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From YouTube: BHHS: Principal's Coffee - August 28, 2023
Description
00:00 Introductions
10:49 Attendance
12:28 Mission Statement
13:45 Transition to BHHS
24:07 School Safety & Challenge Success
28:20 Transition Topics & Graduation Requirements
37:58 Master Schedule
38:30 Academic Structure & Communication
50:38 Student Support Structures
54:17 Lunch, Drop Off, Pick Up, & Office Hours
___
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A
I'm
joined
this
morning
with
a
number
of
people
and
I
want
to
give
them
the
chance
to
introduce
themselves
so
that
they
can
get
back
to
work.
Getting
us
ready
for
a
week
from
tomorrow
when
we
open
the
doors
and
let
the
the
kids
come
back
in
so
I'm
going
to
start
here
with
Lauren
and
let
Lauren
introduce
herself
who
will
be
with
your
ninth
graders,
all
the
way
through
their
their
High
School
career
as
their
evening.
Hi.
B
Everybody
so
I'm
Lauren
Albert
I,
am
the
assistant
principal
for
9th
graders
and
11th
graders,
so
we
cycle
up
with
year,
so
I'll
be
with
with
your
children
for
their
time
here
at
the
high
school.
It's
very
nice.
This
is
actually
my
first
day
of
bath,
I've
been
on
maternity
leave
all
summer.
I
just
had
my
first
kid
I
just
had
my
son,
so
any
advice
you
have.
C
B
A
Right
so
we'll
move
on
to
our
so
the
way
we
work
our
system
here
is.
We
have
two
system
principles
and
they
will
each
take
two
classes.
So
Lauren
will
have
9th
and
11th
this
year
and
then
Jen
will
have
10th
and
12th
and
then
next
year,
they'll
swap
so
that
they're
always
cycling
up
with
the
students
so
go
ahead.
C
So
good
morning,
I'm
jensberelli,
the
other
is
sensible.
I've
been
here
six
weeks,
maybe
seven
now
so
I'm
new
to
the
district,
but
absolutely
loving
it
and
just
to
say
that
my
transition
here
has
been
wonderful
and
just
the
professionals
at
Barham
I
know
as
your
students
coming
in
as
ninth
grade
into
high
school
they're
in
great
hands,
wonderful
staff
here,
amazing,
Administration,
Chris,
so
so
I'm
here
to
help
your
ninth
graders,
even
though
I
am
assigned
to
10th
and
12th,
but
I'm
around
and
always
looking
to.
A
So
they
all
have
different
bless
you.
They
all
have
different
roles
as
well,
so
you
might
have
to
deal
with
Jen
for
a
certain
topic
or
Lauren
for
a
certain
topic.
Beyond
just
working
with
your
students,
so
Lauren
will
work
with
testing
and
driver's
ed
a
lot
Jen
will
work
on
Master
scheduling
issues
and
Senior
internships,
so
they
all
have
additional
requirements
within
their
role.
So
it's
very
likely
that
you
will
deal
with
Jen
at
some
point
as
well.
A
D
D
F
D
Sure
so
we
have
have
293
counselors
Julian
myself.
We
work
with
students
over
the
course
of
this
year
and
are
really
our
main
focus
is
helping
them
transition
to
high
school,
the
expectations
of
high
school.
The
expectations
of
you
know,
academics
and-
and
you
know
just
what,
whatever
they
need,
we're
kind
of
available
to
them.
D
You
know
their
goals
for
Life,
After,
High,
School,
so
Julie
and
I,
unfortunately,
just
work
with
your
students
this
year,
we're
always
available
to
them,
but
they
will
transition
to
another
counselor
or
vegetarian
that
they
will
have
for
the
remaining
time
at
firearm,
health
and
also
we
do
try
to
keep
families
together.
So
whoever
your
child
does
have
next
year.
If
you
have
any
additional
children
in
the
school
district,
but
more
than
likely,
they
will
have
the
same
counselor
so
you'll
get
to
know
that
and
become
familiar
with
them.
A
G
Morning,
thank
you
again.
Bernice
Pagan
I'm,
the
Student
Assistance
counselor
here,
I'm
back
part-time
I'll,
be
here
on
Mondays
and
Thursdays
and
I
do
a
lot
of
work
around
education
and
prevention
for
our
students,
so
that
they're
making
good
decisions
they're,
not
sort
of
going
down
the
path
of
risky
behaviors
and
things
like
that.
So
a
lot
of
Education.
We
do
monthly
activities
to
raise
awareness
really
about
just
making
good
choices
and
I'm
excited
to
be
back.
I
work
with
9
through
12.
G
I'll,
be
introducing
myself
to
all
of
the
classrooms
sort
of
reintroducing
to
the
older
students
that
will
know
who
I
am
I,
go
into
the
mentor
classes
as
well
and
do
some
topics
throughout
the
year,
while
they're
in
there
I
also
sometimes
go
into
the
health
classes
again
depending
on
the
mental
ill.
Mental
health
studies
or
substance
use
that
kind
of
thing.
So
a
lot
of
education
and
prevention
you'll
see
items
in
our
Focus
I.
G
E
G
A
And
one
thing
to
mention
with
Bernice:
she
does
work
for
it's
a
county
agency,
so
the
level
of
confidentiality
that
she
has
is
more
significant
than
what
our
what
we
would
have
here
in
the
school.
So
if
you
have
any
questions
about
drug
alcohol,
use
and
you're
concerned,
for
whatever
reason
reason
that
you
don't
want
the
school
to
know
about
it,
Bernice
her
level
of
confidentiality
goes
only
up
until
the
point
where
either
the
student
would
harm
themselves
or
another
student
would
be
harmed.
A
So
if
maybe
you
find
a
vaping
device
in
your
house
and
you
don't
want
the
counselor
or
the
AP
to
know,
but
you
really
want
some
guidance.
Bernice
would
be
a
really
great
resource
without
us,
even
knowing
about
it
so
and
that's
why
she's
so
important
to
what
we
do
here
is
that
level
of
confidentiality
and
she's
terrific
at
what
she
does
so.
