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From YouTube: Board of Education Meeting - June 6, 2023
Description
Board of Education - June 6, 2023
1. Call To Order 00:00
2. Proposed Executive Session Upon Board Approval 00:00
3. Pledge of Allegiance 1:22
4. Comments from the Public -/-
5. Revision and Adoption of Agenda 2:05
6-8. Consent Agenda (Personnel, Special Services, Business) 2:15
9. Special Report #1: Recognition of Tenure Candidates 2:32
10. Special Report #2: Update on the K-5 Literacy Study 27:13
11. Unfinished Business 50:17
12. New Business 59:49
13. Staff Reports 1:04:25
14. Board Reports 1:24:34
15. Communications to the Board 1:27:17
16. Approval of Board of Education Minutes 1:27:38
17. Adjournment 1:27:58
AGENDA: https://go.boarddocs.com/ny/bhcsd/Board.nsf/vpublic?open
___
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A
We're
going
to
call
the
meeting
to
order
we're
going
to
enter
into
executive
session
for
the
June
6
2023
meeting.
It
is
six
48.
Is
that
right,
6
48
and
can
I
have
a
motion
to
enter
into
exactly
all
those
in
favor.
Thank
you
and
we'll
see
you
shortly.
Oh,
oh
sorry,
wait!
Sorry
we're
going
to
go
into
executive,
sorry
session!
I'll
get
this
right.
A
Almost
it's
almost
the
end
of
the
year
to
discuss
2.1
negotiation
matter,
BHA,
2.2,
contract
matter,
individual
employee,
2.3,
contract
matter,
individual
employee
and
2.4
Board
of
Education
matter.
So
can
I
just
get
that
motion
again.
Second
and
all
those
in
favor.
Thank
you
good
evening,
everybody
I'm
Lara
stangle
the
board
president
Welcome
to
our
June
6
2023
board
meeting
we
entered
into
executive
session
at
6
48,
where
we
discussed
2.1
negotiation
matter,
2.2
contract
matter,
individual
employee,
2.3,
contract
matter,
individual
employee
and
2.4
Board
of
Education
matter.
A
A
All
those
in
favor
and
I
will
recognize
that
Jason
Berlin
is
not
here
this
evening
and
then
can
I
have
a
motion
to
approve
tonight's
consent
agenda,
which
is
Personnel,
6.1
special
services,
7.1
business
at
8.1.
So
second,
so
all
those
in
favor
and
then
we'll
talk
about
our
special
recognition
this
evening
of
our
tenure
candidate.
So
we're
very,
very
fortunate,
I'm
very
happy
to
have
you
all
here
and
I'm
going
to
give
it
over
to
Jen
in
a
moment.
C
Over
to
you,
let's
talk
first,
a
little
bit
about
tenure
and
what
tenure
means
in
Byram,
Hills
I've
had
tenure
a
few
times,
and
only
because
I've
changed
positions
right
so
with
each
position,
you
lose
your
tenure
and
you
take
a
risk
to
see
if
you'll
be
tenured
again
now
I'm
in
the
ultimate
seat
of
you,
never
get
tenure.
You're.
A
C
So
so
tenure
is
a
big
deal
in
Byram
Hills
because
it
is
not
just
about
checking
all
the
boxes.
It's
about
being
a
partner
to
the
community
with
parents.
Remember
that
as
Educators
we
are
seeing
kids
every
single
day
as
parents.
You
have
this
one
shot
with
this.
Let's
say
Dennis
covert
group
of
two
that
you
have
right
and
and
as
a
parent,
sometimes
you're
not
getting
the
bigger
picture
that
a
teacher
gets
from
seeing
kids
and
understanding
how
kids
struggle
and
overcome
difficulties
and
what
it
takes
for
kids
to
learn
right.
C
C
You
know
one
of
my
biggest
questions,
I
I'm,
always
asking
like
who
are
the
kids
sitting
with
that
lunch?
Do
they
have
friends
like
why
were
they
adapting
to
their
environment?
Are
they
working
collaboratively
with
other
kids
as
parents?
You
don't
know.
We
see
that
right
every
once
in
a
while.
You
have
your
own
kids
at
home
and
they
definitely
are
not
the
children
that
they
are
in
school,
but
in
school
our
teachers
see
them.
C
They
start
to
learn
about
them
and
they
understand
them
and
that
community
building
with
the
parents
is
so
important
for
parents,
I
am
a
parent,
and
when
my
one
of
my
children
was
young,
it
was
a
teacher
who
showed
me
something
about
my
child
that
I
didn't
realize
right.
So
that's
the
lens
that
you
come
at
for
being
a
Community
member
and
a
commitment
to
parents
in
the
community.
A
commitment
to
children.
C
I
am
pretty
sure
that
every
educator
in
here,
whether
you
are
Jeanine
Marie
DeFalco
as
an
assistant
principal
or
you
are
Dana
celestino.
As
a
music
teacher,
you
would
take
home
every
single
child
in
your
class
right
I
know:
Jenny
Marie
DeFalco.
There
was
a
boy
who
couldn't
get
on
his
bus
on
he
got
on
the
bus
Friday.
Nobody
was
there
to
receive
him.
Janine
Marie
stayed
with
this
boy
until
after
six
o'clock,
until
his
parents
could
come
and
pick
him
up
right
that
kid
had
the
time
of
his
life.
She.
C
B
C
Right
so
this
is
this
is
what
it
means
to
be
a
civil
servant
in
a
community
right
that
that
it
is
all
about
that
community
and
not
once
did
she
complain
about
it.
It
was
a
Friday
night
I.
Don't
think
she
even
got
that
much
thanks
for
it,
but
we
were
profusely
thinking.
So
tenure
means
that
you're
a
part
of
a
community
in
your
community
member.
C
It
also
means
that
you
are
part
of
the
community
of
our
school
district
that
you
are
working
with
your
colleagues,
your
listening,
Mark
a
mark
is
coming
to
us
as
our
new
Fine
Arts
director
Mark
was
talking
tonight
about
listening
right.
How
important
it
is
when
you
go
into
a
role-
and
you
are
in
that
role
that
you
are
listening
to
your
colleagues,
that
you
are
gaining
an
understanding
of
what
they
feel
good
about,
what
they're
doing
what
their
needs
are
and
learning
from
each
other.
C
C
When
we
first
started
teaching,
he
went,
it
was
the
last
minute
class
was
going
to
start
in
like
two
minutes
and
he
ran
into
the
copy
room
to
run
off
something
for
the
class
that
was
happening
in
five
minutes
that
he
pulled
together
and
I
was
in
there
and
I
said.
Oh,
do
you
need
the
copier
and
he
said
no
you're
you're
doing
something
you
can
go
ahead
and
finish
and
I
said
no.
No,
this
stuff's
for
next
year.
B
C
Is
pre-interweb
right
so
pre-internet?
It
was
the
time
where
you
would
do
a
lesson
and
then
you
would
recraft
that
lesson
and
then
you
would
stock
it
up
for
the
following
year.
Right
that
that
isn't
the
case
anymore.
