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From YouTube: Board of Education Meeting - March 21, 2023
Description
1. Call To Order 00:00
2. Proposed Executive Session Upon Board Approval 00:00
3. Pledge of Allegiance 00:53
4. Comments from the Public 1:20
5. Revision and Adoption of Agenda 1:25
6. Consent Agenda - Personnel 1:36
7. Special Report: Budget Hearing II: Review of Proposed 2023-24 Budget Expenditures by Administration for Special Services, Fine Arts, Technology, Curriculum and Instruction 1:47
8. Unfinished Business 42:43
9. New Business 44:18
10. Staff Reports 44:24
11. Board Reports 58:32
12. Communications to the Board 58:32
13. Board of Education Minutes 58:39
14. Adjournment 59:42
AGENDA: https://go.boarddocs.com/ny/bhcsd/Board.nsf/vpublic?open
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A
Good
evening,
everyone,
it's
Tuesday,
March,
21st,
2023
and
we're
here
for
the
Board
of
Education.
We
need
budget
hearing
number
two
and
we're
going
to
enter
into
exec
session
at
7
05
pm
and
we're
going
to
discuss
2.1
contract
matter
and
2.2
legal
matter
can
I
have
a
motion
all
those
in
favor.
Okay,
thank
you.
We'll
see
you
in
a
few
moments,
Mexico
we're
going
to
call
the
meeting
to
order.
How
sorry
happy
happy
to
have
everybody
here
this
evening?
A
A
Any
comments
from
the
public
this
evening,
okay,
hearing
none,
can
I
ask
for
a
motion
to
adopt.
You
don't
have
any
revisions
this
evening
right
an
emotion
to
adopt,
adopt
tonight's
agenda.
Second
elbows
in
favor.
Thank
you
and
then
can
I.
Please
have
a
motion
to
adopt
tonight's
consent
agenda
personnel,
all
those
in
favor.
B
B
Thank
you
Andrew
for
that.
We
have
Jill
Boynton
the
director
of
special
services
and
we
have
Pete
Pollocks
the
director
of
Fine
Arts,
and
they
are
here
to
Zazzle
us
with
their
budgets,
which
were
all
very
carefully
considered
and
I.
Think
you'll
like
what
you
see
tonight.
So
thank
you
all
I
know
it's
a
long
day
for
all
of
you
and
a
long
commute
home,
except
for
Andrew,
we'll
move
to
closer,
but.
B
D
E
One
we
are:
we've
already
passed:
January,
24th
and
March
7th.
We
are
now
on
March
21st,
the
budget
hearing
2
the
programs
for
students
with
special
needs,
computer
assisted
instruction,
art
and
music
construction
and
curriculum
development.
March
28th
next
week
will
be
budget
hearing
three
you'll
hear
about
inter-scholastic
Athletics
operations
and
maintenance,
transportation
services,
Revenue
Montana,
April
11th.
It
is.
F
B
I
would
like
to
encourage
people
in
the
community
to
come
out
to
vote.
We
have
seen
a
wave
in
voters
over
the
years
2020
when
we
had
the
opportunity
to
do
mail-in
ballots.
We
had
probably
the
most
votes
we've
ever
seen
at
2212
total
voters
in
2021
that
dipped
to
about
417
voters.
We
have
how
many
voters
11
000
and
which
speaks
of
confidence
about
the
budget,
and
thank
you
for
that.
But
your
vote
is
really
important,
because
the
vote
signifies
our
our.
B
G
D
B
H
Okay
good
evening,
everybody
good
evening,
so
the
proposed
23-24
budget
for
special
services
and
Health
Services
support
special
education
programs
for
students
with
special
needs.
Psychological
Services
and
Health
Services,
based
on
the
October
account
it's
called
the
snapshot,
but
based
on
that
October
count,
we
currently
have
329
students
who
are
classified
and
have
IEPs
or
individual
education
plans.
The
district's
committee
on
special
education
currently
has
21.
Students
are
in
place
and
out
of
District
programs,
and
that
is
based
on
the
students
needs
and
it
is
recommended
by
the
committee
on
special
education.
H
Additionally,
we
currently
have
two
students
who
attend
our
in-district
programs
in
our
schools
and
they
come
from
neighboring
school
districts
and
they
pay
tuition
and
I
also
receive
a
lot
of
referrals
for
learning
brain
districts,
I'm
looking
to
see
if
their
students
can
come
to
our
program
to
her.
So
we
review
that
at
the
building
level,
with
the
school
psychologist
myself
and
special
education
teacher
I
continue
to
receive
those.
You
know
throughout
the
school
year
and
we
look
to
see
if,
if
we
would
accept
a
student
that
would
be
tuition
paying
or
not.
H
Our
focus
in
District
with
our
staff
continues
to
be
on
meeting
the
needs
of
our
students
in
the
least
restrictive
environment,
and
that
means
that
there
they
may
not
be
in
a
special
class,
but
maybe
they
only
need
resource
room
or
they
could
be
with
their
general
education
peers.
