001Allegian 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 for everyone joining for our first November meeting. We have an exciting agenda with many curriculum associates and others ready to present to us. Um before we get to that, probably not so much for the people here, but for the people whoever is at home listening or will be listening. School will be closed this Tuesday the 11th for Veterans Day. Thank you to all our veterans in our community across the country. Um I encourage all parents, please check the school calendar, either online or by the hard copy, as we have many performances, concerts, and shows over the next month that you don't want
002to miss. I do want to highlight one special event designed primarily for our elementary students but open to everyone. It is Septives Cookies and Canvas which is occurring on Monday, November 17th at 6:00 p.m. I believe it's in the high school and I strongly encourage you to register your child. As always, SEPTA will put together an amazing and enjoyable event. Um, and their leadership always does a great job. Next Thursday we have staff recognition the staff recognition reception where we honor all staff members reaching various 5-year milestones 5 10 15 20 etc. This year among the honores without giving away the name we have one staff member who has achieved a length of service that historians believe has been reached only once before in the history of our school district. It will be a rewarding
003night. Finally, as we always like to recognize contributors to our district, I am pleased that this board finally, after many years, probably decades, has a reason to celebrate Love Your Lawyer Day, which is tomorrow, November 7th. In anticipation of that, we have a small gift from Mr. Good dad who has been extremely helpful over the past year. He is actually blushing. He no district does this. This is what makes us so damn special. Has been extremely helpful and a pleasure to work with over the past year, particularly as we have hired and onboarded a new superintendent and dealt with some interesting issues. Um, thank you for your work and the efforts of your colleagues, Miss Vega and Mr. Venator. So hold on one second. >> No district funds went towards this present. open. >> No,
004he could. I don't know. >> Some of it. Oh, it is designed. We know that other district board meetings, not ours, are extremely boring and tedious. So, um, that is meant to help you get through some other district board meetings where they are boring and tedious. >> Now I understand the comment. >> What? >> Now I understand the comment. >> That's my part. Um, and finally, I sorry, we'd like to congratulate all the winning candidates in this past Tuesday's elections. You know that we were behind you all the way and we look forward to all the additional funds you promised us and we will certainly need it as we cope with the impending New York City exodus that will inundate Long Island with all those students. Dr. Sunberg, you don't have to shake your head
005at that. >> Tonight's getting really interesting. >> With that, um, we have a short agenda this evening, but it contains one of the most important and hopefully most informative presentations of the year. Understanding how and why our district is so successful is key to continue to build on that success. Identifying areas for improvement for both our students and faculty helps us accomplish that. Data gathering, analyzing, and acting on it is a key part of that process. It's a top area of focus of this board and our super our new superintendent. Tonight's preliminary presentation is the first of what we expect will be many over the coming months and years to address this topic. With that, I turn it over to our superintendent. By the way, that's >> what is it? >> So, for those of
006you at home, we have our assistant superintendent of business asking when it's love your business officials. So, there you go. >> Can you sit over there? >> Yeah. So, you can you're welcome to sit over here. This is uh so we have two presentations this evening. One is a very short one by me. There was a um la over the last two weeks I've gone to two different three different conferences and I wanted to share some of the things that that I was uh privy to at those conferences and so one of the conference things we spoke about negotiations and the superintendent's role and entit how the superintendent can effectively participate in and support the negotiation process that was at the New York school boards association other things such as keys to success in algebra
007a focus on foundational mathemat mathematical skills, the basic arithmetic, fractions, decimals, percentages, proportions. These are the things that we need to focus on. And I think actually Jericho's doing a fantastic job with that. And we'll see that in a few minutes. Uh this one was a very interesting one. I wanted to go to executive sessions. If you don't know, our boards of education have executive sessions mostly before. In some districts, they do it after. Some you have both before and after. But the do's and don'ts. And I was fortunate enough to go with one of our board members, Dr. Balatandra who sat with us at that uh presentation and we learned a lot of things about pending litigation. So what's permissible to speak about in executive sessions pending litigation collective negotiations and personnel matters related