You
know
we're
always
evolving
and
changing,
and
we
learn
so
much
from
one
year
to
the
next
and
that's
the
part
of
tenure
that
I
love.
C
The
most
is
that
we
have
Educators
here
who
continue
to
be
learning
professionals
who
are
learning
whatever
it
is
that
kids
need
to
know
how
to
do
what
they're
doing
I
think
about
the
map.
Department
a
number
of
years
ago,
we
brought
in
a
consultant
who
developed
lessons
with
Math
teachers
and
went
into
the
Math
teachers
classrooms
to
implement
the
lessons
and
then
have
a
talk
and
learn
afterward
and
we're
going
to
do
so
much
more
of
that
too.
But
those
are
the
Educators
that
can
open
a
book.
C
They
can
open
the
book
to
their
lives
as
Educators
and
say
wow
what's
in
here,
and
what
else
should
I
be
filling
in
so
I'm
so
proud
of
the
people
who
are
here
tonight
who
are
receiving
tenure,
because
I
think
that
you
have
successfully
found
inroads
to
all
three
of
those
things.
The
Community
member,
the
collaborator
with
your
team
and
the
the
Byron
Hill
says.
C
C
10-Year
recipients
tonight
so
Susan
I'd,
like
to
start
with
you
Susan,
is
a
district-wide
enl
teacher.
That
means
that
pretty
much
every
child
she
encounters
does
not
speak
English
as
a
first
language.
Can
you
imagine,
and
there
there
have
been
children
who
don't
speak
English
at
all?
What
Susan
does
is
she
helps
them
to
acclimate
these
kids
or
sponges.
They
are
learning
language
in
no
time,
but
it
is
incredibly
important
that
they
have
Susan
to
be
able
to
do
that.
C
She
is
remember
that
first
part
of
community
that
I
was
telling
you
about
imagine
being
a
parent
in
this
community
who
doesn't
speak
English
and
trying
to
navigate
our
our
community
correspondence,
which
now
come
in
multiple
languages,
but
but
not
having
that
sense
that
you
were,
even
speaking,
the
same
language
as
those
where
you
are
sending
your
child
right.
Knowing
that
your
child
is
going
to
a
new
place
and
will
have
to
learn
a
new
language,
it
might
be
facing
very,
very
interesting
struggles
right.
C
So
so
Susan
is
really
that
platform
helping
every
child
to
get
over
that
Hill
until
they
start
to
process
language
and
use
that
language
and
you've
been
so
incredibly
successful,
and
you
I
I
even
know
this
about
you.
There
are
some
times
that
we
have
changes
in
schedules,
so
Susan
will
not
have
the
students
that
she's
supposed
to
be
seeing
and
technically
she
doesn't
have
to
make
up
that
time.
C
C
C
E
A
C
B
C
You
never
hesitate
with
a
group
of
kids
if
the
superintendent
walks
into
your
classroom-
and
you
see
me-
you
say,
guess
who's
here-
everyone
and
the
next
thing
I
know
I'm
involved
in
whatever
it
is
that
you're
teaching
those
kids
you
bring
such
joy
to
those
children
and
that's
what
music
should
be
I.
Remember
piano
lessons
now,
I
know
it's
different
because
you're
of
course,
but
when
I
was
a
kid
and
I
took
piano
lessons
and
it
was
a
drudge
because
I
had
to
sit
in
that
waiting
room.
C
While
my
sister
had
lessons
and
my
brother
had
less
of
the
time
and
I
had
to
sit
on
that
uncomfortable
chair
and
wait,
and
that
you
know
was
my
Early
Childhood
experience
with
music
to
see
kids
that
are
in
your
class
and
they're
singing
and
they
love
it
and
to
see
the
numbers
of
kids
now
at
the
middle
school
that
are
in
those
chorus
groups.
That
is
a
testament
to
everything
that
you're
doing
at
those
younger
ages.
So
thank
you.
C
C
And
you're
a
proud,
mom
and
dad
Dennis
covert,
so
Dennis
covert
and
I
knew
each
other
back
in
the
day
when
Dennis
was
my
son's
baseball
coach,
a
little
known
fact
and
lived
in
Clarkstown
and
Harry
was
on
the
team
with
my
son
as
well,
and
I
would
see
Dennis's
family
at
all
of
these
games,
and
we
had
physics,
opening
and
I
said
Dennis.
Would
you
consider
applying
for
this
position?
Thinking
never
in
a
million
years?
Would
somebody
who
is
vested
in
another
district
for
so
many
years
want
to
come
here
now?
C
Dennis
is
a
physics.
Teacher
I
would
say
that
I
net
you
probably
have
as
good
of
a
chance
of
winning
the
lottery
as
you
do,
a
finding
a
physics
so
I
mean
really
it's
very
difficult
right.
So
Dennis
was
one
of
the
candidates,
fortunately
we're
Byram
Hills.
So
we
had
a
very
large
group
of
candidates
who
were
vying
for
the
job
and
I.
Don't
know
until
the
very
end
who
the
committee
selects
and
the
committee
selected
Dennis,
one
of
in
his
first
year,
I
remember:
I
was
out
in
the
woods
with
operations
and
maintenance.
B
C
Dennis
playing
Wiffle
ball
and
the
kids
were
whatever
they
were
doing.
Then
they
were
running
over
to
this
table
and
they
were
tallying
all
sorts
of
stuff
and
somehow
he
turned
Wiffle
ball
into
physics.
I
went
to
the
high
school
pretty
recently
and
one
of
the
groups
was
outside
and
Dennis
said.
Oh,
you
know
you
should
go
out
right
now.
We're
measuring
the
speed
of
sound
and
I
thought.
Oh
wow
Elementary,
you
know
they're
measuring
the
scene,
the
Speed
of
Sound
Outside.
C
What
you've
done
for
the
kids
in
the
high
school
has
been
tremendous,
I
love
that
I
go
to
a
football
game
and
you're
there
with
your
lovely
wife
on
a
Saturday
to
cheer
on
the
Byron
Hills
teams,
you're
doing
so
much
after
school,
with
coaching
now
you're
coaching
baseball
here
and
we're
so
proud
of
that.
So
thank
you
for
taking
the
long
drive
and
for
investing
in
this
community
in
such
an
intense
way,
really
appreciate
it.
C
C
She
was
an
aide
in
Byram,
Hills,
left,
Byron
Hills,
got
experience
and
came
back
and
we
were
ever
so
happy
to
receive
you
and
I
would
say
that
some
of
the
accolades
that
I
hear
about
you
very
often
are
your
ability
in
an
integrated
co-teach
class,
to
work
with
teachers
and
to
help
to
develop
the
skills
of
how
to
teach
kids
and
differentiate
across
the
board.
So
I
know
that
your
teachers
in
your
building
all
want
to
partner
with
you.
This
is
like.
C
If
they
could
pick
you
if
you
could
have
like
a
who,
would
you
pick
on
your
team?
You
know
and
your
kids.
They
would
pick
you
on
the
team
first,
and
that
says
so.