G
A
So
just
always
love
all
the
things
that
Byram
Health
offered
and
even
as
a
teacher
in
the
classroom.
What
I
notice,
first
and
foremost,
was
the
commitment
that
the
community
has
made
to
educating
our
children,
and
that
goes
from
parents
being
on
board,
supporting
the
schools
supporting
all
of
the
you
know,
with
resources
and
with
time
and
then
also
with
the
Board
of
Education,
really
supporting
all
the
things
that
we
need
to
do
to
be
successful.
So
I
am
since
that
time,
when
I
was
hired
21
years
ago,
I've
gotten
married
and
I'm.
A
Now
a
father
and
I
have
five
children
myself
and
I:
have
a
sophomore
boy
oldest
an
eighth
grade,
daughter,
two
fifth
grade
boys
and
then
a
first
grade
daughter.
So
unless
you
have
an
11th
or
12th,
grader
I
have
some
ability
to
talk
to
you
about.
What's
going
on
in
those
different
grade
levels
so
and
any
advice
you
can
give
the
a
part
of
a
new
sophomore
I'd
be
glad
to
hear
it.
So
we
live
in
Pauling,
New,
York
and
I
grew
up
not
too
far
from
from
blowing
rain
in
Patterson.
A
C
A
We
also
have
additional
support.
We
have
two
psychologists
and
they
work
primarily
with
students
on
counseling
504
chairs.
They
do
that
sort
of
thing.
We
also
are
lucky
enough
to
have
a
social
worker
who's
also
within
fsp,
our
flexible
support
program,
that's
Allison,
Moyet,
and
then
our
school
nurse
is
Jill,
Drucker,
who's,
terrific.
A
H
A
You'll
probably
be
talking
to
our
attendant
secretary
now
it
was
Tammy,
lavecchio
and
Tammy
was
fortunate
enough
to
transform
transfer
to
buildings
and
grounds,
and
so
we
are
still
in
the
process
of
bringing
in
a
new
attendant
secretary,
but
you'll
probably
speak
to
that
person
more
than
you
will
any
other
person
here
at
the
high
school.
But
even
so,
if
you
forget
the
name
of
whoever
that
person
is,
you
can
email,
bhhs
attendance
byronvilles.org
with
any
of
the
absences
that
you
have
now
keep
in
mind.
I
know
you.
We
don't
want
to
annoy
people.
A
We
just
want
to
make
sure
that
everybody
has
the
information.
An
automated
call
will
go
out
if
you'll,
if
you
do
not
call
in-
and
we
do
not
have
attendance
for
your
child
in
the
first
part
of
the
day,
you'll
get
an
automatic
call,
don't
get
mad,
and
then
it's
important
I
always
like
to
talk
about
the
attendance
policy
here
at
the
high
school
different
than
the
middle
school,
and
that
there
are
state
requirements
as
well,
and
that
c
time
is
something
that
we
really
don't
have
much.
A
A
We
want
to
make
sure
that
the
capacity
is
there
and
that
everything
that
we're
doing
with
them
in
the
classrooms
in
their
extracurriculars
gets
them
to
the
point
where
we
can
satisfy
that
requirement
of
our
mission
and
that's
sort
of
what
I
keep
in
mind.
If
people
ask
me
what
my
job
is,
I
say
that
I'm
a
steward
of
our
mission
and
that's
really
what
I
want
to
do
making
sure
that
our
programs,
that
our
courses
that
our
curricula
that
are
offerings
all
back,
that
up
all
right
so
now
for
the
nitty-gritty.
A
Those
are
the
things
that
we
want
to
really
instill
in
our
kids
and
it's
the
difference
between
Middle
School,
where
everything
was
team,
structured
that
team
Approach
at
the
middle
school,
where
they're
going
every
class
at
lunch
with
all
of
their
peers,
you're
not
going
to
get
that
here
at
the
high
school
you're
really
going
to
see
them
branching
out,
and
you
may
see
them
having
new
friend
groups,
you
may
see
them
trying
different
things.
You
may
see
them.
A
You
know
looking
to
go
deeper
into
one
content
area
than
another,
more
so
than
their
friends
might,
and
that's
all
appropriate
here.
So
we
do
operate
officially
from
7
45
to
225..
Now,
when
the
school
year
is
up
and
running,
I
can
tell
you
that
it's
a
hive
of
activity
here
from
6
30
in
the
morning
and
when
we
have
theater
going
and
we
have
Athletics
going.
Sometimes
this
school
does
not
shut
down
until
10
10
30
at
night.
A
A
So
you'll
also
see
here
in
the
high
school
there's
much
more
focus
on
the
content,
knowledge
and
soft
skills.
Then
there
probably
ever
was
leading
up
to
it.
So
really
the
the
content
areas
Drive,
what
we
do
here
at
the
high
school
and
so
where
you
saw
the
team
structure
at
the
middle
school
here.
It's
really
academic
departments
that
drive
what
the
learning
is
about
office
hours.
We've
kicked
these
off.
They
start
at
7
45.
A
So
any
kid
who's
coming
in
on
the
bus
will
be
here
for
office
hours
and
it's
a
it's
a
time
period.
In
the
beginning
of
the
day
where
students
can
get
together
with
teachers,
they
might
review
what
was
done
in
class
the
previous
day.
They
may
ask
for
some
help
on
a
homework
question
that
they
had.
They
may
just
have
a
mini
lesson
with
the
teacher
office.
A
Now
it
does
require
a
lot
of
Independence
on
a
student's
part
to
say
you
know
what
I'm
going
to
go
to
office
hours
for
Spanish
tomorrow
being
able
as
a
freshman,
to
go
in
there
and
say
all
right.
This
is
where
I'm
going
to
go
when
you're
not
scheduled
to
be
there,
it's
a
big
thing
and
don't
underestimate
having
to
coach
your
kid
all
right,
you're
going
to
go
to
office
hours.
