide events truly strengthens our culture. She's a dedicated educator who consistently goes above and beyond and is without hesitation. I highly recommend Miss Jac. Her impact

086on students and school is immeasurable and she will continue to make this long and lasting difference for years to come. Years to come, where are you? Come on up. [Applause] Every so often we come across an educator who not only teaches but transforms. Someone whose impact is felt not just in their classroom but in the lives of their students, their families and the entire school community. Miss Cara is one of those educators. Since joining Lincoln Avenue, Miss Bailey has consistently exemplified passion, dedication, and a genuine love for children that is both rare and remarkable. Her commitment to her students well-being and development is unwavering, and it's made her an invaluable part of wealthy family. Her classroom is a place where learning is joyful, curiosity is encouraged, and every child feels seen, supported, and safe. Miss

087Bailey has a natural ability to connect with our youngest learners, our prek students, helping them build not only academic skills, but also the confidence, empathy, and love of learning that will guide them throughout their educational journey. But her work doesn't stop there. One of the qualities that truly sets Miss Belle apart is her exceptional communication with parents. She is an overcommunicator, a captive communication. So much so that when she told me she was having a baby, which I was very happy for, and was going on leave, I was like, "Who's going to replace this?" She keeps her parents informed, involved, and reassured through thoughtful, consistent, and transparent communication. Time and time again, I've heard from families who sing her phrases, appreciate her responsiveness, her care, and the trust she built between home and school. And

088if you have a moment, go to Instagram and check out Bailey's besties, and you'll see her on beyond her class walls, Miss Bley plays an active and visible role in the broader life of our school. She regularly attends and supports school events, coordinates meaningful activities that bring our community together, and serves as a teacher representative of the PTA with tremendous heart and professionalism. She is a collaborative leader, a trusted colleague, and someone who always puts students first. For these reasons and so many more, I am honored to recommend Miss Carol Belly for 10. She is an exceptional educator whose influence will continue to enrich the lives of our students, families, and colleagues for many years to come. We are so fortunate to have her and look forward to seeing all that she continues to accomplish

089at Lincoln. [Applause] Congratulations, Mr. Kac, Mrs. Messing, and Mr. [Applause] For the past four years, Mrs. P has been teaching kindergarten. I'm always so impressed and I with your energy, your enthusiasm, which just it just never happens. It continues as if you just walked into the flesh for the first time. So thank you for that. Never lose that. Upon entering the room, it is used spirit for learning as a glove for the grade level. Elena loves kindergarten. Miss Constant is a member of the shared decision-making team. She volunteered as a science care judge. She's also been a mentor to a student for a few years where she's formed really close relationships with that child and made a difference. dedicated time with a colleague to feed those in need of a global food kitchen supporting her

090back to basics initiative. Her creativity making each day exciting for her students is second to none. Your involvement is so appreciated, Elena, and I look forward to the rest of your career to unfold and sharing your revelation. [Applause] This year, Mrs. Messing currently teaches uh at Cherry Avenue as well as Steam and Lincoln Avenue. When we told her that she was also going to be a steam teacher, split between two buildings, Diane just rolled up her sleeves, was flexible, and really did a dynamite job. So, thank you so much for that. Um upon entering this message room um you can't just help but notice the creativity the talent that it is where um just out of the box thinking and lesson design happens and thrives. In addition to her classroom responsibilities, Miss Esther is actively

091involved in various committees and school initiatives such as the annual art show, decorating for every child's dream dinner, supporting numerous fundraisers such as empty bowls, square one art, and last minute when they had a law enforcement celebration, Miss Bethany came running in with this beautiful banner that I think you whipped up in 10 seconds. It just really made for a wonderful event. Um she also served as a mentor to one of our students really making a difference in that child's life. Congratulations Dr. Cena Tener and we're very lucky to continue having you at charity in his heart. Mr. Doug [Applause] Kuan and rescued him from the city in 2016. He started as a fourth grade teacher, switched to special education before returning back to where he started. But I have to say, I think this

