►
From YouTube: Board of Education Meeting - May 3, 2022
Description
1. Call To Order 00:00
2. Proposed Executive Session Upon Board Approval 00:00
3. Pledge of Allegiance 00:31
4. Comments from the Public 24:18
5. Revision and Adoption of Agenda 1:11
6-8. Consent Agenda 1:52
9. Special Report #1: Recognition of 2021-22 Dr. Pavlica Authentic Science Research Seniors and Regeneron Science Talent Search Scholars 2:47
10. Special Report #2: K-5 Reading Program 26:23
11. Unfinished Business 01:03:11
12. Special Report #3: Budget Hearing V 1:13:32
13. New Business 1:18:47
14. Staff Reports 2:01:52
15. Board Reports 2:19:32
16. Communications to the Board 2:20:08
17. Approval of Board of Education Minutes 2:20:24
18. Adjournment 2:20:40
AGENDA: https://go.boarddocs.com/ny/bhcsd/Board.nsf/vpublic?open
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A
B
A
A
A
So
we
are
really
glad
that
all
of
our
science
research
students
are
here
to
celebrate
with
us
and
before
we
get
to
the
main
portion
of
tonight,
we're
just
going
to
conduct
some
very
quick
business,
so
just
bear
with
us.
It's
only
going
to
take
a
few
minutes
first,
I
would
just
ask
for
a
motion
to
adopt
tonight's
agenda.
There
are
a
few
revisions.
A
The
first
revision
is
we're
going
to
add
two
items:
13.4
and
13.5
to
new
business,
which
will
be
a
discussion
of
bhef
grants
that
they've
proposed
and
that
we
need
to
decide
whether
to
accept
there's
some
amazing
rants.
So
that
is
those
are
two
revisions
and
then
the
other
is
just
to
move
item
four,
which
is
comments
from
the
public
to
just
after
we
do
our
science
research
celebration,
given
that
we
know
that
our
students
have
aps
and
sports
and
a
lot
of
other
things
that
they're
juggling
this
week.
A
A
A
Did
so
with
all
of
that
said,
we
are
now
going
to
move
to
our
special
report
tonight
item
nine,
our
first
special
report,
which
is
our
recognition
of
our
science
research
program,
and
I
want
to
talk
tonight
about
how
you
know
this
is
a
tradition
that
we
have.
You
come
at
the
may
meeting,
and
there
are
a
couple
of
amazing
things
about
this
tradition.
A
But
no
one
has
looked
back
because
it's
been
a
resounding
success
and,
most
importantly,
given
the
three
years
that
you
just
embarked
on
and
what
you've
accomplished,
which
is
more
than
what
many
students
do
before
they
get
to
graduate
school
or
get
to
their
doctorate
program.
It
is.
It
is
cause
for
us
to
celebrate
tonight
and
I
think
when
you
did
your
mentor
search,
I'm
sure
there
are
some
mentors
out
there.
What
happens?
A
Every
year,
where
they'll
say,
oh
we're
not
going
to
take
on
a
high
school
student,
whether
it's
data
privacy
issues
or
they
think
a
high
school
student
doesn't
have
the
background,
and
every
year
you
know
byron.
Hill
students
prove
those
mentors
wrong,
and
I
was
looking
at
you
know.
I
was
looking
at
it
from
a
science
research
perspective.
You
know
what
data
can
we
show,
and
there
are
two
things
that
I
found.
One,
of
course,
is
just
the
amazing
accomplishment
of
all
the
accolades,
both
local
and
regional
and
national.
A
And
yes,
what
that
basically
translates
into
is
a
self-help
book
for
an
older
person
having
a
mid-life
crisis
and
and
that
book
has
a
chart
in
it
and
the
chart
has
a
curve
and
it
has
an
x
and
y
axis
and
the
x-axis
is
years
of
inception
after
your
career
starts
and
the
y-axis
is
your
annual
productivity
and
it's
all
about
creative
and
scholarly
careers.
So
it's
all
about
scholarship
and
creativity,
which
is
exactly
what
you've
embarked
on
you're
in
year.
A
Three
and
the
the
good
news
is
for
you,
which
is
that
at
the
beginning
of
that
curve,
it's
super
steep
and
you
can
really
accomplish
so
so
much,
even
though
you
know
you
don't
have
years
and
years
of
experience,
you're
doing
science,
research
and
that's
what
you've
proven
tonight.
The
bad
news
is
for
me
because,
right
around
when
you
get
to
like
that
20th
year
and
beyond,
it
starts
to
massively
decline,
which
is
why
you
have
to
read
a
book
called
strength
to
strength
and
find
out
your
next.
A
So
so
it's
really,
you
know,
I
think,
you've
proven
that
you
can
accomplish
so
much
so
early
on
in
your
science
careers,
and
I
think,
when
you
think
about
you,
know
what
you've
gained
from
the
program.
Of
course,
a
lot
of
scientific
knowledge,
but
also
the
amazing
amount
of
work
that
you've
done
to
persevere
and
there's
cold
calls
that
you
made
to
find
a
mentor
all
those
skills
that
you'll
be
able
to
use.
A
The
combination
of
dedication
and
support
and
just
unbelievable
care
that
they've
provided
along
your
journey
should
be
recognized
and
then
lastly,
science
research
is
one
of
the
few
things
at
byron
hills.
That
really
has
a
very
active
alumni
network,
and
so
we
hope
that
you'll
stay
connected
as
alums
and
help
the
science
research
students
coming
up
the
ranks
as
they
embark
on
their
projects,
and
we
look
forward
to
you
having
that
next
stage
of
your
relationship
with
the
program.
So
congratulations
again.
H
I
H
A
retired
educator
who's
having
one
of
the
proudest
moments
of
her
life
right
now,
seeing
her
grandchild
celebrate
and
be
celebrated
by
our
school
community,
which
is
a
huge
endeavor.
I
want
to
welcome
the
parents
and
thank
you
so
much
for
your
continued
support
of
your
children
through
this
program.
H
It's
about
selecting
the
right
topic,
it's
about
finding
the
right
mentors
it's
about
collaborating
with
other
students
and
with
their
teachers
to
create,
as
scott
levy
said,
what
most
people
don't
create
in
a
college,
atmosphere
or
potentially
even
a
graduate
atmosphere,
so
we're
just
so
proud
of
you
tonight.
You
inspire
us.
You
give
us
confidence.
H
H
H
So
I
look
forward
today
to
hearing
not
only
the
names
of
our
science
research
seniors
to
be
celebrated
by
our
outside
community,
who
is
watching
and
also
to
hear
the
titles
of
your
research
projects.
This
will
be
very
exciting
for
us.
I
I
will
keep
a
tally
of
how
many
I
understand-
and
I
will
let
you
know
at
the
end,
your
superintendent,
with
three
masters
and
a
doctorate.
How
many
I
got
okay,
so
well,
everybody
can
do
that
little
test
for
themselves.
H
H
Megan
started
becoming
the
backbone
to
the
writing
of
the
science
research
program,
probably
how
many
years
ago,
megan
seven
six
or
seven
years
ago,
we're
in
dog
years
now
so
right
a
very
long
time
ago
and
just
is
an
incredible
editor
and
supporter
and
can
string
an
argument
through
100
page
paper.
I've
seen
it
I'd
also
like
to
recognize
ronda
santini
who
works.
H
E
H
J
J
Q
J
R
K
H
Z
AA
G
H
AB
A
AC
AC
Thank
you.
Thank
you
good
evening.
Thanks
to
the
board
for
holding
tonight's
meeting,
I'm
thrilled
to
see
the
k-5
reading
program
will
be
addressed
in
the
special
report,
as
the
public
comments
session
is
being
held
prior
to
the
special
report,
I'd
like
to
reserve
the
right
to
speak
after
it
is
presented.
I
look
forward
to
discussing
the
special
report
later.
Thank
you.
A
A
J
Thank
you.
Thanks
for
letting
me
have
the
opportunity
to
talk
about
our
reading
program.
I
want
to
remind
the
board
and
our
public
that
pre-pandemic
in
2018,
19
and
1920,
we
started
to
we
convened
the
literacy
committee
k5
and
we
were
reviewing
our
literacy
program.
As
the
board
knows,
we
review
our
curricular
programs
every
several
years
like
on
a
cycle,
so
we
had
just
adopted
a
new
math.
F
J
E
B
J
So
teachers
had
to
spend
a
lot
of
time
in
the
spring
of
2020
converting
their
documents
to
a
digital
platform
in
order
to
teach
remotely.
So
that
was
a
big
challenge
so
going
into
the
summer,
knowing
that
there
was
uncertainty
in
the
2020
2021
school
year,
we
researched
several
literacy
programs
and
adopted
a
program
that
had
a
strong
electronic
and
digital
platform,
and
that
program
was
wonders
and
that
was
meant
to
be
during
the
pandemics.