Much
to
in
such
a
short
amount
of
time
have
gotten
the
confidence
from
all
of
these
veteran
Educators
around
you
that
they
want
to
work
with
you
and
they
want
to
be
with
you
and
that's
a
testament
to
all
the
work
you
did
out
there
before
you
came
back
and
I.
C
C
Other
than
that
it
is?
You
are
now
working
with
Peggy
mcinerney
a
veteran
principal,
but
this
is
the
third
principle
that
you've
worked
with
in
your
Byron
heels
Hills
career.
You,
you
not
only
worked
with
three
different
principles.
You
were
an
assistant
principal
new
in
a
school,
and
you
never
even
saw
what
a
normal
year
looked
like.
You
were
thrust
into
covid
and
space
and
kids
six
feet
apart
and
I
have
to
say
that
one
day,
Janine
Marie
loves
everything
Disney
and
she
loves
everything,
sparkling
and
and
all
the
kids
love
it.
C
Your
superintendent's
gonna
show
up
and
be
like
I
bought
you
this
beautiful
bag
at
Kate
Spade,
but
I
did
because
that's
you
and
and
that
same
heart
that
stayed
with
that
student
Friday
night
and
that
same
heart
that
helped
to
navigate
that
building
through
covid
and
your
love
of
everyone
in
that
building
just
made
me
have
to
abandon
you
know
supervisor
whatever
at
that
exact
moment
and
just
say
how
much
you're
appreciated
enough.
So
congratulations
to
you,
Jenny
Marie,.
C
That's
the
community
part
of
never
giving
up
I
mean
you
I,
don't
even
think
you
ever
contemplated
giving
up
on
this
child
right.
It
wasn't
even
an
issue,
and
now
this
child
is
thriving,
absolutely
thriving.
It's
not
just
one
kid,
but
it's
every
kid
so
that
one
is
going
to
stick
out
of
my
mind
for
all
of
eternity,
because
it's
a
kid
that
I
love
and.
C
C
Mom
and
dad
and
husband,
Nate
and
Elise
came
to
the
math
department,
and-
and
it
was
a
very
interesting
time
when
you
arrived
as
well
correct.
A
lot
of
changes
happened
not
only
in
the
math
curriculum.
A
lot
of
changes
happen
to
us
as
a
school.
We
had
the
whole
reshifting
and
then
shifting
back
to
normal
life
and
in
all
of
that
time,
that
investment
in
the
community
that
I
was
talking
about
before
you
did
the
math
department
Lisa
you
can
attest
to
this
I
mean
they
they
are.
C
C
Or
6
o'clock,
which
really
doesn't
happen,
but
if
I
do
I
drive
out
the
parking
lot
and
I
see
the
Math
teachers
coming
out
and
I'm
like
they've,
been
here
since
7
30
this
morning
and
you're
one
of
them
right,
they
all
stay
up
there.
They
work
so
hard
together,
I
also
you
took
over
muafa
Theta
this
year.
C
You
are
doing
so
much
for
professional
development,
so
I
would
say
the
entire
well-rounded
teacher
is
somebody
that
you
become
here
and
it's
not
easy
to
do
in
Byram
Hills
in
the
math
department
through
coven,
with
the
changing
curriculum.
So
for
you
to
receive
these
accolades
tonight,
it
says
just
so
much
about
you.
I
know,
you
are
very
loved
in
your
department
and
congratulations
to
you.
C
That
is
my
report
on
the
tenure
candidate.
Now
you
have
what
Marge
Nolan
a
teacher
from
what
remember
Marge
when
I
first
came
to
Byram
Hills
there
was
a
teacher
named
Marshall
and
she
said
wow
him
I'm.
Sorry,
it's
been
here
as
long
as
I
have
Marge
Nolan
used
to
talk
about
14,
karat
gold,
handcuffs
like.
C
C
We
waited
until
the
report
to
talk
about
the
10-year
recipients,
but
something
really
exciting
happened
when
we
did
our
consent
agenda
as
well.
So
we
have
some
people
who
are
being
appointed
tonight.
Some
are
here
and
some
are
not
here,
but
I
would
like
to
say
all
of
them.
First,
we
have
our
very
own
Ashley
Morales,
high
school,
special
education
teacher.
C
C
C
A
C
C
A
A
F
Thank
you,
okay,
thank
you.
So
I've
spoken
several
times
this
year
about
our
work
on
the
literacy
study,
group
and
I
want
to
thank
Melissa,
Jacobs
and
Larry
stangle,
who
were
board
members
on
that
study,
as
well
as
our
parent
community
and
our
teachers
who
all
participated.
If
we
had
five
sessions
throughout
the
year
and
all
this
information
is
on
our
website,
I'll
provide
you
with
a
QR
code,
so
those
watching
at
home
can
access
all
of
the
information.
So
I
want
to
provide
with
you
this
evening.
F
F
And
those
viewing
and
our
board
members
can
access
this
information,
but
I
do
want
to
just
make
a
few
highlights
and
talk
to
you
about
what
we're
doing
now
on
that.
That
study
has
finished
and
the
work
that
we're
doing
with
our
faculty
going
forward
as
we
continue
to
to
study
and
learn
from
what
we
know
about
how
kids
learn
to
read
and
write
and
what
we're
doing
together.
E
F
A
few
things
to
point
out
was
the
purpose
of
our
group
in
the
spirit
of
continuous
Improvement,
we're
always
look
at
various
curricular
areas
and
think
about
and
reflect
upon
our
current
curriculum
and
think
about
any
areas
we
need
to
improve
upon.
So
that
is
part
of
our
natural
cycle.
Given
that
there
was
a
lot
of
people
writing
about
literacy
over
the
past
couple
years,
we
thought
it
was
good
to
just
bring
a
study
group
together
to
sort
of
slow
our
process
down
a
little
bit
and
think
about
well.
F
What
does
all
this
mean
that
we're
reading
about
in
the
media
and
let's
make
sense
of
it
with
some
experts
and
with
our
amazing
faculty
and
parent
Community
together?
So
that
was
the
purpose
of
the
study.
We
had
two
expert
researchers
facilitate
the
meetings
we
had
five
evening
meetings.
It
included
a
variety
of
people
from
our
district
and
our
parent
Community.
We
also
had
some
additional
public
meetings,
so
other
parents
could
join
in.
On
the
conversation
and
again,
there
was
a
QR
code
that
you
could
follow
at
home.
F
F
So
for
one
is
we
trained
all
of
our
special
education
teachers
in
kindergarten
through
fifth
grade
and
what
is
called
the
fort
mcgillingham
approach,
which
is
a
multi-sensory
approach
to
teaching
students
how
to
read
they
learn
strategies
and
our
special
education
teachers
have
been
implementing
these
strategies
immediately
of
things,
that's
very
applicable
and
the
immediate
in
our
classrooms,
in
every
meeting
I
go
to
with
teachers.
They
talk
about
and
tell
me
how
valuable
that
experience
was
for
them.
F
We
also
have
trained
any
new
teacher
and
any
other
teacher
who
has
switched
grade
levels
recently
in
fundations
foundations
is
our
phonics
program.