092is one of the longest roads to receiving tenure that I know of. Nine years, everyone. Nine years. [Applause] On a serious note, I would be lost without Mr. Kat. His expertise and help with RTI technology to the data team alone has served as job security for him for sure. Mr. Kub's rapport with students between a sense of humor, forming tight relationships, and being so well respected among all stakeholder groups has greatly benefited our Cherry Avenue family. Colleagues constantly asked to work with Mr. Kath as he makes their jobs easier and more enjoyable. When you were around, we were sure to get a little dose of sarcasm, sense of humor, uh things that you wouldn't expect to hear, but they all just work so well for us. Um, thank you, Mr. putting a smile on my

093face every day and for making my job more fun. Congratulations on receiving this welldeserved tenure. [Applause] on the screen picture down. That's awesome. She's a nice president of board of education. I would like to recommend to you at this time on the recommendations of my colleagues and the power by New York State that these teachers before you are providing the tenure and vot. Okay. And I I need a motion to the agenda the new business personnel tenure for administration staff item 901 and item 902 tenure recommendations for instructional staff. Motion motion second discussion all those in favor against [Applause] motion as we're setting in as for the rest of our meetings. [Music] I just want to take a moment to recognize one other person in the I want to congratulate one other person in the

094organization who has been with us for the last three years. One of our administrators, our assistant principal, Mr. Scott Bis. [Applause] [Music] Okay. So, for those of you who are not cutting stage for the remainder of the meeting, we'll go at the back or the side and then we're going to continue with our regular business meeting. Thank you so much. No, it's [Music] Congratulations. [Music] Amazing. Congratulations. [Laughter] We never had a doubt. It's right on time. It's right on time. Okay, ladies and gentlemen, we're going to continue with our regular business meeting. Okay. Uh so just the last part of my report is more of a procedural and just kind of business oriented. Congratulations. As you know, we've been working on the cell phone policy. Uh in late May, the uh the legislature finally passed

095the uh state budget which included rules for for cell phone policy which requires us to come up with a policy, vote on a policy, have stakeholder groups, and then agree on everything uh no later than August 1st or September 1st. So they gave us plenty of time. That was sarcastic. But I want to commend um Miss Deiola, Miss Mackris, and the committee that got together with our principles and our stakeholders today, and they've come up with kind of a a plan uh and a proposal for a policy which we'd like you to have a first reading on next week at our board meeting on the 12th. It will be the first reading, but we'll certainly take your comments and feedback before we do that. So Amy, do you want to give a quick update on

096that? Hello. Uh so the committee met today and the committee included uh stakeholders from various um aspects of the district, our high school and middle school principles, Makers and I, um parent, student, um a teacher. So it was a a widely represented group fire chief fire yes our our fire chief of the west uh fire department was with us as well and as a parent too and he had some really uh terrific input. Um so the uh committee had a productive, open, thoughtful conversation uh and uh landed on a few key pieces that would work well for our district. Uh we believe going forward there. Sorry. Um and um and a key uh feature would be that cell phones are to be stored in lockers from bell to bell. Uh there were multiple uh options

097explored uh options that we would certainly keep in mind for the future and variations on those options. Um, but that seems to be the the most um uh functional method for our culture and our community right now at this time. Um, is there anything else that comes? Yeah, sure. I think another key part that we discussed is we understand that this is a stark change. So it brings some apprehension not only on the part of the students but also on the part of the parents who may be used to routine and regular communication with their child throughout the school day. So we also talked about as a a committee uh constructing a very clear communication plan where if a parent needs to contact their child the way to go about doing that and how that

098will happen. So we we thought that that was really imperative to have a very clear concise communication plan moving forward just to make sure that all constituents and stakeholders feel comfortable with this new state policy. Yeah. and not only a plan for how to communicate with um each other during the school day, but for us to have a really good plan as a district of how to convey um nuances as FAQs um to the community well in advance um of the beginning of the school year. Yeah, I just want to add the point that um you know, although New York State has made this a mandate, the way the districts implemented, there is some um leeway in there. this is a policy and one that can be revisited and changed and that we do have