This
is
where
you're
going
to
go.
A
So
we
have
that
office
hours
built
in
there.
We
know
that
some
kids
will
be
here.
They'll
go
to
office
hours
every
day
of
the
week.
We
also
know
for
those
of
us
who
have
kids,
who
are
involved
in
outside
activities,
sometimes
they're
up
really
late,
and
it's
really
nice
to
be
able
to
give
them
an
extra
20
minutes,
and
then
you
can
drop
them
off
and
now
with
office
hours
in
there
we
have
that
flexibility,
so
don't
be
afraid
to
use
office
hours
to
give
them
a
little
bit
of
extra
sleep.
A
Just
don't
do
it
every
day
give
them
you
want
to
really
get
them
into
office
hours.
At
some
point.
During
the
week,
and
then
we
also
have
a
universal
lunch
here
at
the
high
school,
which
is
different
than
the
middle
school,
and
that
means
that
the
teachers,
the
students,
all
have
lunch
at
the
same
time
and
there
are
a
number
of
different
areas
where
our
students
can
eat
lunch,
including
surprise
the
cafeteria.
We
also
have
Bobcat
Hall.
A
We
have
the
theater
area,
we
have
the
library
and
then
we
also
have
found
kids
just
getting
with
their
friend
groups
and
plopping
down
in
the
hallways
and
eating
on
me
eating
in
the
hallways,
and
we
asked
them.
We
say
we
have
seats
for
you.
Would
you
like
to
move?
They
say?
No
thanks.
We
prefer
it
here
all
right
so
over
time,
what
I've
sort
of
seen
in
students
who
are
the
most
successful
here?
A
Yesterday,
I
am
totally
lost,
I,
don't
know
where
you're
going
with
that
can
I
just
get
a
little
bit
of
your
time
so
that
you
can
help
me
understand
they
have
that
ability
to
go
from
a
passive
student
in
the
classroom
to
getting
up
and
being
active
and
engaged
with
a
with
an
adult.
Now
reflecting
back
on
my
own
life
as
a
14
year
old
boy
going
into
high
school,
it's
really
tough
and
you
have
to
coach
them
at
night
at
dinner.
It's
all
right
to
say
all
right.
A
If
you
need
to
go
and
see
Mr
so-and-so.
What
are
you
going
to
say?
How
will
you
ask
that
question
what
if
they
say
this
and
go
ahead
and
model
that
conversation,
because
the
more
you
do
that
the
more
Comfort
level
they'll
have
with
it
and
the
easier
it'll
be
for
them
to
have
that
proactive
relationship
with
their
teachers,
all
right,
our
successful
kids?
They
know
their
limits
and
they
don't
bite
off
more
than
they
can
chew.
A
But
you
just
want
to
make
sure
that
in
the
24
hours
that
they
have
that
they
can
fit
it
all
in,
while
still
getting
eight
hours
of
sleep
and
if
it's
infringing
on
their
sleep,
you
might
want
to
say,
let's
back
off
a
little
bit,
all
right
so
having
them
know
their
limits
and
really
setting
up
their
schedule.
Based
on
that
is
important.
A
Our
successful
kids
are
always
involved
in
something
on
the
outside
and
I
say
it
every
year.
But
if
they're
getting
on
the
bus
every
day
after
school,
it's
really
Criminal.
They
should
be
here
for
something
some
sort
of
activity.
They
should
be
engaged
whether
it's
a
club
activity,
theater
Athletics,
whatever
it
is.
They
should
have
some
involvement
outside
of
the
regular
school
day
and
they
should
not
be
getting
on
that
bus
now,
if
you're
a
senior
going
home
on
the
bus-
and
you
have
a
job
every
day,
I
get
that.
A
A
In
my
back
pocket
and
I
wrote
it
down.
I
know
that
some
of
you
will
have
children
who
have
millions
of
papers
in
the
backpack,
and
the
important
thing
is:
if
it
works,
let
them
use
what
system
works
and
if
it's
not
working,
if
they're
missing
assignments,
try
to
help
them
set
up
something
that
that
is
manageable.
For
that
all
right,
and
then
this
last
point,
it's
a
it's
much
easier
said
than
done.
A
We
want
them
focusing
on
the
learning
and
when
there's
so
many
external
external
things,
that
sort
of
Mark
their
success,
whether
it's
grains,
whether
it's
College
acceptances,
it's
really
hard
to
lose
focus
on
the
learning,
but
the
conversations
that
you
should
have
with
them
when
they're
coming
home
from
school
are
really
about
content
questions.
Don't
let
the
first
question
be
what
did
you
get
on
that
test?
Let
the
first
question
be
what
was
something
interesting?
You
learned
in
science
today.
A
We
know
that
research
all
shows
you
are
not
able
to
learn
if
you
do
not
feel
safe,
so
making
this
building
as
safe
as
possible.
For
our
kids,
that's
our
number
one
priority
to
do
that.
We
utilize
the
Raptor
system,
which
you've
all
used,
probably
at
the
middle
school,
when
you're
checking
in
the
first
time
that
you
come
into
the
building
during
the
school
day
during
the
school
year
for
the
school
year.
I
just
ask
that
you
bring
in
your
ID
and
we'll
scan
you
through
the
Raptor
system,
and
then
we
give
you
a
badge.
A
We're
also
lucky
enough
to
have
a
campus
security
guard.
As
you
drive
down
trip,
Lane
you'll
notice
that
the
security
guard
is
there.
Looking
at
everybody
who's
coming
onto
the
campus,
we
have
two
school
resource
officers.
They
actually
have
their
office
here
in
the
high
school,
and
so
they
switch
every
day
every
day,
we'll
either
have
Julia
or
Steve,
and
the
kids
will
get
to
know
them
and
you'll
see
their
Cruiser
here
quite
a
bit.
A
Then
we
also
have
a
security
manager
who
works
with
us
to
make
sure
that
we
have
enough
coverage
for
the
activities
that
are
going
on.
