CNTS BOE Mtg 7.9.25

001Uh good evening everybody. I'd like to call to order uh for the committee of the whole meet whole meeting of the board of education July 9th 2025 at 6:30 p.m. in the boardroom of the administration building at 70 Connor Road Col New Jersey. If I could please have a roll call. Yes, you may. Mrs. Hammer here. Mrs. Harowitz here. Mr. Or here. Mrs. Ramirez. Mr. Regetta is participating remotely. Thank you. Mr. Scales here. Mr. Scar here. Mr. Miy here. Mr. Walsh here. Thank you. You have a quum. Great. Thank you. Pursuant to the Open Public Meetings 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. Notice of which has been filed with the deputy Kirk for Colts

002Township and the requirements of postings of notices have been met. If we could all rise for the flag salute. I alian to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for this way. Anybody want to volunteer to read the mission statement? All right, Mr. Walsh. The mission of Coastlank 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. Great. Thank you. All right, moving on. We have no information items tonight. Um, I'd like to open the floor to comments from the public. If anybody here would like to get up and make a comment, you could please do so at this

003time. Please state your name and address for the record. All right, seeing none, we'll close public comment. Uh we have a couple of action items here for approval. Uh if you all want to take uh a look at that. Um I wanted to take note of item number three, the acceptance of a donation here. Um I do not know this uh gentleman, Mr. Ron Gale. Uh but I want to personally thank him on behalf of this board of education uh for donating such a a generous donation of lacrosse equipment um to our schools. Um it was given uh from the Maverick's Lacrosse Club. Uh so we want to give a shout out to that uh gentleman and his lacrosse club for uh being so kind and generous to the Colnneck Township School District. So thank

004you very very much for that. Um anybody else have any comments on those? All right. If you want to recognize uh Mrs. Ramirez uh has joined us. Okay. Thank you. All right. Uh I'd like to um Can I do No, I didn't yet, but I just want to make sure you're ready. Yeah. I'd like to get a motion to move those action items. Motion. Second. Okay. Can I get a roll call? Action items one through six. Mrs. Cameron. Yes. Mrs. Horowitz. Yes. Mr. Ro. Yes. Seeing Mrs. Ramirez is present. Mrs. Yes. Thank you. Mr. Retta. Yes. Mr. Scales. Yes. Mr. Scarpa. Yes. Mrs. Boly. Yes. Mr. Walsh. Yes. Motion carried unanimously. Okay, great. Thank you. Uh we are going to move into our presentation. Um or we're going to wait for it later. Okay. I

005just saw it here. I wasn't sure if we were going to do it then. Um okay, we're going to take note of uh a couple communications here. I just want to make a comment. Uh when I became president, uh I made it um a priority to always involve the public uh in our meetings. I even went so far as to um add a second comment section so that everybody would have a say in you know what's going on on our board. Um I do like to address um the communications uh the first communication um everybody on this board um holds themsself um what I feel they they're very respectable people. They work hard. they commit their time on this board away from their family, friends uh and work and uh to receive an email uh

006that I felt was very rude. Um I just want to, you know, make note that I I won't stand for anybody accusing um anybody of lack of professionalism here. Um, so going forward, I will not address any communications uh that are degrading to any one of uh the sitting board members in the Col Township School District. Um, moving forward, we're going to start with the board liaison reports. Uh, Mrs. Harowitz, if you can start with the parent advisory committee. Um, I have nothing to to address. All right. Anything on the PTO? Nope. All right. Great. Um, moving on to the Colnic Township School newsletter. Mrs. Cameron. Okay. The third edition of the Board of Education newsletter was released on June 27th. This edition highlighted all the amazing spring happenings and celebrations across our schools from

007student accomplishments to end of the year events. Um, there was a lot to be proud of. So, check it out if you haven't already. It's on the Facebook page of the board of educa um of the Colts neck township schools as well as on our website. Okay, great. Thank you, Mrs. Camera. Um moving on to the extracurricular activities and sports and arts. Mr. Regetta, thank you. Just one thing right now registration is now open and then it increases on the early bird early bird signup is now through uh July 19th. Uh then it goes up to 195 uh starting July 20th to August 2nd. Um and then uh late registration is $225 uh from August 3rd to August 15th. There's gonna be a hard cut off to register uh after August 15th, but uh you

008can be put on a waiting list with no guarantee though. Um and the cost will be up to 275 by then. So I suggest you do the early bird um sign up if you want your kids to sign up for um flag football this um this fall. Uh the opening day uh will be September 6th. Thank you. Uh great. Thank you for those updates. I'm moving uh back to Mrs. Camera and uh Mr. Scarp by the cosnic township committee. Yeah, I was away. So, right. Um, so our RAM meeting last time, regular action meeting overlap with the township committee meeting on June 25th, but I did listen live stream. So, some highlights include um the uh some preservation and grants. The township continues to focus on land preservation and is actively applying for a grant

009for work in uh the Harmony Hill area. There were two new additions to our business community, the Institute for Better Living and the Advanced Heart and Vascular Center. So, welcome to Colts Neck. Um, congratulations to Christopher Quinn Canyon Jr., I hope I'm saying your last name correctly, on earning the rank of Eagle Scout. A reminder for uh residents to attend concerts in the park every Thursday. And um a big thank you. There was an an anonymous resident who donated their time, their labor, and talent to help rebuild the stage. So, thank you. Um this is a reminder from both the township committee and the Colts Neck Sports Foundation. In order to protect our athletic fields, they are asking that all pets be kept on leashes while on township property. Um there was a successful Father's

010Day derby a lot. So, another successful community event. Again, thank you all who participated and just again um graduation congratulations. So, many township committee members attended the Colts Neck High School graduation and a special shout out to board of ed education member Brian Scarpa. Um his daughter Julia graduated so congratulations. Um July 3, thanks to the town and residents for organizing fun activities and fireworks. We a lot of us know that unfortunately the fireworks had to go off during the thunderstorm, but either way before um the Colts Neck Community Church, they did a lot of um activities for free for the residents here. And um the summer program, the Colts Neck Recreation Summer Camp is off to a great start. And there is another township committee meeting tonight. Unfortunately, we we had made a promise

011not to overlap and unfortunately the dates were changed. So hopefully that does not happen again. So thank you. That's all. Uh thank you Mrs. Cameron. I'm moving on to the Coeneck Township Planning Board. Mr. Scales and Mr. Walsh. Nothing to report on my end. We're in a in a holding pattern until we get final approval. Yeah, that would be gonna address it, but yeah, I need to be a demographic. I have $10,000. Okay. Anything else? All right. Um All right. Moving on to the Colts neck township seniors. Mr. Walsh like to ackn Tuesday. I'll put your mic on. They do a uh particularly for our children and the summer camps they run. It's a fabulous program, affordable. So kudos to our township recreation department. um and their their uh classes they run out of their

012building on Hires Mill Road for the senior citizens. I'll add to Phyllis to have that summer sounds tomorrow night. I think it's 7 to 8:30 each Thursday night with a different music each each Thursday. That's it. Okay. Uh great, Mr. Walsh. U moving on to Naval Weapons Station Earl. Um Mr. Scarpa and Mrs. Ramirez. I don't have anything to update as of right now. Do you No, I I think we're still waiting on a couple of things unless there's been um an update from Nick Mora on location for the um network right now. The lasting imprint where we talk about Yeah, we're exploring different tiles like a tile mosaic for each school. Those are the things we're looking into right now to present like a pres, you know, give something of a formal proposal back

013to the board. Um, with regards to possibly a tile mosaic at each school, that's what we're looking for some kind. The other thing is is that I know um Ido S. Jones and Dr. Reynolds and we're all working on the the purple uh star school designation application which I think is due the end of September or September. Yeah, it's open. It was finally released by the state and uh it's due September 30th. So, we are they are plugging away. So, thank you for that and fingers crossed we check a lot of the boxes. So, we're hopeful that we'll be able to um honor the district and uh with that type of recognition. So, stay tuned. That's um a per school uh award, correct? That's not a district. That's correct. It is a per school award.

