April Board of Education Meeting 4-16-26

001pledge 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. Thank you very much. You're an overwhelming crowd here tonight for our first of three equal meetings. Hope everyone enjoyed spring break. Couple quick recognitions. Today is Libraries Day, Library Librarians Day. It follows up on April 4th School Librarians Day, and it anticipates next week's National Library Week. In honor, I'd like to call out our high school librarian, Ms. Samira Salzberg, our middle school librarian, Ms. Valerie Connolly, our Cantiague librarian, Ms. Michelle Castelli Filippo, our Jackson librarian, Ms. Dana Yell Malia, and our Robbins Lane librarian, Ms. Stephanie King. Thank you very much for all THAT THEY DO. >> [applause] >> FOR THOSE OF YOU WHO WERE ABLE

002TO MAKE OUR 5:00 Unified Basketball Season Kickoff, then you already know it is All Abilities Month, where we promote inclusion, highlight capabilities, and reduce barriers to individuals with disabilities. For those who missed this week's game, or you tonight's game, there are two more home games, April 23rd and May 7th, both in the Sam Springer gym gym at 5:00 p.m. Few quick items before we very go quickly go into our agenda. First, next week ELA state testings for grades 3, 4, and 5. Next Thursday, the 23rd, is the Jericho Hall of Fame induction ceremony, an annual event where four Jericho graduates are recognized for their success and contributions to society. Ceremony will be held at Jericho Public Library. This year's inductees are Class of '74, Mr. Michael Starobin, Class of '75, Ms. Lisa Frisch, Class of

003'77, Mr. Steven Sugarman, and Class of '01, Mr. Michael Lupa. And then finally this Monday, April 20th, this is the final day to submit petitions for the May 19th school board election. I will say while it's typically inappropriate to discuss the issue at a school board meeting, I will add that as of today no one has submitted a petition to appear on the ballot. We have three seats available in the May election. If there are no petitions submitted and hence no names on the ballot, then the winners will be the two people who receive the most write-in votes. If not either or both of those two people decline to serve on the board, the remaining board members may appoint a person or persons to any open seats or seats for a one-year term until next

004year's election, at which case we would then have four seats available at next year's election. Unless any of my colleagues have anything else to add before we move into the agenda. Did I say something incorrect, Mr. Manuel? >> Oh, no. >> Oh, okay. I didn't I didn't know. Um we have two presentations. Dr. Kravitz or Ms. Siena, who's going to lead us off tonight? Oh, that's right. I apologize. Dr. Sherman will be presenting our second presentation on student data. Okay. Good afternoon, everyone. >> Good evening everyone. This presentation examines student performance trends offering a closer look at how different groups of learners are progressing across the district. By analyzing outcomes through multiple lenses including grade level, learning needs and demographic factors, we aim to better understand areas of strength as well as opportunities for growth.

005This approach allows us to move beyond overall averages and focus on ensuring that all students are supported in reaching high levels of achievement. The findings shared here are intended to inform decision-making, guide instructional practices, and strengthen our ongoing commitment to equity and excellence for everyone. So this figure is a deeper analysis of what you than what you saw in the fall of the New York State grades 3 to 8 English language arts and mathematics assessments for the Jericho School District. So focus areas you will see across this presentation are distribution of scores by performance levels across grades, analysis of student subgroup performance, identification of achievement trends, key findings and areas for growth, and evidence-based strategies to improve student outcomes. So these are the ELA results for the entire district for the last school year, 2014-2015.

006And you can see them performance distribution Oops, sorry. by grade. Okay, as you can see levels 3 and 4 equal our proficient students and our scores are tremendous with very low level 1s and 2s. >> Is that level is 1 and 2 below grade level? >> Yes. >> 3 and 4 is above grade level. >> 3 is basically at grade level and 4 is beyond grade level. >> And is this one of those ones where Oh, this is this is the only Sorry. >> This is These are the New York State exams for grade ELA and mathematics. So, we're going to go through ELA first. So, these slides present New York State Education Department grades 3 to 8 ELA and math results by subgroup showing how students are distributed across the four performance levels for

007each grade. When you don't see any data, it indicates there were less than five students in this category. Again, this breakdown helps highlight patterns in achievement and areas where targeted support can strengthen outcomes for all student groups. So, we're going to look at a bunch of different subgroups, um which we could not get on all slides. So, um they're going to be broken up. So, we have uh race and ethnicity, we have students with disabilities, economically disadvantaged, and our English language learners. These subgroups are categorized by New York State. >> If we if there were one group that was missing, do you think you would get to later on say that all available data >> Well, we'll we'll discuss that. That's a transition from elementary to middle school. >> And we will get to that.

008>> Okay, so this is our entire group. Um grades 3 to 8 in totality, and this is uh broken down by race and ethnicity. Um Asian, white, black, Hispanic, and multiracial. This goes across 3 years, the '23 school year, the '24 school year, and the last school year, 2025. >> Where are those numbers? Where is the increase in scores? >> These are the proficient scores. >> proficient This is grade three, 2025 New York State ELA results by subgroup. This is the first time that third graders do take standardized tests. They are now computer based. So, most third grade students are taking New York State standardized tests on computers. This is the first year that they do that. So, This is grade four. You can see we have very low level one scores and very very

009high level four scores. It's grade five. Again, by subgroups, again very low level ones, very high level four. Oops. It's grade six. >> [clears throat] >> Grade Sorry. Grade seven. >> in grade eight. These are the 2025 scores. >> [clears throat] >> Look at the math by ethnicity. >> It's It's still got a lot of number two's and three's and eight. >> That first year. A much lower prior force. >> And what is the reason behind that? >> Well, I know in Jericho we have a trend of admitting a lot of students um for our secondary schools, middle school and high school. Students are mandated to take these exams after being in the country one year. >> So So the white and Hispanic and black they're not making it. If they're not one year, then

010they're not making it. >> First of all, black and Hispanic numbers are very, very low. This is a percentage of the total scores. So we could be representing here possibly eight students in each subject. >> Yeah, exactly. So >> But But what about white? I mean, that doesn't make sense. >> Again, these become very uh content vocabulary heavy in middle school, especially in grade eight. So as we can see when we look at ELA results, um basically our goal old standards when we look at the English Regents because all of this has taken us to that place and our scores are fantastic. So um everyone seems to catch up because of the great work of our teachers. Yes. >> What What has been our outcome in the sixth grade? >> It has dropped tremendously from

011what it was like the 10% So, it Many more students are taking the exams than were in the past. >> And for the eighth grade, like do you notice more eighth graders taking the test >> I don't think it's graded in eighth grade. Is Brad still here? Is what is what does your eighth grade look like? I know they're lower than they >> It's gotten lower and lower every year. I don't want to speculate a number. >> 50% down from 80 or >> I'm down I'm down to maybe 30 kids, 40 kids total. >> So, that's the whole building? >> No, actually 15% >> Uh 40 kids in the 240 range. >> So, that's out of the 120 total? >> the middle school >> for the whole grade, I'm sorry. >> I'm 5% >> So,

012that's 40 kids across the all three grades. >> Yeah, this year it might have been slightly higher than last year. >> Okay, so now we're looking at a different group of subgroups looking at the ELA performance in grades three to eight over a three-year period. So, we're looking at general ed students, economically disadvantaged students, students with disabilities, and our English language learners. >> And this we get from our whatever is qualified or comprehension is the definition. >> Yes, this is proficiency. Again, the same group the same group of subgroups, we're looking at grade three. >> And this is all four all four levels, level one through level four. And again, our English language learners are mandated after being in the country for one year at the state test. So. This is grade four. Grade five.

013Grade six. Again, we start to get very content heavy when we hit middle school. So, the academic vocabulary vocabularies that go for new uh for students who are requiring English for the first time. It's grade seven. And grade eight. >> Is grade six different Is this working out a curve or is that grade six different? Is every school different? Not in your district, but across other districts or is it >> It's usually the elementary to middle school transition. >> So, other districts where even if they don't have a lot of um you were saying foreign students before or originally foreign, are they going to see that dip anyway? >> Yeah, because um vocabulary increases tremendously. >> rates are not constant from year to year for these tests. So, they can have low You can have

014>> Correct. >> high proficiency in seventh grade across New York State, low proficiency in sixth >> And it also depends on the cohort of kids as they as they're moving up. >> Do you know actually if we don't compare that to what the state wide is to see whether or not these numbers that we see the dips in sixth and seventh grade are outliers or if they're consistent with the the rest of the state or the rest of Long Island? >> Um They're fairly consistent with the rest of Long Island as children are entering middle school. That happens in different grades in different places. So, kind of you kind of see that dip as children >> Transition to middle school usually causes that dip. >> Correct. >> So, it's got nothing to do with the

015demographics. It's really just elementary to middle school transition. >> Correct. Um here our demographics uh because again, we do get a large influx of um English language learners entering middle school and high school, and that's why you see something like that. Cuz they are mandated after 1 year in the country to take these exams. All right, we're moving on to math. So, again, these are the 2024-2025 results uh by grade. Again, with amazing results in the proficient range, levels three and four, and very, very few students in levels one and level two. So, again, we're looking um at proficient groups showing proficiency over 3-year trend. This is by race and ethnicity. And you see that their our scores are pretty consistent. And we're looking at grade three. The 2025 only. Grade four. Incredibly impressive. Grade

016five. >> So, why did they do so much for grade five? I think those were You go back one >> Put it in that wire. This is grade five. >> Grade You had like 40 minutes You had 61, 65, 67. >> And that's only level four. >> Right. No, I understand. >> Yeah. >> Okay, the next one was the side. >> No, no. >> Okay. >> Again, math, even though our students score tremendously in mathematics, it has become very much a reading test as well. So, grade six. Grade seven. And writing. And here are the other um four subgroups that we were talking about. This is over a three-year uh span, general ed, economically disadvantaged, and advantage, students with disabilities, and English language learners. These are the proficient groups. Here again, the same subgroups. Grade

017three. Grade four. Grade five. Grade six. Grade seven. And grade eight. And so, we have this data. The one thing I'm going to talk about a little bit is that NWEE NWEEA So, the MAP Growth assessments are computer adaptive tests that adjust in real-time to each student's responses, providing a precise measure of what they know and are ready to learn next. It is given at least two times a year in ELA and math to track individual student growth over time and help teachers tailor instruction to meet students' needs. This is given to all students in the grades K to 8. For students in grades 3 to 8, the NWEEA is predictive of what students will score on the New York State assessments in ELA and math. So, we do look at this correlation as well.

018So, district context, again, Jericho historically demonstrates high proficiency rates across all tested subjects. So, typical trends in high-performing districts are high percentage of level four students, which you saw, uh very narrow performance spread, and small predictive errors can affect large percentages, which is because our students score so well, any uh predictive errors can affect what scores will look like. Um this makes projection accuracy analysis particularly important. So, what we do is we look at our data sources, and we have many, but right now we're only talking about NWEA and the New York State assessments. And then our analytical approach is to compare projected versus the actual proficiency rate, calculate the projection errors, analyze grade-level patterns, and examine subject differences. So, for instance, you saw that our math scores were higher than our ELA scores, and

019we look at why. And a lot of that is language traits, vocabulary-based. So, this is district-wide NWEA projection accuracy. So, um in ELA 3 to 8, um NWEA projected that 88% of our students would score proficiently, and actually it came out to 85% in math. Uh NWEA project predict predicted that 90% of our students would score levels three and four, and the actual was 87%. So, we noticed that math projections slightly overestimated ELA and math proficiency. >> That's just based on the previous year's performance. >> Yes, but they also the data base has all of our students' NWEA results. So, they'll take those results and look at trends in that particular student and make a prediction for that student. >> Is that You said You said prior. Do they take [clears throat] NWEA during the

020year when they take the Regents or the NYS at the end of the year? >> They take the NWEA during the year and they take the assessment during the year. >> So, the projection should be based on what they took that year. >> But it it looks at >> Yes. >> all student trends. >> 2% off of >> So. Um >> It's good. Actually, it's very good information. 2% off. Which is most times We heard of this same thing to see whether She has something like Congratulations to you. >> She hasn't taken this in 4 years. >> [laughter] >> This is the ELA projection accuracy. And then we have the math projection accuracy. So, the math growth has projected 90% proficiency for our students actually came out to 87% when we group three to eight

021together. Um And level four, they predicted 50% it was actually for Jericho 46%. So, we noticed that math projections typically show stronger predictive alignment than reading. Probably because the math standards are more directly measurable than the actual assessments. >> Is this accurate? It's the same. It's not by the same amount. >> Math assessment is much easier. It's much more um >> I don't think the numbers you showed us it was off by 2%. >> Yes. >> Um >> So, some of our notable achievements in ELA is that Jericho ranks among the highest performing districts in Nassau County as well as New York State. 85% of our students met proficiency standards in 2025. Majority of students perform at advanced levels, which is our level four. Grade eight achieved 64% advanced performance, which is which is very

022high for New York State. District performance exceeds the state average by 130 percentage points. So, we're excited about And our notable achievements in math is Jericho maintains exceptionally high proficiency rates at 92 to 93%. Level one performance as you saw is extremely low. Strong performance in upper middle school grades, which is um which is an interesting fact because most of our eighth graders are not taking the eighth grade New York State test. They're taking Regents. So, um if all our our eighth graders uh took the New York State eighth grade math test, our scores would be beyond. But [snorts] they already are. Um again, level four, um most of our students are there. District results significantly significantly exceed state average proficiency by about 55%. So, we're aware areas to monitor, performance gap for students with

023learning disabilities, students with disabilities, economically disadvantaged students, and English language learners. Um there's a slight decline in level three percentages in some grades, replaced by level four increases, which is exactly exactly what we would like to see. Um so, the transition points grade five and grade grade six show more level two students than other grades. So, we are aware of that. >> After memorizing having memorized what is there a What is there a gap between economically disadvantaged students? >> It's I not nothing that big. >> I mean, this is not a university gap, so >> And again, those numbers are small. >> The The number of students with a gap? >> Yes. >> Okay, so so it really doesn't seem significant. >> Even if there was a gap, it would be statistically insignificant. >> Probably.

