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From YouTube: Board of Education Meeting - August 30, 2022
Description
1. Call To Order 00:00
2. Proposed Executive Session Upon Board Approval 00:00
3. Pledge of Allegiance 00:54
4. Comments from the Public 1:18
5. Revision and Adoption of Agenda 1:23
6-8. Consent Agenda (Personnel, Special Services, Business) 1:53
9. Unfinished Business 8:00
10. New Business 9:25
11. Staff Reports 55:32
12. Board Reports 1:28:14
13. Communications to the Board 1:28:14
14. Approval of Board Minutes 1:28:25
15. Adjournment 1:28:56
AGENDA: https://go.boarddocs.com/ny/bhcsd/Board.nsf/vpublic?open
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A
We're
gonna
call
the
meeting
to
order
and
we're
gonna
enter
into
exec
to
discuss
the
following
items
from
thomas.
Oh,
she
said
he
said
kelly
said
no
okay,
I
thought
so
too
proposed
executive
session
we're
going
to
do
a
procedural
2.1
negotiation
matter.
Csea
discuss
2.2
negotiations
matter,
bhaa,
procedural,
procedural,
sorry,
2.3,
contract
matter,
individual
employee,
a
2.4
contract
matter,
individual
employee,
2.5,
legal
matter,
district,
2.6,
legal
matter,
individual
student
and
2.7
legal
matter,
individual
student.
Can
I
have
a
motion
to
approve
some
move?
A
A
A
A
B
B
Welcome
to
our
byram
family,
you
will
always
be
known
distinctly
apart
from
your
spouse,
who
works
in
the
same
place,
and
although
we
all
care
so
much
about
her
and
think
she's,
absolutely
amazing.
You
will
be
amazing
in
your
own
right
and
not
because
of
your
affiliation
with
lindsay.
So
we
look
forward
to
just
developing
that
partnership
with
you
in
your
school
at
coleman
hill,
and
I
know
that
andrew
taylor
is
beyond
thrilled,
that
you've
joined
byron.
So
thank
you
very
much
for
coming.
Thank
you,
yeah
and
thank
you.
Everybody.
A
B
B
They
were
just
inspiring
and
we
are
strong
with
31
new
teachers
and
40
people
41
people
all
together
in
different
seats.
We
have
a
lot
of
administrative
changes
that
we're
really
proud
of
some
succession
planning
on
byron,
hill's
part
peggy,
mcinerney,
moving
back
to
coleman
hill
as
principal.
Once
again,
our
assistant
principal
dave,
mack,
moving
up
to
the
principal
position
at
wampus,
our
teacher
and
lisa
palmer,
moving
up
to
the
assistant
principal
position
at
wampus
and
at
the
high
school.
B
B
B
B
I
don't,
I
don't
ever
remember
every
board
member
everybody
has
jobs
and
works
and
has
different
things
that
are
happening,
and
it
has
I've
never
seen
that
in
my
time
as
superintendent,
so
that
was
really
special
and
tonight
we
did
a
walk
through
the
board's
walkthrough
of
the
buildings.
They
are
absolutely
beautiful.
I
want
to
thank
our
custodial
staff,
steve
thompson
and
his
crew.
B
They
just
the
new
flooring,
the
carpeting,
the
ceiling,
tiles,
the
good
lighting,
so
that
our
our
kids
are
studying
and
learning
under
appropriate
lighting.
Everything
is
amazing:
the
barn
hills,
education
foundation,
grants
in
the
form
of
instagrams
and
that
whole
courtyard
of
really
great
outdoor
games
for
kids
to
play.
B
They
have
ping-pong
tables
and
foosball
tables,
and
everything
else
just
to
complement
everything
else.
The
bhef
has
done
at
crittenden
already
with
the
outdoor
basketball
court
and
multi-use
court.
The
buildings
just
look
absolutely
fantastic.
The
ptsa
awning
that
now
has
benches
under
it
and
can
be
utilized,
and
then
the
grand
finale
was
the
byron
hills,
education
foundation,
grant
for
the
common
hill
patio.
B
We
went
to
the
patio
stood
on
the
patio
and
just
looked
around
in
awe.
It
is
an
amazing
outdoor
learning
space
for
our
kids.
We
have
picnic,
tables
and
umbrellas
that
are
coming
or
have
come
and
need
to
be
assembled
and
thanks
to
the
bhef.
Thanks
to
the
ptsa
and
thanks
to
the
staff
that
we
have
working
here,
we
have
one
beautiful
school
district.
A
A
A
F
A
G
E
G
We're
going
to
talk
about
some
assessment
data
today,
although
I
must
say
to
you
and
the
public
that
at
this
point
the
test
results
are
embargoed,
which
means
that
they
haven't
been
publicly
released
and
we're
not
allowed
to
discuss
the
specific
results
publicly.
They
were
released
on
august
15th.
We're
allowed
to
use
the
data
for
internal
use,
so
we
can
start
planning
support
services
for
our
students
and
for
us
and
for
planning
purposes.
G
I
think
there's
I
don't
know
why.
There's
such
a
long
delay,
I
still
think
they
are
analyzing
the
data
and
coming
up
with
some
metrics
and
putting
together
the
state,
ed
presentation
for
the
board
of
regents,
which
is
this
huge
report
that
they
do
in
analyzing
the
data.
So
I
think
they
need
time
to
put
their
stuff
together
before
they
share
it
with
the
public
and
are
ready
to
start
answering
questions
from
the
public.
G
G
I
have
one
report
in
there
I'll
show
you
how
we
use
for
curriculum
analysis,
and
I
work
with
the
principals
and
department
chairs
to
look
at
those
that
information
and
I'll
walk
through
that
a
little
bit.
So
at
this
point
on
the
first
report,
I
want
to
go
over,
which
is
it's
in
your
packet.
It's
the
summary.
G
Let
me
see
what
the
exact
name
is.
It's
the
summary
results,
new
york
state
testing.
So
if
you
ask
a
question,
just
don't
say
any
of
the
results
out
loud,
we
can
just
talk
in
general,
I'm
hoping
in
september
at
the
board
meeting.
I
can
do
a
full
analysis
and
show
results
and
I'll
go
a
little
deeper,
like
I
usually
do
in
september.
G
If
the
embargo
is
lifted
at
that
point,
then
we
can
do
bigger
analysis,
but
I
wanted
you
to
have
the
data,
so
you
can
see
this
and
I'll
just
walk
through
it
a
bit
as
you
see
on.
I
believe
it's
slide,
two
in
your
presentation
where
I
say
the
percent
of
students
performing
at
each
at
each
performance
level.
So.
G
Through
four
we're
looking
for
proficiency,
which
is
levels
three
and
four,
I
have
to
say
that
we
were
expecting
our
results
to
be
fairly
low
to
remind
you
and
the
public
were
coming
off
of
a
pandemic
where
it
wasn't
normal
instruction.
The
last
two
years,
two
years
ago,
we
were
hybrid
at
the
secondary
level.
We
were
six
feet
apart
at
the
elementary
level,
we
modified
our
curriculum.
G
We
didn't
have
a
real
test
in
2021,
so
2022
is
really
our
first
state
assessment.
I'll
remind
you
so
at
the
end
of
2020,
at
the
beginning
of
the
pandemic,
the
test
the
state
tests
were
canceled
and
then,
after
2021,
the
state
had
applied
for
a
waiver
from
the
federal
government,
but
did
not
get
it
so
they
rushed
together
a
test
they
shortened
it.
They
used
released
items
so
that
data
in
2021,
I
think,
is
fairly
useless.
So
now
we're
in
2022.,
we
expected
our
results
to
be
fairly
low.
G
I
was
actually
surprised-
and
all
of
us
thought
these
were
pretty
decent
and
I'll.
Show
you
some
comparison
data
in
a
moment.
So
when
I'm
looking
at
this
data,
I
see
just
the
ela
for
fourth
and
fifth,
maybe
being
lower
than
the
rest,
everything
else
being
fairly,
where
I
might
expect
it.
