May Jericho Board of Education Meeting 5-21-26

001our third and final meeting of the month of July. Gather everyone to please raise for the pledge of allegiance. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> I want to quickly begin by thanking our community for showing up on Tuesday for our annual elections. Obviously, I want to congratulate our victorious board members, the returning Dr. Balachander and I guess the also returning Ira Czecha though after a 20-year sbatical from the board. Um the 2627 budget and the propositions passed. We work hard to tr keep your trust and encourage you to engage with us during our next budget process which will start in only how many months do Mr. Emanuel? >> Uh

002six months. >> Six months. But feel free to ask your questions in between then too. assure you that your questions and concerns will be fully and frankly addressed as we continue to emphasize transparency. All port members are resident taxpayers here. So we are equally interested in any ideas you might have to lower our tax burdens as well. Um couple things today is world day for cultural diversity for dialogue and development. A day to bridge the gap between cultures which I think as Dr. Sunberg will show makes it an interesting day to welcome his presentation on the Jericho civics curriculum, teaching our students about their rights and responsibilities as citizens and hopefully about the preeminence of the US governmental system, particularly as we approach the two 150th anniversary of the Declaration of Independence. Few quick items.

003Next week, we are closed on Monday for Memorial Day. mourn the loss of all US military personnel who died while serving in the armed forces. Also a perfect connection to later welcome our presentation on civic responsibility. School will also be closed on Wednesday for Eve Alhada, the feast of sacrifice. And finally, I want to congratulate the junior class and its leaders for executing and I apologize Dev for stealing your thunder for executing a great inaugural junior banquet. If you were a junior and you missed it, you missed something special. but I'm sure Dev will tell us more about in a few minutes. Um, with that, we'll move right on to student presentations. >> Uh, for the middle school update, can we please have Yash Dejani and George Chat? Good evening. My name is George Chen

004>> and I'm John. >> We are eighth grade student council representatives. It is a pleasure to have to be here this evening. This month seal theme is hope and transitions which is pretty accurate since many of us are hoping to end the year with flying colors. So yes, a perfect theme. >> Is it true that middle schoolers can paint their lockers any color they want? No, they cannot. But they can hang a cute chandelier. All coach questions will be addressed and answered during the fifth grade middle school visitation. The sixth, seventh, and eighth grade brave ambassadors will greet fifth graders along with Mr. Gleason, Mrs. Belaloo, and the support staff at a welcome assembly. The ambassadors will give the fifth graders a tour of the building and students will visit sixth grade classrooms where they

005can see sixth graders in action and ask them questions about transitioning. More exciting news to offer students a more immersive language experience. Eighth grade world language teachers have been taking students a dining experience of Ferrer Cafe, Little Italy for Italian food, to buffet in Queens for Chinese food, and Kerber Farm School for a French cooking experience. Spanish classes had already visited Sanria Sangria 71 back in November. provent. >> Fact. Students who consistently learn about substance abuse from educators or parents are 50% less likely to use drugs. This week we were fortunate that the high school students from youths decide steam bites, the staff club, and the middle school health and awareness club facilitated mental health presentations for Red Ribbon Week in sixth, 7th, and eighth grade classrooms. Thank you, Mrs. Brelink and all the participants

006involved in this meaningful week. one 6th to 8th grade New York State math assessment on May 5th and 6th plus the eighth grade science exam on May 12th equals the end to this year's middle school state testing. Thank you to Miss Kringstein, Dr. Ostro and the math and science teachers for your hard work and dedication in preparing our students. Additionally, ENL students finish their nice exams while eighth grade stu eighth grade world language students will take the checkpoint a exam on June 11th. Paul McCartney once said, "Music is like a psychiatrist." We agree. Music can indeed affect one's well-being. So, thank you to all musicians who delighted us with their beautiful music at the middle school spring band concert on Tuesday evening in the auditorium. >> In other news this month, the middle school guidance

007counselors have been facilitating Navian sessions in sixth, seventh, and eighth grade classrooms. Naviance is an online comprehensive program that assists middle school and high school students and parents with academic, career, and college planning. The students have been enjoying the process and a perfect time to segue into our sixth grade mini career day which will be on Tuesday, May 26th. Students will have an opportunity to learn about a variety of careers from professionals in our very own community. Volunteers will share their experiences, career paths, and valuable insights to help inspire students as they begin exploring future goals and interests. And a big thank you to Miss Mrs. Douglas for organizing this special day. And a quick reminder, the Jericho Middle School book fair is on Tuesday, June 2nd. Stock off for summer reading. Well, that's all

008for this evening. Have a meaningful Memorial Day weekend. Thank you very much and Mr. Chen. Now for the high school updates. Mr. Deani, tell me where you at. >> Last one and then we'll introduce the new student council. >> Exciting. >> Yep. >> Good evening everyone. I'm Dev Lani, student council co-president. As we close in on the end of the school year, I'm excited to share what's been happening at Jericho this May. Starting with the arts, the next few weeks are packed. On June 2nd, we have the district-wide music and arts award night, followed by the high school band concert on June 4th and Thespian Honor Society senior night on June 5th. The Jericho summer music internship will be holding an interest meeting on June 9th with two sessions at 8:15 a.m. and 3:30 p.m.

009And the high school chorus concert wraps things up on June 10th. On top of all of that, students enrolled in music, art, or dance can look out next month for information on reserving their spots for the 2027 Universal and Disney trip. From the languages department, our Spanish Honor Society is preparing another field trip this month to the Hemstead Hispanic Civic Association. High school students provide free afterchool tutoring there, using their bilingual skills to help students navigate through their academics. A huge thanks to Mrs. Contraras and Mrs. Hubard for maintaining this incredible partnership. On behalf of the English department, congratulations to the five 11th grade students who have been recognized by the National Council of Teachers of English for the 2026 achievements awards in writing. These students are Jacob Barzade, Amar Armand Dewal, Sonia Tariq, Karen

010Yay, and Samuel Zen. We are all really proud of you. from the math department. As we close out this year, congratulations to our math leads, chess team members, and coding club students on an outstanding season of competitions. Their continued success is a testament to the hard work of our students and dedications to their adviserss. Now, turning to science, our 2026 is finalists traveled to Arizona last week and they came back with an incredible set of results. And Agraval competed in cell biology. Ariana Ador earned second place internationally in biomedical health sciences. Vadant Balani won fourth place in earth and environmental science. Walter Eli a junior also placed third in material sciences. Finally, Ryan Tay placed second in chemistry. Vant Ryan also won special awards from the consortium of mathematics and the American chemical associ society.

011Everyone is welcome to attend our science symposium on Monday, June 1st in the high school lobby and auditorium to see this year's research in person. Also this month, our AP bio and principles of engineering classes were visited by a team from NY Propel, which included WSP engineers and representatives from the New York Power Authority and New York Trans. students stepping into the role of managers and engineers helping determine where to place essential energy lines as part of a large collaborative project to expand Long Island's energy infrastructure. And for the past two days, our forensics class were put on the case of the flattened Mr. Mandonas. They examined the crime scene to figure out who the culprit was. And lucky for us, the real Mr. Menotis is alive. Well, not Flatten right there. One more shout

012out in this space. Franklin Lee was awarded a $2,000 scholarship from ASET, an Association of Technology Directors. Franklin was one of only 10 students across Long Island to earn this award through his video submission. Big congratulations to him and his teachers, Mrs. Disc and Dr. D. Marine. Wrapping up with athletics, this spring has been one to remember. Our varsity boys lacrosse team competed against some of the top talent in Nassau County and earned their spot in the Nassau County playoffs. Both our boys and girls badminton teams captured Long Island Championships. The boys opened the night by defeating the previously 15-0 Suffach County Champions Half Hollow Hills by a score of 9 to0. And the girls followed with an equally dominant 9-0 victory against the Suffach County Champions Ward Melville. It was an incredible night for

013Jericho badminton. In track, congratulations to sophomore Sonia Nye who broke the Jericho shot put record this season. And on the golf course, our girls golf team finished second in Nassau County, led by two seventh grade student athletes, Taran Lee and Jackie Wayne. At the individual county championships, Taran finished second in Nassau and Jackie finished fifth and will both be representing Jericho at the New York State tournament in June. Congratulations to all all county, allconerence, all county honorable mention and scholar athlete awards winners this spring. And finally, a huge thank you to all our student senior student athletes for their pride, leadership, and commitment. I want to wrap it up with a big congratulations to the junior class for a very successful junior banquet. And as always, go Jay-Hawks. Thank you. >> Thank you, Mr. Lam.

014Next up, we have the PTA joint council president, Mrs. Ailen Ging. Good evening, Dr. Kravitz, members of the board of education, central administration, faculty, staff, and community members. My name is Ailen Gingald, and I am the president of the joint PTA council, and it's my pleasure to be here with you this evening. Congratulations to Ira Chesler and Dr. Divia Balanchander on their election to the school board. We look forward to working with you. And a warm thank you to Jill Citroron for her many years of service and dedication to the Jericho school board and our Jericho community. We really appreciate all you have done for all of our children. Uh PT Council is looking forward to meeting with Mr. Greg Sloan next week where we will be hearing all about the amazing colleges our students

015are attending as well as the many resources our guidance department has for supporting those students. It is a meeting we highlight and mark off on our calendars every year. All of our units were busy this month. The Kiaak PTA hosted a very successful teacher appreciation week treating staff to three different food trucks featuring coffee frozen yogurt and candy. They were also thrilled to have a soldout magic show and tremendous success selling school sweat. With kindergarten orientation coming up, the PTA is excited to welcome many new families and encourage them to get involved in the school community. Looking ahead, everyone is eager for field day at the end of May and the class of 2026 reunion on June 2nd. Jeffrey Ratner and Robert Seaman PTA was incredibly proud of the success of their book fairy drive

016which resulted in the donation of 11 boxes of books. They also hosted a successful Mother's Day sale and gifted each student a red carnation to bring home for their mom. This month, the PTA also celebrated their faculty and staff with a variety of appreciation events, including massage chairs for teachers, which was a staff favorite. Looking ahead, the PTA is honored to sponsor Holocaust survivor Marian Lausanne, who will be speaking with the fifth grade students. The Jackson PTA celebrated their staff this month as well with an incredible teacher appreciation spread featuring paninis, chuguri, and sushi with a wellness theme as well. Their staff also enjoyed massage therapist throughout the day. Looking ahead, students are excited for their field day on May 28th where an ice cream truck will help cool everyone off and celebrate the day.

