October 15, 2019 Board of Education Mtg.


like to call the meeting to order you
could stand and say the pledge I pledge allegiance to the lies and to the
Republic for which it stands one nation thank you very much for coming
we have no visitors wishing to speak to no written communication first report of
the board is really for us as a board to go over the news but resolutions that I
emailed you online to take a look at whether we’re going to support go with
the recommendations of Misbah to give mrs. Gould Hawke direction when she goes
to the convention to vote on our districts behalf I don’t know if everybody’s had a chance
to review it there’s obviously resolutions for and against you know
that Miz was recommending say why don’t I want anybody discussion about them or
y’all please so if I just pull you then to make sure everybody’s in favor mr.
Smith no no no resolution is called separately you can and vote each one is
to a separate vote is taken so you can oppose any or all so we as a board
though I thought there were a few that were not renewed correctly but I don’t
feel strongly enough to vote against them I just think that they what they
were saying they were pushing we didn’t match their rationale but it was close
enough to not just strongly enough to vote against
them would you like to have something special
No okay yeah mr. noodle nurse as am I so you are good to go
in they discuss from there is there a lot of discussion for me yeah okay
and if that I mean we could as a wart decide that we want to do this custom
further when they call each one we could say something if you want to deter their
clarification and you miss a sense you know that people do get up to speak but
it’s usually if they’re in opposition of what’s up next
there were a few people at EC ASB were raising concerns about I think it’s important to clarify that
we’re good with voting the way that they recommended you vote we’re not voting
for them all but we are voting for the ones that they recommend they vote for
and against the ones who were they recommend the warning against correct
yes okay Claire and ones that they it’s proposed resolutions will be the ones
that they go on and I assume there’s discussions on the ones that they’re not
recommending they argue instead bring those forward
there’s discussions on each one yeah and then that’ll speed up a little bit at
some points but I mean it’s also important to know that all they’re doing
is voting on what to focus on it doesn’t mean that you’re voting this interval it
just means that’s where their focus is gonna lie so it’s not like we’re
approving some new law you know so really that’s all it is
you get you a little paddle you go in mm-hmm you definitely doing you have to
turn your paddle it’s an interesting process any other committee reports well thank you first item in the
superintendence report honored to recognize three of our teachers who have
been named as New York State master teachers so if you could come on up to
the you know smart board here that would be wonderful
I believe all three of them are here so I’ll give you the opportunity to
introduce yourselves and what you teach here in the district and then I have a
few things to say about the program and we’ll ask you some questions I mean you
sorrentino I teach math at Emerson Oh Christa Jones they teach eighth grade
math and algebra at the middle school Lori Chittenden I teach I loop back and
forth from grade one to grade two it smaller so the master teacher program
requires them to demonstrate competency in three big areas they are knowledge of
stem content knowledge of pedagogy and then knowledge of students their
families and their communities so during your application you actually had to
demonstrate your proficiency in those three main areas I had the benefit last
year since we had so many teachers from our district named as master teachers
they asked me to come and be one of the raters of the applications and in full
disclosure I didn’t rate any for Western New York so they break the state up into
I think it’s nine different regions or maybe more but I had the benefit of
reviewing applications from the northern country and it’s a rigorous process all
three of those categories are reviewed by three different reviewers so in
they’re all separate entities and they have to score a certain score in each of
those categories to move on from the next things so what the applicants
submit is a personal statement you have to
submit your appr scores you know your complete review to recommendations at
least from a building administrator and another one optional they ask if you
want to have a former student write a letter of recommendation then they have
to take a Content area test which I know is quite challenging from what I’ve
heard they need to submit an updated resume and their transcripts and that
all of that information is loaded into a system and it’s reviewed according those
three categories of knowledge of STEM knowledge of pedagogy and then students
in their communities and then from that point once you go through the paper
screaming why can one of you explain what the process is from there sure I’ll
do it I’ll say that this was my third time applying and I kept going forward
each time to do it mostly I also say for my son because after I got my first two
nose told about how to do it a third time to try to get in so I was very
excited that I got in a third time so when you get to the full-day interview
