Work Session Recaps

The Board of Education held a Budget Work Session on Tuesday, April 22, 2025. Here is a meeting recap; you can also access the agenda and video. 

Budget Adoption

The Board of Education voted to adopt the budget. Please note that all budget presentations and additional information about the 2025-26 school year budget can be found here on the district website. 

Future Facilities Project Update

Brad Kennedy, Director of Facilities, Walter Hauser, and Sarah Davis of KG+D Architects, and Joseph Metz and Arianna Mazzuera of Triton Construction presented an update on the Future Facilities Project and answered questions from the Board. A detailed update with information on completed, in-progress, and upcoming projects will be shared in the near future. You can review the presentation here. 

Board Action Items

All items under New Business, Instructional Personnel, Ongoing Business, and the Consent Agenda were approved by the BoE. Attachments and/or descriptions are available on the BoardDocs agenda (link above).

The next BOE meeting will include the Public Budget Hearing on Thursday, May 8, 2025, at 7:30 PM in the CHHS Library. The agenda, when available, can be found on the BoardDocs section of our website. 

The Board of Education held a Budget Work Session on Thursday, March 27, 2025. Here is a meeting recap; you can also access the agenda and video. 

The Principals, Assistant Principals, and Assistant Superintendent for Pupil Personnel Services, Rachel DePaul, presented the Building-Level and Pupil Personnel Budget to the Board of Education. Throughout the presentation, administrators answered questions from the trustees. Below, please find a top-line overview of the presentation. Please refer to the presentation (linked above) for details. 

District-Wide Highlights - Pupil Personnel Services

• New Initiatives in 2024-25:

  • Hiring of the first-ever bilingual social worker for the district.

  • Onboarding of a new part-time (.6 FTE) ENL teacher.

  • Expanding interpretation services and community experiences.

  • Increasing depth and breadth of assessments.

• Support for Non-English Speaking Families:

  • Seamless information exchange for consistent communication.

  • Parent engagement planning.

  • Needs assessments and goal setting for tailored family support.

• Engagement with Spanish-Speaking Community:

  • Events such as Back-to-School Nights, Technology Events, and English classes for adults.

  • Literacy nights and college preparation presentations.

• Increased Community Partnerships:

  • Greater collaboration with community organizations.

Social-Emotional and Therapeutic Support

• Focus on Mental Health:

  • Enhanced counseling resources and a safe school environment.

  • Support for students' behavioral, social-emotional, and academic needs.

• Longer-Term Future Plans:

  • Transition support program to support students as they transition from school into post-high school experiences.

  • Refinement of programs based on student profiles.

  • Establishing a Family Resource Center.

Building-Level Highlights

Carrie E. Tompkins Elementary School 

• New Initiatives in 2024-25:

  • Literacy Coach and Social-Emotional Curriculum Coordinator.

  • Expansion of the CET Strings program.

• Planned Learning Space Improvements:

  • New library and amphitheater.

  • Upgrades to the Multi-Purpose Room sound system.

• Longer-Term Future Plans:

  • Exploration of multi-age classrooms.

  • Redesign of ICT classrooms.

  • Report card and assessment reviews to align with instructional practices.

• Proposed for Inclusion in 2025-26 Budget:

  • Full-time bilingual school psychologist. 

• K-2 Literacy and Grades 3-4 Word Study program.

• Additional co-curricular offerings.

Pierre Van Cortlandt Middle School

• New Initiatives in 2024-25:

  • Planning for implementation of "Algebra for All."

  • Development of interdisciplinary humanities learning experiences and intersession elective offerings.

  • Evolution of flexible learning spaces.

• Social-Emotional & Academic Support:

  • Continued support for students’ mental health and well-being.

• Future Plans:

  • Strengthening community relationships.

  • Enhancing technological learning support.

  • Improved assessment practices.

• Proposed for Inclusion in 2025-26 Budget:

  • Instructional Coaching position.

Croton-Harmon High School 

• New Initiatives in 2024-25:

  • New interdisciplinary courses and dual enrollment options.

  • Introduction of Academic Concentrations.

  • Development of a new master schedule which prioritizes personalized learning experiences, access to clubs and activities during the school day, and a schoolwide lunch period (to be introduced in September 2025).

