001Uh, good evening everybody. I'd like to call to order uh for the meeting of the board of education October 15, 2025 at 6:30 p.m. in the boardroom of the administration building at 70 Connor Road Col, New Jersey. If I can please have a roll call. Mr. Morasco. >> Yes, you may. Mrs. Cameron >> here. >> Mrs. Horowitz >> here. >> Mr. Rico, >> here. >> Mrs. Ramirez >> here. >> Mr. Retta >> here. >> Mr. Scales present. Mr. Scarpa >> here. >> Mrs. Bulpi >> here. >> And Mr. Walsh >> here. >> You have a quum. >> Great. Uh, thank you. Pursuant to the open public meetings act Act Chapter 231. This meeting has been duly advertised in the Asbury Park Press in a schedule of meetings dated January 16, 2025 and March 4th, 2025.
002notice of which has been filed with the deputy clerk for Coleneck Township and the requirements of posting of notices have been met. If we can now rise for the >> flag of America and to the republic for it stands nationy and justice for all. Okay, great. Uh, at this time, um, can I get somebody to volunteer for our mission statement? >> All right, Mrs. Cameron. Thank you. The mission of Colts Neck Township Schools is to empower and inspire students to be confident, creative, self-sufficient learners who maximize their strengths and talents and contribute as responsible participants in their everexpanding world. >> Okay, great. Uh, thank you, Mrs. Cameron. Um, okay, we are going to move right into the approval of our minutes. Um, we have quite a few there. Uh, there are six of them. Um,
003I don't know if most of you hopefully had a chance to read through at this time. If anybody um has any comments or want to add anything uh to those minutes, um you can do so at this time. Okay. Can I get a motion to approve the minutes? >> Motion. >> Second. >> Okay. Uh roll call, please. the minutes. Mrs. Cameron, >> yes. >> Mrs. Harowitz, >> yes. >> Mr. Ro, >> yes. >> Mrs. Ramirez, >> yes. To the August 27th meetings and the September 17th meetings, I have to abstain from the September 3rd meetings. >> Mr. >> Yes. >> Mr. Scarpa. >> Yes. Mrs. Vulpy. >> Uh, yes. >> Mr. Walsh. >> Yes. >> Motion carry. >> Uh, okay. Great. Uh, we are moving right into our public hearing uh this evening. Be it
004resolved that the Colts Township Board of Education opens the public hearing on the three-year contract of the superintendent of our schools for the term dated July 1st, 2025 through June 30th, 2028. Does anybody have any comments on our superintendence uh public hearing on her? >> Yes. >> Yeah, sure. Would you like to um take the microphone when you uh when you get there? Press the button down when you see the green light. >> Okay. >> Just state your name and address for the record. Uh, Anna Battalia, 19 Magnolia Drive. >> Okay. So, I just had a question regarding the superintendence report. Um, under the superintendent report, it states that there were no instances of bullying or harassment for a period in the beginning of October. >> Okay. Let me let me um just ask you
005at this time this is um just comments on her uh contract that the board is renewing. Your comment is going to be wellreceived during the public comment which will be uh right after uh hold on a minute. Right after where is it here? >> Communications. Can we move? Oh, it's going to be right after the information item. So, it'll be a like maybe 10 minutes. So, if you can have a seat and then come right back up. Okay. I'll I'll take you first. >> All right. So, any other comments or questions regarding uh Dr. Garvey's uh renewal of a three-year contract here? >> Well, I do I want to thank Dr. Garvey for your hard work to this district and commitment to our students and parents and um his education in our district and I'm
006looking forward to another three years of hard work. I want to second that as well. We spent a lot of time going through this contract opportunity and I thank you for your participation, your patience with it. It's it's critically important and uh it's it's a very very special role for this um for our jurisdiction. So we thank you for your time aotted for it. Uh but it was a pleasure going through this opportunity to appreciate what you do and your team does on a daily basis and there's so much value add to you what you bring to the program. So we look forward to supporting you for the next few years. Thank you. >> Thank you Jim. Uh anybody else want to add something? >> Okay. I just want to add uh a comment as
007well. Um I just want to also thank you for all your hard work. I know um you know dealing with me sometimes is very difficult and uh I do appreciate you always you know um educating me on things that I'm unaware of um and setting me straight in some things. So I do appreciate that and all the hours that you put in um meeting with me and discussing things to help us be the best district we can be. and I have full confidence that you are going to continue to lead this district um and raising the bar here. So, I'm looking forward to three years with you as well. So, thank you. >> All right. So, now what? >> Okay. All right. So, we're we're done with that. We're closing uh public comment at this
008time. We're going to close the hearing uh as well. And then um let me see. We're going to do our presentation uh with Mrs. Reynolds this evening. So, we'd like to welcome her. And I'm sorry. >> Oh. Um, Mrs. Reynolds, how long will your presentation be this evening? >> Um, >> okay. Uh, okay. All right. We'll we'll um skip to public comment first. Uh, and then um we'll we'll call you up. Is that okay? All right. Great. So, um, young lady, we're going to open the public comment session now. So, this is the time you could get up and make your comments. Okay. >> Do I have to state my name again? >> Yes. >> Okay. Uh, Anna Vitalia, 19 Magnolia Drive. So my question was about the superintendent report. Uh it says under the
009superintendent report it states there were no instances of bullying or harassment in the beginning of October. I was just wondering how many incidents there were total since September. >> I don't believe we had Oh yes. >> I I don't believe we had any but okay >> it's appropriate for her to answer. So >> sure. So we do a report you know every but our board president is correct. Since September, we haven't had any have been deemed the actions have been deemed as falling into the category of harassment, intimidation, or bullying. >> Thank you so much. >> Thank you for your comment. Um, anybody else like to get up and have a question or comment for the board? >> Okay, seeing there's none, we're going to close public comment and we will go right into Mrs.
010Reynolds um presentation. All right. We'll just take a brief uh two seconds for her to get ready. >> Here we go. Okay. I always have a backup. All right, everyone. Hello. >> Hi. Thank you. Good evening, everyone. My name is um Erica Reynolds. I'm the director of curriculum and instruction and today's presentation will be um our NJSLA results um from our spring administration. After tonight's presentation, this presentation will also be located on our website um as part of our CUSAC requirements. So, uh, when we're talking about the NJSLA, in the spring of 2025, we had our third through eighth graders were assessed and they are assessed on our student learning assessment and really taking a look at how our students are doing on our curriculum and taking a look at our New Jersey state learning
011standards. And then we use these results to help drive our instruction and to help us make sure that we're making good curriculum decisions. Um, it's really exciting to announce that we had some students that had perfect scores this year on this assessment, which is really difficult to do. And, uh, we will be celebrating these students on November 19th. We actually had 11 students that we'll be inviting to attend that meeting. And one student received a perfect score in both ELA and math, which is just phenomenal. Um, so to be in that to be in those minds is is really great. So that's really something to to celebrate. Um, and then before I begin, we had two goals that we set out um, based on our 2024 presentation. And every year we're really reflective in looking
012at how we can get better as a school district and what can we do to move forward. And so one of our goals for last year, which we really did meet, was to have an increased participation rate um in the NJSLA. And just taking a look at this chart just specifically in the middle school. Um we really improved our participation rates. And it's it's really it's amazing. And you're going to be able to see those reflections in our scores. um when I get to that in a second. But it's really exciting to see how many students really want to take this seriously and and help us with that. And our second goal was to really focus on the middle school for English language arts and for math. Um just to really see that percentage of
013students at that meeting or exceeding range. And we were able to do that. And just take a look um at that three-year achievement from 2023, 2024, 2025. our students. It's just so many great things to be celebrated um and all of the hard work that we are doing. So, when we're talking about the performance levels, we're talking about five different levels. And where we want our students to fall is level four and five, which is meeting grade level expectations and exceeding grade level expectations. So, we're going to start this evening with English language arts, okay? And our results for that. So, here are our five levels. They range in about a 50 point range to go from level three to four, level four to five. These were the same cut scores that the state had
014has had in previous years. So looking at an overall every student that took the English language arts test in grades three through eight, our district is that purple color and then our the state level. So all everybody that took it in the state of New Jersey is that yellow. And just take a look at that. We always were above the state here. And that's something to really be celebrated and really really nice to see on this chart. And then here are just some highlights and some reflections. So as you know, we look at these results and we analyze them and we see what can we do better and what can be celebrated. So there was significant growth in the upper grades. Both sixth grade and eighth grade showed notable increases in scores with sixth grade
015up by 10 percentage points and eighth grade up by a substantial 15 percentage points. Okay, that's pretty amazing. Um, positive cohort performance, uh, which is all existing cohort groups demonstrated an increase in scores. That means kids that are staying in their cohort with their peers and as they're moving along. So, if they're going from third grade to fourth grade to fifth grade, fifth grade together as they go up. Um the performance has remained consistently strong with 76 to 78% of students meeting or exceeding. So that's that level four or five. Okay. Expectations for three consecutive years demonstrating both stability and endurance in academic achievement. Um and then if you're taking a look at our reflections, some things that we want to continue to look at and and do moving forward specifically in language arts are
016non-cohort students. So those are students that haven't been together. Um there are students that did not show an in uh students who did not show an increase. Okay. So we had students who joined the district and specifically in fourth grade and seventh grade that we can look at and target to ensure that these students meet prior grade level expectations and bring any of their gaps determined through the MAP assessment. Specifically in grades three through eight, we had 26 new students for us that were transient that came in and out throughout the school year um that didn't start with us. So teachers in grades three and four right now are working specifically with the curriculum and assessment practices uh particularly in MAP which we just finished taking um results to align instruction with the NJSLA standards
017and ensure cohesive progression across all grade levels. Also, the district has adopted our new writing writing program uh being a writer and that is helping to actively address and reverse the decrease in scores over the past three years. Um particularly right now we looked at some of the strands that we did really well in in grades three and four and some of the things that we need to work on and we have intentional planning right now with our teachers and with our school to look at how we teach some of those areas. And um and the good news is is we're already putting things in place and we are already ready to get going with them and we're already ready to go. So we hope to see an increase in those scores as we move
018forward um for next year. So this report is kind of hard to see on here, so I apologize, but when you're when you're looking at the scores, this is the same grade level, okay, in ELA with different students. And this is showing you grades three all the way up to grade eight. And then that last graph is all of the grades. Um, if you're looking, it's the last dark purple bar that um that that was our most recent score. Okay, this is our proficiency by program. So, these are one of the required you'll see these that we have to put on um as part of our state requirements for this presentation. So, we have our students that are ELLL. Our FR lunch is free and reduced lunch population. We have section 504. We have our
019special ed population and then we have our general ed population here as well. These are our proficiency program by our military students. Here's our proficiency by race. Okay. And then I'm going to move on to mathematics. All right. So here again, these are our cut scores, okay, for our levels four and five. Again, the same kind of 50 uh 50 point range. So here is our meeting exceeding and math in grades three through eight. The blue is our district and the yellow is our state. Look at that. Isn't that fun? Isn't that so pretty? Um look at that. We could keep that up there all day. Um, so some highlights, right? So many things to be so many things to be uh celebrated here. So exceptional eighth grade growth. Wow. So proud of our eighth
020graders from last year. Eighth grade shown a remarkable four-year continual jump in performance, rising from 18% to 52% proficiency, including a strong 9% increase in uh NJSLA performance in May of 2025. Again, remember this was one of the goals that we had. So we really met this um above grade level math excellence. So both algebra and geometry courses continue to perform at a per perfect 100% proficiency which means that students that we are identifying for our programs for enrichment are really showing here as they move up and as they leave our elementary school and go into our middle school. So our matrix that we have in link and all of those things that we have in place we can see here that they are definitely working. We can always obviously get better at them. Um