024>> That's what makes it effective, right? Because they this because the populations are so small. You're talking 99.99%, one or two kids. >> What school is that at? >> Right, but if there we're talking about monitoring that gap, right now, even though there's small numbers of students with a gap, you got to monitor because there's no Right now, there's no gap. >> Right, because there's one at the end. >> That's correct. >> Yeah, but it's it's not significant. The The numbers there's no gap. You're sure? >> It could be insignificant by one or two students. >> So, these are some of the research-based strategies um that we use to increase uh student growth in ELA. Um We are very much in tune to the science of reading, which is uh an issue across New York

025State for the last few years. Um we do follow an RTI model, tiered intervention, starting with classroom work. Um we have data-driven instruction. So, there's constantly um formative assessments or check-ins, as we call them at the elementary schools. Um close reading of text complexity, focusing on higher-order thinking skills, um higher-academic vocabulary, we do a lot of writing across the curriculum, um and there's uh professional learning communities, which allow teachers to collaborate and to analyze student work and plan targeted instruction. And our research-based strategies to increase student growth in math include a very explicit instruction. I know there've been um some really wonderful shifts to our math instruction. um a lot of vertical learning, uh data-driven instruction, frequency check-ins, um frequent frequent analysis of student errors, especially on standardized tests, um which helps determine help helps

026us determine trends, um math discourse and conceptual understanding, which certainly starts in kindergarten with our math and focus program, um differentiated instruction, certainly and curriculum alignment. Hey, so one last thing is we are in the process of developing um curriculum maps, uh K-12. It's going to be a process, but we are in pretty good shape with grades 6 to 12, and this will be available for the entire community, um hopefully by July 1st, at least grades 6 to 12 core subjects, um and uh AP classes. Hopefully, we're getting there. So, this works towards the development of strong K-12 curriculum maps by ensuring consistency and clear progression of skills across grade levels. Uh the focus on structured literacy, explicit instruction, and data-driven practices help align what's taught and how students learn best in each state each

027stage. Ongoing collaboration through professional learning communities and regular reviews of student data allow teachers to continuously refine the curriculum. This ensures that learning builds logically from year to year and that all students are supported in making steady progress. >> What are grade What are curriculum maps? >> Um curriculum maps basically lay out the progression of every subject area. So, um the CAs have been working really really hard on those, so we can actually let the public know um exactly what is being taught in the class, unit by unit. Um it'll give me during uh essential questions, and during understandings and standards. >> And those will be on the website? >> Yeah. >> Okay. By September >> Well >> Not not in its entirety. >> We will have I believe most of the secondary will be

028done. >> Okay. >> And then they're working on the elementary. >> Electives will probably be after. >> And I don't know if you're to the point yet where were there like two or three immediate steps that have to be taken as a result of this data or basically there was no red flags that popped up immediately that said this is an emergency trouble area that we need to start addressing as a an emergency trouble area that we need to start addressing as a result >> Nothing nothing that surprised us. And again, these these this is data analysis that we've done in the fall. So, these are things that we've been working on such as our students with disabilities. Things like that. >> So, you did this in the fall. So, what what stuff did you

029implement in the last 6 months, 7 months as a result >> Um I know we we have a lot more um making sense of this. Movement in classrooms. Kids are up and moving. You know, we're we're looking at research. Um, kids are working There's more discourse in classes. Um, a lot more student-led work going on as opposed to um standard delivery by teachers. Um, teachers are meeting and this is a K-12. Much smaller groups of children. They're students are working uh independently so teachers have that opportunity to work with kids one-on-one in the classroom. For an extra help, they know exactly what students need. Digging into the data. Um and finding out but we we drill it down more so with individual students. So, if we find students with needs, we address that student, you

030know, their particular data um including in the data, New York State data, Um, and authentic data that's collected in the classroom to find out. And so, we're really getting more individual segments as [clears throat] we drill down. And that's what makes the difference. I thank you for your presentation. YOU'RE WELCOME. >> [applause] >> HI, EVERYONE. MY NAME IS CYNTHIA CHEN, AND I'M THIS YEAR'S student representative of the Board of Education. And today, I'll be presenting student wellness at Jericho. So, the purpose of my survey was to one, evaluate the effects of Jericho's competitive culture on student well-being through looking at factors such as the number of AP classes taken, parental pressure, college expectations, and student belief and ways to relieve that stress. Secondly, was to evaluate wellness days in reducing stress and develop ways to

031enhance their effectiveness. And thirdly, was to gather student opinion on assemblies geared towards life skills or mental health. So, for my survey, I surveyed 320 students across all four grades with the majority coming from the 10th graders. I included 22 questions separated into three sections: A, personal statistics; B, belief/suggestions; and C, wellness days and assemblies. And then finally, I condensed the data by separating most personal statistic questions by grade and then consolidating suggestions into larger categories. >> Good question. Why did most of the responses come from the 10th grade? >> It's because my um our advisor, Ms. Schmidt, she teaches mostly 10th graders, so she pushed them onto the 10th graders. Thanks, Ms. Schmidt. >> [laughter] >> Yeah. Okay. So, the first question that I asked on my survey was the number of APs that

032they took in 2018 this year. And so, I asked that to the 10th, 11th, and 12th graders. Um and so, what we can see from this data as a is that the majority of 10th graders take a median of around two APs. For the 11th and 12th graders, the median was around four APs. The next question I asked was the number of APs they plan to take next year. And so, I asked this to the ninth, 10th, and 11th graders. And there was no statistic like significance between this year's and last year's 11th and 12th graders as both 10th and 11th graders this year plan to take the same number mean were having a median of around four at next year. The only difference was within the ninth graders who plan to take on average

033one more AP than the current 10th graders are taking this year. And so, this could be due to an influence of a variety of factors. One being maybe an increase in the school's competitive culture. Secondly being that maybe some 10th graders are going to drop an AP next year. And then thirdly, it could also just be a difference in this specific grade's culture. >> I don't know if Dr. Curry would know. I know traditionally the sophomores take English comp and AP world. >> AP seminar. >> Yeah, that's what I I apologize. I forgot Um seminar and world. Is there what would be the natural third AP that that these students would think they'd take the next year? >> They take AP computer science. >> Sometimes computer science is one. >> Cindy can answer that. >>

034Statistics. >> I took four APs my junior year. I took AP English Language and Composition, AP World History, AP Physics, then AP Statistics. And then finally for personal statistics, I created four statements trying to see how different factors influenced the number of APs or what APs do choose to take. Um and so these factors included subjects, parents, school culture, and college expectations. I had students rate how much they were influenced by each factor from one to five, where one indicated strongly disagree and five indicated strongly agree. So firstly was interested in the subject. And as you can see, most students who take APs in Jericho are somewhat interested in the subjects and take the APs because they are interested in the subjects. >> [clears throat] >> Um for parent parental pressure, we can see that

035the results were very ambiguous. Some students felt pressured by their parents, others did not feel pressured by their parents' wishes. Um good thing, I guess. But the thing that stood out to me the most was school culture, which indicated that most students agreed that they felt pressured to take APs because of the school's competitive culture. In addition to college expectations, where it it is very heavily skewed to the right as most students agreed that they do feel college expectation pressures to take the most amount of APs possible to maximize their course rigor load. And then I also asked how many APs they wish to take by the end of the school year, and this symmetry was pretty evenly distributed um as most students wanted to take between nine and 12 APs. I think this data

036is publicly available to most people, and I do believe that last year the median amount of APs that students took was 12. But I also wanted to closely examine how this data held up across school years. And so I took public information um and databases from ranging from the 2018 to 2019 school year all the way to the 2023 to 2024 school year and I compared the total number of APs that students took per year and we saw a steady increase in that. But I also wanted to closely examine this number as it could have been as an as a result of an increased number of student enrollments. And so that I divided that by the number of students enrolled in the class per year. Um and so we also saw an increase in that

037which I personally believe is unsustainable as the school continues to increase their amount of AP courses taken. So next I also asked the students how many hours of sleep they got across all four grades, 9th, 10th, 11th, and 12th graders. And we can see that the median amount of sleep that most students get is around 7 to 9 um with the one outlier being the 11th graders. However, if we take a closer look at the mean amount of sleep, that typically ranges between 6.5 to around 6.7 hours of sleep. But again, the only outlier being the 11th graders which had a mean of around 5.95 hours of sleep. When I totaled this up across all four grades, I saw a mean of around 6.63 hours of sleep which is far from the recommended 8 hours.

038And so in order to closely examine if this was due to any type of studying uh relation, I also asked how many hours they spent studying and across all four grades, it was pretty evident that the median amount of hours they spent studying was around 1 to 3 um and this was also true across all four grades with the mean being around 3.5 hours. I think it's also interesting to note that if you look closely at the data, specifically in the 10th graders, some students are saying they spend 10 to 12 hours studying. >> I really said when they talked about this, you know, they're talking 7 days a week >> [cough] >> Um I asked the question I put I really hope they're not. I asked the question wording was how many hours on

039average do you spend studying per day? >> Okay, so it was both full Saturday >> Yes. >> And it was the same thing with sleep? >> Yes. >> No, I understand. >> Um so next I asked you what ways can Jericho help to decrease academic stress felt by students and pretty unsurprisingly the majority said add wellness days and about 37 students did say this. Um and then other notable ones included less homework, testing schedules, limiting APs, lowering grade expectations, having counseling or mental health support, encouraging free periods, or increasing the time to study by extending the days. Um these were other suggestions put in through the Google form. Um and I have their frequency listed above as well. Some of them are not so feasible such as making tests easier. Um however, I do think

040that some of them might be worth considering including mandatory lunch periods or increasing school frequencies. >> But of all the students, you only 30 the most the highest number was 37 for wellness days. >> Yes. >> So people really didn't have a lot of ideas. >> No. >> [snorts] >> I think I think maybe it more speaks to the fact that like Jericho or the administration has already done so much for us um and like wellness is offered at >> IT'S GREAT THAT >> [cheering] [applause] [laughter] >> I THINK THE NEXT TEST IS GOING TO BE EASIER. DO YOU think any of these are particularly attractive? >> Um >> I'm sorry. It's fine. >> I I'm not sure. It's not like I was trained to be a teacher and I'm not like the one teaching

041classrooms and seeing how different results you get for different students, but I >> Was there anything in there when you saw you said, "Well, that's an interesting idea." >> There was one that said homework only done if you feel like you need more help and they said they instituted it in they the math department instituted it this year where they only were required to do homework if they felt like they needed extra practice on the subject. Which I thought was interesting. I don't know how that would bode in practice, though. It's very intriguing. >> So, what was this fabulous thing you instituted this year? >> Checkpoints. >> But but who's the side that you're saying they only need to do extra homework if they feel they need it? >> So, what happens is the teachers

042will post, you know, problem sets with answers right right there with it and the whole idea is it's opportunities for students to check their understanding. So, the questions are there, the answers are there, it's all up front. Here's a problem set and it's more about self-assessment for for the student. As opposed to a compliance thing. >> I had this in like physics class last year, too, but I I still did all the work. Can I continue? Okay. Um and then secondly, I asked him what ways can wellness days become more effective at reducing stress? And then again, pretty unsurprisingly, most people said incentives more. Um, and then this was followed by enforcing no work or tests or homework during the spring and even on the actual day itself, including more school activities or having no

043assemblies mandated during those said wellness days, and then also having a wellness week. So, that's also listed in the frequency table. >> Does that mean that they're not supposed to be working on wellness days? Teachers still assign homework? >> Yeah. >> What was that? >> The sound of a dog barking. >> Okay, and then finally, I surveyed students' interests on assembly topics. So, that included Northwell Health & Wellbeing, uh, mental health awareness, mindfulness, risky behaviors, sleep education, digital detox, anti-bullying, career planning, culture and diversity, and environmental sustainability. And by far, the most ones uh, wanted by students included mental health awareness, sleep education, and pretty unsurprisingly, career planning, which so many kids wanted that uh, the data actually went off the page. >> Oh, wow. >> Um, but I actually also wanted to point out