• College and Career Support:

  • Increased focus on college preparation and support for students in grades 9 and 10 with more individual student meetings.

  • Greater support for ENL students.

• Future Vision:

  • Revamped math and science sequences.

  • Continued growth of new schedules and instructional spaces.

  • Expansion of dual enrollment opportunities.

• Proposed for Inclusion in 2025-26 Budget:

  • Additional full-time school counselor position.

  • Additional full-time English teacher position.

  • Expanded interdisciplinary courses (e.g., Conservation Civics, Storytelling, Graphic Novels, Perspectives on Health).

Please note that all budget presentations and additional information about the 2025-26 school year budget can be found here on the website.

Board Action Items

All items under New Business, including the Memorandum of Agreement between the district and the Aides of Croton United NYSUT/AFT/NEA, Instructional Personnel, Donations, and the Consent Agenda, were approved by the BoE. Attachments and/or descriptions are available on the BoardDocs agenda (link above).

The next BOE meeting will be held on Thursday, April 10, 2025, at 7:30 PM in the CHHS Library. The agenda, when available, can be found on the BoardDocs section of our website. 

The Board of Education held a Work Session meeting on Tuesday, February 4, 2025. Here is a recap of the meeting; you can also access the agenda and video of the meeting. 

"The Pulse of Our School" Presentation 

Superintendent Walker began the presentation by stating that many voices are heard in the development of school environments, including those of legislators, politicians, advocacy groups, and parents. And those voices are all important for our system. But our guiding star is, and should always be, the student voice. 

Rachel DePaul, Assistant Superintendent for Pupil Personnel Services, and the building administrative team (Dr. Laura Dubak, Mark Maxam, Erica Fiorini, Michael Plotkin, Nichole Kelly, Kerri Biachi, and Craig Campanaro) presented findings from the most recent school climate survey. Survey data was analyzed to assess students' sense of safety, belonging, and experiences with hurtful language related to race, culture, and identity.

• Emotional Safety:

  • The vast majority of students (92.33%) feel safe at school, above national averages.

  • Elementary and middle school safety levels align with national trends.

  • High school students report a significantly higher sense of safety than the national average.

• Sense of Belonging:

  • 93.33% of students feel they belong, which is above national averages.

  • High school and middle school students reported strong feelings of belonging.

• Experiences with Hurtful Language:

  • 24.53% of students reported hearing hurtful language related to race, culture, or identity, consistent with national averages.

  • 7.83% of students reported being personally affected by hurtful language, aligning with national trends.

Concerns & Next Steps

• Identifying and Supporting Students Who Feel Unsafe:

  • Further examination of what makes students feel unsafe.

  • Adjust survey questions to gather more detailed insights which will aid our schools in addressing specific student concerns reported in the survey.

  • Consider implementing additional programs (e.g., "Little Spot" curriculum) to improve safety perceptions.

• Inclusion and Community Building:

  • Address the small percentage of students who feel excluded.

  • Explore interest-based activities to enhance inclusion.

  • Consider additional staff training on the topic of Social-Emotional Learning (SEL).

• Handling Reports of Hurtful Language:

  • Determine where and when students hear hurtful language (at school, at home, online).

  • Conduct a town hall with Grade 4 students and a parent information session.

  • Increase faculty and staff training on handling these situations.

Comparisons with National Data

• Our schools perform better than national averages in safety and belonging.

• Rates of hurtful language exposure and emotional impact are within expected national ranges.

Final Takeaways

The survey results indicate that, on a broad scale, students feel safe and included, but there are opportunities for improvement in addressing hurtful language and ensuring all students feel supported The district is proactively enhancing its climate through discussion, training and inclusive strategies. 

Throughout the presentation, administrators answered questions from Board trustees.

Board Discussion: Board Goals

The Board Development Committee met in December to discuss developing attainable goals. A discussion was held amongst board members regarding the proposed areas for consideration:

• Clarifying Board governance norms

• Learning about new measures to assess student performance in response to the District’s vision map work and the State Education Department’s Blue Ribbon Commission (multi-year goal)

• Creating opportunities for individual development about district-specific education topics 

• Developing an onboarding guide for new trustees

The board received feedback from the administration on their proposed goals, and the Board Development Committee will be refining the language of the board goals at their next meeting.