In
an
integrated
coach,
we
provide
the
continuing
services
in
all
four
of
our
schools
and
revised
programs.
Being
similar,
students
needs
we're
continuing
to
provide
professional
development
to
our
teachers.
H
In
the
integrated
co-taught
program,
we
have
been
doing
that
with
Goldman
Sara
Rutherford,
which
is
contracted
through
BOCES
and
recently
we
just
started
the
Orton
Gillingham
training,
professional
development
with
our
K-5
teachers
and
some
from
the
middle
school
and
I
think
you
heard
from
Kim
sapon
about
that
too
long
ago.
Special
education,
teacher,
School
psychologists
and
support
staff
assist
our
students
with
increasing
their
independent
skills
and
becoming
self-advocates
as
they
progress
through
our
K-12
programs.
We
collaborate
regularly
with
our
parents
and
supporting
their
children
throughout
the
process.
H
It
can
be
a
difficult
process
and
we
are
there
to
support
our
parents.
We
use
a
lot
of
acronyms,
but
you
know
we
work
through
it
with
our
parents,
and
sometimes
our
parents
have
children
that
were
children
that
were
preschool
with
preschool
over
with
disability,
and
then
they
come
into
school
age
as
kindergarten
students.
So
if
we
look
at
the
slides,
the
4.1
increase
in
salaries
represents
contractual
obligations.
There's
a
zero
percent
increase
in
the
equipment
line.
H
The
eight
percent
increase
in
the
contractual
and
other
line
is
due
to
the
type
of
out
of
District
program
and
supports
required
to
meet
our
students
needs,
for
example,
students
that
are
recommended
by
the
committee
on
special
education
for
an
app
District
program.
They
might
also
need
the
support
of
a
one-to-one
need.
They
might
need
the
therapeutic
program
that
also
has
a
psychiatric
component
where
they
may
have
counseling
throughout
the
day
or
several
times
a
week
and
also
small
class
sizes.
H
There
might
be
class
sizes
of
six
to
one,
so
that
would
mean
no
more
than
six
students
with
a
teacher
and
a
student
has
a
one-to-one
Aid.
That
would
also
increase
the
cost.
So
that's
the
eight
percent
increase
in
that
particular
line.
The
31.8
decrease
in
the
BOCES
line,
represents
a
decrease
in
the
contract.
It
supports
we
currently
contract
with
a
behavioral.
H
We
have
two
actual
contracts
with
behaviors,
but
one
of
them
is
through
BOCES
and
the
student
has
progressed
really
well
and-
and
we
really
don't
require
that
level
of
Behavioral
support
from
that
particular
agency
that
is
contracted
through
BOCES,
so
there's
a
decrease
there
and
we
also
have
students
that
are
exiting
or
graduating.
So
then,
the
line
for
BOCES
is
decreasing
by
31.8
percent
and
we
have
a
zero
percent
increase
in
the
materials
and
supply
lines.
I
About
just
what
the
what's
in
the
numbers
versus
what's
not
in
the
numbers
are,
these
are
all
the
direct
costs.
Basically,
so
if
you
have
a
code,
talk
class
and
there's
one
teacher
who's,
a
special
ed
teacher,
they
would
be
in
this
budget
and
then
right.
Of
course,
the
Gen
ed
teacher
would
be
in
the
other
budget.
If,
if
a
special
ed
student
was
in,
let's
say
a
general
education
class
for
a
certain
subject,
then
they
that
wouldn't
mean
here
no.
But
this
is
a
direct
program.
Cost
yes,
okay
got
it.
I
I
just
want
to
try
to
figure
out,
and
then
I
guess.
One
thing:
that's
what
that's
complicated
about
the
budget
when
you
look
year
to
year-
and
you
sort
of
have
to
keep
in
mind-
is
it's
it's
of
course,
like
driven
by
student
need
first.
So
if
there's
a
student
that
needs
to
be
placed
in
a
particular.
I
H
So
I
how
I
approach
it
is
really
based
on
that
October
snapshot.
We
look
at
our
number
of
students,
but
also
really
drilling
down
and
looking
at
the
students
needs
that
are
within
program
and
and
again
it's
hard
sometimes
because
you
might
get
a
family
that
moves
into
the
district
and
that
their
child
may
have
been
in
an
at
a
district
program.
We've
tried
to
maintain
that
as
best
as
possible.
H
So
if
it's
within
you
know,
neighboring
County
and
maybe
the
the
student
came
either
from
you
know
just
a
little
bit
north
of
New
York
City,
but
they
were
in
a
specialized
program.
We
would
accept
that
student
as
they
come
in
and
the
family
registers,
but
there
are
committee
on
special
education
would
meet
and
we
would
continue
with
that
program
if
we
find
it
to
be
appropriate.