044other ones including the Northwell Health & Wellbeing workshop, the mindfulness workshop, as well as risky behaviors. And then these were some of the other suggestions that students put students put in including politics, stress, competition, cyberbullying, academic pressure, healthy habits, study skills, time management, parental pressure, health, taxes, finance, and a digital footprint. And that's the end of my presentation. Thank you. >> THANK YOU. >> [applause] >> THE 10TH GRADER TALKED CAREER TRAINING IN 10TH GRADE. >> That's kind of scary, but yeah. >> I I agree. Thank you. >> [applause] >> Thank you very much to Dr. Sherman and Ms. Ms. Tia. Great job all around. Opportunity for the public to be heard. If you'd like to make a comment or ask a question, please approach the microphone, tell us your name, and if you're representing a

045specific group or if you're representing a specific group, your affiliation. If you'd like your statement to be included in our board minutes, please hand a written copy of your remarks to our district clerk, Nick Emanuel, before leaving tonight. As always, public discussion on matters relating to staff, students, or anything which the reputation, privacy, or rights of the parties or those of others could in some way be violated is prohibited. Dr. Sunberg. >> Ma'am. I hate to follow Cynthia. Nobody [laughter] wants to follow Cynthia. >> [clears throat] >> I'm an employee and not a resident, so I hope you'll accept me as a member of the community. Uh and as I am Joking. Joking. Of course. So, I might contribute to your recent discussion about changes to our current DEI policy. Um I agree that other

046Board of Education policies already ensure a degree of fairness through civil rights and non-discrimination frameworks. But, those policies are essentially restatements of federal and state laws and regulations. The DEI policy serves a different purpose. It is not redundant or regulatory, it is strategic. Provides a framework for proactively designing experiences and opportunities for students. It guides decisions about curriculum, professional development, and community engagement beyond mere compliance. And that distinction matters. The policy calls for elevating historically marginalized voices, engaging students in discussions about complex and sensitive issues like racism and bias, and fostering meaningful community dialogue. Those are not mandates, they're choices about preparing students for thoughtful participation in a diverse democracy. So, if the policy is removed or significantly altered, what message does that send? Would you be saying, "We no longer support the idea that

047some voices have historically been underrepresented and should no longer be intentionally included." That structured engagement with complex issues is no longer a priority. That community dialogue on these topics is not essential. I don't believe that's your intent. Which is why I also want to address the perception that the DEI committee has not been doing anything. I serve on multiple committees in this district. None has been scrutinized in the same way. Likely because this committee was established by board policy. Still, we have reported to the board and clearly defined our scope, focusing on respectful dialogue, especially where there's disagreement, and supporting culturally responsive practices tied directly to teaching and learning. The committee includes teachers, including JTA representatives, administrators, central office staff, and a board member. We have had represent representatives from the PTA, the CHA. There

048have been many parents and students, and a former board member of the summary now. Um three of the people I'm facing have regularly attended these meetings. Last year, we also administered and began analyzing a 7-12 school climate survey. This is not inactivity. It is focused work aligned with district policy. At the same time, I believe there is a valid conversation to be had about language. The acronym DEI has become a politically charged label. It is broadly and imprecisely applied in public discourse, and it has sometimes been used to justify eliminating programs or mischaracterizing long-standing practices. It has also been drawn into broader political debates, including in discussions of antisemitism following the October 7th Hamas terror attacks. As a result, the term itself can create misunderstanding or distraction. And it's reasonable to ask whether the name

049is helping or hindering the work. But that's separate from the policy. If the concern is terminology, renaming the committee to reflect belonging, inclusion, and student experience may be appropriate. But removing or weakening the policy sends a different signal. At its core, the policy affirms that representation in curriculum matters, that student identity and belonging matter, that engaging diverse perspectives is essential for civic readiness. These are central to public education. So, the key question is not simply about the term DEI or whether we can all agree on what equity means. >> [snorts] >> It is do we still want a clear board adopted statement that affirms and guides this work. If not, we should all be prepared to explain why. All right, THANK YOU. >> [applause] >> THANK YOU VERY MUCH. UM, JUST PERSONAL be addressing the

050DEI [clears throat] policy again at our meeting next Wednesday the 22nd. So, anyone who wants to hear more policy discussion, that is one of the policies that we will be tacking on at the end of that meeting. We'll be mostly discussing we're starting off discussing policies in the 5000 section, but because DEI required more time, um, we will be continuing that conversation next Wednesday, but show up late because it's going to be at the end of the meeting. Anyone else? The Wozniak twins, yay. >> [clears throat] >> Good evening, members of the Board of Education. My name is Carolyn Wozniak. >> My name is Natalie Wozniak. We are both in eighth grade. And this year, we had the privilege of serving as co-presidents of the Best Buddies Club. Best Buddies has been one of the

051most meaningful parts of our middle school experience. This club is about friendship, inclusion, and making sure that every student feels like they belong. One moment that really stayed with us was helping students from China feel more comfortable at school. We were able to speak with them in Chinese, and you could see how much it meant them to feel understood and welcomed. We are also grateful for the opportunity to play varsity tennis as eighth graders. We are proud of that. But this year, we learned something important important. Achievements in sports are exciting, but helping someone feel included, respected, and supported can be even more meaningful. Through Best Buddies, we also learned that leadership sometimes means standing up for others. Especially when someone is being excluded or bullied. Even small acts of kindness or speaking up can

052make a difference. We want to thank our principal, teachers, and staff for supporting programs that encourage students to care about one another and to build a community where everyone feels they belong. We also want to speak about something that many students have been thinking about recently. Mental health. The recent loss of a high school student in our community has been very sad for many people. Even for younger students like us, it reminds us how important it is that students feel supported and know that they are not alone. Students sometimes face pressures that adults may not always see. There could be academic stress, social pressures, and sometimes the fear of being judged or excluded. Bullying can make those feelings even heavier. When someone feels targeted or isolated, it can affect how they see themselves and whether

053they feel safe coming to school. That's why it is so important that schools continue to focus on mental health and create environments where students feel safe speaking up and asking for help. Programs like Best Buddies help create a culture where students look out for one another. They encourage us not to stay silent when someone is being treated unfairly, but to stand up, support each other, and show kindness. Sometimes the most important thing a student can feel is that they matter and that someone cares. We are grateful to be a part of a school community that values kindness, empathy, and respect. THANK YOU FOR LISTENING. >> [applause] >> THANK YOU, CAROLYN AND NATALIE. ANYONE ELSE? Our students are filling in. Yes, please do. Um thank you. With that, we will now close the opportunity for the

054public to be heard. We will move to new business. Um do I have a motion to begin work on section 6000 of the board policy manual? To accept the first reading. Uh to accept the first reading of section 6000, the section 6000s of the board policy manual for the district. Thank you. Second, thank you, Dr. Balachander. We now open it up for discussion. We look forward to seeing all of you leave, but hopefully some of you stay for at least a couple of hours. >> [clears throat] >> Oh. >> In case there's any confusion, at the end there is Miss uh Ellen Vega from Ingerman Smith who is extremely happy to be filling in for Mr. Goodstadt this evening. She'll be with us again on April 30th. So, anyone who enjoys her presence tonight, April

05530th is our agenda. >> Can we get a name plate by then? >> So, I >> I don't know who does that, but this book This book is 80 >> You guys are ready? >> Yeah, if you want to lead us off. >> Yeah, I was going to just um the first page table of contents we just need to fix uh couple of grammatical errors where it says other activities is 41 411 412 and then it's 44.3. What? >> Hello. >> Who's talking? Yeah, so I'm just reading off table numbers. Okay. So, for I just need to fix 44.3 and then the next one just says 4. >> I thought you were going to say something like that. >> I do. >> Yes. >> I do. My name is Tracy Ryder. >> Can I ask

056you something? >> Okay. >> All right. >> So, we can delete this. The error is under and disregard. >> That seems like the one online was is like that, it's screwed up, but the other one was fine. All righty. Anything else on the table of contents? >> On the table of contents, that's it. >> That's got to be 6110. >> Yes, go ahead. >> I noticed also that 2.1 certified personnel have a policy number next to it. It was an old policy. It's actually an old policy 6210. >> I assume certified personnel was just a a section. Is it not? >> It's not. It It was a policy. It's a very simple policy. I don't know if you want to include it or not, but I just wanted to highlight it. >> Oh, so you're

057saying it's in the table 2.1 is in the table contents as certified personnel, but there's no policy number. >> There's no policy in the new policy manual. >> Correct. Right. It's in the table contents but there's no policy. >> Right. So, I guess the question is do you want to include it? >> What does it say? >> It says, "Board of Education shall on recommendation of superintendent create, abolish, maintain, and or consolidate positions involving certified persons as necessary for the proper and efficient achievement of its goals. All assignments and transfers shall be made in accordance with provisions of law, Board of Education policies, and the employees negotiated agreement." >> What is this pertaining to? >> It's basically saying the superintendent can do whatever he wants with the people on the board. >> Oh, okay. >>

058Pretty much. >> Wonderful. >> So, that will trump policy. This is Ms. Vega, is that something that we should have in there that somehow got dropped or is it superfluous? >> It mirrors what the law provides for, so I don't see any problem with >> Thank you, Mr. Holmes. Let's add that back in there. >> So, what was the policy? That's So, it would be 6210. >> I'll make note that it's there. >> It's all of 6 lines. Anybody else have a problem with that then? All right. No, we have two now. 6110. >> [cough] >> I don't have anything for 6110. >> Um first question, uh your gifts where we have any gift having value of $75 or more. Are we supposed to put some type of time frame on that? Like can we

059just give them, you know, buying $75 gift cards? Or is it per year? Is it per month? It just says receive any gift that has a value of $75. There's millions of ways around that. Is that Is that Is there any law surrounding this? >> There should be in the public officers law. This The $75 is important in the law. It doesn't give a specific I interpret this as having one gift. It's any one gift that's less than >> But if he has any business with you or I'm just asking. Okay. Um the next question of this disclosure of interest in contracts and resolutions and investments in conflicts with official duties. Um I didn't say I was sure of this before. Does this cover what happened in Mineola? From the standpoint of it's 6110, second

060page, the bottom of the second page, disclosure of interest in contracts and resolutions and investments in conflicts with official duties. >> Allegedly what happened. >> Thank you, counselor. Would he be the esteemed person potentially that Dr. Sundberg was referring to? Of Sundberg now, I think it was. >> There would be a public disclosure if there is any through In this case >> Does it have to be a financial interest? >> It does not have unless there's a definition of conflict of interest in pecuniary or financial or material benefit is what's defined as interest. >> Okay. I I I I tried. That's it. I think it needs to be a little broader. I just don't know what the language is. When we have an instance where like we have a contract with someone at the other

061board of that company, company, they're not getting necessarily direct financial interest in it, but there's a I don't know. There could be a beneficial interest to it. The the last question on this one, under future employment where it says no one can be appear before the district on any business. How do we enforce that if the person is not a >> [clears throat] >> an employee anymore? So, on the third page, now on the page future employment. Where it says no person after termination may appear before the district. How do you prevent that if they're a former employee? >> Is there a time limit on that? No. >> I'm not sure what this is referring to. >> I think it's one of these you can't leave Congress and go and lobby Congress, but I I'm

062not sure how they enforce that. You leave Congress and go work for General Dynamics. How do How do How do they stop you from calling everybody Congress afterwards? So, I don't know if there's some way it's just stupid or it's just this is us trying to be all strict, but there's really no point to it. We'll come back. 6111, anyone? How do you How do we define testing misconduct in the first line? Is that a a defined term somewhere? It is. Perfect. And then the other question was in here and there's one thing that says where it just refers to state tests. This is for everything, right? That's state assessments in the middle of the paragraph. Um Cuz on the second paragraph, the district employees report to the state education department if testing is conducted."

063This refers to all testing that's conducted, correct? This is not This should This should apply to this. >> It says I mean it it was originally put into law because of state assessments, but I read this to be broader than >> You do read it that way. Okay. I just wanted to talk about that so good stuff. >> No problem. >> I know. So that's why I did Well, that's why I was asking what testing was conducted transcript. Do you have any quick suggestions for Ms. Vega on how we can make this broader? Or should we just come up with some language and put that in for the secondary again? >> Well, we can include language that says state assessments and any other assessments performed If you want it to include make sure that you're

064including that. >> I wanted to include not just state assessments. I guess the secondary area is talking about state assessments. That refers to SED. >> Right. >> Maybe the first paragraph [clears throat] just refers to all state all all assessments. It could be fine. That's the point. I said the last question. Go ahead and answer it. >> That's the second one. >> Okay. Are we supposed to name our district civil rights compliance officer here? Is that name but in title? >> You can. >> Which Which one do you usually have it as the same the title or the >> We did the same thing that we found or commonly we said we weren't going to include actually the name. >> We weren't but we're going to include title. Here we don't have what position is

065going to be our civil rights officer. That's what I'm saying. I I'm asking. I don't know. Do I just want to include Do I want to just include our assistant superintendent or whomever we want to Who is the person right now? >> I think You know, we weren't [snorts] going to do this all >> You would list who the title line and >> Okay, so we're not going to list a position here. >> Perfect. Okay. Um do we want to add any language that we should strictly provide equal opportunity based on professionalism instead of like diversity or you know, cuz cuz cuz you don't have that language cuz people can use like, "Oh, we need to be diverse. We need to hire certain kind of people to fill this slot." You know what I mean?