021but notable single-year increase in sixth grade that was a 9-point increase and seventh grade there was a twopoint increase. And they showed they showed gains. Um consistently elementary and middle school gains. All students in grades three through eight had shown a steady and consistent improvement contributing to a 10% overall increase in proficiency over the last four years. And again that strong cohort performance. Those are the students that are staying together. Existing cohort data in grades three through five continue its positive upward trend. One thing that we also brought into the middle school was um a gentleman named Eric Milu who's a math guru who brought in the building thinking classrooms where we have the whiteboards around the room and it's really challenging students to think and um and get them to really think about how
022to solve the problem without just giving the answer. And that my friends is showing you how that is definitely working. Um and so in reflection, our instructional shifts through this building thinking classroom um teachers are implementing these structures that promote collaboration, courtesy and deep thinking. Students work in small groups on uh rich curricular tasks and strengthen conceptual understanding and problem solving skills. And um we focused on also new student support. So the decrease in those non-cohort data kids, so those students that weren't always altogether indicates a critical need to evaluate and address the skill level of new students entering our district and looking at developing some intervention strategies for them to ensure that our new students that are coming in are meeting the same grade level expectations as the students that have been here. And
023we want to focus on targeting those assessments like MAP to close any of those demonstrated skill maps um skill gaps. It's also important to note that this when we looked at our scores on how our students took the when they took the MAP test. So, we looked at our scores. This is pretty much the same. We knew how our students were going to perform and this is a great reflection. It's pretty much the same overall of how our students were predicted to take this assessment and have results. It's it's pretty much the same. Our math achievement growth right here. This is the same grade of different students. So you could see this from grades only on this math slide is going to be from grades three through seven. And you could see how they are
024progressing through as as the same grade but with different students. This is that cohort achievement growth which shows the meeting and exceeding. So the the light blue is the is 23 24 school year. The dark blue is the 2425 school year. And you could see how the cohort groups are moving together compared to the non-cohort groups. And you could see here that the cohort groups are definitely stronger as they move through. So our eighth grade math data. So some of our students in eighth grade last year, they we have to remember that they participated in algebra or the geometry assessment, right? So anyone else that wasn't in those classes took the pre-alggebra. So, our grade 8 math outcomes are not representative of the entire eighth grade. We want to remember that we do have students
025that are taking some nth grade courses and high school courses. So, our pre-alggebra, we had 54 students um that participated in the assessment. Algebra, we had 38 and geometry, we had 10. In algebra and geometry, all of the students took the that assessment, which was different from previous years. And then here, you could see our math achievement. Look at that. That's also such a pretty slide. I love it. 100 100. So, here's our grades eight algebra and geometry. Again, um moving as a cohort and showing um how our students are doing there. Our math proficiency by program, our percentage of meeting and exceeding, those are students that are scoring a four or a five. As we go through our proficiency by program by military students, our proficiency by race and math, and here we're going
026to go on to science. So, our science, we take the assessment in grades five and grade 8 only. Okay, the ranges are different. You saw that when we were talking about ELA and math, they had the ranges all the way up to 850. They go down to 300. Um, our students this year will take the science test with the old program PAN that was still there. And our students for NJSLA this year will be taking the adaptive assessment and that um will be in another program called Cambian. So this assessment we probably will be able to compare the science scores from this year last year to this year. um the new NJSLA adaptive scores. I'm not sure if we're going to be able to do a deep dive comparison. Um but we'll see. We'll see
027what happens. So, here in science, um as we learn more information, I'll be able to to share that with you. So, looking at our grade five and our grade eight and then our grades all over how we how we scored there. Yep. And then our grade five here and compared to the district and then to the state. I just want you to take a look. I know that the scores do look low, but look how low they are at the state level. In eighth grade, there is 19%. I don't know what I don't know what's on this test. Let me turn my microphone. I don't know what's on this assessment that makes it so difficult. Um, but look how low the state scores are. And we're above that. Uh, and not by much. No. And
028comparatively when you're looking around to our you know surrounding districts we um it's we're we look much you know we get calls on what we're doing to make our science scores as high as they are believe it or not. So yeah compared to other districts. Yes. Um so here's our proficiency by race, our proficiency by program. our military students. Again, I have to group them all kind of together because there's not enough of them to single them out. And the next part of this presentation, so that would be the NJSLA part. The next part of the presentation will be on our dynamic learning map assessment and it'll be on our WEDA access assessments. So, in other districts, this may be a separate presentation because we have such a smaller population here. We do combine all
029of this together as part of a statemandated presentation and it's kind of easier because it's allin-one and this will all be posted on the website for you. So students that don't take the NJSLA and there's a student there's a test for them called the DM. So this is called the dynamic learning maps assessment um in New Jersey uses this yearend model to help assess students in English language arts, math and science. So 1.7% of our total population took the dynamic learning map in lie of the uh NJSLA. Okay. So the number of students who reporting is a minimum of 10 as suppression rules applied to student data to protect the student confidentiality. So again we grouped all of these students together. So that also the scores are different. So we have emerging approaching the target
030at target and advanced. Okay. So again, we want our students to be at that at target and advanced level. Um I scores in grades three through eight did include the outofd district students, okay? As well as students who participate in a self-contained special education classroom. So we had um 11 students participated in this. And here are our DLM scores for English language arts, our DLM scores for math and our science. And then the next part of our presentation is the access for ELLs. So yes. >> Yes. So um the the access for ELLs. So these are our students that are multilingual learners. Um so they may speak another language. So to the access assessment, there's two assessments here. So the access is assessing comprehension and communication in English state-to-state securemandated assessment. Um and the WEDA
031is the world-class instructional design and assessment consortium that dedicated to the design and implementation of high standards uh for our English language learners. Our multilingual learners used to be called ESL students or ELLL students. We have an ESL or ELLL teacher and that Mrs. Lindano uh teaches our ML students. So they are now referred to as our multilingual learners. Um, and so they get a service that's designed to improve English reading and writing, speaking and listening. And a ESL teacher does not have to speak another language. Ours does. So here are the levels up from levels one through six on the WEDA assessment. And this is assessing students on their English, you know, their English ability. So and how they how they're able to speak in this English language. Okay. So in 2025, our access
032results, this was for students in grades 1 through eight. Okay, these results are based on 13 students who tested in the 2025 of the spring. And yep, and that was it. I did we did a sorry we did a fast. Does anyone um have any questions or Dr. Garvey? >> Yes. Before we take questions, I just want I asked Mrs. Vulpi if I could make a couple statements. There's a couple things that as we look at data, you know, one of the things that we make data driven driven decisions. So, this is a very topical, as we say every year, it's a very topical visual look of what's happening. When we get our results, we also receive something called evidence statements. In those evidence statements, as you know, that actually informs us as to where
033on each assessment, what specific content area within the New Jersey student learning standards our students didn't perform well on. And so that's where you start to dig in and say to yourselves, what aren't what did the students not absorb? Were they what weren't they able to translate into the assessment? Did we not spend as much time on that as we're looking at our program? So on and so forth down the line. So there are a lot of questions that come from just the initial results that we get in August. But then when we start to get all the reporting that comes in with this, it also aligns to it. We also spend the time looking at how our, you know, the benchmark assessments that we do as we progress monitor our MAP assessments, how and
034we look at, okay, what was the predictability of how students were doing? Because we wanted to make sure we're using valid assessments as we're progress monitoring our students that it's not a test that says they do really well on a test and then they don't do well when it translates to um NJSLA. So, there's a lot of moving parts that go on and I thank Dr. Reynolds for condensing this information because as many of you know these are the types of presentations that can go on for a long time because there's a lot of depth to the information. One thing we also always will say too is with when you're looking at percentages and reporting you know obviously we're so grateful for the work of the students and the staff members in middle school and
035we look at and we say that was a focus. We really want to move that because we looked at where we were for our eighth graders who were taking the eighth grade assessment. we wanted to move that forward and we're doing it. And then we get something for the past two years. We look at third and fourth grade and we say, "What's happening there?" You know, because now we're looking at that again. We have we, you know, when we're looking at our new writing program, we have a new implementation of a reading program and we're really digging in there as well. That goes beyond just the tested grade levels. You also start to look at what's h at how things are being implemented and carrying through in second grade and first grade and up through
036because it's not just third grade. Everybody stops drops and tests, right? It's something that you learn and progress and carry with you through the grade level. So when things like that happen, we, you know, we are looking at it because it's significant. It matters. It's the most public forward- facing data that a school district has. And so we want to make sure that we are um, you know, being intentional with our decision-m of what we're doing and not we we want to obviously respond to the data that we receive from our testing. We don't want to be reactive to the testing data. And because there's always the question that we ask a million times to what do we attribute these results and you have to look at it through a million different lenses to be
037able to move forward with it and track the progress that you're making to see the differences that you want. And most importantly, I always make sure I include in every statement behind every one of those numbers is a child with a story who has a different uh learning style, the ones who are thriving, every single one of them. It's just as important to recognize the individual accomplishments because what we also see in those proficiency levels as you're looking at moving in cohorts is growth that may not represent itself in terms of exceeding or meeting but maybe they went from you know partial to approaching or you know something like that and that's worth celebrating as well and those are the the internal conversations that we have equally as so I thank you for letting me
038make that concluding statement thank you >> absolutely >> yeah again it's one piece of data Anybody else have any questions or comments for Mrs. Reynolds and the presentation? Uh, which one? Mrs. Camera. >> That one. >> This one. Okay. >> So, I just want to make sure I'm reading this right. So, >> in last year is when right the 2425 school year is when we started the being a reader program. >> Uh, yes. Last year was being a reader. This year is being a writer. >> Okay. So we had one year of the new program and for grades three, four, and five. >> Uhhuh. And so those those students in grade three had a new pro >> so those those students in grade three had a new program in grade two. And then the teachers
039in grade three had a new program because we only had it in K through two. So that they had a their teachers were teaching a new program in grade two and then when they went to grade three they the teachers never taught that program. So it was like two technically like two years of a new program the way we transitioned it into the district. >> So wait, they they had being a reader in second grade. >> They had Being a Reader in second grade. >> Being a reader. >> They did, but third grade teachers never taught it before. >> Their first year teaching that program. Yeah. >> Okay. And fourth grade didn't have being a reader last year. >> So they were still using >> No, no, no. Fourth grade had being a reader. Yes.