008to employment or discipline. That's literacy as a predictor of graduation success was another uh seminar I went to researching research highly highlighting the strong connection between early literacy proficiency and long-term academ academic achievement. And this one was really interesting for me that um you know we talk about prior knowledge and what we want our students to know and what we expect them to know. And if you haven't heard of the the effect of prior knowledge on on comprehension by Wright and Leslie in 1988. So there was a study that was done when they asked young children about birds and the students did very well obviously in a wealthy district and then when they asked the same question but they created a fictitious animal the scores were exactly the same between the the students who come
009from different socio and e economic backgrounds. So, it was really an in-depth conversation with superintendents talking about how that's really important to understand that prior knowledge prior to students getting to have school. And we also talked about the future of the workforce and and artificial intelligence. You know, we have students who are graduating college with the intent of going into coding and that's pretty much a obsolete degree. now coding with II can take a few minutes where our students were planning on going into that and it's a whole change of the future of what what our workforce will look like and how are schools adapting that and what are we doing in our educational models so that's basically where I've been over the last four or five days couple weeks ago doing little seminars and
010I really appreciate the opportunity to learn more gives me an opportunity to mingle with other superintendents and see what they're doing and we take best practices and I try to bring them back to the school district here and share with my colleagues So the next part I'm really happy to say that you know I've worked with the curriculum associates over the last couple weeks. We've talked about data and where I'd like to go in the future and this tonight is the first night of bringing some of that data to light to all of the people out there and watching and as you'll see there's a lot of lot of information and as we go through the year we want to break down that information because the you know little chunks of information help us guide
011where we want to go in the future. So, I'm happy to say that I I congratulate the curriculum associates working with me. It was fantastic and I learned a lot and I'm looking forward to more of this type of presentations. A little shorter, but more of these type of presentations as we go further. I would ask also that again, this is our first time doing it like this. If you have any questions, you can forward those questions to your curriculum associates or assistant superintendent for curriculum instruction. She can help you. And you may have questions. Again, feel free to ask via that route. much easier for us, but you'll see more and more things that will help guide us as we go through. So, thank you very much. Dr. Sherman, >> good evening everyone. >>
012Okay, tonight's presentation offers a three-year look at how our students have performed across the district and compared to other districts among around the region, not necessarily the state. from our grades three through eight state assessments to regions and AP exams. You'll hear directly from our amazing curriculum associates, each of whom will also share highlights from their areas. Their presentations reflect not only strong results, but the thoughtful work that happens every day in our classrooms. As a district, we view this data as a way to celebrate our students and teachers, to reflect on what's working well and to continue planning for even greater success ahead. It is definitely a true team effort and one that speaks to the strength of our entire Jericho community. So, we will start with ELA, Dr. Sultan. >> So, good evening
013everybody. Thank you. Oh, >> yeah. Um so uh just a for especially for the folks at home and and those of you are here. Uh just a reference point for the three different types of tests you're going to see. Uh first uh my colleagues and I are going to share a New York State assessment data and that's on a fourpoint scale. One level one two three four. Then you're going to see regions data. That's on a 100point scale. And then you'll see advanced placement data and that's on a fivepoint scale. All right. So here you see grades three through eight data on the New York State English language arts assessment. And again this is uh 2023 2024 and then last year 2025. And you see our percentage both of proficiency and mastery. And that's then
014in comparison to the region on the right hand side. So you have Jericho in green and then you have the region percentage. And on average uh third through 8th grade we're about 20% higher than the state. I'm sorry the region >> 20 points higher. >> 20% proficiency and mastery not points. These are represent percentages overall percentages. >> Cool. So again in regions uh similar kind of trend uh our passing rate here we I wanted to show passing and mastery just because I think there is a difference. Mastery is 85 and above. So here you see again about uh 10% a little bit more uh on the passing but you have again over 20% on mastery and I think that speaks a lot uh when you compare it to the region. And then finally for advanced
015placement data again you see uh advanced placement seminar 10th grade advanced placement language and composition 11th grade and advanced placement literature and composition. And you do see a spread not only of three fours and fives. So three and above is the first column but we also wanted to break out four and fives as well as simply mastery. And again when you look at the percentage against New York State it's about 20%. On average again literature is a little bit lower. That's a really tough test. seniors. Uh, but I think it it does speak uh for a great amount of achievement in regards to all levels. As far as highlights, I'm very proud of some of our co-curricular programs, especially with our award-winning JRECO and Pegasus. And so, you see a couple of things that have