it is a full day there and we go in meet in a room with everybody or split up
into groups where all the math are split up into a couple rooms the technology
the science and then the Allied teachers from there we have a ten minute
presentation it cannot be a lesson has to be a presentation to show the love of
your stem topic that you teach and you’re presenting to anywhere from three
to five other people that are applying and usually two or three of the
different professors in the different colleges that they come and bring in
that day and you go through all of the presentations and then you have like a
10-minute window that you can all those of you that are applying will discuss
the presentations and then after that you go into another room and you have 30
minutes to answer a writing prompt and each time I went it was a completely
different writing prompt they ask you something and you write about it in your
30 minutes times again to just hit pen and then the last thing you do is your
one-on-one interview with those two or three college professors just you and
them and you only I believe it was like 15 or 20 minutes maybe you got and then
they had like six to eight questions that you had to answer and so it was
like I’m saying 9:00 in the morning until like three o’clock that baffled it
that was a second round of the interview and then we wait about five months
because this all happened today and we didn’t find out until the last week of
September and the paper application process is quite rigorous as well so
then once you obtain the designation of Master Teacher it’s actually a four-year
designation it comes with a stipend annually of $15,000 or a total of sixty
over four years and you’re required to participate in a professional learning
team so I know you’ll still be going through an orientation process but isn’t
there anyone that knows about what is to come or would you like me to fill in
that gap so you go to monthly cohort meetings we just went to our first one
this two weeks ago we have another one on San Rey and from there you can join
professional learning teams they have professional learning collaborations
they have workshops that are held after the cohort meetings so I’m really like
just a wide array of options for you to just learn more about anything relating
to STEM fields so it’s really been interesting I’ve actually really enjoyed
just a couple of means you’ve gone to so far just to get to learn more about
everything there’s lots of personal choice you can choose the professional
learning communities that you joined you can join for however long you want so
they’re just trusting that you know our interest level and our professional
level is high and that you know we’ll make decisions that are good for us and
you know our district and our colleagues that will learn from us yeah I believe
50 hours of professional development they’re required to participate in above
and beyond their full-time teaching job so as you mentioned many times it
happens on Saturdays over our breaks or somewhere over the summer and then in
some cases there’s actually professional development that’s turnkey in the
districts for their colleagues but it’s really an opportunity for them to learn
and grow and continue mastering their craft so it’s quite a prestigious
recognition and we are extremely proud to have three of you in this year’s
cohort so thank you for being here for this recognition and great job from
start to finish how long as it takes for the process in applying if you do one
year the application goes in in February and you don’t find out and anywhere from
late September to one year was even November after Thanksgiving
yeah I’m not gonna lie I studied for the math test the high school math test for
probably three months and it was every weekend I was home studying and
practicing had tutors couple two derrida I teach first
the live but I got really excited about it at the end and I was like okay now I
have to learn more about them I think this is only the second year that
they’ve included elementary teachers yes and we were fortunate to have two
smaller teams Joey schnell Ian Jones don’t want
already in from Wyndemere in the first cohort of elementary teachers last year
so it’s great and as you had seen Laurie was here last meeting presenting as our
elementary math curriculum coordinator so it’s no surprise to me that she was
successful in this application I’m just glad to see her recognized regionally
and statewide as everyone can see how wonderful the work is that’s going on
our district congratulations so last time we have the opportunity to get an
update on the great work that was being done by our elementary curriculum teams
tonight dr. Shanahan is here with our secondary curriculum for dinners to talk
about the wonderful work that’s happening in our secondary curriculum
teams welcome we learned last week which background
worked better with this video so once again I want to reiterate how fortunate
we are to have your board support in order to build systemic capacity it’s
building through the teachers and the monies that is made available for our
curriculum leaders but then also all the teachers they work with to come together
in the summer and some of them have sustainable pavilions across the school
year this year allows us to build their capacity because a program is a program
but the person enacting a program has much more power to make change with
student learning and achievement so thank you again for recognizing that and