That
is
where
students
learn
to
decode
and
encode
to
learn
the
basics
and
foundations
of
reading.
We
also
are
offering
a
variety
of
literacy
workshops
that
are
on
our
website
for
the
summer
and
into
next
year,
and
we
are
in
the
process
now
of
developing
a
three
to
five
year:
literacy
plan,
in
collaboration
with
our
classroom
teachers
and
engaging
all
of
our
faculty
in
that
discussion.
F
So
I
started
to
take
these
slides
and
go
around
to
every
Elementary
classroom
with
a
group
of
teachers
and
talk
about
with
the
teachers
what
our
takeaways
were
and
to
hear
what
they
see
as
our
immediate
needs,
so
that
we
can
start
developing
this
plan
with
our
teachers.
Our
teachers
have
incredible
knowledge
about
how
kids
respond
to
our
curriculum.
Our
current
curriculum
they've
spent
many
years
studying
to
Gather
in
writing.
Curriculum
since.
F
You
know
that
we
adopted
the
Wonders
literacy
curriculum
and
we're
now
reflecting
upon.
How
well
is
that
working?
Does
it
align
with
what
we
think
are
best
practices
for
kids
and
with
the
research
and
we'll
start
to
explore
those
questions,
as
we
start
to
do
this
work
with
our
teachers,
but
we
have
to
involve
our
classroom
teachers
at
the
very
ground
level
because
they're,
the
ones
who
work
day
to
day
with
our
children,
so
we're
starting
those
conversations.
F
F
So
one
of
our
themes
was
that
teaching
reading
is
complex
and
I'll
talk
about
why
in
a
moment,
we
know
that
curriculum
instruction
benefits
students,
but
differentiation
is
extremely
important,
and
by
that
we
mean
we
have
to
meet
the
kids
where
they
aren't
developmentally
and
then
get
them
to
the
great
level
standards
and
learning
to
read
and
give
them
the
skills
that
they
need
to
read
and
write.
We
have
to
make
sure
our
curriculum
and
assessments
are
aligned
to
the
standards.
E
F
Also
realize
we
have
a
lot
of
questions
still
and
one
point
to
make
about
that
is.
We
have
two
research
researchers
who
are
amazing
researchers
in
their
field
highly
respected,
and
they
often
would
have
some
slight
disagreements
on
interpretation
of
research
in
terms
of
practice
and
I've,
been
listening
to
a
lot
of
podcasts
and
I'll.
Hear
researchers
argue
about
other
researchers,
criticizing
them
and
hear
these
debates
going
on
in
Academia
in
terms
of
the
application
of
the
research.
F
So
even
though
I
know,
I
read
this
research
and
these
researchers
are
reading
it
interpretation
and
research
is,
it
makes
all
the
difference,
so
we
always
have
a
lot
to
learn.
There's
always
a
lot
of
questions
and
we
may
interpret
the
knowledge
base
and
the
research
about
reading
and
writing
differently,
and
we
just
have
to
make
sure
we
as
a
community
and
as
a
faculty
and
parents
have
the
same
interpretations
and
we
explain
our
reasoning,
so
that
was
an
interesting
just
take
away
an
acknowledgment.
F
So
just
a
couple
of
points
I
want
to
make
as
I
go
through.
A
few
of
these
slides
in
terms
of
reading
is
complex.
One
thing
that
really
stood
out
to
us
is
that
our
brains
are
not
hardwired
to
learn
to
read
that
we
actually
have
to
reform
the
neural
pathway
of
the
brain.
And
that's
why
you
hear
when
you
hear
people
talking
about
reading
you'll,
hear
them
say
you
need
a.
You
need
a
systematic
approach
and
an
explicit
approach
to
reading,
and
that's
where
that
phonics
piece
comes
in.
F
These
had
these
elements
broken
up
into
two
categories:
language,
comprehension
and
word
recognition
and
with
in
each
of
those
categories,
are
some
elements
or
the
aspects
of
reading.
We
talk
about
these
as
the
pillars
of
reading
and
that
these
pillars
are
extremely
important
and
have
to
be
explicitly
taught
everything
from
background
knowledge
vocabulary
to
the
coding
and
site
recognition.
Those
all
are
explicit
and
they
are
not
that
one
comes
before
the
other.
They
all
need
to
happen
simultaneously
with
an
emphasis
of
different
areas
of
those
depending
on
the
developmental
stage
of
the
students.
F
So
even
though
students
might
still
be
learning
to
decode,
you
can
still
work
on
vocabulary
and
background
knowledge
and
language
structure
at
the
same
time,
but
with
Young
Learners
you're
not
going
to
spend
as
much
time
there,
but
it's
still
important
to
be
explicit
in
those
things.
So
this
has
been
a
good
framework
for
us.
That's
guiding
us
a
little
bit.
F
Several
years
later,
a
researcher
took
that
concept
and
came
up
with
a
writing
rope.
This
is
relatively
new
and
we're
looking
at
this
as
a
possible
way
to
help
frame
our
writing
approach
with
kids
breaks
it
down
into
key
components
and
areas
of
what
kids
need
to
be
successful
writers.
So
these
two
structures
are
really
helpful
to
us
in
terms
of
organizing
the
scope
and
sequence
of
our
work
as
we
go
from
kindergarten
through
fifth
grade
and
Beyond.
F
So
it's
helping
us
just
look
at
these
various
strands
to
make
sure
developmentally
we're
consistent
as
we
go
through
the
grade
levels
and
that's
been
important
to
us
as
we
continue
to
study
how
students
learn
to
read.
We
talked
a
bit
about
dyslexia.
We
spent
a
half
a
session
on
that
and
recognize
that
we
have
a
lot
to
learn
about
dyslexia,
so
our
teachers
are
interested
in
this.
It's
been
something
there's
still
a
lot
of
mystery
around.
F
A
lot
of
us
have
misconceptions
of
what
dyslexia
is,
so
we
have
acknowledged
that
this
is
an
area
we
want
to
do
some
professional
learning
around
so
that
we
can
deepen
our
knowledge
to
make
sure
that
we're
meeting
kids
needs
when
there
may
be
red
flags
for
dyslexia.
It
was
sort
of
highlighted
to
us
it's
sort
of
an
aha
moment
for
me.
F
Is
that
there's
not
a
single
test
for
diagnosing
dyslexia,
so
it's
complicated
and
kids
could
struggle
in
their
learning
to
read
for
various
reasons
and
whether
it's
a
learning,
disability
or
not,
is
something
that
you
might
not
know
later.
So,
while
it's
it's
sort
of
a
dilemma,
you
might
not
know
till
kids
get
older
that
it's
actually
dyslexia,
but
you
need
to
have
early
intervention
in
kindergarten.
F
At
first
grade,
then
make
sure
you
get
kids
up
to
speed
and
learning
how
to
read
before
they
get
too
late
in
their
development,
because
then
it
just
becomes
harder
to
catch
kids
up,
not
that
you
can't,
but
it's
harder
so
we're
putting
those
resources
into
early
intervention
and
into
our
screening
and
supportive
students
in
kindergarten
at
first
grade
to
really
focus
on
that
at
the
beginning.