066Like >> 100% >> We just just strictly leave it with put in the language that we need to do equal opportunity hiring based on professional You know what I mean? Does that make sense? >> A statement that says it will be based off of merit and professional >> Right. Right. I mean, we'll provide equal opportunities for everyone regardless of your background, but for hiring for any new hiring it should be based on professional background. Based on qualification. >> Yeah, exactly. Is that going to put us in violation of any statute, Mr. Adams? >> No, if you still have the language that there will be no discrimination based on merit and that's the only thing that's In the prior version if it said political affiliation was one of the categories, it looks like that was uh

067political affiliation was a protected class. I think it was in the prior version. And it was struck from the policy. If I'm looking at the red line there. >> That is also struck from the EEO and harassment policy. >> So, the DEI was was completely struck from from the same document, is that okay? Political affiliation is not a protected class, right? And this is really dealing with protected classes or whatever. >> They're all defined within the EEO policy. >> I have no problem adding it back in, Mr. Secretary. Don't get me wrong. I'm just I'm happy to add it back in. >> of my own speaking now >> Yeah, I don't have the uh what was in there previously. I just have the current one. >> You mean potentially, yeah. No, and in the previous

068policy, that's what I'm saying. Just that was a political hot button for a couple years. I don't remember either. I was asking in case it's jogging somewhere or other. >> I mean, you cannot discriminate based on religion. So, you can add it in here if you wanted to keep it consistent with what you had prior. >> Put it back in, please. Anybody else on EEO? We are moving to 6121. But, what we're going to do, we are also going to be addressing 6000s again for a first read on April 30th. We are going to push to 6121, which is the sexual harassment in the workplace. We are going to push that to the April 30th meeting. So, we're going to keep it as it is for now. Um Like Israel, you want to end up

069what do you think? We end up keeping all these or just do a complete first read on April 30th? Probably is best, right? It takes us all the way through the 16 pages of 6121 to 6122. Employee grievances. Why is this here? Do we need a policy that's separate like this in four lines? Can we not stick it? >> policy that an employee can have three uh grievances. >> Is it usually stand-alone policy like this or do you roll it into something [cough and clears throat] else given it's all pipelines, four lines. >> Usually it is a standalone. I would just recommend that you add language that anyone not covered is would be applicable for anyone not covered by their collective bargaining agreement. So a lot of collective bargaining has a grievance procedure within it.

070So this would be for anyone who falls outside of that. And but it is required You are required to have um two stage process and then pellet stage. >> Okay. So legally we got to keep it and we're going to add the language that you just mentioned. Anyone else on 6122? 6130, evaluation of personnel. >> [clears throat] >> Is there anything in here where we're supposed to put the frequency of how these how often these are supposed to be done? And you had mentioned there were some changes going on with the EPPR. Are there >> Right. So under the new sets plans when you ultimately associate that with your union they it can vary. So So um your probationary employees will have to be evaluated on a yearly basis. However, your tenured employees you can

071negotiate a longer time frame. So I don't suggest putting a time frame in the policy because it will depend on what the union negotiates. >> Well, what's their current contract? Or this is only under the new step program. >> Correct. >> Well, it's just a what is the what is the current thing? Like how often do you >> Absolutely. >> If you know it >> So >> I was hoping it's up here so it'll save you the walk. Oh, okay. Yeah, anyone who knows it. This is not I'm not like I don't >> No, I was listening to make sure that this new plan which >> Oh. >> Um but the old plan as far as how often teachers are >> I Yes, currently. >> Okay. So, um untenured teachers are formally observed four times

072a year. And tenured teachers are observed two times a year. Formally. Um untenured teachers have an end-of-year evaluation which is in writing formally and every teacher gets an end-of-year evaluation. >> And two written up observations and four written up observations formally. >> Right. >> Do those need Are those actually evaluations? Are those actually observations? >> Tenured teachers >> Yes. >> I What happens if it's within their area of tenure but it's a new course that they're teaching? Does that change at all the number of evaluations? But we can always go in more than we need to. >> And administrators often do. They do a lot of drop-ins. >> Yes. >> Check out what's going on. >> And you're okay with that? >> I want them to see what we're doing. That would be a a

073terrible idea for them not to see what we're doing. quality process. >> And what data In the last part here we're talking about evaluations, what data is available to parents and where do they find it? On the district website? Or where do they find it? >> It says Google it. >> So, this wouldn't be on the district website. This would be on the New York State Education Department website. They compile data that's submitted to from the district. Um This is >> I understand. So, then where do we provide Do we provide the notice? It says here the district will provide notice to parents or legal guardians of the right to obtain this information and the methods by which the data can be obtained. Do we ever do that? I know that's a fair question. Forgive

074my mistake. I didn't No. >> Are we required to do that? >> Under 3012C of the education law, you are required to. However, now with 3012E, there is some, which is the new APPR plan, there is a plan. There is the ability for a teacher or a parent to obtain the score for a teacher or their student. However, those scores are not publicly available. When you send it to the New York State Department of Education, they take out any kind of identifying information and they just put it together in >> So, the information should So, those ratings are no longer available to parents, you're saying? >> Only if they are if their student was in that teacher's class. They already know their student's class information. But, you are required under 3012C2 to send that information

075to the state department. >> I'm just looking at the last sentence here where it says, "We're going to tell parents how to get this information." Are we going to have to tell them how to get the information? Or we not? >> By this policy, yes. You can put it in the >> No, but but >> Parents can request >> But, we can cut this out of the policy if we're not required to do it legally. That's what I'm asking. >> You are required >> Okay. So, can on our new website, can we figure out a place to provide notice to parents on how to get this information? >> Is that by mail or do you send an email? It wouldn't be mail. It would be paper. >> It's delivered. >> Oh, but for what? For

076we have We have to make it for >> Yes, perfect. >> How about putting in the policy upon request by >> Well, that's what she just said. We are required that we do this. >> Yes. >> Yeah, no, no. >> We're not required to notify them that they're allowed. >> You are required to notify them, but you can provide that notification in this policy or upon your website annually. >> But, does this policy can the notice? >> You could write Or you can have it available on the district's website. >> No, it's a neither way. So, that's why I'm >> Well, this language is new. >> It would not be provided without a request. >> No, not you know what >> Not the information, but the notice. But, the notice. >> How they obtain the

077information or request. >> So, should we just put this this will be available in the district or provide notice on this website so parents or legal guardians of how to obtain this information? So, just add that. And we're going to And Dr. Kravitz just said with Miss Valito it will be on the website. You know what I mean by that, Iris? >> Yes, you can add that. >> You have to open up the can of worms put it on the website. Can you say in the policy upon request from a parent the district will provide where to find >> versus versus putting it out there right now. >> how to how to get it? >> Yeah. Putting it out there right now. Do you want to Do you want to put it out there right

078now and say if you want your teachers' APPR report go to Department of Ed. No, State Department. Or do you want to have them request the information on how to get it? >> I mean, that would satisfy if you were to say upon request that's the method by which the >> Or you want to kind of put up a little bit of a barrier? Is that what you're saying? >> Yeah. Yeah, not a barrier, but No. >> Make it harder. >> You can just open it up immediately. >> Don't like the idea that the rules have to be changed. >> Yeah. Yeah, it's like >> They're never going to find out on the website. Mr. Dr. Hartman, any opinion here? >> I I like Iris' idea. I'll never say that again, by the way. >>

079[laughter] >> That's why I put it in the front of you. You wanted You wanted to hear you say that, Dr. Hartman. >> It's happened It's happened too many times. It just is not >> So, we're putting it upon request. There's no There are two ways in the new >> Shut up. >> You're right. I was right. >> And I will say I might disagree with Mr. Chandler, but it's a good idea. >> All right. So, is this >> Yeah. >> I have a question. Is this Um by law that that we're doing this? Or is it How does this work? Cuz I didn't know that we did medical examinations for teachers. >> [clears throat] >> We don't. We don't. >> We don't. >> If the policy says then we have to customize it. So,

080it specifically says that if it's not contract, the district we need to remove the first five. >> Fine. But, is this is Is it So, it's it's up to the district? Or is it a decision So, the employer has the ability to require not great. You can not require a medical exam. But, if you offer the position they accept it. The employer has the ability to require a medical examination. They have to make sure that it's for all employees. >> For just a plate of what would be the benefit for the employer to have an employee's medical records? Like if they they get their blood work done and they have high blood pressure, what How does that have any impact on them doing the job? >> It's really um More specifically, if they if their

081their ability to perform these essential functions of the job would be the only benefit. >> Fine. Like, does that maybe apply more to something where it's a more physical job, you know, more [clears throat] physical position versus a teacher they just kind of stand there all day kind of teaching? It's not physical. >> There's a whole section on the drivers, which is legally >> Bus drivers, okay. Fine. >> But it's the sense. >> Yes. Bus drivers. Fine. So, we we don't really do this, correct? >> Other than the bus drivers. So, is that what you're working with in that? >> They don't do the bus then? >> Is this this Does this include drug tests or this is strictly medical, you know, regular medical examination? >> Um the drug test could be >> It could

082be included. >> medical exam. >> They do finger printing. >> So, guys, do we want to include this, which could include which could include potentially find them qualified for bus drug tests? >> I think we should include drug tests. >> We we currently don't do it outside of bus drivers. We don't >> Can we just add drug tests to the teachers' contract and I I feel fine with adding >> I think that would be a negotiated term, you know, in the contract. >> That's why you choose this way at that point. I just want to make sure that before we go and add something to the policy, we should be sure we can do it. >> wouldn't touch whatever exists. I don't know what and once again, it's something that doesn't exist today. >> It

083does in case of a disciplinary action, right? >> Right. Correct. >> Yeah. Yeah. >> This is if you're talking to them you've just hired >> a new hire. >> So, there's just I don't >> All right. So, if you just hired a math teacher, are we are we doing a mental examination and/or plus a drug test? They're not. So, You don't >> Our our policy as it states is >> No, but could but we remove the two part. We say the first one the pre-employment medical examination and the employment entry examination. >> Look on page 20 of the policy. >> It says customized to the district. If you're not doing it for all, you remove the first two paragraphs. So, we don't do it for all, so we remove the first two paragraphs. >> I'm

084sorry. The first two paragraphs under where it says employment entries examination of my Okay. Say yeah. >> So we're removing those two paragraphs. >> Actually, [cough] the second paragraph under could stay somewhere because that's not really relevant to me. That's relevant to all our students. It's not just to It just says that >> [cough] [clears throat] >> whether the employment that's a procedural >> In the next examination during employment, you have the ability to require a medical examination. >> Right, but the the second paragraph says when [clears throat] the examinations made by the school physician the cost is born by the district if they want to have their own That's That's procedural. That's not saying They're just saying if if the examination is done >> But here it's in relation to the first paragraph, right?

085So the same statement is stated later on if you choose the disciplinary step to employ to send someone for medical examination. >> So what about the next page, the next paragraph? The board reserves the right to request medical examination at any time during employment in order to determine whether employment performance is satisfactory. Okay. Okay. And that's in the letter of agreement. >> Okay. Okay. >> The scribe has the suggested changes. Got it. [snorts] >> Wait, wait, I'm >> Oh, sorry. >> I don't see where the second paragraph begins. The paragraph says when exactly when the examination is made by the school physician or nurse practitioner, the cost will be born by the district. A staff member will volunteer to elect a medical examiner at their own expense. Higher positions are on their own groups. >>

086That's only related to the employment insurance. >> So, find the section on that. >> Right, title of that section. >> [cough] >> So, would that would not apply to like examinations during employment? >> No, if you were if you're directing an employee to go for an examination at the district's expense. >> You guys are not allowed >> Even if they do >> They would be selecting their own doctor. >> That's what I got. Okay. >> Okay. >> [snorts] >> Is this a different 6150, one of our various alcohol, tobacco, drug, and substance use ones. We do We got one 5640. We got one in the code of conduct or in the family. Got one in 7320. So, it seems like these are our pieces except the only question I have is what does workplace mean?

