[{"_1":2,"_100":-5,"_101":-5},"loaderData",{"_3":4,"_26":27},"root",{"_5":6,"_17":10,"_18":19,"_20":21,"_22":10,"_23":-5,"_24":-5,"_25":10},"user",{"_7":8,"_9":10,"_11":10,"_12":-5,"_13":-5,"_14":15,"_16":-5},"roles",[],"isAuthenticated",false,"isPremium","planName","subscriptionStatus","featureFlags",{},"insightsBudget","isDevelopmentHost","userPreferences",{},"recaptchaSiteKey","6LcvOJcUAAAAAHsB-gPGfGktcRlKpH7OTIU_dMTD","isImpersonating","impersonation","affiliateStatus","isFreedomPortal","routes/v2/article/layout",{"_28":29,"_30":31},"notFound",true,"relatedArticles",[32,76,88],{"_33":34,"_35":36,"_37":38,"_39":40,"_41":42,"_43":44,"_45":46,"_47":48,"_49":50,"_51":52,"_53":54,"_55":56,"_57":58,"_59":60,"_61":62,"_63":64,"_65":66,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},"mediaId",6469106,"mediaKeyId","5781207-8e3fd5c79a8f3e2811804596ce3b5fb3","parentId",5781207,"title","Board approves routine items and authorizes district representative to NISBRA meeting","audioSeconds",2069,"startMs",107000,"endMs",2176000,"viewUrl","/Search/View?dp=1&key=5781207-8e3fd5c79a8f3e2811804596ce3b5fb3&start=107&end=2176","thumbnailUrl","https://assets.pipeline.soar.com/5781207-8e3fd5c79a8f3e2811804596ce3b5fb3/thumbnail_107000.jpg","articleUrl","/articles/6469106/New-York/Board-approves-routine-items-and-authorizes-district-representative-to-NISBRA-meeting","mediaUrl","https://secure.pipeline.soar.com/6469106-6945c6ffa61eeed51707e1e298838376/orig.mp4?Expires=1771142038&Signature=TjgLZ4k3UBQk4iPdh7w7pXQ72ZHemIeLPADeEm~UUg9cUbb5nx1z6BtOu9FYuj7z2lx1vZ7cQ7jF1mDJgk7N-kfexlbgYKo0Ni6rqRP4Uug2qUIlP71eov9cPrDzi~5sBJMODBXkmBjgVSmod93Hvo9HGRdrN7PfZ2AfBnRxaSvCU~BqXUaiLXT2xdu54i3DjJgQ~Kog~rmwB~~zL3hRf2MeUrxrBhkDFYt-Zpmoie8aOyLHoIh8x3kV8fd1rZf55Pry9G2DUcybRGvt3V4V3~I6UKrO1hwaME5Ns25FLqA0Pdit0cfA59q93hrtq8JFkICTKVu6bRufLgRq6QPcEw__&Key-Pair-Id=KUT5TJCACFTXG","author","Byram Hills Central School District","date","2025-09-17T13:57:59Z","article","The Byram Hills Central School District board completed routine business items including adoption of a revised agenda, committee assignments, approval of the consent agenda, authorization of a district delegate for an upcoming NISBRA annual meeting, and approval of meeting minutes.

At the start of the public meeting, the board amended the agenda to add agenda item 10.4, an authorization for a district representative to attend and vote at the NISBRA annual meeting. Jen (Board member) moved the revised agenda and the board voted to adopt it by voice vote.

Committee and consent actions
Trustees also adopted committee assignments (Melissa was assigned as the PTSA representative to a committee) and approved the consent agenda, which included the personnel item listed as 6.1 and other routine consent items noted in the packet. Motions were made and seconded and adopted by voice vote; no roll-call tallies were recorded in the transcript.

NISBRA delegation and resolutions
On agenda item 10.4 the board authorized Petri/Patrick (identified in the packet as the district delegate) to represent the district at the NISBRA annual meeting on October 16 at 4 p.m. and to vote on the district’s behalf. A motion to authorize the delegate was moved, seconded and approved by voice vote.

