Board of Education Work Session – MAY 11, 2020 at 6 00 PM

– Monday, May 11th, 2020 The time is 6:00pm We will be going right into executive session Can I have a motion please? – So moved – Second – Second – Roll call, Louis – Aye – Matt Larry – Aye – Brendan’s in the other side Jim – Aye – Don – Aye – Margaret – Aye – Nina – Aye – And myself Aye Okay, so we will be convening into executive session No action will be taken during this executive session The purpose is to discuss personnel matters If we are done before 7:00pm we will reconvene the public meeting at that time There is a chance that it might go a little past 7:00pm as executive sessions can vary with their timeframe but as soon as we are done in our executive session we will come out of that and we will reconvene the regular business meeting at that time Thank you So see you everybody, in the other meeting room – Now, what, do we click just leave this? – Yes – Okay – And then go back to Zig’s email and click on the next link for the Google meeting – Right, I got that Yeah, okay, thank you – Uh-huh – Okay, we are recording We are live – Okay, so we are reconvening the public session of your work session, Monday, May 11th, Board of Education meeting and please stand for the pledge to the flag – I pledge allegiance to the flag of the United States of America and to the republic for which it stands one nation under God indivisible with liberty and justice for all – Okay, thank you So the first thing and welcome back to Ellie Barth and Hannah Zolner The first we have is, we have our student representatives report It is a delight to have you both with us tonight and take it away, ladies Hannah, you’re muted I don’t know if that makes a – So we have, first the good news from COH Mrs. Stuart’s kindergarten class is learning all about the lifecycle of a butterfly Students keep a butterfly journal based on pictures and videos that Mrs. Stuart posts in her Google classroom They meet weekly to do a craft based on the topic Last week they did the lifecycle and students used supplies around their house to create the lifecycle of a butterfly On Monday, April 20th and Monday, April 27th, Mrs. Pinheiro, the COH school social worker, posted a virtual mindfulness classes Students who participated did a great job being mindful and respectful to one another during each session Mrs. Pinheiro has also posted many useful meditations for parents to use with their children for sleep and relaxation On April 20th, the PTO started their virtual book fair Families could choose from over 6,000 products including best selling novels, early readers and boxed sets Book only orders of $25 or more received free shipping and the PTO receives a portion of all sales so they will be ready to support the school when we’re back in session Mrs. McGinnis’ first grade class is working on persuasive writing Students were given the challenge of making a commercial to persuade the audience to purchase their favorite snack, candy, toy, et cetera Some students are choosing to use print advertising instead of a commercial to convince people to buy their product One student is designing/inventing a new toy that he is going to convince everyone to buy All commercials will be shared via Google classroom and Google meet Mrs. Greenstine has created a virtual book club Students are reading Fish in a Tree by Linda Hunt Questions are posted in her Google classroom and the group meets once a week via Google meet to engage in discussion Then we have the Willow Avenue good news for May Last week we celebrated Teacher Appreciation Week We honored our teachers and all of their hard work and dedication to their students with a video of thank yous from our students Students at Willow have been working incredibly hard and staying challenged in their classes Students in Mrs. Konnaris’ kindergarten class dissected

lima beans as part of their science unit this month Mrs. Tellefsen’s first grade class listened to the story Carla’s Sandwich and then wrote a story about what would be their perfect sandwich They included pictures and then wrote a story about what would be their perfect sandwich and gave step by step directions on how to make the sandwich Our second grade students are learning about US landforms, building and presenting them to their classes They are also going on scavenger hunts and virtual field trips Students in third grade are meeting in reading groups, working on STEAM challenges, such as the Emoji Flat Stanley challenge that Mrs. Panzanaro’s and Mrs Hogan’s class completed Mrs. Line’s third grade social studies classes finished their heritage unit with a heritage celebration Students highlighted their heritages by cooking a dish that represented their country Students in Mrs. Mante’s fourth grade class are having writing conferences to complete their essay on the causes and effects of the Revolutionary War Ms. Cleeves’ class has a a Friday morning opening every Friday for students to showcase something special about themselves Mrs. Gilson’s class is going to be joined by Jodi Carrigan, the scientist from the novel, The One and Only Ivan Students are going to learn about the gorilla who inspired the novel Students have also been working hard to show that kindness lives at Willow Students in Mrs. Sweeney’s kindergarten class work on a kindness card writing assignment each week and have sent their cards to essential workers Mrs. Konnaris and Mrs Berchielli’s classes have made thank you videos for our essential workers too Lastly, our Junior Kindness Committee made a video asking Willow Avenue families to hang Willow Misses You and Willow Strong artwork on their windows to show that we are all in this together – Good news from Cornwall In the weeks prior to the closing of school CES held the NED’s Mindset Mission Assembly, an in school no snow day, DEAR time and even had a special visit from a Harlem Wizard Mrs. Noonan’s and Mrs. Harter’s classes celebrated a no snow day in school Children wore their pajamas and worked on snow related academic activities throughout the day The day started out with STEM Buddies in the cafeteria The classes worked together to construct the tallest freestanding tower using snowballs and toothpicks and completed other activities It was a fun day had by all The school gathered for the NED’s Mission Mindset Assembly The assembly took them on a journey to find their positive mindset through storytelling, humor, illusions, and yo-yo tricks All of the students enjoyed the assembly, especially the awesome yo-yo tricks The school had so much fun Dr. Seuss Spirit Week We celebrated Dr. Seuss’ birthday on Monday and the start of our school’s partners in reading program Monday was the school wide Wild About Reading kickoff day Our students participated in DEAR time, Drop Everything and Read, to celebrate reading across America Tuesday was Cat in the Hat Day Hat Day Wednesday and Green Eggs and Ham was wear green Thursday was Thing 1 and Thing 2 Day, which was like dress like a friend and Friday was, Oh The Places You’ll Go, wear a shirt from a place you’ve been or a place you like We also had David Paul, a member of the Harlem Wizards, come and get the kids dancing and grooving He even got a few teachers to join in He showed the kids a few of his amazing basketball tricks and hosted a game where the winner received a special prize Due to the unfortunate school closure in March, our staff has been working with the technology department to ensure students have access to Chromebooks and their Google classrooms As with all other tasks, our CES staff has done nothing less than go above and beyond with their ability to adapt to distance learning, online Google class meetings and working hard to keep students engaged in learning Students hold several virtual meetings a week with their classes They use this time for lessons, answer any questions regarding assignments, read books to the students and even host at home scavenger hunts In conjunction with planning assignments for their classes, a few of our CES staff members were able to create touching videos for our students Mrs. McHale posted a video collage of her fourth grade class working on projects at school and photos of the students now working from home Mr. McGuire, our physical education teacher, compiled videos of all of our favorite staff members to show the students how they are staying active while at home In continuing with mandated school year closing we continue to plan fun virtual and interactive activities for our students, so stay tuned

Good news from CCMS The middle school is very proud of all our students We’ve been so impressed with the work they’re doing and submitting and how responsible they’ve been We encourage our students to keep up the good work Congratulations to Jemma Coquey Jemma’s artwork was selected for next year’s planner cover Thank you to all of our students and families taking part in CCMS challenges We love staying in touch and we’re having fun creating the challenges for our school Finally, the middle school would like to thank our teachers who have gone above and beyond this closure We’re not surprised but we’re honored to be part of such a great school and district For the high school one, me and Ellie we’re both gonna talk about our experiences I’ll let her go first – The past couple months haven’t been easy for anyone as we adjust to working virtually from home For students, school has meant weekly online assignments and Google meets with our classes and teachers At CCHS, assignments for specific subjects are released on certain days of the week While my teachers have been diligent about assigning work at the expected times, scheduling Google meets and posting helpful resources it’s been a challenge to learn material by myself at home Like most, I learn best in an in person classroom setting where I can freely ask questions and check my work with the teacher to make sure I’m understanding the material I’ve also spoken with other students and many are struggling apart from their schoolwork faced with unusual life challenges that take a toll on their mental health This makes it even more difficult to motivate themselves to complete assignments We’re all very thankful that most teachers are understanding regarding online work, accepting assignments that can’t be handed in on time and providing extra help In addition to navigating online learning, as a senior I’ve had to process the fact that my classmates and I will not be returning to CCHS as students We had no idea that we had our last school day together when we left in March We won’t have the opportunity to experience many of the same milestones that previous classes did which we have been eagerly awaiting for years Although administration and our senior class advisors are looking to reschedule certain events, we’re all questioning if and when we’ll be able to gather as a class again, which has produced a lot of anxiety and disappointment In place of being in school and enjoying senior year milestones, we’ve been celebrating our future colleges and careers by posting on social media and sending pictures of ourselves to CCHS that will be featured at the end of this week The senior class is thankful that administration is working hard to still recognize the class of 2020 and we’re looking forward to whatever they can come up with as a substitute for normal events This has certainly been an unconventional end to the school year for all of us but we’re thankful that the district has made the transition into online learning as smooth as possible and we’re all looking forward to the day when we can get back to some version of normal – As the class of 2020 reaches the home stretch of our senior year, I would be straight up lying to you if I left out the feelings of disappointment and anxiety amongst much of our class Certainly the times we’re living in right now are not times of celebration, enjoyment and making final memories with our friends that we had planned for Activities that we’d been looking forward to for years such as senior prom, graduation, all night grad and our last school play are now put in question or canceled While I know that the district has ensured that all students have access to technology they need for remote learning, other students still face unique challenges with shared technology, caring for family members and increased stress of trying to work in a less structured environment Personally, I’ve been managing to stay productive by keeping myself to a strict schedule which allots time for all of my assignments and studying in a designated workspace This highly productive schedule, which I keep myself to, still requires five to six hours a day of focused work five days a week, which I know would be very difficult for many students to adhere to in a home environment AP exams are taking place remotely this week and next and there are mixed feelings among AP students on the benefits of drawbacks of these exams On the plus side, the exams are only 45 minutes and we’re allowed to access any class notes or reference tables that we think would be helpful On the negative side, the exams are only 45 minutes and two questions, meaning each question very high stakes As far as grading, I feel that the decision that the district made on leveled grading based mostly on effort and completion is extremely fair and gives credit to students working hard without being too strict Regarding live classes, I feel that the benefits of needing in person conversations far outweigh the cons Some teachers have been occasionally holding meetings, which I sincerely do appreciate