J
So
we
still
have
that
program
in
place
and
plan
on
continuing
that
next
year
and
next
year,
formally
picking
up
our
literacy
study
again,
so
I'll
talk
a
little
bit
more
in
detail
about
wonders,
but
right
now
I
just
want
to
give
an
overview
of
reading
and
our
approach
to
reading,
and
before
doing
that,
I
want
to
talk
a
little
bit
about
the
science
of
reading
and
there
are
what's
been
done,
the
five
pillars.
This
came
out
of
a
study
that
was
commissioned
in
1997.
AB
J
When
we
talk
about
phenomic
awareness,
we're
talking
about
that
ability
for
students
to
learn
the
letters
and
the
alphabets
and
associating
sounds
with
that,
and
what
this
research
in
the
science
of
reading
shows
is
that
students
need
explicit
instruction
in
that
in
that
phenomic
awareness.
So
when
students
are
learning
to
say
cat
they're
realizing
that's
made
up
of
three
sounds,
and
so
they
learn
that
that
makes
cat.
And
then
they
learn
to
differentiate
differentiate,
that
from
hat
and
pet
and
other
words.
J
F
J
Vocabulary
because
we
know
that
strong
phonics
awareness
and
instruction
in
this
area
is
what
makes
strong
readers
and
that
is
tied
to
vocabulary.
There's
explicit
instruction
on
vocabulary,
which
then
leads
to
the
fluency.
The
goal
of
early
childhood
reading
is
that
students
become
fluent
in
their
reading
in
the
very
early
grades.
The
science
of
reading
really
supports
that
early
reading
is
very
important
to
students
reading
as
they
progress
through
the
curriculum
and
then
with
fluency.
J
J
J
N
J
Get
into
wonders-
and
I
want
to
spend
just
a
moment
on
instructional
strategies
and
other
components
of
literacy,
so
I
was
talking
specifically
about
those
five
pillars
of
reading.
Literacy
is
really
made
up
of
a
lot
of
pieces.
There's
the
reading
the
writing,
the
listening,
the
speaking
and
there's
also.
The
word
study
involves
that
grammar.
It
involves
the
spelling
and
involves
the
other
pieces
of
phonics,
and
then
we
also.
J
And
I'll
talk
about
that
in
a
moment
as
well,
but
there
are
various
instructional
strategies
that
can
be
utilized
to
teach
these
various
components
and
in
the
science
of
reading
that
what
was
found
in
that
panel
report
in
2000
was
that
there
are
various
instructional
approaches
to
reach
the
same
goal.
They
did
not
analyze
again
and
looked.
E
J
The
same
it
can
be
at
different
levels,
and
teachers
need
a
variety
of
strategies
in
order
to
meet
the
needs
of
kids
in
front
of
them,
and
that's
explicitly
stated
in
that
panel's
report
as
well
to
get
a
little
into
our
curriculum.
As
I
mentioned
right
now,
we
are
currently
using
wonders
that
was
a
pandemic
adopted
program,
but
I'm
sort
of
proud
of
the
program.
I
think
it
serves
it's
serving.
J
E
J
B
J
E
J
Use
wilson's
foundations,
that's
the
direct
instruction
on
phonics.
So
when
we
look
at
that
left
side
of
the
pillars
of
the
reading
with
the
phonemic
awareness
and
phonics
and
word
study
students
in
kindergarten
in
grades,
one
and
two
have
explicit
instruction
in
this
multi-sensory
approach
called
foundations
in
learning
the
phonics
piece
of
it.
So.
B
N
Q
J
Special
education
classes,
we
use
wonder,
works,
which
is
a
program
that
is
scaffolded
but
aligned
to
the
wondrous
curriculum.
So
students
in
the
special
class
are
also
getting
the
curriculum
themes
and
the
instruction
that
is
the
same
as
in
the
wonders
program.
But
it
is
scaffolded
to
meet
the
learning
needs
of
students
in
the
special
education
classes
and.
W
B
J
J
So
that's
the
curricular
piece
talk
about
progress,
monitoring
which
is
important
during
the
early
grades
that
we
know
how
students
are
advancing
to
the
grade
level
standards
as
we're
teaching
reading.
We
use
a
couple,
formal
assessments
and
then
a
lot
of
informal
assessments.
We
use
an
already
diagnostic
assessment,
which
is
an
adaptive
adaptive
assessment.
You've
heard
me
speak
about
it
at
some
board
meetings
and
I
presented
some
data
on
that
last
year.
J
B
B
J
Them
again,
we
can
see
if
students
are
making
progress
in
reading.
We
also
do
this
in
mathematics
as
well,
so
students
assess
in
both
math
and
reading,
and
then
we,
the
teachers
administer,
what's
called
an
iri,
an
informal
reading
inventory,
which
also
assesses
various
components
of
reading
and
vocabulary
and
comprehension,
and
we
come
up
with
a
rating
system
and
we
see
if
students
are
progressing
and
reading
at
particular
grade
levels
based
on
the
iri.
J
J
To
both
the
lenders
program
and
other
local
assessments
that
our
teachers
administer
in
the
classroom,
all
that
information
is
helpful
to
us.
If
students
are
not
progressing,
then
we
go
to
some
interventions.
We
have
paf,
which
is
a
preventing
academic
failure
that
is
used
in
some
great
levels.
That
is
another
structured
program
that
also
uses
the
horton
gilbert
principles,
and
so
that
program
is
used
as
an
intervention.
If
students
are
not
meeting
the
grade
level
standards,
we
also.
J
Small
group
instruction
for
students
that
is
in
addition
to
their
literacy
block.
So
if
someone
is
not
making
progress,
we
group
students
together
pull
them
out.
We
were
administering
that
pre-pandemic
four
days
a
week
of
intensive
30
minutes
a
day,
additional
instruction
to
catch
students
up
and
that
that
covers
the
entire
comprehensive
piece
of
literacy.
J
Vocabulary,
there's
the
phonics,
there's
comprehension,
students
read
books
with
the
teacher
in
small
groups
so
that
we
can
target
the
individual
learning
needs
of
the
students
and
then
foundations,
which
I
mentioned
before,
is
also
used
as
an
intervention
tool
for
students
in
grades
two
and
three
for
students
who
need
that
all
this
is
part
of
what
we
call
our
ntss
a
multi-tiered
system
of
supports
plan.
We
used
to
call
this
rti.
J
D
J
L
J
J
J
That's
a
phenomenal
number
82
into
only
the
top
11
percent,
which
shows
the
value
added
of
a
byron
hills,
education,
and
if
you
look
over
the
past
two
decades
of
our
history
and
you
can
see
how
that
has
grown
over
time
and
I'd
like
to
monitor
this,
we
look
at
this
every
year.
We
push
this
out
into
our
special
recognitions
document,
so
we
can
see
how
our
programs
are
impacting
students.
J
What
this
shows
us
is
that
we
pay
really
careful
attention
to
our
curriculum
and
we
make
sure
that
our
students
are
getting
the
best
education
and
over
the
past
two
decades
we
have
gotten
students
into
progressively
more
and
more
and
more
of
those
top
tier
schools.
One
more
piece
of
data
that
interrupt
me.
If
you
have
questions
is
you
know,
I'm
often
asked
about
the
middle
child.
You.
J
J
You
know
we
really
do
well
for
the
students
at
the
top
and
we're
really
supporting
students
who
might
be
struggling.
But
what
about
the
typical
byron
hills
kid?
So
a
previous
superintendent
started
doing
a
study.
The
guidance
department
called
the
middle
20
and
we've
been
looking
at
that
data
for
years.
How
do
the
middle
20
of
our
students
do
so
when
you
take
our
students
as
seniors
and
you
rank
them
in
order
by
gpa
and
look
at
the
middle?
How
are.
J
J
Z
A
Z
A
J
E
J
Sixth
grade
is
still
considered
elementary,
so
it's
sort
of
that
transition.
So
you
know
our
philosophy.
We
have
90
minute
blocks
of
reading
instruction
in
the
elementary
schools
plus
if
students
are
getting
intervention
and
it's
pull
out.
There
are
doses
of
extra
time
like
explain
with
the
level
letter
c
intervention.
Students
could
possibly
get
extra
time
when
needed,
but
the
philosophy.
J
J
J
Then
sustained
itself
through
the
secondary
level,
and
you
saw
this
the
ranking
and
on
the
english
region's
exam,
which
has
been
consistent
for
years.
I
think
our
average
on
the
english
regions
is
somewhere
in
the
low
90s
like
92
is
the
mean
score,
which
is
really
phenomenal
when
you
think
about
you,
know
our
entire
population
about
200
students
at
grade
level
on
that
exam,
so
students
get
that
double
dose
in
sixth
grade
which
then
I
think
really
sets
the
tone
for
seventh
and
eighth
grade.