017In addition, the Adventureland trip has been rescheduled for June 15th, and everyone is looking forward to a fun-filled and memorable day together. The middle school PTSA has already started handing out their lawn signs in honor of their graduating eighth graders. If you missed the original handout, and additional pickup times are available. June 2nd to 4th will be their spring book fair, and June 4th will be the last PTSA meeting of the year and installation of their new officers. The high school PTSA was proud to sponsor the first ever Jericho senior banquet last Friday where their dirty soda bar and custom napkins were a huge hit with the students. The senior committee is now putting the final touches on the senior party which will be taking place next Wednesday, June 3rd, from 6:00 to 8:30 p.m.

018in the Sam Springer gym. This event is free for all seniors and students are encouraged to wear white and get ready for an unforgettable celebration. Looking ahead on June 12th, the PTSA will sponsor a schoolwide ice cream treat giveaway for all students and faculty. To close out the year, the PTSA will also be partnering with Candy on a meaning final fundraiser collecting new and gently used backpacks for students in need of school supplies. SEPTA had a successful and meaningful allability month in April. Highlights included an inspiring assembly with motivational speaker Jordan Toma and a soldout robotics night which brought students together and staff for an evening of innovation and fun. Tonight, SEPTA will be present this year's teacher grant recipients. Preparations are also underway for SEPTA's awards and recognition night on Tuesday, June 8th at

0197 pm. Finally, SEPTA's next workshop will take place on Friday, May 29th at 10:00 a.m. and will feature occupational therapist Debbie Wanderman, speech language pathologist Rebecca Rubin, and psychologist Dr. Michael Chamski. The workshop suggested is titled summer slide summer without the slide keeping structure regulation and independence alive without turning summer into school. Thank you to all the PTAs for all their all their activities this month and thank you and good night and I was told to say go Nicks. >> Thank you very much Mrs. Giggled. As you just heard, our PTA units accomplish a lot and contribute a lot to our community. And tonight, we're fortunate to have three different PTSA units uh giving back to financially, at least in this case, to the district. They give back in many, many ways, but tonight we

020have three. So, to start off with um before they come up to talk to us, can I get a motion? I be resolved of the board of education accept on behalf of the district a donation of $4,99910 from SEPTA who respectfully said funds to be used as indicated on the attached and as will be presented to us in a couple of minutes. Do I have a motion? Thank you Mrs. Valandanda. I'm sorry, Mrs. Bartoff. Second. Thank you Mrs. Citron. For discussion, I would love to welcome up whichever members of SEPTA would like to tell us about the teacher grants this year. Hi friends. Thank you for having us tonight. So Septa's fundraising events continue to thrive because of the extraordinary partnership between our administrators, staff, students, and volunteers. Their creativity, generosity, and countless hours of

021work transform simple ideas into memorable experiences that directly benefit students throughout our district. Each year, our community looks forward to Cookies and Canvas, one accepted signature events led by Brian Simmonelli, Ruth Bradenbeck, and the Jericho the Jericho High School National Art The Jericho High School National Art Honor Society. This event combines creativity, connection, and fun as students create their own framed masterpieces, complete with the famous cookies and canvas flare. This year also brought the continuation of two newer events, chess night and robotics night, both of which reached capacity almost immediately. We are incredibly grateful to Dr. Alex Rivera and Dr. D. Marinas from the from the high school for helping host an outstanding chess event that welcomed more than 60 participants. A very special thank you also goes to the talented student volunteers from Jericho's

022award-winning middle and high school chess club and team. Their enthusiasm and mentorship made this evening so special. Um, our last fundraiser that contributed to the acceptor awards that you'll hear about was robotics night. It was also equally impressive. And thank you to Jan Ashro, David Herbert, Matthew Pageri, Nicholas Cersio, and Lewis Cooper, and the volunteer tech class students for creating an engaging evening filled with coding, engineering, innovation, and hands-on exploration for students in grades K through eight. Sorry. It's a lot. These events represent so much more than fundraising. They create opportunities for students and families to connect, explore new interests, and build community together. Every dollar raised goes directly back into our schools to support meaningful experiences for our students and staff. And we also want to recognize one of the true highlights of every

023SESTA event, Cool Beans Cafe and our Life Skills program students. They continually impress us with their creativity and attention to detail. From themed treats inspired by chess pieces and Lego bricks to colorful artistic desserts, they make every event feel thoughtful, welcoming, and unforgettable. We are excited to share that together, Jericho School District exceeded our goal for all abilities month. Uh to let you know, we raised $4,452. Thank you to every building for your creativity, enthusiasm, and incredible school spirit in helping us reach and surpass our target. This achievement was only possible because of the generosity, participation, and heart of our students, staff, and families. THANK YOU. GOOD EVENING. I'm Marissa Amato, current president of Jericho SEPTA. I also wanted to say a big thank you to our administration. Um to the PPS department and then

024also everybody on the executive board. We have a few members this evening. We so appreciate all your support and hard work during all abilities month. And I also wanted to say a special thank you to Gina Levy and the Levy family. Susie mentioned that SEPTA was able to sponsor one of the nation's top motivational speakers right now. He spoke to the middle school students about mental health, which is on the forefront of many of our minds right now. And we were able to sponsor him because of the generosity of the community, but also the Levy family. And they also because of their generosity, they allowed us to raise our grants this year from our traditional 3,000 to a whopping 5,000. So we're really really proud of that. It's combination of the Levy family and the

025generosity of our community uh during this time. And that brings us to why Seth is here to talk about the grants. A little intro about our teacher grant program. Um the program provides funding for new programs and equipment that benefit both special education and general education students. These grants support innovative classroom projects, promote social emotional learning, and integrate cutting edge technology that enhances our educational programs. I am extremely honored to mention our first grant which goes to an incredible human, incredible teacher who I've had the privilege of having both of my daughters in the classroom of Miss Carly Rosen who happens teachers in there who happens to also be sitting next to um head the ICT classroom with Alli Roseman also equally amazing teacher and human. So, thank you both. I'll tell you a little

026bit about the grant. Hopefully, they will both benefit from it next year if you're close to it together, right? We don't know yet. All right, moving on to the grant. Um, for $1,330 to purchase 13 sets of desks with whiteboard tops. These desks will enhance the learning experiences in the elementary ICT coaching classroom. These innovated desks will support flexible seating, collaboration, and active learning by allowing students to work independently in pairs or in small groups while engaging in hands-on interactive instructions with whiteboards ready to go. Congratulations. I am proud to present the next grant awarded to Karen Pascarella of the Jericho Middle School skills development class. This grant is for 2,92.40 for an interactive learning and communication table. The Jericho Middle School skills development class is made up of students who are primarily non-verbal and

027rely on LAMP AAC devices to communicate. LAMP AAC stands for language acquisition through motor planning, augmentative and alternative communication. Students benefit from hands-on multi-user technology to practice communication, social skills, and functional learning together. The interactive table provides a shared multi-touch platform to one, express choices and communicate using lamp compatible apps, two participate in collaborative social emotional learning and functional skills games, and three engage in academic and cause and effect activities. Congratulations to Karen Pascal. Our our third grant is awarded to Britney Delveio back there. Um career and skills development teacher for the high school. The grant is for $565.72 for adaptive kitchen tools and instructional resources. The high school career and skills development class is comprised of an educational experience for students with various development skill levels. This program works on critical daily living skills

028and vocational skills, including meal preparation, safety in the kitchen, and using community resources. These skills are essential for independent living and future employment. These resources will reduce barriers, increase participation, and help students build confidence and independence in essential real world skills. CONGRATULATIONS, HELLO. I'm privileged to uh announce the last of the grants. Um it is being awarded to Melissa Freriedman, the science teacher for the high school. It's a grant for $200.98 for the hands-on flower dissection lab elements. This lab will implement an inclusive hands-on flower dissection designed to enhance student understanding of plant reproductive structures while promoting accessibility, engagement, and differentiated instruction for students with disabilities. This tactile visual experience provides multiple means of engagement and representation, particularly benefiting students with processing, language, or attention-based disabilities who may struggle with abstract diagrams alone. The lab

029also supports social emotional learning by encouraging collaboration, shared responsibility, and confidence in scientific inquiry. Congratulations to Thank you. >> Congratulations to all the awardees for their remarkable contributions and unwavering commitment to inclusive education. Thank you ALL SO MUCH. THANK YOU VERY much officers and to Mrs. Desiree Clemente. Can I have a vote on accepting those donations and having my assisted 50? Thank you again. By the way, our PTA is not done. It be resolved that the board of education accept a donation from the middle school PTSA of guest speakers. Guest speakers Dana Arshen and Leo Omen to present on June 15th, 2026 for a Holocaust assembly with the seventh and eighth grades. Do I have a motion? Motion. Thank you, Mrs. Martin. Second. Thank you, Mr. J. All in favor. Thank you. Middle school PTA.

030But wait, there is more. Be resolved. Board of Education accept a donation from the Jeffrey Ratner Robert Seaman PTA in the amount of $900 for the program Crazy Science to be presented to JRS students on June 1st, 2026. The JRS PTA will make the payment directly to the vendor. Do I have a motion? Thank you, Mr. Jen. Second. Thank you, Mrs. Citron. All in favor? Once again, thank you to the KRS. Now for superintendent report, Miss Dr. Robert Kravitz. >> Thank you, Mr. Parlman and everyone here tonight. Just for the enrollment figures. As of last year, we were at 3,333 students. We are at 3,180 students. But I would like to read a letter that I received today from Shelley Mayor, Senator, 37th District. Dear Dr. Kravitz, it is my sincere pleasure to congratulate you

031and the hardworking teachers and staff of Jeffrey Ratner Robert Seaman Elementary School on being recognized as a 2026 Blue Ribbon School of Excellence. What a distinguished honor. As the chair of the Senate Committee on Education, I am immensely proud of the work of your teachers, staff, and administration. The this important recognition reflects the great success of your efforts and your tremendous commitment to New York's children. Congrat Congratulations once again to Jeffrey Brad and Robert Seaman Elementary School on this well-deserved honor and thank you for supporting and inspiring the next generation of leaders. I celebrate your exceptional work. Congratulations to Joanna Clair, to the teachers, to the parents, to the students, and to everyone and all the curriculum associates who have participate in the success of that school. It is an honor. Once again, Jericho never

032seems to stop amazing. There you go. >> Thank you very much, Dr. Krabby, for that wonderful news. Unless any of my colleagues have anything that they want to bring up before we move on to more of the agenda. the person you've all come here to hear tonight. In the wings, Dr. Eric Sunburn presents curriculum and he's really saying he hopes people ask me a lot of tough questions. >> What could possibly go wrong? while while you're changing your seats. So, I've been asked to speak about civics education. I just want to remind the room that social studies in New York State is based on five interconnected standards uh including economics, geography, world history, United States history, and government. So civics kind of lives among these places although maybe it's it's it's more in in government.