040It was third, fourth, and fifth grade's first year of being a reader. >> Okay. And that's when we saw the scores all significantly decline in third, fourth, and fifth. >> Right. I'm right. I'm I'm reading it correctly. Right. After one year except for third and third and fourth reader, >> the other the other students had one year of being a reader. >> Yes. Yes. >> Last year, fourth >> were brand new. >> It was the teacher's first year. >> Yes. Last year was >> last year. Third, fourth, and fifth. was the first year of being a reader. Correct. >> For the teachers, >> right? Okay. No, I thought yes. Okay. No, I definitely understand that. And it was their second grade for third graders. It was their second year of of this program >> program
041teachers first year of teaching it. >> Y >> Okay. So, what was the the teacher feedback with this program? Because the these are pretty these are pretty significant um drops mostly in in third grade which is the most these students it was their second year of this program. >> So one of the things we look at as as as an as a team when we're looking at with and talking with our teachers the feed the feedback is it's a very comprehensive program in placing making meetings and updated. So the program is not in itself this in working again at this one piece of data. We also had several information points of students, data points on students throughout the year that had reliable predictability of student performance. So when we're looking at this and we're getting
042the results, the predictability we had for language arts >> um through our intervention with almost about 50% of the students in those grade levels receiving some type of intervention or additional supports. >> Yes. um is something that we were also working through as well as we prepared for the NJSL. >> So, but to answer your question, Mrs. Camera, our teachers are really liking it. Um, as you know, it is kind of difficult to teach a program the first year. It's like that pacing and figuring that all out. What they are seeing right now is a really great connection and I'm excited to get into the classrooms and see this even more during official observation time is seeing the connection between the being a reader program and our being a writer program and how it is
043just crosscurricular in nature with that. And so I'm they're really excited to see how that is going on and it's been able to have the same content, same topic standards taught throughout the day. >> Yes, that makes sense. >> Yeah. And so, you know, looking at grade three, um, reading literature, we have to, you know, go back and look at that's one of the specific strands on our evidence statement that we've already put things into place on, um, writing expression, writing knowledge, and that's, you know, one of the reasons we have a new, you know, looking at this new writing program, um, and lit literary analysis. Um, and in grade four particularly, we looked at, um, the one of the weaknesses that we had was informational text. So things are already in place. Um intentional
044planning. We're looking at how to teach certain subjects. We're meeting with the teachers to go over these different standards. We've looked in our curriculum to see where these standards are being taught and how we maybe can teach it differently. Um specifically using our instructional coaches. So we are on it and we are looking forward >> teaching the kids how to write. >> Yes. Yes. there's a notebook and that you will be able um the teachers are sending those home to show the parents what students are doing at the end of the units. >> Yep. >> If I may just add to that too and again these are things that you know come about in language. One of the things that Dr. Reynolds just shared with me today that I found fascinating is that as the
045students are progressing I you know spelling is something and grammar is something that we're working on right and strengthening. As a matter of fact, within the program, and I know M Cameron's familiar with the program, it actually encourages and we do turn the spelling feature off on the computers >> because they have to be able to communicate in that way. So, as they're doing that, it is something as they're moving forward with it is something that we're moving on so that they develop that skill and they can self-correct as they're going through as they're going. So, >> it is part of that process. I am anticipating um wholeheartedly. I believe in our teachers and I believe in our students who want to absorb all that great information that's coming their way and just as I
046said responding to the the data that's in front of us right now. >> Can I uh piggyback on Phyllis's comments? Um so if I'm understanding this incorrectly, are we suggesting then that that those lower scores then are directly related to that new? >> I mean it could be it could be definitely is a factor. I think there's probably many factors that we're that we're looking at, but on our we did, if you're looking at our MAP results from last year, it was predicted that our students would would would score this way. So, we we you know, but we're working on >> Also, is it fair to say that these lower grades are the ones that, as we know, were most impacted by the learning loss that happened during COVID when our schools were closed and
047you are correct and kept from everything. So we know that that group specifically was most impacted our little >> So this was our these were our babies that were taught phonics and phmic awareness with teachers with masks on. >> So that kind of makes sense to me at least. >> Oh 100%. Okay. >> As someone who has a fourth grader. Yes. >> Yes. >> To also add to that too. Another component of that is we always look at that growth. So when they start the third grade is the first year that they take you know their official assessment. Although >> and that stamina there's a lot of stamina. of the things that we look at >> to to be able to compare is that when you're looking at that growth >> to see students in
048the cohorts, you know, that go through and you want to see that growth over time so that by fifth grade when they're leaving elementary. Of course, you want them to set this the tone and start in third grade and hit strong, but the process that they go through in learning and being responsive to what they see in front of them and the data and and adjusting for each cohort of students, you are seeing that growth. And now we're also seeing it trans transferring up into the middle school as well. They're taking it with them. And if you look at it as a as a moment in time, snapshot in time, what we want to see is the growth in performance over time. And that's what we're seeing here through this lens when you look at
049data through that lens as well. >> Okay. Well, thank you very much. This will be on the website if you would like to look at it further. Thank you. >> Great. Thank you for your time. [Applause] Okay. Um, moving on. We have no communications this evening. Um, I know our student liaison are here. Their first um uh their first appearance for this year. Um, so you're going to be coming up right after my president's report. Um, at this time I I want to um basically talk a little bit off the cuff on my president's report. Um, just to put out some dates. I will be attending um the uh tour of Naval Weapons Station Earl on the 28th uh with Mrs. Ramirez, our liaison, Mrs. Ramirez and Mr. Scarpa. I'm very much looking forward to
050uh coming and exploring their uh the um military base. So, thank you so much for having us. Uh secondly, um Mrs. Harowitz and Dr. Garave put out the first invitation to the uh uh parent academy and uh that will be on October 27th uh between 10 and 11. Then then we have also a night meeting from 700 p.m. uh to 8:00 p.m. So, I'd like to just tell the public that, you know, I want to make myself available in a more intimate setting. I appreciate um Mrs. Harowitz leading uh as our liaison to that group and Dr. Gave for putting those extensive hours in to make sure that everybody is heard. So, I want to personally invite any parent who doesn't normally come to our board meetings to come meet me on a more intimate
051level and speak to Mrs. Harwitz, bring up your concerns. I know we're going to have a little bit structured meeting this Last year we kind of ran over time and some people didn't get to speak and so on and so forth. So um I hope to see uh a lot more faces this year to voice your opinions. Um uh thirdly I just want to cover uh some issues. We had a complete water supply failure at at I I I shouldn't even be laughing because it's horrible situation, but um at the elementary school uh which I believe was um initiated by um the storm and a power outage um something on those lines that was basically uh told to me and we lost all our sewer and water supply. So, with that being said, uh we
052almost had to face a school closure for today. Uh but Dr. Garay immediately contacted me yesterday. Um and I got on the phone immediately with Mr. Walsh, our buildings and grounds uh board chair to figure out what we were going to do and what decisions were going to be uh made. Uh it obviously was very costly unfortunately. Um and I just want to um extend a thank you to uh Dr. Garbe and Mr. Morasco for acting so quickly. Mr. Moretta for overseeing the project. Uh some of you noticed with kids in that school, they had a big truck, a water supply truck uh that was there so that the bathrooms and running water could be utilized to our students. Um like I said, unfortunately um it was a costly project, but we certainly didn't want
053our kids to not be able to attend school. And by law, most of you know that uh we have to have running water in all our buildings, obviously. So, you'll take a note on later on the financial agenda, you'll see that we'll be approving uh funding um to make sure we cover that cost. Um so, uh unfortunately and Okay. Yeah. Um hopefully we will get uh you know some reimbursement back from that claim. So uh please keep us posted you know what the turnout is on that. Um lastly I I want to address um this week another uh proposal of affordable housing uh um came out to our district. So I'm very disheartened um what's going on in this state with forcing affordable housing on communities across New Jersey. I'm actually disgusted with it to
054be honest with you. Um but Mr. Walsh had uh come to me several times uh regarding the lawsuit that's been out there and uh he made the initiative um you know uh discussing with me to contact the mayor of Montil um Mr. Gassley I believe it is and uh I reached out to him a few days ago. I'm still waiting on a return call. um he is leading the lawsuit uh for the 27 districts on you know against affordable housing. So uh hopefully I will meet with him. I invited him to come speak at our meetings to learn more about uh the lawsuit um and what's been brought about thus far. Um I know Kevin uh along with most of I think everybody here is against what's happening. Um but Kevin has been working diligently
055with Mr. scales as well. And uh they both agree that um you know having an opportunity to jo join a lawsuit would be in our best interest. Um so I have a prepared statement. I'd like to read it at this time. All right. The Colch Board of Education expresses its strong support for the lawsuit challenging New Jerseys new affordable housing law. This complaint brought by a coalition of municipalities seeks long overdue judicial review of legislation that imposes perpetual formuladriven housing mandates on every municipality beginning with the 202526 housing cycle. To be clear, this is not an opposition to affordable housing. It is a defense of governance, fiscal responsibility, and local planning integrity. We, the Colts Board of Education, oppose the legislation at is it is an overreaching statute that disregards the separation of powers and
056undermines local control. The lawsuit rightly raises serious fiscal and policy concerns, including the new law, misstates and expands the Mount Laurel doctrine beyond what the courts have ever required. creates an administrative apparatus within the judiciary that appears to violate the separation of powers, imposes permanent unfunded mandates on municipalities without regard for fiscal realities or planning capacity and most importantly fails to consider the impact of the law on already overburdened school districts. Municipalities should not be coerced into assuming limitless housing obligations without clear legal authority or adequate state funding. That in turn opposes burdens on the school district. The legislature has enacted a law that goes well beyond judicial precedent and imposes burdens that local governments and board of education cannot sustain. Failing to act now sends a troubling message that local governments will accept whatever
057the state dictates regardless of reasonable limits or the cost to taxpayers. Every municipality that remains silent effectively consents to the erosion of home rule and the steady transfer of local authority to Trenton. If municipalities and school districts do not defend their fiscal interest, no one else will. The state has chosen to impose indefinite mandates on local governments. The only responsible course is to challenge those mandates in court. The township of Coloulsek has not only chosen to take no action to impose these mandates, but it has also approved the Levan the Levana um operation which will impact all of our three campuses along with the Coleneck High School. By declining to join this litigation, our township has chosen to accept sweeping untested mandates without question and has disregarded the best interests of the citizens of Colts
