Fifth Grade Sex Ed Classes to Include Discussion of Gender Expression and Gender Identity
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Changes to the fifth-grade health curriculum this year, as it relates to puberty education, have met with objections from some parents. At issue is the inclusion of new content about gender expression and gender identity and a decision to conduct the classes in mixed gender groups rather than separating girls from boys as it has been traditionally done.
In an email dated February 29 to fifth grade parents from Assistant Director for Curriculum, Assessment and Instruction Edgar McIntosh he explained the plans.
His email says, “The curriculum content reflects much of what has been taught in previous years, including the discussion of healthy habits during puberty: the importance of hydration, nutrition, sleep, stress management, exercise, and technology and their effects on health.
As before, there will be a discussion of what causes puberty to begin, hygiene awareness, body changes, and processes related to female development (menstruation and menstrual cycle) and male development (erections and nocturnal emissions).”
However, he outlined the new plans saying, “Two content changes are being made from past years that reflect guidance from the American Academy of Pediatrics' inclusive approach to puberty education.”
“Both sex assigned at birth and gender identity will be discussed. Students will also learn that gender expression and gender identity exist along a spectrum and discuss the potential impact of gender-role stereotypes on one's self and others.
Lessons will be delivered to mixed-gender groups with opportunities for students to ask questions anonymously and privately. Small group learning sessions will also take place.”
As for the rationale behind the new curriculum, McIntosh explains, “As part of our work on creating the most inclusive environment for all students and families, we strive to reflect the lived experiences of our students and families in our curriculum. The points of the discussions are to both educate students and to create empathy for different life experiences. Puberty is a time when questions about gender and gender expression are extremely relevant and an omission of this content would not serve the learning and emotional needs of our students.”
He said that continuing to separate the sexes for these discussions can “perpetuate the stigma of the topic and that students who are gender diverse are better catered for in mixed groups.” He also said students act more “maturely” in mixed groups and that in mixed groups students can “learn about topics from different perspectives from different genders and develop empathy for the changes and challenges experienced by those of another biological sex.”
Asked if this curriculum is required by the state, McIntosh said, “There is no law to teach gender diversity during puberty instruction. There is no mandate that we teach puberty in fifth grade at all. In our goal to provide fact-based, inclusive, and body-positive puberty instruction, we would not be serving our students if we did not address gender diversity.”
Further justification for the program is based on Board of Education Policy 105 which states that “The Scarsdale Union Free School District… recognize that inclusive education is based on the principles of acceptance and inclusion of all members of the school community. Therefore, students and faculty should see themselves reflected in the curriculum, physical surroundings, staff/faculty representation, and the broader environment, in which diversity is honored and all individuals are respected.”
McIntosh said that the curriculum is guided by both the American Academy of Pediatrics and National Sex Education Standards.
He assured parents that the program rollout had been extensively planned. The elementary school PE teachers who will teach the classes had been trained during summer planning days, at a Scarsdale Teacher’s Institute Class and at Superintendent’s Conference Day.
However, all of this planning has failed to reassure some parents who say they had no opportunity to give feedback about the program and “strongly prefer to have such gender identity and gender expression discussions with our children in the manner we believe is best for their emotional and developmental health. “
They are asking for the school to give them the chance to opt their children out from the gender identity portion of the program but still participate in the balance of the three-day program which includes nutrition, hydration, technology, and sleep habits.
They also feel that since gender identity and expression will be taught in middle school it might be a more appropriate time for children to learn about these topics.
A letter stating these objections is being circulated to fifth grade parents asking them to write to the Board of Education.
Responding to parents, McIntosh made two additional points:
1) The district does not seek parent consensus on curricular matters
2) Though he is happy to set up a meeting with parents, he would not entertain suggestions from them on revising, editing or eliminating any of the content.
Here is what he said: "As in other curriculum areas, we rely on external research and guidance, and internal educator expertise to adopt, adapt, and design our curriculum- we do not seek parent consensus. It has, however, always been our practice to lead with a thoughtful and thorough explanation of our process and rationale- and answer parent questions related to either.”
He added: "…. I do want to be clear, that my purpose for the meeting would be to review the lessons related to puberty and answer questions, not as an opportunity for parents to suggest how we might revise, edit, or eliminate any of the lessons or their content."