033So I want to start by saying that in Jericho we design curriculum uh by understanding by design uh process and normally we begin designing instructional units uh around uh essential understandings. Uh, so I' I've got four essential understandings related to civics that we want all students to graduate having at the end of their K through2 education. Uh, and I also like it when we can frame understandings as completing a sentence students will understand that right. So by the time they graduate, we want students to understand that systems are shaped by principles, institutions, and historical development. That decisions require careful evaluation of evidence and multiple perspectives. That responsible participation depends on knowledge, reasoning, and engagement. And hopefully students will understand that a healthy democracy depends on a sense of civic identity and particular dispositions. Those dispositions

034are sense of civic identity and character, political efficacy, the belief that if you're going to try to affect uh the the the the the outcome of a political process or or if you want to make change, uh you have a chance of being successful that you know how to uh function as a system. respect for democratic values, tolerance for different opinions, connected to a sense of reciprocity and mutual understanding, a belief that you actually have something to gain by interacting with people with whom you disagree and even have a willingness to change one's mind. Uh, and of course, attentiveness to public affairs. We avoid false choices. We don't get involved in the knowledge versus skills debate. Both of these things are taught together uh through a Jericho education and we avoid the participation versus understanding

035debate. Uh so let's accept that we're we're not trying to create uh activists out of our students. Um we're very very knowledge based. Understanding um excuse me action without understanding is is is hollow. On the other hand, without creating a sense that you know how to function as a citizen uh to affect outcomes, uh you could wind up feeling powerless. So a knowledrier inquirydriven developmentally sequenced program. So we have a continuum of got six elements uh that are at all stages of education in Jericho. uh but they're not always leaned into the same amount at at every grade level, at every age level. So the participation part really begins to to to to come out uh more in high school, particularly towards the senior year. Uh and you know, the developmental readiness of a kindergartener

036or a first grader. Uh we're very much more about raising awareness and knowledge is the most important thing all the way through. We're a very knowledgation beginning grades uh K1 uh like all of our grades is based on the New York State social studies framework, New York State social studies standards uh laws and regulations of New York relating to civics. uh kindergarten, first grade, they're they're very much about um myself and others, my family and other families. Dare I say it's almost an aristoilian approach that the the family is the foundation of civil society. Um so, uh understanding authority, rights, and responsibilities, but begins in your own home. But in school, we're also making students aware, uh that not all families are the same. uh and and not all people are the same. So, we're

037we're we're comparing and contrasting a lot. It's really in second grade that the curriculum begins to get into this concept of of civic identity. Uh we're teaching about different kinds of communities, developing an academic vocabulary, uh particularly around the concept of suburban, rural, uh and and urban. uh comparing and contrasting those kinds of communities, developing uh an appreciation for the kind that that that we live in. Uh also looking at found foundational concepts uh like fairness and responsibility and rules and and and belonging holidays, heritage months, uh we do this K through 12, but it's in elementary school that these are actually part of curriculum. So we're so you're it's an elementary school, you're going to see lesson plans uh about Veterans Day and and and and Labor Day. Uh in in the beginning of

038the year for Veterans Day, for example, uh it's it's November, it's early on. We're we're we're taking a look at at at the importance of of having empathy for other people who have sacrificed for the community. Um fostering a sense of belonging to an historical community. Uh we we they're learning to honor veterans. What does it look like when a students understands that? Well, it could be as simple as knowing how to write thank you notes uh to to to veterans. Uh by the end of the year, we're we're further along in developing analytical skills uh and and and in some of the academic tools that we use. So this week, uh you you would in elementary classrooms be seeing students comparing and contrasting Veterans Day and Memorial Day. So how many adults that we

039know would know the difference? All right. So um third grade uh is is an expanding sense of identity leading into some of those those dispositions that we're talking about. New York is asking us uh to be looking at world communities in third grade. Uh so they're they're typically going to be looking at, you know, three countries other than the United States. it it changes from school to school, from year to year. But let's just say Brazil, China, Kenya. Um, and and New York wants us to be teaching that there is this concept of universal human rights tied to the United Nations uh declaration of human rights. Um, those values that the UN uses come right out of our own Declaration of Independence. Um, so we're we're looking at these dispositions. I'll I'll I'll keep it

040moving. One of the ways that that that we do this um uh is is third grade teachers in all three buildings are committed to having some sort of a virtual exchange uh with with students in other countries. Uh Kenya is is the one that we've done the most with. Uh just going to take a a quick look at this. So what we have students doing uh is is swapping questions uh with kids their own age in another country. So what we like about the Kenya one is the science curriculum in New York and the science curriculum in Kenya are very very similar. Uh so uh they're they're studying environmental issues in both countries. So the students in in Jericho for example uh engage in research projects learning about water quality on Long Island. Uh some

041of the issues with with having safe water. uh but they're also swapping questions uh with with class with friends uh in in Kenya uh and then they create videos that they share with each other. So third grade teachers and the librarians work closely together on the technical skills on how to do this, how to write the scripts for this and then they would get something like this every once in a while from their friends in Kenya. After responding to some of our questions, they get this. We skip the school command and classes. Go to assembly and start our class at 8 a.m. We learn two subjects. We have two breaks and one lunch break and game. We all wear school uniform. We all love reading. We go home at 4:00 p.m. Our favorite celebration is

042Christmas because we celebrate birth of Jesus Christ. Questions. What is your favorite gift? What is your favorite subject? What is your favorite? >> Just going to keep it moving. But the students learn a lot about each other by by by doing this. Uh so one of the things that that that comes out is that the Kenyan students they they speak um English we still need to do transcribes because because the accents uh and and Swahili and and local dialects uh and then we find out students in our own classrooms in elementary school also speak very often multiple languages. So it's it's it's a fun thing. But as we move up in the grade levels, we start moving into a different kind of of um analysis and it's called perspective analysis. Uh so how did citizens

043think? So we're into American history uh by fourth grade. And now we're introducing uh a a a an appreciation that is going to go through 12th grade that there are multiple perspectives on all issues. When we're learning about the American Revolution, for example, we don't just say Americans are good, the British were bad. Uh the Americans were divided, right? So there were patriots, loyalists, neutralists. Uh and they debated these issues for years uh before moving into the actual uh revolution. So we start doing the the the the paired texts uh approach to lesson planning, which we see a lot in social studies. So the governor of Massachusetts and we could take the language and and simplify it. So this is not exactly how it's written in the letters. We simplify the language so students can

044can can understand it. Um looking at in a sense a reasonable case for not breaking away from Great Britain. Uh like we want to obey the laws, we want to be loyal to our country. Uh versus other people who are um fed up and and and moving away. Um, so when we get to middle school, 6th, 7th, 8th, we're into a more formal study of different government systems, uh, through the lens of ancient history, uh, in sixth grade and through the lens of American history in seventh and eighth grade. Uh so uh an appreciation for the importance of written law in the code of Hammurabi for example uh having you know sketchy evidence of exactly what it was like in Egypt uh but but being attracted to um uh sort of a mystery uh and

045and the way they organized their government and of course uh Athenian democracy uh and and and Roman republicanism uh and and beginning to get this idea that we'll come back to that there are concepts and institutions from civilizations long gone that are still speaking to our civilization in America today. So these same ideas continue into seventh and eighth grade uh when we're looking at the the evolution uh of of democracy throughout American history uh evolution of democratic ideals. Uh so the way we think about um who gets to vote, who has rights uh in in 1776 or 1789 uh is it kind of changes along the way. It's in seventh grade that we have this this this splendid uh trip to Philadelphia. Um and uh currently Miss Travis is is is a great planner of

046this trip. Uh and we are looking at the concept of liberty. So, we're learning about American symbols uh that that hopefully create a sense of identity uh with the country and and they're going to begin to see things that they'll see on currency, on statues, and and and over and over again. Uh they visit Constitution Hall, uh uh the Independence Hall, rather, the Constitution Center, um uh look at monuments to religious liberty. Eighth grade, uh banger of a trip. Uh this is an overnight uh which which we do every year. Um and it's it's wonderful. Um so now we have Jericho students sitting there on Capitol Hill. Um and this year the first day when we were supposed to go into Congress was the uh beginning of the government shutdown. Uh but Congressman Suazi still

047came out and and met our students um and and uh as as a congressman should do. But we're we're grateful to the to the assistance of a a once and future board member who helped hook us up with this this connection. Uh and um we return to this notion of sacrifice that we were talking about on Veterans Day and we're approaching Memorial Day right now. Um and um Ms. Canwell maintains a a close relationship with with the Lynch family. Um so a a Jericho graduate. uh gave his life in Iraq in 2005. Um uh is is remembered by by many in in the community and uh Miss Canwell did a wonderful job uh arranging uh for Jericho students uh to lay a wreath in in uh that graduate's honor. um been on this trip a

048lot of times and to see students who are so pumped up on big tubes of colored sugar that they're you're having and and and to to suddenly uh display semnity uh and and and respect at these events. Um uh it it's it's actually very gratifying. Uh so this is a big part of of the Washington trip. But I also want to come full circle back to sixth grade. Uh this is this is a fun time to be sitting with students on benches and lawns uh in in museums and asking questions like this based on what you learned two years ago in sixth grade. Do you know is that a Dora column? Is that is that a Corinthian column? And is it that that there there's they're developing a an an architectural vocabulary um that people