Right
now,
as
we
develop
a
very
systematic
approach
to
our
interventions,.
E
C
This
is
it's
like
good
for
people
to
make
that
distinction
when
you're
hearing
that
right
and
I
there
are
statistics
that
X
percentage
of
kids
of
individuals
are
dyslexic
right,
but
does
that
dyslexia
mean
that
they
are
having
a
reading
problem
or
not
right?
Some
people
are
willing
to
give
the
term
dyslexia
to
mean
something
that
is
not
diagnosed
dyslexia
right.
F
B
F
C
And
I
think
it's
it's
doing.
That
is
showing
a
little
more
fluidity
to
say.
We
want
to
address
kids
with
reading
problems
in
a
certain
way
and
we'll
give
it
this
umbrella
of
Dyslexia
right
I
mean
whatever
the
reasons
are
doing
that,
but
I
I
think
that
that's
it
and
I
know
that
there
are
a
lot
of
states
that
mandate,
dyslexia,
screeners,.
C
F
A
B
C
If
we
gave
a
screener
like
that,
we
would
not
be
able
to
label
our
child
this
right
relaxing,
but
we
would
at
least
be
able
to
see
what
the
difficulties
are
that
they're
having
so
you
know,
I
think
people
have
to
throw
out
caution
of
labeling
or
not
labeling.
It's
just
identify
what
the
learning
needs
are
so
that
you
can
meet
them
still.
A
bigger
power
decides
how
we're
going
to
manage
this.
Okay,
yeah.
F
B
F
You
know
it
could
be
on
the
path
to
that
and
I
wouldn't
be
surprised
if
we
do
make
considerable
progress,
given
the
advancements
of
research
with
our
brain
scanning
and
what
we're
able
to
do
to
actually
look
at
the
brain
as
kids
are
reading
and
writing
and
see
where
there's
problem
areas.
So
hopefully
lots
of
advancement
in
that.
H
F
F
So,
for
example,
what
I
note
there
at
the
beginning,
there's
been
a
classic
research
study
in
the
80s
that
has
been
replicated
many
times
that
takes
two
groups
of
kids,
kids,
that
struggle
with
reading
and
kids,
who
are
strong
readers,
and
then
they
gave
them
a
passage
on
baseball.
It
was
a
passage
around
baseball.
The
kids
had
to.
It
was
basically
a
comprehension
test,
because
I
had
to
retell
the
story
using
physical
object
and
they
separated
each
group
into
two
groups.
F
Kids,
who
knew
something
about
baseball
and
kids,
who
knew
nothing
about
baseball
and
what
turned
out
is
the
kids
who
were
poor
readers
according
to
the
screening
outperformed,
the
strong
readers,
the
kids
who
had
knowledge
of
baseball.
So
what
that
is
demonstrating
is
that
your
content
and
background
knowledge
makes
you
outperform
your
reading
level
and
you
actually
outperform
strong
readers
who
don't
have
the
content
or
background
knowledge,
which
has
led
a
lot
of
research
in
the
area
of
doing
a
lot
of
integration
of
content
into
reading
curriculum.
So.
F
We're
currently
using,
for
example,
is
wonders
and
that
integrates
science
and
social
studies
into
reading,
so
there's
a
lot
of
content
knowledge,
because
what
happens
is
you're,
increasing
vocabulary
and
continent
algebra
vocabulary,
you're
working
on
the
comprehension
of
that
content.
So
we
know
that
background
knowledge
helps
Elevate
students
ability
to
read
so,
for
example,
if
you
have
a
high
interest
in
a
particular
subject,
you
can
give
kids
more
challenging
books
that
are
Beyond
grade
level
or
beyond
their
even
reading
level
and
they're
able
to
their
comprehension
is
still
manageable
in
those
types
of
texts.
F
F
Us
to
looking
at
more
interdisciplinary
and
more
intercurricular
with
reading
with
the
content
and
it's
more
efficient
in
schools
as
well,
so
we've
been
having
some
conversations
around
those
those
issues
as
well.
So
thanks
for
that
question,
here's
just
some
more
information
about
tax.
We
know
that
we,
the
the
materials
the
classroom
materials
we
have
for
students,
is
really
important.
We
know
we
need
some
common
texts
for
kids
to
read
together
as
a
class,
but
also
want
differentiated
texts.
F
F
Thank
you.
I'll
just
go
through
a
few
more
things
again
more
about
the
resources
we
have
and
I'm
going
to
the
slide
on
parent
knowledge.
Again,
we
know
that
our
parents
want
to
be
involved.
They
want
information
about
what
we're
doing
so
we're
starting
to
have
conversations
about
doing
some
parent
nights
around
reading
I
know
I
facilitated
some
of
those
nights
around
math
many
years
ago.
We
did
some.
B
F
Nights
I
think
we'll
have
some
reading
nights
where
we
can
talk
to
parents
about
how
to
help
and
support
your
child
at
home
and
how
that
aligns
with
the
current
work
that
we're
doing
in
our
classroom
and
there's
still
a
lot
of
questions,
and
these
are
some
of
the
questions
that
came
up
just
now
in
our
discussion.
How
do
we
maintain
that
continuity,
one
of
us
differentiate?
How
do
we
support
our
students
who
are
struggling?
F
So
these
are
the
questions
that
we
are
grappling
together
with
our
classroom
teachers
and
starting
to
look
at
our
curriculum
and
sort
of
go
through
it
and
review
it,
refine
it
where
necessary,
revise
or
necessary,
replace
if
we
have
to
and
do
some
new
curriculum
writing
with
our
classroom
teachers
that
covers
some
of
it.
Some
of
the
next
steps
talking
to
you
talking
to
classroom
teachers
and
continuing
to
find
ways
to
engage
with
our
parent
Community
with
this
work
as
well.
So.
F
I
mentioned
this
evening:
an
assessment
audit,
an
audit
looking
at
the
types
of
texts
we're
looking
looking
at
integrating
content
knowledge
into
our
literacy
curriculum.
These
are
some
of
the
areas
we've
been
talking
about
at
the
grade
level
meetings,
as
well
as
many
others,
as
we
start
to
develop
our
plan
to
go
forward
and
how
to
get
all
that
work
done.
We
have
various
structures,
so
I
look
at
the
way
that
we
have
structures
within
the
school
year
to
do
that.
F
A
B
C
Everybody
to
use
and
hired
outside
Consultants
to
TurnKey
yeah
whatever
it
is,
you
studied
it
yourself.
You
met
with
parents,
you
got
really
great
feedback.
You
had
an
open
mind
to
meeting
with
people
who
had
opinions
about
it.
You
researched
everyone,
you
could
have
possibly
researched,
I
mean
I.
He
texted
me
a
picture
of
a
podcast.
Well
Gina
did
the
three
of
us
really
crazy
this
morning
at
like
seven.