016just been going on since the beginning of the summer uh to now. And I I want to just reiterate what Dr. Kravit said about the importance of literacy and reading. And you have a little kindergartener there. And I just think it's so important how we embed literacy every day ongoing and constantly. Thank you so much. At this time, I'm going to introduce my colleague team talk about mathematics. >> Thank you so much. Thank you, Dan. So, um, similar to ELA, um, this slide shows the New York State math assessment data, um, from grades three through eight. Um, I'd like to point out that the passing level, which is considered a level three or four, anything above a level two is passing. We do have um, we are well above the region in most cases, about
01720%. You might notice in grade eight, which is that last line, um those that N value, the number of students are low compared to the grade level. So, I just wanted to explain that the students in eighth grade who are taking algebra 1, they don't take the New York State math 8 exam, they take the algebra 1 exam. So, that's why those numbers don't reflect the the grade level. But I do think it's noteworthy that um we are um it looks like about 35% higher than the region in eighth grade in grades three from um levels three and four compared to the region which is 53%. So so we're we're pleased with that. This slide shows the regions data. These are numbers from the June exam. I do have a notation at the bottom just
018to show when the next generation exams came in. So June 2024 was the first algebra 1 nextgen and this past June 2025 was the new geometry exam and this year will be the new algebra 2 exam. So we're not exactly comparing these same exact exams. So I did want to point that out. And again, we're comparing Jericho passing with the region and we're comparing Jericho mastery with the region. And I really think these numbers speak for themselves. You know, almost every student passes the math regent exam. Um, but we're especially proud of their mastery results. So, mastery, as Dan said, that's a scaled score of 85 or higher. And you could see that approximately there's a 40% gap give or take between our students and the region. This slide shows the AP data. What I
019would like to mention about our AP exams in Jericho, we have open enrollment and I really think this speaks to how open enrollment and um success and excellence really coexist. Our AP participation is robust. Our performance trends are are continuing upward and every course does show measurable growth. If you look at the percentage of students scoring three or higher from year one uh which in this case is 2023 to year three in 2025 >> you leave that for a second. >> Sure. >> You know I I could I could speak to the individual. >> No I just wanted Thank you. I'd like to just mention a few math initiatives that we have between this year and and last year because I do think that they're complimentary to the test results. you know, we're we're impressed
020with our students scores and and we should be, but equally impressed and and sometimes more so with the things that maybe are not measured on standardized tests. So, um we've been having a book study on Peter Ljid Doll's work on on the thinking classroom. Um it's really creating a space for students to engage in um perseverance and problem solving, collaboration and critical thinking. Um they're they're standing up, they're in random groups, they're around the room. The I've been waiting all night to show this feature. Okay, this is even a uh department meeting. We even do it during department meetings where there's we we engage in simulations that happen with the with the students. So we're really proud of that of that work. The other thing that we is is new this year on the right
021hand side, mathematics research. Over the years, we've we've doubled our participation with students research projects at the Long Island Math Fair and we instituted two new C research classes, one in the middle school, one in the high school specifically for mathematics. So in the picture at the top, those are middle school students learning how to write a thesis statement. And in the picture at the bottom right, those peer forums are peer review. And that's our high school research class. And in addition, we also have a math research club in in the middle school. And I really think that together these initiatives deepen mathematical understanding. They encourage creativity. And as I said, you know, while we are impressed with how our students do on standardized tests, I I really think that this speaks volume. So, I
022wanted to share that with you. I'd like to introduce my colleague Jenna Astra for the science portion of the Thank you. Um so as you can see the results for science on standardized tests are of the same trend that my colleagues have presented before. So I highlighted in green just for the overall where we are 20% above the region either in proficiency and or mastery. I also combined I know that they're very different but I combined our elementary and intermediate as well as our region scores just to kind of save space and and show the overwhelming trend which is that we are very much outperforming our regional colleagues um in terms of proficiency as well as in terms of mastery. You can see asterxes. So all the asterises represent where a test has so significantly