Minutes and adjournment
The board approved minutes from the August 26, 2025 meeting (one member abstained due to absence). The meeting was then adjourned by motion.

Votes at a glance (recorded in the meeting)
- Adopt revised agenda (including addition of 10.4): adopted by voice vote; no roll-call recorded.
- Approve committee assignments (including PTSA rep assignment): adopted by voice vote; no roll-call recorded.
- Approve consent agenda (personnel 6.1; other items 7.1, 8.1 referenced): adopted by voice vote; no roll-call recorded.
- Authorize district delegate to NISBRA annual meeting (10.4): adopted by voice vote; no roll-call recorded.
- Approve minutes (08/26/2025): approved; one abstention noted (member absent at that meeting).
- Adjourn meeting: motion carried by voice vote.

The transcript records motions and voice approvals for each item but does not include detailed roll-call vote tallies; where the transcript named the motion-maker or seconder it is indicated in the record, and the board clerk will reflect official vote tallies in the minutes.","mediaType","Video","parentTitle","Board of Education Meeting - September 16, 2025","oneSentenceSummary","The board adopted the revised agenda, approved consent items and committee assignments, authorized a district delegate to the upcoming NISBRA annual meeting, and approved minutes and adjournment motions as part of routine business.","taxTitle","BYRAM HILLS CENTRAL SCHOOL DISTRICT, School Districts, New York","taxId",42863,"location","New York","headline","","shortSummary",{"_33":77,"_35":36,"_37":38,"_39":78,"_41":79,"_43":80,"_45":81,"_47":82,"_49":83,"_51":84,"_53":85,"_55":56,"_57":58,"_59":86,"_61":62,"_63":64,"_65":87,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6469110,"Byram Hills unveils AI toolkit for students and staff; departments to set course-level boundaries",484,3254000,3738000,"/Search/View?dp=1&key=5781207-8e3fd5c79a8f3e2811804596ce3b5fb3&start=3254&end=3738","https://assets.pipeline.soar.com/5781207-8e3fd5c79a8f3e2811804596ce3b5fb3/thumbnail_3254000.jpg","/articles/6469110/New-York/Byram-Hills-unveils-AI-toolkit-for-students-and-staff-departments-to-set-course-level-boundaries","https://secure.pipeline.soar.com/6469110-8ee6c12697de211eaa8c765e4ee6649b/orig.mp4?Expires=1771142038&Signature=KlYZm1Ty6VacBLTb~35iraW23lXyN572BNEijFSGQY2-196wRr5QRK4wUsqA9rW~p2MgPzYW~Qx1rqBcioqw0Muj41fietNBZpL9EIvUZVV6FRMR9LGT6-gIncqFBmXwwawOFBm~rmkMmFR~zH-B7pH9WtCTWOxP8c80gpiKyuh2P03o5UxQMHJB2B-660fpKSePEivOmQDHv36UXuMl43VOQHK9L8-RkWFJxnCs3qJhhWLo7YrGTf1h~tDTfIfLTCdLNWGB3d0twhT4yB0y-~zzE-aQYXVrv3K6XQqF7rQNHpzUWDNcghCDXXat2LnB8V3rGku29F3oDrVzWR40rQ__&Key-Pair-Id=KUT5TJCACFTXG","Byram Hills Central School District staff described a newly published AI toolkit intended to guide classroom use, clarify acceptable and unacceptable uses, and give families and students practical examples for discipline- and course-level boundaries.

Tim (staff member) said the district spent two years studying artificial intelligence, running teacher workshops and student focus groups. He summarized student feedback from those focus groups: “They use it to study, they use it to generate ideas, they will help it solve math problems, they'll create, study guides for themselves,” and students asked the district for clearer guidance so they would not feel they were “cheating” when they used AI.