J
As
the
content
starts
to
get
heavier
and
students
really
are
learning
more.
You
know
they
really
have
to
read
a
lot
in
their
history
classes
and
and
in
the
sciences
and
even
in
math
class,
where
they're
reading
a
lot
more
so
that
focus
really
helps
them
as
they
get
into
the
upper
middle
school
rates.
AB
E
J
So,
first
let
me
just
get
the
overview
I
could
have
included
those
slides
on
our
curriculum
review,
which
I've
shared
with
you
in
the
past.
So
we
do
have
a
four-phase
review
process
when
we
have
new
curriculum,
but
when
we're
adopting
a
new
curriculum
I'll
go
back
to
our
math
program
that
we
did
about
five
years
ago.
That
was
a
about
a
year
and
a
half
to
a
two-year
study.
We
bring
together
representatives
from
all
grade
levels
from
special
education.
J
I
brought
in
the
math
chair
as
well,
and
we
met
throughout
the
year
to
survey
all
of
the
math
programs
in
the
field.
We
sort
of
have
a
philosophical
approach
and
a
discussion
around
what
we're
looking
for
in
mathematics
so
that
it
all
connects
k-12,
and
then
we
studied
math
programs.
We
narrowed
it
down
to.
E
J
E
J
As
well
as
looking
at
you
know,
we
have
foundations
in
place
and
we
were
really
happy
with
that
piece
of
it,
but
as
we're
looking
at
other
components,
we
started
to
look
at
the
fnp
program,
which
isn't
so
much
a
curriculum
as
a
there's,
seven
components
to
fnp
that
it's,
I
call
it
a
framework.
It
offers
various
frameworks.
We
would
still
have
to
write
the
local
curriculum.
The
difference
there
is
in
the
local
curriculum,
you're,
choosing
the
books,
you're,
choosing
the
themes
of
the
units
you're,
organizing
the
content.
J
Fmp
offers
a
framework.
We
were
going
to
pilot
one
aspect
of
the
seven
component
framework
called
guided
reading,
so
that
was
something
we
started
to
look
at
piloting
last
pre-pandemic
and
now
we're
going
to
pilot
that
in
the
fall
with
a
few
teachers
teacher
pairs
at
each
grade
level
will
pilot
the
f
guided
reading
aspect
only
because
we're
really
interested
in
that
part
of
the
program
guided
reading
is
small
group
instruction
with
students
grouped
by
the
reading
ability.
J
So
the
teacher
can
work
with
those
students
and
push
them
along
and
try
to
push
their
advancement
in
reading.
So
if
ms
cunningham
and
I
are
in
one
group,
the
teacher
will
be
directing
it
to
our
reading
levels
as
she's
working
with
us
and
trying
to
push
our
understanding
and
if
we're
struggling
in
a
particular
area,
she
can.
The
teacher
can
help.
J
At
right
now,
with
wonders
to
go
back
to
that
discussion,
remember
we
were
in
the
pandemic.
School
was
closed
in
the
spring
of
2020.
We
were
at
least
the
physical
plant
was
closed.
We
knew
we
needed
something.
In
the
summer
we
brought
together
a
committee.
We
had
several
different
committees
operating
to
get
our
schools
open,
really
quickly
in
fall
of
2020,
which
thank
you
for
all
your
support.
During
that
time
it
was
a
lot
of
work,
but
we
had
a
committee,
an
ela
advisory,
that
looked
at
various
components.
J
One
thing
we
knew
is
we
needed
a
digital
platform,
so
wonders
presented
itself.
There
are
a
few
others
whose
names
I
don't
recall
at
this
point
we
looked
at
wonders.
I
looked
at
the
ed
reports.
It
had
a
high
rating
in
terms
of
its
alignment
to
standards
which
made
me
feel
good,
and
we
had
some
representatives
do
a
virtual
overview
of
the
program,
and
then
we
adopted
it.
We
knew
we
needed
something
that
if
we
had
to
close
our
doors,
we
could
still
instruct
students.
So
that
was
important
to
us.
J
F
C
J
Yeah
so,
like
I
said
in
math,
it
was
a
year
and
a
half
almost
two
years,
so
in
literacy
we've
been
looking
at
various
literacy
is
so
huge.
If
you
remember
the
slide,
I
showed
you
back
here
about
all
the
different
sorry
these
pieces
there's
so
many
components
of
literacy.
So
it
takes
a
little
time,
but
right
now
we're
looking
at
reading
and
I'd
say
it's
a
multi-year
study.
J
You
know
it
could
be
about
two
years
to
really
do
our
due
diligence
to
look
deeply
in
various
programs
to
do
site
visits
to
other
schools
and
then
to
do
a
pilot.
So
it
could
take
us
a
couple
years
in
the
process.
I'm
really
confident
in
our
program.
We
have
data
that
shows
our
students
are
advancing,
we're
screening
students
as
we
go
along,
so
we
have
a
program
in
place
that
is
producing
results,
but
also.
J
H
J
H
Tim,
can
you
go
to
the
slide
where
you
had
the
multiple
interventions
and
it's
right
after
that
yeah?
And
can
you
just
explain
you
work
very
closely
with
your
counterparts
in
other
districts
in
westchester?
Is
it
typical
to
see
in
a
school
district?
If
you
look
at
the
right-hand
side
that
we
would
have
our
own
reading
program
that
we're
using,
but
that
we
would
have
interventions?
B
J
We're
required
to
have
a
plan
of
what
you
do
when
students
aren't
making
progress
in
the
academic
areas
of
math
science,
social
studies
and
literacy,
so
the
different
districts
could
have
different
programs.
We've
I've
seen
various
surveys
go
out
occasionally
on
my
listserv
about
what
districts
are
teaching
in
literacy.
It's
all
over
the
place.
There's
not
one
constant
program
that
any
district
uses
in
any
of
the
academic
subjects,
be
it
math
or
literacy.
They
use.
W
J
Programs
out
there
that
have
similar
approaches,
there's
different
ways
to
teach
reading
instruction.
As
I
mentioned,
the
panel
report
from
2000
explicitly
stated
that
there's
multiple
ways
to
teach
and
that
that
report
couldn't
look
at
all
of
the
instructional
methods
actually
because
they
only
were
looking
at
the
curriculum
materials.
They
had
wasn't
sure
exactly
how
some
of
these
programs
were
taught
by
the
teacher.
So
they
were
looking
at
data
just
from
the
implementation
of
these
programs
or
could
be
lots
of
strategies
that
are
used,
and
it's
explicitly
taught
that
way.
But.
E
B
H
J
Yeah
the
recent
survey
from
I
think
this
was
two
years
ago.
Someone
asked-
and
I
kept
a
report
of
what
districts
are
using.
It
ranges
from
a
handful
of
districts
using
this
is
for
their
main
literacy
curriculum,
the
tc
reading
units
of
study
using
what's
called
lit
life
or
pam
allen's
core
betty.
That's
the
same
thing.
Some
are
using
something
called
literacy,
footprints
benchmark
wonders,
reading
streets,
so
there's
a
variety
function,
finale
so.
V
H
E
A
J
J
J
B
B
J
J
But
you
need
some
help
with
you
know,
comprehension
or
you
need
some
help
with
fluency,
whatever
that
component
of
literacy
might
be,
and
then
it
will
assign
some
lessons
to
students
that
they
work
on
in
the
class.
Sometimes
that's
structured
lessons.
Sometimes
it's
choice,
time
for
students
in
the
classroom,
so
that
is
additional
in
addition
to
the
90
minute
period
of
literacy.
Instructions,
kids
will
go
then,
and
do
these
lessons
online
and.
B
J
Were
assigned
to
the
students
based
on
their
individual
reading
scores,
so
I
was
cutting
in,
I
might
be
taking
it.
I
might
have
a
completely
different
pathway
than
she
has,
but
we
can
then
have
that
tailored
and
individualized
to
our
needs.
If
the
teacher
is
seeing
through
classroom
instruction
that
the
program
didn't
pick
up,
the
child
seems
to
be
missing
some
skills
in
a
particular
area.
J
Can
also
assign
learning
paths
from
I-ready
that
the
program
itself
is
not
assessing,
so
we're
not
just
using
it
blindly
we're
also
using
our
knowledge
from
other
data
sources
in
the
classroom
as
well.
So
it's
it's
pretty
complex
in
its
ability,
but
it's
really
assessing
kids
to
their
grade
level.
The
grade
level
standard.
So
that's.
J
J
J
F
D
J
J
We
were
not
in
general
education
that
we're
not
using
in
general
education
right
right,
so
yeah
fmp
was
not
used
and
then
we
were
going
to
pilot
the
guided
reading
component
of
fnp
in
the
spring
of
2020,
and
then
we
had
to
postpone
that
so
we're
going
to
pick
up
that
pilot
in
the
fall
of
next
year.