B
C
The
study
gives
us
a
Direction,
but
you,
as
educators
are
going
to
guide
this
ship
right
and
and
having
that
confidence
in
your
knowledge
base
to
be
able
to
say
that
that
should
happen
and
that's
the
way
things
should
be
is
pretty
incredible.
So
I
don't
know
that
we
would
find
the
Tim
Carlton
Ecker
of
any
other
District
doing
the
work
that
you
did
on
this
and
liking
it
ready.
That's
the
case.
A
F
D
The
second
part
of
the
policy
talks
about
IEP
documents
and
notifications
of
responsibilities.
So
in
this
particular
part
it
identifies
the
roles
of
those
employees
who
are
responsible
for
creating
an
IEP
and
implementing
an
IEP,
also
that
anyone
who
provides
a
service
to
a
child
is
notified,
that
there
isn't
an
IEP
and
that
they
have
access
to
that
IEP.
F
Chipping
away
at
those
over
time
with
the
policy
committee,
so
thanks
and
then
the
next
policy
is
homeless.
Children,
policy,
51,
51.,
we've
reviewed
this
and
updated
it
several
times.
There
was
a
small
change
in
regulations
and
we
wanted
to
update
this
policy,
which
is
under
item
number
one
and
the
second
number
one
below
it's
about
participation
and
just
adding
the
line
that
homeless
children
will
have
the
same
opportunity
as
other
children
to
enroll
in
and
succeed
in
the
district
schools,
including
extracurricular
activities
and
summer
school
programs
available
to
District
students.
A
C
So
if
you
do
not
have
a
legal
residence
as
a
home,
let's
say
you're
a
homeowner
here
and
you're
evicted
or
you
sell
your
home
and
you
can't
find
another
place
to
live
and
you
have
to
stay
in
a
hotel
or
a
shelter
or
with
somebody
else,
you're
turned
homeless.
So
you
can
continue
to
go
to
school
here.
Gotcha.
F
A
F
A
F
F
D
Then
we
have
several
policies
for
annual
review,
the
first
being
1900,
which
is
Parental
involvement,
and
this
policy
outlines
obviously
our
support
for
parents
being
involved
in
their
their
child's
education,
achievement
and
school
Community.
The
only
change
that
we
made
was
we
removed
the
Bobcat
boosters
as
that's
no
longer
in
existence,
but
otherwise
it's
a
very
brief
policy,
but
we
have
to
review
that
annually.
So
that's
1900..
D
F
This
policy
describes
the
types
of
Investments
that
the
district,
May
authorize
and
the
conditions
for
which
to
authorize
those
Investments,
cattley
and
Susan
are
familiar
with
this
policy
and
also
the
second
one.
Purchasing
policy
6700-
and
these
are
current
Kelly-
has
reviewed
these
to
make
sure
these
are
actually
the
policy.
The
procedures
that
we
follow
and
purchasing
is
the
the
procedures.
F
A
I
Policies
that
we
have
provided
and
updated
during
the
course
of
the
Year
somewhere
easier
than
others,
the
big
one
I
think
everyone's
familiar
with
is
field
trips
and
excursions
which
took
a
lot
of
collaboration
with
administrators
and
teachers,
to
kind
of
fine-tune
that
and
hold
that
down
for
the
students
with
upcoming
trips
abroad
or
or
within
the
states.
So
that
was
a
big
one
that
we
covered
see
and
then
next
slide.
I
We
have
the
liloo
card
policies
and
without
the
dates
all
these
are
up
to
date
and
everything
compliance
within
state
law.
It's
important
to
note
that
these
are
the
constant
review
and
revision,
especially
some
of
the
older
ones,
that
approach
the
10
year
old
barn.
We
try
to
keep
them
up
to
date,
and
you
know
in
compliance
with
the
state
law,
as
well
as
complimenting
other
barnhills
policies
that
we
have
in
place
and
keep
things
up
to
date
to
how
we
operate
our
district
and
so
that's
and
then
annual
view.
I
B
I
B
A
Smiling
well,
thank
you
so
much.
Thank
you
for
the
policy
key
all
the
hard
work
this
year.
We
appreciate
it.
It's
such
important
work
to
keep
these
up
to
date,
and-
and
we
know
how
much
beyond
what
the
committee
does
itself
when
you
meet
it's
a
lot
of
legwork
behind
the
scenes
and
researching.
So
we
appreciate
that
okay,
I
think
you're
still
up
Tim.
F
One
more
thing
and
I'll:
do
it
the
site-based
team
and
the
view
reports
I,
want
to
thank
our
principals
and
I
want
to
thank
all
the
parents
and
the
faculty
who
work
with
the
site-based
team
to
approve
our
programs
and
involve
parents
in
everything
we
do
at
the
building
so
K5
this
year,
the
psychic
team,
the
site-based
teams
are
focusing
on
are
social,
emotional
learning.
We
help
our
students
with
Wellness
with
rigor.
At
the
same
time,
you
heard
a
presentation
from
today
Dave
Mack
and
Andrew
Schmidt
at
Wampus
in
February
around
character,
strong.
F
It
is
a
program,
we're
piloting,
so
we're
going
to
do
another
pilot
next
year,
we'll
be
in
the
third
year
of
piloting
that
in
Wampus
and
we're
piloting
it
in
coconuts
well
and
I.
Expect
that
we'll
come
back
to
you
mid-year
next
year
to
adopt
that
program
which
is
sort
of
a
round
character
and
wellness
and
having
Annie
Schmidt
as
a
counselor
at
office
has
been
phenomenal
to
implement
and
she
is
working
with
classroom
teachers
as
well
as
you'll
recall,
from
our
curriculum
conversation
with
her.
F
So
both
Cove
and
Hill
mock
is
focused
on
on
character.
Strong
I'm
at
the
middle
school,
Kim
and
Angelo
had
been
working
with
continuing
to
create
healthy
mindset
in
Social
Wellness
with
students,
and
they
have
three
students.
Three
questions
that
they're
exploring
with
the
wellness
committee
around
this
idea
of.
How
do
we
build
student
self-confidence?
How
do
we
develop
good
communication
skills
and
how
to
be
a
good,
caring
friend,
neighbor
and
classmate,
so
that
is
very
middle
school
and
Kevin
to
do
a
lot
of
work
with
that
they're
going
to
be
they're.
F
A
summer
program
where
we're
bringing
in
a
consultant
we
worked
with
years
ago
through
Facing
History
in
ourselves,
I
did
some
interdisciplinary
work.
It's
terrific
work
in
our
district
and
a
lot
of
those
lessons
still
exist
today
can
just
maintain
a
relationship
with
Peter
Nelson
he's
going
to
come
in
and
work
on
helping
teachers
in
the
community
develop
ways
that
we
address
these
questions
with
our
students,
and
so
we
have
some
team
of
teachers
coming
in
the
summer
to
work
with
Kim
and
Angelo
and
we'll
integrate
that
into
the
curriculum
going
into
next
year.
F
At
the
high
school
Chris
focused
on
leadership,
he
talked
about
it
many
times
when
he
visited
the
board.