We
do
have
a
closed
campus.
Much
to
the
our
seniors
are
the
only
ones
they
always
want
to
have
an
open
campus,
but
we
have
a
closed
campus
and
it's
really
for
safety,
because
we're
not
near
anything
here
in
buyerville's
high
school,
the
kids
can't
walk
there.
If
they
were
going
to
go
somewhere,
they
would
have
to
drive.
A
So
that
means
that
we
would
have
170
odd
seniors,
driving
in
and
out
of
here
at
the
in
the
middle
of
the
day,
they
would
all
be
trying
to
park
at
Nick's
and
they
don't
have
enough
parking
down
there
and
then
they'd
all
be
racing
back.
So
we
do
have
a
closed
campus
and
it
does
help
us
stay
safe
in
the
world
we
live
in.
A
A
number
of
years
ago
we
were
able,
with
the
with
the
bagf
to
partner
with
a
group,
called
challenge,
success
and
they're,
a
non-profit
organization
out
of
Stanford
University,
and
they
work
with
schools
that
are
similar
to
Byram
Hills.
That
by
all
metrics
are
really
successful,
but
are
asking
the
questions?
How
can
how
can
we
be
more
successful
and
more
humanistic
in
our
approach
to
schooling
and
what
is
the
overall
student
experience
at
the
high
school,
and
how
can
we
improve
that?
A
The
AI
coming
coming
out
in
the
last
year
we're
looking
at
this
academic
Integrity
part
of
that
that
piece
so
I'll
put
my
plug
in.
If
anybody
feels
like
this
is
work
that
would
Inspire
them.
Please
reach
out
to
me
and
we
would
love
to
have
you,
as
a
member
of
our
John
success,
steering
committee
the
first
day
that
your
children
will
get
here.
A
They
will
be
met
by
their
Mentor
teachers
or
their
Mentor
senior
mentors,
and
so
each
Mentor
class
has
two
seniors
and
I
believe
we
have
some
parents
of
mentors
here
with
us
today,
and
they
are
the
first
faces
that
your
ninth
graders
will
say:
they'll
have
big
signs.
The
only
thing
that
your
ninth
graders
will
need
to
know
is:
who
is
their
Mentor
teacher
and
they'll?
A
Have
a
big
sign
saying
the
name
of
that
Mentor
teacher
and
then
the
seniors
will
scoop
them
up
and
bring
them
down
to
the
classroom
and
they'll
go
over
their
schedule.
They'll
give
them
a
building
tour
they'll,
make
sure
they
know
where
their
locker
is
they'll
have
everything
they
need
to
know
on
that
first
day,
and
so
the
first
period
of
first
semester
and
our
classmate
five
out
of
eight
days
of
the
cycle,
but
they'll
be
with
that
Mentor
class,
and
so
that
really
helps
them
gain
a
transition
into
our
Learning
Community.
A
A
and
then
it's
very
easy.
After
the
first
couple
days,
the
students
all
know
exactly
where
to
go.
If
you
ask
you
ask
them
at
home
whether
they
know
where
they're
going
they're
going
to
roll
their
eyes
at
you
by
the
end
of
the
first
weekend,
so
they'll
walk
around
a
little
bit
unsure
in
day,
one
and
day
two,
but
we
have
our
home
monitors
our
assistant
principals,
I'm
out
there
we
have
people
out
and
about
in
the
hallways.
A
A
Some
point
some
some
time
down
the
line,
but
they
fit
everything
in
there
and
it
is
actually
getting
a
little
bit
less
of
what
they
need
to
carry,
because
we
do
have
to
bring
your
own
device
and
there's
not
as
many
textbooks
a
lot
of
the
stuff
that
they're
doing
is
all
on
the
Google
Classroom
now
for
many
of
their
teachers.
So
you
won't
see
the
backpacks
as
large
as
they
used
to
be
now.
That
being
said,
we
do
assign
a
locker
and
we
are
encouraging
all
of
them.
A
If
they're
going
to
use
the
locker
to
use
the
one
that
was
assigned
to
them.
You
can
see
that
on
e-school
data,
where
their
locker
is
it's
on
their
schedule
as
well.
What
happens
because
we
do
not
have
actual
combinations
on
our
lockers
is
that
if
they
want
to
use
it,
they
have
to
bring
in
a
padlock
and
because
that
padlock
can
go
on
any
one
of
the
lockers
here
a
lot
of
times
what
they'll
do
is
they'll
get
together
with
their
friends.
A
They'll
find
an
area
and
they'll
put
their
locks
on
those
lockers
right
around
right
right
next
to
their
friends.
Now,
certainly
that
works
out.
If
everybody
agreed
to
that,
however,
we
do
have
kids,
who
are
rule
followers
and
they
were
given
a
you
know,
a
locker
and
that's
their
locker,
and
they
want
to
use
that
one
and
if
they
go
up
to
it
and
they
see
a
lock
on
it,
they
come
to
us
and
they
get
upset.
There's
a
lock
on
my
locker.
A
What
do
I
do
so,
then
we
run
out
with
lock
Clippers
and
we
clip
the
lock.
We
take
out
whatever's
there.
We
find
the
name
and
we
invite
that
person
to
come
down
to
pick
up
their
stuff
and
to
go
get
a
new
padlock
right.
So
what
we
try
to
do
is
that,
if
somebody
does
come
to
us,
we'll
ask
if
they
want
to
use
another
locker,
but
at
the
end
of
the
day
the
locker
that
they're
assigned
that's
their
locker,
that
we
expect
them
to
be
in
now.
A
We
do
try
to
schedule
those
Lockers
in
areas
where
we
know
those
different
grade
groups
congregate.
So
for
the
seniors
we
put
it
here
in
this
hallway
and
then
down
in
the
200s
for
the
juniors.
We
have
it
in
the
areas
where
we
know
the
Juniors
like
to
congregate.
So
we
do
put
the
freshmen
in
the
area
where
we
know
they
congregate,
the
most
all
right.