But
when
we
go
back
and
look
on
the
next
slide,
I'll
show
you
in
a
moment
it's
not
that
far
off
of
where
we
might
want
to
be.
I
also.
G
8Th
grade
results
for
mathematics.
That
number
seems
a
bit
low,
but
remember
we're
only
testing
students
in
math
8.
we're
not
testing
students
who
are
in
algebra
1..
If
I
were
to
take
the
algebra
one
students
and
see
what
how
many
reach
proficiency
on
algebra
one
in
eighth
grade,
which
is
a
hundred
percent.
G
G
G
G
fourth
grade
down
a
little
bit,
so
those
are
things
to
look
at
overall.
If
you
look
for
trends
and
patterns,
however,
you
do
see
an
increase
from
2019
to
22
on
most
of
the
data
and
again
I
can't
talk
specifics
or
dive
deeper
into
grade
level
analysis,
but
we'll
do
that
at
the
next
report,
like
I
normally
would.
G
G
Curriculum
analysis
to
see
if
there's
gaps,
this
one
really
helps
us
see
how
those
students
are
performing
and
where
we
might
be
able
to
see
if
our
interventions
are
working
and
if
we're
getting
students
to
more
students
to
reach
proficiency.
Ultimately,
what
we
want
to
do
for
the
three
through
eight
tests,
the
original
design
of
these
tests
back
in
2005,
when
the
state
tests
were
created,
was
to
make
sure
we're
catching
kids
who
are
falling
below
standards
to
catch
them
up
by
the
time
they
get
to
high
school.
G
E
G
That's
what
we
want
to
see
as
students,
progressing
less
more
students
reaching
proficiency
and
that
are
interventions
to
catch
students
up
are
working
and,
as
you
can
see,
that
going
down
to
that
last
line
on
ela
from
third
grade
in
2017
to
eighth
grade
and
2022
a
21
increase.
That's
what
we
want
to
see
it
says
we're
catching
students
up
and
more
students
are
reaching
proficiency
by
the
time
they
get
ready
for
high
school.
G
A
G
Yeah,
so
our
trend
is
generally
to
see
students
going
up
each
year.
That's
what
we
would
want.
I
think
you
know
if
you
think
about
third
grade.
Some
of
these
kids
are
still
really
young
and
are
they
ready
to
take
state
tests
and
take,
you
know,
sit
for
two
days
for
a
long
period
of
time
and
take
a
test
for
some
students
in
elementary
school.
That's
just
challenging
to
do
overall
to
concentrate
for
that
long,
a
period
of
time,
and
maybe
some
students
just
grow
a
little
bit
slower
developmentally.
G
You
know
we
have
to
really
look
at
how
students
are
progressing,
that
they're
always
seeing
an
increase
from
year
to
year
and
that
they're
reaching
more
of
the
grade
level
standards
from
one
year
to
the
next.
That's
our
book,
so
I
think
kids
developmentally
are
different
places
and
then
maybe
there
were
some
gaps
in
knowledge
and
we
over
time
catch
them
up.
B
I
think
also
like
our
our
pedagogy.
Our
practices
are
so
much
different
than
this
sort
of
road
work.
That's
happening
on
these
tests
right
so
when
you're
talking
about
by
the
time
the
kids
are
getting
to
the
middle
school
and
they're
working
on
rich
tasks,
they're
starting
to
apply
knowledge
in
a
way.
So
by
that
point,
they've
pretty
much
achieved
what
we
needed
them
to
do
by
eighth
grade,
but
we're
just
we're
not
instructing
them
to
take
tests
right
and
that.
G
Begs
the
question
too
was:
what
is
our
focus
at
office?
Is
it
just
testing?
Is
it
just
content
knowledge?
We
also
know
we
focus
a
lot
on
the
social
and
emotional
development
of
students,
which
we
know
is
also
really
important,
that
you're
not
going
to
achieve
at
your
best
academically
unless
you're
taken
care
of
socially
and
emotionally.
So
there's.
G
I
think
just
developmentally
more
kids
may
take
more
time,
and
so
I
you
know
it
is
that
balance.
Ultimately,
when
they
get
to
middle
school
and
even
get
into
7th
and
eighth,
I
think
the
academics
start
taking
precedent
a
little
bit
as
they
get
into
the
upper
grades,
even
though
we
still
focus,
and
if
you
talk
to
kim
and.
G
F
Tim,
the
13
increase
that
you
talked
about
is
that
is
that
standard
like?
Is
that
what
the
the
increase
we've
seen
before
is
that
was
the
increase
we've
seen
before
higher
lower,
or
is
that
sort
of
the
norm?
I'm
just
wondering,
because
I
mean
we
know
that
there
was
sort
of
like
an
event,
development
developmental
delay
right
with
covid.
G
Yeah,
I
think,
when
I'm
looking
at
just
that
sixth
grade
result,
that's
pretty
typical
of
where
we
would
expect
six
graves
in
ela
to
be
there.
It's
just
gonna
depend
where
different
cohorts
might
start
in
third
grade.
Some
are
higher
than
others,
but
I
think
around
that
score,
which
I
can't
say
right
now
publicly.
That's.
D
C
Okay,
do
you
know
from
the
state
yet
whether
if
you
look
at
this
test
versus
the
2018
or
19
test,
are
they
doing
cut
scores
differently?
So,
in
essence,
like
you
get
the
same
distribution,
but
but
maybe
overall
either
the
content
was
easier
or
they
were
more
relaxed
in
terms
of
the
number
of
items
you
get
wrong
or
are
they
truly
staying
like
apples
to
apples,
they're.
E
G
Forget
that
test,
but
going
back
pre-pandemic,
I
think,
since
2016
was
the
last
time
they
changed
the
test,
so
in
17,
18
19
to
now
is
pretty
consistent
in
that
range
in
terms
of
how
they're
doing
the
cut
scores
that
has
been
pretty,
but
it
was
post
2016,
they
had
changed
the
tests
again,
that's
when
they
rescheduled
so
several
times.
When
I
show
my
old
presentation,
you
see
lots
of
asterisks.
C
G
That
in
my
next
report-
but
I
have
some-
I
ready
david
to
show
you
and
you'll
find.
If
you
look
it's
not
totally
correlated
yet,
and
I
already
will
tell
you
it's
not
100
matched
to
the
state
to
new
york
state
standards
because
they
are
across
different
states
right.
So.
But
when
I
look
at
the
numbers
and
I'll
show
you
the
coding
in
just
a
moment
and
point
out
what
I'm
talking
about
when.
C
G
Data
and
I
look
at
where
we
ranked
in
westchester
or
new
york
state,
and
I
give
that
summary
and
comparison
as
well.
I
can't
do
that
right
now,
because
the
scores
haven't
been
released,
so
I
don't
know
how
other
districts
have
scored
once
I
call
my
friends
and
that's
going
to
tell
me
so
right
now,
we'll
get
that,
hopefully,
by
the
time
I
get
my
next
report
in
that
september,.
G
No,
no
in
terms
of
how
they
do
the
cut
scores,
which
means
all
the
students
take
the
test
and
then
they
have
to
scale
it.
So
they
convert
it
to
a
common
score.
It's
that
process,
then
of
where
they
draw
the
lines
between
a
one
and
a
two
and
a
three
and
a
four
that
process
changed
and
the
test
design
also
changed.
So
they
changed
the
number
of
items.
If
you'll
remember
the
state,
we
used
to
give
the
state
test
over
three
days
and
there
was
a
lot
of
concern
about
over
testing
students.
G
So
in
response
to
that,
the
state
reduced
the
number
of
items
on
the
test,
they
made
the
tests
on
time
and
they
changed
the
number
of
days.
So
those
were
some
major
changes
that
they
made
to
the
assessment.
So
that's
why
they
had
to
rescale,
because
it
was
a
different
test
design.
So
you
can't
compare
those
of
2015
to
a
2016
test.
You
can't
compare
because
the
design
was
different,
so
the.