My teachers who didn’t originally plan these meetings, I reached out to myself to organize one In my experience, the purpose of these meetings are not to provide students with crucial information or academic material Students who can’t or choose not to attend are not missing any required work or information necessary to their studies These Google meets are mainly used as a check in and somewhat of a brief break in isolation from our peers and teachers, who we dearly miss They also serve as a good place to ask and answer questions Holding these brief informal meetings let us know that we’re still all in this together and give us a boost of confidence before final testing Now this is a good news report and I do want to end with sincere and well deserved appreciation and recognition of some of the positive outcomes of this incredibly difficult situation First of all, I wanna thank the incredible teachers who have adapted and transitioned to teaching in a brand new way As a student, I can confidently say on behalf of the student body, that we recognize and deeply appreciate the work that teachers have been putting in to make sure we succeed in such uncertain and non-ideal circumstances We also recognize the tough situation that our administration is in regarding senior events and we know that they’re doing everything they can to make our senior year special One of these upcoming events is destination day Seniors have been submitting photos and on May 15th, these photos along with the seniors future plans will be published in a newsletter Additionally, many students have been working hard making masks to donate or sell, organizing donation and relief efforts for mental health and coronavirus patients and medical workers and overall helping each other out as a community One specific organization that I’m involved with is the Duchess Orange Tutoring which is founded and run by local college students to provide elementary through high school students with homework help and tutoring from older students in their own communities From starting the year with bed bugs and ending it with a pandemic, this year has certainly been eventful However, Cornwall has always handled these difficult situations with grace and they’ve built the community stronger – Ellie and Hannah, I cannot thank you enough for not only the good news reports from the schools, which is absolutely, We miss you guys so much and it’s excellent to hear but I am so deeply grateful to both of you for sharing your own high school perspectives and I think that hopefully your feelings will be something that many people will hear because I would guess that you certainly are a wonderful representation of how so many of your peers feel as well Thank you both so much and we’ll move on to the next report as well Ladies, thank you, thank you for being with us tonight This has been a joy Larry, facilities committee update, please – Sure On May 5th, via video conference, Harvey, Walter (stutters) and myself met just for an update as to where we are The five year capital facilities plan is still on hold while we do the building addition survey, which brings me to the building addition survey The architectural surveys are completed for all the instructional buildings Buildings in ground and admin will be done by the end of next week The site and engineering surveys are in process and it appears that the draft BCS summaries will be given to us by the end of the month The security vestibules, the plans were submitted to the state, the state sent them back with a couple of questions and as of today, I got a note saying that the questions have been answered, projects have cleared prescreening and they’re awaiting review numbers and placement in the queue so that’s good news We briefly reviewed the IT project, the smart school bond The quote from the vendor was way over budget and the district has formed an internal team to reevaluate the plan and see what we can do, what we need to do for less money We’re awaiting a soundproofing solution in the high school band room The original less expensive way that we were gonna try, we tried it and it didn’t work The engineer that was supposed to come down,

the sound engineer that was supposed to come down, well travel and everything got all caught up He was supposed to come down from Boston and because of the situation we’re all in that has been held up but we’re still expecting that information and the last piece is that the high school softball field has a punch list that has to be gone through and then that can be closed out Our next meeting is May 15th and I’ll forward these current minutes to the facilities committee after tonight’s meeting That was it – Okay, thank you, Larry Margaret, your Orange County school board’s association update, please – Yeah on the sixth we had an Orange County school board’s association meeting The best part of it, usually they give us presentations This year, this meeting we just got an update from Bill Hecht, he’s the superintendent of BOCES He was talking about all the hard work that all the different districts and the administrators are doing For those who maybe are out and about on Facebook, you don’t see or hear about so much of what’s going on behind the scenes but Bill told us, he’s on calls with superintendents at least four times a week All the different plans are being worked on, all the different possibilities until we hear back from the governor as to which way we’re going to be able to go so there’s contingency planning that’s going on It’s unbelievable the work that’s going on His staff also talked a little bit about the school reentry program and how difficult that’s going to be but how they’re working on it All of their work that they’re doing with the budget vote We are lucky in Orange County to have a BOCES that has a communications area so they’ve been able to really help all of the school districts in O-U BOCES prepare for this very short timeframe that we had between all the things that have to happen and the actual budget vote happening so that was a real plus as well Then in addition to that, a lot of the different delegates talked about their districts and what they’re doing and how obviously the seniors are not happy with the fact that there aren’t gonna be, or at least right now it doesn’t look like there will be a whole lot of in person things going on but schools are being very creative in trying to figure out alternative plans on how to celebrate the seniors in their different districts and some of them talked about what plans they have and what they’re trying to do and Bill Hecht then said that that’s a great idea but again, we’re in a holding pattern until we hear more from what’s going on on the governor’s side and whether or not there will be able to have groups larger than 10 and how things are gonna be changing He really opened my eyes to all the work that’s being done on the administrative side All of the superintendents, the assistant superintendents, everybody, and the principals and the administrators are all working so hard to try and put together different plans and then just waiting until they hear from the governor and be able to decide (laughs) which plan to put into action There’s a lot of work that’s going on and it’s amazing to hear about all the work It’s also a little sad to think all of this work that’s gotta happen and then they’ll only be one outcome but I, from that meeting, have a new appreciation of all the work that everybody’s doing on the administrative side and wanted to make sure that everybody understood that and to thank the administrators and the guidance directors and the principals and all the administrators who are working so hard to keep this going even though a lot of people don’t know exactly what’s going on behind the scenes There is a lot and it’s much appreciated That’s it – Okay, thank you, Margaret Up to item D, new business, the consent agenda, the use of the consent agenda permits the board of education to make more effective use of it’s time by adopting a single motion to cover those relatively routine matters which are included At this time, is there any board member that wishes to discuss individually particular piece of business on the consent agenda? Okay It is recommended by the board of ed, that the board of education approve the following consent agenda items as submitted by the superintendent of schools, items two and three Do I have a motion? – So moved – Okay, Larry made a motion, seconded by Jim

Roll call Louis – Aye – Matt – Aye – Larry – Aye – Brendan – Aye – Jim – Aye – John – Aye – Margaret – Aye – Nina – Aye – And myself Motion carried Okay – Before we go any further I just would like to, I was surprised although good for her that Alexis is retiring – Yes Congratulations to Alexis on her retirement and it will certainly be a big void for us and big shoes to fill for the district Thank you, Larry Okay New business Non consent items Number E, or letter E rather New business non consent items The 2021 notice of the annual meeting resolution resolved that the board of education does hereby approve the notice of the annual meeting budget vote and the election for the 20-21 school year retroactively to the first required publication date of May 8th, 2020 in the district officials newspapers Do I have a motion? – So moved – Larry made the motion – Second – Margaret Okay and roll call all in favor Louis – Aye – Matt – Aye – Larry – Aye – Brendan – Aye – Jim – Aye – John – Aye – Margaret – Aye – Nina – Aye – And myself, aye Motion carried Next item is tenure area correction for employee, Erin Carria whereas at a meeting of the board of education on June 4th, 2018, Erin Carria was appointed to a four year probationary appointment in the school media specialist tenure area It is now apparent that that was an incorrect designation of the tenure area Be it resolved that upon the recommendation of the superintendent of schools, the action on June 4th, 2018 is amended to provide that Miss Carria is appointed to the elementary education tenure area for the same probationary period and I will take the rest as per document Do I have a motion? – So moved – So moved – Jim and second by Louis Okay, all those in favor, roll call Louis – Aye – Matt – Aye – Larry – Aye – Brendan – Aye – Jim – Aye – John – Aye – Margaret – Aye – Nina – Aye – And myself, aye Motion carried Next one, probationary appointment for Donna Lugen Whereas at a meeting of the board of education on August 13th, 2018, Donna Lugen was appointed to a one year appointment as a long term substitute as a media specialist and served for that year and whereas at a meeting of the board of education on August 21st, 2019, Miss Lugen was again appointed to a one year appointment as a long term substitute pending certification as an educational technology specialist and whereas Miss Lugen hold permanent certification in social studies seven to 12 and was recently issues a supplemental certification as an education technology specialist whereas Miss Lugen has performed the same duties of instructional support services since September 1, 2018 at the high school, now deserving of a probationary appointment with credit to her prior service Be it resolved that they hereby appoint Donna Lugen to a probationary appointment as a social studies teacher providing instructional support services and I take the rest as per document Do I have a motion? – So moved – Second – Motion seconded by Margaret All those in favor, roll call Louis – Aye – Matt – Aye – Larry – Aye – Brendan – Aye – Jim – Aye – Don – Aye – Margaret – Aye – Nina – Aye – And myself, aye Motion carried Okay, so now we are off to our presentations We have our class rank presentation with Joe DeBold, Megan Argenio and we have two students, I believe, as well Take it away Megan and Joe – Okay so last year when Mr DeBold came to our district we began having thoughtful conversations in regard to class rank versus a tiered system and what that might look like as well as the importance of taking a deeper dive into changing our current way of looking at numbers