But
besides.
W
J
Now
we're
not
using
the
fap
program
in
the
general
education
curriculum,
it
is
used,
there's
a
component
of
it
called
level
literacy,
intervention
which
we
are
using
for
students
who
need
that
intensive
small
group
instruction
who
are
falling
behind
grade
level
and
that
again
was
a
pilot.
We
were
piloting
that
for
a
year
before
the
pandemic,
that
was.
A
AC
AD
A
AC
You
want
to
have
more
okay.
I
just
have
some
some
questions
about
fnp,
particularly
like
what
research
we
did.
I
mean,
there's
literally,
the
state
of
colorado
has
implemented
a
science-based
research
like
that's.
The
whole
state
has
to
do
it.
They
have
14
core
programs,
45,
supplemental
programs
and
40
intervention.
Programs,
f
and
p
did
not
meet
any
of
those
standards
in
any
of
them.
AC
We
go
back
and
forth
between
wonders
and
foundations,
both
both
pretty
good
programs
on
their
own
I'll
admit
that,
but
the
science
of
reading
you
have
to
teach
a
program
of
fidelity
if
you're,
if
you're
going
from
one
program
to
the
next
program
to
the
next
program,
it
doesn't
work
like
you
have
to
stick
with
a
program,
so
I'd
love
to
get
my
hands
on
this.
I'm
sure
I'll
have
some
more
comments,
and
hopefully
we
can,
you
know,
improve
things
together.
Thank
you.
AC
B
E
J
The
wording,
if
you
look
at
the
first
two
paragraphs,
we
were
just
doing
some
word
smithing
at
the
beginning
and
then
also
just
clarifying
where
parents
can
access
and
how
they
can
access
our
curriculum
maps
and
then,
in
that
next
section
titled
early
identification
intervention
is
where
we
made
clarification
and
took
out
rti
and
replaced
it
with
the
multi-tiered
system.
It
supports
that
is
being
used
to
monitor
students,
progress.
J
Each
grade
level,
we
did
some
change
to
language,
referring
to
the
learning
standards
and
core
academic
subjects
instead
of
basic
subjects.
It
was
just
language
we're
not
using
anymore,
so
there
was
still
some
old
language
in
there,
so
those
were
some
of
the
main
changes.
We
also
clarify
the
communication
mechanism.
J
Teacher
is
responsible
for
communicating
with
the
administrator
and
with
parents
when
a
student
is
in
danger
of
failing
school
or
being
held
back
or
failing,
of
course,
or
being
held
back
at
the
high
school
level.
The
secondary
level
we
put
in
a
statement
referencing
our
comprehensive
attendance
policy,
you'll
recall
that
attendance
is
mandated
to
get
credit
for
a
course
by
the
commissioner.
So
mr
walsh
wanted
to
put
this
in
there
because
of
all
reasons
why
students
fail
courses
at
high
school,
it's
because
losing
credit
due
to
absences.
J
E
I
Okay,
can
you
hear
me?
Okay,
so
just
saw
policy
12,
30
and
you'll
notice.
We
had
just
reviewed,
revised
and
adopted
this
in
june
of
2021,
and
in
looking
over
it
reviewing
it
again,
we
had
only
changed
just
a
couple
of
edits,
but
briefly
I'll
give
an
overview
in
terms
of
public
comment
at
board
meetings.
This
policy
offers
guidelines
surrounding
the
opportunity
for
members
of
the
public
to
speak
at
board
meetings
during
the
public
comment
period.
I
Prior
to
speaking,
this
policy
further
outlines
the
discussion
periods
allowing
up
to
20
minutes
of
public
comment
for
items
that
are
not
on
the
agenda
and
up
to
10
minutes
of
discussion
for
items
that
are
on
the
agenda
for
that
night.
Of
course,
this
can
be
shortened
or
extended
at
the
discretion
of
the
board
and
then,
finally,
the
only
other
tweak
of
this
policy
was
under
the
guidelines
for
public
participation
at
board
meetings.
This
is
where
it
outlines
the
parameters
in
terms
of
conduct
or
behavior.
That
is
expected
in
this
forum.
J
G
J
About
curricula
or
instructional
materials-
we've
just
revised
this
last
year,
but
we
took
a
look
at
it
again
thinking
through
our
complaint
process.
This
is
the
regulation,
so
these
are
the
sort
of
the
process
we
follow
when
there
is
a
complaint
and
we
recognize
that
it
would
help.
The
review
committee
in
item
number
two
that
any
complaints
were
made,
indicating
the
nature
of
the
complaint
about
a
text
with
specific
examples
from
the
text
that.
J
Focused
so
we
know
exactly
what
the
issue
being
raised
is
when
we
have
to
convene
a
review
committee,
and
then
we
also
just
changed
some
wording
and
number
four
c
item
4c.
We
didn't
really
like
the
language
of
the
way.
The
values
and
faults
of
the
material
instead
consider
the
educational
intent,
which
is
actually
seems
to
be
more
positive
language
and
in
the
commissioner's
regulations
as
well
and.
B
J
J
F
J
B
F
J
J
W
W
J
To
work
on
building
level
initiatives
and
then
we
meet
as
a
district-wide
team,
together
with
all
the
building
level
teams
two
times
a
year
to
share
across
our
districts
and
also
to
look
at
various
aspects,
it
could
be
about
curriculum
or
other
school
programs.
For
example,
we've
been
looking
at
our
social
emotional
learning
over
the
past
few
years.
We've
done
some
book
studies
together,
so.
A
W
J
J
A
A
D
A
H
H
Next
slide
kevin
all
right,
so
the
first
thing
we
have
is
the
estimated
tax
rates
per
thousand
dollars
of
assessed
value
kelly
and
the
finance
advisory
team,
and
myself
have
looked
very
closely
at
what
the
estimated
tax
rates
are
and
the
anticipated
dollar
change
per
thousand
dollars
of
assessed
value.
We
saw
that
for
north
castle.
Our
increase
resulted
in
a
two
percent
change:
newcastle
minus
5.58,
bedford,
minus
8.39
and
mount
pleasant
at
0.4.
H
We've
seen
those
fluctuations
over
the
years.
I've
said
this
to
the
board
on
numerous
occasions,
really
based
upon
the
assessed
values
of
homes
in
each
of
those
four
areas
that
contribute
to
our
budget.
Note
that
north
castle
contributes
85
to
85
percent
of
the
budget.
I'm
sorry
they
contribute
85
to
the
budget,
and
that
is
why
any
increase
is
a
little
bit
lower
when
spread
across
north
castle
than
it
would
be
had
the
assessed
values
in,
let's
say,
mount
pleasant
or
bedford,
or
newcastle
been
higher.
H
Our
budget
to
budget
1.84
tax
levy
increase
our
budgets
each
year
we
have
been
striving
to
stay
below
the
tax
levy,
and
some
districts
have
never
done
this.
It's
kind
of
unusual
for
districts
to
do
this
and
people
may
have
asked
well.
Why
are
we
staying
below
the
tax
levy?
Increase
we're
really
trying
to
tax
the
community
for
exactly
what
we
need
to
run
our
programs
and
to
improve
and
increase
our
capacity
as
a
school
district.
H
We
have
our
budget
brochure,
which
should
be
coming
to
your
home
seven
days
prior
to
the
vote.
So
please
take
a
look
at
that
nice
picture
of
our
seniors
on
there
and
for
additional
information
regarding
the
budget.
You
can
go
to
the
district
website
or
you
can
email
kelly,
seibert,
the
assistant
superintendent
for
business,
and
we
look
forward
to
seeing
everybody
at
the
polls.
Z
Z
B
Z
Z
E
G
Z
Framework,
which
is
the
national
institute
of
standards
and
technology
framework.
If
you
look
at
that
framework,
it's
broken
down
into
five
functions,
sometimes
called
families,
identity,
identify,
protect,
detect,
respond
and
recover.
Those
five
functions
are
then
broken
down
into
14
different
categories.
Z
That
are
then
broken
down
into
over
a
hundred
different
subcategories,
so
it's
very
detailed
and
has
a
lot
of
different
components
that
we
sort
of
evaluate
on
an
ongoing
basis
and
try
to
improve
practices.
The
goal
is
is
not
to
be
perfect.
No
district
will
ever
be
perfect
because
the
technology
is
constantly
changing,
but
the
goal
is
to
continuously
be
better
and
that's
what
we
do.
We
monitor
ourselves
to
figure
out
how
we
can
improve
the
practices
that
we
have
inside
the
district
and
the
goal
is
this:
the
goal
is
to
protect
the
pi.
P
Z
District
and
we
looked
at
adopting
a
few
different
add-on
policies
as
well.
We
also
looked
at
the
adopting
a
data
privacy
agreement,
which
is
what
we
use
with
vendors
to
get
approval
from
them,
they're
going
to
abide
by
a
data
privacy
agreement
which
outlines
and
aligns
to
what
the
state
requirements
are.