023changed in terms of um rigor as well as what we're asking students to do. And you can see that even in the relationship to our region and so you can see that grade five, grade eight had new exams over the past two years. The life science biology and the earth and space science were new exams this year. And I know everyone in this room is very well aware that we had new exams with a higher level of challenge and a higher level of rigor. Um you can see in grade five and eight that there has been improvement, right? And you see an increase in proficiency as well as in mastery. And in grade 8, it is worth noting similar to the algebra that there is there are a lot of students that took the earth
024and space science exam. And so we have a very low number of students in grade 8 that are taking that assessment. But you see, we do still have a very high level of proficiency on that assessment as well. >> I'm sorry, just I know we're not asking questions, but >> does do these exams go back like five and 10 years or really three years of data is all that's relevant? >> Um the so the physical setting, earth science, the living environment, physical setting, chemistry, physical setting, physics, you can see similar like they're very similar in results, right? So you can see the similarity year to year. they do go back um but you'll see similar sort of trends right so you 99% of our students reach proficiency 82% for example in physics reach mastery so
025this year we are we decided to have our students take those same assessments and not the new assessments so we assume that we will have similar high results um as they're taking a more rigorous assessment I think the test itself is a little more challenging but what we are able to do this year is to look at sample assessment ments. So we took for example in life science biology now we've had two sample assessments both in June and in August and we'll have another in January and what we're doing with that is one doing a lot of item analysis so our teachers have been pouring over item analysis wrong answer summary analysis in relation to our regional colleagues as well and we've also used AI really to leverage we use those models of questions and
026we are feeding and kind of creating agents to create sample assessments that look a lot like the assessments that we've been given. So, the larger the number of exemplars we have of those assessments, the better our agents are at creating them. And we've been doing a lot of work with our regional colleagues. There were seven of us that attended a regional um assessment creation day where we've all leveraged AI and kind of shared our products together. So, we're trying to get the best of what Long Island has in terms of better preparing our students for the new assessments that do require a very high level of transfer of information and and a high level of literacy as well. Um, both graphical literacy as well as linguistic literacy, academic vocabulary as well as content specific vocabulary.
027And all those things are things that teachers are pouring over and working very hard to make sure that our teach our students, you hear the screaming in the background, that's research. Um, each one of those screens is another Regeneron project being submitted. >> What? >> They have four minutes. >> They have four more minutes. >> Wow. >> Maybe I'll finish before they do. >> Um, our AP results are are similar in terms of us outperforming um the state. And in this case, we're having a state comparison. We have a high level of participation in these elective AP exams and a high level of success in students earning threes, fours, and fives. And in in some of these cases, a four or a five is associated with credit in college and a lot of colleges are
028accepting credits in those areas. We're also very proud of our qualitative data and expansion of program. This year we're offering elementary robotics grades three, four, and five. And we've doubled our science research exploration. So now instead of only running one each quarter, we are now able to serve 48 students and run two different programs. So we are starting quarter two. um and doing the science of sound using a ukulele where students actually build, create, design and then learn how to play the ukulele and cool chemistry. And both will end in symposiums for families to come and share in the learning with their students. Right now we have 33 students that are tonight by 8:00 very shortly going to apply Regeneron. And this is a significant piece of data from last year. Um if you know
029something about Regeneron, you know that this is actually the culmination of years of work and preparation on our kids' part. So this is not just now. So these seniors are now applying for the Regeneron talent search, but they're using their years and years of research and work to do so. And so specifically last year really prepared them for what they're doing today and what they're cheering for. And it's an immense accomplishment. And to have 33 students at this level that have ISF in their back pocket that have performed at Lysf, NYF and JF, um it's tremendous and it doesn't even represent right now 130 students that are in our research program. And there's a huge diversity of opportunity within it. So students are doing the presidential AI competition. Other students are doing a grow green