049consciously draw upon to communicate things. So, so why does somebody choose this Egyptian, you know, uh, obelisk uh to memorialize George Washington? That that's an interesting conversation. Um, somebody's trying to communicate something when they design the Lincoln Memorial based on the Parthonon. Uh, so our civilization uh is is coming from from these ancient civilizations and remains uh part of the way we we express ourselves. Constitution Day is is uh a a big bit of fun every year. It's more of a Constitution week. Uh but Constitution Day every year is is uh uh September 17th. Uh and it expresses itself some ways in elementary school classrooms where you might be making list of of classroom rules uh that that wind up on the bathroom door. uh or in uh in secondary school it's it's really part

050of the the curriculum. Uh so uh we we do try and have fun with it. Uh so so every secondary student is given a copy of the constitution um and and for years they can carry them around with them uh because they're going to be called upon to to have them in social studies class in seventh, eth, 11th grade. Um, and we make sure that if they lose them, we we we give them more. Uh, I'm not supposed to reveal the identity of of the person in in the bill costume. Uh, but I there's probably less than 10 people at home watching. So, it's it's Miss Leonetti, uh, who is who's um a a a dancer and a coro person, but really the only one who who fits in the costume. Um, uh, and it's

051it's it's it's a great time. Um, Constitution Day takes more of an academic aspect uh, in our our our secondary classrooms. Uh, I'm I'm not going to go into all of these examples, but I'm going to choose one that's fun. So, understand in seventh grade, they're learning about the Constitution for a month, you know, later in the year. Uh, but we make it an opportunity. Uh, and I I I love this one that Ms. Espanol does. Um again very very quickly uh comparing and contrasting uh government under the United States Constitution uh with the Eric Confederation. So it's a bit of New York history. New York State wants us to draw these comparisons. My own opinion is people give the Iricquay which wonderful too much credit for actually inspiring the constitution but there are important

052things to compare here. Uh this one you're the best. Thank you. Um it's also in middle school um where every sixth grade student, every seventh grade student, every eighth grade student does um uh a a a a significant weeksl long uh at least uh research project in seventh and eighth grade. uh actually in sixth grade also. Uh they they they all uh are tying what they do to uh the theme put out by National History Day for that year. And of course the theme for National History Day this year is uh tied to the semiquincential uh and fun word. Um but um it's the 250th anniversary of the Revolution of the Declaration of Independence. So, if you go around our buildings right now, the libraries are beginning to put out books related to that. Um,

053the window outside is is getting there. Um, and I could speak all night, which you don't want me to do, about um Jericho History Day and our our research process. Um but want you to know that since you know the beginning of the year uh we've been exploring the theme of revolution reaction and reform uh from the American understanding it into into these other uh concepts. Uh there is there are very few things that we do that teach these um some of what these these civic dis dispositions more than these research projects. Um uh but I I want to point out that part of what we're doing um all the way through 12th grade is is teaching information awareness. This is a very important citizenship skill. Uh so AI, for example, is one of the

054newer ways that we're we're teaching students what their responsibilities are with this. So in the beginning of the year they're they're we're telling students their responsibility on on how to train AI uh to help them with their projects, how to evaluate, verify veracity is is one of the most important uh social studies skills and what is true and what is not is is one of the most elusive things in in in history back to that one. Um it's also out of these history research projects in middle school and high school uh that uh many and sometimes all of our students wind out engaging with civic leaders. Uh so seeing people who are modeling how a difference can be made uh is is really important. So here we have uh the great Jay Patel uh who

055has been a a super successful documentarian uh in in our program meeting with probably the most famous documentarian in the world um Mr. Ken Burns. Um uh and we had a few students a few years ago um did a project on Francis Perkins who may have been the longest serving member of of any cabinet ever because I think she was for all four uh uh terms of of of FDR, first female member of a presidential cabinet. Um, so you know, we were thrilled when the New York State uh commissioner uh of labor uh who also a woman, Miss Robera Weirden, came down to this very room uh and met with many of our students uh and and talked about uh labor law and and importance of that part of the government uh in New York.

056So this this sort of modeling was um was really good. Uh and just a few months ago, a a high school student uh who was doing a a related uh history paper. Um we we're we like people who respond to our emails uh and so so um you know of of of some fame, Dr. Anthony Fouchy uh did a a Zoom uh conference uh with with one of our high school uh researchers and thank you from Zendrian for helping make that happen. Um so that it's our our our projects can take students into a lot of different directions uh and and will very often convene convene big groups of students uh when when we hook somebody good. Uh it's in high school that we're really digging into historic judgment uh and and and political persuasion

057uh as a skill set. Um, so, uh, whether it be in our our our regular history classes, uh, in in our debate class, which probably does better than anything, uh, students are are evaluating issues, evaluating um, uh, essential questions, uh, I guess is one of the ways we we play it and so and learn about completing val competing values. We'll talk about that more in a moment. Um it's also where in the high school where we have regions exams. Uh so there are two regions exams uh in in high school. Uh one is global history and geography. Uh and a few years ago that test was changed uh to have rather than a traditional DBQ what was called the enduring issues essay. Uh and the state gives us uh a whole page of enduring issues

058that students are supposed to to learn about. Um and learn about them as by enduring meaning uh they could have been an issue in Athens uh and they can be an issue on Long Island today. Uh and so these essays are 50% based on in a sense what they're reading, but 50% based on every scrap of knowledge they can pull together uh to to speak to one of these themes. uh conflict, desire for power, uh etc. Um so, uh I I mean I had to put this picture because my my one of my favorite innovations at the zero, Mr. Sher um came up with the Enduring Tissues project um where where where students would would write on all six sides of a box uh different examples of of an issue in history. So, it's training

059their minds to to to be able to to do this when they get to the essay. Um, it does a lot of great things, but um, I I want to point out it it measures reasoning, but not really participation. And one of the things I want to caution about in in civic education, uh, it can't be just teaching to tests. Um, civic education is more than that, but but more importantly, the New York State standards are more than that. Um, and we do a better job uh in in in in this with the United States History and Government Regions exam in 11th grade. Uh, this has a civic literacy essay. Uh, the prompt is the same every test, every year. Some of the the the historic examples change, but they're always going to be asked

060to describe um efforts by individuals, groups, or governments to address a constitutional or civic issue. um and they're always going to be asked to discuss the extent to which people were successful. So this gives a much deeper understanding about the ways people get civically engaged uh and and and their the degree of success in in addressing uh a a a civic issue. Um but it still doesn't get to um deliberative habits uh which are in the standards. And if you really drill down in the New York State standards, they get as specific as knowing how to look another person in the eye, knowing how to paraphrase the other person's perspective. Um, and and the tests don't measure that. Um, so this this other part of of participation is really in important to us. So, um,

061critical evaluation, look at our test scores, right? We gave a presentation to that in in the fall. We're better than anyone in the state. We're better than anyone in Long Island. Uh so our students know how a bill becomes a law. Uh they know uh about federalism and checks and balances. They can cite Supreme Court cases at least on the test uh on AP exams on regions exams. Um what I'm really proud of and what makes Jericho different uh is is respectful dialogue in these other forms of participation. And some of that comes out of uh our philosophy class which is based on Socratic seminars uh which shows students having to reflect, people getting scored on how well they can ask a question about somebody else, how well they can paraphrase what somebody else said.

062Um our debate class by its very nature at a flip of a coin can tell you which side you're going to have to argue. You need to master both. the style of debate that we do in in Jericho because there's different styles out there and we we dabble in in more than one but our curriculum and the league in which we participate the the Long Island Forensic Association is based on when we train our judges at these conferences at the competitions they're parents some of you have done you've done a lot thank you um and we tell the judges in training if you don't understand what the student is saying that's on them, right? So, there's other forms of debate where people speak a thousand miles an hour and use very arcane language. Um, and

063and that's cool for competition uh and and and and and you know, so we we want to take us to these things, but if we're interested in the aims of civic education as we define it in Jericho, we need to lean into the traditional kind that we're doing. So, I'm not talking about which one gets you into college. I said which makes you a better citizen where you can understand each other and obviously all of the co-curricular activities that we do. FBLA probably does as much for civic education uh as as anything we do in social studies, model Congress, mock trial, model UN, all of these things where we're building buses with kids wearing suits and and and and and they're going off and and and acting like ladies and gentlemen who are making pitches

064uh and and and and politely disagreeing with each other and maybe even changing their minds. By the senior year, all students are required to take at least one semester of government. And that government class needs to, among other things, meet the requirements of the New York State participation in government requirement. So, the ways we do that here, and some students take more than one of these, by the way, because we're that good. Uh but but uh you can take advanced placement, government and politics which is a college level deep dive course which gets into government and politics uh facing history which in some ways hearkens back to the third grade uh standards uh of of studying human rights. Um and it's what we sometimes call hard history. It grows out of Holocaust studies. Um uh

065but that's a class where students would be learning about always uh the Holocaust and there are wonderful field experiences that go with that in um into local museums and guest speakers um but also Dur and uh and Armenia uh so all sorts of historic uh tragedies and looking for patterns and what what what do we see in in cultures or or or societies that are leaning towards that sort of tragedy and it's also the course is called facing history and ourselves. What are my responsibilities to other people in my community in my school in countries I I'll never go to right um so that goes back to that universal declaration of human rights which frankly grew out of the second world war and and and the holocaust. Digital citizenship has been around since about 2017.