allowing me to have these groups of people let’s we’ll work together and to
have these leaders you know that able to do their work in it in a professional
way so tonight there are three three
curriculum presentations that were that we’re going to hear first we’re going to
hear our English with mrs. Rapp then social studies with mr. Jones and
mathematics with mrs. King they’ve informed me that they would like an
order switch for next year so if they say these positions they will be in a
different order so anyways I’m going to let them share with you all the
important and awesome work that they’ve been doing so mrs. Rapp thank you I am always first
traditionally so watch out next year I will be thank you for having us tonight
so the work that we have been doing has been pretty streamlined since there
haven’t been any major curricular Common Core next-generation overhauls in the
last you know year or two so we’ve got to spend some time refining what we’ve
worked on in previous summers overall we’ve had a few members from the high
school and a number of members from the middle school and what you’ll see about
the work that we’ve done is that we were able to focus in on teaching teens
overall in large part an English teacher and a special educator or an English
teacher and an en el teacher and so that’s really nice because you know we
spend years years and years working together and it’s it’s really effective
and for us and for the kids for us to be able to meet like this so typically the
first day or the first part of the day we met with our goals coordinator Mary
Jo and we’ve looked at the test scores for the six
eleven state tests and look at the gas analysis and who usually are our
statistics are pretty pretty much spread a lot consistent you’re here and so it
is always nice when we are able to look at the actual questions that the kids
struggle with and what they put that data gives us what what they put is the
wrong answer versus what the correct answer was and that always leads to good
conversations about academic definitions and tone and author’s message and those
are the usually the parts that the kids trip up a little bit we also had a
discussion this year based lifelong reading practices overall I think as
parents and as teachers we see children reading books from cover to cover less
of us I think they’re at home at school
they’re more distracted by technology and they’re more distracted by their
phone and we’re trying to to have I’m going conversations of how to increase
these independent reading practices and so you know that’s that’s part of what
we’re working on how how we can maybe get them to read a little bit more even
just outside record overall we worked a lot with the ENL vocabulary reading
comprehension development in middle schools and the classroom work was done
new nonfiction units are ever increasing in our population we need to just
constantly need to be renewing and revamping and for the information that and the kids
kids need there’s also we got a little bit of instruction on the new universal
screening tool at the middle school I guess elementary middle and right and
high school to literacy teachers in the high school I’ve been using it and so we
were we gave got a little crash course in that I think they will be here to
present more than that here’s some seventh in eighth grade work last year
they spent most of the summer creating some literature several units
I remember presenting to you on that and this year they were able to revise
revise those a little bit create some more modifications for different levels
of academic achievement the high school same idea was me and my co-teacher susan
and we are we’re always constantly updating our area nelle modifications
across the board in english 9 10 11 and 12 but our big push this year at the
high school was for our new electives that have been very well received
mr. mexic is going to be here I think in a few months presenting
is elective so let’s steal too much of his thunder other than just to tell you
a little bit about it he spent five days at Syracuse which is my alma mater
learning different administrative procedures grading policies about the
course itself presentational speaking and right now he’s running two sections
of it at the high school for the first semester in two sections of it for the
second semester about 30 M her students are currently taking it 22 of them are
receiving a college credit so that’s really that’s really great that college
credit will transfer to you know anyone anywhere pretty much it’s a Syracuse
credit and the he’s really passionate about it he’s been wanting the Selective
for a long long time there’s a link there that you can check out it’s a nice
free resource where a lot of his curriculum is coming from and then the
second elective is a film studies elective and while not a college
elective mr. Pratt is teaching that and also really you know bursting at the
seams with enthusiasm a section of that this semester in a section on that next
semester so as a department we’re really excited and jazzed about having some
electives and we look forward to two more development of that in that area
and then just for future work doctor Shanahan’s been continuing to work with
our 5th and 6th grade continued modification of the curriculum and just
more more development on what we’ve been doing and in particular hopefully those
electives there’s the reason your first case of leadoff hitter leadoff hitter