030competition. And there's so many diverse ways that our students while they're working on these highly competitive projects are also doing diverse things that are just exciting and making them even more well-rounded thinkers to contribute to the community. I'm having my um shirt signed because I'm confident that there are Nobel laureates in that room and I'm going to have their signature on my shirt when they grow up. We also have a lot of co-curricular opportunities and some that have even been added. So this year we added uh like our physics club is expanding. We're going to be adding competitions to our medical minds club and we are doing an AI competition on AI Olympia this year as well. And so our students have many opportunities both inside and outside the classroom to learn and experience science
031and technology. And I'm going to hand it over to to hear more about fine and performing arts. Good evening everybody and welcome to AP Music theory. In the music theory course you'll see u at the top I explain it as a multi-level course because this is like a one room schoolhouse 11th period. It's the best classroom to visit because you get to see different differentiation of instruction. Um, and students are either taking music theory 1 and two, music theory college level, advanced harmony and composition, or in this case, AP music theory. Our current combined enrollment of this class is 17, and we're anticipating 10 students to be taking the exam in the spring. down the left hand side column you'll see the years 23 24 25. So unlike the slides before we're going to be
032looking at our percentages going from left to right for our overall score for music theory the oral and the non-oral. So these are the two subcores that we have in this exam. So in 23 we had nine students take the exam and you can see the percentages going across for the threes, fours and fives in the overall, the oral and the subcore for non-oral. This exam evaluates students understanding of musical structure and composition through multiple choice and free response questions. Each year we have maintained a 6% margin above the New York state and global percentages in the overall grade and both subc scores. Um similarly in AP art we also have multi-level courses. So we have drawing and painting which is co-sat with creative concepts which is a college level course and we have our
033multi-level course for AP photo with SJU which is our college level course and our combined enrollments in those are 27 and 16 and we are anticipating 21 AP participants in 2026 spring up down the lefth hand side column you can see our 23 24 and 25 scores and then you'll see the number of combined combined students. So, in the first column, you'll see in um I'm going to go to 2025 because it's the most recent. We had 36 combined students taking our 2D, 3D, and drawing. So, out of those 36, 29 students took the 2D. And 2D is it combines um photo, it's all 2D art, where in 3D it is more sculptural. But this exam is a year-end portfolio exam. So students do not sit for an exam for this. They hand all of
034their work in and it is assessed. So you can see here that after their submission they demonstrate inquirydriven artmaking through practice, experimentation, revision of process and design skills. In 2025 we outscored the New York and global averages just shy of a full point in drawing and 3D. This is our favorite slide, our highlights. And I wanted to make sure that it showed lots of color in our art, music, and theater programs. It also shows a great deal of school spirit. You can see on the left-hand side middle, we have our J-Hawk celebrating with the middle school jazz band. And on the right side in the middle, we have our pep band playing at the football games. We bring spirit everywhere we go. And in the top you'll see our cultural arts presentations through Bosey's arts
035and education. We're able to send students on many trips um including Broadway imagination and we send many students to the Tilla Center for to see performances and to be a part of them. Our kindergarten students are hands-on making projects with lots of glitter which we love. Um, and we started our very own art venture campus here, which we're going into another annual one this this spring in which our teachers allow the parents to sit and make artwork with their children. It's a wonderful day. Our theater programs are growing and we are building new connections with that. You can see those featured on the bottoms. I should try this out. Wait a second. Whoa. There we go. There's our middle school play over there. Thank you, Miss Creekstein, for the toys tonight. And over here is
036when we featured our high school musical on the main stage for the first time, and we plan on doing that again with this year's musical. Um, and I'd also like to point out here that our music programs and trips are going near and far. Our art exhibits are taking place right now because we have our art exhibit at the Jericho Public Library going on the month of November. And um our interdisciplinary instruction is happening every single day in all of our classrooms. Oh, and that brings us to my colleague Dr. Sber going to get announced during this. Okay, so I'm going to go back to the pattern uh that was set in ELA and math and science and start by taking a look at regions exam scores. Um as you can see we have nearly