014So, we have three chances. We have three chances to get three stars. Let's go. We do. And it's actually run through the same program as a state program as the blue ribbon school. Like it's actually listed as the under that category, the same funding. So we're, you know, we're hopeful about with regard to funding and everything that those things continue. So we're excited. Hopefully hopefully we have good news. Um October, I think they have a pretty quick turnaround. They said October. November. And I think November. Yeah. Great. Thank you. All right. Uh great. Uh thank you, Mrs. Ramirez. Moving on to state and county school boards. Um I just have a couple of webinars. We have three. Uh July 16th we have what's brewing in educational law. Uh if anybody wants to attend virtually that

015will be on the New Jersey School Board Association's YouTube channel at 10:00 a.m. Uh and you can register online for that. We also have one on July 30th. That webinar is the state budget recap and legislative update. that is also at 10 amm. You could register uh at the website and that will be on the YouTube channel as well. And then the last one, August 6th, the webinar is for are you ready for the opening of a school? Jeez, we didn't we just got out it feels like and they're prepping for opening. Yep. Um and uh that will be 10 a.m. also on their YouTube channel. Um and then just a reminder to everybody, the New Jersey School Board Association has gone into their summer schedule. They are open four days a week. They're on

016a 4 day a week work schedule. Uh Monday through Thursday only. And that concludes that. Uh we will move now into the committee of a whole work session. Um we're going to start with the uh ad hoc affordable housing committee report. Um Mr. Scales. Yep. Good evening everyone. Uh just uh three quick points on here. Um number one added the the link to the housing impact sheet. Um this was that second version. um that I mentioned during the RAM meeting. Uh we updated it because it had the final numbers for when we made the presentation to the town that ultimately makes the presentation to the state. So quick attachment and link um for the public to review that and that's on our website which remind you the new website's phenomenal by the way. I just

017thought I'd throw that in there. So it's very easy to navigate. So this link is directly on there. Um, number two, the demographic study. Just as you had mentioned, Mr. Walsh. Yeah. No, you're not stealing my thunder at all. This is thunder that needs to be uh let's not have this thunder. I don't know if you did you want to provide any color, Dr. Gabby, on it. We just got to see sort of what the preliminary estimate was. Yeah, this is an estimate. It's a first time going on in my communication to um you and uh Mr. Walsh. Uh we had said that Mr. Morasco fully intends on reaching back out to get a a little bit better idea of what this is for as well as negotiations and really reaching right right out to

018to find out um this is that's where we are right now. So it was what was submitted to us but further discussion obviously is going to be and I think from a just a high oh you had asked a question I'm sorry you had asked a question in the comm in the email communication regarding how much was the original one. Yeah the original we said was a little over 13,000. Yeah. which was done. So that's that's what my fear my fear was that it was was close to the same amount because it's like you know $150 an hour not it's not it's not a bad rate but for 66 hours this is a little a little high number of hours for to produce something that we're essentially just re-updating right so I think which what

019we can do is I don't know if if they would consider it but some of the the work that our ad hoc committee has already done right with the these the our versions of the affordable housing sheet and things like that might help. I don't know if it could speed up the process, might shed some of those hours, but essentially 66 hours is what it comes out to. So, if you think about it, it's a week and a half of labor. We'll see. You know, it's always tough to challenge people on what there is, but I think there's a little less to it now that we've got the real sort of the real life scenario of the grand for them to take a look at and to show all that stuff. So, more to come

020on that. Um, and then Oh yeah. Sorry. Um is it worth us looking into to see if other companies would be able to do it at a similar rate so that we know if this is a fair rate in case in the occasion that we want to go down this route um we have something to compare it to to say okay uh this is a fair price or not or that not my only comment would be I mean there's no harm in doing that. They would probably offer you know a full study that they would have to do from the scratch which Essentially, he's he's been through that ground that first ground work of obtaining information from the township. So, he's more or less adding to it. Certainly going to ask about and what's involved.

021Um, it might be something I don't know. So my other concern would be I know we've scrutinized the study a lot and and pointed out many of the potential flaws that are in it um and just some of our concerns and I know residents have voiced at township meetings and here during our board meetings. So, uh, being that there is that, yes, someone else may charge even slightly more, right? Let's say there's someone else that charges 13,000, which was the original one. But if there's some kind of weight behind that because again, just us as nine board members here, we've scrutinized this pretty heavily since January, then maybe it's worth us getting some other ideas to see if there's another company that may be a fresh set of eyes, right? We've said that a lot

022over, you know, various topics. So, maybe a fresh set of eyes would be worth it. your microphone. No one can hear all your good ideas. Just leave it on. I suggest Yeah, just leave it on. I'd be really interested in who the town's going to pick and who are they going to rely on for our township since they're going to be the body that approves what's going to happen going forward. I don't know what your thoughts are. I mean, it's the the art of the deal, right? Think about it when you when you're proposing something. So, the background is that the during our subcommittee that we had for affordable housing, they had offered to pay for a new study, but we haven't heard back on on that. So, what we will need to do on

023behalf of the school and and more importantly for it's on behalf of the town, right? Because if you think about it, we're the largest piece of the budget of the town, right? So, it's within their best interest to work with us. That was part of, you know, how we were forming the relationship. But in any negotiation, it's always best to give a proposal first. So I think if we negotiate you know with this company and to your point working yeah we'll have a couple different options and I think what you were going is more of the value of the study what sort of the right it doesn't seem like nuts and bolts would be a whole at least some of the opinions but there's a whole lot of value behind the study all I've heard

024is you know it's not it's not really representative of what took place in the grand so does that mean that we're not putting value behind this and if we're not putting value behind it which then maybe we need to look at some other options and again if it doesn't perform it doesn't cost anything to get you know appraisal from someone else. So just throwing something out there. Yeah it's a great point you know because we had the demographic study I think it was like 1990 whatever it was and it came up shy on the on the grand and numbers were off and considering we use this as a benchmark to make a lot of the decisions. It's incumbent upon us to try to draw on another estimate to bring it not so much on the

025cost but hey what do they offer? Maybe they're looking at it from a different perspective. There's a piece here that it's not it's not taking into consideration rentals. We we're renting three 3.1% right now of housing. That's going to go up obviously with our influx. So, is there another group that is more familiar with the rental market that we should bring into full because it this is going to drive a lot of our decision- making and we're hoping that the the budget we're hoping that the margin of error is much less than it was before. I mean like the other estimate that came in was X and we saw 5X or 4X. So it's like it's like it wasn't worth perhaps the paper was drawn on. We what has improved in 25 years since the

026last one we had or how however long it was to where we're at today and say maybe the margin of error was 10% but now it's 3.5 considering all the data that's out there. So do we have any information about that? Because you're right it's an expensive proposition. We need to get something out of it. We want something that's valuable, not valuable. Then what does it matter if this company put gives us something else? Their numbers could be exactly the same on the update. And then are we all going to sit here and say, "Well, great. Now we just paid $10,000 and then exactly the same and we still don't believe them. And what's the value behind spending the 10 grand?" And even if the township decides to go at Sundance, then same idea, right?