Toolkit purpose and structure
District staff said the toolkit is hosted on the district website and organized for educators, families and students. It includes: guiding principles and vision; department- and course-level examples of permitted uses (for example, using AI to generate background research, to fix grammar, or to create instructor-approved practice prompts); and explicit unacceptable uses. Staff emphasized that departments will set course-specific boundaries: art and certain AP courses may restrict AI heavily, while other courses may permit supervised use for brainstorming and scaffolding.

Classroom examples and academic integrity
The toolkit includes practical classroom examples. Staff noted social studies guidance that suggests students use AI to simulate a conversation with a historical figure as a scaffolded activity, while other departments may prohibit AI on summative assessments. The district’s approach favors local flexibility: each department or teacher will publish how AI may be used in a given assignment, and teachers are expected to explain those rules to students.

Next steps and maintenance
Tim said the toolkit will be a living document, updated as tools and state guidance evolve. Staff will continue to solicit feedback from teachers, students and families, and principals will support department-level rollouts. The superintendent and administrative team will monitor adoption and return to the board with implementation updates.

Ending: the district emphasized educating students about appropriate AI use and giving teachers the authority to set course-specific rules so students understand academic integrity expectations.","District staff introduced an online AI toolkit and guidance for teachers, students and families after two years of study and student focus groups; the toolkit provides examples of acceptable and unacceptable AI uses and asks departments to develop course-specific rules.",{"_33":89,"_35":36,"_37":38,"_39":90,"_41":91,"_43":92,"_45":93,"_47":94,"_49":95,"_51":96,"_53":97,"_55":56,"_57":58,"_59":98,"_61":62,"_63":64,"_65":99,"_67":68,"_69":70,"_71":72,"_73":74,"_75":74},6469115,"Byram Hills presents assessment report showing gains; district flags state accountability and testing nuances",1850,300000,2150000,"/Search/View?dp=1&key=5781207-8e3fd5c79a8f3e2811804596ce3b5fb3&start=300&end=2150","https://assets.pipeline.soar.com/5781207-8e3fd5c79a8f3e2811804596ce3b5fb3/thumbnail_300000.jpg","/articles/6469115/New-York/Byram-Hills-presents-assessment-report-showing-gains-district-flags-state-accountability-and-testing-nuances","https://secure.pipeline.soar.com/6469115-185fe456c520a463279d7d90d2c250d4/orig.mp4?Expires=1771142038&Signature=j4Wmbf3En8QUwxIci~ZIEqRmTk58-h5XLeKr8bubXPuJgKtYfqnwu~BnUuHbLCoQ8jHkHCS-tcVTGMH5o84~Kt2UK4P3g~WesUX94IkopwEsqChJGoD0n~Z93NlmpxyPaUsfPS6PsPA9q0hPZUD4TJExMjckX-wb07x4~bORw5KRKGHM5JVz6-SNzAcu6k-Df4C5bTxMWJ8mLLCEfudk2reHE8qfMjEAVx52lUzFeMhWj0LJ9HzY1~xqqVhGr3RZPbwQwmRUTXUGY8TsX1Iaphfx6rgePWsMmR01dltXu4EbFaYqg-QGCrAIxnO~OpxBy7xwEVe4N~Mg5lGnIOk~6w__&Key-Pair-Id=KUT5TJCACFTXG","Byram Hills Central School District trustees heard a staff presentation on the district’s annual assessment results and the district’s New York State report card, with staff describing increases in several grades, explaining cohort-level trends and noting changes to state testing and accountability measures.

The presentation, led by Tim (staff member), opened with a caveat: “The data is not official official yet,” and staff said the state will verify and formally release results in November. “When we talk proficiency, we’re talking students who score the level 3 or 4,” Tim said, explaining how the district counts proficiency on Grades 3–8 ELA and math and the fifth- and eighth-grade science assessments.