058neck. The decision leaves taxpayers unprotected and allows the state to act without accountability. Silence in the face of such an overreach serves neither our residents nor the true cause of affordable housing. It is not only appropriate but imperative that local officials stand together to ensure that housing policy in New Jersey remains constitutional, balanced, and sustainable. As the township of Cold Snack has failed to act to challenge the new law, I am asking the board of education to authorize its legal council to take all necessary and appropriate action on behalf of the board to join the litigation initiated by the Burough of Montil and joining by a growing number of public bodies to contest this unfounded mandate. So, at this time, um, I'm just going to ask I'm going to continue, um, consulting, um, our legal
059counsel on this matter. Uh, I just want to make sure that everybody on this board is aware of my intentions and, uh, I hope I have support from all of you to move forward. Um, if nobody stands firm on this, our town is going to be ruined. It it's in peril already with, uh, what's being forced upon us. this district is not going to sustain the amount of residents with children flooding um this town. It's just not going to happen and we have to do something about it. The town has failed us numerous times. They said recently not another shovel is going to be in the ground yet. We have another proposed uh um building going up possibly on 537. It's disgusting. We need to stand up and voice our opinion. I'm sick and tired
060of people lying down and not making their voices heard. That's why we're in the position we're in. So, I'm asking the board to support my decision in continuing um uh having um the mayor of Montville come to our meeting, let us know a little bit more of uh what um is, you know, u what we need to do to join the lawsuit and what's going on with that. So, at this time, I'd like to take I don't know if I could take a vote at this time. I just want to make sure that, you know, I have everybody's Yeah. a consent that I have, you know, um the authority to lo use some legal funds and everybody knows I'm very frugal with our uh our attorneys um and I will not um use excessive funding
061um unless otherwise noted. Okay. >> Yes. Do we know if there's any other um school districts because everything else >> there is not uh there is not one school district. Um I like to take the initiative mostly other towns. >> It's basically municipalities. I spoke with the attorney um you know she first had told me that we couldn't join because the municipality of Koulsnack uh our township committee has basically silenced us on this because they were the ones that were supposed to take the initiative. Um but like I said this is all preliminary. Um, I'm going to just continue um being educated on what what our rights are. Um, I certainly would like to be the first district to enter in this unfair um affordable housing practice. And I appreciate Mr. Walsh. I got to
062give credit to him because he's been the one that's been pushing me to do it. I I drug my feet a little bit because >> yes, I I certainly want to give them credit as well. Everybody uh Mr. Scarpa, everybody here I believe has voiced our disdain of what's going on in our town in regards to this. So I don't want to cut anybody short. Mrs. Camera, everybody knows that, you know, this is a small school district. I don't know how we're physically going to, you know, sustain this. Uh, you know, like I said, I I I want to explore every avenue possible um to protect our town um because it's being destroyed right in front of our eyes. So, um, like I said, I'd like to get everybody's support and once again, we would
063not be frivolous in our spending with legal if we know that we can't have some type of positive. Yes. >> You'll keep us posted like as we know. Absolutely. Once we have like an idea possibly if we're going to be joining something, what >> Absolutely. I will keep everybody informed um uh of you know how far we can get if we could gain ground in any uh fashion at all. I certainly am not going to pay our attorneys just to have correspondence with nothing um no positive out outcome. >> And another concern that I have on that note is is our legal representation versed in this um >> actually that's a good question. I spoke to Mrs. Miller and she is not >> they're a very large law firm. It may not be her but
064someone else. >> Yeah. So she she is not um I spoke with uh her um acting partner is what you say one of the partners who's very well-versed in affordable housing law. So we're grateful that we we did pick such a big uh law firm that uh basically operates in different areas of law. So she will not be handling it. Um her partner will um and I'm sorry but I forget his name at the the moment but um yeah we certainly are not going to throw money away at someone who wouldn't know. So, uh, and I will certainly keep everybody, um, on top of the situation as it progresses. So, >> yeah, >> we had 22 affordable housing units in a grant that were just taken off the table because our township was asleep at
065the wheel. Those units were purchased of $90,000 each. giveaway that took our affordable credits right off the table. We had to repurchase those units for over 500,000. $90,000 is not market value for those units. We got rocked, misguided, uh not proactive. Township committee let the ball drop on us that tax pilot program for this these units. They gave a deal for 30 years at 12,000 a year. How much it cost to educate a in this town. 34,000 per student. It's a joke. Yeah, I'm mad. I'm mad as hell because I don't want to see the quality of our life and um be degraded in this township. I moved like everybody at this table and everybody in this room for achieve the American dream to live here, not to be forced to build houses, forced to
066build extra schools, forced to hire extra teachers. A stand needs to be taken by the school district. And I'm going to give credit, which I normally never do to people. A planning board chairman has stepped up to the plate. He's got some vision of this town should have been proactive years ago and taking this land off the table. Purchased been aggressive in searching who's going to be selling 100 acres, 200 acres, purchase that land, take off the table of affordable housing. this whole affordable housing. Um, like I said, I'm not against the people that move in to have affordable housing. I wish the very best of best to them, but um, as far as a school board member in this district, we need to take a more we need to fight. That's it. That's all
067I have to say. >> Okay. Yes, Mrs. Cameron. >> Um, Kevin just brought up a good point. Um, in addition to looking into the lawsuit, can we also look into maybe the school district purchasing land? Is that is that something that >> I don't know. I'll let Dr. Garay answer. I could certainly bring that up to our legal counsel as well. >> Um but yeah, >> I can give a very short answer. Yes. >> Okay. >> So, we're we're trying to um do everything we can. Every every place we could gain traction here, we're going to uh move forward. Yeah. I'm sorry. >> I'm sorry. Do you know if um could you let the public know that our town, our municipality, did they join that? No, they as far as I'm aware, they did not
068join the 27 municipalities that are on record. >> So, it' be groundbreaking. It' be great for us if we could. >> Yeah. I mean, I mean, like I said, I'm going to have to see. Um I would like to be the first school district if we're allowed to. Um you know, like I said, we're it could this whole idea we could fall on, you know, our faces. I don't know. But I'm certainly not going to take it standing, you know, lying down. We're going to stand up and do as much as we can. >> Consider our township. if they if they haven't, they need to get up and and join that. >> Listen, I understand, as you all know, that as cruel as I am, I I can't reiterate this enough. I am so cheap
069when it comes to spending money. And I understand when people say, "Oh, we join a lawsuit that could possibly fail." We're failing already. We're failing miserably. They're taking over this town. So 5 $10,000, as much as it kills me to spend that, that's money well spent to me to to fight instead of letting our town just wither away right in front of our eyes. It's our chance. It's our only chance we got. Why not take it? I I just don't understand the the thinking on that. So, thank you for your comment. >> I'm going to support that because uh what I've seen, we've been to a bunch of town meetings and this is more about a failure to act as opposed to a failure of acting. So they have plenty of opportunities to act in
070a space of eminent domain and they have not done so not just this past year but for the past decade to exercise their right for eminent domain and to try to claw back land and take it off the table so that it could not be of consideration and they have failed to act in accordance and and think proactively in the space. Um they have not responded they meaning the township have not proactively responded in joining this and on our behalf. It's a shame that we have to do so. You know, this is their role to do so. And and we it's about time that we are voicing our position and saying enough is enough. And whatever we can do from our platform, we are going to support and push forward because it's a gross overlook
071for not acting and it has been going on for a quite a while in this town. So, in support of your of your directive and we're looking forward to seeing some progress from this. >> Okay, great. Um, you know, like I said, you know, they may think, you know, we we can fail in the future, but at this point, we we have nothing nothing. The >> greatest failure is in not trying. That's exactly what they're doing right now. >> Yeah. And for them to not act basically hurts our district the most. We're the school system is going to basically feel this the most. The impact is going to be on our three campuses um the most. So, for them not to take the lead in joining the lawsuit regardless of the outcome, you know, we're
072losing the most here, the board of education, uh, and our future decision-m. So, um, okay. So, do I have everybody's support? Yes. And then, like I said, I'll keep everybody informed. I'm sorry, Mr. Orico. Okay. Did you want to say anything? Oh, okay. Um, okay. Um, all right. So, that um concludes my president's report. Like I said, there was a lot of other stuff to cover, but uh that I felt was the most important. Uh at this time, I want to welcome our student liaison. They've been patiently waiting. It's their first time um this year that they're attending our meetings. I want to thank them all for coming back this year, starting the new year. I did have a meeting um with Mr. Scarpa. He joined me this time. It was great to have you,
073Mr. Scarpa. Um Dr. Garbay and Dr. Riby uh organized a meeting about what was it a week or so ago and I got to meet and chat about some great ideas that you all had. So um at this time if you want to take turns I'd like you to you know get up go over some ideas what you like to see um uh achieved this year or put in some comments about our board as well. You're welcome to do that. Mrs. dinner. Thank you. Uh, good evening everybody. I uh have three more ideas. I mean, it's not surprising. I got a lot of ideas, but my name is Emanuel Diner. I'm in eighth grade. Um, so, uh, I'll get right into it. Um, one of my ideas is to give the middle school kids um
074kind of like a uh not a book bag, but like it's like a satchel kind of bag. Kind of looks like this. Just like it would be clear and it would be bit bigger just to like hold some of their um books in. So that way they can walk around the school without dropping everything in their hands. Um because I've also seen some kids in the school use their Chromebook cases cuz some of them have like the ability to like put stuff in their Chromebook case, but then I've seen the Chrome cases like break in two because there's just so much stuff in it. So, I'm thinking that like the uh bags would definitely be like a big help. So, that way like we're not walking around the school with a mountain of books covering
075our faces and like we trip and fall and then it all goes sprawling out on the floor. And that's just a big like it's just like a uh it's a big problem in my opinion. Um, so I think that like having like a clear bag so that way like they're not like like we don't have anything that like we shouldn't have in the bags. So making them clear would definitely uh work. and having them the size to fit maybe just about two binders so they can like put most of their school supplies in their bags and it would be given with like the assignment planners that like we get at the beginning of the year on like the first day of school just so that way we're not walking around with tons of stuff in
076our hands. Um, one other thing that I have is that, uh, I think it would be really nice if the eighth graders were able to like sign a ceiling tile or like something that can be hung on the school just to like see how time progresses and have all the eighth graders names written down on the school for years and years to come. and like their siblings can be like they can point they can point out and say, "Hey, that's my sister." Or, "Hey, that's my brother." or something from like years past. Um, so I thought that would be cute. We can figure out how to uh like where we can sign it. But I think it would be cute for the eighth graders to not only have like their walk out, their clap out,