SHS Students Take Cultural Exchange Trips to Iceland and Spain
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Spain, Iceland, and Singapore! The opportunities for global education at Scarsdale High School are just amazing! While the trip for SHS juniors to the Asia Pacific Youth Leadership Summit in Singapore won’t take place until later this summer, two groups of lucky students just got back from their explorations in Iceland and Spain.
In October of this school year, Scarsdale High School hosted the first phase of a cultural exchange program with the IES San Fernando School in Madrid, Spain. a group of Spanish students came to stay with Scarsdale families and over the February break, our SHS students spent a week living with families, attending school and exploring Madrid.
According to one of the chaperones, SHS teacher Heather Waters, “We were happy to see the students embrace the experience wholeheartedly- explore a new country as an insider and use their Spanish. Many made great connections to the history they had studied in 9th grade as well as marveled at how different the classes and school were.”
The bonds and connections made between SHS students and the students from Spain were so great, that many were teary-eyed as they said their good-byes to one another. After their farewells, the SHS students traveled to Cordoba and Seville where they explored historical sites, a futball stadium, and practiced their Spanish as they dined in local restaurants and explored the beautiful cities.
Waters, along with her co-chaperones Brendan Lee and Chris Hughes, felt that “the kids were wonderful and understood what a unique and transformative experience they were having. It is why we design these experiences and are so happy when they meet -or exceed -our expected goals.”
Also over the February break, another group of SHS students had the great fortune of exploring Iceland with their teacher-chaperones Tammy Marchini, Dan Meiselman, and Michelle Brito.
In Iceland, the group took in the culture of charming cities like Reykjavik, with panoramic walking tours and an exploration of historical sites.
They also toured the Hellisheidi Geothermal Power Plant where they learned how Iceland uses hot water as a major source of energy production and even visited a geothermal bakery where they were treated to delicious bread.
While the cities of Iceland are beautiful, the students also took in all the beauty that nature has to offer as they hiked glaciers and a black sand beach, saw geysers and waterfalls, and explored the Kerid Crater. Of course, no trip to Iceland would be complete without a dip in a geothermal spa at the Blue Lagoon, which was the perfect way for the students to end their incredible journey.
Students who took part in the tour of Iceland are grateful for the wonderful experience they had and say that they loved trying all the different kinds of food, are inspired to grow a garden in a greenhouse, and to explore how we, in the US, can keep moving toward “greener” energy production.
This summer, finally back live after virtual years resulting from Covid restrictions, juniors are again invited to join the Asia Pacific Youth Leadership Summit in Singapore. Next year there is an Italian Exchange and an environmental studies-themed trip to Costa Rica. Informational meetings for these trips will be rolling out in mid-March. In addition, Chorus, Band and Orchestra will be traveling and performing abroad next February break.
Scarsdale Athlete Wins Gold Medal at 2023 Pan American Maccabi Games
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Allison Stafford, a two-time All-State soccer player and 2019 graduate of Scarsdale High School, won a gold medal as a member of the US women’s soccer team at the 2023 Pan American Maccabi Games. The Maccabi Games are held every two years, alternating between a country in South America and Israel. The 2023 Games were held in Buenos Aires from December 27 to January 5. First held in 1932, the Games are an international celebration of Jewish unity, culture and heritage through athletic competition.
In Buenos Aires over a thousand Jewish athletes from across North, Central and South America, Great Britain, Australia, Israel and several other countries competed in dozens of sports in both youth and adult age groups. The kickoff was an elaborate two-hour Opening Ceremony held at Molistar Arena in Buenos Aires on December 28 at which newly elected Argentine President Javier Melei, among other dignitaries, spoke. The atmosphere at the Games was impacted by the situation in Israel and the Hamas attack of October 7. Stafford, a 2023 graduate of Amherst College who played varsity soccer, is applying to medical school this year. She was selected for the USA women’s soccer team and was a starting center back.
The team gave up one goal in the entire tournament, defeating competitors from Argentina, Brazil, Mexico and a U18 team from the US. “It was a thrill to be selected for the USA women’s team,” said Stafford. “My teammates were current and former college soccer players from across the country, including from some of the top Division I programs. There was a ton of talent and also an opportunity to meet and make friends with women with whom I had a common heritage. The other players were really nice and we quickly developed camaraderie.” While the athletic competition and winning the gold medal was a highlight for Stafford, she said it is not what she will remember most about her experience. “The feeling of closeness among the players on our team came quickly and was amazing. And the raw emotion we all felt hearing the Israeli and US national anthems played as we were awarded our gold medals, made many of us tear up. We also spent time as a group sightseeing around the city and learning about Argentine history, including the terrorist attacks against Jews in the 1990s,” said Stafford. 