and how they impact our students in a variety of ways After much research as well as input from our faculty, staff and students, we are here today to share with you the path that we’re looking to move to and next steps As our board of education, we certainly wanted to share our plan with all of you I’d like to turn it over to Mr. DeBold, Mr. Martinez and juniors, Eva Davet and Josh Sandler – Good evening, everybody Yes, this is, it’s been in the works for a little bit and just behind the scenes, it is based upon what I’ve seen at Cornwall specifically because I do feel that Cornwall has a very good problem on it’s hands We have very, very high performing students but as a result, I wanted to examine class rank in general because I do believe that we may have a better way or a better system to present our students in a better light and this presentation will serve that Not only though is it based upon Cornwall, it’s also based upon my 16 years in education and what I have seen through the years about rank and it’s importance to college admissions but also, what it does to students in general We can go to the next slide Some of the essential questions that we would ask when examining rank is, are we helping or hurting our students by ranking them? How do colleges and universities weigh rank in their decision making towards admissions and scholarships? What is the student perspective on class rank and let me also just say, the student perspective that we had before this pandemic happened We wanted to collect a little bit more data because we do know that maybe not every student would be in favor of this, however, we do have a couple students with us tonight that have heard the proposal So again, I just want to be fair and transparent when I say that because I do think, again, with anything, with anything that might be changed, again, there might be some people who are for it and some people obviously who are against it What is the teacher perspective on class rank? We collected a lot of information regarding that What do other high schools in the United States and regionally do in terms of ranking students? Again, specifically ones that are the size of Cornwall but also that had the same test scores, same performance level as Cornwall as well And what are the alternatives to class rank? Next slide, please This table right here is from the National Association of College Admissions Counselors It is a organization that what they do is they put out a yearly, a report that what is considerable importance They have graphs, they have trends, different things like that and one of my favorite things to look at is obviously what is considered considerable importance towards admission decisions, for this is for first time freshman This is a trend chart so it’s going to show you from 2007 to 2018 What I highlighted right there says class rank In 2007 it was of 23% considerable importance and if you look through the years it has started to dwindle down and now for the year 2018 and this is the latest report that they have It is down to nine percent considerable importance As you can see, and if you look at all the other categories, some have remained flat, some have actually gone up If you look at grades in all courses, you went from 52% all the way to 75% but this is the one that seems to have nosedived pretty down and the rest of this presentation will show everybody why Next slide, please When we talk about rank and we talk about percentiles obviously this is when you can have an acceptable use, when you have a normal distribution In the next couples slides I’m gonna show you what Cornwall’s grade distribution is for GPA Again, this is acceptable to use when you have a distribution like this and if you go to the next slide, this right here represents the GPA range and this is the current class of 2020 The grade range is below on the graph and then it shows you how many students have in the frequency of having that GPA If you drew a line to the tops of these bar graphs and you went, it’s very, very skewed heavily to great GPAs, which is a good thing and again, that’s why I always said it’s a good problem to have However, because of the high performance of our students when we rank them, there’s very little room that they have to be in a successful standing That middle red line right there is basically that midline between a failing average which is below 65 and then all the way up to 100 If you go to the next slide please and just for good measure, I put also our junior class, the class of 2021

Again, if you look at the grade distribution it is skewed heavily towards high performing and doing well so again, the normal distribution when we talk about class rank and we talk about percentiles is gonna be skewed dramatically for students that are high performing but maybe not at the tops Next slide please This red line right here is for the class of 2020 This represents the top 10% Again, anybody to the left of that line with the GPA is in the top 10% If you look at everything else though there is a lot of students that would have a 94. something or other and lower that is not in the top 10% of this class All of those students that are high performing, 94, 93, 92, are out Next slide please This one represents obviously our current junior class Our current junior class, if you don’t have a 95. something or other, you are out of the top 10% out of the junior class as well Again, you could be a student who’s taking AP college level courses, really, really a strong, strong curriculum, maybe have a 94.9 average and you are not even in the top 10% of our class Next slide please I wanted to show this as well because it shows you historical trends with our class sizes but also breakdowns of their grade point average and their performance through the years If you can look at the number in the class, that has pretty much remained pretty steady Our junior class is obviously a little bit larger Number of students with a 90 GPA or higher, this is where I believe it starts to get a little bit real when we talk about class rank If you look at last year’s graduating class, I just wanna point that out, 2019 45% of the class, almost half, had a GPA with 90 or higher That’s 123 students out of 271 If you also look at the top 10% GPA threshold, that was also want I pointed out to everybody That will show you the GPAs that are needed to be in that top 10% In the bottom chart right there, oh I’m sorry The bottom line right there, that’s number of students with a 98 GPA or higher and the reason why I wanna show that is because you could be a victim of your year meaning, you could have a fantastic average but because you were in a certain class or certain year you might be on the outs If you look at 2017 and 2018, there were seven students and eight students respectively If you look at the current junior class there are 21 students that have a 98 or higher There’s only, again, 10 spots for top 10 and so on and so forth so again, that’s going along to my point We have high performing students but we have very limited spots when we’re in the ranking system Next slide please The possible concerns Oh, just back one, sorry The possible concerns Students who earn excellent GPA’s by taking competitive courses may not be in our top 10% as I pointed out Students that have a GPA could share that whole point GPA with many other students but fractions of a point separate them from each other This also causes some students to be in the top 10 or not, top 10% or not, et cetera I give you a case in point In our current junior class for the top 10 is a 99 average, 99. so on and so forth To point out to everybody, 11 through 15 have a 99. something or other as well That’s 11 through 15 so again, there are a lot of students who have fantastic GPAs but again, a 10th of a point, a 100th of a point or a 1000th of a point separates them from different categories Next slide please For the student perspective again, I don’t wanna take away too much of Josh and Eva who have joined me today, about what they’re gonna talk about but a majority of the students do feel this way because again, there is a cut-throat nature to a rank system They’ve reported that class rank causes anxiety and stress They’ve reported that students will often “game” the system by taking classes that can yield them a more favorable GPA depending on the classes they take to get ahead rather than taking courses they would enjoy and benefit from Again, I do believe that that number, that rank number, does sit with them very, very strongly and if you looked at that graphic that I showed about how much of an importance it means to college admissions, I think if we were to educate the students more about the importance of it, I don’t think that they would be so heavily invested on just that number representation of themselves I think the most damning one of all and this is one that I’ve heard frequently is students feel that, say for arguments sake in a class that they share, if a peer of theirs is struggling but they know where they are in rank and they just happen to be maybe behind them, the student then feels, well if I help that student, I might be hurting myself because now that student