077their graduation, but also like leave like a mark on uh Cedar. And I have one last thing. Um I think so when the fifth graders come to the middle school to take like a tour of the middle school and the sixth graders are giving their presentations, there can be a an eighth grade panel which is like maybe 10 eighth graders that volunteer of course can um like sit around while the while the sixth graders are presenting for the fifth graders. And the fifth graders can ask can ask the eighth graders questions about like how their year has been in Cedar, how their years have like gone and stuff. And it like it'll like um it will show the fifth grad like the newly coming fifth grade the new sixth graders really like what they'd expect
078at um Cedar and like clubs and how hard their work is and how much homework they get. Um so that's all I have tonight. Uh thank you so much. >> Well um before you leave the podium, can I ask you a few questions? Um the first thing And I'll I'll welcome questions from the board as well. Um the first thing on the bag uh initiative um you said that so students are carrying a lot that they're dropping stuff on their way to classes. Is that what the issue is? You find that's a big issue in school. >> That was a huge issue for me my sixth, seventh, and eighth grade year. I keep dropping everything. >> Okay. Now, when you bring all your stuff, don't you don't you have time to go back to your
079lockers for each individual class? We do, but in but we don't get a lot of time to go to our lockers. As an eighth grader, I can go whenever I would like, but I know like the sixth and the uh seventh graders don't have that privilege. And as as a sixth grader and a seventh grader, I was like late to a lot of classes if I stopped by my locker cuz I had to drop stuff off and then like take stuff and it would be just really hard to like get my stuff out in time like to be to in class on time. So the bags you can have like the with the bags you can have like stuff for like your first like three periods of the day and then go to your locker
080like right before lunch or right after lunch or something and then like be ready for the rest of the day. >> Um Dr. Garve, is there any um policy that you know uh makes it un unable to carry a bag? Like are they allowed to carry book bags through? They don't. But is it because they don't want to? They're not allowed to >> their locker time, but they they don't want them carrying backpacks and things like that in the hallway. >> All right. So, this initiative with um would this be against our policy then having >> we don't have a notebook bag policy. >> Okay. >> Um All right. The only the only thing I have um you know that I kind of disagree with you, it's just like I said um just my feedback
081is having a bag that that's clear. Um, I believe in privacy and um, like I said, you know, I don't believe any kids would be carrying I hope not anything they shouldn't be, but I don't find it appropriate that it would have to be a clear bag where people can see maybe your private things you may have in there. Um, so that's the one thing that I don't agree with you on there. Um, I but I do think it's a good idea. Maybe you could make make an initiative where you can sell something with the Coleneck CDMS theme and you know get it through the uh what's the the school store? I don't know if that's something we could look into um ordering. Who's in charge of the school store? >> Miss. >> Okay. So,
082Mrs. Hums, maybe um you know, you could bring it up to Dr. Garabay. Maybe the next meeting when we have in school, you could bring it up to her, see what the cost is and um you know, add an upcharge and raise money for the district as well and see if students would purchase it. >> All right. And then um yeah, and it's nice to see those other initiatives as as well. Um anybody on the the board like to question or comment? >> First of all, you did an excellent job. >> Thank you. >> Yeah. >> Very well. Thank you very much. Um I love your big idea. I think the big idea is a great opportunity. Maybe we we look for a sponsorship. You know, there's always a company out there, a private company
083that wants to put their name on the label and help sponsor that and help underwrite the initiative. So, you never know. So, I like the idea. I also love the idea of the eighth grade panel conversation. It encourages uh your students to get up and speak on a panel. It's not easy to do, but it's a great forum by which you can set it up if you want to participate in even better. So, push it forward. a great avenue especially for young fifth fifth graders coming in to see big eighth graders out at the desk and presenting that's fantastic. So kudos for you coming up with that suggestion. >> Thank you. >> Um yeah just to piggyback off your comment for the um sixth uh the fifth graders coming in. I know we have a
084like an orientation right at nighttime some of the older students get to speak. Maybe we could look into um having students. I know they have the ambassadors that walk around. Maybe that night um they have a panel where the students speak and welcome. Maybe that same panel could be available to answer those questions on a personal one-on-one basis with the incoming fifth graders. So that's I think very easy to uh put into play right away for this coming the end of this year. So we can certainly see that happening immediately for this year. >> All right. All right. Anybody else? >> I was going to say just to piggy back on the panel, which I think is a great idea. Um having having something where graders aren't just asking questions, but also the eighth graders
085telling the fifth graders um what what they wish they knew coming into middle school. And I think that would be extremely beneficial for all of them. There's a lot of things that you learn in your time in middle school that you know you can share with them. >> But great job. >> Thank you. >> Great. Thank you very much, Mrs. Deer. Thank you. >> Oh, I'm sorry. >> So, again, thank you so much for coming up and sharing your ideas. Um, I really love the uh the leaving a mark idea. Reminded me of what we want to do with our military students. So, maybe we can kind of combine the two where our military students also leave a mark. our eighth graders as well, whether it's um a tile or you said something about, you
086know, a ceiling project or maybe even like outside um bricks, you know, to pave, but I I think um I think there's a lot of potential for that. So, that was one that >> Thank you, Mrs. Bush. [Applause] Hi, I'm Sophia Bush and I'm in eighth grade. And last year I did um I met with Palmonian which is our cafeteria like lunch company. And um we had like a nice meeting cuz last year I brought up how a lot of the foods um in the cafeteria had like dairy mixed into it. Like for example the salad had cheese on top. And I was just like looking and asking questions to see um like what we can do to maybe like separate it. And they did say that there is a menu for for um students
087with like special dietary needs which I found was uh really helpful and not a lot of people knew about that. So, um, yeah, I was just this kind of like an update just to share that I did like meet with them and I would love to continue this throughout this year, too. >> All right, great. I just want to make a comment. I was there at that meeting and I remember um, didn't we say we were going to put out a um, >> yeah, like a questionnaire or form. I'm not sure where that is uh, in time. Uh, but maybe we could also add your message that there are options in case you were unaware. and um maybe we could get some of those um gluten-free or dairyf free options and incorporate it into that
088email um because like you said some students may be unaware of what's available. So >> yes um >> I think we said we were going to connect after with with Dr. Rigby for a forum and survey that we can go out and save some ideas and I know Mrs. Bizuti who's who we met with and I know you've been working with you know is very open and receptive to that student voice and independence. So, we'll definitely have an update for the >> Great. All right, that sounds good. >> I just have a question for >> Yeah. >> Are you guys able to currently access that alternate menu? >> Um, I'm not aware like I was not aware of it beforehand. Um, I mean, now I don't know where to access it, but I'm sure there
089is a way to access it. >> You can make that readily available to them. >> It's in there. It is. Yeah, it is. It is there. We we can try to we we'll work with Palmonian to make it a little bit more prominent, but it is it is absolutely >> okay. And the students have access from their >> Okay. All right. So, there's an idea. We could still >> I actually think the posted menus that are on the website if you go over it has it lists. Okay. >> Um things like that, but I can I'll I'll definitely check that out. It's not something that I personally look for, but I can definitely look for it and and even think about it as making it more prominent. >> Yes, that would be great. >> Great.
090>> Thank you. All right. Great. All right, Mrs. Earling. >> Yeah, come on. Come right up. Yep. So, um I'm Cara Harland and I'm in eighth grade. Um I don't have an idea at the moment, but um I do have a concern that I want to bring up. >> What? >> Oh, okay. Um, so and uh I've been noticing that students are taking apart their computers. They're taking apart the like the key pad, the key key caps. Um, and the plastic part around the screen and people are like putting lead in it or PE like it could shock you. Like I've heard that it could shock you before. So, I just wanted to bring up that that is something that it's a concern. >> All right. Um, I'd like to comment on this. Um, this
091was brought up in our meeting. I remember discussing it and I was um I was disappointed to hear that our students are doing that. Uh, because Mr. Walsh had made um a a request that we don't charge the $50 Chromebook fee. And uh we try to save our taxpayers um everywhere we can, but it's kind of hard to not collect or not um require the district to collect those funds when kids are willingly and knowingly destroying property. So, as a board, we're trying to save parents of the district money, but yet their kids are being destructive to our property. So, um you know, I'm I'm sad to hear that. I want to see um how we can be proactive in preventing this without being like um what do you call it like tattletail and all
092that if there's some type of incentive we can put in for the students. They shouldn't have an incentive. They shouldn't need that. They should just take care of the property. But maybe we can just um come up with an idea of how to have kids respect our property and you know continue to take care of it. Um I don't know if there's any ideas you can come up with to encourage um better behavior um with the Chromebooks and I certainly don't want to see any kid getting injured from from taking uh apart their their key caps. So >> we had discussed the potential reward opportunity. Should they return a working laptop with no issues afterwards? They get an incentive back. I appreciate you bringing this up again. That's an excellent point. So maybe we bake
093that into the program. We charge $50 right now and they lose it at the end. But maybe some element of that they get back or you charge more just something to encourage a positive return. Time is of the essence. We're how many are out there? 900 of these and change. Releasing them on a threeyear basis. So it's they're expensive. How many of them do we get back a year damaged? >> So it's it's it's perpetual about the year have a three-year estimate that I asked Mr. Patel to put together because he is responsible for when we have to send them out for repair. >> So in 2022 it was a little over $20,000 in external repairs. 2023 it was uh $335,000 in external repairs and in 2024 it was about 34,329 in repairs. And this
094this is additional money that we're spending spent across every child in the school. So >> Jason, this is money and above what our current personnel are taking care of. >> Absolutely. And it's and it's absolutely absurd. I want the children held responsible or their parents held responsible for this. And that $34,000 will now become the responsibility of those parents to pay it back to the school district. Because I'm not going to reward bad behavior with $34,000 a year being spread across every single student and every single taxpayer for that matter. That is just absurd. $34,000. Think about that. No, that's not going to happen anymore. No. Whatever the damage is, if it's a thousand dollar Chromebook, it'll be charged to the family, you know, and that's it. I'm not going to have 900 Chromebooks and
095have a hundred of them damaged and have it cost taxpayers $35,000. And then worst of all, you bring back the the the families who bring back the Chromebooks in excellent condition. The ones that the they're still paying for it. They're still paying for the damaged ones. >> Yes. How is that? And how is that fair? That is not fair at all. So that's definitely going to change. >> All right. So let's work on um uh Mr. Hurlin's um idea to see how we could be proactive and put something in a policy or into play uh for this coming year because yeah that's excessive amount of money to put towards complete negligence and destruction of our school property. It's just so if I might we do if it's I mean each damage is assessed differently because