Dave first things first is this my better side it’ll be awkward but if I
need to I’ll work like this looking at you mr. Canelli you look good buddy I
got a catch up to you hi everybody great to see you guys mr. pigeon also
you look feel fantastic these guys are unbelievable they don’t eat anymore
I’m the secondary curriculum chair for social studies this is our big year we
finally all this work we’ve been going through we had the exam in June and boy
we were you know there was some trepidation maybe even some tears shed
but we crushed it and I can’t wait to tell you about it committee members a
real good mix a little like middle school this year just didn’t work out
the dates but they you know they’re still certainly involved in and will be
turned key all this information from Tom high school representation solid through
and through so our big thing this year was looking at that new global exam
which which we took early last year I think it was June 3rd mrs. Able’s we
tell you about the nightmare of trying to schedule everything the entire
sophomore class on it I do not Regents exam day but we did it
we did it so we looked at our data there with her on BOCES liaison just as great
she’s been sort of you know with us every step of the way
we also this year in our summer curriculum work we were able to take a
look at sort of the tidbits that the state has given us regarding the new US
history and government exam which is coming out this June which will be June
2nd so ma’am you have another data plan have fun with the head and that middle
of middle and high school curricular team sort of 6th 9th 10th grade and then
7 8 11th bring me together to talk about those common assessments and academic
language those sorts of things and then continue that model that we started
developed two years ago which was sort of an Amherst own enduring issues list
which which the kids have you know but then sort of brought up to speed through
seventh and eighth grade and it really paid off 9th grade to this year
with our new exam so outcomes this year man we were so excited the new the new
framework exam we had a 98% success rate on the exam a 74 percent mastery rate I
don’t want to brag but history of course rules when it comes to all the academic
subjects at high school we are in fact winning that there’s there’s so many
people to thank the members of the Board of course for your support and giving us
this summer summer work mr. Piniella mr. Vela dr. Shanahan mr. pigeon really it
really paid off and we’re really really ecstatic with the results this year and
we’re hoping to do much the same with the new Globalstar excuse me in a new US
history exam this year other things we did this summer
other than brag was take a look at new evidence based multiple-choice questions
for the u.s. exam constructed-response questions and during issues sort of the
same thing that we did in Lowell the past several years just kind of bump
them into the u.s. world the u.s. exam is get a little look a little different
it won’t have that vetted during issues I say instead it’ll be kind of a blend
of the old DBQ which had scaffolding questions and the topic will be civic
literacy so they’ll give the kids maybe First Amendment rights and several
documents sort of discussing throughout American history you know the issues of
the First Amendment and the kids left to piece together an essay based on that so
so you know the 11th grade teachers have been hard at work this year and
throughout the summer they’re trying to plan for this new exam and we feel like
we did for the global that we’re in a really good spot based on the past
couple of years work we continue to do those new hist historical thinking
skills and tried to sort of space them out by grade level so so what’s
appropriate for sixth grade versus eighth grade versus 11th grade building
up to the big picture future work will continue to take a look at that Global
ten exam we’re obviously really excited this year
for the new US history exam so that’ll be a big piece of our summer work moving
forward and continue to look at those historical thinking seja thinking skills
excuse me and take a look at the results as I said for the
the u.s. exam this year so we keep on keeping out in the history world all its
all is well known I think I’ll turn it over to mrs. Kennedy all yours
you’re welcome he may be the reason why we’re trying to support her next do not
feel comfortable following that humor I’m not our math team was fortunate
enough thank you to the board to be able to work together again this summer not
all of the committee members were in attendance but I did put everybody for a
sixth hole on there just because even if they weren’t there in the summer and
they’re doing the continued work throughout the year so everyone really
does participate at some point we did a couple of different things this summer
one of the things that were always very fortunate to be able to do is meet with
her both our BOCES liaison Trish coucil she is incredibly
knowledgeable about the math content she serves actually on that cap which is the
content advisory panel for New Year for Nye said and she comes to us with tons
of I don’t want to say inside information but lots of good information
quickly and she knows exactly what she’s doing so she not only is very good at
helping us with our data and knowing what’s coming down from the state but
also she’s really an excellent she’s an expert really on the active
participation strategies and those were the two topics that we focus mainly on