099to give it its due diligence that once we put in place a policy there will be some growing pains and there'll be some um you know kinks to work out we need to give it enough time for that to happen but that as a committee we sort of agreed that you know sometime after we've done that uh maybe December right before or after the holidays that um we reconvene as a committee and we look at where we've gotten and whether policy needs to be revisited, adjusted or um or revamped. Um so that we keep in um you know, we we get the input that we need, we allow the highs and the lows and the kinks to get uh worked out and then we decide whether we're going in the right direction or if we

100need to change direction within the parameters of the law. And I think it's important to note that we had a system that we really liked. Uh we had the pouches on the door for each class and that was working well for us. And so we wouldn't have chosen to change that except the state mandated that that is not acceptable. And so it has to be from the moment they enter the building to the moment they leave uh that those cell phones are away and stored somewhere. So uh you know we're not doing this because we wanted to. We're doing this because it was required of us and we had to come up with something new. So we we're going to communicate that to the community uh and how we're going to do that. And I

101do think as Miss Macker said, it's going to be hard for kids and their parents and the teachers to get used to when many of our parents are used to communicating with their their children throughout the day for a variety of things. Uh and we want to try to figure out a way to make sure that people feel comfortable with that. So you'll get a first read on that on the 12th. Will that policy will the polic maintain also the options for a pathway for for parents to be able to speak to their children or will it just incorporate the cell phone? Yeah. So the law um specifies that there's got to be at least two different ways that students can parents can communicate with their students. So the policy will have that in sorry

102now we don't have email either, right? We talked today about parents square and how it has a messaging feature student square and parent square. that might be with the Chromebooks a way that communication say you want to speak to that. Yeah, I think too it's important to note just briefly the science behind obviously phones they're a part of our everyday life the adults too. We can't excuse oursel from this conversation. We're tied to our phones as well. Um but there is the science behind the many detrimental effects of the cell phone. So, while this may be hard at the beginning, like Miss Sarnney said, I think that we'll also see a lot of positives to it. And it'll be interesting to hear about those positive effects from our students and how they feel. Not just

103we don't want to just focus on negative and how we're going to get through it, but what are the benefits of this going to be as well? Absolutely. I I agree. I think it's it's it's important that we're doing this. I just I think um even my own children they're both in the high school like I will communicate with them who's picking you up what times you know are you done like it could be a simple thing of that or it could be you know a much there could be a student that's like having a crisis or something obviously they'd be able to seek out help from um a teacher or whatever. But I just I do think there should be some way for them to communicate for you know life is busy and I

104know I'm always running around everywhere and I I do need to be able to be like I'll pick you up at this time. I'll see you whatever. Yeah. And I think maybe finally um there are some exemptions. So we do have students who use their phones for medical needs and that's coordinated through the nurs's office. So when there are certain exemptions like that with a doctor's note or medical like our students that are diabetic, they can still use the phone for those purposes and those are other things that we're going to have to outline. Okay. Thank you. I thought you were saying I was I was but it's okay. Um I just I think um one thing that we can do to help the committee when they come back and they reconvene in December is

105to make sure that we have solid quantitative data from previous years um in relation to bullying and and all the things that we're targeting to to decrease and lessen so that we have something concrete to compare it to when when they convene in in December to see if our policy where it needs to be worked on. So I think that's important. I think we need to do that. Good point. Yeah, the law does have some requirement of keeping data. Obviously, it's from this point going forward, but there is some um data that has to go along with it. Um I don't know the ability of us to what our data looked like before, but I know that this law now requires it. So we should have something to base it on. talk just I think