Z
We've
also
done
a
variety
of
things,
publishing
things
to
our
website,
including
all
the
regulations
we
have
on
their
forms
on
the
website
that
that
anyone
in
the
community
can
actually
submit
something
to
me.
So
I
can,
if
they
have
a
potential
data
privacy
incident,
that
they're
aware
of
as
well
as
putting
on
their
all
of
the
applications
that
we
pay
for
as
a
district,
so
that
anyone
in
the
community
can
see
those
applications
and
look
at
the
score
that
that
application
got
and
actually
view
the
data
privacy
agreement
right
on
the
website.
Z
Z
When
you
look
at
technical
controls,
we
have
a
variety
of
these
and
again
I
don't
ever
mention
product
names,
but
I
will
tell
you
general
categories
of
what
we
offer
offering
product
names
would
actually
make
us
less
secure.
So
I
will
tell
you
in
general,
the
types
of
products
that
we
have
as
a
district.
We
have
email
and
chat
monitoring
that
looks
at
the
the
chat
and
email
flow
across
the
district.
We
have
web
monitoring
that
does
a
variety
of
things
from
from
filtering
to
looking
at
firewalls
protection.
We
have.
Z
Z
Mentioning
product
names
explicitly
that
would
allow
for
a
vulnerability
if
you
know
the
product
name,
you
know
the
vulnerability
that
might
be
in
that
product.
You
can
then
exploit
that
vulnerability.
So
we
want
to
protect
the
system
as
much
as
possible,
so
we
try
not
to
any
literature,
announce
specific
products.
If
you
know
the
firewall
we're
using
and
that
firewall
all
of
a
sudden
has
a
known
known
flaw
that
we
haven't
had
a
chance
to
patch
in
a
timely
manner.
You
could.
You
could
then
exploit
that.
Z
One
of
the
things
we
did
this
year,
that's
new
for
2021
was
we
did
well.
We
did
this
regularly,
but
we
had
an
intensive
external
penetration
test
done,
which
means
that
we
had
a
company
come
in
and
try
to
break
into
our
network.
They
tried
tried
to
get
around
our
routers,
our
firewalls
and
all
of
the
employee
protections
that
we
have
built
into
the
system.
One
of
the
things
that
came
out
of
this
was
that
they
found
zero
recommendations,
which
was
pretty
astonishing.
They
said
this
is
the
most
secure.
Z
They've
ever
had
any
district
score,
with
absolutely
no
recommendations
for
us
on
how
to
improve
the
firewall,
improve
the
network
for
administrative
controls.
This
really
breaking
down
the
four
different
areas,
which
is
policies
and
procedures,
management.
How
we
manage
the
the
devices
incident,
response
and
training
when
you
look
at
that
a
little
more
granularly.
This
is
how
we
sort
of
break
that
down.
What
do
we
do
to
prevent.
Z
Do
we
do
if
we
detect
something
happens,
and
then
what
do
we
do
to
correct
something
if
it
does
happen,
and
so
these
are
just
some
of
the
things
that
we
do
patches
and
upgrades.
Those
are.
Those
are
preventative.
Majors,
detecting
would
be
some
of
those
those
applications
that
I
mentioned,
that
we
have
detect
things
that
are
happening
so
that
we
are
alerted
to
them
and
then
corrective
measures
incident
response
isolating.
How
do
we
go
about
responding
to
an
incident
when
it
happens
under.
Z
Controls
we
did
a
google
audit
this
year,
which
again
found
no
significant
recommendations,
although
it
did
have
some
suggestions
which
we
are
we
are
taking
on
right
now.
We've
made
most
of
these
already
things
like
reorganizing
our
our
organizational
needs
organizations,
together
with
the
buckets
that
all
the
people
are
putting
inside
of
google.
We
reorganize
them
so
that
we
can
apply
things
more
generally
across
multiple
buckets
inside
of
there.
So
more
organizational
units.
Z
Looking
at
reducing
the
number
of
super
administrators,
we
have
in
the
system
to
reduce
the
number
that
could
have
potentially
impact
our
system.
Reducing
number
of
generic
emails
emails
that
don't
belong
to
a
person
but
and
our
goal
is
to
get
to
zero
on
the
jr
emails.
There's
some
emails
that
are
that
are,
for
example,
a
yearbook
that
yearbook
might
go
automatically
be
forwarded
to
someone.
We
don't
want
generic
emails
anymore.
We
can
have
a
generic
group
that
that
then
then
hunts
for
an
individual
on
it,
but
we.
Z
With
a
person
so
we're
eliminating
all
of
those,
so
these
are
just
some
of
the
things
that
we've
started
the
process
to
improve
google,
which
is
a
a
massive
product
that
we
have
so
last
year,
when
I
was
here,
I
talked
a
little
bit
about
the
gao
study
in
which
looked
at
school
districts
across
the
country
and
what
was
the
major
cause
of
incidences
inside
of
those
schools?
Well,
when
you
look
at
it
really,
this
is
the
findings.
Z
They
found
that
staff
and
students,
not
actually
malicious
people
with
a
bad
intent
were
the
ones
causing
most
of
the
problems
on
the
network.
It
was
actually
staffing
students
and
we
really
needed
to
increase
our
training.
So,
of
course,
we
do
training
regularly
with
students
and
we
do
a
yearly
training
with
staff,
but
this
year
we
started
implementing
a
product
called
no
before
and
note
before
covers
all
of
the
area.
Z
Z
In
there,
too,
infographics
assessments
emails
things
like
that
that
we
can
roll
out
the
staff
as
well.
We
just
did
recently
our
first
training
with
infosec,
which
covered
these
general
areas,
not
all
of
them.
We
focused
on
fishing,
because
fishing
is
the
primary
way
that
that
some
malicious
attempt
would
actually
try
to
gain
access
to
our
network.
So
we
focused
on
phishing
and
looking
at
social
engineering
and
malware
a
little
bit.
We
have
about
76
77
of
our
staff
that
has
completed
that.
Z
B
Z
B
Z
Z
AB
Z
B
Z
Z
Z
Z
Convincing
email
that
we
used
what
about
about
student
training?
We
do
we
put
student
training
into
our
courses,
but
we
are
actually
looking
to
again
leverage
some
of
the
computer
science
courses
here
at
the
high
school
to
roll
out
and
actually,
if
you
walk
around
the
building,
you'll
see
flyers
around
the
building
about
qr
codes
and
dangerous
qr
codes,
and
those
were
all
created
by
some
of
the
students
here.
So
we
have
embedded
training
for
students
in
there,
but
we
are
actually
going
to
roll
some
of
these
out
with
students
as
well.
C
L
Z
Now
everyone
we
push
it
out,
so
everyone
has
this
little
red
fish
in
the
upper
right
hand
corner
of
their
web
browser
and
they
can
click
on
that
fish
and
they
can,
with
one
click,
report
that
email
and
it's
sent
directly
to
myself
and
a
few
other
people
on
my
team
so
that
we
can
look
over
the
email
and
see
if
we
need
to
do
something
about
that.
What.
Z
J
Z
Why
it's
very
important
to
report
it,
so
we
need
to
really
get
those
that
open
to
not
just
open
and
say:
well,
that's
a
phishing
attempt
and
leave
it
alone.
They
need
to
report
it.
So
we
want
to.
We
want
to
decrease
that
number
of
open
and
non-recorded
and
increase
the
number
reported,
and
we
just
need
to.
We
need
to
focus
on
this.
Don't
click!
If
you
don't
know
the
email.
Z
Is
I
get
a
lot
of
phishing
emails
now
because
everyone
is
questioning
a
lot
of
emails,
so
they're
sending
it
to
the
team
to
review
and
a
lot
of
times
there's
nothing
wrong
with
the
email,
but
we
do
get
a
lot
of
false
positives
now,
but
that's
okay,
because
we
can
go
through
them
and
we
catch
the
ones
that
are
that
are
truly
phishing.
Events.
C
Z
Z
AA
Z
Z
Actually,
looking
at,
how
do
we
authenticate
users
on
devices
too,
so
we
are
looking
at
multi-factor
authentications,
which
actually
confirms
identities
we're
starting
with
staff
and
then
we're
going
to
roll
that
up
again
we're
also
looking
at
students
and
we're
coming
up
with
some
solutions
to
that
I'll.
Get
to
that
in
a
second
though,
so
one
of
the
other
things
that
we
rolled
up
this
year
is
we've
had
a
variety
of
systems
that
we've
used
for
tracking
all
of
our
devices
asset
management
inventory.
Z
Z
Went
with
a
system
now
that
it's
completely
cloud-based
you
can
actually,
we
can
track
inventory
with
a
phone
or
any
any
mobile
device,
and
it
really
does
tighten
the
system
down
so
that
we
know
what
devices
are
where,
with
inside
of
our
organization,
which
also
is
again
a
good
data
privacy.