next one in general we reviewed and modified
curriculum to reflect the next generation learning standards that’s
pretty a lot of vocab there that is specific to the state New York State at
Department but the next generation learning centers are starting to roll
out and in order to be ready for that the sixth grade did have to modify their
post assessment topics in particular with probability so sixth grade focused
a lot on that at the high school and for the rest of 612 we mostly focused as far
as our data was looking at our assessment data and using any
information that we gathered from the gap analysis to modify and drive some of
the changes we made in our curriculum nothing major yet because the next-gen
standards aren’t rolling out it just had to happen into sixth grade some of the
highlights you can read there across the board there were just a few topics that
came up that seemed to be needing some attention and so this time that some
time was spent on making some changes in the middle school target skills for each
grade level were identified in particular Bahman fall I know the Kuban
sixth grade science epic notation in eighth grade at the high school algebra
2 focused on some polynomial function work that had to be modified just a
little bit to maybe identify some issues that some of the students were having on
the assessments I mentioned the sixth grade teachers had to modify that those
the next gen learn the next gen learning standards are rolling out I have that
roll out in another site or two and so as we move along we’ll have to
a year but this needed to be done this year just so that they’re ready for next
year meaning the sixth-graders will be ready
for the seventh grade curriculum so they had to meet the changes for this year
even though the assessments won’t be until next year one of the other things
we’re really excited about I have a lot of enthusiasm from the math teachers
this year is our shift from focusing on a Content changes because over the years
we’ve had so many content changes and so much rollout of new standards that we
are kind of settled right now with that so we make minor curriculum changes
throughout the year based on our data but now we have to really focus on
instruction and learning for the kids and we’re so excited to finally be able
to spend a lot of serious time doing that so we spent time this summer doing
that we spent two days we took a really in-depth look at our current content and
our current lesson plans and with some help from Trish from BOCES she gave us
some structures and some strategies to incorporate into daily lessons so that
our students are actively participating in their math lessons and not just with
sitting and listening we’re super everyone is really really excited about
it I you’re a little nervous about it at first like how are people gonna take
these changes because it’s different from what any of the way we were taught
and every teacher is very excited about it
you say active participation and I thought it was important to include this
because even as teachers when we hear active participation for the first few
times in the nap class from young people what does that look like and what do we
what should we expect so I think if you walk down the hallways in the math
department the high school and even here in the middle school you will see math
classrooms that look different than they have in the past students are grouped
they’re sitting together they’re talking to each other they’re having discussion
about strategies and ideas they’re using higher levels of thinking they’re
analyzing their exclaiming they’re teaching each other they’re teaching
they’re finding the stakes and helping fixing stakes so it’s really a great
thing to see and it’s it create a lot of energy in the classroom I asked my team
to respond to a couple of questions in preparation for tonight and I said well
what was your biggest takeaway and what info would you want me to share and
these are just some of the quotes that teachers had sent back to me one teacher
just said to me today she said well if you can make sure you make sure you let
them know that I am observing my student social skills improving in the classroom
and I am observing my students understanding better in the classroom so
that’s the input she missed the email somehow I didn’t respond in time for me
to get it in here but I wanted to share that with me
because it was important I think I think you would notice a difference especially
because it’s not any of the way we learned math
so in the future we’re very excited and feel lucky to be able to continue the
focus on active participation we have a year-long plan at working with Tricia to
help us meet some of those goals or can always continuing collecting that data
attending conferences and other things that we can see it for their knowledge
and what we’re working on and then of course where you can’t get too
comfortable with our next with our curriculum because the next generation
learning standards are starting to roll out starting next year so the timeline
the New York stage 3 through 8 math exams that first those exams will be
given in the spring of 2021 and then they’ll roll out each year after that
the Algebra one and then the following geometry on year geometry and then the
common er cadet else virtually those changes are much more minor than they
were the last curricular Shakuni so it is that I don’t think there’s anyone