H
You
know
expense
in
the
contracted
line,
because
I
do
know
that
at
times
students
needs
May,
drive
them
to
have
more
support
or
have
a
one-to-one
eat,
or
students
may
have
difficulty
in
one
of
our
programs
here
in
District,
and
we
might
need
to
recommend
an
added
District
program
for
them.
So
I
try
to
build
a
little
bit
in
not
a
lot,
but
just
a
little
bit.
We
oftentimes
do
have
students
that
may
maybe
they
move.
Maybe
the
family
move.
H
B
It's
just
not
that
easy
right,
so
I've
looked
at
like
this
year.
You
started
an
812
program
at
home
and
help,
and
that
meant
that
we
could
have
four
kids
in
that
class
and
eventually
accept
more
kids
or
tuition
kids
into
that
class
that
were
starting
and
building.
So
that's
going
to
look
like
an
increase
in
salaries
for
this
current
school
year,
right
and,
in
the
meantime,
we're
preventing
three
of
those
children
from
going
out
to
other
districts.
B
One
is
a
tuition
student
right,
still
yeah
yeah,
and
then
you
know
when
you
get
to
third
grade
now
this
year
in
the
planning
we're
going
to
have
another
integrated
kotar
class.
So
that
is
something
you
may
not
expect.
Two
years
ago,
or
three
years
ago
we
had
a
student
who
came
from
another
District,
who
was
just
three
years
from
exiting
out
of
a
special
education
program
at
age.
21.,
that's
a
kid
we
were
not
expecting
at
all
and
who
required
a
significant
amount
of
support
right.
H
I
H
H
No,
no
because
it
really
is
a
general
education
initiative
and
you
have
to
just
provide
those
accommodations.
So
it's
rare
that
we
would
have
a
student
with
a
504
accommodation
plan
that
they
might
require
counseling,
but
the
school,
psychologists
or
social
workers
are
already
there-
maybe
a
speech
here
and
there,
but
for
the
most
part,
they're
just
accommodations
to
level
the
playing
field
for
that
student.
So
yeah
there
is
an
impact
on
special
education.
J
So,
as
a
technology
department,
you
know
that
we've
been,
we
try
our
best
to
be
Forward
Thinking,
and
it's
with
us
best
of
our
ability
to
plan
for
what's
next
for
the
district
last
year
we
finished
phase
one
and
two
of
a
four-phase
project
for
infrastructure.
We
upgraded
last
year
every
every
switch
router
UPS,
which
is
our
battery
backups
and
integrate
an
integrated
device
management
throughout
the
systems
this
year,
working
on
phase
three,
which
is
replacing
every
wireless
access
point
in
the
district
and
finishing
the
migration
of
almost
all
of
our
servers
to
cloud
services.
J
J
We
have
more
devices
than
ever.
We've
been
able
to
do
this
major
infrastructure
project
have
higher
demand
than
ever
and
increase
expenses
from
regulations
such
as
headlight
2D.
Despite
all
this,
we've
had
a
negative
increase
in
our
budget.
For
the
last
two
years
in
a
row,
we've
decreased
our
costs,
yeah
increase
our
services,
amazing.
D
J
Has
accomplished
through
a
multi-year
planning
negotiating
leveraging
with
lyric
and
BOCES
Services
contract
negotiations
automating
as
much
Services
as
we
can
monitoring
and
analyzing
District
building
staff
and
student
needs
and,
of
course,
the
sport
of
Kelly
and
Susan
and
the
entire
business
office,
which
we
tend
to
drive
nuts?
We
love
you,
although
we.
J
Go
so
although
that
budget
represents
the
technology
spending,
it
doesn't
really
represent
additional
money
that
comes
back
to
the
district
through
BOCES
Aid,
IPA
e-rank
other
services.
We
structure
our
purchase
to
maximize
the
return
to
the
district.
For
example,
phase
one
intuitive
infrastructure
project
cost
approximately
845
000
we
were
able
to,
and
we
spread
that
out
over
two
years
so
that
that
didn't
impact
our
technology
budget
as
much.
J
Each
year
the
district
received
approximately
three
hundred
and
seventy
thousand
dollars
in
e-rate
funding
back
to
the
district
and
also
237
000
of
that
back
in
BOCES
eight,
we
were
able
to
structure
that
with
a
combination
of
e-rate
BOCES
Aid
IPA,
combined
together,
that
gave
680
000
back
to
the
district
general
fund,
meaning
this
project
only
costs,
237
thousand
dollars
or
Twenty
Eight
percent
of
the
overall
cost
of
the
project.
You
don't
really
see
that
in
the
budget
expenses,
but
it's
something
that
we
really
work
hard
to
do
spreading.
J
I
J
We
started
cyber,
we
would
start
a
lot
of
work
in
the
Cyber
defense
and
the
data
data
privacy
work
several
years
ago,
so
we
really
got
heavily
invested
in
the
technology
side
of
cyber
security.
From
a
district
perspective,
we've
had
a
couple
audits
done
from
outside
penetration
testing
things
like
that,
and
we've
actually
passed
with
flying
College
the
last
penetration
test
we
had
done.