096it's whether or not whether it's intentional or whether it's accidental completely because damages happen. It's something that happens. So those are assessed and in terms of my understanding and my knowledge of situations those that are deliberate vandalism are charged accordingly. So we have addressed that and you know through discipline and and things. So each one is assessed differently and needs damages. So we would need >> what do you mean dis Oh both both absolutely because one's a behavioral and one damages school property where where or does a policy in place for vandalism able to re recoup some of the losses that are in ter but to your point you know that is something that we as a board you look at is a damage just considered a damage whether it's accidental intentional or it's not
097so that's something conversation from a policy >> I don't think the taxpayers should be responsible for vandalism of these 900 Chromebook that is just and the fact that it's it has increased every single year. I'm not going to get to the point where it's going to be 50 $60,000 on the backs of taxpayers when you know it should be directed towards uh the child or the family that uh brought it back in horrible condition. So >> we don't know if the cost has gone up because more students are destroying the Chromebooks versus the fixing that having >> that's that's extremely true. So the cost has is a combination of the two. So I would probably say we can definitely we keep track we keep the records of how many incidents as well as the costs
098have increased. So we can certainly provide that data like the next cow would be able to provide that. >> Sure. Right. But in 2022 you said it was roughly 20,000 and in 2024 it was like >> 33,000. >> Correct. >> It's exponential. >> So All right. Well, that's a great uh point. Thank you for uh bringing it up and we're certainly Yes, Mrs. Ramirez, >> not to put you on the spot right now, and you don't have to give an answer right now, but maybe um you could come up with some ideas that maybe would incentivize students to take care of their, you know, school property. What do you think, and again, you don't have to answer now, just like to, you know, muster over. What do you think would motivate them to take care
099of it? What what type of reward program would actually motivate? because we can all sit here and we can think of things that maybe would motivate us or that we think but you know the students are on a different level than we are and so you know back in my day pizza parties were fun. I was just gonna say pizza. >> You know we used to read and get like our little uh booket the booket pizza from Pizza Hut. Um I don't know if they if that would still do it for kids these days. So u maybe there could be something that you come up with and you can present the board with an idea um to help us kind of uh direct um some of our policy writing. I think that would be really
100great. I would like to add that um kids are not noticing. They think that the computers are $50 each. >> So they think they have like that they they're able to take apart their computers because they think it's garbage. >> 50 bucks. >> Well, the $50 just to make it clear that is basically um the service. Um it's a fee. It's a usage. So when the computer >> I know, but what that's saying that's a great point. Yeah. They're not finding >> they they should know that these computers are $1,000 each and then if they damage it, their parents are going to pay for it. Plain and simple. >> It's the messaging associated. >> Yeah. And having a having a Chromebook is a privilege. It's not a right. It's a privilege. So if they want
101their if they want their Chromebooks, do they go home? I don't think they go home and ruin their parents' laptops with all their work on it or throw a you know throw something at a at a computer screen or or take apart their TV. I'm sure you know what I mean. That's it's just ridiculous. They should know that these are that these Chromebooks are are $1,000 or more, whatever they are, and that if they damage them that they will they will be financially responsible for them. And it's just a clear message. You know, that's all the motivation that these children need. And like, you know, growing up, I was happy I I was happy to have a book, a pencil, and a piece of paper to write my homework on. I mean, come on. It's
102that, you know, >> let's work on let's work on um I'll speak to Dr. Garvey this week about some type of message we could send out maybe to the district. Um and you know, let's let's see. We we'll try to be proactive and get something out right away in reference to your initiative. Okay. >> And I'll connect back with you. um maybe a PSA messaging almost like a an infomercial or something like that for the students on the morning announcements >> about about reminding them and this way you get all the students in and in involved uh we may have a student representative on who's on the morning announcements you know the right >> so it might be something in terms that we could even get messages and remindings and pointing and things like that
103so that might be something that we um we could work on I feel like $1,000 is pretty high. >> They're about 200 They're about $300. Yeah, they're about I didn't want to I didn't want to I for for the record. They're about $300. $250 $300,000. >> I do. I do. Nothing less. Two terabytes. That's it. >> Right. >> But thank you for bringing that to our attention because >> because now you're definitely going to you're definitely going to save, you know, a lot of the taxpayers money bringing that to light. So, thank you for that. and I we will address that. >> Yeah. Thank you very much. >> Um great. Uh at this time we're we're going to run into uh our information and action items. Um if the liaison would like to stay, um
104I'd like to start incorporating you on some of the comments on some of the things that we passed. So, um, if you want to stay, if you have, uh, other, um, prior engagements, you could leave at this time. If not, I I may include you in some of, not that you'll be voting on any this any of this, just some of your comments and inputs on some of the items are passing. Um, okay. Uh, we are going to, uh, go right into our, uh, liaison reports. I almost skipped. I know I lost my spot, too. Um, we're going to start with Mrs. Haritz. She's going to be presenting uh the parent advisory committee report. >> Great. Um so our first meeting is Monday, October 27th at 10 a.m. and at 7 p.m. in the admin
105building. Um as already mentioned, our first topic will be uh surrounding the parental bill of rights. >> Is everyone RCP or should I or we still need our Okay, we still need >> next Thursday. Till next Thursday. >> Till next Thursday. >> Yes. Thank you. Should I jump into PTO? >> Yes. Yep. >> Okay. Uh, this Friday, the 17th, is the PTO's walk and talk at 9:30 at Town Hall. Um, the 25th is trunk or treat from 1:30 to 1:00 to 3:00 p.m. at Bucks Mill. November 18th is the turkey color run at the elementary school at 3:30. Um, if you want more information or want to sign up, please go to the PTO site. Lastly, December 6th will be the Frosty Holiday Shop. >> Great. Thank you for those updates, Mrs. Harwoods. Moving on
106to the Colts Township School newsletter. Mrs. Camera, >> um, newsletters were distributed at the October 8th council meeting and at the Colts library. A resident asked about being included in the school email list. So, I wanted to check if residents can contact Phil Capaso, be added to email blast. So yes, they they can we've entertained that idea in the process. The one thing that we always take into consideration is that we may want to add a separate group list for anyone who wants to be we have had that as community members because sometimes we do send messaging about certain security or safety or issues that are we we want to communicate directly to our parents and not necessarily to the outer community. So at the at the time we're doing it. So yes, there is
107a method that I we can work with for to be able to have that submission. >> Again, we know when we're printing them out, they're more costly and if we can distribute them to residents who are interested, >> it would be wonderful. >> We could actually have a news we could have a newsletter sign up like if you wanted to have just a sign up for the newsletter and then that would be a blast just for the newsletter. >> All right. >> That might be something we can entertain. >> Let's move forward with that. I love that. Okay. Okay. >> All right. Uh great. Thank you, Mrs. Camera. Um, moving on to the Colts Township School Arts, Sports, and Extracurricular Activities. Mr. Regetta, >> thank you. Uh, we have, uh, spring spring travel baseball triyouts
108coming up for, uh, 7-year-olds to 11 year olds. It'll be held on Saturday, November 1st at Lead Road Baseball Fields. Uh, it'll be $10 fee. You can register on Team Snap. Uh, of course, always go to Coltsnneck Sports Foundation for more info. And you can also email [email protected]. And also wrestling. uh program is also going to become available uh for Col residents the kids uh from first grade to fifth grade and it'll be from the season will be from November 17th through February 19th and it'll be on Mondays and Wednesday nights from 5:45 p.m. to 6:45 p.m. and it'll be held at the Couls High School wrestling room. Uh of course go to teams to uh sign up and register. Uh, of course go to colnneckportsfoundation.com for more information and you can uh email [email protected]
109if you have any questions and also the Coleneck Sports Foundation uh is on Facebook and Instagram and they uh put out a message if you guys want to like on Facebook and or uh send a follow on Instagram. >> Thank you. Great. Thank you Mr. Rick for those updates. Um moving to Col Township Committee um Mr. Mr. Scarpa and Mrs. Cameron. >> Okay. Um these are some highlights from the October 8th meeting where I um I did intend in person. Um the meeting began with affordable housing. Um I'm sure Rob will talk about this more at the next meeting, but a letter from the Navy is now posted on the township websites and I do recommend residents listening to the live streaming feature now. Um Mr. Biola, Mr. Busetta um talk about in great detail
110just to understand what the town is advocating for. Um, Colts Neck Sports Foundation is seeking leadership volunteers and the application deadline is November 8th. The Colts Neck Business Association is having their 16th annual Pig Rose tonight. And um, Sue Fitzpatrick, in addition to being the um, CNBA liaison, is also the chair for the township 250th anniversary committee. And the CNBA is encouraging community involvement through an upcoming barn tour. celebrating Colts Neck's equestrian history. So, anyone interested who maybe has a barn um that they would like to be part of the tour can reach out to Sue for details. There's a new business in town, Welcome Pivotal Pilates. Um it's owned by two sisters and it's across from Delicious Orchards in the Colts Neck Town Plaza. Um in terms of first aid, Committee Man Rudo reported
111it's been a very busy month. Um, a shout out to President Martha. Um, and a sincere thank you to all the volunteers and recruitment efforts are ongoing. So, please get involved. The Historic Preservation Committee will host its Halloween event on October 25th at the Fire Company number one featuring a haunted hayride and decorated displays. And all the proceeds support the committee's preservation work. And this year, um, one of their programs was an educational outreach program for our schools, and it featured Betsy Ross, a reenactment on October 9th. Um, some of the committee members attended. Um, Kim Hanley was the historical reenactor, and she brought the life and legacy of Betsy Ross to life for our second graders. So again, that was completely free. So again, another special thank you to the Colts Neck Historical Preservation
112Committee. Um, they are supporting our schools. They are funding these events for us. And anything else? Um just in terms of community engagement, there are citizen leadership forms available at the municipal um complex and all residents are encouraged to get involved and serve on the many township committees. >> That's all. >> Great. Mr. Yeah, just a note, Phyllis has done a remarkable job in providing a very comprehensive report out for the township at all of our meetings. It would be nice if the township did a little bit of a >> element of reciprocity to the board of ed, you know, >> yes, >> we well listen, I'm going to publicly invite you to come on out and hear all the great things that we're doing. You don't even have to listen to it. Go look
113at our newsletter. We have an excellent track record. We are setting a mark. So please uh you know we spend a lot of time talking about the township. Maybe spend half the time talking about us would be appreciated. Uh we do represent a major part of the body of of our town. So would like to see that on your growing agenda. >> Great. Thank you for pointing that out. That was a good observation, Mrs. Scarpa. Thank you. Um okay, moving on to um the Colts planning board. I know Mr. Scales was unable to attend. I'm not sure, Kevin, if there was anything other than that disastrous letter that went out um uh again that the Navy put out in reference to the housing. >> Yeah, I know Phyllis just touched on that. >> The Navy