027If we're not going to put value behind it, then I kind of think it's a moot point. You can write that into the language, too. If it's the same exact number, we're not paying for it. But and and what has changed? We live in an an age of data, right? 1990, what was the last one? Is it 90 to 2000? 22. There was one prior to that. It was the one you waited in 2022 when they were first. There was a lot of talking. Okay. About the affordable housing expansion. So that's why the board at the time commissioned a new study in 22. Okay. Correct. So that was it was 21 to 22 school year. But you're right that there was one a while before that when the capacity study was done in like 2013

028or was done when they were looking at making some chang what has changed in the data space you'll be right it's a lot of money and we want to get something out of it here and it's going to be a core tenant of our book of our budget structuring so let's ask the right questions and it's certainly an opportunity to look for another estimate maybe a company can afford this this and with a specialty in the rental markets that might go a long way. Agree. Um, what kind of study is the township doing or is that what we don't know yet? It would be in it would be based off our recommendation. So once we get this information, we know sort of what the what the details of the study will actually be or what

029they can do. Then we can present it to the town and then have them report back to us their recommendations on what additional items they would want in the study. And then that's where more of the say the shared value can come from right so when then we can decide you know where's the study who's paying for the study like what percentage is the board paying versus what percentage is the township committee I think that's what I was thinking might be advantageous to um to collaborate and hopefully but we got to give them where right where they get right we don't have to pay the full amount because then we could we could request um to be on a you know in an August or September meeting right and then just suggest and present what

030our study is and what we would want from them. So do we need to make a formal uh request for there to be a second estimate or can you just thanks and for procedurally for the for the direction of the administration? Do you want us to well obviously Miss Rast is going to be reaching out to Sundance request proposals from other places and you know we'll speak to that but in terms of coordinating the with the township you know do you want that to be between township community to board or do you want Mr. Mr. Masco to reach out to the township administrator to start those conversations about level setting the information and share like that. So I just want in terms of that direction you go that route when less cooks in the kitchen

031gets more okay perfect. All right. Thank you. Not to add more work. It's all good. Thank you. Yeah, I think that'll be good. They kind of hand in hand number three district and school water testing. We you know we've talked about it. We've had some comments that were brought up last meeting as well too. So I think you had mentioned before Dr. Gay that like there's there's some stipulations of what were required by law and then like what those results could be and then how we could present it just so the public can see as we're testing it as the construction's going on. Sure. And we can make those things visible and results for partial for part of them are visible. The folder that is in the for the cow had water testing information which

032have results and I'm going to pass the baton to Mr. Rasco in a minute, but you are correct. We are required. So we every three years we are required by law to test for lead testing. That's something that was a new law that was passed recently, a while ago, but more recently than than others. Um we also monthly uh have a company that comes in to test our water softeners. Okay. To make sure that that's all all doing well and everything. And then annually we test for nitrates and things that are wellrelated. So we actually and I don't want to steal any information from you. Okay, that's good. So we have well systems we have to go through standard D testing and compiance that testing is taking place that we have results that we respond

033to those results but the three year every threeear le testing that's a different that was put on by the state to all the districts. no matter what kind of water source system you have. And that came out a while ago as a result of some of the the uh schools having lead in their pipes. All of the older districts that had like that and they were coming up with some contamination levels that were Yeah. Yes. Yes. Yes. So that's where that came up to. Yeah. No, we didn't know science. Yes. But I think so like the big part of it in in the testing, did they give us any sort of idea of aquifer underneath us of where we're drawing the water from because what what I want to try to correlate it to what

034we can try to and and to put the the public at ease or to raise awareness if god forbid there is an issue. The main issue at all the town meetings is the new water treatment system that they're putting in has never been tested with this amount of units and this amount of capacity. Right? So then what happens is if that were to break and fail, it goes into the yellow brook and the yellow brook goes into the swimming river reservoir. So we're lucky from that standpoint where I don't believe the act where we are drawing our water from that we would be impacted. But I think it's important to note or to find out where god forbid if there was any leeching as well. if that aquifer flows in this direction, if we're drawing

035on that. I don't know if there's any any ways that we could do it or if you have a map or you know about it. Yeah. So, I mean, I I'm pretty well verssed when it comes to wells and the aquifers and everything. Um, so that water sewage treatment plant that they're going to have over on that property, if it does fail, it will go into pretty much right where Big Brook is. Y and Big Brook, you know, it it it uh I believe does dump into the reservoir. Yeah. Within an hour. Exactly. Right. So that is then, you know, the the American Water Company has the water dist distillation there, right? So they will most likely be able to remove all that in the drinking water for their uh you know, for their customers

036obviously. Um, so they have a whole treatment plant there, the whole nine. It would take, so you have the first aquifer, which is anywhere from like 25 feet to like about 90 feet. Then the second aquifer is about 100 something feet to like uh like 25 feet to like 175 feet. And then you and then you have the third aquifer which is anywhere from roughly like I don't know I think it's like 185 ft depending on the elevation. You can go all the way down to 285 ft depending on your elevation in New Jersey. So those and that's called the the third aquifer is called the Englishtown channel. Now, as far as what I'm what I see, I mean, it could take literally thousands of years for the water to get down to like that

037third, you know, that even second or third, you know what I mean? The first one, uh, maybe it'll take a few hundred years to and then everyone everyone with that first aquifer would be they would be screwed. You know what I mean? So, um, but it's it is what it is. That's really what it comes down to. Um, you know, is it is it an environmental hazard? Absolutely. I mean, absolutely. Who oversees this water treatment? It would be the It would have to Well, any fines or violations would come from the D. Yeah. From this from this from the New Jersey state D. So we as a district wouldn't be responsible. It would be them. It would it would it would it would be the it would be that entity because when every you know

038everyone Yeah. It's a residential but l it's somebody owns it and it's a it's a rental property. It's commercial. It's a commercial property. So that commercial entity would be responsible for paying for those state um state and local D fines. Um, we had a situation like that um a while ago in town with another company. Um it it was it was a restaurant and they had uh their sewage actually flowing into like the Yellowbrook or something like that and they incurred I think almost a million dollars worth of fines and then they uh they had took him to court, paid it down, paid it off and put in a brand new sewer uh put in a brand new septic system there and you know that was that was take that was taken care of. Um,

039so yeah. I mean, so Rob, for clarification, is your question which aquifer this property pulls from? Is that your question? Right. Yes. But it sounds so it sounds like we're it it wouldn't impact it necessarily anytime soon. Well, no. And we're not we're not even obviously like here like we're not even near that, you know. And if it does fail and if it does go into into uh Big Brook, I mean it's We're not drawing water from there anyway. That's not our drinking water. Y So then there's no question. Is that does that stop the question then? It does. Yeah. Yep. I mean, unless they unless they unless they dig a hole underneath the sewage plant that goes directly into one of the aquifers, you know what I mean? But there's so much soil and

040Yeah, that makes sense. Cool. So then the testing that we're doing then that you had mentioned, we're we're covering all of our bases. So what I was going to say, the two tests that we run annually, one is for nitrates and one is for PFAS. So PFAS in water refers to perr and poly fluuro alkal sub substances that have contaminated drinking water sources. These ma man-made chemicals often called forever chemicals due to their persistence in the environment are found in various consumer products and industrial applications. They can enter water supplies through industrial discharge firefighting foam landfill uh uh landfill and among other pathways. the nitrates in New Jersey. The presence of nitrate in drinking water often associated with nitrate contamination is a concern due to its potential to cause um diseases in infants. The New