They
had
no
recommendations
for
us,
which
is
pretty
unheard
of
to
be
honest,
so
we
actually
have
a
pretty
strong
from
a
technical
standpoint
right
now.
J
These
incidences
don't
start
with
a
technology
flow.
It
starts
with
a
human
flaw,
so
it
starts
with
someone
doing
something
they
shouldn't
have
done
in
the
technology.
So
this
last
year
we've
really
focused
on
training.
We
do
monthly
bi-monthly
emails
that
go
out
to
all
the
staff
giving
and
the
Insight
we
actually
monitor.
We
send
out
fake
phishing
emails
just
to
everybody
you've,
all
probably.
J
We
get
so
many
emails
now
people
asking
is
this
real?
Is
this
and
that's
exactly
what
we
want?
We
want
people
to
actually
question
the
emails
before
they
click
on
things
and
part
of
that
is
by
doing
these
monthly
phishing
events
and
then
giving
that
data
back
to
the
staff.
So
we
let
them
know
where
they
are
performing
well,
where
they
are.
G
A
K
Turn
to
repeat
for
art
and
music,
fantastic
hi,
everybody
all
right,
we'll
talk
a
little
about
what's
happening
in
the
Fine
Arts.
We
are
we're
excited
because
there's
a
lot
happening.
We
we
just
finished
this
week,
our
our
all
district
Music
Festival.
The
features
about
450
kids
from
Wampus
through
HCC
through
the
high
school
and
I
was
I,
was
talking
to
some
parents
at
the
eighth
grade
orientation.
Last
night
and
I
shared
with
them.
K
It
was
really
magical
to
be
watching
a
fifth
grader
wearing
the
same
all
district
Music
Festival
shirt
as
that
eighth
grader,
as
that
high
school
student
and
they're
talking
about
like
lots
of
different
things,
but
things
like
where
are
they
going
to
college?
Oh,
you
do
science,
research
and
you're
still
in
bed.
How
did
you
work
that,
like?
Like
those
conversations
you
you
can't
make
that
up
and
it's
just
it
was
amazing.
K
Not
only
did
they
make
music
together
and
have
those
experiences
if
they
have
lunch
together,
you
just
had
an
experience,
a
shared
experience
that
now
they
know
a
kid
in
the
big
bad
high
school
you
know
and
that
that
piece
was
really
nice.
They
were
sort
of
co-sat
next
to
each
other
and
it
was
just
an
awesome
thing.
So
that's
where
band
Orchestra
cores
over
400
plus
students,
and
so
that
was
really
a
special
event
and
special
thanks
to
the
Byron
Hills
Education
Foundation,
because
they
actually
sponsored
the
Festival
this
year.
K
E
K
You
look
around
the
boardroom,
you'll
notice
that
we
have
an
art
show
again
in
the
conference
room
with
the
district
office
and
of
course,
you
know,
the
community
is
invited
to
view
that
at
different
times
we've
got
a
schedule
that
shows
that
and
and
it's
changed
every
like
three
or
four
weeks.
Dr
lamia
sends
letters
home
and
invites
parents
into
the
community
to
watch
and
to
see
so
that's
really
exciting.
We
have
on
the
advanced
placement
art
show
coming
up.
K
So
that's
that's
another
sort
of
thing
on
our
radar
March
29th.
We
have
the
national
the
induction
ceremony
for
the
National
Art
Honors
Society,
the
national
musical
Society
will
have
their
induction
started
as
part
of
the
concert
later
in
the
spring.
But
that's
really
nice
piece,
the
the
music
Society
in
particular.
It
was
on
Hiatus
when
we
had
the
pandemic
and
we
couldn't
because
the
Criterion
wasn't.
We
couldn't
fill
the
Criterion
because
we
couldn't
host
Nismo,
which
there's
a
long
story.
Bottom
line
is
we're
back.
K
We've
got
a
whole
bunch
of
kids
that
were
inducting,
they've
got
their
applications
in
the
fall
and,
and
so
those
really
positive
things
happening.
Amongst
jazz
band
at
the
middle
school
due
to
student
interest
and
now
they're
coming
over
to
high
school,
in
fact
they're
rehearsing
tonight
they
played
the
event
last
night.
So
there's
a
lot
of
fun
stuff
happening.
The
play
has
gone
strong,
we
finished
Freaky,
Friday
and-
and
there
was
a
lot
of
great
success.
D
K
And-
and
so
we
had
a
quick
meeting
this
afternoon
with
the
students
to
talk
about
the
spring
production
as
we
were
sort
of
getting
ready
for
those
plans,
and
so
there's
a
lot
of
happening,
a
lot
of
Buzz,
so
maybe
I
could
talk
just
briefly
about
the
slides
and
then
I'll
open
up,
maybe
some
questions.
So,
if
we're
looking
at
oh
we'll
do
music
first,
all
right.