Why it matters: the district uses both single-year and cohort data to judge whether students are closing gaps over time. Tim said cohort analyses—following the same students year-to-year—show consistent upward movement across examined cohorts, a finding the district cites as evidence its interventions are taking effect.

Key findings and context
- ELA: Most grade levels increased from the prior year; the presenter noted eighth grade remained high (about 91% proficiency) while third grade lagged relative to other elementary grades. Tim attributed part of the improvement at elementary grades to an intensified, multi-year focus on literacy and said the district is piloting a new K–2 phonics curriculum intended to give students stronger early reading foundations.
- Math: Proficiency rates were generally high, with many grades in the 80s and 90s on state assessments. Tim noted the district’s longstanding math curriculum (more than 10 years) and said consistency of curriculum is a likely contributor to steady math results.
- Science and Regents: District staff described the recent Regents and new state science exams as more rigorous and more heavily focused on application and reading. Tim said the new earth/space and life science Regents were “challenging” and “involved critical thinking,” and that many students took substantially longer than past exams because questions required extended reading and cross-referencing multiple pages.

Staff cautioned that several changes in the state system affect comparisons and local policy. Tim said the state has re‑normed some Regents exams and revised test designs, which can make year-to-year comparisons imprecise until districts and teachers adjust instruction and practice to the new formats.

Accountability, participation and a math reporting wrinkle
District staff reviewed the district’s New York State report card and explained two technical issues of consequence. First, participation fell short of the federal ESSA threshold: elementary and middle grades had about 94.3% participation, under the 95% participation requirement. Tim said opt-outs and extended-time accommodations contributed to the shortfall and that the district continues outreach to families to improve participation.

Second, staff flagged a federal/state reporting nuance affecting high-school math accountability. Because the state granted a waiver allowing accelerated middle-school students to be counted on the algebra assessment instead of the grade-level middle-school math test, that algebra result may count toward middle-school accountability but not automatically toward high-school accountability. Tim warned this can depress the district’s reported high-school math indicator even when accelerated students took algebra in eighth grade. He said possible remedies include: (a) requiring double-testing (both the middle-school math and the algebra exam) for the affected cohort or (b) seeking state approval to use alternative assessments (for example AP Calculus) subject to state permission and cohort rules. Tim said he will consult the state to evaluate options and that the district likely has a two‑to‑three‑year window before escalating intervention becomes mandatory.

Classroom supports and curriculum work
Tim outlined curriculum work intended to respond to assessment results: a K–2 phonics pilot, ongoing literacy coaching in elementary classrooms, targeted reading specialist interventions for students below proficiency, and a multi-year curriculum review across subject areas. He said the district plans quarterly, public-facing financial and programmatic updates and scheduled follow-up curriculum discussions in October and November on MTSS (Multi-Tiered Systems of Support), math department work, and other priorities.

Other performance indicators
- AP exams: The district reported consistent AP participation and scores over recent years, with a substantial portion of students scoring a 3 or higher.
- Students with disabilities: Tim noted upward trends but cautioned percentage bars can shift substantially when group sizes (n) are small. He included the group n values on slides to avoid misinterpretation.

Quotes and attributions follow the transcript. Tim (staff member) summarized the data and cautioned about state verification: “The data is not official official yet,” and later framed proficiency as “levels 3 and 4” on statewide assessments.

What’s next: staff will publish the official state-verified results in November, provide comparative region/state slides, and continue follow-up work on the participation rate and the math-accountability options.

Ending note: trustees thanked staff for the report and scheduled deeper, department-level reviews in coming months.","District staff presented preliminary 2024–25 assessment results showing year-to-year and cohort gains in ELA and math, discussed new Regents norming and science test design, and flagged state accountability technicalities affecting math reporting and participation measures on the New York State report card.","actionData","errors"]

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Board approves routine items and authorizes district representative to NISBRA meeting

Byram Hills unveils AI toolkit for students and staff; departments to set course-level boundaries

Byram Hills presents assessment report showing gains; district flags state accountability and testing nuances