G
Go
to
I-ready
data,
which
is
the
science
scores.
Fourth
grade
99,
reaching
proficiency,
it's
fairly
long,
we're
always
98
99
again
in
eighth
grade.
That
number
of
82
percent
is
only
the
students
in
science.
Eight,
it's
not
including
students
who
are
in
earth
science,
because
we
don't
double
test
the
students.
If
you
were
to
add
the
earth
science
students
in
we
had
100
of
students
reach
proficiency
in
earth
science,
you
add
those
students
in,
and
that
brings
us
up
to
93
proficient.
So
that
number
is
more
in
line
with
where
we
typically
are
so.
G
G
G
On
this
data,
so
on
this
first
slide,
what
I'm
going
to
do
is
compare.
This
is
the
timeline
of
our
implementation,
which
is
an
important
I'm
going
to
compare
the
september
the
fall
implementation
to
the
june.
The
third
one
check
out
the
spring.
So
we're
going
to
look
at
the
fall
to
the
spring
assessment.
We
also
do
a
middle
diagnostic
assessment.
So
let
me
explain
what
the
diagnostic
assessment
is.
We
assess
our
students
three
times
a
year
in
k
through
eighth
grade
in
reading
and
in
mathematics,
and
what
that.
G
Data
that
then
teachers
use
to
see
where
students
are
maybe
falling
behind
on
the
curriculum
and
not
meeting
the
grade
level
standards.
They
check
that
against
other
data.
They
look
at
their
other
reading
assessment
data.
They
look
at
their
local
assessments
that
they
give
to
make
a
determination
because
we
never
want
to
put
all
our
eggs
in
one
basket
and
just
say
this
is
the
end
all
to
bl.
So
they
look
at
multiple
measures
and
sometimes
it
matches,
and
sometimes
there
might
be
some
discrepancies.
G
So
first
we'll
look
at
reading
results.
Overall,
this
is
the
common
hill
data.
First,
let
me
explain
the
color
coding
and
then
it'll
be
an
easier
conversation,
so
the
dark
green
is
mid
to
on
mid
to
above
grade
level
standards.
So
that's
where
you
want
kids
to
be
is
that
the
dark
ring
the
light
green
is
not
so
bad
either.
That's
early
grade
level,
so
that's
before
sort
of
somewhere
in
the
first
semester
of
work.
So
the
two
greens
is
where
we
ultimately
want
them.
G
A
decrease
from
the
fall
to
the
spring
and
the
red
bars
we
want
to
see
an
increase
in
the
green
bars.
That
means
kids
are
growing
so
on
this
particular
slide.
All
of
common
hill
students,
for
example,
19
the
dark
green
on
that
first
assessment,
which
we
give
in
about
mid
september
to
mid
october
somewhere
in
that
range,
we're
reading
at
mid
to
above
grade
level.
G
At
that
time,
that's
not
like
at
the
end
of
the
year,
but
that's
where
we
want
kids
to
be
at
that
time
of
the
year
by
the
end
of
the
year.
71
are
reading
at
mid
to
above
that's
incredible
growth
in
kindergarten.
It's
what
we
would
typically
want
to
see,
but
certainly
more
growth
in
the
national
comparison.
My
next
data
report
will
show
national
comparisons
as
well
to
show
you
where
that
is.
I
just
got
that
report
from
my
ready
this
week.
So
I'll
share
that
in
my
next
assessment
report.
This.
G
You
go
to
the
next
slide.
You
can
see
kindergarten
first
grade
and
second
grade
teased
out,
so
it
sort
of
starts
to
tell
us
a
little
bit
of
the
stories.
You
see
that
really
big
growth
in
just
kindergarten
growth
from
11
to
76
in
the
dark
ring
in
grade
1,
you
see
from
17
to
70,
you
can
add
in
the
light
green
as
well.
You
see
most
of
our
students
reading
at
early
to
above
grade
level
in
grade
1.
G
in
grade
2.
You
also
see
pretty
much
increased.
It's
a
little
bit
less
of
an
increase
each
year
and
what
I've
noticed
in
grade
2
is
a
reduction
in
the
red
bars
at
the
top.
That
means
interventions
are
working,
teachers
are
providing
interventions
and
getting
those
kids
caught
up
a
little
more
than
just
a
grade
level
catching
up,
which
is
good.
G
So,
when
kids
are
falling
behind
it's
hard
to
catch
a
kid
up
in
one
year,
it
usually
takes
multiple
years,
but
as
long
as
we
see
more
than
a
year's
worth
of
growth
in
one
year,
that's
what
we're
looking
for
again,
if
we
think
long
term.
Our
goal
is
over
time
to
get
kids
caught
up
in
reading.
It
is
really
important
from
kindergarten
to
second
grade
those
are
critical
years.
G
The
next
slide
you
can
look
at
wampus,
that's
all
wampus
students,
I'll
just
scan
to
the
next
one.
We
can
see
third,
fourth
and
fifth
grade
interesting
story
here:
scott,
if
you're
thinking
about
the
state
test
scores
and
you
think
about
the
score
which
we
can't
say
out
loud,
but
that
fifth
grade
score
wasn't
as
high
as
we
would
want
it
to
be
normally
a
little
bit
lower
than
the
other
grade
levels.
The
already
data
seeming
to
show
that
as
well.
G
So
exactly
percentage-wise,
I'm
not
sure
it's
somewhat.
If
you
were
to
average
out
the
dark,
green
and
the
light
green,
and
you
could
probably
come
up
with
some
formula
that
would
correlate
somewhat
in
the
ballpark
of
the
state
test
score
there.
But
it's
certainly
as
a
pattern.
You're
seeing
similarities
here.
Third
grade
was
our
highest
grade.
Then.
G
Fourth,
and
then
fifth-
and
you
see
that
in
the
I
ready
data
here
which
to
me,
was
one
of
the
things
I
want
to
look
at
because
we're
still
trying
to
make
that
analysis-
whether
this
particular
diagnostic
we're
only
entering
our
third
year
doing,
it
is
worth
spending
the
time
on
and
we're
still
figuring
that
out.
We
think
it's
helping,
but
we'll
you
know
it
won't
give
us
enough
data
ongoing
and
we've
talked
here
at
this
board
meeting.
The
frustration
with
the
state
test
is
just
a
summative
test
at
the
end
of
the
year.
G
G
G
Yeah,
so
in
a
recent
conversation
with
the
rep,
they
said,
you
know
you
really
need
to
write
to
this
person
and
I'm
trying
to
get
other
people
there's
about
10
districts
in
our
region
who
use
iready.
So
I'm
calling
out
to
my
friend
saying:
do
you
mind
writing
this
to
iready
so
that
we
can
get
regional
norms,
because
that
would
help
us
even
more
yeah.
C
Now
the
improvement
in
the
wampus
numbers
are
is
significant,
but
it
looked
like
the
coleman
hill
numbers
like
the
the
green
bar,
which
is
the
middle
to
the
book
right
it.
It
changed
more
dramatically
from
fall
to
spring.
Is
it
because
of
the
earlier
grades
that
you
would
expect
that
or
is
it
just
because
of
something
going.
G
On
at
coming
out
yeah,
I
think
it's
probably
a
combination.
I
definitely
think
when
we
look
at
the
national
comparison.
You'll
see
that
leap,
but
whenever
I
meet
when
I
meet
with
I
ready
to
go
over
the
data
they're,
always
amazed
at
our
growth
they're
like
you're
way
above
the
national
always
and
sometimes.
G
Out
some
interesting
trends
because
they're
looking
at
a
lot
of
different
schools
and
they
see
that,
but
usually
in
the
earth,
girly
elementary
there's
a
lot
of
growth
in
reading
a
lot
of
developmentally
students
serve.
Some
students
are
learning
to
read
for
the
first
time
and
you
see
tremendous
growth.
G
G
G
Different
lengths
of
time-
and
you
can
take
it
over
multiple
days,
so
we
don't
just-
have
kids
sit
for
an
hour.