That
was
added
to
our
mission
statement,
so
he
engaged
his
faculty
in
processes
throughout
the
year
of
how
do
we
build
leadership
into
our
curriculum
so
that
we
approach
it
that
all
kids
are
developing
skills
to
be
a
leader,
and
he
used
the
cruises
and
Posner
framework
that
we
use
in
global
Scholars
around.
F
I
H
F
Like
three
or
four
parents,
and
then
there's
teachers
involved,
and
then
we
have
our
district-wide
committee,
which
is
those
people
which
and
more
parents
get
involved.
So
we
meet
twice
a
year
as
a
district,
and
some
parents
who
maybe
aren't
on
the
building
teams,
come
to
the
district-wide
teams
and
meet
with
us
into
the
building
teams
meet
every
quarter.
They
meet
about
monthly
or
so
maybe
six
weeks,
depending
on
the
project
and
the
need.
So
sometimes
they
get
intensive
work
that
they're
doing
and
they'll
need
a
little
more
frequently.
F
C
Wow
this
is
so
great.
So
first
we
have
Coleman
Hill
beautification.
Look
at
that.
This
is
the
kids
who
are
earning
their
Earth
and
Sky
badge
for
the
first
grade.
Daisy
droop
I
was
a
daisy
once
12
17.
They
planted
flowers
at
the
school
entrance
and
in
the
front
doors.
Thank
you
to
the
Coleman
Hill
beautification
committee
for
helping
to
coordinate
these
kids
are
adorable.
Look
at
them.
Look.
D
C
C
And
the
best
part
was
this
song
The.
Yes,
the
songs
are
amazing
and
then
the
next
one
which
they
did
was
kindness
day.
My
favorite
part
of
this
was
standing
next
to
a
Byram
Hills
High
School
senior
who's
interning
over
there,
who
was
actually
singing
the
Coleman
Hill
song
that
she
remembered
yeah,
but
they
did
a
great
job
over
there.
Jamie
carp
was
was
really
great
and
Bernice
Pagan.
They
helped
to
run
it.
They
read
a
story
to
the
group.
They
did
some.
B
C
Famous
person
and
do
these
little
bobble
heads
so
the
kids
did
it
again.
They
had
to
study
a
person
who
made
a
difference
in
the
world
for
their
biography
units.
Much
enjoyed
by
all
I
think
you've
seen
this
name
like
10
times
this
year,
right,
Sean,
Siegel,
Con,
Ed,
scholar,
athlete
of
the
week
Varsity
Boys
Lacrosse.
Congratulations
to
you
he's
just
an
outstanding,
outstanding
student
and
Scholar
athlete.
This
is
so
much
fun
and
something
I've
never
really
seen
before.
C
Right,
even
Sutton
received
the
president's
award
and-
and
this
is
for
his
film
called
doll-
and
he
submitted
this.
If
you
take
a
look
at,
there
were
251
high
school
students
who
submitted
475
works
of
art
and
32
short
films
and
Ethan
was
one
of
only
seven
students
to
win
the
president's
award
amazing.
It
sounds
amazing
and
even
his
pictures,
like
very
you,
know,
yeah
like
Keisha
yeah,
like
he's
going
to
be
a
movie
director
and
producer
here,
we
have
our
authentic
science.
C
C
Know
what
we
were
getting
pictures
we
were
getting
these
updates
I
felt
like
this
is
what
people
must
feel
like
when
they're
on
Twitter
getting
all
of
these
updates
of
the
awards
that
they
were
receiving
whoops
I
didn't
want
to
do
that
yet
and
also
all
of
the
awards
that
they
received
second
place
and
first
place
Awards.
So
congratulations
to
all
of
them.
They
are
pretty
amazing
and
next
you'll
see
the
picture
of
them
at
the
ice
of
competition,
pretty
cool
and
unified
basketball.
You
know
it
may
actually
be.
C
This
is
one
of
those
things
where,
like
I
don't
know
because
I
went
to
the
eighth
grade
and
the
sixth
grade
concerts
I
was
blown
away,
but
I
was
blown
away
by
this
unified
basketball
team.
They
played
Chappaqua,
it
was
fantastic.
What
I
really
loved
the
athletes
were
intense,
they
were
cheering
each
other
on
and
the
crowd
was
just
fantastic.
All
of
our
high
school
kids
were
there
Brian
I.
Think
in
the
next
slide,
you'll
see
him
in
the
next
slide.
Yeah
you
see
Brian
on
the
bottom.
C
B
C
Were
saying,
let's
go
Greely
right
like
everything
it
was
just
the
most
fantastic
day.
Our
kids
were
incredible.
Athletes
I
mean
just
fantastic,
outstanding,
great
shots,
just
a
good
time
had
by
all
good
camaraderie
for
the
entire
district,
and
our
students
made
us
so
proud
playing
in
that
game
and,
as
they
said
at
the
end,
I
said
you
won,
and
they
said
it
is
not
about
winning
right.
So
just
taking
the
true
Spirit
of
that.
So
just
super
awesome.
You
want
to
play
that
Charlie
Jacobs,
you've
heard
me
talk
about
him
before.
C
I
E
G
B
B
G
C
And
next
we
move
right
into
National,
Merit
scholarship
recipients.
This
is
Remy
matzah
and
Kelsey
Vaccaro.
They
had
National
Merit
2500
scholarships.
So
congratulations
to
them
remember.
This
is
based
on
scores
from
the
PSATs
and
qualifying
tests,
and-
and
this
just
came
out
so
just
fantastic
and
congratulations
to
both
of
them.
Amazing
students.
C
We
keep
hearing
about
him.
He
didn't
also
Aiden
out
the
elastic
the
New
York
State
competitive
speech
Champion.
He
made
school
history
by
winning
the
first
championship
in
competitive
speech.
He
finished
first
in
original
oratory,
but
discipline
that
requires
students
to
write,
memorize
and
perform
a
10-minute
speech
on
the
topic
they
have
researched.
C
His
speech
was
on
the
need
to
have
fear
and
it
earned
him
Awards
throughout
this
competitive
season,
he's
going
to
travel
to
Phoenix
later
this
month
to
compete
in
the
National
speech
and
debate
association's
National
Championship,
where
hopefully
he
will
continue
his
historic
season.
That's
helped
like
that's
like
a
first
time
ever.
It's
amazing,
it's
amazing,
I,
know
it
and
celebration
of
our
Varley
players,
bringing
it
home
with
can't
stop
the
feeling.
This
was
super
fun
to
attend,
brought
the
audience
on
this
journey
through
different
songs
and
scenes
and
monologues
everything.
C
The
Wampus
kids
were
there
and
they
did
something
a
little
bit
of
Willy
Wonka
and
a
little
bit
from
the
show.
Annie
super
fun
and
again
I
should
have
moved
this,
but
Chloe
and
Samantha
attended
the
Scholastic
achievement
dinner
with
Mr
Walsh
and
our
president
Lara
stangle,
where
they
were
recognized
in
the
county
of
school
administrators.
Very
nice
distinction,
startup
final
pitch
night
success.
B
F
F
Gymnasium
and
the
audience
voted
for
the
team
and
a
team
to
go
on
the
stage
that
night.