that’s real scared or worried about this one this does not seem intimidating to
us but it is that there is there are some changes that are coming and then said I don’t have any I don’t
have a mean even mind it’s really hard for me Oh a Joey I had I don’t even mean
but I had a right when you talk about the kids having conversations about
problems and fast but is it a flipped classroom or it’s just no in fact it’s
definitely not not in every classroom some of the teachers do some flipped
work but in general what we’re doing is we’re still instructing we’re still
following the model of instruction that we always have as far as you know the
input and the modeling and the guided practice and those things are happening
but within the lesson for example I might say who who thinks the answer to
you know who I might ask the question to the students can’t think of one it’s up
my end I made up the question to the students and have them think about it
for a minute and then I would say okay now I want you to talk to the four
people that you’re sitting with in this group and I want you to share your ideas
and tell them what you think the answer is and why you think that’s the answer
and they might talk for a minute or so and then I’d say okay one of the share
of your answer this group share your answer what you come up with does
anybody agree does anybody disagree and just have them kind of talking to each
other that’s one simple quick off-the-cuff example of it another thing
we might do is just have the students work together when they’re doing guided
practice instead of here do 10 problems and there
we’ll check the answers together we’re gonna work together so you’re sitting
next to a partner and your partner’s gonna be this stage inscribed as a good
example this one partner is gonna write and one partner is going to speak so I’m
gonna tell you what to do with this problem you’re gonna do it and you’re
gonna check my work the whole time and then for the next problem we’ll switch
places I will talk about how I think this problem should be done
you’ll write it you’ll check my work we’ll talk about it if we disagree those
kinds of things so it’s not something I mean it could be flipped work but it’s
not solely flipped work it’s really the kids talking about their thinking and
explaining their thinking is I would say a general answer to that question so it
is they’re less like instruction there’s not I know I loved it I love these
questions because these are the things we have is math yeah yes and that’s when
I thought well this is gonna be really tough for some people there’s not less
instruction it’s just really a change of the way we as math teachers in
particular have thought about instruction kids learning is not just
about listening to what I’m saying and showing you how to do it it’s about you
listening to what I’m saying and I’m gonna show you how to do it but
then I’m gonna let you do it and I’m gonna let you talk about how to do it
and I’m gonna let you explain to me how you think I did it and if we make
mistakes we’re gonna try and find them together so it’s not really less
instruction at all it just looks and it doesn’t always look different but it
often looks and mostly I think this is newer for me
as well so I’m not an expert at it but I’ve noticed that it mostly happens in
the time when we’re introducing a new topic or when we’re practicing that
topic always in one lesson but there still has to be math instructor so now
so in it increases the opportunity for more students in the classroom right so
instead of her asking a question and having one child answer another child
we’re like you know if they get it wrong you kind of give him that nope he didn’t
guess what was in my head right if you go to the next child what happens is if
she gives him an opportunity mom she does her modeling she doesn’t input she
gives them an opportunity to collaboratively work on that problem and
they they’re learning different strategies this year across the whole
year so they have a repertoire of different ones to put in to those guided
practice settings but then what happens is now everybody’s practicing and then
we talk about what the answer might be and then we might even talk about
multiple multiple ways to get to those answers but talk mediates thinking and
learning period done and a lot of times we forget about it and we just send kids
especially in math right just go to work and now what happens if I don’t get it
and then we kids know we all know who answers the questions fastest and I’m
just gonna hang here and when those three to five kids are done I know I’m
safe right but now what she’s increasing the amount of participation active
engagement of everybody in the class and then we talk about the answer and
they’re more primed to talk about the answer because they’ve had a chance to
grapple and think through a question on a higher level like she’s you know she
develops those questions are important that’s why just spewing it off the top
of her head right now is harder because she wants them to be high level
questions right so I don’t know if that helps at all to
see what it might look like so when she poses that question you might see
different form try put them having different activities to get them to have
be actively participating as you see her across the week but you’ll see kids
multiple children actively engaging the answer not one or two or three that
always get it right but you’ve been training our kids like seeing them in