087Do we go by the Is it the same definition that we have in 6151? Is there like an official definition like there's a definition in for drug-free workplace? >> [snorts] >> And again, I don't know why they need these two separate policies. >> I think you just say as defined in policy 6151. Wait, so >> Where is 6151? >> 6151 >> It's not there. >> It's the next >> Yeah, it was the It's the next >> Drug-free workplace. >> It's 1000. >> Um >> Are you going to combine >> As I said, if you just combine them, then you just throw them together. >> So, the handbook does say um right in the workplace or when the effects of these actions may interfere with the job. >> No, I know. I just I It just

088had workplace. I just wanted the definition of it. >> Are we just combining just these two? >> Yeah. I mean, they're going to still be the other places. >> So, we're combining them into one document. >> Yes. >> Got it. Thank you. >> And at some point we >> I think we need to be able to have a second meeting to go over the three policies together because they overlap and I don't We have to have them all or we have them all, but some of them deal with drugs and some of them just deal with pot and >> I have a I have a question. >> Just say no. >> Why did you remove the whole um under I believe it was under disciplinary measures. Did you remove remove that section? I mean, you're

089leaving one prohibited on school grounds. Is Is that because it's listed elsewhere or >> Well, it says here just above disciplinary measures, "Further, all staff are bound by the conduct provisions contained in this policy." >> Is it in that? >> That was from conduct. No, 626.40 is the non-business operation non-curricular operation section. Can I make this way? >> The other >> Cuz 5000s is non-business operations. That's where That's what I'm saying. These policies are all non-instructional policies. >> If it's listed elsewhere, we don't need to include it in this policy that we're doing. >> No, I think we need to look at all three of these together and just make sure everything's covered. >> It is listed in 616.40 on school grounds. Okay. So, this can be backed up by the final one. >> And

090and look, the fact that there is will get to later. We know that there are parents on this property vaping all the time. We know that there are people on occasion smoking on this property. I don't know what our recourse is other than to have a security guard saying, "You're not allowed to vape here." When they say, "Sorry, I'm vaping." And are we going to be calling the police? So, this policy is really not I know you call it the fix doctor crap. I have crap at this. But, um but, uh you know, we're going to need a copy of it all the time for some of these things. >> Certainly not the visitor side of the riffraff that comes to play at the sports. >> Um just joking, riffraff. Uh So, I mean, I

091I look, we have it in policy, but, you know, similarly to over just slightly less enforcement of the dog policy. But, >> It's important to keep it in there. >> Oh, we have to keep it in there, but let's just be it's like, you know, at the speed limit. And And look, I would love everybody not to smoke and not to vape, but it's a horrible thing. And if someone has a better way to enforce this rule, I would love to hear it. 6160, professional growth, staff development. A professional learning plan by September 1st of each year, the district will adopt. >> Who is responsible for signing off on the >> Superintendent. >> Assistant Superintendent for Curriculum >> We have one. We do have >> [clears throat] >> A what? That Assistant Superintendent for Curriculum?

092>> No, that's it. But, we also have a professional >> Okay. And where is that professional learning plan? >> I believe it's up on the website. I have it revised for this year. >> So, it's definitely going to be on the new website. It's going to be nice and clear and easy to navigate. Another reason to look forward to What is it? July 1st? >> July 1st? On the next page 6160 under letter B under professional learning plan. What exactly does this mean an example of what's included? >> I'm thinking of the culturally responsive >> Yes. >> The vendors that we use will also be included in the update every year. >> Yeah, but what does this mean? It's just saying how professional learning related educations are culturally responsive and reflect the needs. So, that's

093in the that's in the professional learning plans? >> Um I mean, I I don't have the wording, but yes. >> What would be an example? You're saying [snorts] So, the example would be vendors you're saying? >> No, no, no. I'm saying that's what our offerings consist of all kinds of That come in you know, things ways that we enrich staff and students. >> Okay. >> It's all of that. Types of things teachers get credit for where they can take classes, you know, outside district, things like that. >> Yeah, and in the next paragraph it talks about a mentoring program. Who runs the mentoring program and how many participants are there? >> Um my office runs the mentoring program. Um I mean, all new teachers get mentors and >> For how many years? >> One. >>

094Okay. >> And then if we have concerns, we might give them another 15 hours of mentoring. Or if somebody has changed a grade or you know, things like that. >> Perfect. We are clear Mr. Mr. Are you clear on 6161 that all conference and travel is going to get pre-approval now, correct? >> We always did pre-approval. >> I thought this is what we had confusion about a month or so ago. >> pre-approval and then after the conference, they submit the reimbursement form uh with their receipts other than meals. And meals are reimbursed at 57.50 per day. Uh and so per day? I was actually going to suggest we be moving monitored by the US GSA rate because I think it's lower than that at this point. >> And if I don't know if the board's

095ever >> It changed It changed several years ago. It was It's 57.50 per day. We used to require itemized uh years ago itemized for lodging or you know, what have you. And now we just do if meals aren't included in the conference, we're not going to deal with the receipts anymore. It's just the 57.50 automatic for any uh any overnight stay. So, if it's a four-day, three-night conference, we go by the number of nights and it's 57.50 for the three nights. The only time we make exceptions is if they leave very early in the morning and they first day and don't return until late in the evening that last day and then we have excessive hotel or usually we do exceptions uh like that because it really is four days Could be else? We have

09657.50 as our regulation. >> And that doesn't go up and That doesn't go up from police and fire. >> It has not gone up. >> Wait, that's been the rate for a few years? I want to be out every day. 57.50? Am I wrong? I don't know. It's 57.50. >> There's You're going to have people that spend 75 or 100 and you're going to people that spend up to 15. So, they could get the extra $4. >> No, no, I didn't say I thought you used the US government. That's why >> We use the We use that for um mileage. So, whatever the whatever is 76 a mile. Um that we use national rate the old rate version again. We used to require receipts. It just becomes very cumbersome. So, we just did a flat

097rate uh 5750 a day. Um and that's what we did certainly. And again, if the conference we look at conference conferences, too. If they include meals, we're not providing that. So, when we get the uh conference program or what have you, if it's indicated that it includes meals, then we don't collect that money. We collect the real mileage. >> So, which which which are you using in the mileage rate? >> It's the 5750 We determine >> No, but if we determine that we determine I think what you're saying is we determine what the per diem rate is and we decided to base it on the US GSA number, which is 5750. I'm sure it is currently not 5750. >> There's a different calculation. >> It's more. It's more. The federal rate is higher. >> Right.

098>> And it's a rate and it fluctuates. >> Exactly. >> You get the picture now? >> Yeah, 5750 is charitable school districts' rate that we reimburse. >> So, if you were to >> If you want to change that, you're more than welcome to, but that's what we've been doing for the past seven years. >> That's the reimbursement. >> And yeah, this is Okay, so this is So, what's in here is not correct. >> It's not It's It matches >> Well, you don't The language >> The language The language in the in the board policy is not correct. It's not It's modeled after, but it's not consistent I mean, I know what that means, modeled after. >> It's not Is that what we've been doing? I mean, is that what we've been doing? That's what I'm

099saying. So, I I don't know what the This is one I don't get. Approved by the board. >> Well, at one point it sounds like >> It says at one point we approved this, we did. >> Based on the US GSA, but it's not. So, I'm not really >> Do we have a suggestion? Do we have a suggestion from the business office or the superintendent's office as to what we should do? Keep it the same as what? >> Keep it the same as 5750. >> I'm saying that you could do that, but I'm saying the language of the board is still >> Just cut the sentence off after it says the board approved for dinner. >> The federal rate is $86 a day. >> Great. >> I feel underfed. >> [laughter] >> Because certain places

100are more expensive. >> Right. >> So, New York City New York, California >> $86? You can eat every day in Manhattan for $86. >> Are you kidding me? >> I'm not Wait, hold it. >> For a whole day? >> Yes. >> So big. >> You're eating out. >> I'll bring you I'll bring you to a week. >> We'll bring you downtown, Kenny. We'll show you $86 a whole week in >> I don't like that. >> All right, so then just like the thing that said remove. >> Just make it 57. >> 57.50. >> And do we want to put the number in and just the board approved per diem rate? >> Or take out which are model that we are >> That's a jillion. That's brilliant. Just per diem rate, period. >> What what about

101hotels like >> The ho- The hotels are primarily based on whatever the conference is and typically there's approved conference hotels for that particular conference. Either the conference center or sometimes if it's they're overfilled is other hotels nearby. But we approve whatever that conference hotel is. >> Okay, so this is based on the conference hotel. Correct. But what about like >> Correct. But what about like let's say we go I'll say this, if they go to a conference and don't stay in the conference hotel and then the price is significantly higher, we'll flag that and only reimburse reimburse the conference rate. Whatever the conference rate. >> Okay, but then so they would pay the difference themselves if they wanted to pay the same rate. >> Correct. >> Cool. >> Okay, next. >> [clears throat] [laughter] >>

102Next, fingerprinting of new hire 6170. Anyone Anyone Great. 6180, staff student relations fraternization. Ms. A, can you please repeat your your your radiation on this and how strict you think this is? Slightly between average and slightly above average for what you've seen out there or are there ways to tighten this up that you would suggest or >> I've one quick suggestion before I follow this interrupt just one thing just to tighten up as you say. >> In the third paragraph it says like the fifth line down it says frequent personal communication with a student. Remove the word frequent. It should just be like no no personal there should be no personal communication. Frequent? >> Frequent is is clear. Personal communication I I got to say if what? >> It's right. >> I think it becomes

103I I again I'm doing this example. Some some kid has a personal tragedy and the teacher or guidance or guidance counselor reaches out to that approach. Coach. >> Remove frequent. >> Coaches are allowed. >> I'm sorry. >> And and replace the word frequent but okay I'll let you you you continue. >> How about how was your person? >> If you make anything vague then it's like open up open up open up your grades. >> think that they how was your weekend? That doesn't have to do with the course. >> Teachers shouldn't be >> They shouldn't be texting. >> How about texting them if they're having a bad day at school? >> Or bad day at home? >> No. >> How was your mom? >> There's a second amendment or something. >> How did you how

104did your team [clears throat] do the last time in the game? >> That doesn't have to do with the course. >> So in terms of how the [cough] idols >> I [clears throat] think no teacher should be texting a student about >> This isn't just texting though. This isn't just texting. >> I'm sorry. Texting, emailing, anything. There should be no side conversations. They can ask them on Monday when they come to school how they're >> But that's a part that's a personal communication. >> No but it started I think everyone agrees with this about texts after hours or something like that. But here we're talking about frequent personal communication. It's literally just talking about talking about anything other than course work. >> What do you mean literally person like >> Yeah. It could be a

105person but as as just Dr. Altschuler said, you heard the mother was sick or something happened or you had an accident. How are you feeling? How is your leg? How's the >> If you look at the last paragraph of the findings what frequent personal communication with a student Which means >> And means any form of personal communication may occur including but not limited to voice or text based communication may occur through email, instant messaging, text text messaging. Uh that's the paragraph that's >> Oh oh same paragraph. Oh okay. >> So that seems like it's similar. >> It's it's about any outside communication any any way of communicating outside of the classroom outside of the school outside of the school hours so to speak. And wherever it is whether it's through social media or through text

106or phone email. We should >> I know what you're saying. >> That's why I said remove frequent and it should just be no personal communication. There really shouldn't be. >> This I have some concerns with this. I just we Oh sorry. I [laughter] got my fat head in the way. Um my biggest concern is usually when we're contacting kids it has to do with something that's going on rough in their lives. And almost all of it I would hope all of it would be via email through the school email which has a record of that information at all times too. You know how you know how are you doing? How are you feeling? Is everything okay? We also live in a world and I you know I say this is a terrible I used to

107say this in my college classes because I would warn them that I had word tragedies occurring all the time because students would have tragedies to get out of their their work too. There's a much different nature in school where you're speaking to guidance counselors you know what's going on with the kid. And your goal as a teacher is to reach out to that student and make sure they're okay and make them know that you're concerned about that. And make them know at the same time delivering that message, that maybe this is the time we let go. You know, I let go of finishing this particular essay at this moment in time, or maybe you don't have to finish this book right now because you have very important things going on in your life. These are

108what we do with messages. So, it's something about that that is personal. And it's deeply personal. Sometimes it bleeds into academics, but I I think that's part of our job when a student is struggling at that point. And again, I will emphasize I think it's very important for that to all occur through school email. >> Because if you're fine with this not applying to school email, I think I I believe you'd be able to get everyone to read that. If they're doing it through school email, where it's monitored and searchable and and savable, I I don't think anyone's >> I think that's what we should be That's the way we should be communicating anyway, wouldn't you >> Yeah, but how how was your weekend? Are you okay? If their school email is different than their

109personal email, through a text, through social media. >> It's a little bit nuanced more and and again, I'm not suggesting it's right, wrong, or indifferent, but you know, I think of our coaches and the way they communicate with their players, which sometimes needs to happen in real time quicker than through an email. I I I just worry about throwing the baby out with the bath >> I agree with you and I was going to say that extra turn that most kids you said in an email, they're going to say, "That's too slow. Text me." >> Right. And especially if they're out of the >> field, they don't have their computer right out. Now, that being said, the coaches use I mean, I don't know what system they use, but that again is a school system

110that's monitored and maybe that means we need to come up with some way for I don't know how our teachers can communicate with kids in a monitored fashion. >> It's also a student issue sometimes with my student initiative. >> 100%. You can't just you know >> Even if Right, but even if a student initiated it, the should to >> No, but again, I'll I don't want to use just the word just the quote, but >> Right. >> a doctor note I'm sick this morning. I can't get I you know, I won't be in class or I'm going to be late to class or my mother was in a car accident. It would be insensitive to not >> But they're not going to accomplish >> I know, but the the students normally not going to have

111doctor Arnett's cell phone number to text him. They're not going to follow my Instagram and say, "Hey, doctor Arnett, here's me in the hospital." Send the picture. They're typically going to do it through the email or through the through a phone call to the attendance office. >> Then I >> That's true in academics with Mr. Conway's very important point when it comes to coaching and such like that. >> As a Poly Prep alumnus, coaches are some of the biggest problems out there. So, I we may need separate rules. I don't know. >> Oh. >> Yeah. >> So, when they were in the varsity tennis team, their coach would communicate with all of them or only others through an app called >> SportsYou. >> Yeah. >> And they would arrange uh practices, confirm >> Yeah. >>