041Jersey Department of Environmental Protection sets a maximum contaminant level for nitrate um at 10 milligrams per liter and those are the two things that we test for and then in the folder um Mr. Moretta provided what that was in the testing. So that's something that we do on an annual level. So, we have the softeners, the lead is every three years, and then that is annually. So, we do test for all this, but I can definitely uh if you have additional questions, just email Mr. Morasco and I will get you. Seems good. Are we able to put the um annual and monthly testing on the website so anyone in the public could just view? Yeah, it's public. I mean, it's public information. So, right. So, if we add that I mean everyone, we can put

042a separate add into that folder, right? That's where people are going. So, cool. Okay. Sure. Great. Good. Awesome. So, if I remember correctly, uh, last year, I believe Nick was here explaining the well to us and he was explaining to us that the well is 60 years old and that he, you know, they they couldn't find out who installed it. So, they don't know much. They don't, you know, they don't know much about it. They don't know they don't know how deep it is, you know, or anything like that. But, you know, he knows that it's a pretty heavy duty well. Um, I don't they don't know how deep it is. Right, Vince? I don't know. Okay. Right. Right. I don't think I don't I don't think it's like 85 ft. I don't think it's

043a shallow well. I really We know that it's been drawing good water. Yes. Okay. So, if it's been Yeah. If it's been drawing good water, it's it is most likely Yeah. Integrity of the well is likely intact. It was remember we were separating out the condition. What we wanted to test were the holding tanks, right? Those are over 60 years old property. And I'm actually kind of highlight. Okay. Okay. Anyway, water's a hot topic. That's the reason for, you know, this period. Sure. Yeah. It could, you know, poor readings could tell you something about a the condition of either where it's drawing from or where it's sitting in these reserve tanks, etc., etc., right? But that's the raw water that they're testing. Yes. Yeah. Not the treated, it's the So we know what it is

044in the raw water. Yeah. And if that raw water is coming back, Absolutely. Then it goes through when it gets to the building. Exactly. mechanicals to get to drinking outlets and so forth because if that I mean if the raw water is coming back good then that's a great sign. Yeah. Absolutely. It means generally means your your aquifier is still providing clean water. Yeah. So conclusion we're ahead of it. the testing we're doing is adequate and if there was a problem we would know ahead of time. Great. And we've got hundreds of years there was an issue. Just another level too, we continue to add bottle filling stations throughout the schools, you know, replacing the the different things. We continue to do that. That was a project we started years ago and we just keep

045replacing a few at a time and for even more, you know, filtrations. Good. And now we'll add all this great information So people have it if they're interested in communication learning more about the water that their children drink. Wonderful. We are ahead of it. Good. No, thanks for addressing it all. Appreciate it. And then for the public, if there's any other questions, just come to us. See, we'll ask. So, thank you. All right. Great. Uh, thank you. Uh, let's move on to buildings and grounds safety and security. Um, Mr. Walsh. Um, it says an overview of the updates on a roof, okay, proposals and suggested ad hoc meeting instead, right, with the building and grounds committee to really dive a little deeper into each proposal for the roofs. Um, I feel the switch gear replacement

046is a priority. We have a new uh solar panels install and all the controls. So, I think that should be number one priority for our district to invest in is a new switch gear. We had a tour and I think you all saw the condition of it. Outdated definitely needs a replacement. So, no, thank you. Thank you for just setting that up. Just if you want a quick sort of update on where we're at. We're not exactly at the point where we're going to make a decision or a recommendation on the specifics of the roofs, but we do want to present to the committee and the board three different roofing options. And we thought that's the best way to look at this because at the end of the day, you know, we want to make

047a decision that you're comfortable with spending the funds that you're comfortable with, etc. So, They have different warranties. If you recall when um the architect was here and spoke about the sort of the Cadillac of the roof replacement, which is the full EPDM top of the line, they'll slope it correctly. every every other original roof that you know through the mapping that needs replacement aside from the EIP again would be completely removed and replaced with that solution which was a synthetic rubber roofing. So just that's number one 25 to 30 year warranty on that. How much was that one? Very expensive about 3.7 for all the remaining locations. again is a budget they often project very high because they like the bids to come in below the projections etc etc and that was the presentation

048we had I remember right that was the man who came in and presented to all of us and that was was that the same company that has done the rest of the EIP no okay so that's so it's a different company no matter what they have done other type construction for us okay thank you architect that was at the time that that was the architect who has done some of our projects that we've been using through the years and he came in and had done a roofing study you know projection as part of like the long range facilities plan and we were looking at things so that's why he came back to kind of level set and say here here's where we are right now based upon and reflective of the EIP work so he

049did make it sound like it was something that we should put to the forefront so I'm glad we are moving forward forward with it. Okay. The second type that we thought would be good consideration was the type of solution that was done for the EIP if you recall for all the sections where the solar was getting installed and that was a uh more or less a polyurethane foam type product with a silicone base and that had a 15year warranty. So that is an option um if we wanted to uh certainly less on the financial impact side, but it's a 15-year warranty. The the nice thing I would say about that is that you would then have all your roofs because they gave us an extra year um for the warranty on all the roofs. It

050was actually 16 because of implementation. So, we would all be on the same schedule essentially of of roof warranties if we do a like that. And we're again we're going to talk about this more. What was that price about? Uh I want to say roughly 900. Oh, so 3.7 million to 900,000. Well, yeah about I know I'm just this is just rough just you know. Good. Okay. That's something to think about. Okay. Yep. And um another one is a third solution which is provided by um a company that does a liquid applied polyurethane and that is a 20 to 25 year warranty. So it's sort of in the middle there. Um now and this is part of the follow-up work that we are still going through because in order to determine whether that type of

051roofing system actually work on our problem roofs. They would have to take core samples first and do a infrared roof scan to determine the level of moisture in those roofs. And in other words, if the moisture is beyond a certain level, they're not going to use this solution because they would need replacement of the foundational decking of the roof. Okay. Needless to say, we have We have a quote for an infrared scan from one company. Mr. Morett is waiting on another one. When we get that, we want to show you that and then possibly have in that meeting a representative maybe from this company to talk more about it and determine if that's something you might be interested in. So that's situation with the roofs. I'm sorry. And option three about what was that estimate?

052Um, it's somewhere between 48 and $52 a square foot. I mean, it it comes out to quite a bit of money, like roughly 4 million. But again, this is this is like sort of my just looking at the total square footage without really bringing them in to work up a full proposal because first step one, like I said, is they need an idea of moisture content. But the other two don't option one and two don't need they don't because of their application system. Okay. All right. Great. Okay. The uh as Mr. Wolf said the electrical main switch gear is something we we certainly want to advance. We've talked about it since last year. Um that too we want to discuss further in ad hoc and then present a recommendation to you. So number three, okay,

053back to the water topic here is there's an opportunity that came up um from the Department of Education. It's called a um it's they call it the securing our children's future bond act water infrastructure improvement grant application and they're announcing I believe applications to uh run out the fund that they had here which goes back to public law 2018 the securing our children's future bond act And so they are focusing now on key improvements to water infrastructure. So there's there's an application much better. Yeah. Sorry, I was trying to sneak an answer for the grant or okay that we don't know. I don't um for one, I don't I don't know how much is available, let's say. But then there's um a lot of information that we're reading. right now actually it's a lot between

054the guidelines and the eligibility requirements. There are certain you have to meet certain eligibility requirements in order to just apply. For instance, if you had the latest round of lead testing uh in this three-year study and you had a certain number of uh outlets that you know registered high on the on the meter and we took that out of service or made the remediation part, you may qualify. Now, how much I don't know. That's part of their their application package. Okay. But that could be something where The grant would fund us to put in more bottle fillers, newer water filters that have filters. What what Mr. Moretta and I were more, you know, focused on and thinking about and that's where we're checking the eligibility is whether one if not well one well one of