can jump me in rank so instead of helping the student they might not help the student because of that concern Again, I just think that when I heard that from a few students, that for me really hit home Next slide please These are the three domain areas that we talk about in the world of school counseling but it’s also the three domain areas where high school students exist Within any of these categories, this is where everything would play out Academically, again it shows you that there’s a gaming of the system Students will try to pick classes that may help their GPA or rank instead of classes they’ll enjoy and benefit from as we pointed out For college and career, students believe rank is all important to their collegiate success and admission to college rather than their course rigor This misconception aims students towards classes that may be potentially easier to protect that GPA, or that rank, I should say Then the social/emotional aspect of things When rank is given out students look at each other differently, figuring out who is ahead, who’s behind them and how they can bump them out of their spot There’s stress and anxiety and your value as a student is being associated with a number I would like to turn it over to Eva Davet first She is a current junior at CCHS and she just has a story about a Physics class that she was in So, Eva, you can go ahead and take it away – [Eva] Thank you As Mr. DeBold said, it was an in class setting and it was during an inter student collaborative learning activity It was shortly after we received our class rank Some students had finished their work while other students were still working Those students who finished early were composing a list of our class rank From my personal perspective, I believe that the class rank system we have today makes students look to see who they can bump out rather than how they can improve themselves – [Josh] And just to add to that My name’s Josh Sandler I saw that same exact list that was made in that class and it really, as Mr. DeBold said, it hits on all three of these areas of our students as well in that people are gaming the system, people are trying to take classes that are going to improve their GPA or improve their class rank Many are really concerned about the effect that class rank will have on their colleges just because speaking from Eva and I’s class, which is a highly competitive class as you saw, a lot of students feel that they’re just a victim of their year or a victim of this junior class and as a result of our junior class they feel that it’s going to have them have a worser impression on the college that they’re applying to Finally, many students just feel extremely stressed They work super hard to get good grades, they very often have really good GPAs but then their class rank, it doesn’t reflect that and that’s not really, it’s not a result of the student’s hard work and effort It’s just a result of the good problem as Mr. DeBold was saying and just to round it all out As we’ve been saying, a lot of students are just trying to compete with each other, bumping each other out and not helping each other instead of cooperating and building each other up – Thank you very much and again, just another statistic or a number that I would like to point out to everybody is that in the current senior class you can have an A average, which is a 90, if you have a 90 or higher Let’s just say you crack 90 Let’s say you work really hard and you maintain and A average again, taking challenging courses that we offer at Cornwall, you can be given a rank of 104 and for the current junior class if you crack 90, if you’re saying I’m maintaining that 90 your rank is 119 out of 290 So one admission’s counselor said it to me best during a conference, I’d always have conversations regarding this and he said, “Listen, we work within the system that you give us as a school.” He says, “But the fact of the matter is this.” He’s like, “Human beings are behind the admissions process, you can’t unring that bell Seeing 119 out of 270 or 290 doesn’t look too good.” So again, he put that into perspective for me that there is a human being behind this and when they see something like that you can’t unsee it Just go to the next slide please These are some quotes that were collected from teachers Teachers were given the same data, the same cross reference and the same admissions information that you are gonna see tonight and once I gave them that presentation what I did was I wanted observations and the question that I had was, what are some of the observations you see regarding class rank in your classrooms? If you can see some of the quotes there and especially the second one right there, they’ve seen anxiety, sadness, disappointment and kids getting down on themselves from both my anxious high performing students

who feel that they didn’t good enough or my lower level students who see that they’re near the bottom of the class and feel bad about themselves or their abilities Again, I think when there’s so much stake in the number itself, that you are tagged to that number and that number’s stamped on you I feel like that in and of itself is detrimental to our students It’s basically the overwhelming majority of observations from our teachers were negative Next slide please When I asked the teachers their perspective if we moved away from rank, what would be some of the thoughts, what would be some of the concerns, anything like that, and as you can, it talked a lot about alleviating that pressure to feel to maintain their standing, discouraging unhealthy competition among peers and then hopefully there’ll be a love of learning rather than reducing classes to just simply grades, that students would get more invested in their education It talked about again, the teacher in the third quote there, it says, “The point highlighted about helping their fellow classmates rise to the top instead of beating them out to the top is the most positive thing I can see about this Helping your fellow classmate knowing it only impacts, knowing that it only impacts in a kind and caring way rather than a punitive way is so strong in building the character of these students.” Again, and the fourth quote, I should say, is actually another powerful one as well “Students should be working together, not avoiding helping each other out for the purpose of class rank Also, it is so hard to compare school to school so 30th in Cornwall might be better than 10th somewhere else but 30 looks way worse than 10”, and that’s so true because when you compare school to school to school, you take a lot of our students here at Cornwall and you place them in another school, well maybe they’re in a way, way better position, way better spot in terms of rank but again, the good problem we have is we do have a lot of high performing students and I don’t think that we should be differentiating them or tagging a number because of 10ths of 1000ths of a point I think we should be enhancing their experience Next slide please The teacher perspective This was just a graphic on a scale of one to five, one being more negative and five being more positive I feel that without class rank the academic environment would be and as you can see here, the teachers feel that it would be overwhelmingly more positive and again, I think it was because of a lot of the quotes that you just saw there I think that they would say that again, it’s getting rid of the competition, it’s getting rid of the stepping over, it’s getting rid of maybe possibly the figuring out, how do I get by and like I said, not join a student in a accolade, how do I get them out and me in? I think it gets rid of that type of perspective Next slide please This was also just to ask how in favor are you moving away from class ranking, and as you can see, with the red and the blue it’s either extremely in favor or in favor That’s at a rate of 90% of the teachers that we have sampled that they are in favor from moving away from class ranking Next slide please I know the question on everybody’s mind which is what is the college admissions point of view on class rank and a lot of the colleges reported that it’s really basically whatever system you give us, that is what we will work with but the two quotes that I thought stood out the most to me were these ones as follows and I wanted to get one from a public and obviously one from a private institution but as you can see from the director of SUNY Albany, who I know, “How high schools determine class rank varies greatly so there’s little ability to apply it uniformly Additionally we see a rapidly increasing amount of school districts that do not choose to share class rank in class information with colleges and universities”, and someone from Yale quoted as saying, “The GPA and the courses the student takes are more important We don’t compare by rank of the student At the end of the day it’s about who they are The rank is just a number that can be interpreted in many ways”, and that is the trend that we are seeing and I think that’s why that graphic showed from NACAC that 23% all the way down to 9% dropped recently because rank is being interpreted in many different ways Next slide please The statistics on rank in the United States for schools More than half of the high schools in the United States do not rank so we are actually in the minority not the majority when we rank It just happens to be a regional thing It also may have been an experience thing when people were growing up that you might’ve had rank but a lot of schools are moving away from it Most small and private competitive high schools have done away with it because again, they have many excellent students who are squeezed out of the top 10% by again, fractions of a point and overlooked by some colleges Due to the tremendous differences in curriculum and grading standards at different high schools, many admissions officers and especially at

selective private colleges, have begun to discount the accuracy and importance of class rank as a factor in evaluating students because again, they simply can’t compare Again, a number three at Chester, a number three at Valley Central, a number three at Cornwall, three absolutely very, very different things and that’s not a knock on the other schools it’s just because again, the competition level is so high here at Cornwall Being number three here is way more impressive Next slide please What do other schools do and again, I could have a huge laundry list of what other schools are doing but I wanted to give some schools that were in comparison Again, 60% of high schools in the United States do not rank their students Williamsville, which is in upstate New York, the eliminated class rank in 2017 The current junior class will be the first without rank Harrison High School in Westchester, they eliminated rank in 2008 due to the statistical insignificance in the difference of ranked students They use the Latin Honored tiered system Nanuet High School, so what you’re actually gonna see and this is where I like to be first with things and not potentially last or join up with somebody else but you’ll see that in Westchester, a majority of their schools do not rank for this very reason In Rockland you’re gonna see about half and half In Orange County right now, still everybody does still rank in some way, shape or form They have different ways of when they release that rank but again, I do think that we have a better way Next slide please This would be the proposal We can eliminate rank however, we wanna keep some traditional customs such as Valedictorian/Salutatorian We could develop a tiered system in which students only compete with themselves to get in that tier The tiered system can replicate collegiate Latin Honors Again, where they’re gonna go, if they are going off to college, it’s just replicating their honors system You can have the Cum Laude, you can have Magna Cum Laude range and you have Summa Cum Laude so again, to put it in perspective, that graphic that I showed you earlier about our current junior class, there’s 21 students that have a 98 or higher so that means you’d have 21 Summa graduates or in our current system you have your top 10 and that’s it, 10 out of those 21 11 of them are on the outside looking in and I don’t think that they are on the outside looking in because they worked any less I think they’re on the outside looking in because maybe they took a class or maybe they had an experience in their life that may have just knocked them down that 10th or 100th or a point Again, I don’t think that should be the reason why maybe they’re on the outside looking in – [Megan] Joe, can you also just talk briefly about how that impacts the scholarship piece to this because I think that that’s also a huge component – Sure For the scholarship component and everything a lot of the organizations will say, hey we would like you to have, maybe, give us a number like top 10%, so on and so forth They’re gonna work with whatever system we have However, when you’re presenting ranks that are high like that, so again, you have a great GPA but the scholarship says we’re either based on your class rank so if you have a class rank we’ll take that Okay, student with a 90, you’re 118 and then they go no, no good On the other hand if we say, well no, you are a Cum Laude graduate or Magna Cum Laude or a Summa Cum Laude graduate, it makes a bigger difference because again, we can place that in our class profile page, we can explain what this means, we can show those tiered and then that scholarship organization can say, great, we’ll work within that Right now in our current system, like I said, I believe we’re hurting more of our students than helping them Again, that would be a windfall in terms of scholarships and in terms of admission as well Next slide please Oh, I’m sorry So Eva and Josh, just with this proposal, just your general feedback, just a couple of your first thoughts from the student perspective – Yeah, my personal belief is that a tiered system would bring a positive impact because it influences students to collaborate and work together and it creates a sense of unity Students can now build off each other while keeping that competition within yourself – Yeah, so I totally agree with Eva I think this would eliminate a competitive nature among students and internalize the competition so that the only person in the way of a student is themself Now in representing all student perspectives from all students in the high school, obviously Eva and I can’t get everyone but we’ve heard from many students in the top 10% of our classes, in the top 10 students and everyone has great opinions, completely understandable concerns and we just hope that we hear and address all of those concerns before any final solution is made Right now we’re just taking a look at the system as it is now but overwhelmingly I think the majority of students have said, at least from what I’ve seen, that the system as it is now needs to be changed What it gets changed to, that’s a matter for discussion in the future