106you know it's good just to remind people and remind ourselves what is this problem being developed to address you I mean because I mean we're experiencing an adolescent mental health crisis anxiet anxiety disorders in terms of statistics you know one in 12 children um are affected by an anxiety disorder you know one in four adolescence you know and I think this works towards that goal. I I think for me is what would be helpful is I would like to know about the strategies to get student buying. I mean I I think I having presided over a school where someone was out of control like for me one of the important things that we did that we just had a lot of conversations with kids saying this is you know I brought in it was a

107small school very different from what we experienced in our schools you know 15 kids and said it's getting you know so like asking for their leadership in implementing it saying you guys can be role models and helping us you know And I think having that that kind of discussion with kids, you know, about how does this undermine our me mental health like, you know, what are you seeing because I think kids I think kids will buy in. I think just giving them the opportunities to be leaders in it and asking for their ideas about how to get people to buy in would be just smart, you know, and it's, you know, this is huge problem. Well, thankfully we already have established committees. Um, Mr. Hart and I are co-chairing our high school advisory committee this

108year. There's about 30 high school participants. I know Dr. Cox has his athletic committee. We have a superintendence round table. So, we already have established committees within the district that this has been a topic of conversation at the high school advisory committee and will continue to be. And I think that's part of the 8week check-in. Of course, the student voice is one of the most important in this area and we have the committees already established and we can just utilize them in this way. Yeah. What do they think of like in terms of what like what are some focal points? I guess I mean I think it's it really varies from the students like some students will just say they don't like it, they don't want to do it. Other students um were more concerned

109about how their parents would get in contact with them, a safety issue. And then there are other kids that said, "I welcome it and it'll be a nice break." So, it's really a range. That's what's hard about the committees too because it's a representation of the student body, but every child is unique and has a unique experience. So, it's difficult to always get, you know, everyone's opinion, but I think it ranged. I think it's it ranged. Yeah. I also think that it's important to realize that we kind we had a bell to bell ban up through middle school and it's not until they come into the high school that there was a pouch system and seel is really ahead of a lot of districts in having implemented that you know so I think that like

110the eighth graders going to come next year as ninth graders not knowing that you know there is a difference so we'll have grades 10 11 12 and then kind of as the years go on it it just is an extension of what they were used to but there was a parent and a very strong advocate of when they get to the high school level, they're involved in so many things, especially after school, that being able to have that, hey, where am I picking you up? Where am I driving you to communication is important and we there was a lot of time spent on that, which I'm sure you'll iron out before we get to our next meeting. So, I guess for me is I have zero concerns about our ability to get kids to kind

111of embrace it eventually, enthusiastically. I guess it's more like this, you know, this is a legit learning opportunity to talk about these issues. I think that's that practice alone has such value, you know, and that's part of what we've been doing for years. Actually, I this is a good thing. It's painful. It's a change, but definitely without question a good thing. Okay, so that concludes that concludes my uh report and uh now we go to the board report. Okay, the first topic we have is uh build use um topic. Okay. So, the uh the field usage is um what I had brought up about our local youth leagues uh being charged uh to use the field. Not not a use fee uh because if you're a tax exempt, you don't get charged a usage fee,

112but the fee was coming from uh having to pay for um custodians for a half hour before the entire duration and then a half hour after which was becoming exorbitant and not sustainable for the youth leagues. thus more or less barring our local uh youth leagues from being able to use the turf field. Um which is which is sad. And um so I've been reviewing the board policy on this um Miss Picaro and and Dr. Ferris had sent it to me. I reviewed it and one of the more interesting things is within the board policy itself um I'm sorry I should rewind. what what we were always being told was that uh we needed these people there for the bathrooms uh to to open the bathrooms and to maintain them. Um but the word bathroom

113is nowhere within nowhere in the policy at all. Um it never there's no mention of bathrooms anywhere. There's only mention of um if a custodian or Browns person is needed. So, I think that um when we u convene over the summer perhaps and when we look at policy that this can maybe be amended and changed so that going forward um the these these programs aren't being charged and you know we don't have to have you know second graders and third graders uh having games on Sunrise Drive uh when we have this beautiful turf field that's not being being used at all. So, I mean, as I mentioned before, the concern with the turf field is overusage. Yeah. I don't think I don't think that's a concern. Those things are built for that. No, I mean,