So
there
is
a
the
variance
in
music
is
really
both
sides.
The
bearings
in
the
budget
is
really
about
personnel.
K
So,
if
we're
looking
at
specifically
music
Alan
lounsberry
was
still
on
the
budget
from
this
past
year
and
so
by
taking
them
off
the
budget.
That's
what
we're
looking
at
in
terms
of
the
variance
the
The
Contract
Services,
just
to
sort
of
piggyback,
maybe
on
what
Andrew
was
talking
about,
one
of
the
contracted
Services,
we're
able
to
leverage
BOCES
and
those
types
of
things
in
order
to
be
able
to
reduce
our
costs
and
still
receive
the
same
amount
of
services.
K
So,
for
instance,
you
know
like
we
just
got
a
percentage
back
and
bringing
artists
for
things
like
we
have
an
accompanist.
We've
got
a
music
therapist
that
comes
in
this
year
to
help
the
some
of
the
cohorts
in
our
building,
so
those
types
of
things
are
really
made
available
to
us.
So
if
we
look
at
the
art
slide,
the
variance
there
is
because
we
have
a
teacher
that
wasn't
necessarily
in
the
budget,
so
Nicole.
K
K
I'm
sure
so
I
can
tell
you
that
the
eighth
grade,
the
eighth
grade
cohort,
is
smaller
than
maybe
average
and
that's
a
cohort
that
was
really
impacted
by
the
pandemic.
They
were
the
ones
that
they
didn't
have
their
instruments
they
didn't
play
like
they
had
a
very
different
experience
and
so
like
we
are
strategic
in
how
we
engage
them
right.
So
we've
been
sort
of
meeting
the
way
they
are
and
and
getting
them
excited
about
the
experience
so
right
now.
What
does
that
translate
into
for
this
year
at
the
high
school?
K
D
C
K
You
would
not
believe
the
instrumentation
we
are.
We've
got
some
bad
Personnel
switches
that
have
happened
and
the
teachers
are
knocking
out
of
the
park,
so
they
have
engaged
students
the
fact
they
reignited
the
middle
school
jazz
band
and
the
numbers
in
the
fifth
grade.
We've
got
three
band
teachers
in
the
middle
school
at
the
elementary
rocking
and
rolling
with
them,
and
they
were
here
for
the
festival
on
Monday.
D
K
K
Yes,
so
in
fifth
grade
the
students
can
be
in
band
and
band
Orchestra,
but
they
can
also
be
in
chorus
and
then
the
same
is
true
when
they
reach
sixth,
seventh
and
eighth
grade,
students
can
be
in
Orchestra
it's
different
in
middle
school
because
they
actually
share
the
time
the
teachers
work
that
out.
So
they
might
go
half
the
period
to
chorus
and
half
the
period
to
Orchestra
but
the
but
not
takes
some
teacher
approvals
to
process
for
that,
but
they
can
from
fifth
grade
onward.
K
K
K
K
Why
don't
you
come
in
and
try
the
band
we'll
bring
you
into
progression
and
we'll
transition?
So
there
are
some
students
that
were
able
to
sort
of
talk
into
that.
So
it's
not
too
late,
it's
in
the
middle
school
and
in
elementary
school.
It's
a
little
bit
tougher.
The
way
that
the
lessons
are
structured,
so
the
teachers
they
have
a
system
in
place
where
they'll
encourage
the
students
to
take
some
private
lessons
and
take
some
sort
of
proficiency
exam
to
sort
of
step
back
in,
but
at
the
high
school.
G
Thank
you,
Pete
you're
welcome.
Thank
you.
Okay
can
I
just
quickly
public
information
about
Cat
TV,
just
a
small
decrease
there.
We've
We've
shifted
the
this
District
calendar
next
year
from
BOCES
to
Brian,
belso
and
his
staff.
So
that's
that
change
right
there,
so
yeah,
Brian
Brian,
is
that
for
amazing.
G
C
C
B
K
E
C
Time,
okay,
so
on
my
major
budget
codes,
the
only
increases
salary
to
the
contractual
obligations.
So,
let's
get
into
what
I
spend
my
curriculum
Budget
on
and
an
extra
slide
there.
So
I'm
a
look
at
Elementary.
First
with
Coleman,
Hill
and
Wampus.
There
are
six
major
categories
or
seven
major
categories
that
we
have
that
I'm
spending.
My
budget.
C
I've
been
talking
a
lot
to
the
board
into
our
community,
about
our
review
of
literacy
and
I'm,
anticipating
some
costs,
which
could
include
some
curriculum
materials
for
the
classroom.
Some
things
we're
starting
to
have
conversations
about
based
on
our
work
this
year
is
a
need
for
decodable
texts
in
the
K5
classrooms
or
K3
classrooms
for
decodable
text,
grade
level
texts
and
also
content-based
texts
like
science,
books
and
Social
Studies
books
to.