You
usually
give
it
in
15
20
minute
blocks,
but
it
depends
on
grade
levels,
maybe
even
less
for
kindergarten.
Kids-
and
it's
also,
if
you
recall
I
read,
is
an
adaptive
assessment.
That
means,
if
I'm
taking
the
test
and
I'm
getting
a
lot
wrong,
it's
going
to
lower
the
difficulty
level
until
it
finds
where
I'm
at
and
then
it'll
start
building
up.
It's
trying
to
find
where
I
am.
If
dr
lamia.
E
C
G
E
G
Right
now
we
have
it
so
we're
we
have
two
years
of
this.
We
do
get
reports
and
there
have
been
families
who
have
asked
about
it
and
the
principals
will
meet
with
the
families
and
go
over
the
report
and
explain
the
results.
I've
actually
had
conversations
with
families
during
the
pandemic
because
we
started
doing
it
during
the
pandemic.
I
was
actually
having
conversations
with
families
to
talk
about
the
results
and
what
they
mean
and
interpret
them
for
that
yeah
yeah.
G
G
This
already
administration-
and
we
just
have
to
think
about
whether
we
make
sure
we
understand
the
data
first,
you
know
the
first
two
years
of
implementation
of
this.
We
weren't
so
sure
how
confident
we
were
in
this
assessment
in
general
and
understanding
what
it
was
testing.
So
we
just
need
to
like
understand
it
a
little
bit
more.
What.
F
Have
this
information,
but
the
number
of
kids
that
are
actually
taking
the
I
ready
test
versus
the
number
of
kids
that
are
taking
the
state
test.
So
I'm
just
thinking
are
there
more
kids
taking
I
ready
because
they're
in
15
minute
increments
versus
people
who
are
opting
out
because
their
kid
can't
sit
for
a
three-hour
test.
G
G
It
we
can
tell
if
it
seems
like
they're,
rushing
the
program,
flags
that
and
we
could
retest
them.
It's
very
rare
that
a
student
ends
up
not
finishing
a
test
on
the
state
test.
Our
opt
out
numbers
have
decreased
dramatically
in
office
and
sixth
grade
seventh
and
eighth,
maybe
a
little
bit
higher
eighth
grade
being
the
highest
but
they're
still
significantly
significantly
lower
than
they
were
originally
yeah.
So
yeah
there's
it's
most
students
in
third
fourth
and
fifth,
I'm
taking
the
state
desk.
G
G
E
F
G
Those
numbers
are
pretty
high
and
they
don't
match
already
the
teachers.
Don't
really-
and
I
was
thinking
about
this
and
talking
with
kim
about
it-
I
think
we
have
content
specialists
at
this
secondary
level.
The
teachers
work
on
teams.
We
have
a
lot
of.
We
have
a
lot
of
consistency
at
the
middle
school.
Those
teachers
really
know
the
students
and
have
their
own
interventions
and
have
a
lot
of
assessments.
They
give
students
in
the
middle
school
constantly
that
I
don't
think
they
really
need
this.
G
We
might
stop
get
we're
going
to
give
it
one
more
year
at
the
middle
school.
I
don't
think
it's
helping
us
help.
Kids,
this
data
and
when
I
look
at
these
scores,
they're
not
really
telling
us
much
because
they
don't
correlate
with
the
state
test,
scores
we're
going
to
dive
a
little
deeper
before
we
make
that
decision,
but
see.
If
is
there
something
going
on
here?
I
just
want
to
look
a
little
deeper
at
who
those
students
are
so
like
the
students
who
aren't
achieving
and
the
red
bars.
Are
they
really
not
achieving?
G
G
The
learning
pathway
so
there's
a
whole
other
part
of
this,
where
once
it
gives
the
results
in
the
in
the
fall,
the
teachers
can
assign
areas
of
work
for
students
to
work
on
independently
in
the
areas
where
they
were
showing
weakness
in
the
standards
and
so
kids
do
practice,
and
then
teachers
do
other
interventions.
So
we're
really
using
this
state
at
the
elementary
schools
in
the
program
or
at
the
middle
school.
We're
not.
We
just
give.
E
G
G
F
G
G
Use
it
more
than
anyone
at
the
middle
school
I'll
just
go
through
the
math
results.
So
if
we
look
at
the
I
ready
spring
to
fall
again,
this
is
similar
trends.
You
know
how
to
read
the
crafts
now
I'm
seeing
that
growth
in
math,
we'll
look
at
the
grade
levels
k
through
two.
You
see
that
big
growth
in
kindergarten-
you
can
just
imagine
how
much
these
students
learn
in
kindergarten
and
it's
reflective
above
the
ela
and
the
math
results.
G
The
one
thing
here
is
in
second
grade
math
seemed
lower,
and
that
was
sort
of
surprising
to
me.
That's
not
typical
of
what
I
would
see
in
second
grade,
so
I
we'll
unpack
that
a
little
bit.
Let's
see
why
that
green
bar
is
a
little
bit
lower
than
we
would
expect
and
then
going
to
wampus
again
seeing
a
big
increase
there
when
you
look
at
three
through
five
here
again
you're,
seeing
somewhat
of
a
correlation
between
this
data
and
the
state
scores.
If
I
look
at
that
the
fourth
grades
higher
here,
they
were
similar.
G
G
And
then
again
we
get
to
the
middle
school,
where
I
won't
spend
time
on
it
except
point
out
the
sixth
grade.
You
see
the
high
crew
bar
there
and
I
they
use
it
a
little
bit
more.
The
eighth
grade,
I'm
not
sure
what
that
data
means,
because
it
doesn't
correlate
at
all
with
our
eighth
grade
results
which
you
just
looked
at.
So
I
think
it's
that
seriousness
of
the
asses.
G
There's
two
more
documents
in
there,
which
are
curriculum,
analysis
reports.
We
are
using
that
data
to
analyze
our
curriculum.
I
thought
you
would
find
it
interesting.
So
if
you
opened
up
one
of
those
spreadsheets
and
you
looked
at
the
data,
you
see
one
for
ela
and
one
for
math
and
then,
if
you
go
down
it,
it's
by
grade
level,
you'll
see
a
bunch
of
highlighted
items
in
the
highlighted
column.
What.
E
G
Showing
is
it
lists
the
standards
on
the
left
so
you're,
seeing
the
standard
for
the
assessment
and
then
you're,
seeing
the
number
of
the
pers,
the
number
of
questions
and
the
percent
of
questions
that
are
testing
that
particular
standard
and
the
domain.
And
then
you
see
the
actual
item
on
the
test,
it
might
say:
mc06,
that's
multiple
choice,
six
and
then
I
did
an
analysis
where
we
look
at
what
percentage
of
our
students
got
that
item
correct
and
compare
it
to
the
region.
G
So,
for
example,
if
you're
looking
at
the
ela
one
and
you
see
that
we
tested
143
students-
and
you
see
the
certain
percentage
of
students
that
got
item
multiple
choice
at
an
eight,
then
you
look
at
the
region
and
that
second
column,
that
question
gap
is
the
difference.
So
if
it's
positive,
what
that's
showing
is
our
students?
G
G
Coded
the
green
ones
that
are
more
than
ten
percent
higher
than
the
region,
that's
about
where
I
would
want
to
be
somewhere
between
five
and
ten
percent
higher
than
the
region,
so
the
yellow
is
not
in
it
in
no
way
a
bad
score,
it's
between
five
and
nine
percent
of
the
region,
so
that
means
our
student
scored
within
five
to
nine
percent.
If
it's
yellow,
I
didn't
highlight.
G
G
Some
idea
about
how
we're
going
to
do
comparatively
on
each
of
the
assessments
if
a
lot
of
green
items
in
a
particular
assessment
means
we're
performing
10
of
the
region,
we're
probably
going
to
be
right
fairly
highly
on
that
particular
test.
I'm
trying
to
get
an
analysis
of
that,
but
it
also
the
green
and
the
yellow
are
pretty
good.