with this proposal of the Latin tier system being a great foundation but most students, whether they’re ranked 50 or ranked 5 or ranked 150, a real concern that I hope we hear before implementing any new concrete alternative system – Great thank you Again, just again like how they said right there is, imagine a student that is talking to their peer and saying, come on keep working hard or come on, you can get into my tier, come on I’ll help you, I will get you there, let’s do this I don’t think thank exists right now because I think people are concerned and saying, well, man I can’t really, I wanna help you but I know what that means to me That might mean you jump me and I think that’s just such an ugly place to be in in our world I do feel that we should be recognizing a lot of these students hard work because a lot of these students do work hard Next slide please From an SEL perspective, again, and we talked about this a lot It’s just more to just bring it home I think that students that obviously bring up their peers, students fighting over singular spots in a rank system, they have nobody but themselves to knock them out of a tier Nobody can bump you out If you maintain that average in that range and you are again, one of those tier level people, nobody can knock you out of that You earned that spot individually Students don’t have to feel the anxiety and pressure that ranking cause them and again, we talked about that earlier Next slide please These are some of the frequently asked questions that again, that I know are on people’s minds which is, what if my child needs their rank for a scholarship or applying to a service academy? Rank can still be computed behind the scenes in our data management system and can be provided to anyone who needed it as a requirement I wanna make that very clear When you eliminate class rank, you’re eliminated from the label that you’re giving students You’re not getting rid of it entirely as if it disappears from the computer Service academies would need rank They still require that to this day, they still would say we still need to know the student’s rank We still can provide that If a scholarship was that rigid to say, nope we only take class rank, we still can provide that so I don’t want anybody to think, well now if we don’t have rank and we go to this system, now we are out with these certain either scholarships or organizations and the fact of the matter is no, and again, because other schools have moved to this earlier than we have, what we would do is pick their brains to say, tell us about some of maybe the challenges that you may have had but again, in asking a lot of these schools and organizations that have made this move earlier, they actually felt like the pros heavily outweighed the cons They said that really the cons was more just educating people on what matters because like I said, I think people have that knee jerk reaction like, what do you mean you’re getting rid of the rank? Until they hear something like this and they go, I think this makes sense because again, we have a lot of students Again, scholarships, if they have a top 10 or top 10 percentile requirement again, percentiles, deciles, rank can all still be provided behind the scenes in our data management system Next slide please What will happen to Valedictorian/Salutatorian or celebrating the top ten in the class? Again, we still can have traditional recognitions again, because you get rid of class rank doesn’t mean you get rid of tradition as well so you still can have those recognitions as well You still can have that exact GPA and rank behind the scenes If the school would like to make a local decision on celebrating other high achieving students may do so as well but again, we still can do whether you wanna call it a hybrid so on and so forth but remember something, the example I gave you about the top 10 and especially about the junior class and even in the senior class, again, you’re talking about hundreds of a point difference sometimes with a lot of those students that are either in our out and I don’t think that that is the way that again, we are best representing or celebrating our students when we tell some of them good but not good enough You know what I mean? I’m just very concerned about that because now that makes students, again, when they do get their rank early on say, well what’s the point if I’m 57 and I have a 96 or 96 average and I’m 57th in the class? I can’t get to top 10, I can’t even get to top 10% so I guess I’ll just go on cruise control I think that’s one of my also concerns that I have as well Next slide please This is kinda added because again, we were already having these conversations behind the scenes but as a timely entry point, think about everything that’s been happening due to the pandemic The norms of how we operate academically have obviously changed dramatically Grading policies are a little bit different when we’re talking about quarters are weighted differently now There’s obviously some concerns There’s technology challenges as I know that Eliana and Hannah pointed out Is a lot of different challenges

You have parents working from home, sharing devices, you have just general concerns, you have economic changes, people losing their jobs, family illness as well so a lot of these factors are happening and they are happening to our students that are again, high performing and the students who are not so much high performing but at the same time it’s real for everybody and I think if we had to do something that could just alleviate one thing off of their plate that causes stress or anxiety but also at the same time giving them something to say, this is something that we’re gonna, we wanna make sure that a fraction of a point is not going to make or break you We wanna make sure that you are recognized for the hard work you do, I think would be a really, really timely thing Next slide please Next steps If we decided to move in this direction we’d need to determine the following If we’re removing rank, what system are we using? The recommendation is to use the Latin Honors System The GPA ranges can be discussed What traditions are we keeping? Valedictorian/Salutatorian, top 10 Recommendation really is to keep Valedictorian/Salutatorian only and I gave you guys that top 10 example because again, then I think the line, it’s very hard to draw it, I think I think what happens is you say top 10 and then you say top 25 and then you say top 50 and we’re right back to ranking so again, that would just be the recommendation It’s just based on what the opinion is here The phase in plan would again, the current juniors do know their rank and again, it’s been the traditional custom that we have had so they do know their rank However, we can introduce this tier system for them, allow students to have their designations on their transcript Again, for those students that I said have the 98 average or higher, they could have that designation on their transcript They can have a color cord at graduation just to recognize, again they have their rank, they know where they’re gonna be but again, the current sophomores do not know their rank so we can fully introduce the tier system to this group and from each group here on out really, just like I said, to make them understand it and also make them feel like again, their work is not for nothing That if again, if they are maybe not the student that has a 100 average and they have a 98, that their work is not for nothing, that they can keep going and keep moving forward Next slide please This was just a few links and resources and everything like that Again, if this presentation will be available online but it was just a few articles that were very interesting, a lot of student perspective in it, a lot of teacher perspective, parent perspective and again, just more of just general perspectives onto why rank is not as significant, I think, as people think and again, just more about, I think, the movement that everybody is seeing recently I don’t think this is a trend or a train that’s going away or slowing down I actually think it’s going to ramp up At my county director’s meetings, there has been talk with some of the Orange County schools moving in this direction I just don’t think they’re where we are right now in terms of the collection of data I do think that you will see some of those schools moving in that direction relatively soon That concludes my presentation If anybody has any questions or anything, I’m here Thank you guys I appreciate your time – Thank you I have a question Let me just hop in here That was fantastic Very eye opening, very interesting and I agree with all your top line conclusions One question just with regards to the Latin tier Would that be a, would we use a weighted system so that if kids were in AP classes, they, are kids in AP classes and kids in regular classes gonna be graded on the same plane, basically? – Yeah, so the Latin tiered system, again, and this is a local school decision, but most of the tiered systems that other schools use use the weighted GPA so what that avoids is obviously a student if they just stuck in regents level classes and just got 100s even though we would argue with that student and tell them, you need to challenge yourself more, but what that would do is avoid that because now you’re giving the weight to the students who are challenging themselves more and you would use the weighted GPA So yes, to answer your question, yes – Okay, great – I’m getting a little feedback, I apologize – Yeah Sorry, no I was on mute I keep popping back and forth from mute to unmute No, thank you that answers that That was just my one concern Are we incentivizing kids to take the courageous step, not just hiding back where they know they can get the grades, thank you – Correct, yes, you got it – Okay, Joe, I thank you so much Thank you to Josh and to Eva also Would you be able to send the board a copy of this entire slideshow? – Sure, absolutely – I think that would be helpful for us to just

be able to digest it – Sure, absolutely – Hey, Nancy – Yes? – Hi, John here I have just a quick question for Joe I really appreciate this briefing It’s one of the best I’ve seen as a board member in my two years on the board Thank you for putting it together and thank you for involving the students, all the stakeholders, the teachers, well done Joe Here’s my question This is obviously an information brief, not a decision brief When do we need to think about making a decision on this in terms of it having it’s most dramatic impact for that class of 2021, in your mind’s eye? – I think that since they’ve already been given their rank, you’re talking about the current junior class, right? – Correct, to help them with admissions – I think personally, and this is where, what is maybe not seen behind the scenes Behind the scenes, again, with the students transcripts, we always send a class profile page That explains Cornwall in general so we will put there on average, our average SAT scores, our mean AP scores, lots of information about our curriculum what do we provide We put anything and everything that we wanna tout National Blue Ribbon, National Scholastic students, public high school athletic association scholar athlete We put anything and everything there That would be the place that we would wanna put something there that says, this is our designation Again, we also put on there our new community service requirement, we put on there our 200 hour endorsement diploma students and any time a student achieves any of these things, it not only goes on a transcript but that class profile page can explain it away perfectly and that is something that in addition to the, if we were to roll this out, that’s something I would put on but just as a side note, the other thing I’m gonna be putting on that class profile page is also going to be a timeline and an explanation of what we did curriculum wise and grading wise during this pandemic as well I think it’s helpful, obviously for the colleges, but I also think it’s helpful for students and families to feel like, you know what, you guys are explaining what happened here but again, I think the class profile page is a perfect spot to recognize that – Great, but in terms of the timeline that you had envisioned trying to tee this up and get to a decision either yay or nay? What would work best? – For me it’s one of these things where I believe that once the summer transitions, final grades are calculated, locked in, when we start to see where everything shakes out I think that would be the timely thing Again, I am all for dialogue and again, I know that there might be some concerns I would love to have more dialogue if that’s possible just to address the concerns really, just to talk this out because again, I feel that very strongly, once parents, students see the data and see the facts, I think it alleviates a lot of that stress that they might feel and I definitely think that for the fall, for college admission season, it would be very, very timely to have this information ready to go Again, class profile page, on their transcript designation once their final averages are calculated (all talking at once) – I can just add to that as well Part of this plan is obviously doing our presentation to you but we then need to now circle back and give some more information out to parents and then continue to work with our students and staff In a perfect world it’d be great to say that come this fall we’ll be ready for this and we very well could be but I think that we still have a couple pieces that we need to sure up in regard to traditions and so on that we would keep Yeah, I would say in a perfect world this fall hopefully but we can circle back and share that with you as we move along – Great I think this is a fantastic first step Thank you – Thank you – You’re welcome – Okay, thank you very much Megan, we’ll move on to you for your virtual instruction update Thank you, Joe, again and thank you to our students – Thank you very much – Yeah, thank you Joe and thank you to Josh and Eva I know that they worked really hard on that so I really appreciate it Okay, so just as a little update as to what’s going on So we have a remote learning update and I thought it was important to note that when this all began, the term online learning, was used frequently in the media and it really became a misrepresentation of what is realistic in varied districts When we started all this, the Cornwall central school district, we’re not a one to one district meaning that, we do not give Chromebooks out to every student So prior to the first COVID closure our high school students and some middle school students as well as some elementary students were using Google classroom in their learning but for the majority of the district this was not the case and so the work that has been done since March 13th is just tremendous The plans we have set into motion for remote learning have always had a very clear lens on the mental well-being of our students, their families and our faculty and staff