037universal passing on both the global history and geography regions exam and the US history and government regions exam. Uh very high concentrations of mastery, minimal fluctuation over time. Uh this provides evidence that we have a strong vertical alignment among social studies classes. Not just 9 through 12, but really 7 through 12. When we introduced the new framework about 10 years ago, all of our teachers uh took apart the the the new regions exams and we start prepping uh in middle school for that. Um I didn't um try and save space some I'm I'm presenting a lot of AP exams separately. It it makes it easier for me to tell the story. I'm going to start with AP government and politics. It helps me set some context. Right? So, you can see we have three years
0382023 through 2025. Uh and we have scores at three or above, four above. We're at five and we're comparing our three and above with New York State's three and above. Couple things I want to just get used to looking at here. One is the number of students. We have very large numbers of students taking this exam compared to other schools. So, Miss Kriestein mentioned open enrollment. We're very proud of that. We do very well uh considering that we also have the number of students over the last three years going up considerably from 125 to 156. So, on the one hand, I feel that we're we're doing very well uh in in the number of students at at at three or above. um in in each of these years. But if we take a look at
039at the gaps between three and above uh for Jericho and for the state, we have this little quirk uh at the end of last year uh where we actually fell behind the state. So a couple of things go through my mind when I look at this and this is the kind of work that we do uh as as curriculum associates. So part of me wants to say well it's just more students are challenging themselves. That's going to be part of the answer. part of me has to say as a colleague mentioned earlier this is mostly seniors uh and we have conversations to have about seniors in the spring. Um but the other thing I need to tell you is the data we're showing you right now are just the surface of what we have access
040to. Right? So we can drill down to how our our our individual students are doing on different sections of the exam, how they're doing on different conceptual understandings in the exam. So we're we're undertaking the work now with all of these tests of looking for gaps not just between ourselves and the state overall that's somewhat useful but gaps between ourselves and the state on individual items on these tests. So that's that's the work that that that we we do throughout the year, right? Um very happy to report these AP United States history uh exam scores. We have a similar story. Growing enrollment again, the number of students not only who choose to take this test uh but one of the things I'm really proud of over over the last 10 years, the number of students
041who stay in this t this course until the end of the year uh has gone up. We have a lower drop rate uh and and growing enrollment and at the same time the number of students you know three or above over the last three years um is is growing considerably even relative to uh the state which is a benchmark that we're using to to to calibrate our progress. AP World History Modern super proud take a look at these numbers. A very considerable majority of 10th grade students in Jericho High School take advanced placement world history. Right? Other schools don't have that. This is our open enrollment program. Uh it it's it's the quality of our teachers. It's the quality of the department. All right. So, we're we're looking at skills 7 through 11 here. Um
042but uh I'm I'm I'm very happy uh at at the quality of of uh that course level team here. uh economics, advanced placement economics, complicated story, mostly seniors. There's two tests in a fullear course. So the the the test teaches students to prepare for the microeconomics and the macroeconomics exam. Uh to complicate things further, there were two versions of the test that that our students were given uh in 2024. So that affects our data, but just take a look at numbers. are going about for about 159 about 166 to 171 students taking this test. Um Mr. Pearlman asked before we have data more than three years. Traditionally we've always given three-year data but having been here a long time I'd love to show you 10 years ago why this is such a success story. We've
043put together a crackerjack team of AP economics teachers. Um, you know, starting I I don't mention names with with the hiring of of Mizo who's actually a business teacher. Uh, and and we started giving her AP economics classes. Got some nasty letters from the state because she wasn't certified to do that. Um, people indulged us for a little while. We got her certified in social studies. So now she's legal. um and and and and we brought in a a partner. So very dynamic team, easier to tell the story if you look at the macro um steady number of of of students, combination of juniors and seniors, mostly seniors. Uh very strong results uh and and finally this year we we passed the state average uh excuse me, yeah, the state uh percentage. Thank you. AP
044psychology. They dared me to put their photo. I indulge them. Um, so that that I'm very happy with this team. They work super closely together. They've gotten training. Uh, we've upped their scores in AP psych psychology over the last three years. Um, and and look at the number of students taking this this this course and staying in it from 122 to 140. um uh strong results for passing and and gap um including keeping seniors engaged. Uh AP research relatively new. This is part of the AP capstone. So many of the students who take an AP seminar uh which is an English course take this elective AP research class. Um we can't do that much better but we do look at gap gaps. uh so 100% over the last two years virtually 100% since we started