If
I
see
one
that's
within
five
percent
of
the
region
or
lower
we're
going
to
want
to
go,
look
at
that
standard
to
see
why
maybe
our
students
aren't
achieving.
G
That
was
it,
maybe
that
we
didn't
test
them
very
well
on
that
was
it
maybe
that
we
introduced
that
concept
after
the
state
test.
You
know
there's
a
lot
of
explanation,
so
we
have
to
dig
deep,
but
this
is
an
example
of
a
tool
I
wanted
to
share
with
you
that
we
use
to
analyze
our
curriculum.
So
this
is
a
really
helpful.
G
It's
really
interesting
if
you're
sort
of
a
curriculum
nerd-
and
you
like
to
dive
into
the
data
and
the
exact
standard
that
our
students
aren't
achieving
on
what
our
reading
and
math
specialists
have
also
is
a
version
of
this.
For
each
student,
so
we
have
every
student
and
what
items
they
got
right.
You
can
do
a
comparison
there,
so
it
tells
us
that
at
the
individual
level
we
put
in
the
teachers
hands
data
where
they
can
actually
look
at
their
students
and
their
success
rate
on
every
single
item.
G
G
D
G
G
D
G
G
Gap,
you're
talking
a
range
from
eight
percent
to
fourteen
percent,
that
eight
to
nine
is
still
pretty
high,
we're
still
above
the
regional
success
rate.
Pretty
significantly,
I
think
eight
or
nine
percent
is
pretty
good.
It's
not
like
it's
zero
or
two
or
three
right,
so
they're
all
pretty
close
together.
So
I
just
color
coded
them
that.
G
Look
at
five
percent,
then
it
would
be
all
you
know
above
five
percent,
so
you
know
you
still
compare
to
the
region
we're
doing
well
on
that
particular
standard.
So
on
most
of
those
standards,
I'm
okay,
you
know
there
might
be
one
where
it
is,
there's
more
where
the
whole
standard
is
lower,
that's
one
we
really
want
to
dig
into
as
well,
but
you
also.
G
In
your
hands
and
go
look
at
the
individual
item,
because
you
could
probably
I
can
put
that
data
in
a
teacher's
hand
and
they
look
at
the
item.
They'll
probably
tell
you
right
away
what
the
kids
got
wrong.
They
go.
Oh
yeah.
I
think
I
know
what
they
did
here.
That's
the
real
power
is
taking
the
test.
Looking
at
the
item,
looking
at
this
data
and
then
saying
what
do
you
think
our
kids
aren't
getting
here
and
then
what
can
we
change
in
our
curriculum
so
that
kids
can
get
that
data.
G
Do
in
fact
today,
when
I
was
asking
lindsay
about
her
day
to
day
part
of
her
day
ended
so
we
had
the
morning
meetings.
Then
she
went
to
faculty
meetings
and
then
she
had
a
what's
called
a
speed
data
meeting,
no
speed
data,
so
the
teachers
at
the
grade
level
get
data
folders
with
their
kids
data,
and
that
looks
it's
a
little
different
than
this.
But
it's.
F
G
F
G
C
G
Are
conversations
happening
at
the
state
level
about
doing
adaptive
tests
again
that
conversation
happened
about?
I
think
it
was
in
2016
when
they
were
changing.
They
can
go
that
route.
You
know,
so
any
advocacy
we
can
do
in
that
regard.
Let's
change
the
format
of
the
test.
Let's
have
more.
These
tests
exist.
I
don't
know
why
we're
using
such
an
archaic
system
in
our
state
testing,
because
there
are
companies
that
can
do
this
stuff
right.
New
york
just
needs
to
hire
a
company
and
come
in
and
do
it
instead
of
them
trying
to
use.
G
G
A
You
that's
really
great.
Okay,
we're
going
to
move
on
to
10.2
board
of
education
in
20,
22,
23
committee
assignments.
If
everybody
had
an
opportunity
to
look
at
the
committee
assignment
that
they
were
sent
around,
the
only
thing
we
have
to
do
is
we
will
have
to
add
the
literacy
committee
on
here.
It's
not
here
so
we'll
revise
that
okay,
great
and.
A
B
Lara
lori-
and
I
have
looked
at
this
already-
I
wanted
to
put
this
on
this
agenda
for
the
board
to
start
looking
at
and
we
could
have
a
detailed
q
a
at
our
next
meeting.
If
there
are
specific
questions
that
you
don't
have
for
today,
we
did
stay
with
you'll
notice.
This
is
a
lot
more
fleshed
out
as
far
as
the
components
that
are
under
each
of
the
topics,
but
then
we
have
had
in
the
past,
but
we
really
felt
that
it
was
time
that
we
added
a
few
things
here.
B
So
we
had
excellence
in
teaching
and
learning.
What
we
did
is
distinguished
for
new
curriculum
implementation
and
innovation
in
teaching
and
learning
broke
it
down
from
k5
what
is
going
to
be
k8?
What
is
going
to
be
9
12
and
what
is
going
to
be
6
12,
because
we
thought
that
that
would
and
then
also
k-12
and
it's
everything
from
guidelines
for
curriculum
and
instruction
decisions,
evaluating
curriculum
science,
curriculum
world
language
curriculum
and
going
back
to
the
elementary
level,
with
our
literacy
curriculum
and
reviewing
evaluating,
reading
and
mathematic
diagnostic
and
screening
tools.
B
There's
also
the
data
scott.
This
was
a
nod
to
you
using
data
to
inform
practice,
but
really
continuing
to
expand
that
data
dashboard,
revising
the
methods
and
tools
and
a
lot
of
what
tim
was
talking
about
today.
Looking
at
that
irony,
data
versus
some
state
data
and
why
they
don't
correlate
quite
accurately.
B
Our
health
protocols
are
smaller
than
ever.
It
doesn't
mean
that
we
are
not
still
focusing
on
mitigation
strategies
like
filters,
and
you
know
cleanliness
of
our
buildings
and
having
opportunities
for
tests
in
our
schools
for
people
to
take
home
from
the
state.
All
of
that
is
still
going
to
exist.
We
just
don't
have
all
of
that
six
feet
apart
and
blue
dots
on
here,
so
we
are
looking
forward
to
that
security.
B
We
have
our
adoption
of
our
district
y
emergency
plan
thanks
to
gina
cunningham
and
all
her
work
with
the
altarist
group
and
the
trainings
that
occur,
and
then
cyber
security,
a
contribution
here
from
andrew
taylor,
about
continuing
to
look
at
the
data
breaches.
All
of
the
collaboration
has
to
do
with
lyric,
with
the
outside
vendors.
To
look
at
our
security
measures.
B
B
We
have
our
current
year
issues
on
other
issues,
reviewed
strategies
to
reduce
our
operational
costs
and
increase
efficiencies.
Kelly
will
talk
a
little
bit
more
about
that
planning
and
the
development
of
some
capital
projects
through
the
course
of
this
year,
district
benchmarking,
including
the
per
pupil
expenditures,
and
then
we
have
two
collective
bargaining
agreements.
B
E
B
B
B
New
real
estate
development
on
staffing
and
budgets-
those
are
the
conversations
that
we
have
with
the
town
that
help
us
to
predict
what
our
needs
are
going
to
be
our
future
revenue
trends
and
tax
implications
for
us
in
leadership,
development
and
succession
planning.
Last
year,
we
only
had
this
main
topic,
this
one
main
box
that
we
were
continuing
as
you
were
continuing
this
board
of
education
as
a
district
to
look
at
succession
planning.
B
Now,
we've
put
two
very
specific
items
under
leadership:
development,
we're
going
to
study
and
study
these
opportunities
for
selected
administrators,
including
executive,
coaching,
to
build
their
capacity
consultant
work
for
conducting
teacher
evaluations.
We
are
having
karen
eldin
come
in
and
work
with
some
of
our
newer
administrators
to
evaluate
teachers
to
give
them
a
thorough
support
system.
For
that
also
tri-state's
leadership,
training
experiences.