112with the matches. >> Yeah. >> I think this would exclude that. >> Is that Is that a school app, though? Like cuz cuz there are like some of the >> It's a It's a sports app. Um >> It's not a school app. So, we wouldn't be able We wouldn't be able to monitor that. >> So, there is Student Square, which is a form of Parent Square. It's set up and not active yet. But we own it. So, it's got to utilize that. more active and part of that whole unified one communication tool. >> It sounds like doctor Arnett from the union standpoint, you're happy as long as there whatever system is at least traceable and it doesn't sort of leave anything to question as to what was being communicated. >> Yes, but I just want

113to make sure Look, what did we have on the board? It wasn't overwhelming, but this idea of wellness and in particular so much of that if I'm dealing with a class of 28 students probably every year of that 28 in one class I'm going to have a personal concern with at least a dozen of those students. Just by the vicissitudes of the day >> And how are you communicating with them? >> I I I do it by email. That's you know, but I'm trying to imagine Mr. Cohen raises issues of of like I said when you're outside. I think that's going to apply to almost all academic classes and teachers, but there may be occasions where teacher especially when you're beyond and you're not on a laptop or anything else overall that it might be

114something where a phone would be involved. Again, and now you're beyond my expertise and and skill set once you start dealing with technology that way. Um I I agree that there should be a way of tracking whatever communication goes on between students and and teachers. >> Text everything. >> You know, so whatever as long as you can find a tech I think that's great. >> Just personally I think you need to be black and white and there should be no shady gray. >> I understand but I'm not sure how you how how you can do that because because because here's the thing and I I understand your concern. I think the problem is we're more likely to err on the I I'm more likely to err on the side of let's try to provide as

115much help to our students as possible and with knowing that there are bad seeds out there and there are bad that that may exploit the system, but I think we're going to we would My thing is we're going to end up probably doing more good by keeping those lines of communication open rather than closing all of them, but I fully appreciate your concern and I think it may be that we need to find a new We need to find a way for students and teachers to communicate, But again, they shouldn't be teaching each other at 2:00 in the morning. >> From a from a legal standpoint, are are if a teacher is texting a student, "Hey, is everything okay?" From from a good place. If the parents find out that the teacher is texting their

116child, is it Does Does the parent have any kind of legal recourse against the school saying, "Who gave you permission to be having personal communications with my child outside of school?" We're just trying to discuss it. >> Is it All right. >> If you're talking about a one-time text, I don't think >> I'm not talking about a one-time text. I'm talking about That's why I said to remove the word frequently. >> But She's saying that I I disagree with you because I think maybe adding the word inappropriate or something like that would solve all the problems. But we generally want the teachers to have such nice relationships with the kids and that fosters an environment where kids want to learn. They know that the teachers care about them. >> Right. Right. >> But the teachers

117have and the students have changed the We're talking. We're having a dialogue. >> I know, but I'm not I'm still talking. I'm having a conversation. I'm still talking. I'm still talking. >> Okay, Jill. >> Stop, everybody. All right. Let's go. Bing, go. >> Go. So, I I don't think that it's correct to say that you can't have a personal conversation with a teacher if it's inappropriate or frequently at a time when it's not relevant to school or relevant I think it's important for the kids to know that the teachers care about them and they're interested in them because then the kids want to learn and they want to do the job of the teachers. >> Are you done? >> Yes, I'm >> So, you're saying that the teacher can only care about a student by

118text communicating with that your cell phone. >> But that's why we have school emails and that's why Dr. Ardis said it should be done through >> Of course a teacher and and student can have a relationship of of a caring relationship and and you know, making sure that that student is doing as well mathematically if it has to be done through trackable methods through trackable channels and not through cell phone or social media or any other personal methods. >> Let me make a suggestion of maybe putting a line [clears throat] in here that says all student staff communications should occur through a district approved or district utilized email or communication. >> Yeah. >> To cover that and then anything that falls outside of that. There may be situations that you'll have to address but at

119least you have a baseline of all communications should be occurring through that. >> Agreed. >> You may have a situation where you have a coach that needs to text a kid going on the field that field, you know, in those situations though you're talking about the sports stuff. And that's >> I think that makes sense. >> So that should do >> You would add that there's some element to my life all non-urgent communication or should happen in the past. >> But guys we're forgetting what this here unrelated to official school matters. If a coach is texting a kid, it's a school matter. It's covered under that. So this this sports system that they're talking about anything like that, that's all sport that's all matters. So I think the language is in there if we just

120go back to what Dr. Hartnett was talking about. As long as they're a traceable system, we're good. >> A traceable system. >> And the coaches can still use that system. If the coach says how was your day, you're he's out of bounds to use a sports thing. But if he's saying we're on field XYZ or you know, don't forget your shin guards, >> I'm all for that. I just I'm worried that we're about to change policy by which we have fully systems in place to fully support that. >> The only The only thing we're saying here is if you're talking about non-school matters, you have to use email. That's the only thing we can say here. >> And forgive me, let me give you a hypothetical. Coach knows that their student is home after a

121fight or a game that a kid has shared with them that there's tension at home. And my parents been fighting or I have my aunt and uncle living from out of town and it's creating a disruption in the home. So the coach decides text 2 hours later to say how's everything going? So an email may not feel like the most direct way to communicate with that child. And again, I'm not here to say whether or not that's right or wrong, but I would say that those types of things probably do happen right now and we may want to stop that, but until we put a system in place that will turn the kid by the system, I don't want to shut down [laughter] that level of communication that I think effectively supports our kids. >>

122But I thought Dr. Perrault said we have an app on our students' cell phones. >> It's not set up yet. It's not set up yet. But it's not set up yet, you know. >> But this is not going to take place yet, meaning this is the first reading but then there's a second reading by the time whatever, could Student Square be set up by by the beginning of next school year, which is when this would come into effect? >> Yeah, but you see so I I still don't get that because again, I'm not sure what teachers have students' personal cell phone numbers. I don't know what teachers have students have teachers' cell phone numbers. That that's the part I don't get. I mean, I understand that might be wrong, but I'm not sure why that

123exists. If they're doing it through the the app that that the the Wozniak girls mentioned, what we mentioned, or if they're doing it through email or they're doing it through some other systems like the sports teams have apps. So at least you have some type of thing there, but if you're using cell phone stuff that is not commonly used, they shouldn't be doing that. And like I think the app you're talking about they go to individual players, it doesn't have to be the whole team. >> Right, sports you have. >> Yeah. And and that's it. And you know what? If a coach is using one of those, they should have to register that with the district, and then let um the IT department figure out how we how we monitor that or how we um

124whatever archive that those interactions. I I I agree with you. I want them to do it, but I'm still not sure I understand that they shouldn't be texting each other. And if they're doing it, let them use a system that we actually have access to. >> I'm all for it. I Again, my point is just about making sure those systems are effectively in place before we I I can agree and sit here and say doing text messages and cell phones feels off. >> I look at this because even that I think there will there will be a one-off situation at some point in a few years where a teacher maybe they in so many instances a year actually where a teacher will end up calling a student. I I fully expect that's going to happen.

125If it was a one-time phone call, I don't think anyone here is going to kick me out of it. If you find out they're talking 10 times a day and no one else knows those conversations going on, that's a problem. If the teacher is talking to them and they go to the principal and say, "Here's the issue." Or if it's a guidance counselor and a principal and a teacher say, "This student has problems with this particular student." So, I'm saying but that's No, no, but I think that it should be part of a record. Like >> [clears throat] >> Yes. I understand, but I think we need to go back to It's got to be a system that's registered with the Yes? No? >> My I just want to make sure I'm just giving you

126an example. Tonight, I occasionally look at my phone. I've had four different emails in the last hour from students. Communication goes on constantly. Sometimes I shut off my life and start at 6:00 in the morning again, but a lot of the times I try to be responsive to those students. It's one of the things that we do, you know, and other teachers have different policies towards that. Just know that this is, you know, in the email world, we have a lot of check-ins that go on in and when we use the word frequently, my big concern is I just had someone had a loss in their family. So, if I've been contacting that kid frequently for the last 2 weeks. Will Will that Yes, will that go away? You know, after a little while once

127that person has settled down and everything? That's really the rhythms that often happen in a teacher's life. And if we're doing our job well and trying to to to check on their wellness. So, Okay. I just like I said, I'm I The word frequently, if it's in with with that there's a system in place and I do agree with Mr. Cohen. I just want to make sure that systems in are in place to do those things beyond the email for, you know, I think that works fine for the academic level. But once you're outside the building or you know, now you're off on all types of field trips and everything else, it might get complicated doing the emails unless there's some other systems >> Again, those are all school-related I mean, we're on a field

128trip and the kids are not asking, "Oh, how's your mom doing?" or "How are you feeling today?" It's going to be school-related matters. >> Or trying to chase down >> find out that teacher at 9:00 at night called the student because he heard that again, using the back of a mother was sick. No one here is going to go and say, "We need to discipline that kid or do something severe." That That That's like We're not completely lunatics and I think there, going back to Mrs. Barton, is that we need to err on the side of caution in that case and and stay away from that. >> What you're hearing from administration is the concern is when students are in crisis and they feel a connection to a trusted adult in the school building, which

129is a good thing. >> [snorts] >> And where I I I guess what I'm hearing is we we don't want to eliminate any type of communication when the student is in crisis. >> Under but I also think if a student is in crisis, that teacher shouldn't be addressing them on their own. They're going to be talking to the guidance counselor. They're going to be talking to the social worker. So again, >> It shouldn't be a private conversation. >> It provides a whole mosaic of when you're evaluating what to be inclusive. They just made it so that I I think we're good. I think >> So what do we what do we what do we want to do with this with this language? If we want to say frequent personal communication with student unrelated to coursework,

130comma, official school matters, comma, and maybe something to to the effect of or um physical or mental health or well-being or something like that effect because that's kind of just broad enough that it's allowing for our check-ins about family emergency. >> Student well-being. >> Great. Well-being. Student well-being. >> Um so so once again, frequent personal communication with a student unrelated to coursework, comma, comma, student well-being. >> And for student well-being. For student well-being in any form in which personal communication occurs with the student. >> Would that work? Broad enough. >> So that's the only other pair is just adding student well-being to that. >> So what we got added is frequent student well-being. >> Sounds good. >> We'll address it again. We got some noise. We'll take a look at it. We'll We'll We'll look

131at Let's everybody think about this. Think of a solution that they would like to see and on the 30th we will pick this up again. Yeah, yeah, yeah. 61 meeting and talk about it. Okay, workplace violence prevention eight pages. Anyone have any comments? This one does name Mr. Cohn on page four. >> It says It says the name of the assistant superintendent is not in there. >> No, it has his It just says assistant superintendent, then it has his email address. So, I don't know what he'll just do with it. >> says Where do you see that? >> Top of page four, the workplace violence prevention coordinator. First paragraph on that page. At the very end, there is E. Cohn in charge of schools. >> Yes. >> This probably should be similar to how we

132did the CRSC. Assistant is the title and then E. Cohn is the title. And all the teams I'm sorry, go ahead. >> [clears throat] >> We can keep assistant superintendent >> the one person. >> We've got that thing as email. >> Or we just keep going with that. And just on the page before, we have all these teams and chief emergency officers and district-wide school safety team and we have these lists of people somewhere. >> Wonderful. >> Anybody else on 6190? Oh, I apologize. Page six. The risk evaluation. The critical nature of the process of workplace risk evaluation designed to identify the risks. Next area of a written WPP. Do we have a written WPP? Mr. Cohn, do you >> Yes. So, I was looking into this. Don't I was talking to Al Harris about

133this. Um I mean, in some ways I could say that the the district-wide safety committee kind of services but I was talking with them about creating a separate subcommittee uh to meet this and then the subcommittee would essentially uh create a list each year if uh applicable with any respect that would uh >> Yeah, but then we start to have a program. Yeah. >> A written program. >> Right. First of all, are you saying we're going to write one or we want to get >> rid of this? I assume legally we can get rid >> I don't know if legally we can get rid of it. We haven't had it. So, I don't know if legally we can get rid of it. >> Dr. Kravitz says we want to have it. Each truck is getting

134high. >> No, that's just what that says. >> No. >> Each of those things You have to do a training. That's definitely doing what this is saying. >> We do the training video. >> You did it. It's like that. So, all of our employees get trained on that. >> But we were talking about like how many receptionists are there at night and I remember that whole discussion. Oh, it's part of this one because there's a new thing that we do all the time. What's the situation? I don't know if this is the same one but >> Okay, I think I heard from our from our Yeah, your superintendent wants a WVP a workplace prevention program written. So, we're going to leave this in here and hopefully around the time when we do this get this

135second ready implemented, we will have the workings of the WBVP should Mr. Cohen want to create this new committee. We're all in favor of committees. We love committees. Dr. Sunberg loves committees. He probably wants to have another committee. So, we will go from there. >> Okay. Our strategy is clear on this one. We're moving to 6211, employment of relatives of board members. >> Um the prior version said we should apply this policy to teachers and and other staff. All other staff. >> I believe we had a policy that that if you have that if the children of current teachers are not allowed to have full-time jobs here. I was told that by a teacher. Though I know that we have had the children of teachers be part-time or substitutes or fill-ins. I don't know what