Security throughout the event was tight and Stafford said she and her teammates felt safe. The 2025 Maccabi Games will be held during the summer in Israel. Stafford expressed an interest in playing for the USA women’s soccer team then before she begins medical school. “This was a great experience, a real celebration in the face of the terrible events in Israel on October 7. Having the opportunity to represent the US again in 2025 would be an honor.”
Summer Programming for Tots Through Teens
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Are gray skies and icy streets making you pine for summertime? Better weather will be here before you know it and now’s the time to consider summer programs for your children, from tots to teens.
Here are just a few good options to explore for day camp, art and music and pre-college courses. There’s something for everyone this summer and we've heard that many programs are already filling up, so sign up soon!
Day Camps
Beth El Day Damp in New Rochelle is the place to be for children ages 2-8! Our dynamic program is widely recognized as the best-in-class day camp in Westchester. Beth El continues to be the most fun, most trusted choice for young campers and their parents, year after year. The magic happens from Monday, June 24 - Friday, August 16, 2024. We offer before and after camp care 7:30 am–6:00 pm. Campers love our innovative and age-appropriate activities: the sports, especially tennis, swimming twice a day in the pool, music, art, nature, STEM, yoga, karate, our delicious lunches, towel service, and much more! We are also known for our nurturing environment and commitment to safety. We have the best-trained professional staff and a very favorable child to staff ratio. Whether this is your child's first camp experience or not, at Beth El everything begins with love and ends in fun.
Beth El Day Camp, 1324 North Avenue, New Rochelle, NY 10804, (914) 235-2700 ext. 256, daycamp@bethelnr.org
Summer Stars at Scarsdale Synagogue is a seven week camp experience offered to children ages 18 months to 6 year olds. Our campers
are engaged in activities such as sports, music, art, daily water play and much, much more. We also have a special day each week focusing on a theme such as Circus Day, Hawaiian Day or Carnival Day. We strive to foster friendships in a warm, nurturing environment and encourage children to grow socially, emotionally and intellectually as they engage in fun, stimulating summer activities. We offer a three-day option for Toddlers ages 18 to 30 months and our Two year olds may choose 3 or 5 mornings a week. Our Three year olds to Six year olds may choose a half-day 9:00-12:00 option or a full-day 9:00-2:00 option which includes a served lunch. Contact Jody Glassman at mazeltots@sstte.org or 914-723-3001.
Camp Ramaquois is not like every other camp. Our day camp for boys and girls ages 3 to 15 in Pomona, NY (only 30 minutes from the George Washington Bridge and 15 minutes from the Mario Cuomo Bridge) provides a truly authentic camp experience. Our magnificent 44 acres, 5-acre lake, 9 heated swimming pools, and exceptional facilities and programs allow us to provide children with a dynamic and memorable summer filled with love, warmth, and being part of a special community. Our campers are encouraged to take healthy risks, learn new skills, develop relationships with their peers and counselors, develop independence and assume responsibility.
Camp Ramaquois, 30 Mountain Road. Pomona, NY 10970, 845-354-1600
JCC Mid-Westchester offers summer camp programs for children ages two and older across a variety of interests including gymnastics, dance, arts & crafts, STEAM, and performing arts. With a dedicated team of experienced staff and instructors, the JCC is committed to fostering the growth and learning of each camper in a safe, supportive, and fun environment. Weekly and daily options are available to fit all schedules. Make this summer truly memorable by choosing the JCCMW!
Learn more and register at jccmw.org/camps. Contact Brian Symons at symonsb@jccmw.org.
JCC of Mid-Westchester 999 Wilmot Road, Scarsdale, NY (914) 725-7300
Squire Advantage and Squire Sports Camps at Maria Regina High School in Hartsdale is celebrating over 50 years and is the proud recipient of the first ever Westchester County Inspector Choice Award! Squire Advantage Primary (grades K-3) and Advantage Choice (grades 4-9) is created for campers who wish to custom design their own schedule by choosing activities like swimming, sports, fine arts, science, cooking, archery and more. There are more than 60 different activities to choose from! Squire Camps programs run from July 1st until August 16th, 2024. Courses are taught by certified schoolteachers, and hot lunch and Early Drop off is included. Extended day and transportation available. Attend our open house on February 10 from 1-4 PM.