We
have
quite
a
few
teachers
and
administrators
who
are
going
to
be
trained
in
tri-states
conducting
tri-state's
visits.
B
I'm
also
going
to
be
in
charge
of
elementary
principles,
tri-states
meetings
for
the
course
of
this
year,
so
I'm
going
to
facilitate
six
of
those
this
year,
which
I'm
looking
forward
to,
and
leadership
development
opportunities
selected
for
teachers,
tim
and
gina
put
together
a
year
three
remember:
we
had
the
year
one
mentor
program
and
then
it
was
2.0
and
now
it
is
voluntary.
But
there
is
a
year
three
and
it's
really
to
help
these
teachers
with
leadership,
opportunities
and
leadership
development
and
we're
going
to
continue
to
look
at
partnerships
with
local
universities.
B
I
am
here
partly
because
byron
hills
at
one
point
had
a
partnership
with
fordham
university,
and
that
is
how
chris
walsh
and
I-
and
you
know
quite
a
few
others-
were
here
and
we're
going
to
see
if
there's
an
opportunity
to
do
that
again
to
keep
that
pipeline.
Going
education,
reform
and
advocacy
you'll
see
that
we
put
three
specific
items
under
that
as
well,
that
were
not
there.
Last
year
through
westcott,
the
board
of
education
will
identify
advocacy
areas
of
focus
and
shared
goals
with
the
school
community.
Scott.
C
B
B
B
B
B
B
We
are
going
to
still
be
providing
students,
of
course,
with
the
materials
that
they
need
via
google
classroom
and
teachers
will
be
very
committed
to
that
this
year
we
are
also
looking
at.
We
have
established
already
a
program
with
that
juicier.
So
if
there
is
a
student
for
this
year,
who
is
unable
to
come
to
school
at
all
because
of
a
health
related
condition
related
to
covet,
we
have
an
outside
company
that
we
can
utilize
so
that
child
can
have
fully
remote
instruction
outside
of
buyer
mills.
We
didn't
have
last
year.
B
Okay
yeah,
so
we
are
committed
to
continuing
to
do
that.
As
I
said
before,
all
of
our
you
know,
there's
so
much
you've
learned
from
kofit
regarding
cleaning
and
filters
and
cleaning
up
buses-
and
you
know
people
I
think,
are
just
more
conscious
when
you
hear
somebody
cough.
I
mean
it's
like
it's
a
different
world
for
us
right
now,
but
I
am
happy
to
say
that,
even
though
we
will
still
keep
ourselves
as
safe
as
possible
that
we
are
not
in
this
maniacal
contact
tracing,
I
don't
know
why
gene
is
still
here
actually,
but.
B
B
B
B
B
With
my
you
know,
with
a
gun
in
my
house,
that's
the
situation
right,
that's
what
we
wanted,
and
so
the
county
is
going
to
come
and
speak
with
all
the
superintendents
about
the
steps
that
they've
taken
and
what
we
should
do.
If
we
ever
hear
of
that,
for
keeping
kids
safe
and
and
keeping
schools
safe
and.
B
G
Okay,
let
me
just
start
now,
yeah
sure,
sorry,
so
I'm
going
to
talk
about
curriculum
so
which
is
a
good
segue
from
the
data
to
actually
what
we
do
with
that
data.
So
you've
seen
me
report
in
the
past
on
what
is
a
curriculum
review
cycle.
So
we
have
this
four-phase
cycle
when
we're
reviewing
our
curriculum
in
the
district
or
adopting
new
curriculum.
So
in
phase
one,
it's
study
and
planning.
That's
where
we're
diving
into
looking
at
best
practices,
studying
curriculum
studying
you
know
getting
ready
for
an
implementation
of
something
new
and
phase.
G
Two
is
the
implementation
phase
after
study
we
go
into
implementation
year.
Three
is
when
we
evaluate
and
reflect-
and
that
would
be
when
we
look
at
how
well
did
the
implementation
go?
Do
we
want
to
make
any
changes?
Do
we
need
more
professional
development
and
then
phase
four,
revising
and
redefining,
and
making
adjustments
to
that
so.
G
Every
year
in
the
summer,
I'm
reflecting
with
the
administrative
team
on
what
are
the
areas
we
really
want
to
dive
into
and
where
we
are
we
on
our
major
curricular
initiatives,
so
you
can't
review
everything
all
the
time
and
our
administrators,
particularly
at
the
secondary
level
or
directors
a
little
more
in
there
doing
a
lot
more
work.
This
is
really
where
it
requires
my
attention
and
I
come
in
and
I'm
working
with
the
administrators
on
sort
of
a
big
level.
So
this
is
sort
of
what
we're
working
on
this
year.
G
I
won't
go
through
all
the
details,
but
to
give
you
a
sense
of
this,
you
can
certainly
look
at
it
more
deeply,
but
you'll
see
here.
For
example,
you
know
literacy
that'll
be
in
a
phase
one
in
terms
of
studying
literacy
in
general.
I'm
going
to
talk
more
about
that
in
a
moment.
So
I'll
come
back
to
that.
G
But
another
thing
we're
studying
and
planning
for
now
is
we
have
our
special
education
teachers
of
the
special
class
k5,
who
are
all
being
trained
in
the
orton
gillingham
approach
to
literacy,
so
kim
sapone,
our
k-5
assistant
director,
special
ed,
is
overseeing
that.
So
we
put
that
together
this
summer
and
she's
planning
that
implementation
this
year,
we're
at
phase
two
and
doing
our
pilot
of
guided
reading
and
read-alouds.
So
that
was
something
we
were
planning
pre-pandemic
and
we're
picking
up
with
that
we're
evaluating
foundations.
G
There
was
some
focus
on
phonics
that
came
up
in
this
past
year,
so
we
thought
it's
a
good
time
to
reflect
on
that
and
we
actually
sent
teachers
to
training
this
summer
on
foundations.
All
of
our
new
teachers
get
trained
on
foundations
when
they
come
in,
we
give
them
the
training
schedule.
This
is
done
by
an
outside
agency
through
our
local
boces,
and
we
ask
our
new
teachers
to
take
that
training
for
their
grade
level.
G
It's
grade
level
specific,
so
all
of
our
new
teachers
received
training
on
fundations
and
many
of
our
current
teachers
retrained
on
it.
We
weren't
implementing
it
in
third
grade.
We
had
stopped
doing
that
about
seven
or
eight
years
ago,
we're
bringing
that
back.
So
our
third
grade
students
will
engage
with
foundations
as
well,
and
we've
talked
about
ways
to
differentiate
that,
because
some
students
don't
need
that
direct
font
instruction.
G
So
we're
using
elements
from
our
wonders
program
on
the
word
study.
So
we
can
enhance
that
for
students
who
need
that
in
grade
three,
because
there's
certainly
students
who
don't
need
that
type
of
foundation,
they've
already
cracked,
the
code
of
reading
by
the
time,
they're
in
third
grade
and
fourth
grade
we're
reviewing
our
wonder,
scope
and
sequence.
At
each
grade
level,
we
were
sort
of
in
the
pandemic,
scope
and
sequence
where
we
modified
it.
G
G
And
aaron's
law,
which
is
about
child
sexual
abuse,
and
we
have
to
teach,
there's
a
law
to
teach
that
we
have
to
be
age-appropriate
at
each
grade
level.
It's
very
sensitive
issues,
particularly
young
kids,
so
we're
studying
how
we
approach
that
we
started
to
do
that.
Pre-Pandemic
we're
coming
back
to
that
work
and
then.
E
G
Looking
at
shifting
our
our
health
curriculum
from
a
content
focused
curriculum
to
a
skills
based
curriculum
and
that's
sort
of
a
trend,
not
just
all
about
content,
but
about
how
kids
engage
with
issues
that
arise
and
developing
their
skills.
So,
for
example,
if
you
think
of
the
secondary
level,
a
common
thing,
we're
talking
about
say,
is
substance
abuse,
that's
a
common
issue
that
we
deal
with
and
teach
in
our
health
classes.