So
the
schedule
like
I,
said
we
have
64-minute
class
periods
here
we
start
today
within
office
hours
from
7
45
to
8
10.,
there's
four
minutes
between
each
class.
A
So
the
passing
time
is
four
minutes.
So
it's
a
big
building
and
it's
more
than
enough
time.
However,
some
if
some
are
going
from
the
upper
400s
down
to
phys
Ed,
they
will
have
to
walk
briskly,
and
then
we
meet
each
class
five
out
of
the
eight
days
in
the
cycle,
so
five
classes
per
day,
and
then
that
makes
our
passing
time
less
than
we're
actually
passing
in
the
old
schedule.
We
were
seeing
eight
classes
a
day,
so
there
were
seven
passing
times
of
four
minutes
so
really
looking
at
it.
A
Our
lunch
period
is
43
minutes
at
times
it
can
take
20
minutes
to
just
get
the
Panini
Panini,
but
if
they
had
their
lunch
already
packed
they
they
don't
have
to
wait
in
any
of
that
line.
They
can
just
go
and
eat
with
their
friends,
so
we
also
have
the
ability
to
order
a
lunch.
It's
just
a
sandwich,
it's
not
a
panini,
they
won't
press
it,
so
that
can
be
done
as
well
and
they
can
just
go
and
pick
it
up
in
Bobcat
Hall.
A
A
And
then
clubs
and
activities
we
have
a
over
50
clubs
and
activities
here.
If
there's
an
interest
that
your
child
has
it's
likely
that
we
have
a
club
and
if
not,
we
would
be
more
than
happy
to
help
them
start
a
club,
but
again
we're
going
to
have
a
club,
fair
and
that's
on
September
20th,
and
at
that
time
students
will
be
able
to
go
out
and
they'll
look
at
all
the
club
offerings
and
they'll
write
their
name
down
if
they
have
an
interest
in
going.
A
So
it's
really
the
level
of
commitment
that
they
want
to
have.
We
have
some
clubs
that
might
meet
maybe
only
twice
a
month.
We
have
other
clubs
that
meet
every
day
and
so,
depending
on
what
they're
looking
for
you
know,
they
might
be
interested
in
debate
which
is
really
intense
and
they
go
on
a
lot
of
overnight
trips
right.
A
These
are
the
requirements
so
as
much
as
we
talk
about
we'll
look
at
the
transcript
and
we'll
make
sure
that
we're
aiming
to
make
sure
that
all
of
these
are
satisfied
and
I
could
say
that
during
my
time
as
principal,
only
once
or
twice
have
we
really
been
biting
our
fingernails
worried
about
a
kid
not
getting
all
of
these.
The
way
that
we
have
it
set
up
and
the
way
that
we
have
support
for
our
kids.
H
A
Last
year
we
had
to
graduate
with
seven
languages,
so
this
is
the
bare
minimum,
and
this
is
not
something
that
we
stay
up
late,
worrying
about
our
kids,
getting
they're
gonna,
get
it,
and
just
by
showing
up
doing
what
they
need
to
do.
They're
going
to
be
well
above
this
now,
some
of
them
are
state
requirements.
Some
of
them
are
district
requirements.
A
All
right-
and
this
is
what
the
master
schedule
looks
like
you-
can
see
there.
The
days
are
numbered,
so
it's
important
to
have
them
know
what
days,
what
day
of
the
week,
it
is
right,
so
these
number
days
basically
dictate
what
classes
they're
going
to
have,
and
every
month
we
send
out
the
focus
newsletter
and
there's
a
calendar
on
there
and
that
calendar
will
say
what
day
it
is.
So
if
you
want
to
keep
that
calendar,
you
can
see.
A
Oh
on
this
day,
you
know
that
you're
meeting
up
with
those
classes,
all
right
so
again,
like
I,
spoke
about
before
the
academic
structure
really
drives.
What
we
do
here
in
the
high
school,
and
so
each
of
those
academic
departments
has
a
chair
or
director
who
oversees
it
and
I
work
very
closely
with
them.
A
So
any
information
that
they're
working
with
it's
likely
been
shared
with
me
at
some
level
teacher
contact,
it's
much
more
important
here
at
the
high
school
to
try
to
have
those
conversations
between
student
and
teacher,
and
this
is
being
recorded
from
by
media
center
and
I
want
to
thank
Gabby
for
being
here.
These
slides,
we
will
be
sending
them
out
as
well.
A
So
modeling
with
your
students
how
to
have
that
difficult
conversation
with
the
teacher
right
after
you
had
the
conversation
about
what
they
learned.
Let's
say
they
did
say
to
you:
oh
I
thought
I
was
going
to
get
a
better
grade
on
this
and
I'm,
not
sure
why
I
got
this
great,
go
ahead
and
say
all
right?
Well,
if
you
need
to
speak
to
Mrs
so
and
so
what?
What
are
you
going
to
say
all
right?
Well,
what
if
she
says
this
all
right?
A
Unless
it's
something
obviously
of
you
know
that
puts
the
student
at
danger,
but
if
it's
something
in
terms
of
the
regular
progression
of
class
I'll
always
ask
have
they
spoken
to
the
teacher
directly
I'd
say
90
of
the
time
most
of
the
issues
that
come
up
can
be
solved
between
the
student
and
the
teacher.
Just
in
that
conversation
then
from
there
you
may
need
to
reach
out
to
the
teacher,
and
if
that's
the
case,
I
I
always
say
less
is
better
in
terms
of
email.
A
So
a
quick
email,
hey
I,
hope
all
is
well
I
wanted
to
see
if
you
had
some
time
to
speak
about,
have
a
great
day
sincerely
all
right.
So
if
it's
more
than
three
four
or
five
sentences,
it's
best
to
walk
away
from
the
computer
and
then
go
back
and
just
say:
hey,
can
we
have
a
conversation
on
the
phone
and
then
I
would
say
now.