066uh initially created to take a look at how um in addition to everything else you need to know about government um how uh our understanding of government how our understanding of issues uh is affected by various media at that time social media uh increasingly uh taking a look at how AI and algorithms are affecting misinformation are affecting the way we perceive the world. Okay. Um so always training our students to understand how information is mediated and and how that can affect their perceptions. Um so not only to use these tools but also to protect themselves from them because there are there are dangers in them. And our newest uh government option is something called project citizen. Um it is a course that is initially designed for students uh who may be traditionally disengaged from social

067studies work. Uh I'm not talking about any particular um populations. Uh but it's a way of of hooking students um in a way that appeals to their interests. Uh it's probably the closest thing to traditional participation in government class. Um uh and and like these other two classes, it involves students um exploring how they can make a difference, identifying a problem uh that they they might want to address. Uh it's also in this class and I want to be careful what because I'm don't want to overpromise but this is the first class that we're piloting this year uh the the recently created New York State Seal of Civic Readiness uh which uh is based on students having had a a a series of experiences going back to middle school uh that that that that click

068off certain boxes that the state wants to see to get the seal of readiness. also um being an Eagle Scout almost like that kind of a service project where you identify an issue uh and and try and propose a solution. Uh and it's been fun. The students have done things like you know the the traffic jams at the tea in the high school uh or um you know the perennial problem of of the traffic light uh over over on on 106. um and they have to um interview experts uh identify existing laws and policies around this. Uh so it's we're we're getting them ready for citizenship outside of school. Um which ties to what we do every year in all of our government classes. We consistently register students to to vote. um um one of

069the rights of of of American citizens under the Constitution. Uh and goes along with the responsibility to be informed uh to be reasonable. Uh so um this year as as as we often do after AP exams, uh we had representatives come in uh from uh the Nassa County Board of Electors. They do a wonderful job. They send four representatives, always two Democrats and two Republicans, so they keep an eye on each other. Uh and and um and and we had some help this year um from from three students uh Tony Pan, Selena Woo, Victor Gao uh spent a lot of time in my office in in recent weeks uh trying to plan that experience. And I guess that's part of civic education also uh is helping students have successful experiences uh in in in in

070doing something for their community. So, um, most of our seniors, uh, had the experience, uh, earlier this week, um, of, uh, being taught how to register to vote, how to register as a Democrat or a Republican or whatever they wanted to register as, um, opportunities to serve as poll workers, uh, which is, um, giving back to to the community. So, I just want to come full circle. Um, there are four essential understandings. Uh, I I I just feel the need to emphasize again that we're about learning stuff. I don't want to use the word I'll use it's it's not a cannon by definition, but there's a few dozen essential documents that every student is going to study uh and and annotate and sometimes multiple times along the way and and they're chosen to try and

071get at at at these understandings. Um, so just to reiterate what I said, we want students who know stuff. Um, but we want them to learn to be thoughtful uh and and and rational in their judgment and empathetic and courageous uh and and to know how to honor people who who represent these things. Um, that's all I got. first recognizing that US history has many conflicting views and things have changed over time. after graduating from Jericho, going through all these courses and these experiences that you talked about, are they going to walk away with a positive or negative impression of the United States of America and its government and its economy and its people? >> Uh, I can't guarantee what they come away with. Um, it is important to us that they feel um that

072it's worth being engaged with it. uh it's important to us that they feel uh that that these systems that we have in America can work for them uh and uh and they can make the kind of difference that they want. Um how they feel about it at the end of that is is partly a result of what they learned from us, partly about what they learned from being in America. Um, so I I I hope they wind up loving America as a result of all this. Uh, I I hope they wind up feeling that they identify um with this country, with New York State, uh, with this town that that and if they've had, you know, good experiences with these things, they'll they'll they'll have that. Um what I can measure uh is is whether

073or not they they understand how it all works um and and whether or not they have a skill set uh to to speak uh their views uh to ask a question of somebody with whom they disagree. um whether they can exhibit what we saw at at at the last board meeting of of of people respectfully swapping ideas and trying to come to some resolution to uh to an issue that that was was not dividing us but um about which people reasonably disagreed. Uh so um >> people are going to reflect that differently. Hopefully they go and vote. Uh I I I'm I'm when called to jury duty, hopefully they'll show up, you know, because your your right to a fair trial uh is tied to the responsibility that reasonable people go when they're called. It's

074so so they they they should understand those things, but I I can't speak to anybody's feelings. >> No, no. the rights and responsibilities. It sounds like you have it covered very well >> K through 12 >> and the ability to present those ideas whether orally or written or in whether it's through a debate or through a paper I have confidence that between your department and all the other departments that part of it gets taken care of. My concern is when you look at the general approach and and you know I'm not saying that you can't do from being responsible reading any newspaper that there are a variety of opinions as to how things should work and and there are rights and wrongs. There are balances of power in Washington DC that are right or wrong.

075There are rules that are dictated by the village of Brookville versus the Nassau County versus New York State versus the federal government. And do the students have a an understanding and a recognition of that and understanding that despite and I'll give my personal despite its flaws that the US's current structure not necessarily its execution is superior to others out there. Would that be something? No. No. And I'm asking that as a as a real question. If they're not walking away with that question that I'm that's a fine answer, too. It's not an answer, but it's a fine answer. But I'm really trying to understand what the answer is to that question because you ask you talk about a lot of things and they'll say, okay, you did this and you look back say we're going

076to go to Athens. Well, Athens had X, Y, and Z that was wrong with it, but you know, they had a democracy and you know, they're they're exchanging things with Kenya and that's fabulous. And they say, well, what are the positives that Kenya has? what are the positives that that we have here? Is someone going to walk out of there saying, "Yeah, and we've had this conversation about, you know, some of the charts you said, yes, we have shortcomings. Yes, we have strengths, but when you do a scorecard, you'd rather be here than in Russia." >> Right. I I would um I I think so at the secondary level >> there are schools in New York City saying who there are kids who walking out and said gee Russia seems really great or XYZ seems

077really great for a complete lack of in my view a lack of understanding or misrepresentation of actual facts of how things should work. But I'm more interested, I guess, what I identify as as as as the greater need um in this town right now. Um not just this town where I live in Harvard Fields, right? We are really good at having students at least at the time for the test that they have to sit down and remembering all of this stuff and being able to explain these processes. Um, we're good at giving many opportunities for students to identify a problem and attack it or analyze things. Um, what I'd like us to think about, um, is in a school where a student might take nine classes a day and never have a time to sit

078down and and reflect. um in school where increasingly and I'm not speaking for any particular teachers right now but I I I think I I I'm with them all day the experience of students are sitting there and say I just want to submit things and and get credit because I have I'm so busy um uh just give me the answers for the test and the nature of this subject of social studies and the nature of civic engagement is to problematize um and to reflect and debate or deliberate um and I I want to have as many spaces for that as possible. Um so so I'm we're addressing what that that part of the standards that doesn't get measured on the tests and I think we do pretty well and you see students coming through here

079all the time who are just brilliant as speakers. Um and and I think Jericho deserves a lot of credit for that. Um but there's also a lot who are quiet um and not necessarily attentive to to world events uh and not having much strong opinion one way or the other that that they develop. So those are the experiences that I'm I'm interested uh more than necessarily you know I'm going to ask you to write an essay on on why America is the best country uh and and you know you won't do well if you don't say it is you know it's it's it's the thinking skills and and the civic engagement I I don't know if I'm >> you know you're Helen and I agree with you that I don't think they should necessarily have

080to write that essay to do well if they would put their arguments back as you said You can give each kid a flip, have them flip a coin and have them make that argument. What I'm trying to understand is I'm trying to just and again there's no right or wrong answer. It's sort of perspective. Do you ex do you think that they do walk out of this 12 or 13 years in Jericho with that impression or do you think they walk out see Thomas Jefferson horrible person wrote a nice piece of paper horrible person? Do they look at that and say George Washington led a revolution did all this horrible person? Do they and say, you know what, this is not what I want to idealize it for. Carl Marx led to the death of

081lots and lots of people, really great guy, really nice ideas. I like that. And I'm No, I'm serious about that because I I think that there's a way of of it comes across and I'm not saying I'm not putting words in your mouth. I'm simply saying what how do you think kids so our students walk away with that after 13 years of the civics grateful >> hopefully grateful for the incredible opportunity they've had here uh and and and and the leg up they're they're going to have in life but when those things come up we'll very often kind of elevate the conversation up to um is it fair to judge somebody from the 18th century by the standards of the 21st century and there's no right answer to that question either is that the we're

082not here to teach people that George Washington was a bad guy or or or Thomas Jefferson was a bad guy. And and and one of the things, you know, because we we do prepare students for competitions for this thing called and I think people can want me to sit down soon, but we we we do prepare um students for um this this competition for unsung heroes and and we and we make heroes out of people and and then all of a sudden there's this huge story about, you know, Caesar Chavez being unhoo some aspects of of of the way he treated, you know, women in his life. And so so there's a danger in in putting anybody on a pedestal. And maybe that's >> maybe that George Washington just gets the inscrable um obelisk. So

083So, so we can we can just think about it without without um making too many people heroes or or villains. >> You can sit there. THANKS. THANK YOU VERY MUCH, DR. SUNBERG. UM, we'll move into the remaining parts of our agenda. Opportunity for the public to be heard. If you'd like to make a com or ask question, please approach the microphone, tell us your name, and if you're representing a specific group of your affiliation. If you'd like your statement to be included in our board minutes, you must hand a written copy of your remarks to district to our district clerk Victor Manuel. Before leaving tonight, as always, public discussion on matters relating to staff and students during which their reputation, privacy, or right to due process or those of others could in some way be

084violated is prohibited. >> Oh. Oh, yeah. I forgot to leave her to speak. Thank you, Mr. She's not sure herself. >> I I wasn't planning on I just wanted to address your question, Mr. Froman. This is a paragraph from a student asking me for a recommendation letter. She said, "Even though this was a challenging class, it really changed my perspective on how I view this country." This is AP US history. Learning about the fight for freedom and equality throughout American history truly changed my view on why we say with liberty and justice for all every single day in this building. As an immigrant who came from a country with limited freedom of expression, learning the history of the people who fought for this freedom made me appreciate moving here and taking pride in calling myself

085an American a lot more than I did prior to this course. >> Thank you very much. Two and a thousand. Thank you very much. Anyone else? That will close the opportunity to public be heard. Moving into our regular business. Recommended bees resolve board of education make any necessary corrections and move the approval of the minutes of the regular meetings dated April 30th. The regular meeting dated May 7th to 2026 and the budget board election dated May 19th. Do I have a motion? Thank you, Mr. Jen. Second, Mrs. Citro. I'm sorry. I'm just not processing quickly today. Um all in any discussion all in favor 5. Thank you very much. Um regular motion view board of initiation approves tableling the second reading of the policy following policy se series 1 series 2000 series 3000 series 4000

086series 5000 series 6000. Do I have a motion? Thank you Mr. Jim. Second second. Thank you. Mrs. Woff we're not supposed to be paying those. Those are all included in the 3000s the 5000s. I don't know why it's there. All in favor? Thank you very much. Now we move into the second most exciting part of our discussion. Recommended motion be resolved. Board of Education accepts the first reading of the following policies in series 8000 8,110 curriculum develources and evaluation all the way through 8,460 field trips. Do I have a motion? Thank you, Mr. Jen. Second. Thank you, Mrs. Martinoff. Um, people here know the drill. We will flip the pages. After this, everyone will know what our policies are and hopefully they shall be enforced and recognized. And Mr. Czech is joining us tonight. Thank