So,
instead
of
just
talking
about
the
facts
about
substance
abuse,
you
develop
kid
skill.
G
How
do
you
deal
with
peer
pressure
if
you're
at
a
party
and
your
kids,
you
know
your
friends
are
pushing
you
to
try
alcohol?
How
do
you
deal
with
that?
So
you
practice
it
from
a
skills
approach.
You
also
bring
in
content,
but
it's
not
content.
Only.
It's
really
the
practical
application
of
what
you
do
in
these
is.
F
That
is
your
peer
pressure
today
looks
very
different
from
the
way
it
looked
when
you
were
in
school,
yeah
like
when
we
were
in
school,
it
might
have
been
something
like
you're
at
a
party
and
kids
are
pressuring
you
I
feel
like
it,
doesn't
look
like
that.
Now,
it's
more
like
a
social
media
and
images,
and
things
like
that,
I
guess
is
that
all
is
the.
G
Media
or
dealing
with
that
whole
impact
and
how
you
deal
with
that
type
of
pressure,
and
just
that
obsession
that
you
know
children
have
around
posting
on
social
media.
How
many
likes
do
I
get
seeing
these
images?
What
do
you
do
with
those
images?
That's
all
part
of
the
skills
based
thing
is:
how
do
you
take
in
all
this
information
and
make
sense
of
it
in
the
world?
G
G
G
G
Fourth,
I
think
you're
right
when
I
first
started
looking
at
it
in
2008.,
so
there's
issues
there
if
you
think
about
instead
of
just
teaching
kids
the
facts
about
puberty
really
talking
about,
say,
for
example,
it's
really
about
change
and
there's
different
types
of
change:
there's
social
change,
there's,
emotional
change
and
there's
physical
change.
So
we
have
that
conversation
with
kids
about
change
instead
of
just
getting
into
the
facts
about
what
is
actually
changing.
G
And
why
and
all
that
stuff,
you
still
teach
part
of
that,
but
it's
really
about
the
development
of
kids
and
how
they
interact
and
engage
because
of
that
that
skills
based
approach
well
and
we're
consulting
with.
I
think
it's
a
contract
that
might
be
in
your
packet
this
month
is
what
the
former
byram
hills,
health,
educator
and
director
of
our
health
and
physical
education
department.
Michaelina
he'll
be
working
with
us
he's
been
teaching
at
the
college
level,
he's
been
doing
a
lot
of
consulting
he's
really
up
to
date.
G
E
G
Yeah,
he
knows
our
community,
so
he's
really,
and
he
knows
the
teachers
he's
been
there
with
them.
So
right
away,
he's
looked
at
curriculum
maps,
he's
giving
us
feedback
on
that.
So
he's
been
doing
some
pre-work
to
get
ready
for
this
work,
so
I'm
very
excited
we'll
be
doing
some
work
at
science.
You'll
see
that
and
have
an
opportunity
to
talk
to
the
chairs
and
directors
in
october
about
their
goals
you
can
see.
Startup
is
on
here
in
our
curriculum
review.
Global
scholars
is
on
here
it's
going
to
be
a
great
year.
G
G
A
good
number
are
coming
on
thursday
and
we're
going
to
also
have
a
virtual
option,
we'll
come
into
that
so
lisa
pellegrino
and
jen
layton
and
andrew
taylor,
who
are
the
administrators
overseeing
it
as
well
as
john
naughton
and
kelsey
smith,
will
be
teaching
as
well
as
lisa
teaching.
Of
course,
they'll
all
be
there
and
we'll
start
the
process
of
training,
the
volunteers,
the
parents,
so
we're
very
excited
about
thursday
morning
and
meeting
the
volunteers
and
creating
a
volunteer
community,
and
I
will
do
a
plug
to
our
community.
G
If
anyone
is
interested
in
volunteering
and
has
expertise
in
the
area
of
starting
your
own
business
or
other
types
of
specific
areas,
around
legal
advice
or
other
areas
around
what's
involved
in
starting
a
business,
you
can
volunteer
for
startup
and
come
in
and
work
with
our
kids
and
teachers.
So
you
can
certainly
email
me
and
I'll
give
you
the
information.
G
E
G
And
seniors
it
starts
in
junior
year
and
we
allowed
seniors
as
well
to
take
it
just
so
they
have
a
year
sure,
and
so
again
it's
sort
of
like
global
scholars.
You
could
start
in
either
11th
or
12th.
If
you
take
one
year
of
it,
we
think
that's
great.
So
it's
not
like
science
research
work.
You
have
to
commit
to
three
years,
but
we
will
then
start
a
second
year
program
next
year.
G
G
G
F
G
I
believe
that
that
can
fit
in
their
schedule.
Absolutely
it
might
be
that
a
kid
might
not
be
in
other
types
of
electives,
so
it's
just
that
trade-off.
That
kids
have.
When
you
have
eight
courses
you
can
take
in
a
year.
Finally,
you'll
see
some
of
the
new
courses.
Generally,
we
always
review
anytime.
We
implement
a
new
course
we're
constantly
evaluating
those
new
courses
because
of
the
pandemic.
I
got
a
little
behind
on
that.
G
I
hope
to
start
getting
to
and
touching
a
little
bit
on
this
year,
not
full
study
yet
is
really
looking
at
our
district-wide
practices
around
homework
and
around
grading.
It's
something
that
we've
had
little
pockets
of
conversations
about
over
the
last
10
years.
Grading
is
something
I
have
a
lot
of
thoughts
on,
and
I've
worked
with
teachers
and
a
lot
of
little
pilots.
G
Certainly
that's
something
I
want
to
take
on
as
a
bigger
level,
and
mr
walsh
is
going
to
be
talking
about
it
this
year
with
high
school
faculties
on
some
level,
not
making
any
major
changes,
but
doing
a
little
bit
of
thinking
and
reflecting
about
our
grading
practices
and
we'll
take
it
on
more
and
more
over
the
next.
Several
years.
G
Aspects
in
creating
homework
to
explore
and
study
in
our
district
I'll
just
point
out,
I'm
going
to
click
on
this
down
at
the
bottom
specific
k5.
I
won't
go
into
detail.
This
is
an
extensive
document,
but
you'll
see
all
of
the
different
applications
that
we
have
at
the
elementary
that
we're
constantly
spending
time
reflecting
on
it's
a
lot
of
material
you'll,
see
all
of
that
you're.
Familiar
with
wonders,
wonder
works
is
the
special
education
version
of
wonders.
G
You've
heard
me
talk
about
foundations,
there's
other
programs
on
here
that
are
all
related
to
literacy
on
that
piece
and
we're
at
different
phases
of
what
we're
doing,
whether
per
grade
level
like
home
and
health
and
want
this
and
you'll
also
see
math
and
some
of
the
things
we're
looking
at.
So
this
is
work
that
I
developed
with
peggy
and
dave
as
we
explore
these
different
areas
and
are
implementing
a
lot
of
different
things.
There's
a
lot
of
balls
in
the
air
in
elementary
when
you're
dealing
with
four
academic
subjects
for
a
classroom
teacher.
G
So
you
see
these
different
areas
where
we're
focusing
our
curriculum
work
on
and
then
you
get
to
the
social,
emotional
learning
and
health
education
at
the
bottom.
We're
also
doing
some
training
over
teacher
aides
and
that's
a
collaboration
with
gina
who
works
with
the
aides
and
some
of
the
staff
developers
that
have
been
in
our
district
for
a
while
working
with
teachers
we're
bringing
in
to
work
with
our
classroom.
So
they
can
better
support
our
kids
in
the
classroom
that
align
with
our
practices.
That's
really
exciting,
we're
very
happy
about
that
aids
training.
G
We
did
this
over
the
last
two
summers.
Actually
three
summers
and
it's
been
really
great
work
from
our
teacher
rates
and,
finally,
let
me
get
to
the
literacy
study
which
I've
been
waiting
to
talk
about
all
summer.