the grade school it is more about explaining how you’re getting the end
and different strategies which i think is wonderful it’s not just memorization
so that must be carrying through them to middle school high school like those
guys are used to van type of learning so I am excited and even seeing it and
that’s the thing we just we didn’t most of us didn’t have classrooms like that
math class right like that so it was it it is a shift for us yeah and we’re
excited about it and we’re really enjoying the process of doing it and
learning about it and then implementing it I have noticed in my own classroom
that my students I have very few students that are afraid to answer a
question or that choose to just kind of bow out and that has not always been the
case because because by the time they get to high school they know oh Susie’s
gonna always answer the question or Jimmy’s been answer the question so I
think I don’t have to work and now that’s that’s definitely I had noticed
that immediately so we’re really excited about it and we can continue we plan on
continuing learning more strategies and just really expanding it so we can be
experts at it so Trish and give to retreat more strategies and
then they pull their unions and they look at their current units and say now
where can we infuse this practice in the work that worker you know in our because
they have really good modeling and input practices it’s not about getting
everything allowed it’s about where do we integrate this in so that’s their
entire year on a rotational sustained basis across the year so they’re there
at the beginning you have an October session coming up so yeah and all in all
levels so like all math levels you see this happening but just I’m in
particular that my school is something that we’re really hyper focusing on that
this year as far as professional development the middle school sort of
has done it and they’ve already jumped on that train and have a little bit
ahead of us so they are also continuing to do that we’re spending a little bit
more intensive time this year at the high school but across all of our
classes it’ll be interesting to see I know many of you have students children
in our classroom so it’s it’s something that I think they’ll notice is different
from years past that’s great I think you know kids are
naturally social by nature so people have opportunities socialize around
content is very important and ultimately our goal is retention and then transfer
and sometimes the transfer we’re looking for is in the form of an exam like mr.
Jones talked about but they’re more likely to retain information they learn
throughout the year or in previous years and be able to apply it if they’ve had
those authentic experiences where they’re actively participating as
opposed to you know listening and maybe studying it on their own so it’s it’s
great to see that taking place in the math department it’s also great to see
our our wonderful teachers leading these initiatives you know every time we have
these presentations I get an opportunity to recognize the board for their
foresight and setting up this infrastructure that we benefit from in
the district with these curriculum team leaders and curriculum committees so
thank you for your support with that and I know our teachers we wouldn’t be able
to lead these initiatives without you and of course dr. Shanahan in the
curriculum office so great job with all the work you’re doing thank you the last item in the superintendent
report is one I look forward to every year
and October gives us the opportunity for board recognition next week has been
designated the New York States for Refugees and
tonight we’re celebrating just a little bit early because we don’t meet again
until November the way you share your time and talents to serve the district
is greatly appreciated starting tomorrow and I assume those students make sure I
get all the pieces starting tomorrow and in the next week we’ll be spreading the
good news about all you do there’ll be an editorial and Amber’s be tomorrow
next week you’ll see social media post on the district’s account a new feature
will be on our website and the building signs will have special messages
recognizing all of you do for the community and our schools as a token of
appreciation for your commitment in front of you is a small gift from me and
a piece of ceramic art were created by our students under the direction of Miss
Curtis who’s one of our middle school and high school art teachers there’s a
small car with each that tells you a little bit more about the inspiration
for the project and the ceramic artwork so thank you for all you do and thank
you for your commitment to our schools and community applause great you will need a motion for a new
business then covered separately this one’s a thereby to a 13-3
even seem easy and H we have second. any discussion all right all those in favor
of approving new business items II won a through I to a through D and three BCE G
and H please say hi and I opposed motion carries 7 0 this is custody’ do we have
any follow-up action items great we will need a motion to convene to executive
session I’ll make a motion that we be into
executive session to discuss litigation and the employment of a particular
person second listen all those in favor of you to
executive session please say aye opposed motion carries 7 sir
thank you everybody for coming

Leave a Reply

Your email address will not be published. Required fields are marked *