98
of
the
issues
are
usually
settled
at
that
level
between
the
parent
and
the
teacher
or
the
student
and
the
teacher.
A
Then,
beyond
that
going
to
the
chair
and
saying:
listen:
I
spoke,
you
know
so
my
child
spoke
to
the
teacher.
This
is
what
came
up
came
about
and
then
I
went
and
had
the
clarification
I'm
still
not
in
a
place
where
I
feel
comfortable
with
this.
Can
you
help
me
understand
this?
Then
they
will
work
with
you.
They'll
they'll
contact
the
teacher
they'll
act
as
a
liaison
and
they'll,
maybe
see
it
with
a
different
lens
and
I
would
say.
A
99.9
of
the
issues
usually
get
solved
at
that
level
and
then
I'm
happy
to
be
involved
a
lot
of
times.
It
gets
to
the
assistant
principles
before
me,
but
I
am
always
willing
to
talk
through
a
conversation
before
it
happens.
So
if
you,
if
you
just
say
Hey,
listen,
I'm
really
upset
and
frustrated
about
this.
What
what
should
be
my
course
of
action?
A
We
have
to
keep
looking
back
at
our
mission
and
looking
for
that
ideal
of
getting
them
to
be
productive
and
responsible
and
a
lot
of
times
that
that
has
to
happen
all
right,
so
their
counselors
are
great
sounding
boards,
so
you
saw
Christina
and
Julie.
If
you
have
any
questions
at
all,
they've
heard
everybody
vent
they've
heard
ever
they
have
good
strategies
for
approaching
and
working
with
your
children
or
working
with
teachers.
They
are
great
great
great
people
to
have
on
your
side.
A
We
do
have
one-to-one
Chromebooks
for
all
of
our
students.
Many
of
them
bring
their
own.
So
in
a
school
of
you
know
over
750
we
have
about
150
who
use
our
Chromebooks
here
and
we
will
be
giving
them
out
in
the
beginning
of
the
school
in
their
English
classes.
Promethean
boards.
We
have
these
in
all
classrooms.
We
utilize
Google
Classroom
a
lot
now
so
you'll
be
able
to
see
at
home
if
you
just
ask
them
to
log
on
to
their
Google.
Classroom
you'll
see
all
the
work
that
they
have
up
there.
A
If
you
ever
want
to
just
double
check
on
that
and
then
of
course
eSchool
in
our
entire
portal,
now
we
shut
this
down
during
the
school
day,
and
that
goes
back
to
maybe
five
or
six
years
ago.
We
have
the
ability
to
get
reports
on
the
usage
of
people
going
on
to
check,
and
so
what
was
happening
is
that
parents
would
be
on
the
portal
and
they'd
see
that
a
teacher
had
input
agreed
before
the
student
got
the
grade
back
and
then
the
teach
the
parent
would
text
the
students
say.
A
Grade
and
they'd
say
you
didn't
get
the
test
back
yet
so
what
we
did
is
shut
that
down,
because
it
really
encourages
that
conversation
to
take
place
between
the
student
and
the
teacher
first
and
when
we
went
on,
we
saw
that
somebody
had
actually
gone
on
and
checked
it
600
times
in
one
day,
and
that
was
apparent.
I
checked
the
the
portal
students
were
checking
it
two
three
hundred
times
a
day,
so
we
realized
it
really
was.
A
It
was
a
tool
that
was
doing
more
harm
than
good,
so
we
shut
it
down
at
7
45
and
we
opened
it
back
up
at
the
end
of
the
day,
so
that
the
conversations
can
take
place
at
home
and
that
the
teacher
can
work
with
the
student
during
the
day
now,
with
Google
Classroom,
we
have
some
teachers
who
are
utilizing
the
Google,
Classroom
grading
grading
portal
and
what
they'll
do
is
they'll
transfer
grades
over.
So,
if
you
don't
see
anything
in
the
portal
you
might
ask
hey:
are
they?
Are
they
grading?
A
On
the
you
know,
on
the
Google
classroom
and
take
a
look
there
all
right.
We
have
a
number
of
different
ways
that
we
love
to
communicate
with
the
community
and
the
best
one
time
and
time
again
is
our
back
to
school
night
and
a
lot
of
the
conversations
that
I'll
have
with
parents
is
they'll
refer
to
the
back
to
school
night
conversation
that
they
had
with
teachers.
A
So
we
have
two
of
them:
September
14th
and
the
20th,
and
we
split
it
up
based
on
you
know,
last
name,
but
if
you
have
multiple
children
here
in
the
building,
obviously
you
know
we
expect
that
you'd
probably
go
to
both
and
nobody's
checking
IDs
for
your
last
names.
So
I
will
say
that
this
first
one
is
a
lot
more
busy
than
the
second
one.
A
So
if
you
have
the
ability
to
go
to
the
second
one,
it's
usually
less
crowded,
but
certainly
if
you
have
commitments
and
you
need
to
go
to
one
or
the
other-
we're
not
checking-
we
just
use
that
as
a
guy
and
then
November
20th.
We
have
parent
conferences,
so
this
is
after
the
first
quarter.
The
year
is
up
and
running.
The
teacher
has
a
good
idea
about
who
your
learner
is
and
the
best
way
to
work
with
them,
and
so
those
conversations
that
take
place
there
are
usually
ones
that
help
the
student.
A
In
the
long
run,
we
have
a
great
High
School
homepage,
that's
managed
by
our
media
center.
So
if
you
go
on
to
the
district
website,
you
go
onto
schools,
Byram,
Hills,
High,
School
I
believe
that
we
have
the
most
vibrant
homepage
of
any
school.
We
have
the
most
things
on
there.
You
can
look
at
the
links
on
the
right
hand,
side.
You
know
any
anywhere
from
schedules
challenge
success
driver's
ed.
It
will
be
coming
up
all
of
those
things
that
you
need
at
the
high
school
there.
A
We
put
them
up
there
and
any
announcements
that
come
up.
We
like
to
put
those
up
there
as
well.