They
didn't
even
know
if
they
were
going
to
go
on
that
night
and
they
voted
for
the
scoop
who
went
out
that
night,
which
was
amazing
and
the
kids
presented,
and
then
there
was
select
and
we
had
our.
So.
The
scoop
was
the
audience
vote.
Yeah.
The
audience
vote
was
in
school
right
and
then
we
had
the
other
team
was
foot
fit.
F
There's
a
a
real
need
for
this,
but
there
isn't
a
product
that
exists
to
break
in
your
shoe,
particularly
for
athletes.
It
was
athletes
that
are
the
ones
who
created
it,
but
the
judges
are
like
there's
applications
at
home
for
all
sorts
of
people
to
have
a
home-based.
One
you'll
see
like
these
giant
machines
that
sports
teams
have,
but
there's
no
home.
F
And
I
want
to
thank
our
parents,
we
had
17
parents,
I
met
during
the
teams
and
they
would
meet
with
the
kids
regularly.
They
were
texting
them
on
the
weekends.
They
would
be
helping
give
them
advice.
They
came
in
throughout
the
school
year.
We
had
a
bunch
of
other
parents
who
volunteered
to
be
judges
as
well
as
to
come
in
and
teach
lessons
based
on
their
area
of
expertise.
B
F
F
C
C
If
you
go
to
the
next
slide,
Tim
we
had
the
principals
Awards,
the
Vince
Greco
award
given
to
Justin
Wagner
the
Michelle
Dela
Monaco
Memorial
scholarship
award
went
to
Amy
Weiss,
the
PTSA
carullo
leadership
award
went
to
Tuda
adegi
hi
Blackjack
Wallenberg
went
to
Lily
Feldman
I
have
to
say
that
Lily
gave
a
speech
that
was
better
than
almost
anything
I'd
ever
heard.
It.
C
C
Next,
yay,
tomorrow
night
science,
research,
Symposium,
Tim
I
thought
you
would
find
this
fascinating.
Did
you
know
that
the
Symposium
is
inspired
by
the
work
of
artist,
Sam
van
Aiken,
who
created
through
grafting
a
tree
that
bears
40
types
of
fruit?
I,
don't
know
if
you
know
this,
but
Tim
has
beautiful
apple
trees
in
his
house
in
Pennsylvania,
and
he
grafts
them
to
create
more
apple
trees,
with
the
precise
types
of
assets
right.
F
C
B
D
C
F
F
And
they're
designing
some
pitches
for
the
bottom
Hills
Education
Foundation
to
pitch
ideas
for
how
to
make
bottle
panels
more
sustainable
and
they
all
presented
and
we
went
around
and
all
the
parents
were
going
around
to
listen
to
their
presentations
and
give
them
feedback
as
they
start
to
get
ready.
So
I
was
pretty
critical
on
a
few
on
young
Ashley
steinola.
E
F
My
gosh
she
had
an
answer
for
everything.
So
presentation
is
amazing
and
then
we
went
to
the
students
in
year
two
who
have
been
working
on
their
change
projects,
so
students
explore
areas
of
their
passion
and
then
they
initiate
something
to
make
some
change
in
the
world.
So
they
talked
about
their
presentations,
what
they
did
to
make
an
impact
on
what
the
impact
was
and
they
presented
to
groups
of
parents
at
breakout
rooms.
To
hear
these.
A
F
F
So
thanks
to
all
of
these
students,
and
then
we
had
some
students
who
presented
this
last
Sunday
we've
been
involved
in
the
change
makers
project.
It's
an
international
project
where
students
present
their
change
projects
and
then
they
we
had.
Some
students
win
that's
on
their
next
page,
so
we
can
go
for
that.
F
A
B
B
C
F
H
C
A
So
I
just
wanted
to
quickly
say
that
I
did
attend
the
the
Carol
Johnson
Scholastic
achievement
dinner
that
that
Jen
mentioned
and
I
just
wanted
to
say
that
Jen
was
the.
What
was
your
title,
chairperson
of
the
event?
She
did
a
wonderful
job.
It
was
a
wonderful
event
and
I
got
to
sit
on
the
dance
with
her
I
was
her
plus
one
and
the
I
guess
the
superintendent
from
Rye
City.
Is
it
yeah?
It
was
the
president
of
the
organization
and
his
foreign
president
was
on
his
right.
A
A
A
To
be
here,
it's
nice
to
be
in
an
event
like
that
again,
yes,
and
then
again
just
about
the
global
scholar,
showcase
I,
think
that
you
know
for
many
years.
We
we
were
here.
Members
of
this
board
were
here
for
the
Inception
of
that
Pro
of
that
program,
and
it's
elevated
to
a
point
where
I
was
so
proud
to
be
at
that
event
and
listen
to
the
keynote
speaker
in
our
room
and
just
all
the
you
know
just
being
socially
conscious
and
things
about
just
helping.
A
You
know
the
one
one
of
the
the
change
maker
projects
in
our
room
was
the
the
food
insecurity
and
poverty
and
how
one
student
is
doing.
You
know,
documentaries
and
just
that
they
were
doing.
Another
student
did
made
a
sorry,
A.M
essay,
winning
essay
contest
online
and
developed
the
whole
thing,
and
it
is
disseminating
all
this
information
out
there
I
just
it
was
just
very,
very
impressive.
I
was
very
happy
in
that.
A
Own
to
their
own
issues,
and
but
the
way
they
all
spoke,
they
were
so
poised
and
it
was
just
very
nice
to
see
because
they
were
usually
used
to
seeing
all
of
that
with
science
research
and
to
see
that
on
that
Global
level
and
Humanities
yeah,
the
humanity
level
is
very,
very
wonderful.
So
thank
you
so
much
so
that's
all
our
kids
are
going
to
leave
here
being
able
to
talk
to
the
world.
They
are
they
do
they
do
they.
A
They
lead
to
such
a
foundation
out
of
community
him
and
then
I
just
also
want
to
just
say
that
you
can't
see,
but
there's
beautiful
artwork
in
this
room
and
I'm
so
pleased
to
see
it
this
year,
because
we
it's
everything,
is
sort
of
back
this
year
and
it's
just
a
pleasure
to
see
so
very
grateful
for
that.
Okay,
so
that's
all
I
had
did
anybody
have
any
other
word?
Okay,
reports,
nothing!
Okay
and
Let's
see
we
have
a
Communications
a
topics
for
future
future
agendas.
A
I,
don't
think
we
have
anything
right
now,
but
we'll
figure
that
out
as
we
go
on
communication
to
the
board,
I
didn't
have
any.
But
oh,
we
want
to
make
sure
we
again
invitation
to
the
science
research
Symposium,
which
is
tomorrow
night,
which
we
just
mentioned
so
hopefully
we
all
can
all
attend
that
and
can
I
have
a
motion
to
approve
the
Board
of
Education
minutes
from
the
May
16
2023.
It
was
anyone
absent
at
that
meeting
or
Jason's,
not
here
tonight,
but
any
changes,
I
I
didn't
see
anything.