114we just we just reskinned the whole field. Yeah. Well, I listen because of non-disclosure agreements, I won't say why we resurface that field, but that that that has nothing to do with the usage. Um, you know, those things are built for that. They're built to be used. and you know 20 uh second grade lacrosse games and 20 you know uh youth football games is not going to be overuse of the field. Um I I I don't think that's a reason to to stop these kids whose parents pay taxes in the district to to not use the facilities that we have. So I just want to recommend that you know currently um in the past we used to have a um policy committee. Yeah. And then um that kind of stopped operating. And I had been

115talking about it with a couple people about reinstating the policy committee. And then when they we talk about policies, you have a subcommittee, a couple board members, a couple community members, a couple teachers, a couple administrators, and then whoever's relevant to the topic at a meeting related to that topic. So for example, our buildings and grounds team I would want to have in that conversation because I do think there's a need for custodians when events occur at different places, whether it's in a building or at a field. turf is different than field grass. High school programs are different than elementary programs. So I would want to have you know I think it's a good thing to do this just have routine meetings of a policy committee and this can be one of the first items

116in addition to other items that kind of get discussed with the proper people in the room. Absolutely. So we could kind of come up with something that we feel works and then submit that to the board for review. Does that sound That sounds good to me. Thank you. Okay. Any other on that topic? Okay, next topic we have is elementary uh uh special areas. Yeah, that's me again. Sorry. Um so this was brought up uh by a bunch of community members throughout meetings. Uh and to be more specific about it, it's it is the elementary special areas when the special ed uh special classes are being integrated with genet classes in specials. Um, and I know some people, uh, there were at least three that I remember. I, you know, I don't want to call

117them by name, but there were three people that came up and spoke and and they spoke pretty passionately about it, um, at at board meetings. And um I just want to make sure that this is a topic that we don't forget about and that we we keep on the forefront because it is important that the special ed kids are integrated in specials uh with the gened kids. I think um it's huge for socialization skills. They need the positive peer role models. Uh but at the same time the teachers need to be supported properly. Um, and so I think if we can just find the happy medium in between there, um, I just wanted to make sure that, uh, this wasn't something that, you know, was talked about during, you know, budget time and and and

118came up and and that we forgot about it. So, I just wanted to make sure that it got brought up today. Um, I know Mark and I have spoken, um, I've spoken to some building principles and, you know, I I just think if we can put together a stakeholder group of parents, uh, teachers, I know it would be, you know, possibly scheduling. certain principles would probably have to be there as well. But whoever needed to be there just to, you know, try to listen, every decision we make is what's best for the kids, right? And and this is what's best for the kids. But if the teachers are being overwhelmed, then that becomes not what's best for the kids. So we have to I can tell you with and I know Miss Mc jump in.

119Let me just start and then you can jump in. Uh we have an absolutely outstanding special education department. We have an outstanding group of building principles. I have full confidence in them to work as they always do in the summer to organize the specials and make sure it's a good experience for the students. I don't think we need a committee to discuss what we already believe in and have up and running which is really effective support for teachers and programs. But I want to add Julian to that as well. Yeah. So just to answer your question directly, we haven't forgotten about it. Just as earlier today, um Mr. Armano, Dr. Foy and I, we got together and we're talking about it. We're keeping a close eye on the numbers like you two. We are concerned

120with some of the class size numbers, but um we're committed to finding a solution. We've already thrown out some solutions today. Obviously, with Mr. Jaganti and Miss Lorston, we have some ideas and um we're we're working collaboratively, but it was a discussion as recent as earlier today. And I just want to thank both Mr. Armano and Dr. Foy because they're being creative with the decision making. So, it's on the radar. Yeah, it's great. Good. Awesome. Okay. Uh the next item we have is a claims order report. Before you get to that, we had one other item just that uh we wanted to update you. You're going to be looking at a first read tonight on this student exeicio position where a member of the high school will sit on the board of education. That was