087you, Mr. Czech. We gave you many shout outs earlier from all kinds of people. Um, just so people know, Croentes, our calendar is this. We will do the 8,000s hopefully tonight on a newly scheduled meeting June 16th. We will do the 7,000s. We will hopefully during that time take some comments and with an expectation we'll have a new meeting scheduled for June 29th at which we will time we will accept the second reading of all policies that they're ready to go into effect for the first day of the new uh new fiscal year for the school which would be July 1st. If the public has any comments wishes same thing please feel free tell us now write to us however it makes you happy to do it. With that we move to policy 8,110 curriculum

088development resource and oh sorry we took we did a motion right yes so we are now into 8110 >> Mr. Good you're with us right >> somewhat >> perfect Mr. has had a long week both inside and outside the journal. >> Anyone with anything on 8,110? Just so everyone understands, the board has the authority to prescribe curriculum in the district and the board will work with district staff to develop and improve curriculum in the district. Those are the board's responsibilities. So, as always, we turn much of that responsibility over to our very capable administration um who will work to ensure that curriculum is evaluated in a regular basis and any changes will be presented to the board by the superintendent. Anyone have any other comments on that? Next, we are going to move on to

0898210. Oh, >> sorry. I didn't know Mr. Goodep. Are we still required to do this? Um AIDS Yes. >> Well, I think it's still something like legally required, >> but this part this whole um paragraph, the first paragraph about consistent with community values and stress abstinence appropriate That just seems completely >> Let's push this one to June. >> Okay. >> We're pushing this one to June 16. >> Okay. Well, just so we know, you know, this was the latest and greatest that we got from Erie Boseis. >> Um, and you agree, Mr. Vanipin or what you see from I'm not even sure >> or we can eliminate it or roll it into something else >> 8220 career and technical occupation. um thing in here there's a public notification where is that issued when and by

090whom public notification private beginning of each school your academic year will appropriate public um without to offer them why do we do that Mr. >> Dr. Sherman critiques >> doesn't matter I think we saw again I noticed I think as long as we're doing it says we're doing this we're not doing it we can ask Mr. said we can take it out. >> You don't think we're >> I would say it's organic policy >> again. It just says we're going to make a public announcement. I don't >> I have my calendar. I don't know where to look for it because I don't really >> excite Sherman CT not made here but for whatever it is if we have it in the policy either get rid of it or >> we do we do have the

091right This is a when I say a U policy, it's a not a policy. So it's not required. So it depends if you want to scrap the scrap >> now you're not that you're scrapping CTE but you don't have to >> I think David's Dave's point it is organically done through the process >> that that's funny so let's just scrap this policy >> so we support anyone who wants CTE and we will help and we will provide information everything instruction uh 8240 instruction in cert written subjects. We have this gifted and talented students. We don't have a G& program. So, we can we can scrap that. Correct. >> Under gifted and talented third paragraph, physical education classes. I believe I have comments from the superintendent and the floor. So, I know that Brett's going to

092speak a little bit about this as well. We have a thing called varsity release which would fall under C. Uh there's a I have a concern about you know what the process for students to get varsity release and if you don't know what it is Brett if you want to talk about it. >> Sure. Uh varsity release is uh provided to our 10th through 12th graders who >> are you getting enough volume on him? >> I'm I am definitely louder. >> You got enough volume on them. They can hear him. Perfect. >> I can hear them. >> Sorry. >> Not a problem. They are 10 uh grades 10 through 12 uh who participate in varsity sports. Um they have to obtain a at least a 75% on their fitness test in physical education um during

093the sport that they are participating or the varsity sport. they are um able to just go sign in to their physical education class and then they can go and study or or whatever they are doing based on their application that they provide. >> So I think there should be a process to that. I don't know if we can put it in policy or it's just a managerial >> component of it. >> I I think the easiest way is that you would adopt well we can write a sentence says the superintendent andor designate or by therapy will set up a procedure which we'll annex as opposed to putting it straight in the air. It's just a procedure. >> Wait, but we're still looking to keep varsity. Is there some reason anyone's looking to get rid of

094varsity release? >> I I I'm not a fan of currently under the under the current conditions. It is my understanding people are wandering and they're not in specific places and I think that's a concern for safety. >> I think that Oh, you can >> when I need to be not very often. Um, that I mean, look, you can put other practice procedures in place that they have to be in their specific location. They have to do other things and if they don't do that, then they're not entitled to varsity release. >> That's it. >> I just want to make sure varsity release is kept in there because for the primary reason, I mean, these kids are ending school. they go to two hours of practice and if they don't want to go to gym class,

095yes, we don't want them wandering around, but if they want to use that 50 minutes for studying or for doing whatever else they feel they need to do that they can't do because they lose that two hours immediately after school, they should have it. So, I I I no issue fixing this in some way. to to counter that just a little bit if we're going by New York State, right? As obviously FISET is a requirement. Um they are supposed to be doing at least three times a week, 90 minutes per week. Um you know, whether it be three times the first, you know, half of the seme um release, I guess, you know, has them not participating in that. Um it's my understand that there's very limited amount of other districts that are having varsity

096release. Um >> they're not as focused on academics as us in some of those districts. And second, are you saying varsity release violates New York state law? >> Um I would have to look deeper into it, but based off of what I know what they should the requirements are, they have to participate in physical education class. >> But if they're playing a varsity sport, they are participating in physical education. >> They're participating in a varsity sport. different things. >> If you could do some more research >> on that. Um because I think we I think we should be able to fix the wandering issue and and and move on. But I understand your concern. I understand your concern too, sir. Um then if you can explain to me there's a contradiction between A and B

097because A says all students in grades four through six will participate three times per week for a minimum of 120 hours and then B says students in grades five and five through six will participate in phys a minimum of three periods and two periods during the other semester. >> So and it says the problem with both this BOS's policy right here is that they drafted it as though it's a it's a menu of items. So grades K through three and in grades four through six as if though it's an elementary school district or a school that goes K6. You look at B, it says students in grades five through six that are in a middle school. So there is a difference because they're assuming that grades five and six are in middle school whereas A

098says that four through six are in elementary school. So you just have to tailor it as necessary. So really B should be revised to just say students in grade six that are or students in grade six will participate. And then in A you just change four through six and make it four through five. >> Four and five. >> And does that Dr. Shman or Mr. Cornbloo does it seem consistent? You don't have a policy in front of you. Does that seem consistent with what we do? >> Yes. 120 minutes a week. >> Okay. So we've got the change and it will be reflected for our next read. Um, if anyone doesn't have anything else until we get to sudden cardiac arrest E, do we have this post posting on the district website information on sudden

099cardiac arrest? We can make sure that gets added to our new website, Mrs. Molo. Oh, it's there. I apologize. And we're good. 82. Anyone else on 8240? >> Hey, Sam. >> Yes, sir. Could I just pose um an issue about the varsity release? If it's if it's uh structured 10 through 12, um why would there be a difference or what would be the difference between the same student athlete in the 10th or 11th grade that might participate in a junior varsity sport? as always an excellent question. >> I mean, junior varsity maybe that that student >> well that student again if it's >> well they're younger and so they're the rigor is not as >> No, no, no, no. They're not younger. It's still 10 through 12. They're still going to practice two hours a

100day after school every day. you know, it's just a, you know, it's 10 or 12 or 15 team members on a different sport, but there's certainly the same academic level. >> It's an excellent point. I think Mr. Cornblau will look into it as part of this issue. Um, yes. Okay. Thank you. We are back. We are now back to 8241. Patriotism, citizenship, and human rights education. Fortunately, Mr. Sunberg has answered most of this. Anyone have any other questions? >> I'm sorry. 1842 >> one 1841. >> But it really goes back to the question for Dr. Sunbury. Do we promote a spirit of patriotic and civil service and obligation? >> I think I said we do. >> I asked you, but I was touching your head a little bit at the end there. So, I just

101want to make sure. Yes. >> Where it says refer to the reference. >> Yes. >> Opportunity for all >> and the same for the next 8242 civility, citizenship and character education, interpersonal violence prevention/education. I think again Dr. Sunberg talked all about our character education and we're sure we get in other spaces. Anyone at 8240? 8250 animals in the school. We have a study and care of live animals. Do we have any classes that actually have live animals in them still? >> We do do dissections. >> No, no, not the dissections. This is not >> tank. I'm not We've got We've got an informed opinion in the back. I guess this is our job. >> We have critters. We do animals. We have meal worms. We've got worms. We've got >> fish. We've got zebra fish

102right now. >> Bugs. >> Okay. So, to the principles, as long as our principles have a plan to care for these animals during emergency school closings and stuff, Dr. >> Yes. Dissection of animals. Can we just do this in biology? Is there any other place where we're dissecting animals? >> You're good. You're lucky. Miss Melini is not here. >> I wouldn't buy lunch this week. Dr. Co, Mr. Co. Um, instruction treatment of animals. I'm sure we teach that somewhere. Uh, we then move on to unless anyone has anything else on 8250. We move on to 8260, Title One, parent and family engagement. The good news is that through a meeting that Mrs. Clemente in invited me to this week, I forget the name of it, but something to do with Title One, we are legally

103not allowed to change this policy, not one word, until we've had a committee of about 3,500 people sign off on it. So, we are going to leave this policy exactly how it is. No, we cannot change a single word. We are going back to the policy that is in our existing manual. And over the next 12 months, Mrs. Clemente with her minion with all her people and millions of people will work to figure out how we can adopt that and and actually modernize it. So we will get you a copy. But no, legally we're not allowed to change this, >> right? M I'm not making this legal stuff up, right, Mr. Good? >> No, you're >> Thank you, sir. So that gets us to five pages of that's 10% of this review. We're killing it.