045this course um passed uh this this very rigorous research class. So this is the only APA class that we have in social studies that's small um but but we're super proud. All right. Um co-curricular programs I could talk about debate talk about FBA. There's we have over 200 students in Future Business Leaders of America. We have 150 in our debate program. That's data. Uh obviously all these other ones I'm going to privilege one just to talk a little bit how we can talk about data in a different way than reductive standardized tests. Right? So for 10 years now and I'm going to go through six or seven. uh starting in the middle school, we've required every seventh grade student, every eighth grade student to do a very substantial research project uh according to the the
046um the standards of National History Day. And I want to take a look at uh the the the growth of our success in this program. Uh so students who go from our Jericho history here to Long Island History Day at Hopstra to New York State History Day uh upstate New York and finally to National History Day in in June uh in Maryland. 2019 we had eight Long Island History Day finalists. Uh so people came in the top three in in in Long Island History Day. Five from middle school, three from the high school. Just looking at the at the overall 8 11 12 15 17 13 don't be dismayed. Um New York State History 4 6 8 10 10 um and finally at National History Day. And at National History Day, right, it's about National
047History Day sends about 500,000 students start this process every year, right? Starting from the the the regional competition to the the state level. Uh, every state sends their top two in in in each of of uh 18 categories. About 3,000 students make it to nationals. Uh, and and 5% of those wind up medally. Right. So, what I'm very happy about, what I'm very grateful to you, uh, central office in the board for in supporting this program, uh, is the number of students because we're it's all resting on the bed of that middle school program, but the high school program is starting to grow and get robust. And we've got advisors in the high school helping students do this work more independently. and and we've now achieved, if you look at New York State, 10 students
048uh meddling at New York State, five from the middle school, five from the high school, second place in the nation in in one of the categories from the high school, an additional top 10 from the high school. There's also a middle school, top 10. I'm sorry I got cut off here, but we're we're finally reaching par between the two schools. Um and that's a long effort with a lot of teachers in in both buildings and and resources from you all. So thank you >> Dr. Lionel Chen. >> Thanks everyone. I'm Lionel and I'm going to share with you about our um languages uh languages program here at Jericho schools. So uh first off in alphabetical order uh we have our um results may be Chinese. College Board Census exam at the intermediate mid level and
049um those are our um our percentages of students succeeding on this exam. Um we also have our students participating in the national uh Chinese talent contest. Um we had one winner last year and also from the poster contest we had four and also the speech contest um which um uh students compete in through from middle school all the way through the college level. We also had a winner in that as well. So um their next exam is EDP French. Um these are our results again our students um many of them do very well on this exam. Uh the college board sets the romance languages at the intermediate high level and um aside from that we also have our students in the spring uh volunteer to sign up to to participate in the Guango which is
050the national French exam contest. We get 36 winners of gold, silver and bronze and AP Italian again another romance language at the intermediate high level. Uh the college board um has created this exam and our students um have succeeded um throughout the years and also they participate uh in the national Italian exam contest across Jericho Middle School and Jericho High School. We have 15 winners uh placing in gold, silver and bronze. And finally, our uh largest enrollment language is Spanish. And uh these are our results for AP Spanish. Again, many students showing proficiency. Um on the uh not only on the AP exam, but we also have them participating in the national Spanish exam contest. Um they volunteered to participate and we had 62 winners. um 82,000 over 82,000 students took this exam uh across
051the country and beyond and we had 62 winners of gold, silver and bronze and some highlights about our language program outside of the national contest that we participated in. We have international night coming up in March. Look forward to uh having you join us at that time. And we also have a lot of cultural activities after schools for after school for our students. You'll see on the right hand side, the top right, we have um our uh Italian honor society club uh hosts pizza making, tiramisu uh making classes. Um you'll see at the bottom right there, you can decorate your own tiramisu. Um you'll see also uh we have we also have great field trips. Um yesterday, for instance, the eighth grade Spanish classes went to um have a meal uh at a at a
052at a uh Spanish restaurant. So authentic food from Spain and we also are a district that has a flex program where we have early language learning. So that's um becoming more and more rare but you know we have that that's one one of our strengths. So we thank um our district administration and the board of education for that. And um as far as what we've been working on as a department we've been aligning with the new uh New York State learning standards for languages that came out um about uh a couple years ago. So thank you. >> Two quick questions for you. What's our requirement for graduation and take a language through what grade? >> Sure. So, it's not about which grade, it's how many years you've done it. So, um it's three years. So,