Matt Davanzo, Director, Squire Camps, Maria Regina High School, Hartsdale, NY, (914) 328-3798
Pre-College Programs
Adelphi’s Summer Pre-College Program will take place from July 7-27, 2024 and is open to rising sophomores, juniors and seniors in high school. Our credit-bearing program allows students to explore an academic area of interest, participate in college readiness workshops, and discover all that Adelphi University has to offer. Both residential and commuter options are available. This summer's courses include:
Art Foundations: Drawing and 2D Design
Business and Society
Computer Science and Coding
Digital Media Production: Filmmaking and TV
Future Educators: From High School to Higher Ed
Introduction to Nursing as a Career and Profession
Pre-Law: Understanding the Bill of Rights
Pre-Med: Microbiology, Nutrition, and Human Disease
Psychology and Pop Culture
Quantum Engineering
Speech Language Pathology
Take a amazing class, make new friends, and earn college credits all in our summer program tailored just for you! Visit adelphi.edu/precollege to learn more and to apply today!
American Collegiate Adventures (ACA) is celebrating 31 years offering exciting teen summer programs for students ages 12 - 
18. Check out our Study Abroad Programs, Pre–College USA, Teen Tours, Career Exploration & Mentorship Programs, Malibu Surf & Sports Camps, Community Service & Adventure Programs, and Camp-On–Campus Middle School Programs. From our premier U.S. programs to our celebrated international experiences, we are certain you‘ll love the electives, activities, weekend adventures, and friendships that make an ACA summer truly unforgettable!
Learn more at acasummer.com or contact us at info@acasummer.com or call 773-342-0200.
Art, Dance and Music
Beth El Creativity Camp is a place where individualized attention is offered and talent shines for campers ages 8-12. Campers will learn new creative skills in visual, culinary, and performance arts. In our professional kitchen, campers will enjoy decorative baking, candy making, food photography, and so much more. Outside of the kitchen, they will explore a world of creative arts, including improv with Mainstages, an educational theater company for children. Campers explore creative horizons while having a fantastic summer experience with artist educators. No prior art experience necessary! The day is filled with new activities, delicious lunch, free swim with towel service, and time to hangout with friends!
Beth El Creativity Camp, 1324 North Avenue, New Rochelle, NY 10804, (914) 235-2700 ext. 256, daycamp@bethelnr.org
Hoff-Barthelson Music School is the ideal setting for a stimulating, challenging, and fun-filled summer of creative exploration. The School’s Summer Arts Program for students entering grades 1-9 runs from July 1 through August 2, 2024, and offers rich, individually tailored experiences in music, movement, and visual art. Participants benefit from expert instruction; a nurturing environment; learning and practicing with peers; exploring new instruments, styles, and art forms; growing in their understanding of the language of music (music theory); developing performance skills; and forming lasting friendships.
Choose from flexible scheduling options such as Morning, Afternoon, and Full Day sessions, as well as Early Drop Off and Late Pick up. Students can enroll for any three or more consecutive weeks within the program.
Photo Credit: Mark JessamyDiscover a diverse range of classes, workshops, and performance opportunities, including Group Instruction in Strings, Winds, Brass, Guitar, Piano, Percussion; Piano as a Second Instrument; Creative Keyboard; Chorus; Simple Symphony; Orchestra; Wind Ensemble; Jazz Band; Crossroads Ensemble; Chamber Music; World Drumming; Chimes; Music and Movement; Reading, Writing, Listening: Building Music Literacy; Composers Corner; Music History Through the Ages; Music Technology; and Visual Arts.
Our exceptional faculty—made up of top performers and music educators—provide personalized attention to each student.
Space is limited; enrollment is on a first-come, first-served basis. Early-bird registration discounts are available through April 3. Partial need-based financial aid is available.
Hoff-Barthelson Music School, 25 School Lane, Scarsdale NY 10583, 914-723-1169, summerarts@hbms.org. Learn more and register here.
At Steffi Nossen School of Dance from June 23 – August 16 preschoolers – teens enjoy a variety of dance experiences in a fun, nurturing and artistically challenging environment.
For Preschoolers five weeklong morning Story Book Dance Camps in White Plains and Briarcliff kids have fun with movement, music, and craft experiences based on a new story each week.