055our well tanks the mechanical piece that is you know over 60 years old. Could that be something that qualifies? So we have to run through that eligibility. It's application is due June July 25th. We'll let you know what happens with but it's a good opportunity. Where's it where's the grant come from? State or federal? This is state department of education. Um yes it's all from that securing our children buyback from 2018. And then last but not least, just some uh ESIP updates. Uh this is pretty exciting because right now the um it's called permission to operate has been achieved for all three locations of our solar. Uh which means that advanced solar products is now within their 30-day period of testing and commissioning. Okay. So it's it goes through this sort of trial period. ing

056that every all the connections, all the all the panels are working and the inverters are giving what it doing what they do and um and then we expect that to run its course and achieve commercial operation within this month. So that's pretty exciting to have solar piece nearing completion. The other pieces we're also um getting excited because the the finality of tying in all these rooftop units that were, you know, brought in this summer as well as all the piping and remaining duct work that's needed. Those are also nearing completion. We have what's called a balancer uh company that essentially comes in and will certify and balance the system. All the unit ventilators that are running, all these fine mathematical equations that they use to right support the EIP, they ensure that the system systems

057are performing the way they need to be and then they could essentially turn that over to our operation through our fancy building management system. So that's that's where that is at. And then there's just some ongoing um chiller installation I think is go is getting underway by Peterson Service Group Primary School and then just some some other you know crew crews doing um adjusting thermostats and graphic updates to the building management system. So it's it's on a good it's on a good path. Um, the ESEP did that start back in 2018 or was that when So it started actually the funny part was the back work not to steal from and correct me if I'm wrong actually started like in 2020 when we had to do a plan. We had to actually go through an

058evaluation to see with um that was through what was that the study that we had to do. It was part of the requirement. So it was a leadup. So it actually wound up being a perfect time because when not perfect but it was a time everyone was able to get in who was coming in and we went through um almost like a feasibility study of of if it would be worth it we would get a return on what we were supposed to do that was part of a requirement in order to take that step to do an ESP. So once that was done so it actually yeah the energy audit that was it I'm sorry that it was coming through so that started a while ago. I could even back on that and say the

059genesis was really from the the outcome of the failed referendum. Yes. In other words, there we were back to the drawing board. How do we address some of these long-term needs in our district and do it in such a way knowing that the referendum was not very palatable at that time community. and became one of the drivers of discussion and through the energy audit we positive results. Yes, you guys can certainly achieve savings do it and do it at a zero tax, you know, five years to get these projects. It's it's um Yeah. No belief. No, but it was, you know, very impressive what we were able to get done um over these five years for um so little money, right? And yeah, in the big scheme of thing and one of the things was

060adding in indoor air quality, the air conditioning and right the H each H each H each H each H each H each H each H each H each H each HVAC unit the HVAC units everything that we were doing because that was something yes improving the infrastructure and doing everything that needed to be done with with all those those things but then also like adding you know upgrading to HBAC where all the schools had had it um the system was was a priority for us as well and I think that wind up being $6 million to add to the two spaces that that was a really great great work in terms of collaborating with our um with DCO and whatnot. And just to give a shout out because I don't remember if I mentioned it

061on the 25th or not, but with regard to tying everything into the new electrical panel at elementary school and being able to generators that tie in network that we that the board supported on the 20th on that last day of school when the power failed in this building at the elementary school, that generator kicked on and when I walked into that building, those lights were shining bright and I think it was the I was like, "Wow, you would never know." you know, we they identify the p the primary hallways to make sure that they're on. So, some of the side hallways where there's less classrooms, but the main hallway, you would have never known that there was a power outage and and whatnot. And it was also a good test, too, because there were some

062offices that weren't linked in. So, that actually Mr. Murder appreciated a test of it, if you will, that he that was uh you know, working it forward. So, I thought it was it but just to let the the the fruit of our work, right? I guess you would say it came to work and you're like, you know, you don't realize how much you need it until it's there. So now I know that Mr. Scarf and Mr. Walsh also responded that we're working on um proposals for areas that don't have backup generators. The transportation depot that you know this building and seeing what that you know long term would look like for us administration building. Yeah. So thank you. That's uh that's really it. We'll stay tuned for a adop meeting. And from a a timing

063perspective for that, ideally, would we want to be looking at to be able to move on that? Would that be uh for the July 23rd meeting to be able to have almost like a recommendation August meeting? Perfect. Got it. Great. Thank you. Anything else? Wraps up buildings and grounds. All right. We're gonna move right into communications. Oh, I'm sorry. Did I skip something? Forgive me, I spoke too soon. In concluding, I did the EIP updates. There were a couple of summer projects. Mr. Moretta just wanted to highlight the fact that they are as part of you know turning turning on I'll call it all these systems at once for the Hback they're removing all the window units window units so that the system is truly working it needs to work um so that's one thing

064um there's not um we have the paving coming up I know that was on the the approval last board meeting. That won't be till after Bre is over in August 11th. We're targeting to do the paving at Cedar Drive Middle School. And then uh they're doing some playground preparations closer to the beginning of school year, the mulch and that sort of thing. And then they're painting the Cedar Drive Middle School cafeteria in that'll be in house. Uh just remind me the paving at the middle school is that the front stripping road. So yes, it's it's essentially the the whole driveway and parking area and roundabout. Are they ripping up what's existing? So are we going to use this opportunity to put in channels for potential lighting infrastructure? because we are going to be going over

065where we could potentially put lighting. We discussed that during the um during the walkthrough with Nick. I don't know that the style or format is changing in any way due to the paving like placement of lamp posts. No, no. Like if the lamp posts are over if we're paving this and the lamp posts are over here, we could run channels underneath for potential electrical work in the future. So before we pave over it and after we grade it out, we just put the infrastructure in for a potential lighting infra lighting program. Thank you. Um I just have a question. What color is the cafeteria being painted? That I do not know. I just want to report back to um our our uh student council of Cedar Drive Middle School. I believe it is school color

066theme, but I have to but I I don't want to speak incorrectly. So, okay. So, all right. Terrific. Might be a horseshoe or two or something like that thrown in. Awesome. All righty. Um, okay. We're all done, Mr. Ross. Yes. All right. I am sure. All right. We're going to move right into uh communications. Um, Mr. Scarpa. Yeah. I three three points of communications and great wins. Uh, I need to highlight this. We have an updated website. Uh it's a new infrastructure and content. That's a great win for the the board, the district. Uh it it showcases just the the right way to communicate with the town. So just kudos to the team that put that together and continue to support it with with with with content. Number two, the newsletter is chock full of

067updates and great news. So a shout out to Phyllis for she puts in a lot of time in gathering all these great wins, highlights upcoming opportunities. It's just a it's a fantastic platform to not only showcase what has been done but what's coming up and it's it's so student centric. It's a great win for the program. So thank you Phyllis. It's a lot of time and we really really appreciate that. We never had that before. So, you know, and then we'd love to see it continue and I know that we're going to have individual highlights, especially with all the work that we're focusing on here just to keep building that out. Great platform. And number three, Miss Vulpi has always supported a form of professionalism here. That's one thing I love about this board. So,