136our policy is with regards to teachers. We'll get that in 1 second after we just talk about this board member thing. Anyone have a problem with this? My two questions are, does the board member get to vote if we're looking at hiring their child? Perfect. >> So, then is it 2/3 of the remaining >> Yeah, so if we have a 3 out of 4 then it's 3. >> Sam, could you read that one again? >> The district will not employ any teacher who is related by blood or marriage to any board member unless 2/3 of the board members consent at a board meeting. The vote will be recorded in the board meeting minutes. >> It's just children of What? >> Children. Children. >> What if it's a spouse? >> to Well, not any teacher who

137is related by blood or marriage to any board member. Not just children. >> [clears throat] >> What? >> Just teacher. >> What else do we have? Administrator? >> No, the staff there. I think that the prior version said should apply this to therapists as well. >> Got it. should Any employee >> Any employee, great. I don't break long standing traditions. Well, then what See, this is the problem in this club. It won't They resign before they get hired. Um Going back to What is our policy on >> It's practice. I wouldn't call it a policy, but the practice is that if there's a full-time employee in the district, you don't hire any relatives as full-time employees in the district as well. >> Got it. But if they're full-time employees separately and they suddenly become related,

138they can still stay. Anyone of any of you now okay with that? Okay. Union's okay with that restriction? I know you got a lot of stuff going on here. >> We'll be just fine. >> You're good? 6212, certification and qualification. The paraeducations, is that the same thing we were talking about before? First line of the paraeducations, is that the state and stuff or is that new stuff? >> This is new. This may be a new transfer policy. >> Is anyone done Mr. Colon about this providing that professional qualification in their classroom? >> Actually, I thought there was something off in this policy that said if someone's teaching without a license >> There is. >> We have to notify them if they're going to do something like that. >> But that's that's notification, but I'm saying

139if the teacher Most of our teachers are teaching in their area qualified, right? But I'm saying is there some way where we provide this if someone requests information of professional qualifications? >> If they request it, then we will provide it. >> First, I don't think >> proactively list the statement >> That would be I wanted to just check the order. >> You were talking about last time. Okay. >> Why is this a whole separate um policy from the professional growth that we >> [clears throat] >> This is about the license. It's not about the >> Wait, then what is it? >> that they're trying to get certified by a certified teacher. >> So, the district is not checking that licensure as not >> Who is being checked for? >> No, no, no, no, no, upon

140hiring, of course. But >> It goes beyond just hiring. Every year we have this thing that's called the BEDS survey. So, we have every teacher is listed attached to the courses that they're teaching. PR and how students are performing. So, how teachers get graded. So, every teacher is aligned to a course which is aligned to a licensing code. So, [clears throat] if they're teaching on a license, it would be flagged by the state. >> Teaching on license, but what about looking at expiration and whatnot? Like, who's Is the onus on the teacher to make sure that they're >> The onus is on the teacher to make sure that they are keeping up with their licensing requirements. The onus is on the district to make sure that the teacher is still active within their license. >>

141Okay. Okay. Cuz it's saying if the way it reads, I thought it was that the teacher needs to make sure that they're >> There are certain requirements that teachers have. Like, teachers have now are required to do certain amount of professional development to they their license. And that is their responsibility to do if they were flagged by the state for losing their license. They would need a notification of that and obviously there would be an appointment. This thing What was your question on the teacher's bill of rights? >> Uh if this notification is contained in that bill of rights. >> I have my justice system right there. I know the bill of rights is in there. I apologize. I I picked up the DT clue and I didn't have the name. Um 6213 registration and

142professional learning. >> [cough] >> I think that's the one I the professional learning. What kind of similar >> They're all similar there. >> [laughter] >> When they complete 100 hours of acceptable CTLE, is that paid? >> No. And so that's not on school time. >> They just have to put in extra time. >> Some of it Some of it can be can be on faculty meetings, not during the school day. It would be before or after the school day. For example, we come in early for faculty meetings or in the middle school coming after school for those meetings. >> So 20 extra hours of on average 20 hours of extra work a year that you guys are putting in. >> Yes, but that for old people like me, it doesn't apply. In other words, so

143the you know, I'm permanently certified without that, but the younger teachers have that 100 hours that they have to do. >> Even if there's 50-year gap there, what year did this apply? >> [laughter] >> I think circa probably in the early 2000s and probably the second. But I can't I maybe I'll look it up on AI while fiddling on my phone. >> Where's Sam Barone in the deal? Okay. Anybody else here 6213? Do we have an entry yet on the global events side of it? >> It's not in there, Mrs. >> Do we need to put it in there? Or should we just >> I can check and see if that's appropriate to be in there. >> Thank you. Incidental teaching, 6214. Do we do a lot of this where the superintendent assigns 75 hours?

144Anyone? 6215, probation and tenure. >> This is basically the main one that Is this any different >> 2006. >> Yeah. >> It's really dictated by the statute, so you don't need to have a policy on this. But I will say that this policy that's out there So it's still has the tie to the APPR scores, that's no longer in effect. That ended back in 2024. Um so it's but it does um I believe there are things that need to be removed from it if you want to maintain a policy. But the granting of tenure and probation and periods, that's all dictated by statute. >> So can we say something like we should have a policy that says we follow the state law cuz it's not even active anymore. So we don't have to change anything.

145>> This is the conversation I had with human resources today where they And granted I Ms. Vega told me that he he already got tenure. I think putting this way, the reason I would want to have this policy in here is um >> Right. >> Yeah, they have the right, but >> every time So, that means you have to know that every time the state updates that then you're going to take the policy. >> Well, if not, then we're not going to take any issues. They're annual maintenance, so you can just screw this up. So, how old is this policy? >> Um not terribly, but I I would need to strike a few uh photos. I would need to strike the last one. >> to make it uh correct. You can call me like Shawn

146as two photos of Shawn. Shawn the bad wolf. >> What is it? >> As opposed to Bob, I had Bob. Anyway. Okay, can you please strike that last one out? I think we need to strike it >> Yeah, I just need to make sure it's there. >> Yes. >> It's just that's what I'm saying is to change it. It it's exactly it. >> And it seems like this last one that any staff member not recommended for tenure will be notified in writing by the superintendent after they have been in the state days. I think that ties right back to 6217 cuz you have to give them whatever 30 days >> 30 days notice. >> And plus 30 days. Good. Good there. Um 3013 would be the educational one. He was sleeping. I didn't know I

147was sleeping. >> Yeah. >> I thought he fell asleep. It was like Oh goodness. Okay. Um He looks Just before we get off this subject. We hired someone on September 15th. Their tenure doesn't take until September 15th of their of that 3 years or 4 years later, correct? So, basically they're going to be working that it automatically kicks in on September 15th or it has to be implemented. Cuz all these what I'm trying to ask you is they will not have completed their third or fourth year by the time that school year starts. But if they make it to September 15th, are they then automatically tenured or do they have to wait until the completion of that third or fourth year to get that tenure? You understand what I'm saying? >> It did. Um and

148the board can typically the board at one meeting can grant >> Okay, cool. >> is granting tenure, but it's always prospective. So, they'll put in effective September 1st September they'll go by whatever that that date the tenure will kick in. So, it's >> So, the teacher's not getting screwed by the fact they started September 15th, they have to wait for a whole following June 30th. >> No. >> Got it. Just making sure. Thank you. >> [snorts] >> 6216 I repeat this question I already asked you previously. There's no mention of 3020A in here. Even though that's sort of the the the the real hammer, but you're saying it's by statute, so it doesn't need to be in here. >> Well, it's it's a citing reference. It's what some of this is pulled from. Yes. It's

149a There's >> But just because they they cite it and they're in the education law section, that's all we need to have. At the end of policy where they mention 3020A, that's all we need to get in there. >> Correct. I I will say that this again refers to an effective rating under APPR for an effective personnel that's >> Let me follow up with them because after our conversation I had conversations with both of these who oh, yes, we realized some of our policies are out of date. We're in the process of doing that and we're looking at getting our reading as I mentioned to you so we'll see how it goes. >> So you don't want her to change the policy. She should change it. >> She should change it but we'll see what

150happens. It's not a big deal. >> [snorts] >> Yeah, but it's one or two sentences. >> Perfect. Professional staff separation 6217. Perfect 6220. Student teachers, do we have student teachers? >> Yes. >> All good. clerical and support staff. The maximum period here is 6 months. 6320 supplementary school personnel. I don't know the difference between teacher aid and teacher and teacher aid >> teacher assistants. >> We don't hire teacher assistants in this district. >> So we just take out the section. >> Um I mean that could always be a decision that could change in the future. >> And then we can add it back in the future but we don't have it. >> Uh we can just buy my only concern with that is let's say I guess it just creates a timeline of process if

151there's a change in the philosophy of hiring teacher assistants. >> Right but I would assume that would happen in the summer when there would be plenty of time to adopt the policy and change the policy later. >> Does this cover anything related to teaching assistants? >> As long as the union's okay with that. >> I think they have nothing to do with this. >> I know they don't have anything to do with this anyway. >> Um Uh one 60 scale. >> So this whole thing comes down but all this pre-professional perfect. This is just a meeting. >> Okay. what she wanted to address. This is Sorry. Mrs. Estrada has to depart shortly. We're just going to check to see if there's any specific policies that she is deeply concerned about to see if there's something

152she wants to address before she has to leave. Okay. 6410, staff acceptable use policy. This is related to social media, district websites, district emails. It plays into a bunch of other policies that we have. Um And I think we're going to pass on this one tonight. We want to see how it relates to this one on April 30th because I think we want to put a little more thought into how this plays into Instagram stuff that And I know it's covered in another policy. I just don't know which one. We have to look it up. Because like if a teacher creates their own Instagram page for their class, who owns it? How is it used? Where is it saved? What rights do they have? What rights don't they have? If someone creates a Jericho Librarians

153page, is it the Jericho Librarian's personal has it? All these things and >> And MySpace >> Exactly. And so I think we just need to >> And we need to remove all those MySpace >> Yes, MySpace and Vine and and things like that. And of course Gen Z will be there and change social >> That's right. >> and change Twitter to X. But all that stuff we will figure out um on April 30th. 6411, use of email in the district. There's one star on page two. District employees and authorized users may not send or forward emails that include EPPSI. Does this look consistent with what we want, Mr. Come? >> Um I believe so. >> And the star on page three, this is what we are using for purposes in the district. Looks good. >>

154Uh I thought it looked good. Looks like Mike left. I spoke to him and Mike thought it was pretty interesting. >> Okay, so we can take the aspects out of those two. This is what I thought. >> Page two. D, comments or statements about the district that may negatively impacted. Is this I guess this question for Mr. Young. Is this broad? Is this Is there protected speech we need to worry about? Union activity, whistleblowing. This is if they can't forward comments or statements about the district that may negatively impacted. This is utilizing their uh district's emails. Yeah. Yeah, it's a little vague in terms of what may negatively impact. >> Right. Do we do we edit it or do we just remove it? >> I mean, I don't want to hurt the district in any

155way, but it is it is very vague. >> The word may is problematic. >> Yeah. May negatively impact. It's very vague. >> It's very vague. One person's determination of negatively impacting the other person view. doing that positive. >> You just delete it, you think? Or Or think about that one? >> Yeah, I will go and see maybe. I don't know if it's meaning you can't forward something that's spam or that's malware or something like that or if it's about actual something that is negatively reflected on the people doing >> Okay. >> On the page four, right above where it says confidentiality confidentiality notice, personal email accounts and services should not be accessed via the district computer system. Do teachers Sorry. Do teachers not use their desktops to access personal emails or they they know that

156they're not allowed to do that? >> Teachers will use a separate email account to contact times to contact, you know, in their free time to contact and use other contacts that not part of, you know, the the school system. >> They'll do it on the school system. That's what I'm saying. This specific says personal email accounts should not be accessed via the district computer system. I'm asking [snorts] if teachers do that. I'm not casting judgment. >> Right. I would I would say I I'm saying they do. Um and again, it's whether or not you we could do it on the phone rather than do it on their on their, you know, computer devices. But they would log in to say a Gmail account or something that extent to do that. >> No, I I I

157fully I assumed that was the case. That's why I don't want I appreciate you saying so. How do we address this? Do And as you as someone who said Mr. Larkin's not here, I know his his his predecessor would have, you know, had a conniption if he heard that people were accessing Mr. Larkin. knew. I don't know if Mr. Larkin shares the same level of concern. I think he should because um it shouldn't be happening. Though I understand when teachers are here for 12 hours a day, >> Right. >> it it becomes an issue. I just don't know what the right workaround is. >> I think the word should and also exactly how an organization and building have to be supervised. Should does not mean um may. They're very thoughtful about their liability. And we

158ask the principal in the beginning of the year if I could use the computer. You can let me know. I mean, I have >> What do we want them to do? I understand it's like this. >> happen no matter what. So even if you gave them laptops, that's why >> Doesn't it doesn't it open up our service to the possibility of just um malware or or like viruses if you're having outside >> In theory our firewall firewall should protect us. If you're taking a laptop home from the school or whatever, they're seeing how critical you can protect that. The reality of it is people are using other devices to research stuff. I mean, it's it's worse than this or that. Okay. >> I I probably would have that. I'd like to talk to Mr. Larkin.