104>> 827. Thank you, Mrs. Clemente. Everyone say thank you, Mrs. Clemente. >> Mrs. today. >> 8271 internet safety internet contact content filtering. Any questions? We're looking at you, Mr. Jin, but I will go first. It says here um technology protection measures filtering or blocking of access to certain materials on the internet. It says the district will ensure how successful is Mr. Oh, he is there. How successful are we at this? And does the use of VPNs completely eliminate our ability to do this? Are we overstating or are we just saying we're going to try to do it but we're thoroughly unsuccessful >> with the internet filtering as a whole? >> Yeah, I mean we're >> we use uh Linewise as a filtering service. We also have GoG Guardian as a as a blocking service. So

105we're fairly successful with it. Um but you know as you know students still find ways to get to get around it. So we constantly are monitoring and updating our filtering service on a daily basis. Is is that true for school devices and personal devices in the high school or is it just for school devices? >> Well, it depends. If the personal device is not on our network, we can't filter it. So, if they're hooking up to like Verizon outside of our network, then we, you know, they have their Verizon access, but if they're on our networks, like our guest network, we have a wireless private, you know, all the different networks that we use here, uh, we filter it through, uh, our Linewise appliances. And if they use a VPN, >> if well, >> Linewise

106will block the VPNs, but if they're using something that you know that they've been able to find a VPN service that gets through that, then you know, it's a case by case. >> Is there anything that your department would want from the district or from the board that would make it more effective or that you think we should have that you don't already have? >> Uh, let me let me think about that and let you know. Thank you. Anyone? Anyone? No. instruction for English language learners. We It says here the district's philosophy regarding the ELLL's about this plan. Where does the ELELLL new English new language program or plan exist? >> It does not. >> Well, well, this it says we have it. Do we want to get rid Do we need to have a

107email plan? Mr. >> He Okay. So we need to leave this policy and we need to develop a plan >> before August whatever the first day of school is next year. >> That being said we have a whole robust program that's been very successful. So guidelines >> right the fact that there isn't a plan >> there's no no well no there's a deficiency according to our policies. There's not a deficiency in the education we're providing to people. That's what I'm trying to make sure. Yeah. No. Uh, everybody right we have great enough. So we will that's another plan we're adding to our new list of plans that we writing. Thank you Dr. Kravitz, Dr. Sherman and Mr. Good. 8320 textbooks, library materials and other instructional materials. I see coming from another >> in case you're

108following homes at the bottom of paper >> just to understand why it is written this way as opposed to it's if you look at it it this textbook once designated cannot be superseded within a period of five years. So the intent is that if a board flips that they want to make sure that they have three quarters of the board obviously you really don't fourths of the board. Um but that that's really what the intention is. You don't have to leave it that way. That's not a legal requirements. So if you want to make it that's not a problem. But there was there is actual intent into why something like that is >> this could be like our little filibuster. I have no issue to Dr. Ban, Mr. Bartoff, Mr. Jin. Any thoughts? Majority >>

109just four. You need four out of five people to get rid of the book instead of three out of five. >> Again, I have no I just want to make sure that the board was why it's written that way. >> What? >> Majority is fine. Okay. >> Board's not flipping. Um district participates in the National Instructional Materials Access Center, NIMAC. Do we is that who we borrow books from for private schools? Uh top of page two, second paragraph. The district of space in NAC. We use um textbook central primarily through u that that's company that >> that's a company it's like a national >> I'll make all the changes to central >> but is textbook central what should be here as opposed to >> i that's what if you guys don't use But actually don't

110want to lose the concept of the alternate format like They should keep the same. They should be the similar instructional materials. >> That's n there. Just get rid of that. >> I'm joking. Why don't we just do what Mr. Take out those two paragraphs but just leave the first sentence of the first paragraph in who require alternative formats will receive those materials in a format that meets their st their needs. Save you the trouble of changing anything else. Take out those new paragraphs except for the first sentence. Receive those materials in a format that meets their needs. Oh, and at the same time >> and at the same time as well instruction >> I have a question on calculators. Aren't students required to purchase their own calculators? >> Mine. >> No, >> on um it

111might be part of the regular supply list for middle school, the little scientific calculators, but the graphing calculators, we don't require them to purchase. The graphing calculators are a higher priced item and we're phasing those out because we're going to Desmos which is accessible on the on the computer. >> So should we add provide graphing calculator >> or we could just get rid of this whole sentence and just buy the cheap box. I don't know. >> I would folks probably has a different reason to answer this question. >> I I that would only be historical. We used to we used to supply the Texas Instruments graphing calculators to every kid that needed it. >> Yeah, we we're phasing that out now, but we can't for highriced items like that. We can't um there was something

112from the state. I think it came out in >> I want to say 2006 or something like that. >> But the ones we make them by in elementary school like Dr. B. What are these like $20 calculators? >> The ones in No, they're cheap. They they're probably $10 like a TI for that was required in middle school. >> Well, you always have the option of purchasing your own like that. You know, if if students want to get their own, they could certainly do that. But we don't require them to per we haven't required them to purchase their own calculator. We do loan it out. >> But again, that's really kind of becoming obsolete because we're getting away from that. >> What you just put high price calculators. >> No, it's not the price. It's the

113sophistication of the >> which is reflected in the price. Okay. But we definitely there are calculators we make people buy in and they got their grades, Mrs. Christine. That's what I'm trying to just or really if they can't buy those, we'll give them a $10. >> I mean, anytime if if there's a if a student can't buy them, we will give them a calculator. We will not let anyone go on calculating. >> Oh, it says here in high school intermediate middle school. Do you want to just take out the word intermediate, Dr. Bon, and just do high school calculators? Okay, >> Sam, I got a bunch of extra slide rules to in case the kids >> Okay. Um 8320. Anyone else? Anyone else? 8330. Objections with instructional and library materials and controversial issues. Just reading.

114So the public knows on record the board has authority to prescribe curriculum in the district and to designate textbooks to be used in the district. There are ways to formally object in this policy. You have a problem 8330 is your place to go and then we will go that way. Anyone have anything on 8330? 8340 instructional material. We discussed this issue. Um we were encouraging community members to follow chain of command teacher associate. But here it has written objections going straight to the superintendent. >> Not in the first paragraph. First paragraph any questions or concerns should go to the instructional staff or the school library immediately. second paragraph >> if they want to formally object that's I think that's more of if you have a concern you go and talk to the teacher or maybe

115to the CA but then if you want to file a formal objection that is a process that goes straight to superintendent >> I think the way to fix Divia's concern is to just say after reaching out to then they can for they can formally object after they go through the perfect I'll make it so number Star trigger >> 8340 instructional materials in nonpublic for non non-public school students. I guess I may have messed this up when I thought the other one NAC had to do with nonpublic. I was misremembering which one um for dates here for textbook purchases. I was always of the the 91 sort of thing because I don't think they're going to get there and they're first gonna find out what books they need or is that too early, too late for

116us to get books. >> Repeat Textbook Central and what they do. So, um, Textbook Central works with a number of private schools, not all. Um, and the private schools that they have agreements with, the school is sending directly to Textbook Central. uh the types of books they need for our resident children and that we pay textbook for directly. That's a much smoother process. Not only for >> That's great. No. So, do we need to put it we don't So, do we need to put a date in here? We have to put a date in here, but it could be anything. It sounds like the school was just sending it. >> But that that's for those. And then there are other private schools that don't work with textbook central. We have to get the books ourselves.

117And so what's a reasonable date for them to have to tell us by >> that the private school has to tell us what folks? >> Yeah, I would say by I'm sorry. >> By July >> because we would need time. July 5th. July 1st. July 15th. >> Depends on who's >> the latest. >> It's hard to say because sometimes uh they'll request a book and we actually have it. So it's easy at that point. But if we have to go and order it, it that's where it becomes. >> So why do we say July 1st? >> July 1st right after school ends. And so we have that date on in paragraph three. And on the next page, page two, I'm sorry, in the second paragraph, we have the same issue. If you want, I can

118take this policy and throw it into AI and have them condense it all the way. >> I'm kidding. Clearly, I'm going to Sure you are. Question, question, question. >> Are we saying that the school has to provide the private school has to provide us with a list of the books they need for the fall by July 1st? Is that the >> Is that what I hear? >> From what I'm hearing, yes. It seems weird, but Mrs. Stole and Mr. Manuel are saying it takes us a while to get the books. We can't guarantee if you don't get by July 1, you can have it for the start of school. I assume if someone gives us a book a request after July 1st or if they move there and they decide to enroll, we'll do our

119best to get it to them. But here we're saying we're going to get it to and so >> and if it's out of print or we have to try to look on Amazon >> by law, we can do it as early we can make the date as early as June 1 of the year prior. So July one is just a month later. We're giving them extra time. So, I'll just compare it to the I know it's different, but I'll compare it to the busing requests that come in for private school, >> right? So, the busing obviously. >> Yeah. Yeah. No, no, but the busing is obviously a much bigger issue, much more preparation. The July 1st date for books for books, you know, the only people were hurting in that regard. if they make a

120request after July 1st. We're just hurting, >> you know, kids and families that live in this district who couldn't possibly know what books they need till after the school provides >> we're we're just saying if we get it by July 1st, you'll likely have it for the first day of school. We're not going to not get a book because they requested it July 30. It also says that no event will request deni explanations given. >> Okay, fine. That's fine. >> I'm okay with that. >> Yeah, we haven't done that. >> 8350 use of copyrighted material. Do we have a copyright officer? >> It says maybe. I'm just asking if we have one. >> 8360. A good one. Religious expression in the instructional program. Um, >> Mr. Do we have to work in Mammud versus here

121somewhere? Makes sense. >> It's case from a year ago people have picked up on >> now they actually have just not just not perfectly. So if you look at the last par last two section the last two paragraphs of the policy AP60 curriculum areas in conflict with religious beliefs that that plays into the mammud standard which you know again just for all those at home mom tailor is about elementary school curriculum in which initially school district the school district in Maryland allowed for an opt out for certain books and then last act decided to not allow the opt out and the of course that be arbitrary because well without input they say to let the opt out but they said that there's students that depending on it's not a it's not a bright line rule

122um but students at the elementary level in particular which is what mu was about would be allowed to opt out of education that would be conflicting with their religious beliefs so I I think this is >> sufficient in accordance with what mom would actually actually would be sufficient for 84 8420 opening exercises. Wait, but 8420 says under circum circumst under certain circumstances such as religious conviction individuals may be excused from the requirement of the pledge of allegiance. Is it but I know they could be excused but I thought anyone could do it. You don't have to have a religious conviction. I thought you'd say I'm not doing it today. Well, it says such. >> It says certain circumstances. What circumstances wouldn't someone be excused from it? >> Couldn't >> Dr. Sunbury, based on our great