Two two-week long Dance Camps for kids in grades 1-5 and Dance Intensive for grades 6 and up include:
Dance Camp: an opportunity to explore a variety of dance styles: Modern, Ballet, Jazz, Musical Theater along with dance history and the chance to choreograph their own dances.
Musical Theater Camp and Intensive the chance to train with some of the best professional teachers in the Musical Theater field in daily acting, voice, and dance classes to enhance vocal and acting skills while honing dance technique. Performers learn music and choreography from a different Broadway musical to perform at week’s end.
SummerDance at Steffi Nossen is completed by two Adaptive Dance programs open to all. In Adult Adaptive Musical Theater Workshop June 24-27 f dancers 16+ learn dances to music from beloved movie and Broadway musicals. In a 6-week program of dance classes for Kids 5-8; Youth 9-15 and Adults moving to music and movement is adapted so that people with cognitive, physical, and neurological disabilities can succeed. Classes in both programs build physical strength and flexibility, self-confidence, coordination and are fun.
Camps take place at the Steffi Nossen School of Dance; 216 Central Ave, White Plains, NY 10606 (the Music Conservatory of Westchester Building). For additional information and to register please contact us at www.steffinossen.org or 914-328-1900.
Antennas Installed, Student Stress, Sustainability, Special Education and more from the Board of Ed
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The new antennas were installed to address the cell phone gaps (in red) at the high school, fox meadow school and surrounding neighborhoods. Has your service improved?The December 18, 2023 Board of Education meeting included a report on Special Education but also touched on several issues that are top of mind for the community including cell service around the schools, student stress and sustainability. Here's what was discussed:
Cell Service
After his opening remarks, BOE president Ron Schulhof provided a brief overview of a recent meeting the District had with Village representatives. In addition to reviewing items such as the field study, Schulhof was happy to announce that both of the Verizon cell antennas are now up and operating. While operational, Schulhof explained that Verizon is currently working to optimize coverage and making sure the antennas are working together. He also explained that in their contract, the Village made it a requirement that Verizon reviews any remaining gaps at the high school or at Fox Meadow Elementary School. Once the final review is complete, the BOE will provide an update to the community.
Public Comments
Former Board of Education member Jonathan Lewis took to the podium and said:
“Climate change and the impacts of global warming cut across state and national boundaries, and municipal government jurisdictions. That is why global collaboration on combating the impacts of climate change, as witnessed at the recent UN meetings, are so important. Local collaboration on thinking through these issues is equally important.
That is why I would encourage the Scarsdale School District, and its leadership to engage the community and your village government partners vigorously in this important conversation - particularly the idea of a moratorium that is being discussed with heated debate in village hall.
First some perspective: The Scarsdale School District Sustainability Initiative was launched “as part of a worldwide effort to save the environment for future generations. It has three main objectives: student and adult education; environmentally aware behavior; and environmentally sound institutional practices.”
I would encourage the school district to think about how this initiative supports deeper engagement with the village on the subject of the moratorium and shared environmental threats and concerns.
For example, the village is currently undergoing an uncontrolled development boom. This boom has uncontrolled impacts on our local environment, water run-off, and flooding. It will also lead to a larger school population if the boom continues unabated. The time is right for the school district to engage in a conversation about this construction boom by educating our community about the key areas where development intersects with the value proposition of a Scarsdale education and its cost structure. The community needs to know the answers to the following questions to think through these issues:
What is the optimal student population of our school district with its current staffing and physical plant?
How does a rise above that optimal student population impact our longer-term cost structure?
How does it impact our human capital costs structure and the cost structure of our physical plant?
As the student population rises, what are the challenges to the highly personalized style of education we offer? What are the challenges to our physical plant? Importantly, what are the environmental impacts of a larger school district?
As the development boom reduces our tree canopy, and increases water run off and flooding, what are the environmental impacts of these developments on our school district grounds, playing fields, and the maintenance of our buildings?
In the scenarios where flooding worsens beyond current expectations, what are the impacts on our maintenance budgets and our ability to keep our schools open during adverse weather events? What are the impacts on safe school bus transportation on our roadways when they are flooded?
It should be clear that the school district (and its taxpayers) have important interests in the environmental policies that the village adopts, including policies that relate to development. It will be important for the school district and the village government to have joint public discussions on these topics to inform the current public debate.