159As I sort of I understand it's unavoidable, but I also understand that you probably don't want it to happen because look, you don't want what I assume and I don't get a lot of spam to my Jericho email account. I get a lot of spam to my personal email account. It's just more prevalent and you're likely to see stuff that stuff you get in your school account, you typically respect who's who is coming from and most of it's probably coming internally anyway versus all your friends are getting hacked and you get random emails. >> So let me give you an example. If I need to contact my doctor, I'm not going to use the school email to do that. So, I'm going to use, you know, my Gmail account to do that. So, >> Of

160course, but you fought very hard to have teachers be able to access their cell phones during the day. So, >> Right. >> That That's They It's not like they're out of communication or they can't do this tonight with it. >> As you know, the device Right. As you know, the cell phone There's certain things a cell phone cannot do at least my cell phone cannot do that a laptop can. >> 100% but again, whether that's needed during the day and and stuff like that. We can change this to the one-off thing where you said you're waiting for a doctor to send you some type of medical report and you need to see it right away. You tell the principal, "I'm getting on here." You We create something here. And to your point, district computer system

161actually has a different definition than our Wi-Fi system. >> Right. This is the device. This is It is a district computer system. a computer system. >> Right. So, like if they have failed they all have desktops. And if they're using your desktop as Dr. Horowitz, they're going to get They're more likely to get a virus on the desktop as it puts it into our whole system where if it's in the Wi-Fi system, it's not contaminating anything like that. Understanding that there are going to be teachers that are going to do this anyway. I'm not arguing that point, but I think whoever said before to protect the district, we sort of say, "Look, for the 6 hours, 8 hours however you're here, please do your personal email on your phone or bring a laptop and work

162on your laptop." That's not a district laptop. >> Of course. >> I I understand the hurdles it's creating. I I fully appreciate that, but having worked at a firm where you couldn't do it, it's manageable. >> So, you never use your personal email at the firm? >> I would use my phone. >> I can't do it at my work. >> What's that? >> I can't do it at my workplace. >> So, you can use your You just use your phone. >> It doesn't prohibit it. >> Gmail? know, everything's blocked. We are only allowed to use working out. If I need to send it to you guys at home, I use my working out and send it to my home. >> But that is allowed to do that. >> You're allowed to do that, but you're

163not allowed to use your personal phone. >> [snorts] >> So, if you had to contact a doctor, how would you do that? >> Use my phone. >> Use your phone. >> Right. >> Yeah. And granted, it'll take some level of education, and I fully appreciate it. >> Right. It's also No, I'm just saying what's resulting is by, you know, just by that, you're pulling this teacher more to the phone. Right? Where they co-functioning in, you know, in that where they have a couple of different, um, you know, screens up at the same time. That's all. >> It's Yes, but at the same time, I look at it as they're working. They're not We're not trying to facilitate them doing I I I I don't know. Look. No one's getting upset about >> you can you

164can you can you can you can you can you can you can you can you can you >> So, I'm just making sure that we understand that teachers during their breaks in the day can do things that are part of their lives at that >> 100%. >> I think they can use their phones to do whatever they want, but I don't think they should use the school properties to use for their personal activities. I think that's what it means. >> Okay. >> Yeah. So, a phone, technically, can do everything you need. >> We will figure it out. As Dr. Kravitz points out, reception sometimes is a problem, but we're innovators. We're going to move fast and break things. And so, we're going to fix the internet service so that teachers can do that. And again,

165this isn't coming into effect till the summer, so hopefully it works better than our cell phone policy. >> In fact, we need an AI policy as well. >> Yeah, okay. When you write that, distribute the draft, Mr. Jim, and we will address it at the next meeting. Again, um >> Use the AI draft and the AI policy. >> Okay. >> There are different ways of AI using AI. It's one AI to be human in the loop where you want automate what humans are doing. >> [clears throat] >> How are you going to allow AI to replace the teacher? You need that kind of policy to be in place cuz we're getting into the AI domain, right? >> And Dr. Honey, just so you know, we're still on 6,000s on April 30th. So if you get

166feedback on the work around for this or some type of feedback on this one little thing, please bring it forward on the 30th. Um and just so you know, on page five, there is a notification section here where the district will provide annual notification of this policy and the corresponding regulations to all district employees and authorized users. The district will then require that all employees and authorized users acknowledge that they have read, understood, and will comply with the policy and regulations. So there won't be I didn't know excuses that some people like to use. 6420. >> Almost everything is what it looks the same. >> No, I mean, we're we're draining the cell. What's what's what's >> We're moving 6420, employee personnel records and release of information. Perfect. Sounds good. 6430, employee political activities. >>

167[clears throat] >> Anyone? Okay. No political activities. Dr. Arnett, you guys want to campaign on that? No? >> We have no interest. >> Excellent. 6450, theft of services or property. Is this required to be in the zoning policy? Where do we stick it? What do we do on the policy? It's three sentences. It's one sentence. Well, okay, we're going to leave it. Our assistant superintendent wants extra policies. 6540, defense and indemnification of board members and employees. Um All right, board member is also said um third for third paragraph for purposes of education law of board give written notice to the board within 5 days after process and must leave an original copy within 10 days. On the next page, in the second paragraph, the fourth line down, it talks about within 10 days. What's the

168difference in the 5 days on the first page and the 10 days on the second page? >> So, generally under education law, it's the 5 days. You in this policy are using public officers law to supplement your defense and indemnification, which means that in addition to the protections that are provided under education law, the public officers law is a bit broader in terms and um it has a 10-day notification instead of the 5-day under the education law. >> So, if you miss the 5 day, you can still get it under the 10 day with the same indemnification? How are we supposed to keep both of these or can we just change the first one to 10 days? >> No, we keep the 10 and the 5. Um it's supplementing it, so I would say keep

169both because it's not >> Okay, perfect. Um under Uh okay, so that's where it talks about in the first paragraph under section 18 about we'll supplement. Perfect. >> Anyone else on 6540? 6550? Leaves of Sorry, 6550 is leaves of absence. Under blood donation, which do we do? Number one or number two? Second page on 6550, blood donation. It says the district must either at its option do one or do number two. >> Second page, you said? >> Page two, yes. This >> Page two, Harrisburg. >> I'm sorry, this is other leaves of absence. Under that, there's A, emergency service volunteer, B, screens for cancer, then C, blood donation. I apologize, my pages are different. I guess so. We do not have to choose one or the other now, we can just make it up as

170we go along. >> We do. In all honesty, I haven't seen this come up, but it doesn't mean that we shouldn't define it. >> Again, if you want to table that and come back to the next one on the 30th and just figure out what we want to do, that's perfect by me. >> 6550, 30th. >> Blood donation, perfect. Do we have lactation rooms? Everybody knows where they are. Perfect. Anyone else in 6550? 6551, Family and Medical Leave Act. Is there any >> limitation here on elective surgeries by employees? >> Um >> Is it unusual or un >> [clears throat] >> customary to sort of carve out elective surgeries versus surgery surgeries? >> I'm not sure if the doctor's going to send you to the surgery. It's hard for us to determine what's elective and

171what's not. >> Well, plastic surgery is cosmetic. >> All right. I understand, but there's a medical aspect that you know >> Right. What triggers an FMLA is you get a notification from them that they are getting the surgery, whether or not it's elective or not. So, that's what triggers the FMLA and the period of complication surgery. >> It just seems like there's a lot of medical conditions in the final years of service. No offense to your membership, doctor, but that's Okay. 6551, we're still on 6551. >> Sorry. >> 6552, Military Leave of Absence. Did I read this right? So, if they're on military leave of absence, they get paid by us for 3 days? Anyone military service? Thank you for your service for all of our teachers who do that. 6560 termination of employment status

172employer independent contractor. Do we have any independent contractors? >> Yes. >> We uh >> I'm volunteering >> for our special education >> The EPs and the OTs and the >> Yeah, I mean, it's uh most of them are companies. There are a couple of individuals. >> Have we ever had an issue with an independent contractor saying they're employed? Thank you again, Wozniak family. >> Keep up the good work. >> Thank you. Thank you again, ladies. >> Have we ever had an issue >> Have we had an issue with an independent contractor say, "Wait, no, I'm really an employee." >> No. >> Okay. Next page, reports regarding attorney I'm sorry, that's the 6560. Who signs this report and is this retrospective or prospective? I'm sorry, 6560 page two, reports regarding attorneys. The district will on or

173before the 45th day after the commencement of its fiscal year file with MISD the state controller attorney general reports specifying all attorneys who provide legal services where the district board hired those attorneys as employees and all remuneration and compensation paid for legal services. >> I believe something typically comes to the firm to say who has worked on what matters at Geraghty. >> Right. >> we send it to back to the district and then it gets sent back that way. >> So, it's retrospective. So, it shows you who's worked in the prior fiscal years. And who files this report? Superintendent, assistant superintendent? >> I submitted it. He may certify it. I don't know one or both of them. >> [snorts] >> So, this report's available to be seen? >> This report is available to be >>

174Yeah. You I mean, you're you're putting together a report. It's getting filed somewhere. >> Submitted it through the portal to SED. >> But it could be foiled. >> It's both of us. >> Is that not allowed to be foiled? Um 6562 employment of retired persons. We do a fair amount of this? >> We've had a lot. We've had retirees uh come back in different roles, part-time roles. Um we need a replacement. Uh Substitute chef roles, things like >> Any issues with that, Mr. Superintendent? >> No, actually there's a shortage of teachers. So, sometimes it's a value if you're looking for specifics, chemistry, biology, you need someone and you can bring back a retired person. >> For a short term. >> Yeah. I mean, we also going to >> Everybody wants to work in Jericho. I

175think that's a quote from you not more than 2 3 hours ago. >> I never said >> Okay. >> All right. >> No, it wasn't the very beginning. I told you 10:30. I said >> Sam has time blindness. >> Can we actually Can we take a poll if it was 4 hours? >> I said 10:30. >> No, when you said 4 hours it >> Oh, I know that. I said it would be done. 65-70 remote working arrangements I'm sorry, remote working. Why do we have these remote working arrangements? Our curriculum assistant superintendent says we don't know. What can we delete from here if not everything? >> There are mechanisms in here that say it has to be approved by certain people. >> But why do we want to even give people that option? >> I

176just I don't disagree. >> Oh, okay. It was like they're teachers. I mean, I understand >> our profession >> It's an in-person profession. I mean, you leave in the assured in your circumstances stuff, but other than that which is in there, Mr. Travis. It's totally separate things. >> You read my little tiny mind on that. >> You have somewhere now that stuff. I have to try to >> I will say to the teaching, there are rare but occasional situations where business office which they will if someone is ill, they will um we would ask them to do their work at home. I don't know if that's >> That's a different issue, though. >> I think that's different. I don't think that's, you know, I think remote work is like, "Okay, I'm having this planned in

177advance and I'm going to be working >> only 2 days a week. >> Yeah, stuff like that. >> Yeah, you know, we have to >> You're good with that with our with Mrs. Redmond on the interpretation of that with Stenger? >> Yes, you don't have to go out. Teachers, you have to probably do the motion. >> So, we're talking about 2 minutes or >> I think just because of the extraordinary circumstances, we're going to cut out I think the first two paragraphs under remote working arrangements. Um I think we're going to cut out the second paragraph. Actually, we're going to cut out paragraphs two, three, and four. Keep in extraordinary circumstances, keep in continuity of work. Unless I think we're just deleting paragraphs two, three, and four. And that takes us to the end of

178the 6000s. We've lost Mr. Citron, but the four of us will carry on. All in favor of accepting the first reading of policies in 6000 6000s as actually actually thinking back. We have a couple of these are open. All in favor of table and right we should table all these policies until we accept this the first reading on the 30th, correct? But all in favor of table and all the policies in the 6000s section of the manual. Do I have a motion? Actually no, we need a vote. Wait, no. We already motioned to open it. Now we're motioning to take We need a motion to table first. Let's forget about the tie. >> [cough] [clears throat] >> 61 21 61 80 64 10 61. Let's just do it. Let's table So, we're going to table

179a motion to table the 6000 sections. 6600s Yes, that one. >> 6000 sections >> Thank you so much. Yes, that's the motion. Motion This is one of them. Second Dr. Balachandra. They're all in favor. 4-0. We thank everyone here for their presence. This is a quick update. On Wednesday I'm not closing yet. I'm I'm making noise. On the 22nd next Wednesday, we will be jumping right into no hellos other than the pledge of allegiance into section 5000. It will be a blast. It's about 63 policies and 150 pages. We're going to soldier through. That is on Wednesday the 22nd. We will then be here for our next regular meeting on April 30th. I'm told he will not be joined by Dr. Hartnett who will be in Albany for an exciting event. No, he won't be

180here? >> No, I'll be in Albany. >> You'll be in Albany. Will not be here for us. So, he will send his emissaries with his viewpoint on the use of their computer systems, our computer systems. Do I have a mo- and we will also finish our policies 6000s on them. All in favor uh Do I have a motion to adjourn? Motion. Thank you, Mr. Gent. Second. Thank you, Mrs. Bartow. All in favor? 4-0.