114fought harder than their opposing that development. >> Absolutely they did. Um do you want to comment on anything else or Okay. All right. We're going to move forward to the Township senior citizens. Mr. Walsh. Might as well just leave it on. >> No. I had a thought maybe for outreach. Our kids are the best and best in this whole town. Attend a senior citizen meeting. The courts in the small meetings. They like to come to one place. very nice lunch >> all set out. I was just >> to have a small few members of the chorus, Mrs. Hubard and Mr. Brown's great that attend their meetings and give them a little tiny performance for the holidays. >> Great. Um, anything else? >> That's it. >> All right. Um, I'm sure Dr. Gab would look into
115that for us. Thank you. Um, okay. Uh, Naval Weapons Station early leaison uh, Mrs. Ramirez and Mr. Scarpa. >> The only thing is, um, as you mentioned, be at the tour at the end of the month. So, looking forward to that. Um, hopefully we'll have something to report back on after that. Um, and that's it for now. It's all that I have. Right. >> Yeah. I I spoke to uh, Mrs. Jones earlier today. Um, my daughter's infatuated with Halloween as am I. So, I asked her if we could bring some treats over there when we go. So, I will pick up some maybe cupcakes and some chocolate covered bat pretzels and all kinds of cute things. So, I will um you know pick everything up and then uh we'll come and donate it to uh
116our great um armed forces and military, navy uh and all those who serve. So, thank you Jessica. Um all right, uh moving into the state and county school boards. I really don't have anything. It's the same stuff. We have that um uh the big uh board event, the New Jersey school board's uh workshop uh coming up uh what was it? I forgot the dates. I say it so much. The 20 23rd or something. 23rd and 24th. Uh yeah, that's pretty much uh all I have. >> Um yeah, I just want to make a comment. I hope this year, last year there was a lot of um uh highlighting of the drag queen story hour stuff down there that was being presented. I'm not sure who pays for that, who encourages that. Um I I just
117think it's a a poor showing. It's unnecessary. It's basically there to ignite uh parents and um uh just put a a stain on public education. So, um I'm hoping that they refrain from doing that this year, whoever is in charge of that. Um okay, moving on to uh the superintendent report. >> Thank you. Um I want to thank Dr. Reynolds and everyone for the presentation this evening. You know, as I said, we've we've spoken about that and we're going to be continuing to talk about that as reflected. Next week are our parent teacher conferences. Uh they are a cornerstone of effective communication and partnership between families and schools. in Colts Snack. The importance of these conferences extends beyond simple progress updates. They serve as critical uh bridge, a critical bridge connecting homes and school in
118support of each other's academic, social, and emotional growth. But these conferences are just the beginning. We encourage staff and families to maintain open lines of communication. A child's education is a shared responsibility. Families are encouraged to take an active role in their child's learning while teachers work to facilitate meaningful and productive dialogue for the purpose of both leading and supporting their child throughout the school year. Parent teacher conferences are not just administrative checkpoints. There are meaningful opportunities to connect, collaborate, and align efforts so that every student can thrive. So, please be in there, be in it, and uh enjoy your time face to face facetime that you have with your child's teachers. Um, I want to speak because action item number five, our 2526 district goal. So, if you'll just indulge me for two seconds,
119maybe longer. Um, the 2526 goals uh remain the Col Township Schools remain steadfast in our commitment to ensuring excellence in teaching and learning through a strategic plan that prioritizes student achievement, innovation, fiscal responsibility, and community partnership. The 2526 district goals represent a unified roadmap for moving this district forward. One that reflects both our enduring values and our future focused vision for student success. Student achievement lies at the heart of our mission. Through goal number one, we will continue to systematically evaluate the effectiveness of our curricula, instructional programs, scheduling, and assessments to ensure that every student is provided with the opportunity to meet or exceed grade level expectations by using performance data to refine instruction and provide targeted support. We will continue to strengthen our capacity to meet the diverse needs of all learners. To achieve
120this goal, we must remain committed to being intentional decision makers with a clear purpose and understanding of data that supports decisions and actions to support the accomplishment of this goal. Goal 2 extends this commitment by exploring something new, innovative pathways for student learning through a feasible study, a feasibility study on career and technical education at the at the middle school level. Exploratory programming in grades six through eight. This forward-looking initiative aligns with the New Jersey student learning standards and will help us develop a multi-year action plan to potentially provide students with early exposure to career exploration, real world app applications, and 21st century skills. In the area of technology, bill number three emphasizes our responsibility to guide staff in making thoughtful research-based decisions about technology use in the classroom. Establishing school-related screen time guidance that
121promotes active engagement, digital citizenship, and cyber security awareness ensures that our instructional technology practices support healthy, balanced, and meaningful learning experiences for students under finance and facilities. Goal four reflects our ongoing dedication to maintaining safe, secure, and supportive environments that enhance student learning and well-being. By approaching facility improvements with fiscal responsibility and seeking additional funding opportunities, we will continue to ensure that our schools remain vibrant, modern, and responsive to the evolving needs of our learners and staff. And I want to pause there for a minute and just on behalf uh Mr. Osman, Mr. Mto, Mr. Morasco, and I, we just want to again give our sincere thanks and appreciation for the support of yesterday. you know, dis these things happen in districts and to be able to act swiftly and to take a school that
122at three o'clock had to be closed and by se seven o'clock have a plan to keep it open is a remarkable team effort and I truly appreciate the thanks and support and communication efforts of everyone involved especially and Mr. Osman especially wanted me to mention on behalf of as the principal just everything that we could do to have the school open today. So, I appreciate that and just know my gratitude, all of our gratitude is sincere. Um, finally, through community engagement, goal number five, the district will explore the feasibility of reestablishing the Colts Neck Education Foundation. It's been a process that we've talked about through the years and part of this board has been always a conversation about how we can find funding sources. Many districts like ours have a C have an education foundation.
123there is one that exists on paper in this town and um we are going to commit ourselves to uh making outreach and connections to bring it to the forefront. Uh it's intended to strengthen partnerships between the district and our community. Revitalizing this effort could create new opportunities for private funding and innovative programming that further enrich our students educational experiences. Together, these goals embody our shared belief that excellence in education requires thoughtful reflection, collaborative planning, and purposeful action. Each goal is directly aligned to the district strategic plan and reinforces our collective vision to provide an exceptional educational experience that prepares every Colts neck student for continued success in school, in career, and in life. So that's what in terms of that's my statement on our goals. With regards to contract approval that is on personnel um
124for for for myself, I want to begin by expressing my sincere gratitude to the Colts Township Board of Education for your continued confidence in my leadership and to our entire Colts Neck community for your unwavering support. It is both an honor and a privilege to continue serving as your superintendent of schools. Every day I have the privilege of working alongside exceptional educators, administrators, and support staff who are deeply committed to our students and to the mission of providing an outstanding educational experience. I am continually inspired by their dedication, their creativity, and the care they show for every child who walks through our doors. I am also deeply appreciative of our board of education vision, collaboration, and steadfast commitment to maintaining high standards for our district. Your partnership ensures that the Colnik Township schools remain a
125place where excellence is not just expected but cultivated. As we look ahead, I re I look forward to renewing my commitment to leading with integrity, transparency, and purpose. Together, we will continue to advance our strategic priorities, ensuring that every student is challenged, supported, and prepared to succeed not only in school, but again in life. Colts Neeneck is a truly special community, one that values education, embraces innovation, and believes in the potential of every child. I am deeply proud to continue this journey with all of you, and I thank you from my heart for the opportunity to serve. That concludes my superintendent report. [Applause] >> Thank you very much, Dr. Okay. Um, we are going to take a look at the few information items uh that are listed. We have two there. All right. Once you're
126um done with that, we are going to open up the floor again uh for our second public comment section tonight. Uh if you'd like to make a statement, comment, question, sorry. Oh, I'm sorry. I'm sorry. That is That's right. I'm sorry. >> Sorry. Excuse me, folks. What's that? Well, I'm always welcome to that. You know that. Um, okay. Hold on a second. Let me just see where we're at here. Um, uh, okay. Did I whip something out? Oh, here it is. Okay, got it. All right, guys. We're going to, um, uh, start. I need a motion to move action items number one through five. One through five. >> Motion second. >> All right. Um any questions, concerns, or comments on those five particular items? >> I just want to make a comment on field trips
127under four. And the word overnight was not removed from the resolution. So I'm just striking that as a typo where it says approve the following overnight. These are not overnight um trips. Um, okay. We're not going to the farm overnight. We're not farm. >> No, we're not. >> All right. If anybody uh else Oh, sorry. Did you need anything? >> So exciting. So much fun. Um, okay. >> I'm sorry. I just want to say that's okay. Um, so I just think it's great that we're doing a trip to Carbs Farm. It's one of my family's personal favorite places to go. Um, it's a great place. Family, great family. Um, our kids always have a great time. I always have a great time. Um, and I think that's just really awesome. We This is the first
128time we're doing that, right? I haven't seen that previously. >> I haven't seen it either. >> Yeah. They've only been open for a little Yeah, it's a new last year. We did not um >> right on 537. >> Yeah, it's a great place. If you have not been there, but it looks cute. >> It's one of my I was so excited when they opened up. >> I go there a lot. >> It's more for younger kids or >> Yeah. But I'm telling you, like I have a good time. You can go play with the bunnies. You can pet the pigs. They have a whole thing with like a million bunnies you can go play with. Give them carrot. >> I know him. It's a great place. >> Carmine. >> Oh, yeah. They the zip lines
129now. That's right. Yeah. And there's there's different animals. >> Carmine is his name. I'm sorry. He was giving us a little >> Karm. Yep. All right, great. >> Yeah, it's a great place. It's huge. It's massive. It's not just like >> I should stop. >> Yeah, go go go. All right, that's all. >> Thank you for Thank you for that feedback. Um All right. At this time, we'll take a roll call on those um one through five through five action items. Mrs. Cameron, >> yes. >> Mrs. Harowitz, >> yes. >> Mr. Rico, >> yes. >> Mrs. Ramirez, >> yes. >> Mr. Retta, >> yes. Mr. Scarpa. >> Yes. >> Mrs. Boly. >> Yes. >> Mr. Walsh. >> Yes. >> Thank you. The motion. >> Uh, okay. Great. I need a motion uh to move items
130under buildings and grounds. Um, >> have nothing. >> Oh, there is nothing there. Oh gosh, I'm having a hard time reading tonight. Um, >> I know. Still waiting to get them. Um, okay. Uh, I need a motion to move action items under curriculum uh, one through three. Motion. >> Second. >> All right. Roll call, please. Any I'm sorry. Any questions or comments on those three items? Okay. Roll call. >> Mrs. Cameron. >> Yes. >> Mrs. Harowitz. >> Yes. >> Mr. Rico. >> Yes. >> Mrs. Ramirez. >> Yes. >> Mr. Retta. >> Yes. >> Mr. Scarpa. >> Yes. >> Mrs. Bulby. >> Yes. >> Mr. Walsh. >> Yes. >> Thank you. Motion carry. >> Great. Um, I need a motion to move items under finance >> motion. >> One through five. >> Second. >> All right.