Board Action Items

All items under Instructional Personnel, New Business, and the Consent Agenda were approved by the BoE. Attachments and/or descriptions are available on the BoardDocs agenda (link above).

The next BOE meeting will be held on Thursday, February 13, 2025, at 7:30 PM in the CHHS Library. The agenda, when available, can be found on the BoardDocs section of our website. 

The Board of Education held a Work Session meeting on Thursday, November 21, 2024. Here is a recap of the meeting; you can also access the agenda and video of the meeting. 

To begin, Mr. Walker congratulated Isabelle McLoughlin (Student Ex Officio) and the entire cast of High School Musical on a phenomenal performance.

Secondary Science and Mathematics Curriculum Presentation (CLICK LINK TO VIEW)

Assistant Superintendent John Griffiths, along with building administrators and faculty from PVC and CHHS, provided an in-depth presentation showcasing planned improvements for the  Secondary Science and Math curriculum and the direct benefits for our students.

Mr. Griffiths opened with a refresher on the New York State Science Learning Standards (NYSSLS) of three-dimensional learning across Disciplinary Core Ideas, Science and Engineering Practices, and Crosscutting Concepts. The State developed these standards to prepare students for higher education, careers, and responsible citizenship in a technologically-driven world.

With NYSSLS, the content areas (Life Sciences, Earth and Space Sciences, Physical Sciences, and Engineering Technology) are the backdrop to phenomena-based learning, which means that real-world events or problems are used to spark learning. Instead of memorizing facts, students investigate and explain real-world events to learn the science behind them, evoking a strong emotional response in learners.

Last winter, a Science Unit Analysis was conducted to consider curriculum revisions. 

Middle School Science (Grades 5-8)

Noah Gallagher, PVC Science Teacher & Michael Plotkin, PVC Principal

• Discussed plans for integrating Crosscutting Science Concepts and Science & Engineering practices into the middle school curriculum with a greater emphasis on skills over content and practicing investigation.

• Mr. Gallagher demonstrated how teachers coach students on “how to wonder” and to ask different types of questions (Explanatory, Observational, Systems, Engineering).

• TIMING: Launch of new Middle School General Science in Grades 5-8 in Fall 2025

High School Science (Grades 9-12)

Jamie Rooney, CHHS Science Teacher & Dr. Laura Dubak, CHHS Principal

• Ms. Rooney explained that one (1) Life Science and one (1) Physical Science course is required to graduate. In 9th grade, all students will take Biology (Life Science). Afterward, students will have multiple pathways and electives to choose from, including a future course focused on STEM that will be designed as an extension of the Middle School InDe Lab class.

• TIMING: Dr. Dubak discussed next steps for updating the high school science curriculum:

  • A consultant has been identified and will work with the HS team on all curricular changes, including the 9th-grade Biology/Life Science course

  • Incorporating graduation measures based on “NY Inspires”; no longer planning around Regents-based courses

  • Revamping chemistry courses and building intro-level chemistry and “fast track” to AP Chemistry (no prerequisite)

  • Creating a 5-year Plan for Future STEM Courses

As the presentation shifted to Mathematics, Mr. Griffiths noted that math education differs from science because it is fundamentally sequential. Foundational knowledge in mathematics helps students to understand more complex ideas later and makes it easier to identify gaps in a student's learning, remediate them, and prepare students for future success.

The math curriculum will include “Algebra for All” in 8th grade beginning in Fall 2025. Studies show that taking algebra can increase the likelihood of students taking more advanced math courses in high school, particularly for underrepresented groups such as females and English-language learners.

Middle School Math (Grades 5-8)

Tracey Finan, PVC Math Teacher & Philip Ranieri, PVC Math Teacher

• The 5-8 math curriculum was redesigned over the Summer of 2024 to benefit middle schoolers through increased confidence, improved critical thinking, enhanced perseverance, 21st-century skills, individualization/student supports, and interdisciplinary connections/applications.

•  “Algebra for All” in the 8th grade will provide open pathways for students entering high school.