Community
handbook
is
a
link
that
you'll
find
on
that
High
School
homepage
and
the
community
handbook.
If
you,
if
you
ever
have
issue,
you
know,
questions
about
discipline
or
academic
policies
or
anything
like
that
who's.
Even
it
has
the
advisors
to
clubs,
it's
all
in
the
community
handbook.
A
It's
basically
like
our
operations
manual
here
at
the
high
school,
the
focus
newsletter
that
goes
out
twice
a
month
and
it
contains
updates
News
special
interest
items,
upcoming
events,
flyers
and
that's
a
really
good
way
to
stay
connected.
If
you
only
have
10
minutes,
you
know
every
two
weeks
to
dedicate
to
figuring
out
what's
going
on
in
school.
A
The
focus
newsletter
would
be
a
good
way
to
do
that
because
it
does
have
our
calendar
on
there
as
well,
and
it
just
gives
you
an
idea
about
what
are
the
things
that
we're
working
on
here:
email
blast,
we
use
pirate
square
and
I
know
that
many
parents,
when
we
started
this,
have
started
to
use
the
digest
so
that
they
only
get
they
get
it
one
time
a
day.
You
know
whether
it's
six
o'clock
or
whatever
it
is,
but
any
blast
going
out.
A
You
can
set
up
if
you
want
to
get
them
as
they
come
out
or
once
a
day
and
whatever
works
for
you.
But
we
do
use
that
quite
a
bit
here,
whether
it's
you
know
School
photos
or
reminders
things
of
things
like
that,
the
Spectrum.
That's
the
district
newsletter
that
goes
out
three
times
a
year
and
those
are
like
the
big
stories
that
we
have
just
a
way
for
us
to
sort
of
promote
what
we're
doing
on
a
larger
scale.
A
Media
Center
is
always
working
with
us
and
we
really
appreciate
them.
They
a
lot
of
times
Brian,
melson
or
Gabby
or
Lisa
flam.
Will
our
publicist
will
be
putting
things
out
on
social
media
and
so,
whether
you're
on
Facebook
or
Instagram,
those
things
will
be
out
there
and
then
thanking
the
PTSA
for
the
electronic
side.
This
has
been
like
my
favorite
thing
of
all
time,
the
electronic
sign.
A
As
you
come
down,
the
hill
we've
been
getting
better
at
sort
of
how
to
use
it,
and
certainly
this
is
going
into
our
second
full
year
of
its
use,
but
we're
trying
to
make
it
so
that
when
you're
online
waiting
for
the
pickup
or
the
drop-off,
that
you
have
something
interesting
and
informative
to
look
at
so
and
then
these
these
sessions
that
we
have
here.
This
is
a
good
way
to
sort
of
get
messages
out
there
in
the
community
and
I
invite
you
all
to
come
to
them.
A
They
happen
once
a
month
at
9
00
a.m.
Usually
they
take
place
in
that
room
right
there.
That's
a
library,
computer
lab,
and
then
we
go
through
and
I
work
with
the
PTSA
grade
level
coordinators
beforehand
on
the
agenda,
and
then
we
get
that
out
and
if
it's
something
that
Sparks
your
interest,
certainly
you
can
come
for
part
of
it
or
you
can
stay
for
the
whole
time,
but
we
give
you
bad
coffee
and
some
some
food
pastries
all
right.
A
So
a
lot
of
times
kids
will
come
in
a
room
and
a
teacher
will
just
feel
something
is
just
a
little
bit
off
or
a
little
bit
different
and
what
they'll
do
is
they'll
reach
out
to
the
counselor
or
just
check
in
with
the
kid
and
just
say:
Hey,
listen
this!
This
might
be
nothing
but
just
the
just
a
heads
up
right
and
then
from
there
the
school
counselor
they
have
their
antenna
up.
A
And
if
it's
you
know
a
number
of
teachers,
then
yeah
they'll
say
hey,
what's
going
on
and
try
to
get
an
idea,
maybe
they'll
reach
out
to
a
parent
and
then
a
lot
of
times.
Before
that
even
happens,
a
parent
might
call
and
say:
hey,
you
know
what
Grandma's
in
the
hospital
so
and
so
is
really
close
to
them
and
they're
worried
about
it
right
and
then
then
we
can
work
with
our
entire
pupil,
Personnel
team
and.
E
A
You
know:
God
forbid,
suicidal
ideation,
going
on
in
the
household
to
severe
stress
and
anxiety
to
whatever
it
is
that
could
possibly
have
an
impact
on
them
not
being
able
to
access
the
curriculum
and
we
get
together
as
a
team
and
try
to
support
that
student
as
they're
going
through
whatever
it
is
they're
going
through,
and
whether
that
means
just
reaching
out
to
all
the
teachers
and
saying
hey.
Look
out
for
this
or
hey
so-and-so
was
in
a
soccer
game
last
night
and
they
may
have
fractured
their
ankle.
A
So
you
feel
free
to
give
any
one
of
these
members
on
this
team
a
call
if
something's
going
on
now
a
lot
of
times
right
the
assistant
principles.
They
get
a
bad
rap
because
they
deal
with
a
lot
of
discipline.
Well
in
a
lot
of
ways,
discipline
is
actually
a
a
symptom
of
something
that
goes
on
and
the
conduct
that
leads
to
that
discipline
is
something
that
they'll
see
and
they'll
be
able
to
connect.
So
a
lot
of
times.
A
Our
assistant
principals
will
be
able
to
connect
a
lot
of
the
pieces
because
they're
working
closely
with
the
counselors,
with
the
teachers
with
me
and
with
all
the
other
psychologists
and
support
staff.
So
a
lot
of
our
parents
get
very
close
with
our
assistant
principles
and
that's
okay.
We
love
them.
They're
great
people,
all
right,
and
so
this
is
a
good
way.
Anybody
on
this
panel
will
be
able
to
work
and
find
ways
to
support
what
your
child
is
going,
what
what
they
have
going
on
all
right,
so
the
universal
launch.