068thank you for that. Uh, in relation to the comment that we received, that's to great concern with that about about BOE professionalism. We're very very professional here. So, if you have a problem, if you're listening, if you have a problem, come on down. Let's have a conversation. Let's figure that out together because standing behind a computer screen and typing something out that can hurt someone is very unprofessional. So, come on down, have a chat. I took umbrage to that and be more than happy to support any of us because we all are on dedicated time and volunteer here. And I took that was very very a personal lowb blow. We should never receive that. So, thank you for your continuing to support professionalism on the board. Yeah. Um, just to um add to that, uh,

069yes, I was very taken back by that email and, uh, you're right, hiding behind an email. If people have an issue with the work we do on the board, um, I agree with you. Come on down and voice your opinion, but personal tax, there's no place in this district for that at all. Absolutely. You want to criticize our work performance and what we do on the board, I'm definitely open for that discussion. But going forward, I will not address any emails of per personal attacks of anybody on this board. So, thank you. Just one comment, too. I think it's important to note that you tried to reply to that and you got a bounce back, correct? If I'm Yes, I did. So, it was a fake email that was used unless it was typed in

070incorrectly. So, also probably good to note that as well. Yep. All right, we are going to There we go. Um, so just so the public knows, um, it went live on June 25th, I believe, right? June 25th, Thursday, June 25th. And I do want to thank Mr. Capaso. Um he worked with representatives from Final Site um to incorporate you know all all these new things we wanted on one platform and we are anticipating the launch of the app in the near future. I don't know if we know when yet he's still working on that with them. So which is I think we want to make sure it's up for the opening of school so people can you know download their app through the whatever they're looking through. And then we'll be testing the new communication

071channels because remember that was the beauty of the update. Everything is focused through one as opposed to you know the the best part about this and I think in in there's a lot of background work that goes on to it. So again I completely agree and appreciate the the appreciation for Mr. Capaso because he really has led this you know uh initiative through through the district through for the board and for the district. Um but one of the things that from the old system there were four websites. So that was four websites being managed. It wasn't one. So when you had to when content you had to he was constantly we were constantly trying to figure out ways and working with our prior company to when you post something to one to connect it all

072to or we we try to tie in something Google based that would connect it all otherwise you're constantly updating you know more than more than one website. So this is a lot more comprehensive and it's one one-stop um updating which is really good which we appreciate. So, I'm excited about all that. We've just launched it and we know that we're tweaking and everybody's looking through their own content and stuff and we usually do a very rigorous review of all the content anyways for the opening of school. Um, so we're in that process now of doing all that. So, again, thanks to Mr. Capasso for that. And then there was the Yeah. And if you can, uh, provide us with an update on on the press release because we before we go to Dr. Garbe on

073that update. I reached out to all the folks that were that took part in this, you know, the housing grounds, uh, Nick from from from his his perspective just to say what was done and what were their impressions. It was a lot of work over a number of years. So, it's a long press release they kept it all. They didn't edit it out, but I certainly appreciate the opportunity to provide that level of content. So, I defer to you on the next steps of the commission. Sure. So, and that was Thank you for getting that because getting a quote from Mr. Walsh, you know, you everybody in terms of of what the board looked like, Mr. Moretta incorporating his involvement in that. Um, so we are that is back in the hands of DCO of

074their uh public relations team and that will go to a national press, you know, it's it works collaboratively with them for advertising as well, right, where they're able to highlight that. But when that becomes um they'll let us know when it when and where it's going to be released. And then we can also identify local uh outlets that they might not be identifying off the top of their heads if we want it somewhere else. But it will be a formal press release about all the good things, the potential savings and really highlighting. I think um a couple districts um one that comes to mind, Eaton Towns did a very similar type of announcement. I think it hit um multiple news channels about the savings and way that they're trying to you know conserve energy through

075and at a cost savings to the community. Um so excited for that. before you mentioned it started in 2020. Maybe we could have some kind of timeline on our websites in terms of what was accomplished each year. Sure. I'm sorry. Yes. I didn't mean to have such a long pause, Mrs. Cameron. I'm like, I'm sorry. Yes. Yes. Okay. Anything else, Mr. Scarbor? No. Thank you. Great. Thank you for highlighting those things. Um moving on uh we have a lot under curriculum. We may be here till uh tomorrow morning. Okay, we will start in number one, the CC cadet program inquiry and investigation. So I'm going to just update. Um Dr. Garbe spoke with Lieutenant Commander uh Richie Bowman, the regional director of the US Naval Sea Cadet Corpse in New Jersey, who emphasized that the

076program while a great path to junior OTC offers more. So, I went on the website and anyone's welcome to. It's uh just www.cadets.org and there were two quotes that I wanted to share. We give young Americans skills, knowledge, and confidence through an amazing variety of training opportunities. See cadets wear uniforms, work as teams in a disciplined environment, and adhere to our core values of honor, respect, commitment, and service. The second quote that stuck out to me was, "Cadets gain unique and valuable experiences that incorporate hands-on learning and teamwork. Our diverse program includes seammanship, sailing, aviation, security, building robots, medical, STEM, scuba, submarines, photography, culinary, special forces training, and an international exchange program. So, an in-person meeting will be set up between uh Dr. Dr. Garvey and uh Lieutenant Commander Bowman. And again, it just seems

077like I just really want to thank you. I I started with I wanted to do some kind of program for a leadway into ROC and what through um Mrs. Ida Jones and everyone working together. This this surpasses what I envisioned. I'm just so excited for for the 2526 school year to offer this to our students. Yeah. So, I have Thank you. Thank you to everyone involved. Of course. And I have an update. So um uh Mr. Bowman's no longer part of that division. So that took delayed a little bit of it, but we were able to connect with the people who were actually stationed right here in Earl who they were forwarded all the information and Dr. Rigby and I have a meeting tomorrow with with the new representatives. So hopefully uh in my superintendent

078report at the July 23rd meeting, we'll give a little bit of an update as to what this looks like. So we are also equally excited about it. It'll be fun. The color graduation Okay, number two um was the NWA map versus maybe possibly looking at the SAVIS benchmark assessments. I don't really have much to say about this. Uh last time I shared the idea of a potential shift or just you know something to talk about um from the MAP testing this map assessment to using what we already pay for um it's about a four maybe $4 to $5,000 savings to the status benchmark assessments. I gave a presentation pros and cons. Uh Dr. Garbeay included Dr. Reynolds comparison of the two in the um June 20th 25 update. So I just wanted to start with

079were there any comments on what you read from either what I presented? I don't really feel like I need to be redundant and read all the pros and cons again. Um any comments to start with? Okay. So then I just will say a few things. So the key advantages to SAVIS is it is aligned to our curriculum. The SAVIS assessments are built to match the program that we already are using in our classrooms. It's a direct connection to the NJSLA. So these assessments are aligned with our New Jersey student learning standards and they mirror the format and the the content of our NJ NJSL NJSLA state testing. So that supports our board goal of becoming a blue ribbon district because it's all based on the NJSLA testing. So like I said before, there is some

080cost savings if this is something we want to explore by using the SAVIS platform because it's no extra cost. We're already paying for this program. While the map requires separate um licensing, SAVIS provides real time performance data. I'm just highlighting uh that's tied directly to classroom instruction, giving teachers the tools they need to target skills. Um and the MAP testing is what we call norm referenced. So really you're comparing to the nation and New Jersey already as a state constantly performs above the national average. So this comparison really gives us just a limited value in helping us meet our state specific expectations that are again part of the NJSLA. Um SAVIS is standardbased. Okay. So it means how well are our students mastering the New Jersey standards. So it is more um I believe it's