We
need
to
know
where
things
are,
who
has
them
and
what
their
and
this
one
plus
is.
Our
new
inventory
system
that
we're
launching
this
year.
Z
You
mentioned
here
the
change
of
password.
We
did.
We
did
a
great
job
with
that.
100
of
the
everyone
here
has
changed
their
password
now
inside
the
district
and
again
that
includes
every
every
staff
member
here
in
our
organization
and
we're
up
we're
all
in
180
a
password
policy
change
right
now-
and
this
is
where
I
was
talking
about-
multi-factor
authentication,
we
added
multi-factor
for
technical
staff
and
administrators
this
year-
we're
doing
a
pilot
soon
with
teachers.
Z
Z
Z
The
problems
around
that
revolve
around
well
what
type
of
device?
What
are
we
using?
We
don't
really
want
to
hold
biometric
data
on
staff,
members
and
students,
because
that's
just
not
really
a
good
thing
that
we
want
to
be
in
the
business
of
doing
so.
We
have
to
look
at
other
things
that
will
do
that,
so
we're
going
to
pilot
some
thumb
drives
and
there's
a
variety
of
those
that
are
coming
in
the
market.
Some
of
them
are
bluetooth.
Some
are
more
physical.
Z
You
plug
in
we're
looking
at
different
tools
that
will
allow
us
to
do
that
and
then
what
products
are
they
able
to
do?
Multi-Factor
on?
Of
course,
we
want
our
big
products,
our
student
information
system,
our
email
system,
but
we're
going
to
look
at
what
other
products
we
might
need
to
roll
that
out
on,
because
not
all
products
have
multi-factor
right
now.
Z
We
started
last
year
collecting
all
the
information
on
the
paid
products
and
we've
been
expanding,
that
to
unpaid
products
and
we're
actually
working
with
staff
this
year
to
really
collect
a
full
inventory
of
every
product,
that's
being
used
as
a
district
and
making
sure
that
we've
gone
through
the
data
privacy
process
with
that.
That
is
including
vetting
it
in
the
system
and
making
sure
they
have
a
data.
Privacy
agreement
signed
off
with
us
and
then
we've
gone
through
the
whole
contracting
and
negotiation
with
every.
E
Z
Right
here
learn
platform.
We
started
that
last
year.
This
is
what's
embedded
on
our
website.
When
you
go
here,
you
can
actually
see
what
buildings
is
being
used
at.
What
grade
levels
is
being
used
at
what
subjects
is
oriented
to?
You
can
look
at
the
score
that
it's
received
through
the
learn
platform
on
data
privacy,
which
comes
from
a
variety
of
indicators,
and
you
can
actually
even
look
at
the
data
privacy
agreement
inside
the
system.
Z
What
are
we
doing?
Next
we're
looking
at
we've,
automated
and
provisioned
all
of
our
students
from
one
source
we're
looking
to
do
that
with
staff
coming
up
next,
so
that
we,
every
staff
member's
provision
from
one
source
file,
we're
looking
at
continuing
the
vendor
verification,
looking
at
again
expanding
multi-factor
to
all
faculty
and
staff
down
the
road,
potentially
students
as
well
for
multi-factor.
Z
Looking
at
file
encryption,
we
have
some
things
with
a
google
confidentiality
mode,
so
we
can
send
files
that
are
under
confidential
now,
but
we
wanted
to
have
a
full
encrypted
email
system
and
we're
looking
at
ways
of
doing
that,
so
that
any
email
or
any
drive
file
can
be
encrypted
and
shared
with
other
people
within
our
organization
or
outside,
and
we're
looking
at
the
data
privacy
response
plan
and
creating
a
comprehensive
group
to
sort
of
dig
into
that.
That
response
and
incident
plan.
Z
Privacy,
thank
you
illuminae,
as
many
of
you
may
know,
illuminae
had
a
data
incident
recently
that
involved
a
transfer
software
software
that
transferred
data
from
one
system
to
another.
We
currently
use
three
two
products
we
currently
use
and
we
were
using
a
third
alpine,
was
a
product
that
we
were
using.
That
was
an
illuminated
product,
we're
no
longer
using
that.
We
replaced
it
with
educator,
so
we
currently
use
educlimber
and
e-school
data
as
our
student
information
system.
Z
So
this
is
this
is
what
we
know
so
far
about
the
incident.
So
illuminae
had
an
unauthorized
access
of
potentially
protected
data
to
one
of
their
servers.
One
of
their
applications
illuminae
facilitated
a
forensic
investigation
with
an
external
specialist
and
the
the
report
indicated
it
concluded
that
there
was
no
evidence
of
any
information
that
was
subject
to
actual
attempted
misuse.
Z
Z
Z
Z
So
the
question
was
about
what
reporting
does
illuminate
have
to
do
and
to
the
state
to
us
as
part
of
this
process.
So
this
is
such
a
large
scale
incident
that
is
actually
out
of
the
district's
hands
in
a
lot
of
ways.
We
are
actually
providing
information
providing
all
the
data
that
we
have,
but
state
education
has
actually
taken
over
the
investigation
of
this
just
because
there's
so
many
schools
that
are
involved
in
it.
So.
Z
Directly
with
state
education
and
the
regional
information
centers
in
in
providing
the
report,
we
do
not
have
copies
of
the
final
report.
I
want
I've
asked
for
a
series
of
things
from
them
that
I
have
not
received
yet,
but
we're
working
through
state
education
department
to
make
sure
we
get
those
which
is.
I
would
like
a
full
copy
of
the
the
report
that
the
investigator.
Z
P
Z
Want
to
know,
if
they're,
in
violation
of
any
of
the
data
privacy
agreement,
stipulations
which
require
them
to
do
certain
things
with
data
that
is
in
that
is
placed
in
certain
certain
ways.
So
this
is
called
wrestling
data,
it's
data
that
should
only
be
transferred
onto
another
server.
So
what
should
be
resting
on
that
server
and
how
long
should
it
be
resting
there?
So
we're
looking
we're
pushing
to
get
more
information
and
to
make
sure
that
they're
held
accountable
for
anything
that
may
have
been
lost.
Z
We're.
Luckily,
though,
that
we're
under
a
situation
of
food
summary
that
we
have
so
far,
there
actually
hasn't
been
any
theft
or
misuse
of
the
data,
but
there
has
been
unauthorized
access,
but
again
we
want
more
information,
so
I
just
want
to
give
the
the
differences
between
like
why
data
incidents
for
data
breach
people
use
this
term
when
talking
about
it
very,
very
interchangeably.
Z
The
nist
definition
of
a
data
breach,
which
is
what
again
all
of
the
state
education
framework
is
built
on.
Is
this
it's
it's
an
incident
that
involves
protective
or
confidential
information
that
is
copy,
transmitted
view
stolen
or
used.
We
don't
have
evidence
of
that
right
now.
That's
why
you
hear
people
using
these
two
terms
and
sometimes
interchangeably
what
we
have
incident.
What
we
have
evidence
of
right
now
is
unauthorized
access,
which
is
local
or
physical
access
without
permission.
Z
Z
Z
No,
I
I
think
out
of
full
transparency,
they
have
to
give
us
a
report
when
that's
going
to
get
be
given
to
us,
we'll
keep
pushing
on
that,
and
I
think
that's
one
of
the
things
that
the
state
is
looking
at
the
timeline
that
they,
when
I
get
into
their
timeline,
a
timeline
that
they
had
and
the
fact
that
it
was.
It
was
so
elongated
that
they
didn't.
They
didn't
notify
people
in
a
more
timely
fashion.
Z
W
Z
They
concluded
their
forensic
investigation
on
march
24th
and
on
april
5th
they
started
to
notify
districts.
We
received
our
official
notification
on
april
20th
and
we've
been
working
with
them
to
provide
them
all
the
data
that
they
need
to
be
able
to
do.
Notifications
to
the
community
by
may
13th
honor
about
may
13th
is
when
we're
expecting
that
they're
going
to
be
able
to
start
mailing
their
letters
to
the
community.
Z
So
our
timeline,
we
became
aware
in
early
april
that
there
was
something
happening
at
illuminate
that
this
there
was
something
going
on
and
we,
then
we
were
trying
to
contact
both
lower
hudson
regional
information
center,
as
well
as
illuminate
directly
to
figure
out
what
this
was
and
whether
or
not
we
were
actually
part
of
this.
This
incident
that
happened
on
march
20th,
I'm
sorry
april
20th.
We
received
notification
from
illuminate
via
email
that
they
were
that
that
we
may
have
been
part
of
it.
B
Z
So
what
we're
working
on
now
is
we're
working
to
request
more
detailed
information
and
an
investigation
summary
from
them.