I've
been
working
on
this
and
meeting
some
great
people
and
reading
a
lot
of
great
articles.
So
there's
been
a
lot
of
media
attention
on
literacy
over
the
last
year.
G
You
know
in
the
media
it's
sort
of
portrayed
as
the
reading
course
every
decade
or
so
we
go
through
the
reading
wars,
the
math
wars,
there's
all
types
of
educational
wars,
about
the
philosophy
of
how
you
teach
these
subjects.
So
we're
we're
in
the
era
of
the
reading
wars.
Right
now,
there's
a
lot
in
the
press.
It's
in
the
mainstream.
E
G
It's
in
the
educational
journals,
you
probably
are
reading
it
in
your
school
board,
journals
about
reading
and
it's
generally
a
philosophical
approach
about
phonics
versus
whole
language
and
then
halfway
or
somewhere
in
between
the
balanced
literacy
approach,
and
what
we
read
in
the
media
is
often
a
very
over
simplification
of
what
it's.
What
is
really
needed
to
talk
about,
and
sometimes
the
research
and
the
science
of
reading
that
is
set
talked
about
in
the
media
is
not
often
deeply
understood.
G
So,
as
this
was
coming
up-
and
we
were
having
conversations
last
year
around
it
and
I'm
reading
a
lot
in
the
press
about
the
reading
words,
I
thought:
how
do
we
approach
this
in
a
way
that
doesn't
confuse
us
environmentalism?
We
don't
start
being
reactive,
that
we
actually
do
it
in
the
birmingham
way,
which
is
to
slow
down
and
to
study
deeply.
G
G
How
can
we
do
that
around
sort
of
the
questions
that
are
coming
up
around
that
area?
Why
don't
we
just
dive
deep
into
a
study
like
we
do
we've
done
this
before
we've
been
doing
it
in
our
site-based
teams,
around
character,
education,
we
bring
parents
and
teachers
and
administrators
together
to
read
the
literature
and
do
book
reads.
Chris
walsh
has
done
studies
like
this
around
college
admissions
with
parents
and
guidance
counselors.
We
did
it
with
world
languages
back
in
2009
and
10.
We
studied
a
foreign
language
at
the
elementary
school.
G
We
brought
in
an
expert
to
guide
us
through
a
study
for
a
couple
years,
so
I
want
to
take
that
approach
this
year
and
I've
designed
an
approach
to
a
literacy
study
where
we
will
bring
our
elementary
teachers
together
with
the
administ
administration
and
with
parents
and
as
I've
been
reading
the
literature.
I
came
across
some
common
names,
so
I
started
to
make
some
phone
calls
and
found
two
really
amazing:
expert
consultants
who
are
researchers
in
literacy
they're
both
also
former
teachers
and
practitioners
who
work
with
kids.
G
They
understand
reading
and
writing
really
deeply
typically
as
researchers,
they
have
their
own
area
of
expertise.
These
two
complement
each
other.
Well,
they
have
different
areas
of
knowledge
base.
We
will
bring
in
other
experts
if
we
need
to
that,
they
don't
have
expertise
in
we'll
find
someone
else
that
we
can.
We
can
kind
of
that
can
join
us.
G
G
It's
a
starting
point
we'll
see
where
we
get
after
these
five
sessions
at
the
end
of
the
year
and
if
we
need
to
continue
it,
if
we
need
to
add
some
sessions,
we
can
certainly
adjust
this
along
the
way.
I
thought
this
would
be
a
great
way
to
sort
of
try
to
just
slow
down
our
system
and
dive
and
learn
before
we
make
any
major
decisions.
So
this
won't
be
a
decision-making
body.
This
isn't
to
adopt
a
curriculum.
This
is
to
study
how
kids
learn
to
read
and
how
they
learn
to
write
and
from.
E
G
G
G
Thank
you.
I
will
be
sending
out
an
email
to
the
community
next
week.
The
first
week
we're
back
maybe
mid
week
next
week
to
both
teachers
and
to
the
fair
community
I'll
ask
parents
if
they
can
really
commit
to
those
days
to
submit
and
fill
out
a
form
and
then
I'll,
I'm
sure
I'll
have
to
select
some
we'll
just
find
a
balance
of
parents
across
the
grade
levels
to
be
part
of
the
committee.
So
in
terms.
G
G
E
H
H
It
was
july
twenty-something.
Actually,
I
spoke
to
the
director
of
water
sewer
today
he's
in
a
similar
position,
as
we
are
they've
submitted
plans
in
march
and
they're
still
waiting
approval
for
the
department
fell
to
remedy
the
issue
similar
to
us
at
the
high
school,
we're
replacing
our
water
treatment
system
and
we
submitted
plans
around
the
same
time
actually
early
in
february.
I'm
still
waiting
for
that
approval,
as
well,
so
just
wanted
to
touch
base
on
that
the
water
is
safe
to
drink.
H
Just
in
terms
of
a
timeline
for
a
capital
project
that
the
high
school,
the
new
learning
commons
or
the
library
replacement
we've
been.
We've
toured
some
libraries
jen
in
the
high
school.
The
staff
has
gone
through
multiple
libraries
early
september,
the
next
couple
weeks
we're
going
to
be
doing
a
workshop
with
a
key
stakeholders
just
to
review
some
options
that
architects
have
prepared
options,
renderings
and
different
details,
we're
hoping
to
sit
down
with
them.
The
next
couple
weeks
to
do
that.
We'd,
like.
H
That
should
take
two
to
three
weeks
to
get
that
kind
of
estimate
what
we
think
the
project
is
actually
going
to
cost,
and
then
you
know
throughout
the
process
of
the
budget,
we'll
review
the
presentation
of
the
renderings
and
the
idea
for
the
library
and
it
will
be
on
the
ballot.
Obviously,
pending
your
approval
for
approval
during
the
annual
budget
vote
once
that
takes
place,
assuming
it's
approved,
we'd
start
that
process
with
the
state.
That
would
probably
be
the
whole
summer
pretty
much.
H
H
H
H
H
Achieved
on
this
project,
we're
talking
about
300
000,
which
is
about
40
of
the
total
cost
we
pay
for
electric
on
a
yearly
basis,
so
a
significant
savings.
Obviously
we
need
to
follow
that
the
process
there
we'll
interview
with
our
attorneys
the
details,
we're
gonna
speak
to
the
town.
We
have
multiple
conversations
with
our
new
york
power
authority,
which
is
our
supplier
for
electric.
You
know
we'll
make
sure
the
area
in
terms
of
whether
it
is
affects
the
neighbors
in
that
area.
H
H
B
Not
sure
this
can
happen,
but
it's
worth
going
down
this
land
as
far
as
we
can
to
figure
out.
If
we
can
do
that,
absolutely
great
and
we've
looked
at
our
roofs
and
for
multitude
of
reasons,
flat,
roofs,
roof,
replacements,
air
conditioning
units
on
roofs,
lack
of
sun
trees,
trees,
yeah,
we've,
we've
pursued
that
out
and
that's
not
possible.
A
Gina
anything,
nothing,
nothing,
okay
and
communications
to
the
board
number
13.
I
have
heard
nothing.
Did
anybody
have
any
communications
to
report?
No
okay,
hearing,
none
we
move
on.
Can
I
get
approval
of
the
board
minutes?
Does
anybody
have
any
changes,
or
I
think
we
also
have
were
you
here
at
the
last
meeting?
Well,
let's
the
meeting.
D
A
Reorder
meeting
yeah,
I
was
sworn
in
okay,
good
right,
so
then
we
can
all
vote
great.
So
anybody
have
any
change,
nothing!
Okay!
So
if
we
will
kind
of
a
motion
to
approve
the
board
minutes
from
july
12th,
so
thank
you
and
can
I
have
a
motion
to
adjourn
and
take
a
second
all,
those
in
favor
and
good
night
and
we're
very
excited
for
this
year
and
we're
just
wishing
everybody
a
safe
and
happy
return
to
school.
Thank
you
so
much.