In a time when the unknown has become the norm we have thoughtfully worked to support flexibility and understanding in our curriculum while working non-stop to get the job done in the best way that we can I wanted to share that I’m unbelievably proud of our district for their professionalism, collaboration and a continued focus on our kids Every time the governor has closed us we’ve evolved and moved toward where we are today so to back up, phase one was the initial two week closure when we focused on reteaching of previous material and gave professional development to support teaching remotely Every teacher set up a Google classroom account that was pushed out to our students who were required to go on from that point to log on to Google classroom daily Special education teachers that support co-teach and resource room and teaching assistants partnered with general education teachers on shared platforms Additionally, professional development has been incredibly important as we literally went from traditional learning to remote learning overnight It’s important to note that this is ongoing and crucial as we move throughout the weeks and our needs change Our teachers have maintained such a positive attitude in deepening their own technological growth to support our students at home Our technology integration teachers have been a blessing working tirelessly to support our fast track to professional development as well as providing tutorials and daily office hours for students, parents and staff Also, it’s important to note that from the first week of closure until now, our administrators hold weekly department team and grade level meetings to gather necessary information on what’s needed to push us forward and to support the overall big picture During phase two we began teaching new material, created an emergency COVID-19 grading policy, tweaked our curriculum maps to establish the core essential skills that are needed in the fourth quarter and third trimester, we moved to move us from one grade level to the next, to date we’ve given out over 280 Chromebooks to students and some staff, teachers have offered office hours for students via Google meet, Google docs and email, common office hour time was set up within departments, grade levels and teams as to not overlap and cause frustration for our students Teachers also worked with students on successfully navigating our new remote learning world by providing tutorials and being available for them for whatever was needed Kami was established to negate the need for printing of materials for students and to allow for online manipulation of the work with a Google classroom upload for submission As our teachers began to work within this phase, small group instruction began in regard to reading groups, AIS and supporting students who needed a more in depth approach In online resources for parents or students was established on our webpage broken down by level Resources include tutorials on Google applications, Google meet, Kami and Kahoot and how to access our online software such as Raz-Kids, BrainPOP, Scholastic, Khan Academy, et cetera In partnering with BOCES parents were given information on internet accessibility and also available on this site are Audible books for students, enrichment opportunities by subject and virtual field trips Phase three is where we are now and it’ll be fully implemented come May 18th This phase was established after the governor’s final closure in an effort to meet the varied needs of our learners and to begin the work of lessening the gaps that we’ll see come this fall This phase allows us to honor the flexibility and philosophy of our current plan while adding an element to support more face to face time while teaching lessons It also lends to the social/emotional need of human connection during this time Phase three includes a live or prerecorded lesson On the elementary level this includes one ELA and one math lesson minimum per week Fifth grade would include one ELA or social studies and one math or science minimum per week and on the secondary, one lesson per prep minimum Many of our teachers are already doing this based on their technological comfort but sharing all the information I just have, we’re in a really good place to support this addition at this time If the teacher has students engage in a Google meet live then it would be recorded at that time and uploaded to their Google classroom platform to support the work assigned If prerecorded it would then be uploaded to their Google platform to support the work assigned at that time We understand that due to many individual family dynamics that it may not be realistic for a student to log on at a specific time however, by uploading their Google classroom platforms they will have equal access to this Additionally on all levels, one of the office hour sessions per week will be live and focused on student mental health,

basically a well-being pulse check This time is set up for questions of lessons of course, but it’s really designed with the mindset of connecting with students in a lighter manner I was asked the other day what phase four is going to look like and honestly, we have no idea and we’re taking every bit of guidance that continues to come our way to make thoughtful plans for our district I hope that phase four is a full reentry plan to get us back into our buildings but we’ll have to wait and see In the meantime I just also wanna thank our families for their continued support as well as our students who are showing up online and giving their best effort during this unbelievable time We have so much to learn from them in their lessons that they’re teaching us and we are so incredibly proud of them That’s my update – Thank you, Megan – You’re welcome – Okay, so we’re gonna move on to Harvey’s budget update – Can I just ask a question to Megan? – Nina, go ahead, I’m sorry – I’m just curious, Megan, you were saying the next phase would be to get back into the buildings so the remote educational plan you have is completely built out at this phase three that you just instituted, is that right? – Yes, we just started phase three when the governor closed us until the end of the school year so that will be fully up to speed by next Monday and that will carry us through the end of what is our school year for this year and then we’re hoping based on any guidance that we get that we can start planning for what this all is gonna look like when we return in the fall – So, I’m hoping we don’t end up there but in a worst case if we weren’t back in buildings in September, would that current phase three that you have be where you would start the school year or would you be looking at an additional phase or a different phase than just that going back to the building phase? – Yeah sure, I think we would have to, the big piece to this is keeping in mind that families are in a completely different situation than they’ve ever been in before and so, our whole plan has been thoughtful in regard to giving the flexibility for when kids can access their online pieces and their teachers If we, God forbid, could not go back in the fall we would start to work with our teachers and so on to evolve this plan because as I shared, as we started March 13th to now, our PD has increased, the technology to students has increased, it’s just were at a different comfort level so I would imagine that that would also be increased come the fall if we were still in the same situation – Okay, thank you – You’re welcome – If I could just jump in Megan, thank you again for a great presentation, great work obviously on this This is moving a warship in the middle of the ocean on a dime, it’s not easy To piggyback on what Nina was saying, well actually really what you just mentioned with the PD How do you feel with the professional development that’s available, I’d imagine that professional development resources were not anticipating this massive sudden move to online or remote learning Do you feel like there is sufficient professional development resources available for teachers, is there more that’s in the works from the various institutions that produce these? – Yeah, I do feel like we’re in a good spot We have been, like I said, the grade level team meeting and department level meetings are huge because that’s where we get feedback about what teachers are needing, where they feel like they have gaps in their own learning to be able to turn this around to our students With that information, we immediately work with our technology integration teachers and that’s our focus for the week, work for as often as they need it In addition teachers are taking a lot of professional development outside of our district on their off hours to continue to move themselves forward so I do think that is very focused right now and it’s really, it’s working for the needs of what the teachers need from us – Okay, thank you – You’re welcome – Megan, I just wanna say sorry I jumped right in with my question but thank you As Brendan said, everything you’ve done is a Herculean effort in the current constraints and getting the students and the teachers and everybody online immediately I hear nothing but good things when I talk to parents – Thank you I wanna just speak about, the amount of conversations that happen, the amount of this happening, this face to face virtual world to get this done between our administrators, our CCTA executive board, there’s so many hands in this so everyone really has had just such a true professionalism about let’s just get it done, what do our kids need,