We're
looking
to
look
at
their
method
of
improving
their
security,
we're
working
with
the
lower
hudson
regional
information
center.
Again
an
incident
command
because
some
applications
that
we
purchase
through
regional
information
centers
the.
Z
The
data
privacy
agreement
is
not
between
us
as
a
district
and
the
company,
it's
between
the
lower
the
regional
information
center
in
the
company,
so
they
hold
the
data
privacy
agreement.
So
there's
some
some
some
some
planning
we
need
to
do
about.
Who
actually
is
the
incident
commander
within
there?
Technically,
we
don't
have
a
data
privacy
agreement
directly
with
a
company
that
I
can
actually
enforce
as.
W
Z
May
have
to
be
the
one
enforcing
that
data
privacy
agreement,
because
it's
between
those
two
organizations
so
we're
working
through
that
right
now,
because
in
this
last
incident
basically
was
put
back
on
us
to
sort
of
work
with
the
company
when
we're
sort
of
this
great
area.
Who
actually
has
the
right
to
do
that.
So
we're
working
through
that
and
we're
working
with
the
state
education
department,
who's
requesting
clarifications.
Z
Z
Currently
also
doing
their
own
investigation,
where
they're
looking
at
areas
of
that
illuminate
may
have
been,
may
have
not
been
in
compliance,
which
is
one
notification
timeline.
Did
they
notify
in
a
timely
manner
and
then
two
did
they
have
information
or
were
they
compliance
with
the
data
privacy
agreement?
Z
A
I
guess
it
kind
of
raises
a
few
different
questions.
I
mean
you
just
talked
about
the
time
frame,
which
is
which
is
really
troubling
when
you
think
about
how
a
company
can
be
aware
of
something
that
can
exist
with
december
january,
and
now
here
we
are
in
april
may
so
getting
to
the
bottom.
That
would
be
important
to
maybe,
when
you
learn
more
from
them
through
the
wrecking
mistake.
A
A
The
third,
though,
which
is
interesting,
is
just
bringing
up
like
this
whole
contractual
discussion
of
the
fact
that
the
contract
is
with
rick
and-
and
I
understand
there
are
a
lot
of
reasons
for
that.
But
it
just
begs
the
question-
and
maybe
we
just
like
study
this
a
little
bit
like
should:
should
we
have
a
contract
with
government
or
is
there?
Is
there
a
way
for
the
district
to
get
added
protection
when
these
types
of
situations
happen?
B
E
Z
With
one
product
or
15
districts
in
the
region,
there
should
be
some
sort
of
incident
command
and
incident
response
where
we
all
are
able
to
come
together
either
share
information
share
resources.
There
was
no
real
sharing
amongst
that
and
we
were
sort
of
left
to
sort
of
deal
directly
with
the
vendor.
Z
W
Z
E
Z
Product
yeah,
that's
a
good
question.
So,
even
before
this
happened,
we
were
actually
looking
at
replacements
for
some
of
these
products.
One
specifically
would
be
the
e-school.
We
are
not
committed
to
replacing
it,
but
we
are
doing
a
study
right
now,
where
we're
bringing
in
vendors
and
actually
looking
at
other
products
and
we've
narrowed
it
down
to
a
few
different
options
of
vendors.
That
might
be
a
good
replacement
and
they're
coming
in
this
month,
actually
to
spend
the
entire
day
with
staff
members,
a
variety
of.
Z
If
it
might
be
a
good
fit
for
us,
some
products
are
very
hard
to
replace
it's
not
as
easy
to
replace
some
of
them,
because
you're
talking
about
systems
that
need
training
across
the
entire
infrastructure,
everybody
needs
training
and
some
of
them
are
really
embedded
into
the
not
just
not
not
just
used
but
embedded
into
the
practice
of
how
we
do
things
so
and
that's
one
of
them.
But
we
thought
it
was
more
important
enough
because
of
a.
Z
Z
W
A
W
A
L
A
Okay,
so
I
think
with
that
we
go
to
13.2,
open
meeting
laws,
changes
and
I
guess
for
just
background
of
anyone
who
hasn't
followed
at
the
legislature,
really
at
the
very
tail
end
of
the
budget
process.
Passed
legislation
related
to
obligating
laws
and
specifically
the
ability
to
participate,
digitally
and
it's
actually
a
little.
A
AD
AD
E
AD
AD
E
Z
AD
Member
is
in
this
location
and
you
need
to
be
able
to
have
that
meeting
in
a
public
setter
section.
So
if
you
were
at
a
hotel,
usually
we've
done
in
the
past.
You
know
this
board
member
is
going
to
be
at
the
hotel
lobby
on
this
time.
This
date,
theoretically,
somebody
if
they're
in
california
who
lives
in
california
wanted
to
come
to
the
buying
roads
board
meeting
could
come
sit
with
you
and
have
a
meeting
okay.
So
we
could
go
back
to
that
kind
of
option
which
we've
done
in
the
past.
AD
The
other
option
is
a
little
more
flexible
kind
of,
but
there
are
some
parameters
that's
associated
with
it.
There
is
no
longer
that
requirement
to
say
you
know
I'll
be
in
the
san
diego
hotel
lobby
at
this
time,
and
you
can
come
do
that
from
participate.
So
that's
no
longer
a
requirement.
There
is
still
a
requirement
to
have
a
physical
location
in
the
meeting
and
at
least
a
quorum
at
that
physical
occasion.
AD
AD
E
AD
AD
Can
talk
about
again,
we
don't
have
to
adopt
anything
tonight.
I
think
it
gives
us
a
nice
opportunity
to
think
about
it.
Talk
about
it.
Maybe
the
next
couple
meetings
and
make
a
decision
in
the
reorg
or
the
meeting.
After
again,
it's
only
gonna
affect
one
one
takes
effect
june
8th.
So
we
have
the
june
7th
and
we're
good.
So
we
just
have
that
june
14th
meeting
and
we
can
make
a
decision
in
july
or
august
really.
AD
H
A
Any
other
questions,
okay,
all
right.
So
next
we
go
to
13.3,
which
is
the
westchester
putnam
school
boards,
association,
2022-23
proposed
budget
and
nominees,
and
so
there's
two
components
to
this.
One
is
the
slate
of
officers
and
the
members
of
the
board
that
are
up
for
our
election
at
west
pipe
and
then.
A
Secondly,
the
budget,
which
is
three
percent
up
this
year,
which
is
a
little
bit
higher
than
the
past,
but
the
dollar
amounts
are
still
on
a
relative
basis,
quite
small
and
for
many
many
years
westpac
had
a
zero
percent
increase
many
years
and
so
the
last
few
years.
It
was
a
realization
that
that
just
money
was
windowing
and
the
programming
is
has
increased.
And
so
that's
that's.
That's
kind
of
the
thought
behind
three
percent.
E
A
Amongst
the
officers
so
so-
and
I
can
answer
any
questions
or
we
can
look
at
the
documents
before,
but
this
would
be
for
a
vote
on
these
two
matters
so
that
then
we
can
vote
in
the
westplat
annual
meeting,
which
is
june-
let's
say
seventh,
but
maybe
slightly
off
of
the
day
june,
9th
okay
june,
9th
okay,
and
this
year
at
least
every
every
district
in
the
region
joined.
So
it's
been
useful
from
an
advocacy
perspective
from
best
practices,
especially
over
the
last
couple
of
years
and
then
continuing.
H
H
That
area,
unfortunately,
when
we
have
rain-
and
it's
not
directly
in
the
sun
for
the
most
part,
has
a
hard
time
drying
up.
So
it's
unusable.
So
the
need
to
put
something
down
so
that
the
kids
can
have
more
outdoor
spaces.
If
you
think
about
it
at
coleman
hill,
they
have
the
playground,
they
have
a
little
bit
of
a
field
right
next
to
22,
and
then
they
have
the
athletic
field
which
pretty
much
is
taken
over
by
our
physical
education
classes.
H
So
this
was
an
amazing
grant
that
was
approved
by
the
bhef
and
hopefully
will
be
approved
by
the
board,
and
it's
for
124,
113
and
58
cents.
Just
an
incredible
addition
to
coleman
hill,
particularly
for
places
if
you're
common
hill,
you've
all
been
common
hell
parents
when
you
go
to
coleman
hill
and
you
go
to
any
event,
it's
taking
place
in
the
gym,
which
also
means
that
gym
classes
are
taking
place
and
we've
learned
a
lot
through
covid
and
the
importance
of
kids
learning
and
working
together
outside.
So
this
one
is
particularly
amazing.
H
K
H
A
year
tim,
yes,
five
times
a
year.
Well,
they
will
have
an
hour
and
a
half
of
an
exploration
in
these
sessions.
They're
going
to
learn
about
the
earth's
natural
systems,
making
connections
between
the
healthy
environment,
healthy
society
and
understanding
the
natural
world
around
him
around
them.