121a regulation that was passed earlier in the year and that we had been working on. I just want to have Amy give an update just on where we are with that and then get the board to comment or give any feedback before we go further. [Music] Um so with this policy we also met um several board members and I got together. We reviewed the um suggested language from NISBA um and really worked through um some of the finer points to make sure that the experience was um a really engaging learning experience for students and uh for the student participant uh each year and as well for um the you know to to rise it to a a level of importance um from a standpoint of community service and from participation in local government. Um and

122so we amended some of the wording to um just really uh illuminate that level of importance. So um after communive consultation with our um principal and our building as well um and the input that they gave um will be recommending that we have a student participant who is an elected member uh from the senior incoming senior class um and that they participate in uh public uh session s they wouldn't be a voting member of the board of course. Um but that would be you know serving for a one-year term. Um and other details that you'll see when you read through the policy. Um and we're really excited. I think it's going to be a really productive and welcome member uh to the weekly conversation for the uh terrific purposes of bringing student perspective um to

123the important issues that you all uh vote on um and bringing an an exchange of information between the students and and the community. Yeah, I mean my uh comment on this I think it will remind us uh what we're all here for you know as students. So I think that would be a a good effect of this policy. Okay. All right. Okay. So then the last item I had on the uh agenda was the claims audit report. Any uh questions about that? Everything was in order basically. Okay. And then I'll move on to public comment for items that we're voting on tonight. Does anybody want to make some public comments? Raise their hand. Okay. And then I'll move on to recommended actions, minutes. I need a motion for item 701 through new business and um

124uh new business let's see new business other than 1002 but excluding new business personnel 901902 because we already voted that may ask a question uh first I have a motion Kathy and okay Kathy Moren first and second discussion Uh number 810 the fixed assets for disposal. Yes. Okay. So it's this I think it's like eight pages of items. Thanks. Eight pages of um computer desktops, monitors, whiteboards, laptops, white which just So what are we doing with these Um so every five years we have a physical inventory of our fixed assets and that was conducted for the 23 24 year um as an output of that physical inventory. We in the past have been given exception reports. So they go around CBIS to each of our buildings and they um take a physical inventory and there

125are asset tags on items and they work with the current inventory of our fixed assets. Um and oftent times things are either moved so they're not in the location that they're indicated or they no longer are there. Um, and these exception reports are given to us prior to the end of the audit and uh, we go through them and ask questions. Um, we begged and pleaded for that. It came in December of 2024. Um, and it's been a long process that is handled through the business office in particular. I want to give um, kudos to Eleni Castella because she works puts a lot of effort into this. um she had reached out to each of the department heads with the exceptions and uh waited and each of them have now confirmed back the status of

126those assets. Um sometimes what have h what has happened in the past things were disposed of but they um were either never just physically disposed of or sometimes um they were never taken off of the inventory. So um this is the representation of a lot of work and cleanup with regard to our fixed assets and um especially in it it's pages and pages of um assets that are there. So um it's a schedule that was confirmed by each of the department heads um and that was provided to the board of ed um right so my question is this is an inordinate amount of devices here. So, what they can't all be gone. What are we doing with them? How can you say obsolete? So, they're either obsolete or they're not in existence. And this was

127all verified through the department heads. So, um we have uh feedback from each of those department heads that these assets are not um that they need to be disposed of. So if a large number of these just couldn't be found, then we have some problem. This is pages upon pages. Absolutely. Um it's it's this is not okay. This is not okay. It's whiteboards, interactives, laptops, computer, desktop, monitor. In in the case of the whiteboards and monitors, there's hard fix items. A lot of those are just obsolete. They're not. But then there are other items that you know do not exist from. Do we have any items that we could see if another school district can utilize? Everyone doesn't have all that we have. I believe a lot of those items are not even in existence,