The proposed moratorium, opposed by a vocal group of developers, is intended to provide our community with the breathing space to think through the best policies to ensure a Sustainable Scarsdale thrives and stands ready for the challenges of climate change. It would be interesting to think through how the Scarsdale School District Center for Innovation could engage students and the community in an important conversation on these matters. It would be in the spirit of Non Sibi, and consistent with the objectives of the Scarsdale School District Sustainability Initiative to move forward in this way. Thank you.”
Alissa Baum advocated for student well-being:
She said, “I want to start by thanking all of you - our school administrators, school board members, and teachers. I appreciate how much time and effort goes into supporting our children and helping them thrive.
I am here today, however, because I am becoming increasingly alarmed at what I perceive to be an overstatement of the effect of social media and technology on student wellness. I am concerned that the single focus on cell phone use is ignoring other major contributors to student stress. There is a good deal of research, especially looking at affluent schools like Scarsdale, that places blame on the excessive academic rigor expected of students, the lack of unstructured free time, and the lack of sleep.
So, I thought it would be helpful to pose some questions that I would like you--- as educators and policy makers--to think about, all based on real student experiences:
1. Core Classes: What is the purpose of homework in core classes? Should INITIAL learning of NOVELconcepts be learned at home? Or in the classroom?
2. Receiving and Turning in Homework Assignments: Is there any reason why students can’t get their assignments while in class? When an assignment is given after 4pm should the student be derided or penalized for completing the assignment a day late as supposedly permitted by school policy?
Is it fair, just because the technology allows, for students to have assignments due on midnight on Friday night? Or on Sunday night?
Should kids have significant homework on evenings they have afterschool AT and honors placement exams? Or the evening before college applications are due?
3. Use of email: If students are expected to respect certain norms, such as not emailing a teacher after a certain hour, shouldn’t teachers be subject to similar limitations? How many emails or google notifications should a student receive in one day?
4. Assemblies, such as for Non Sibi Day: Let me say I am grateful for these programs. This is one of the things that I believe is so special about our school, but when students miss classes for these events, should they be required to do that day’s classwork for homework? I do wonder if the students would be better served by having time to reflect on what they saw?
5. As we look at the evils of technology, can you consider how technology benefits some students, whether it is taking notes on a keyboard or taking a picture of a slide or homework assignment? There are all types of learners in our schools and, for some, their phones and computers can be an important part of their learning. Instead of focusing on phone caddies, it would be so much more productive to look at workload—an issue which you can actually control and which I believe you have the expertise to evaluate. Thank you for looking closely at what many of us believe is the real issue affecting our students’ well-being.”
Special Education Report
Another highlight of the meeting included the District’s second Education Report of the 2023-24 school year. The report, presented by Mr. Rauschenbach and Dr. McIntosh, aimed to
1. Look at special education in the context of our overall work
2. Review foundations of special education in public schools
3. Provide historical trends in our special education population and the programmatic work over the past 10 years
4. Identify the current continuum of services and administrative resources in place at each level
5. Reaffirm our guiding principles
6. Identify the work ahead and its place in our strategic plan.”
In addition to exploring these areas in depth, the presentation laid bare the very thoughtful, comprehensive and inclusive approach the District takes to providing special education for our students.
The report emphasized how a “philosophy of celebrating diverse learners and embracing all students, not only truly benefits all students and builds educator capacity,” but promotes our District’s mission to, “sponsor each student's full development, enabling our youth to be effective and independent contributors in a democratic society and an interdependent world.”
Also made clear in the presentation is the fact that our robust Special Education program has expanded and grown in the last several years. Not only has the District been able to keep more students who are in need of services here in their local schools, but it has also adjusted to meet the growing number of students who qualify for services. As the report describes, “Our programs are successfully widening the profile of students that can be educated in their community while individual students and the District continue to have outstanding educational outcomes.” For a detailed look at the numbers please see the presentation slides here:
And while,, this success is to be applauded, Mr. Rachenbach and Dr. McIntosh noted that, “Expansion of the continuum is philosophically responsible and fiscally prudent” and laid out a detailed plan for maintaining the sort of excellence in education that our district is known for. For more on this plan or to watch the full presentation, please click here.
The Board also voted to approve several policy updates including an update to: Policy 0115 - Student Harassment & Bullying Prevention & Intervention
Watch the BOE meeting in its entirety here.