053many of our students typically uh meet the requirement I want to say for um the advanced regions diploma in by the end of 10th grade, but most of our students uh do stay on. >> And that's if you add up all the APs, how many seniors were taking a language last year who've continued all through their senior year? How many seniors? Uh so this so to answer your question, it relates to your first question. How many students actually continue beyond the requirement? Uh that's actually uh it fluctuates anywhere from uh around 80%. So 80% of our students even after they meet the requirement, they actually still go on to take our AP courses. U they take the 11th grade class and then the AP class after >> 80% of them take it for their full
054high school career. >> 80% continue on after level three. uh it trickles off a little bit there from 11th grade into 12th grade. So I want to say maybe around 75 70 75% stay on between after 11 to 12. >> Thank you. >> You're welcome. >> Yeah. >> Not related to this, but is it true that if you're learning French and Italian, you go kids go to Italy and France, but Chinese you go to Chinatown? >> So that's um not true. So yeah, um I can share more about that now with you. So um all of our language classes have field trips that are local. We for instance um our Chinese classes have gone to cultural centers. Um they've um also done um like you see there at the bottom um uh when they're learning
055the food unit um you know they they've gone to restaurants and you know the food unit is not just about you know experiencing uh food from another culture and what that is but it's also about you know cultural etiquette what you're supposed to do at a meal you know in uh the culture of the language that you're studying. So that's um another big emphasis that we place on um when we do these field trips. Um so >> Dr. Ch which what all the languages used to go there used to be a trip to China for the language pass used to be there used to be France. I don't know if they ever went to Spain or not. I don't >> so we we we actually tried to kick up um an international trip two years
056ago. >> But all that killed during co and then we started everything. So before co there were a whole bunch of international trips. I don't know where it stands now. >> So thereafter we did try two years ago to relaunch that um with one of our languages and there was very little to no participation like you know some students said they were interested and then I think when they went home and shared the information and then we had our parent meeting um there was very little to no interest. >> So right now there's no intern there's no big international tips for any languages. >> We don't have exactly. >> All right. Thank you. >> And I'd like to reintroduce. All righty. So, as you've seen tonight, our students continue to excel, not only in their
057assessment results, but in their growth, perseverance, and curiosity as learners. These outcomes are a direct reflection of the tireless work of our teachers, the leadership of our curriculum associates and building administrators, the support of our families, and certainly the spirit of our community. We use this data to help us improve, to refine our instruction, deepen our curriculum, and ensure that every student has the opportunity to reach their highest potential. As we look ahead to 2627, our focus remains clear to nurture well-rounded, thoughtful, and capable young people, the very essence of our district goals and values. Thank you for joining us tonight, and thank you to our amazing curriculum associates. >> We can resume the meeting back there. And I again I also want to thank Dr. Sherman, Dr. Sunberg, Dr. Chba, Mr. Salsman, Dr. Salman,
058uh, Cricsten, and Dr. Ash for all the hard work, and I appreciate them putting this together. Um, and we're on our way, so I'm excited. Thank you. Thank you very much to everyone. Um, I don't know if any faculty staff have anything to say, but we'll say we'll open it for the public. If you'd like to make a comment, ask question, approach the microphone, tell your name, if you're representative of your group, your affiliation. If you'd like your statement to be included in our board minutes, you must stand for written copy remarks to your play before leaving tonight. As always, public discussion on matter related to staff and students during which their reputation privacy right to due process or those of others could in some way be violated is prohibited. If anyone wants to speak,
059there's the microphone. Basically, everyone here has already spoken today. Um, so we will now close that. We have no unfinished business. We have no new business. We have no schedules. We look forward to seeing many of you, anyone at our next meeting on Thursday, November 20th. Please note that meeting will be at the Robert Seaman, Jeffrey Ratner, Robert Seaman Elementary School. As all business on our agenda for tonight's meeting is complete and is there a very heavy testing schedule in the high school tomorrow, do I have a motion to adjourn? >> Thank you, Mrs. Varn of second. Thank you. Thank you to Mrs. Citron. We'll go with her. Sorry. Do uh all in favor? Everyone have a lovely evening. Thank you again to all of our curriculum associates.