128but there's this is a formality to physically take them off of our physical fixed asset inventory. You can see the dates. They they're very very old. Is there a way to distinguish between ones that are obsolete, ones that are gone? Just that would have to be information provided by the department heads. Yeah. Um and then also what you'll see is a separate resolution and um as part of you know we have some roofs on our buildings that actually still had um depreciation being taken on them. However, we just did all new roofs. So, um fixed assets are booked at historical cost. Um so, we have assets that are for financial statement purposes and then those that are for insurance purposes. Um, so for insurance purposes, we shouldn't be insuring a roof that still was being

129depreciated because 30 or 50 years was selected as the year of life when we've just put a new roof on. So, we've taken the old roofs off and the new ones are going on. It's um it's representative of a lot of cleanup and months and months of work. But, uh, we're hoping that this inventory is more representative of what our fixed assets are. Um, okay. Any additional discussion? I had some. Um, so the stipulation of agreement for this, can you just I I might be reading it wrong, but you're like taking off some things, adding some things. And one of the things, one of the titles that we're adding is the assistant principal of elementary education. Can I do that? Sure. It's like the You see where it says add and take away? Add the

130following titles to the clause. Page two. Page two. B. Yes. Number nine. Subsection B. Subsection five. Okay. Yes. We had that as a uh as a position on the it's a vacated position at this point, but it's it should uh should it should not be under deleted. I mean, it's there, but it's not it's not utilized. It's not a filled position, but it exists in the in this version of the contract. Yes. But the the there is nobody in the position. There's not a position. I just I mean it just seemed like if ever you would want to have an assistant principal for elementary, it would be there as an existing position, but you never have to fill. Okay. Okay. Thank you. Um the other thing I just want to point out is the Suffach

131Transportation Service is donating a $1,000 scholarship to us, which is really nice. But in addition to that, they're also giving us an another $3,000 to um in recognition of all our fall champion teams from um the section um from the section 11 teams that won the championship. So, they're giving us $4,000, which is really nice. Yeah. And I want to comment that cherry on top. Suffic transportation has been a really good partner with us, and they're also working with us to try to reduce our bus routes as well. So that we're looking forward to that as well. Yeah. I just wanted to mention also um obviously we're approving some um hirings that we did, but one of the things we're approving is some of our volunteer coaches for the fall and um we always want

132to give them thanks because it's a whole lot of time and effort that they give to our students. Okay. So um any further discussion? All those in favor against motion passes. And with that motion, I just want to uh recognize Mr. Robert Bartell who's with us tonight over there. Mr. Vartells will be serving as our interim assistant superintendent for business and personnel. Uh he comes to us from the Rockville Center School District with over 24 years of experience as the assistant superintendent for business and personnel in Rockville Center. He was also the interim superintendent in Rockville Center during COVID when their superintendent left and took over for about a year and uh has 32 years of experience in business and personnel. Uh and we're really looking forward to him joining us and bringing his expertise

133as we prepare for our fiscal um success in the future moving forward. So I just want to welcome to Sable Mr. Bartell's [Applause] [Music] It's a green button. It's a battery gun. Can only figure 12. Thank you, Dr. Harris. Um it's a great night with stories and achievements. It's always great to hear that uh from teachers, students and everything. Uh I'm looking forward to coming to Seville and working sharing my experience forward to transitioning with Rhonda building on different things that she's done here in the district and continuing the excellence in S schools. Thank you. [Applause] Okay. Um the next item I have is uh dates coming up. Okay. So we have uh uh tomorrow schools are closed for ed. Okay. Schools are closed and then we have on June 10th all district elementary school

134band and orchestra concert 700 p.m. at the middle school. And then on June 12th, we have board of education meeting at 7:30 at the middle school. Okay. And then with that, I need a motion um to uh Okay, last Oh, sorry. Last uh public comment session. Is there anybody would like to make comments? Please raise a hand. Okay. Uh with that, I would say good night. I need a motion to move into exact session. Uh second second. Okay. Colle discussion. All those in favor against motion passes. We'll be going into the next session. Thank you very much everybody. Have a good night. Have a good night.