what do their families need ’cause there’s so much more to this than just the content at this point – Okay, thank you and Megan, thank you so much for the update We know there’s been so much going on It’s been amazing and thank you It’s good to hear first hand Harvey, you’re up – Okay, thank you, Nancy Just waiting for the presentation There we go So, tonight’s presentation, what we’re gonna be doing is we’re gonna be highlighting our recommended 20-21 budget Next screen please The recommended budget is a balanced budget and that’s critical Where we are right now with our recommended budget is about $74.5 million and accordingly in order to have that budget occur we have to have ample funding and we have found and identified the corresponding amount needed to fund that budget The only item that is still outstanding in terms of what we’ve talked about going all the way back to our first meeting is the results of the April 30th measurement period from the governor That, we were told, is going to occur on May 15th We’ve heard nothing since it came out awhile ago We don’t know if that’s gonna happen but I will tell you as I go through this presentation you will see that we have anticipated what we’re expecting to hear so that we can be ready for it Next slide please Looking at the expenditure side, again the budget is 74.5 This represents a 1.38% increase over the current 19-20 school year With the exception of two additional technology support positions that are in this number, the budget is a roll over budget and what I mean by that again is just that we’re taking our current year’s programs and operations and doing nothing but rolling them forward to the next year with obviously the updated costs There are contractual costs, there are increases, there are some decreases accordingly So those are the only two changes that we’re speaking toward is those two additional technology support positions Next please Looking at the revenue side, how do we pay for that budget? You have the four components there You have the property tax levy, that’s our school taxes We have the state aid We have the small miscellaneous revenue and then what we call our assigned fund balance, in other words what we’re taking from our savings to help come up with the ample funding to pay for the budget Let’s look at our key points That’ll speak volumes about the numbers above The tax levy that is indicated there is a 2.39% increase, which remains under our maximum allowable levy Now a maximum allowable is 2.56, we’re under that With regards to miscellaneous revenue, that’s been pretty much spoken about and that hasn’t changed so that leaves us now with state aid and assigned fund balance and I say that because they’re linked together in this next key point We are anticipating a reduction from the governor Nobody knows for sure until it’s actually going to occur To anticipate that, we have reduced our state aid by $1.2 million with a corresponding movement of money from our unassigned fund balance and again remember, unassigned as our rainy day fund So we’re moving $1.2 million from our unassigned to our assigned and assigned just means we’re assigning it to 20-21 and we have to do that obviously to fill that gap Now where are we gonna come up with this 1.2 million? Well, as we stand today we’re looking at approximately $724,000 in savings or surplus that we will realize in the current year, in the 19-20 school year as a result of the closure of the school facilities Essentially if this occurs, of that 1.2, about 700 is covered and the remaining 500 would then come from what we already have in our unassigned fund balance Next page please What happens if at the polls, as I’ll call them, even though not having a physical vote What happens if the budget gets voted down?

If the budget gets voted down we have two choices The first choice is to simply say, fair enough, the public has spoken, we are going to immediately adopt a contingency budget or the board has an option to hold a second budget vote, submit it to the voters either the same way it was or a revised number If it’s defeated the second time, the board has no choice but they must adopt a contingent budget Now, what is a contingent budget? Essentially what it means under a contingent budget potentially mean that the levy itself, the amount of money that we can go out with school taxes must reflect a zero increase over the current year meaning, we can’t increase that tax levy one penny What we collected for 19-20 is all that we can collect for 20-21 What is the impact of this happening? If this happens we would have to reduce our budget, our proposed budget that I just spoke about by almost $1.2 million It is needless to say that this would have ramifications and result in significant cuts across all programs, academic, arts and athletics Now, just to give you an order of magnitude of what 1.2 million really means to us If you looked at a couple different factors Athletics, let’s just talk about that If I looked at all my stipends for athletics it’s only about $460,000 Doesn’t even get us halfway there One FTE teacher is approximately $105,000 all in so you’re looking at probably about 11 teachers I’m just giving a reference point Teaching assistants Teaching assistants are about $55,000 all in, each one Just as an example, if we have 10 sections of kindergarten I’ve got 10 teaching assistants in each one of those classrooms helping out, critical but yet, if we had to eliminate them it would be devastating and yet it would still only cover about half of what we’d have to cut so it’s a pretty significant situation What we’ve done in the past, and my recommendation is to do it again, we recognize what the impact is, we recognize that it would be severe There are so many components that will come into play that should the situation come up there will be ample time for the board to discuss and identify what the cuts would be Okay Next slide please Let’s talk a little bit about the budget vote and the board elections When is it going to occur? In accordance with the governor’s executive order 202.26 it will be on June 9th and it will be by absentee ballot It’s important to note that our ballot will include the election of board of directors and the proposition for the Cornwall Public Library budget They approached us and obviously legally we have to, if they ask us to put it on we have to do that Where and how is this gonna take place? As I just mentioned it’s entirely by absentee ballot The executive order did totally away with the application for this year Absentee ballots will be automatically mailed to all of our qualified voters in the district We also have to provide a postage paid return envelope so that it gets it’s way back to us I will mention to you that we have approximately, we got the most recent and up to date list today We’ve got about 12,300 qualified voters that we’ll be getting this out to What’s gonna be on this absentee ballot? You’re gonna have two propositions, one for our budget, one for the public library budget We have three positions open and so does the library So that’s what the absentee ballot will present Next slide please We’ve reduced the proposed tax levy down to 2.39 Now you might recall we had it up to 2.5 What this really means is it obviously knocks down the impact to the taxpayers just a little bit as indicted

there so if your house, the fair market value was 350,000, you’re talking about $203 increase or $17 a month Next slide please As far as our timeline, the timeline for every district is extremely tight and really critical to adhere to Because of the required publications, printings, mailing deadlines, et cetera, the budget adoption that we are recommending is to be held this Thursday That would mean everything else below would fall in sync We have to provide a budget and board election postcard That’s something new this year that the governor mandated that we do That is going out this Friday That will be going out to 10,500 households We don’t have to send a separate postcard to each taxpayer or, I’m sorry, each eligible voter in the household It just has to go to each household That’s 10,500 The budget statement The budget statement is what we provide in each school building and at the public library We also have it online It is a very comprehensive breakdown of the budget as well as other things that are required by state such as, report card, salary disclosures, things along those lines That’ll be on the website on May 19th so that the public has a chance to dig in and see everything that we’d be talking about and what we’re required to provide them On Friday, May 22nd, we’re looking to mail the absentee ballots to the voters That will give them approximately 18 days to receive it, fill it out and send it back Now, 18 days sounds like a lot of time In light of the fact that mail now goes to Albany and then comes back, I think we’ve all experience what that means, it’s usually about a four or five day turnaround, so the ballots go out, they go up to Albany, four or five days, you’ll be getting them in four or five days Then they have to be mailed, they go back up to Albany and they come back to us So of those 18 days, you might figure close to 10 days is just going to be transport of the mail Keep in mind also that you have a holiday in there, May 25th We think that still gives us ample time, the 18 days The budget hearing will be on May 26th Again, just as an FYI, a hearing almost sounds like something that you’re doing for the public so that they can weigh in The budget’s already approved by the board at that point in time It’s just called a budget hearing Then on May 27th, the day after, we will be mailing the budget newsletter which includes the budget notice required by law Then we have on June 9th, we have the election The election will, all the ballots must be in, physically received by 5:00 that day If we get something in the mail the next day we cannot count it, okay I anticipate depending on how many ballots we receive it’s gonna be a busy night The ballots will take awhile to count You have to open them, separate them We’ll be putting together a full team of people and I’m hoping that we can get this done in anywhere from four to five hours Next screen At this point I’ll open it up for any questions or comments – Harvey, it’s Nina Ross – Yes – Hi, thank you Thank you for this It was very comprehensive I guess just one date is nagging at me a little bit and maybe I didn’t hear correctly but I think you had originally said that the governor can change his budget up until the 15th of the month but I think I also saw that our adoption of the budget had to be on the 14th for it to be mailed on the 15th Would we have to meet subsequently for what gets published on the budget on the 19th if there was some change in the governor’s budget that leaves a hole that you haven’t anticipated in your 1.2 million or how does that, what happens there if it’s larger than what you had anticipated?

– Sure, that’s a good question If it is larger than we anticipate the important thing to keep in mind is that we have a budget and that we can front it We’re saying 74.5 million is our expenditures and (breaking up) that’s why it’s being put on the budget, meaning the expenditure side and not the revenue side is because when that is voted on, that is cast in stone That is the amount that we can spend and we know as we’re sitting here now, that that is the amount that we need to run, to continue to run our programs right now As far as the revenue, we have identified the revenue that we believe will be in place and that we can use to fund that expenditure If, as you asked, the governor comes out with a sky high adjustment, we will then have to pull further from our fund balance or pull from any other surplus we may have from this year Okay, so it’s a little bit of a waiting game and we’re really never gonna know because it’s not just one measurement period that he’s looking at There’s multiple ones during the course of next school year – Okay, Harvey, I have two questions One, that all the ballots have to be received by, physically received by 5:00pm on the 9th of June, is the public gonna be able to, is there gonna be like a mailbox at the district office for people to physically drop them in if they don’t wanna send them through the mail? – So we’re gonna be doing two things We do have a mailbox at the district office Additionally I’m gonna have two personnel that are gonna be there until 5:00 They’ll be ample signage for them to come in and there’ll be a box and they’ll see the people They don’t have to come up to them They can put it in the box 5:00, those two personnel will drive those ballots that come in up to where we’re counting them They’ll be ample opportunity – Okay, thank you And my other question is, with the extremely tight timeline that the governor has put forth for school districts, almost to the point of very difficult to pull off and thank you so much for your meticulousness in the timeframe but the budget vote’s the 9th of June If the budget gets voted down, is there even physically enough time to do a re-vote or do we need to go right to a contingency budget at that point? – Okay, another good question In a normal year, the second vote has to occur on the third Tuesday of June At the same time, there’s certain requirements, legal notices, notifications that have to be done as well We’re going from June 9th to like the 21st, say, okay That is not enough time to meet all the regulatory requirements to have in place before that second vote The governor did not address this He gave no guidance, nobody knows what this is gonna mean so the question is do you have a vote knowing you can’t meet these notifications and then have somebody contested and the vote is no good or do you have a vote potentially in the beginning of July, which is possible And Nancy, if I knew the answer to that, nobody has the answer to that – No, I understand that but legally since our fiscal year starts July 1, can you even, how can you even have a vote in July if your fiscal year starts July 1? – Right – Okay – I understand These are all questions that everybody’s asking and nobody’s getting answers – Okay, thank you – Hey, Harvey, just to clarify something you said that there would be a mailbox at the district office When you say mailbox, do you mean an actual mailbox, the legal term or a depository where people can just drop their vote off? It’s not going to go in the mailbox and then get mailed, right? We can advise people to- – Yeah, a depository – Okay, got it – Yeah, there’s a box, there’s a depository mailbox right on the building – Okay – I’m gonna have an enormous sign on the front door