081more relevant to use um just for guiding instruction and again going back to preparing for state testing. So just the bottom line, these are just some advantages. Obviously, you know, you saw there's pros and cons to both. I'm just highlighting what I, you know, what I my strengths. It's a better alignment to what the teachers teach. It's more meaningful data because it's focused on New Jersey expectations. It's a reduced co cost. Um it targets support for student growth. So it will still let us know which students need tier interventions, which students will, you know, should receive um academic or enrichment services and mostly it it will pro give us progress toward this this blue ribbon rec um recognition. So if the majority of the board is in agreement, it's something I would like I would

082ask Dr. Garay to consider bringing this forward at a vote for our next RAM meeting. um it's something that, you know, we might want to consider or we might say let's let's keep talking about it and maybe consider it more for the 26 27 school year. You know, it's just just some different ideas. Just one question. What has less reading involved in it in the math portion? Like if you compare the two where the a lot of our children struggle is there's too much reading in the math, right? It should be math not reading. which one has so the the map testing would would would have less in that case I I believe. Do you agree with that? I do. Yes. Um because again SAVIS is the program we're using. SAVIS is very wordy but

083that is also the way the kids are being tested on the state assessments. Okay. So that that is a good point. Unfortunately math and and reading now are just so intertwined because so much of it is problem solving. That's just a fact. It's just an econ majoring in economics. Unfortunately, when I hear, you know, reading and math, it gives me anxiety attack. So, I just Yes. A lot of lot of reading involved in that. But that's I mean, but to your point, the Savage platform, it it kind of like we're lucky in New Jersey because we're always top tier state, but this will prepare us more towards state. And if you're comparing apples to apples versus apples to oranges, national standards are pretty low. So, we're always exceeding those, but these standards, it'll give us

084a better benchmark to show us how we're doing against our peers in New Jersey. Yes. Can I speak to Of course. Okay. So, so I think so I think the purpose of tonight isn't to be a counter. It's not it's it's for level setting of information regarding NWA and having the board fully aware of what we use and how it's an integral part of our data infrastructure currently and has taken since about 2014 when it came on to be really evolved and encompassed incorporated into where we are right now. So with regard to moving forward you know and the purpose Dr. Reynolds was at the Cal meeting heard it and we we wanted to say okay let's give some information so everybody has and that there's questions. Now, if we're looking at something that we

085have in a program, that is something that I think that with regard to, you know, experimenting with programs, while it's the board is more than welcome to to vote on it, it's not something that we have need to vote to experiment on, right? It's not a case where if after we go through this and we level set, my recommendation would be to try them out rather than to automatically pull back and replace because you're talking about a data system that is used by first through eighth graders in all capac in in math, language arts, whatever. And I think the benchmark assessment was for three through five just for math. So I think that was the proposal that we were talking about um for SAVIS. Right. So you'd be removing and now Right. Right. the test

086itself I'm sorry the benchmarks that we're talking about was just using three through five mathematics whereas map is ti the progress indicators the data provides longitudinal data on performance for kids first grade through 8th grade or wherever they start with us you know so that's just a piece of it so it's just so I don't want to hold everyone up or have a long presentation you know with it but it was more like just like okay this is looking at the two programs this was have and what do we use what are we currently using map for you know and and and where it sits right now so that we can make an informed decision um recommend when we're making recommendations for things there's a full awareness and if we want to make know more

087about both programs we can do that as well. Okay. All right. So yes quick question sorry. So, if we did decide that we wanted to um pilot this like in the third through fifth grade, would we still have then the map through first through eighth where we'd still have that data to compare side by side or no? the third through fifth would only be separate. I mean it would be it would if I I don't want to obviously speak for for stakeholders that would we would want to be involved in this which obviously would be our teachers as well that I I I think that we would want to do almost like a dual type of approach to it and be able to compare the predictors of it and using it because it I think

088that you you'll hear I don't want to take away because I know that Dr. Reynold spent time doing this is that you know both do predictors they both do grade level standards they both do things and we can actually extrapolate local our district performance data from different things and we compare stuff so I don't want to take a little bit so I want to make sure that we're cognizant of what we're looking at from apples to apples or they're two different assessments they are and they actually are used for two separate things one is curriculum based right the program based I should say and one is norm referenced and run both simultaneously we would try we would we we could if we wanted to pursue it identify a couple teachers that would say, "Hey, here's

089what we're looking at." The same way we would pilot anything and talk in terms of improvement and stuff like that. You know, the the the way I I think we would just want to be very thoughtful before we make a decision for our staff of what assessments they're using. It's just sitting as the 11 the 10 of us sitting here. That's not a very easy decision to make. We do want to be mindful that we are not assessing too much. That's the only negative because we you know that you are then taking away instructional time as well to give all these and we highlight that. Yeah. So we definitely want to Right. So I don't know if necessarily doubling up is is a great recommendation. It might be better for one or two classes to

090just pilot a different approach just for you know the scope and sequence of a of an entire curriculum and making sure you're getting everything in. if now they're giving up another two or three periods or or days to test. Uh you know, we don't want to over assess our students. But Savis starts at I mean you'll probably Well, no. Savis actually has assessment starting in kindergarten. So it I was just start having a starting point where ter where where does it really um start start with with um in terms of of NJSLA? So NJSLA starts in third. It's third through 8th grade. So that was sort of why it was starting there, but it was, you know, it was just it was just an idea and it potentially could also save the district um quite

091a few thousand dollars. Okay. Okay. Dr. Reynolds. So Okay. Okay. Do Dr. Reynolds, go ahead. Okay. Um, hi everyone. Thank you so much for allowing me to be here tonight and to go over this with you. Okay. So we are so looking at our data use, we want to look at that our our school district uses multiple measures of data to inform our instruction, right? So as teachers, we're constantly in the classroom looking at our students and looking at how we can help them. And we want to make sure that we're looking at different things to help our students be successful every day, even in even in the summertime. So, one of the things that we're looking at constantly is we're looking at formative assessments, right? And those occur during the learning process. So, as

092teachers are teaching, they're assessing their students to help guide their students understanding and guide their instruction. So, this is going to help them guide their instruction. And part of that process is we use MAP testing as well as all these different things to help come up with targeted groups to help make sure that that instruction is focused for that student. So when you're looking at here, you're looking at these multiple measures of data, formative assessments, right? We're looking at teacher records, we're looking at state assessments, and we're looking at formal data that is collected and stored in linkit at the district's data warehouse. You remember the long presentation that I did in the beginning of the year where we talked about the data and what that looked like. This is where all of this data

093is going to go into and map is one of those things. But we do use map on a daily basis to make sure that we are targeting that instruction. Um and that break is broken down through reading. So for example, if you're looking at taking the reading assessment for MAP, you have the reading comprehension. You may have informal informational text, literary text, vocabulary, and you're looking at a student's results. And you may say, "Okay, we have a group of students that needs to work on literary text. I'm going to run a small group, right? We'll run a small group of students and we might focus on author's point of view or theme, and I'm going to target that based on what the results were for from MAP, based on what I see in the classroom,

094based on my little assessments. um and it's going to help me meet the needs of those students. I also can look at the language usage that MAP provides me. That's in regards to grammar when we're talking about mechanics and we're talking about writing skills. When we're looking at math specifically here, you may it covers a range of topics and we get uh results on the assessments including realistic complex number systems, operations, algebra, geometry, and data analysis. So you may have a student that is struggling in operations and algebraic thinking and we want to meet them and target their instruction. We also have the assessment in science and then we assess them in physical science, earth and space science. So essentially what is MAP testing right? So, it is a computer adaptive assessment. And this is