So
these
are
programs
that
we're
bringing
in
for
our
kids
so
that
they
can
get
even
more
excited
about
science.
H
D
D
It's
phenomenal
partners-
and
it's
just
it's
so
great
to
have
you
know,
grants
like
this
for
us
and
I
know
how
much
work
the
members
of
the
bagf,
how
much
time
they
spend,
and
even
the
community
members
who
partner
with
the
with
the
bhdf,
raising
money
to
be
able
to
fund
these
grants,
and
many
of
us
here
on
the
board
spent
many
years
in
leadership
positions
on
the
agf,
and
we
know
how
hard
it
is
and
how
much
work
it
takes.
So
we
just
can't
thank
the
bh
enough
for
really
this
amazing.
H
H
G
A
G
H
To
some
of
my
slides,
I
did
mention
before
that.
This
is
teacher
appreciation
week
and
I
would
like
to
just
give
a
note
to
our
teachers.
I
sent
something
out
to
all
of
them
this
week
already,
but
I
just
want
to
recognize
the
teachers
in
the
byron
hill
school
district,
who,
I
believe
are
some
of
the
best
educators
in
the
country
and
are
so
dedicated
to
our
children
and
our
school
district
and
making
it
a
place
with
opportunities
and
care
for
our
children.
H
So
thank
you
so
much
to
our
teachers
and
some
of
our
administrators
are
also
teachers
for
doing
your
best
every
day
for
these
children.
I
know
that
during
povid
we
were
one
of
a
few
schools
to
have
all
of
our
kindergarten
through
sixth
grade
children
in
every
single
day,
and
that
was
a
herculean
effort
for
any
district.
H
But
it
was
because
our
teachers
were
on
board
with
getting
an
education
to
our
children
and
especially
recognizing
the
needs
of
middle
school
and
high
school
students
with
remote
learning
and
the
need
to
keep
students
separated
from
each
other
and
at
the
elementary
level.
Every
teacher
and
that's
k-6,
recognizing
that
every
student
needed
to
be
in
school
with
a
teacher
every
day.
And
I
think
that
that
made
all
the
difference.
So
special.
H
H
We
have
mona
goodman
alan
lansbury,
amy,
passman,
deputy
francesco,
and
these
are
faculty
and
staff.
Frank
havilland,
diana
maseli,
mary
stout,
rich
feldman,
karen
kushner,
an
administrator,
barbara
mosca
and
jackie
white
and
from
the
past
two
years,
coming
to
the
retirement
dinner
to
be
celebrated,
will
be
bonnie,
corelli,
janine,
guastella
and
martin
gilbert
and
susan
sylvester,
and
this
is
not
even
completely
encompassing
all
retirees,
it's
just
retirees
who
are
available
to
come
that
night
to
be
celebrated.
So
we
look
forward
to
that
on
may
11th
and
we
have
our
student
highlights
now.
H
P
H
Rare
I
mean
it's
when
you
take
the
home
test
and
you
declare
your
positive
that
you
pretty
much
go
out
to
get
the
pcr
test
for
a
confirmation
right.
So
there
are
many
people
who
just
have
a
positive
test
at
home
and
stay
home
and
they
don't
go
out
for
a
pcr
test.
So
I
just
want
to
point
out
that
when
you're
looking
at
information
and
data
that
it's
not
real
data,
we
have
many
more
people
than
that's
who
I've
got,
although
I
would
have
to
say
that
our
numbers
are
not
striking
by
any
means.
H
I
want
to
celebrate
the
students
who
were
involved
in
our
tri-county
science,
fair
in
areas
of
biology,
environmental
science,
nutritional
science,
math
and
computer
science,
medicine
and
health
and
experimental
psychology,
and
they
had
the
top
10
of
scores
and
will
participate
in
the
new
york
state
science
congress.
These
three
students,
amelia
chung,
beth,
pirelli
and
ariana
tobagan
and
byron
hills-
was
awarded
the
frank
ayat,
probably
saying
that
wrong
award
for
the
school
with
the
highest
overall
scores.
So
congratulations
to
our
students
who
went
to
tri-county
science.
H
Just
love
this:
the
u.s
presidential
scholar,
julia
lucchino.
She
was
a
semi-finalist
in
the
presidential
scholars
program,
she's
one
of
620
semi-finalists
chosen
for
more
than
5
000
candidates.
We're
really
proud
of
you.
This
program
was
created
in
1964,
recognizes
honors
in
some
of
the
nation's
most
distinguished
graduating
high
school
seniors
up
to
161,
students
are
named
u.s
presidential
scholars
each
year.
B
H
Is
our
very
own
samantha
milowetz
who,
by
the
I
think,
I've
spoken
about
samantha,
good
mellow?
It's
a
past
three
board
meetings.
She
was
awarded
the
saint
vincent
hospital
youth
award
winner
and
congratulations
to
you
for
receiving
this
award.
This
is
given
by
the
auxiliary
board
of
st
vincent's
hospital
in
westchester
and
it
honors
high
school
students
who
volunteer
services
exemplify
hospital's
mission.
H
H
And
here
we
go
baseball
season:
jared
cohen,
con
ed
player
of
the
week
for
the
week
of
april,
25th
varsity
player
awarded
the
scholarship
award
for
individuals
with
outstanding
achievement
inside
and
outside
the
classroom
and
on
the
field
and
if
you've
seen
jared
play,
you
understand
why
this
is
beautiful:
leah,
aldea,
lustig,
her
music,
inspired
dress.
If
you
saw
this
at
the
ap,
art
show
made
of
recycled
cassette
tapes,
vinyl
records
and
cds.
H
H
Get
a
load
of
that
all
right
and
you
will
see
on
our
focus
on
tuesday
april
26th
farmhill
celebrated
10
students.
This
was
amazing
in
the
gym
celebrating
their
athletic
talents.
They
are
going
on
to
the
next
level
and
playing
in
college.
Next
year
it
was
hosted
by
the
athletics
department
and
our
students
were
honored
at
a
ceremonial
signing
in
the
gym.
I
want
to
thank
brett
alcantara,
who
set
up
the
entire
program
with
the
help
of
rob,
castagna
and
also
to
matt
allen,
who
was
the
mc
for
the
event.
H
And
here
they
are,
we
have
students
who
are
going
to
notre
dame
for
fencing
university
of
wisconsin
for
wrestling
city
of
dublin
trinity
for
lacrosse
johns
hopkins,
my
alma
mater
for
basketball
and
also
emory
for
tennis
and
then
in
the
back
row.
We
have
students
going
to
ohio
state
for
fencing,
bowdoin
for
lacrosse
boston
college,
for
baseball,
u.s,
military
academy
at
west
point
for
baseball
and
also
hamilton
college
for
soccer,
pretty
outstanding.
H
That
was
really
a
lot
of
fun.
It's
one
of
my
favorite
events
of
the
year
and
2022
outstanding
high
school
social
studies,
teacher
award
went
to
joanna
lewick
she's,
a
social
studies
teacher
here
she's
been
here.
Oh
my
gosh,
I
want
to
say
since
2003
2003
or
four,
she
teaches
a
variety
of
social
studies,
classes
from
advanced
classes
to
co-taught
classes.
H
E
H
AD
We
have
a
budget
process
to
replace
the
water
system
here
at
the
high
school
about
eight
years
ago,
the
county
required
us
to
move
from
a
chlorine
system
to
the
current
system
we
had,
which
is
uv
and
they're,
requiring
us
to
switch
over
back
to
chlorine
this
year.
Last
year
we
were
required
to
do
it.
They
gave
us
a
year
to
kind
of
budget
for
it,
which
is
really
appreciated,
we're
still
in
the
process
of
doing
that.
AD
AD
H
AD
There's
a
lot:
they
have
a
lot
of
approvals
to
do
so
we're
kind
of
in
line
of
the
approvals.
But
you
know
this
is
requirement
to
change
a
lot
of
a
lot
of
public
entities,
so
they're
just
going
to
do
them
and
doing
them
in
a
role
as
they
got
them
and
they're
just
going
that
way.
So
we're
hoping
it's
soon,
because
we
need
to
order
the
equipment
make
sure
it's
in
to
complete
in
the
summer,
but
we're
hoping
it's
it's
very
soon.
I
AD
A
Okay,
that's
it
so
now
we've
got
board
reports.
The
only
thing
to
mention
that
I
have
tonight
is
on
june
9th
for
that
annual
meeting.
Betty
rosa
is
actually
going
to
be
the
speaker.
So
if
anyone's
interested
you're
welcome
to
attend-
and
it's
a
good
opportunity
to
ask
questions
what
she
has
to
say:
yes,
okay
and
I
don't
I'm
not
even
sure
he
met
him,
but
you
can
let
her
know
now
or
show
them.