for people to come in so they don’t have to worry – Got it, got it, okay And when we talk about the rainy day fund, the unassigned fund balance, how much, what percentage, are we moving the entire fund balance to the budget or a percentage of it and if you could break that down? – Sure Right now our fund balance is at the full 4% meaning 4% of our current budget It’s approximately three million dollars, okay I also know, so there’s a couple, I want you to think of this as just adding up So we have about three million currently Additionally we’re going to have this surplus that I talked about of about 724,000 We will also have, I anticipate having the normal amount that we typically have as surplus this year, which is somewhere around two and a half million dollars Okay So, we will have enough, okay I would never drain the pool, so to speak Like I said, I anticipate that the biggest hit we have to take is an extra $500,000 but I also feel comfortable that there’s a lot of savings we’re gonna generate this year – And you say that because of the school closures? – Absolutely – Yeah If you could just, maybe just to offer some perspective, how much of that fund balance would typically be used for the budget? How extraordinary is it that this much is being applied this year? – Right What we have been applying probably over the last, boy, at least eight years is about $2.4 million Each year we’re appropriating or assigning 2.4 and what that 2.4 really represents to me is, it’s what we’re giving back to the community, okay, because we’re generating that surplus each year and we’re giving it back each year Now, one might say, well why do we keep incurring that each year and that goes back to what I always tell you, that we budget very conservatively, like we have dark clouds over us When that dark cloud doesn’t hit us or entirely, we will have surplus and you want surplus because you have to be prepared for (breaking up) But if it doesn’t happen we roll it over and we give it back to the community and that’s really what we’re doing – And if I could, I’m sorry I’m hogging the mic here, but if you, just one more point on that The risk really of dipping too far into the fund balance if I understand it correctly, particularly going into the 20-21 fiscal year is that we may have more potholes quarterly that arise like from fluctuating state aid, is that correct, that we may need to account for, would that come out of the fund balance? – Yes, and that represents that 1.2 million That 1.2 million, I’m not anticipating to be that first measurement period I’m counting on, I’m hoping on that being the total amount for the entire year – Right Okay – Okay – This is why we have that rainy day fund – Exactly – Because we just had a rainy day hit us – And the forecast is for more rain – Yeah (laughs) – As long as it’s not a thunderstorm – I think we’re losing the analogy here (laughs) – Okay, any other questions – So yeah, Nancy, I have a couple for Harvey – Go ahead – On this notion of the rainy day fund Yeah it’s important to have and it’s at times like this that we should use it My question for Harvey is, if we’re providing, it’s purpose is really to provide a savings to the taxpayer, isn’t there ample unassigned surplus funds currently that we could just cover the cost of the 1.3% increase to the existing budget and pass that on on the tax levy as opposed to increasing it to 2.39? – The problem you run into is this, using assigned fund balance to a certain degree becomes addictive and what I mean by that is the more we use in one particular year, now you have to make it up the next year as well

So, I’m making this up, if we were to say we’re gonna use an additional million dollars out of fund balance, that helps us this year but now, I need to make sure I can do that again otherwise, I got a million dollar gap next year So it’s a recurring problem – It can be and it can be like crack cocaine, once you get on it, you can’t get off it – Exactly – In this case, right now the entity that’s about to become a addict is the state and we’re applying our funds that are taxpayer funds to the state in this plan and I don’t think that that has been allocated equitably between our taxpayer and the state If anything, that surplus fund should be, in my view, allocated proportional and I would side with the taxpayer and if the taxpayer had the burden of any increase in tax levy in this period of unprecedented uncertainty and people losing jobs as well as loved ones and the like, I would side on reducing the burden to the taxpayer and I know the budget year over year does that, what I’m not sure the tax levy does as well and that’s something I think, as a board, before we put this in motion to a vote next time we meet we should deeply consider The other question, so that’s more a comment than a question Sorry, Harvey, I’ll let you off the hook then Unless you have something to say in response – No, I’m good – Good, great The next question is really about the mechanism of how we’re gonna perform this vote as a community and I think to go back in time and, Harvey, I’m not sure if you were around when this happened but we had problems with the postal service in this town to the point where things that were being provided to that postal office or postal offices were not being distributed, finding their way to the constituents that were supposed to receive these notices and they were coming from the school district specific My question with that, as kind of a background, we’ve got problems, I think, still to this day with the postal service Are there other ways that people can get ballots besides relying on the postal service delivering it to them? – So, let me address that postal situation Of course, I’m very familiar with it as well and the situation that we got dealt is a result of the newsletters not making their ways to every home and the reason for that is because the newsletters are distributed, they’re addressed to residential customer They’re handed out by the postmen, ladies, as they give you your mail they grab one of them and put them in there too Almost like a stop and show circular, okay The absentee ballots are going to be addressed specifically to each voter, okay, so it’s a formal piece of mail that will be mailed first class, not non-profit class, so we’re confident that we should achieve the end result here – Is there a way to have a contingency plan in place when it doesn’t happen to alert those who would want to participate in the election when they don’t receive it? I’m just playing a hypothetical here that we could respond and provide them a ballot so they could vote as opposed to being disenfranchised because the postal service failed to live up to their end of the bargain? – Right That is a question that has not been addressed by the state because we’ve been talking about that as well Somebody calls us up, “I never got it”, okay Now we give them, let’s just say we give them a ballot, an absentee ballot, they fill it out and then they get theirs in the mail the next day We could conceivable receive two ballots Now we do check but no guidance with respect to if we can give out an additional one My take is that we can, okay My concern though is that people might get impatient with the mail It might be a week and a half before June 9th saying I didn’t get one, I didn’t get one (breaking up) but certainly, we’ve been thinking about this and we have a little bit of time to prepare for that

– Excellent because this is all about being flexible When the pandemic was called and we should be flexible just like the schools have been flexible and the students have been flexible, the teachers have been flexible I think as it pertains to this upcoming election we need to be flexible as well So thank you for your considerations – Yeah, bottom line is we will not, we will not hold back any qualified voters – Great, thank you – One of the things perhaps we can let people know If they’re worried that mailing it back won’t get to us in time, they can hand deliver it – Yeah – If there’s a way that in our process we let people know that, that it doesn’t have to be mailed back, it could be hand delivered – Yeah, I think if we definitely can get that out there that they can bring it back to the district office so we’re kind of, we’re, it’s up to the governor with so much of these things and we’re not getting a lot of guidance on things so, Harvey, thank you so much for all of your insight and foresight into things as well – Any other questions before we move into executive session? – So, Nancy, just one more thing about the mechanics of this so, it might be useful to have an FAQ for the public on this election on what to expect and if those expectations aren’t realized based on what they encounter in their personal experience that there’s a way to reach out to somebody like Harvey or someone to address the issue – And just a process question about Thursday night Is there going to be a debate and potential modifications that are made to the final numbers or is that a, is that strictly for the vote? – Let me answer your question The budget is determined, the final budget is determined by the board If the board is looking to make changes they can make changes right up until they adopt – Okay – Okay Thank you very much We are going to be convening into executive session I would like to thank everyone tonight for their presentations Ellie and Hannah, thank you so much for being with us It certainly was a joy so I think you both for that I thank all of our special presenters tonight and our regular presenters as well for all the information that you shared with us and the public because this is very critical at this point in time We are going to adjourn into executive session to discuss personnel matters and legal matters No regular business will be conducted and then we will reconvene in Zoom to close the meeting out whenever we get done Just to let you know that I need a motion to convene into executive session – So moved – Larry, and I need a second – Second – Second – Margaret and Nina second Roll call, Louis – Aye – Matt – Aye – Larry – Aye – Brendan – Aye – Jim – Aye – Don – Aye – Margaret – Aye – Nina – Aye – And myself, aye Okay, so we will now leave our Zoom meeting and we will convene into our executive session Thank you – Thank you all – Thanks, bye-bye – Thank you – Have a good night (laughs) – All right, we are recording, go ahead – Okay, I need a motion to adjourn – So moved – So moved, second – Second – By Margaret third, by Nina Roll Call, Louis – Aye – Matt – Aye – Larry – You betcha – Brendan – Aye – Jim – Yes – Don Margaret – Aye – Nina – Aye – And myself, aye Motion carried and meeting is adjourned Thank you all It is 10:05, thank you – Thank you – Be safe everybody – Bye everybody, be safe – Stay safe – And go to bed