D
C
With
students
content
knowledge,
so
we're
reviewing
our
literacy
right
now,
mathematics,
we're
looking
at
a
new
screening
tool,
a
diagnostic
tool
for
Math,
and
also
looking
at
materials
for
advanced
Learners
in
mathematics,
so
I'm,
anticipating
costs
there.
We
are
currently
reviewing
K5
science
programs.
We
need
to
adopt
a
new
science
program,
so
I
anticipate
coming
to
you
next
year
with
the
new
science
curriculum
for
K5,
we're
doing
a
study
right
now.
C
We're
also
reviewing
our
multi-tiered
systems
of
support
and
academic
intervention
service
plan
and
may
need
to
put
some
budget
and
training
there
and
we've
talked
to
you
about
character,
strong
in
February.
We
had
our
folks
here
from
Wampus
talking
about
character,
strong,
so
I
anticipate
coming
to
you
next
year
to
adopt
that
program
and.
C
A
new
teacher
training
week
for
elementary
teachers
in
the
summer,
so
we
put
some
resources
to
bring
in
some
curriculum
staff
Developers
for
that
period.
At
the
summer
I'm
in
the
summer
yep
the
first
week
of
the
summer,
then
for
the
middle
school
and
high
school
we
have
a
few
major
categories.
One
is
competency-based
learning
we're
starting
to
have
conversations
about
alternative
assessments,
Alternative
forms
of
evaluating
student
learning,
so
we
anticipate
over
the
next
couple
years.
C
Having
some
workshops
around
that
area,
then
we
have
our
department,
specific
focus
and
I
put
some
of
just
the
big
ideas
with
each
department
and
what
their
areas
of
focus
will
be
next
year.
So
I
anticipate
in
supporting
the
chairs
and
directors
with
workshops
through
BOCES,
maybe
some
staff
developers
and
some
materials
as
needed
in
those
areas.
And
then,
of
course,
our
focus
on
leadership
is
looking
at
integrating
leadership
throughout
all
of
our
courses
and
may
need
to
look
at
some
training
for
faculty
in
that
area,
and
that
is
my
budget.
C
C
C
F
C
C
Each
team
is
assigned
a
mentor
who
works
with
them
on
a
regular
basis.
That's
a
lot
of
what
we're
beginning
to
do.
We
have
to
just
we'll
get
feedback
from
those
mentors
to
see
if
they
felt
like
it
was
enough
time
too
much
time.
What
was
the
communication
like?
So
there
may
be
some
areas
where
we
have
to
enhance
the
curriculum
to
teach
kids,
that
one
thing
we're
learning
is
communication
skills
with
kids
like
they
had
to
do
in
science.
Research.
C
C
We
were
just
meeting
with
a
former
student
who
is
starting
his
own
business
and
that
we
met
with
was
really
terrific
and
he
said
one
area
which
he
feels
like
would
be
helpful
to
kids
without
having
that
work.
So
we
think
we
want
to
build
that
into
how
I
mean
the
simple
things
about
you
shake
hand
to
introduce
yourself
and
the
guy
contact
teaching
students
how
to
do
that.
How
to
ask
questions?
How
to
you
know,
exchange
your.
C
C
Do
most
of
the
mentors
from
this
year
think
that
they're
going
to
come
back
or
is
it
too
soon?
We
haven't
asked
them
that,
yet
we
don't
know
that'll
be
curious,
but
we
did
get
so
last
night
was
the
eighth
grade
orientation
to
the
high
school
and
generally
can
get
a
pitch
for
it
in
her
meeting,
and
we
had
eight
parents
from
eighth
grade
sign
up
to
be
sure.
So
that
was
just
in
a
simple
meeting
like
hey.
We've
got
this
really.
C
Yes,
they
did
this
year,
we
probably
are
seeing
mostly
Juniors.
Now
this
we
saw
this
in
close
Scholars,
where
the
first
year
we
had
students
across
all
grades,
but
as
it
went
on
it's
mostly
sophomores
in
year,
one
so
that
we
assume
over
time
it's
going
to
be
mostly
Junior
signing
up
for
year
one,
but
we
do
have
a
handful
of
seniors
in
That.
C
C
C
Know,
I,
don't
think
you
should
manufacture
the
console,
be
too
much.
You
should
license
it
so,
and
he
said
you
know
you
might
want
to
happen
this
idea
and
they
said
you
need
a
patent
lawyer.
You
don't
have
to
be
a
parent
and
he
said
I'll
connect
with
you,
that's
what
was
really
cool.
I
saw
several
of
these
parents
walk
up
to
teams
after
they
presented
and
said
here
reach
out
to
me
you
know
here's
my
number,
okay,
our
parents
are
just
so
amazingly
giving,
and
it's
just
really.
It's
just
blowing
me
away.
C
A
C
Are
taking
a
hit,
particularly
on
social
studies,
because
some
students
see
this
as
there's
a
lot
of
social
studies,
teachers
involved,
cities
and
social
studies
course,
probably
some
of
the
art
selectives
might
have
reduced
enrollment
in
the
global
Scholars
of
year.