123civics program, if we have any students who wouldn't want to stand for the pledge of allegiance. >> It's a rhetorical crow. I'm joking. Don't please don't. >> We're required. Well, you know the answer. >> Oh, I I Mr. Tell us what we don't need. I think this is >> good. Anyone doesn't want to stand, not be a free American, I'm just joking. Does not have to stand. But they will get extra time with Mr. Sunberg. Dr. Sunberg. >> Are you okay with taking out this policy? >> What? >> Just >> there not a law that that we have to lead them, but we we can't >> we can't make them. >> Was against the law. >> Yeah. The problem was when it was against the law >> they made >> there's been a Supreme Court

124decision. >> Yes. >> Independent study 8430. Dr. Kravis >> I'd like to change this to independent study for credit may be available not will be available. >> That's my question. are currently students. >> Yes, that's correct. >> We would never do it for that reason. for next class that might continue. But there might be some rare circumstances where we have a senior who has struggled through their coursework in order to graduate on time or even to graduate a year late. you may work with them on how they may pick up some additional credits beyond our so I like the word may because if you leave the word will will means that any student has the opportunity to say I want to take an extra class if my independent study may is available at our discretion

125>> you change the second >> independent study for credit may be available >> no but the next sentence the principal the relevant faculty will award credit, right? But the first one is they may not have that opportunity. >> If they complete it, they'll get awarded credit. But if they can't take the course, >> do we have a process? Are we going to formalize a process for how we qualify this? So it's not arbitrary. We would have to plan. >> Okay. Just so you know, there's only three policies left. But they don't care that they stick to those. They want to understand our policy. 8440 homeschooling >> primary responsibility for determining compliance with commissioner's regulations addressing home instruction rests with the student with the superintendent. >> I told you I'm not getting the word out today.

126>> The super to be very clear though so everyone's aware this is homeschooling not home instruction. So there is a difference. Homeschooling is parents teaching kids outside the school district. Home instruction is school districts providing instruction to students at home. This is the former not the latter. >> So it says the district is not required to loan a double text and other materials to students. However, district will provide text and material >> like should we just take out the last sentence instead say the district is not required to but may loan aail >> that's no the first sentence is actually you're not required to do it but you >> but But we are >> you are that's what that that's what that says it says the first sentence says you're not required to but the

127second sentence says however despite that you will >> indicated this is home instructor Are there two separate policies? So homechooling and home instruction. >> So the one >> the next policy is home instruction. This is homeschooling under 100.10. >> Okay. So but in the homeschooling policy has a sentence that says for home instruction. >> The homeschooling policy which interchanges home instruction and homechooling. >> So they're going to clarify that. >> Okay. Sorry. >> All references to home instruction and this policy 8440 will now say homechool. So what happens with textbooks for home school >> according to this policy >> I I think Dave says what >> so students are homeschooled >> I know you don't have to but the answer is the question is what >> so then we should take that however the district

128will provide >> yeah the first part one sentence one part It's not required but >> okay. The only concern obviously is the you know you would have to add at the end to >> with availability. >> Why why would you commit to something that you're not obligated to >> do? What? The last >> the first sentence. No >> question. home hospital or institutional instruction parenthesis homebound instruction. >> So we have to provide home instruction for private school students if they're hurt or they're staying home. if they live in your districts. >> But how are we supposed to I mean, how are we supposed we can't use our teachers. We have to then go contract out for a teacher who knows the curriculum at that private school. >> That's a legally that's that's an instructional question

129as to how you wish to provide the home instruction. >> Just that you do just the mechanism is at the discretion of the school district. >> Mr. Pearlman, some of our students that are on home instruction, we utilize full mind, which is like an online virtual learning. And so they're just told they're taking geometry and then that company works with the student and the uh school counselors to make sure they're getting them the right curriculum. >> So a it's not a problem, but b we do do it. You go to some private school and you're home for a week or two weeks, you just broke your leg, we're providing home. >> So we don't currently have any students in private schools getting home instruction. If Mr. Goods says that is the law, then I believe

130it. uh our own students who are either hospitalbound or >> I do not know if he's saying that's the law. I was just saying that's what our policy said and I was you know same as why we provide them buses. distinction law requires. >> There's also a difference as to whether or not there are any private school students that are instruction. You know, that might be a possibility as well, >> but legally we are required to provide >> again you're required to provide private and non non public and nonpublic in >> Thank you. >> Mrs. is our director of school health services. >> Yes. >> Congratulations. >> What is that? >> You're our director of school health services. >> Oh, >> did you know this? >> I did not know this. >> We can add

131to my final thing for a raise. >> Well, guess hasn't worked in the private sector in a while. Ra title's cheap. Raise is very expensive. One second. I just was trying to figure out under home the page two home hospital or institutional instruction requirements. It says you're going to provide within five school days after receiving notification or within five days school days from the request for home hospital instruction. How do you know that someone's going to be home that long? >> Forget it. It's all good. >> We got one minute. 8460 field trips. Yes. Question. >> Officer the superintendent or design will establish administrative procedures governing the supervision of students on field trips including the use of employee and volunteer shaper rooms. something. >> We do volunteer. >> Yeah. >> Still, it's been a long

132time since >> Yeah, sure. >> The superintendent I'llend will establish administrative procedures governing the super on field trips, including the use of employee and volunteer transport. something that looks important. >> Thank you. >> Last question for me. Do field trips include competitions? Is that what this is referring to? Also, >> so competitions going taking the kids to the FBLA in Chicago. That's not that wouldn't fall under this policy. >> Because the reason I'm asking is there sometimes there are competitions, but there's only students. So I don't know if it's a student or a group of students if that's relevant to this because sometimes you only have one kid who qualifies for competition. >> So as written as ships are part of the curriculum at school those inter schools or those extracurricular business technically does not

133fall under curriculum per se. It's extracurricular. So I'm not sure if we fall into your club. >> We can save that for next year when we do the whole policy book. >> Can't wait. >> That's a joke. >> Can't wait. >> Okay. Policy series 8,000 as amended. Which one? >> No, we're notvention. >> Which one? >> The one that was teaching about >> why you just say title one is not changing. >> You're not that means you don't do anything. >> Okay. What number is title one? 8210 and title >> what? >> 8260. >> So I have a motion >> a vote on accepting I can change the vote after I made the motion to accept everything Mr. Good. Okay. So do we have to accept the first read of all the policies in 2000

134except for 8210 and 8260? 8210 is being tabled. 8260 we're just doing nothing on. We are deleting the pledge of allegiance policy. >> I think it's all included. >> Everything we delete is included in the as amended series 8,000 as amended except for 8210 which we don't have a new draft for and 8260 which we are not which we don't need to change because we're leaving it the way it was. All in favor? All opposed? Motion carries. Great. Now we are moving to schedule. We did all of our donations right away. Yes. Schedules be resolved. Board of Education ex accepts scheduled business affairs little I1 treasures report through superintendent's office designation of textbooks. Do I have a motion? >> Second. Thank you, Mr. Jim. Um, any discussion of schedules? M you talk a little about

135this two literally two segments the >> and this they were authorizing them to with the gator privacy >> this is uh an agreement to allow to assist in managing and procuring data privacy agreements on behalf of New York state school districts. It gives us the ability to more easily access and use data privacy agreements with software >> just to assist in that Mr. Jyn talked last time the AI policy regarding the protection of data this this uh this program ensures that they will make sure that all the programs that we are going to be using including I say we guys including the the click through product educational compantes. >> That's an option. >> Hey, any other questions? >> It's indeed. It's part of the thing we pay. No problem. And as anyone knows who's curious,

136in here you will see agreements um regarding our tax anticipation notes which we will be issuing at some point um because that's just the way things go. Even though we got a big there is a uh a bill of the state right now that is if it goes through it will allow school districts to use reserves to offset having to borrow it's finally it'll probably take a while but I don't know if they'll cut this year but we're hopeful at one point we will have to You really wanted to work with um may your head. >> All in favor of accepting schedule Mrs. Fair's little I1 50. >> Oh no, we have to go right. Um, we are going to adjourn to executive or retreat to exe motion to retreat to executive session discuss a

137personnel issue and a student issue. >> Thank you. Second, Mr. Jin. All in favor, we will be coming well actually we will be coming back here to close the meeting because at that time >> yeah what's the difference? What room >> doesn't have Fine. So, we'll open the door to take action. >> You should come back. >> We should come back here. We're going to come back here. >> And that's Mr. Good said. >> What we can do is we can do the parts. >> We expect to come back and take action, but quite frankly, it's going to be on uh no names or any there's going to be no information shared other than We're going to take a vote on >> Oh, I'm sorry. Okay. Our lawyer has got said we're going to go

138inside here for five minutes of executive session and then we're going to come out here and >> here. We're going to do it right in here and then we're going to come out here and take a vote. So, we're going to keep the live stream. We're going to come back to it in probably we always say five. By 10:15, 10:20, we'll be back here for a quick vote. Um, and that will be what we'll be doing when we come back. So, we take a vote to we did vote into executive >> 51 Thank you so much for staying. >> Good luck trying to find a budget in your district, Mr. >> Don't you try to coach Mr. phone number. >> Goodbye. Oh boy. I thought today was going to be an early night. >> Did

139you think that? >> I don't know. >> That's insane. >> Very optimistic. >> We were pushing the policies real quick. >> You did really good today. >> For the one time you scolded me. No, they're short, but if we wanted to >> um we don't need our superintendent, so Oh, but I need Steve's computer. >> Resolution. >> Mr. G, I need the resolution, please. Do I take a motion to move back into general session? >> Yes, we're going to make a motion. We've exited executive and motion to move into regular session. Thank you. Second, Mr. Jyn. All in favor? Yay. Welcome back fans. Welcome back sports fans. Be it resolved that the board that be it resolved that upon reviewing the appeal of a student discipline matter, the board of education affirms the decision of

140the superintendent in all respects. And be it further resolved that the district clerk shall not shall notify the parents in writing of the board's determination. I think I got that all right properly. Do I have a motion? Thank you, Mrs. Vartoff. Second, Mr. Jin. We obviously can't discuss. All in favor? 5. Thank you for that executive to discuss a personnel and a student matter. We will be coming back to end the meeting. We will not be taking any further action. So, we will not be streaming when we come back. We will only be moving to adjourn the meeting. Thank you very much. Have a nice evening and we shall see you on January 16th. I'm sorry, June. June 16th. Sorry. Vote to move into executive. Thank you. We're going here. Whatever you want. Thank you.