131Um, anybody have any questions or comments under those particular items? Yeah, I had a question with regards to the 100gallon natural gas commercial water heater at at the primary school. So, is this a swap out? Is this is this removing one that's no long >> Yeah. >> Yes. It's swapping out one that is 21 years old. The original building. One of two. >> One of two. Okay. So, we have >> We replaced another one. >> The other one two years ago. >> Was the replacement of the other one about the same? >> 13,000 change. >> Um, yes, slightly less. >> It just seems high for a 100gallon water heater. I was doing commercial grade with Granger. I know that they're different than residential. They come in about 4,8004. Do you know about any history? >>
132Yeah, part of it part of it labor. you know, if we drill down, we can probably see what the equipment is, plus the labor. >> Okay, that that'd be great. It just seems a bit high. You know, I know labor maybe it's 50% of the cost of the product. >> Um, I can say that it's in line if you compare it to the boiler room engineering report that we had a few years ago >> when they listed out all the items in the room and their useful life and the estimated to replace. It's about in line with that. >> Okay. >> Is that already um Mr. is that already contracted? It's already in motion to have this company is under >> Okay. Um >> All right. >> I have a question on number five. I
133just want to make sure I understood. Um that was a change. So in terms of Mrs. Condrron, >> so we had that work 30 days >> and she had it finished before October 20th. >> We as Yeah, we estimated the time frame with with the audit. Yeah. >> So it's still 30 days of work. That part hasn't changed. We're just removing the deadline. >> Correct. >> Okay. Since I'm assuming the work isn't done yet. >> Correct. There's an extension for the auditors and the work that's being done. So I did understand it. So um I'm not at all opposed to the content of the resolution. Um, I'm just feels that as a board we we've asked for um for not getting these last minute changes at 4 p.m. I I have trouble. Now, I understand
134with with the incident that happened at the elementary school, but I do have trouble um understanding why this would be considered an emergency item that would have to be added after 4:00 on on the very day of our meeting. Um, we've repeatedly requested and I mean I know I have I know as communication chair we both have Ryan and I a minimum of 24 hours notice for all agenda items just so we can be prepared. Um I know you sent an email saying we have questions about it but at 400 p.m. I'm running my kids and getting ready for the meeting tonight. I'm not really don't have time at that point to start asking questions. So I just feel like these last minute postings are unprofessional and it undermines the transparency and prevents us as
135board members really from fulfilling our responsibility to the community in an informed and deliberate manner. So um you know we could really unless it's an emergency if we could really work on not having four emails I know I would appreciate it. >> Yeah, I'll second that. You know I think it's a great opportunity to highlight the fact that we have a two with a well pump and a portable service. That's obviously an anomaly. That was an emergency. So, that should be included. But this one here seems to be more about it's a carryover item. So, to echo your point, let's try to button this up in front of these meetings. I certainly didn't print this out inside of 24 hours. So, >> not and and we again uh I sent an email follow-up email the
136352 352 explaining it and I own that and responsibility wise because we've tried to be better sending emails that you know we've received communication on Monday knowing in anticipation obviously that that so um with regard to professionalism I think the language and the communications are professional I think the timeliness of it you know is circumstantial so we will continue to always try to be proactive in our communication and you know uh inform the board accordingly so I appreciate the feedback >> okay uh just a comment on that as well um you know going forward the board always has the right um you know to table something if they not this particular thing is simple but if there's something going forward and I I understand your issue coming out late we don't get a chance to
137read it but I do understand your issue with something simple to put it on there but you always have the right as board members to request um to table something and ask for more time or um you know move it to a later meeting. So, um, always feel free and know that that's your option as well. Um, and I appreciate moving forward. Uh, if you could, um, do it a little bit early for some of the, uh, board members. Um, okay. Uh, where are we? We're going to take a roll call for those uh, items one through five. >> Finance items one through five. Mrs. Cameron. >> Um, yes. On one to four, I'm going to abstain for number five. Mrs. Harowitz. >> Yes. >> Mr. Ro. >> Yes. >> Mrs. Ramirez. >> Yes. >>
138Mr. Retta. >> Yes. >> Mr. Scarpa. >> Yes. On one to four. Abstain from number five from not from point of content time. >> Mrs. Valdi. >> Yes. >> Mr. Walsh. >> Yes. >> Motion carried. >> Okay. Uh thank you, Mr. Mask. Moving on to uh action items one through two under polic. 1 through two. Um motion >> second. >> All right. Uh any questions or concern on those particular items? >> Oh, Mrs. M Ramirez. Yeah. So, I just want to say um for item number one, the uh Col Township Board of Education Parental Bill of Rights. Obviously, it's not lost on anyone that I've had some issue with this and I think I've voiced that at several meetings. We've gone back and forth. So, um, first I just want to say I'm appreciative of
139all of the back and forth, all the work that went on. I know Mr. Scales is not here for me to, uh, thank him for doing some of that work as well. But I also know administration had um, a part in this as well as our legal council and giving us that feedback. I know Angela, you were, uh, very responsive and getting me some of those legal opinions back. So, um, much appreciation on that end. As a board member, I don't need to reiterate some of the concerns that I had, but um I do think a lot of it was vetted out and this bill of rights does mirror very much so much of what was in my the uh parental rights policy that I put forth last year that did pass the first read,
140but then um was tabled um in the beginning of this year. Um so, as I said last meeting in contentwise, um I was very much in support of much of much of what was in there. Um the last meeting I did some of my my concerns with um some of the language um nuances that were in there um which are still in there. Um that being said, part of our role as I see it as a board member is to represent the community and um the people that voted us in to sit here at this table. And so since last meeting and honestly throughout much of this um initially I think when this was first posed we did have um some communications to the board but since then that's really dropped off. So I can
141only assume uh since I have not received um you know phone calls or anything on a personal note or have we received much communication to the district as a board um that the parents in this town are not opposed to this being that we didn't get that communication. So with all of that being said um I do plan on u moving forward and supporting a first read for this this evening um because I don't have any reason um in representing the parents to think that they're against that. Um, and so, uh, I just wanted to put that on the record that that's how I feel. Um, and so I'm happy to hear that it is going to be discussed, um, in the parent advisory committee. So, um, perhaps there will be some discussion or some
142feedback there that before we do a second read, um, will be presented to the board, um, and before it passes. Um but um just you know PSA to the parents. I know most of them know this already, but um you know if there's any concerns with anything that we're passing ever on our agenda, the opportunity is always to reach out to the board and let that be known before we pass um resolutions on the board. And that's all. Thank you. Great. Um thank you Mrs. Ramirez for those comments. We appreciate uh your support so we could uh unanimously pass this first read. I just want to remind the public that uh this has been months um in the making, research meetings, um legal evaluations, input from uh PAC, uh in input from um uh public
143comment, uh board members back and forth. I mean, my head's been spinning with this bill of rights for a long time. Um I'm glad we're in the final stretch of this. I commend Mr. scales for um all the time uh and the tedious um hours and attention that's needed. So, I'm glad we're passing it and I want the public to know that this board always um supports parental rights here. All of us on this board support parental rights and um this bill clearly states uh clearly states that. So, uh thank you all who were involved. Um okay, can we get a a roll call at this time? >> Yes. On polic Items one through two. Mrs. Cameron >> proudly. Yes. >> Mrs. Harowitz. >> Yes. >> Mr. Or >> Yes. >> Mrs. Ramirez. >> Yes.
144>> Mr. Ra. >> Yes. >> Mr. Scarpa. >> Yes. Mrs. >> Yes. >> Mr. Walsh. >> Yes. >> Question. >> Uh, great. Uh, thank you very much. All right. We have nothing under negotiations. Uh transportation, nothing. Okay. Moving to personnel. Um >> we're either going to do it at the cow or at the uh Yeah. In November. Yes. >> Yeah. We're going to have a little u >> demonstration, right? We're gonna have a bus come on over so we can take a look at them. >> See, little field trip outside to the front of the building. All right. Okay. I guess not. All right. Moving on. We're go We're I need a motion to move items under personnel one. Hold on. Let me see here. My eyes are getting tired, guys. I'm so sorry. Uh
145one through uh 19. Thank you very much. Um okay, a motion to move those items, please. >> Motion. >> Second. >> All right. Uh this is quite a bit. Anybody have any questions or comments on any of these uh personnel items? >> Oh, yes. Y me again. >> Y that's okay. >> Um so for item number 15 u which is the resolution for uh the Colton Township Board of Education to uh resend the uh current superintendent's contract and approve a new three-year contract. Um I just want to say that I am very happy to support the renewal of uh Dr. Arab's contract. Um it has been uh almost three years now since I uh started on this board and working alongside you. As you know it has not always been easy. Uh over the last
146you know two and a half years you have seen so many changes to the nine members sitting at this table with you and uh it has again not always been easy to navigate different personalities but you do so very well and I know I have posed many challenges to you over this time. Um, and you are always willing to hear me out even in times when we didn't agree. Uh, your willingness to hear, uh, find solutions to problems. Um, it's it's been an honor to work alongside you and I think even having something happen the way that it did yesterday, unfortunately, with our district. uh your communication to us as a board and you're navigating all of that and and jumping into those challenges and finding a solution for everyone in this district uh is
147just wonderful to see and again it's it's a true honor to uh work alongside you. So, um, we I think I speak for the board. Um, obviously we, uh, worked on this, uh, contract with, um, everyone here that, um, we're grateful for your leadership and your commitment to this district. And I think in a time where so many districts are facing, excuse me, uh, budget cuts and they're not able to come to a resolution with their superintendent and the board is just constantly battling with their superintendent. We don't have that here. And that really speaks to your personality and again your willingness to work with uh the board that that you have. Um which changes for you um sometimes every three years, sometimes you get us a little longer, but um that that definitely speaks
148to your personality, your character, um your leadership, your compassion. Um and I know personally from working with you during this time that it really is all because of your commitment to this district and all of our tiny little uh humans in this district. And um so I just want to say thank you. Um and it's going to be an honor to support this renewal of your contract. You're welcome. Uh anybody else? >> Okay. If nothing at this time, uh we'll get a roll call for those 15 items. >> I'm sorry, 19 items. >> Items one through 19. >> Yeah. One through 19. >> Mrs. Cameron. >> Yes. >> Mrs. Harditz. >> Yes. >> Mr. Ro. >> Yes. >> Mrs. Ramirez. Yes, >> Mr. Ricketta. >> Only to recuse for one to three due to my
149employment, but uh yes to all the rest. >> Thank you, Mr. SC. >> Yes, >> Mrs. Bulby. >> Yes. >> And Mr. >> That'll be a big yes. >> Motion passed. >> Okay. Uh terrific. We are going to open the floor again for um comments from the public. This will be our um second and final. If anybody wants to get up at this time, you can do so. State your name. Yep. State your name and address. Alisa Spot 73 Merc. Just a thought about the um Chromebooks. What about some kind of a marketing campaign that the SCu students can put a group of students together, put their ideas in and their creative skills, posters in the hallways, something, you know, taking care of our Chromebooks, something like that. Just thinking on that kind of a
150level. >> Yeah, we can certainly um, you know, address this with student council. Uh, I know we have um some lovely student council people on our on our um CDMS. Uh >> they could put the autistic skills >> we certainly could see if Dr. um put that in as >> it's fun, >> you know, fun and Yeah. Yeah, I agree. Okay, we'll take your um uh comments into consideration. So, thank you. Uh anybody at this time want to make a question or comment >> back there. How you doing? All right. Thanks for coming tonight. Um if nobody else, we're going to close public comment at this time. Uh all right, we're going to move on to new business. Uh I don't know if anybody has uh any new business that they want to present tonight.
151We could do so at this time. Okay. All right. Uh, I guess we're going to get a motion to uh adjourn. >> Motion. >> A motion. >> Second. >> Jason. All in favor? >> I passed. >> Great. Thank you all for coming this evening. Thank you.