One
has
taken
a
little
bit
of
a
hit,
but
that's
multiple
reasons.
I
think
we
have.
C
I
Science
research
seems
to
I've
done,
I'm,
not
quite
sure
how
to
do
it
is
they
have
this
network
of
alumni
who
have
gone
through
the
program
and
the
alums
help
out
the
students
and
pave
the
way
over
time?
Obviously,
it'll
take
a
little
bit
to
just
like
to
put
the
building
blocks
in
classical
startups
is
made
for
that.
Yeah
yeah.
C
We
have
our
list
of
things
we
want
to
do
so.
That's
definitely
on
our
list
of
that's
a
lot
of
connection
more
to
manage,
but
you
know
right
now
we're
managing
the
17
parent
volunteers.
We've
had
about
a
dozen
come
in
to
teach
a
lesson,
and
then
there's
parents
and
yeah.
It's
a
lot
to
manage
in
terms
of
that
scheduling
across
three
or
four
different
sections
of
classes,
but
we
definitely
that's
on
our
list
is
to
reach
out
to
alumni.
We
may
invite
alumni
to
our
pitch
Event
in
May
on
May
22nd.
C
Parents
and
our
kids
can
meet
a
network
sort
of
before
the
main
event,
so
we're
thinking
about
scheduling
something,
and
that
would
be
where
alumni
could
come
in
right
and
make
contacts
with
people,
so
they
were
trying
to
think
of
a
way
we.
We
really
create
this
entrepreneurship
Hub
of
environmentals
and.
C
B
B
A
C
So
we
have
for
a
second
read:
we
have
two
policies
and
a
regulation,
so
policy
9645
disclosure
of
around
the
condo,
also
known
as
The
Whistleblower
policy,
and
then
we
have
use
of
timeout
rooms
and
physical
constraints
and
then
the
use
of
timeout
rooms
regulation.
So
we
reviewed
the
details
at
the
last
meeting
and
I
answered
a
few
questions.
C
A
D
B
B
Greenwald
has
a
quote
there
about
Samantha
that
she's
been
recognized
as
one
of
the
top
young
scientists
in
our
country
today
to
come
in
eighth
place
in
the
nation,
and
that
is
unbelievable.
We've
talked
about
Samantha
numerous
times
in
these
meetings
and
I
hope
Samantha.
You
are
watching
and
that
you
know
that
you
have
somebody
who
secretly
you
know
covets
being
your
mother,
but
the
accolades
that
she
has
received
but
are
are
significant
beyond
anything.
But
Samantha
is
also
a
community
contributor.
She
is
an
EMT.
She
is
a
volunteer
firefighter.
B
B
B
We
had
sorry
Eliza,
Hammond
and
Max
titlebaum
presented
posters
and
if
you
happen
to
have
an
opportunity
to
go
to
the
high
school
when
they
were
doing
their
poster
presentations,
they
were
absolutely
outstanding.
Congratulations
to
Chloe,
who
won
first
place
and
then
presented
against
four
other
for
first
place,
winners
and
she
came
in
third
overall
and
that
qualified
her
to
attend
the
61st
National
jshs
in
Virginia,
Beach
Virginia.
So.
D
B
B
And-
and
it
was
I
just
loved
how
each
of
them
had
a
different
way
about
them.
Like
Ethan
Cherry
I
happened
to
when
we
were
doing
the
visitation
to
the
high
school
he
presented
to
me
in
the
science,
research
room
and
I
I
liked
how
he
took
a
different
tact
than
the
others.
He
did
not
say,
and
my
hypothesis
was
and
my
he
had
a
much
different.
He
said
I'm
going
to
come
back
to
my
hypothesis
at
the
end,
because
I
want
to
talk
to
you
about
or
I
mean
just
the
it.
B
What
was
amazing
to
me
is
that
they
each
had
a
way
to
catch
a
listener
and
you're
not
talking
about
easy
content.
You're
talking
about
content
that
people
a
layperson
does
not
understand.
Yet
you
were
able
to
understand
them,
because
somehow
they
have
that
magical,
je
ne
sais
quoi
that
enables
them
to
explain
what
they're
doing
to
others
and
in
a
way
that
is
captivating
and
that
you
can
follow.
B
I
was
shocked,
I
mean
I
was
just
so
happily
shocked,
but
they
were
amazing,
also,
congratulations,
yay,
half
cost
and
human
rights
Education
Centers
annual
Human
Rights
Institute.
This
was
on
March
15th
and
we
had
eight
students
from
our
Global
Scholars
group
go
there
and
they
participated
in
the
institute
at
Iona
university.
They
heard
from
keynote
speakers.
They
participated
in
workshops,
I
love
this
two
year,
two
students,
Ariana
Garcia
and
Charlotte
broadbeck,
sorry
led
a
workshop
or
students
on
the
issue
of
domestic
violence
and
to
cap
off
the
day.