A
A
If
you're
coming
here
at
eight
o'clock,
not
as
much
of
a
line
and
remember
in
the
morning,
we
have
a
lot
of
seniors
those
who
are
not
utilizing
office
hours
at
the
time,
who
are
also
rushing
to
get
here
as
late
as
possible
and
so
you're
going
to
be
contending
with
them
as
well.
The
closer
you
get
to
810
so
in
the
morning,
it's
not
as
bad
now
with
the
office
hours.
A
So
we
have
people
dropping
off
from
7
15
in
the
morning
all
the
way
till
8
10..
So
it's
not
as
bad
as
it
used
to
be
in
the
morning
the
buses
still
drop
off
between
7
25
and
7
35.
So
usually
they'll
come
right
to
the
front
Circle
they're,
not
something
that
you
have
to
wait
for.
The
real
tricky
part
is
in
the
Pia
for
the
pickup.
Now
we
have
our
buses
leaving
here
we
have
our
seniors
leaving
and
then
you
have
some
faculty
who
are
also
leaving
as
well
at
that
time.
A
A
You
can
drive
down
here
pick
up
and
not
have
to
wait
in
any
line
all
right,
so
the
line
does
get
up
to
the
top
of
trip
Lane
in
the
beginning
of
the
year
and
again
our
kids,
who
are
taking
the
bus.
They
are
never
here
late,
they're
always
here
on
time,
and
then
all
the
buses
will
go
down
to
the
middle
school.
We
have
three
buses,
a
windmill
bus
and
then
a
Chestnut
Ridge
bus.
A
They
go
right
from
here
directly
home,
but
all
the
other
buses
go
down
to
the
middle
school
and
then
they
get
on
their
buses
to
go
home
from
down
there
all
right
and
again
office
hours.
You
can
drop
off.
You
know
7
15.
If
you
want
to
get
them
to
office
hours,
a
lot
of
teachers
will
be
here
early
as
well
tonight,
all
right.
A
A
They
we
it's
very
interesting
so
in
many
of
the
classrooms
they'll
be
asked
to
use
their
their
phones
as
part
of
their
assignments
and
in
other
classes,
they'll
be
asked
to
put
the
phones
in
cubby
holes.
So
we
don't
we
don't.
We
allow
them
to
use
them
in
the
hallways,
in
the
common
areas
and
in
the
classrooms.
A
We
know
that
the
lighting
and
the
the
way
that
the
ambient
Lighting
in
those
phones
and
the
beeps
is
the
buzzes
and
just
knowing
that
it's
within
Arm's
Reach
give
does
it
allow
them
to
rest
the
way
that
they
need
to
rest
so
have
a
cubby
down
in
the
kitchen
or
in
a
common
area
that
they're
not
going
to
be
able
to
get
to
make
sure
that
it's
there
and
then
really
really
fight
that
good
fight.
Because
it's
worth
it
to
get
them
that
quality.
Sleep.
H
A
Up
yeah,
so
great
question
library
is
open
until
four
o'clock,
so
they
can.
They
can
be
here.
You
know
during
that
time
the
clubs,
depending
on
what
it
is
a
lot
of
times.
They
won't
go
past
3
30,
but
there
are
like
debate
clubs
that
go
even
later,
there's
some
other
clubs
that
would
actually
have
the
kids
come
back
later
on
after
after
Athletics
or
theater.
So
it
all
depends
on
what
club
it
is
and
who
the
advisor
is.
A
A
Yeah,
so
we
do
have
a
late
bus
as
well,
and
that
late
bus
goes
leaves
here
just
after
four
o'clock
and
then
that
late
bus
would
go
down
and
eventually
drop
them
off.
It
would
just
take
a
little
bit
more
of
time,
but
if
they
are
part
of
a
club
and
they
had
to
get
that
late
bus,
it's
certainly
understandable,
and
they
you
know
they.
The
advisor,
would
know.
Okay
by
and
large.
The
clubs
are
over
by
that
point.
Okay,.
E
A
That's
right,
yeah,
so
it's
all
a
family
decision.
We
have
perfectly
good
Chromebooks
here
the
you
know.
The
the
thing
is
the
the
Privacy
levels:
I
think
that
the
kids
on
their
own,
they
they
put
special
vpns
on,
but
they
wouldn't
be
able
to
do
that
with
ours
and
the
VPN
is
a
way
to
get
around
our
filters
which
I
don't
promote,
but
I
understand
as
a
as
a
high
school
kid.
A
You
know
wanting
to
sort
of
test
those
limits,
so
there's
no
real
reason
why
they
can't
use
ours
other
than
you
know,
privacy
and
ease
of
use
and
it's
theirs
and
they
can
customize
a
little
a
lot
more
I,
don't
know
it's,
but
if
you,
if
you
want,
we,
we
have
them
here
and
they
work
really
well
and
if
it
breaks
down,
they
can
get
a
replacement
one.
So
not
the
same
as
if
you
buy
one
at
the
store.
A
C
A
H
A
A
H
A
A
It's
one
of
those
things
that
has
had
such
an
impact
on
the
building,
but
it's
not
like
the
right.
It
just
gives
us
a
lens
to
work
with
what
we
have
been
doing,
and
so
in
many
ways
our
new
master
schedule
this
one
that
we're
working
with
now
that
came
about
because
of
our
partnership
with
challenge
success.
A
A
And
you
know
they
would
have
they'll
they'll
have
a
locker
down
a
gym
and
they
have
to
bring
their
own
padlock.
So
I
will
say
this.
We
are
dealing
with
adolescents.
They're
prefrontal
lobes
are
not
fully
formed.
Yet
we
have
seen
that
if
bags
are
left
unattended
in
locker
rooms,
some
of
those
kids
who
are
still
bumping
up
against
their
boundaries
will
steal.
What's
in
those
bags
and
I
can
say
with
a
hundred
percent
certainty
that
we
have
never
actually
had
anything
stolen
out
of
a
locked
locker.