• TIMING: “Algebra for All” for all 8th-graders beginning in Fall 2025

High School Math (Grades 9-12)

Derrick Davis, CHHS Math Teacher & Isabella Zappa, CHHS Math Teacher

• Proposed curriculum realignment to provide two pathways: Applied and Theoretical. These revisions will benefit students by providing a similar experience for all incoming students, eliminating inadvertent tracking, increasing horizontal mobility, and making it so that ALL students can reach calculus (if it is their goal to do so)

• TIMING: Dr. Dubak discussed the next steps for updating the high school math curriculum:

  • Continue work on the new math trajectory through February 2025

  • Create/revise Geometry courses (Jan 2025 - Summer 2025)

  • Revise Precalculus course through February 2025

  • Conduct curriculum audit for Algebra 2; revise Algebra 2 course/develop college math course (Sept 2025 - February 2026)

  • Explore and develop additional advanced math course options (ongoing through winter 2026)
     

Throughout the presentation, faculty and administrators answered questions from Board trustees.

Board Action Items

All items under Donations and the Consent Agenda were approved by the BoE. Attachments and/or descriptions are available on the BoardDocs agenda (link above).
The next BOE meeting will be held on Thursday, December 5, 2024. The agenda, when available, can be found on the BoardDocs section of our website. 

The Board of Education held a Work Session meeting on Thursday, October 24, 2024. Here is a recap of the work session; you can also access the agenda and video of the meeting. 

What School Can Be: Pupil Personnel Services

Assistant Superintendent for Pupil Personnel Services (PPS) Rachel DePaul and PPS faculty provided an in-depth presentation showcasing the alignment of the department's work with the district’s Vision Map (you can view the presentation here). Ms. DePaul also shared that the district is currently fielding a climate survey among students in grades 4-12, which began on October 15th and will conclude on October 31st, focused on belonging and emotional safety. 

Members of the PPS team walked through the many programs and supports in place throughout the Croton-Harmon schools to support the district’s “Culture of Wellness” pillar on the Vision Map across four areas: Specialized Programming, Social-Emotional and Therapeutic Supports, Equity, and Connection to Community.

The following programs and supports were presented to and discussed with the BoE:

• The ASPIRE Experience (Nicole DeMascio, PVC Special Education Teacher)
  • An overview was provided about the ASPIRE experience at PVC, which supports students with special needs. The program allows for a flexible, movement-oriented environment that integrates skills with academic lessons, addressing students' diverse needs and fostering their overall development.
• Flexible Support Program (Leandra Ramirez, CHHS School Psychologist & Cassandra Lella, PVC Special Education Teacher)
  • The Flex Spaces at CHHS and PVC are open to any and all students who need a safe and quiet place in school. While some students have scheduled time in the Flex Space, many come on their own or are introduced to it by their friends. Within the Flex Space, students can reset and/or receive support.
• Connection to the Community (Carmen Rosario, Bilingual School Social Worker & Eva Thaddeus, Community Aide Worker)
  • Through the addition of the Bilingual School Social Worker and Community Aide Worker roles, the district is poised to provide equitable support to all students and families throughout the district. Ms. Rosario and Ms. Thaddeus described the many forms of support they provide, as well as the ways they connect students and families to community and social services resources.
• Social Emotional Supports (Robin Woolley, CET School Counselor)
  • An overview and insight were provided about how diversity is presented to CET students through the School Counseling and Social-Emotional Learning curriculum.
• Interdisciplinary Courses for ALL (Cassandra Cartaginese & Stephen Palenscar, CHHS Special Education Teachers)
  • These CHHS Special Education teachers collaborated to develop the “History through Literature” interdisciplinary course for 11th-grade special education students to ensure that all students had access to high-level coursework aligned with the Vision Map. They described the course syllabus and readings and how the coursework connected with their students.

Board Action Items

All items under Instructional Personnel, Donations, and the Consent Agenda were approved by the BoE. Attachments and/or descriptions are available on the BoardDocs agenda (link above).

The next BOE meeting will be held on Thursday, November 7, 2024. The agenda, when available, can be found on the Board Docs section of our website. 

Meeting Video Link:
10/24/2024 BOE Work Session