B
B
Friday
is
another
hit
for
the
Varley
players
and
they
will
be
featured
on
the
front
of
the
focus
we.
Your
district
office
had
a
good
time
sitting
there,
watching
the
play
that
night
I
mean
we,
the
the
singing
the
acting
and
I
I
know
that
those
kids
had
an
amazing
time
together,
as
they
were
doing
it,
it
was
awesome,
here's
some
more
eggs,
that's
great.
It
was
great
District,
Band
festivals.
You
heard
Pete
talking
about
it.
B
We
had
every
one
from
fifth
graders,
eighth
graders
and
on
to
high
school,
who
were
in
these
combined
performances.
I
want
to
thank
the
Education
Foundation,
as
Pete
did
for
supporting
this
work
for
our
kids.
I,
don't
know
that
we've
ever
had
in
my
history,
these
district-wide
music
festivals.
Have
we
no.
B
So
I
think
it's
a
repeat,
and
so
let's
do
it
again,
and
some
of
the
band
festivals
and
I
love
some
of
the
kids
that
I'm
seeing
In
Here
Also
are
kids,
who
high
school
kids,
who
went
down
to
Wampus
the
day
that
they
were
showing
them
the
instruments,
and
these
are
some
of
the
same
kids
that
I'm
seeing
right.
Now,
it's
really
great,
and
then
we
had
the
Wizards
game
they're
around
on
the
right
coach
lamia.
B
B
B
D
B
D
C
C
C
State
comptroller's
office,
where
they
looked
at
the
date
scores,
which
is
the
national
assessment
of
educational
progress,
that
tests
students
in
math
and
reading
it
grades.
Four
and
eight
can
I
do
that
over
time.
So
what
this
is
showing
is
a
comparison
between
students
in
New,
York's
native
scores
compared
to
the
entire
U.S.
So,
for
example,
on
that
first
slide,
when
you
see
great
for
math
from
2019
the
mean
at
the
average
scale
score
on
the
Nate
to
2022
in
New,
York
dropped,
10
scaled
score
points.
C
Some
research
looked
at
that
and
estimate
that
that's
about
30
weeks
of
lost
instruction
over
that
time
period
from
a
certain
researcher
who
looked
at
that
compared
to
the
US,
which
is
down
five
points
and
read.
Now
again.
This
is
New
York
state
in
general,
it's
not
violentials
data.
In
reading
it
went
down
five
or
six
scale
points
in
New,
York
in
math,
Six,
scale
points
and
then
in
eighth
grade
reading
zero.
C
So
so
it's
just
looking
at
it
in
the
state
controller's
office
was
making
a
case
for
meeting
more
Aid
to
address
this
issue
in
New
York.
So
it
got
me
wondering
about
Byron
Hills.
Now
we
don't
have
nape
scores
to
compare
so
I
can't
give
their
Apples
to
Apples,
but
I
looked
at
our
state
test
scores
and
looked
at
the
scale
score.
The
capital
scale
score
on
the
state
assessments
comparing
2019
to
22.
same.
E
C
Period
different
assessment,
but
I
just
thought.
Let's
look
at
that,
so
in
Byron,
Hills
are
great.
For
math
I
went
down
only
two
percent
compared
to
the
ten
percent
of
New
York
State
on
the
name
in
fourth
grade
reading.
We
had
no
chain
so
the
same
mean
scaled
score
on
our
state
test
in
Byram
Hills
from
2019
to
2022.
C
I
F
F
C
B
E
C
C
Yeah
you'll
recall
from
my
assessment
reports.
You
often
see
punctuation
from
here,
so
that
could
just
be
as
a
result
of
that,
but
we
are
paying
attention
to
it
and
addressing
needs
of
that,
as
we
usually
would.
I
decided
also
just
to
look
at
proficiency
and
compare
Bonner
Hill
City
New
York
State.
This
was
the
2022
Ela
scores.
The
blue
bars
are
the
percent
of
students
reaching
proficiency.
That's
a
level
three
or
four
on
the
state
test
by
grade
level
compared
to
New,
York
and
you'll,
see
that
the
red
bar
is
New
York.
C
We
tend
to
follow
the
same
Trend,
but
we
have
performed
students
in
New,
York
and
then
in
math.
What's
interesting
in
math
is
you'll
notice
grades
three
through
five,
while
New
York
declined
the
trend
there.
We
stayed
the
same
so
that
sort
of
we
defied
the
New
York
State
Trend
in
grades,
three
four
and
five
in
mathematics,
which
is
interesting
to
me.
Well.
B
C
That's
what
it
says
to
me
is
we
were
in
person.
Our
students
didn't
seem
to
lose
a
lot.
Did
they
lose
some
things
so
emotionally
viewed
yeah
that
we
are
trying
to
address
those
issues?
Certainly
there
might
have
been
something
but
I
think.
Overall,
our
students
are
still
performing
them
for
the
Iowa.