095a huge difference when you're looking at different types of benchmark assessments. And we assess this in math, ELA, and science. And so, what does adaptive mean? Adaptive means the difficulty of the questions and it adjusts based on student performance. So, if a student answers a question correctly and the next question could be more challenging. Conversely, if a student answers incorrectly, the next question could be easier. So, the process is going to continue throughout the test. And that's super important because that's really going to give us where our students are on the assessment and how they're doing because it's adapting to how they're taking the assessment. Okay? And we're able to track this growth and we're able to see how it's going. So, we take this test three times a year. This table's too low. Can

096I hope everyone can hear me. I didn't engage how tall I was. I'm sorry. Um, fall is week four. So, MAP tells us when we should assess to get the best results of our students. So, fall we test after students have been in school for 4 weeks. Winter um in the middle in the middle which is around 20 weeks and in the spring we assess again at 32 weeks. And that's prescribed for us so that we can get the best accurate data on how they should be growing. And what happens when we look at that that data right there is you may see a student that um let me see where I have so you may have a student right and you get a snapshot of your student and they have all these different reports

097in math. So we have a class profile there's a student profile there's growth reports and our teachers love these quadrant charts that that come up. um they're always looking in the in the quadrant and they're always looking for personal growth. So you may have a student when you're looking from fall to winter that has, you know, high achievement and low growth. Why would that be? Because they've had high achievement because they're already probably at 99%. A kid that's already a student that's already at 99%. Are they going to grow that much? Probably not. So we're able to see where different students are growing. Is it low growth, low achievement? And then we're able to identify those students and put them in groups. Do they need to go into intervention? Are we helping them enough? Is

098our scope and sequence good? We look at our curriculum. How is our pacing? Are we hitting these standards? And it can break it down for us so that we can be reflective in our practice as a grade level, as a content area, and as a district. And we have those conversations during PLC times. and we meet during team times throughout the district no matter what grade level. So this is really important information for us because it is adaptive and because our all of our students are taking the same assessment. So our students will take the MAP assessment um beginning in first grade. Our first graders take the assessment in the wintertime and then we have this assessment through. So we compare in first grade in the winter and the spring. everyone else in grades two

099through eight essentially is taking it beginning in the fall. Okay. Um again, it measures student achievement and it provides us with the local school district as well as nationally normed data in the form of RIT scores. So, I'm going to talk to you a little bit now about what a RIT score is. And if you've read any of my um MAP letters that have come home, we we like to talk about this every time the we have the assessment. And we we do upload these scores too in Genesis in the documents tab where our NJSLA scores go as well. So you are able to access them. But a RIT score is it stands for a Roush unit which is a measurement scale developed to simplify the interpretation of test scores. So this score relates directly

100to the curriculum scale and each of the subject areas. And we're talking when we talk about subject areas, language arts, math, and science where our students are tested. Okay? And so the RIT score represents a student's academic achievement level at a specific point in time. It's similar to feet in inches, right? So that measures how well a student can answer test questions varying in difficulty because the test is adaptive. So the higher the RIT score, the more a student has achieved in that subject. Okay? So it measures the difficulty level of questions a student is likely to answer correctly about 50% of the time. It's not a percentage. Okay? So in some assessments when you take a regular test you might get a percentage right out of 100. This is it's not a percentage. Instead

101it reflects the students instructional level which is what teachers are going to use to drive their instruction. That's what's going to write their lesson plans. Okay. as well. And they're going to work with their small groups. It depends. There could be uh one teacher in the room, two teachers in the room, and that's how they're going to break them up into small groups. And that's in every grade throughout the district, in every subject area. The RIT score is going to allow educators to track a student's academic progress and growth over time. Okay? So, it's not just one little piece. It's going to show the growth over time. Remember, I showed you that we have it in four weeks, 20 weeks, and 32 weeks. And then we're able to compare that data year-over-year as this child

102grows. And because we have link our data warehouse, you're able to see a student from as far back as when we started having link back in 2017. So we're able to see all of that growth. And that data again um just to be reminded does go to Freehold Regional High School District and they do accept that data from us. And I'm just not sorry to jump in the curriculum person talk. But in terms of that as well, you also look at um teachers crave that as well because when you're looking at grade levels, it's it's a basis for articulation of wow, your kids grew this much this time, what are you doing in that class, you know, so in terms of how did you address that with pacing and stuff. So that's another tool that

103teach we we look at when we're working with our teachers as well for best practices and and so on and so forth or if you know a class was at a slower pace sometimes you don't get through as much stuff there might not have been as much growth as indicated in time where map is saying they should be at a certain point in time. So that helps us to be informing that as well. And it the map provides um the learning statements align to the state standards that correspond to those specific rip bands on the growth of how a student's academic achievement level is growing. Okay. Yes. For the magnet programs at Freehold Regional High School District. Um no because there's a different that's totally separate. Yes. Answer that also. Um okay for the magnetic

104programs the kids are taking um usually an additional test which is an IQ test. My my own personal daughters did not take MAP testing or NJSLA for personal reasons and they were um they they did the IQ test and they're both in the LPS program. So it's it has no um correlation with with placement, right? This is data for Freehold Regional High School District teachers and their schools to get on our students to help plan their instruction when they come in in nth grade. Yeah. No, and they have their own, you know, as Mrs. Cameron said, they have their own kind of thing that they want to look at. So yeah. Okay. Okay. So, when we're when we're looking at the MAP data to inform instruction, okay, so we have the district-wide data that we

105use, we're looking and this is helping staff analyze specific students. We're looking at overall trends. We're looking at those subgroups, um the performance and the priorities to target areas um of support as a whole. Okay, we're using that K to8. Then we have schoolwide. So, we're talking about primary school, elementary school, and then Cedar Drive. We're looking at the the patterns aligned and support enrichment planned coaching cycles with our instructional coaches. What do what are some targeted skills that we need to work on? What are priority goals that we're looking at as a content area, a grade level, as a school that we need to focus on? We're breaking down those strands. We're looking at the different reports that are provided to us and we're using them collectively together. Okay. And one another piece that

106is important here is that it helps us with our professional development plans. So, we write professional development plans. Um, we start at the district-wide level and then the school each writes their own professional development plan and then the teachers base their professional development plans based off the district and the school. And part of one of the areas is academic and using data to drive instruction. So, all of this is tied in schoolwide. And then we have grade level. So, we're exploring that class level uh level data. We're comparing trends, identifying needs, teacher specific staff are meeting to review student specific results, um looking at that instruction, looking at those different reports that I was talking about before, and then Il skill plan. This is really neat and this is every time after our students take

107the um take the NWA map test, we are able with the help of Mr. Paso to upload those results to EXL. And formulates a specific plan on areas that students need to work on. And I know that Mrs. Camera is going to as head of the curriculum committee here will remind everyone about our summer work that people are going to be doing. And so that's um I had to give my plug. Everyone should be reading. But the but this students work this summer is personalized to them. So when they log into EXL, it's skills and strands that they should be specifically working on where they may need additional help in. And so it's not just we're going to log on to the computer and do some work and I don't need to work on that

108anymore. It's very specific to what they need. So it's very important on those rainy days for our students to log in because it's going to help them when they come back in September with us. Okay? and they also work on them during the during the school year as well, but I'm just reminding everyone because it's the summer. So, some benefits of MAP, right? And there's benefits to all kinds of assessments that we take um throughout. So, assessments um are not, you know, program specific measurement of skill transfer and application and different platform or assessments. We're tracking students individual growth across grade level and subjects. We're looking at off-grade level skills and gaps not seen in curriculum based benchmarks. We're looking to help inform our LL skill plans and we're contributing to inform data-driven decision-m supports.

109MTSS, that's our multi multi-tiered systems of supports, which is how we identify students for our intervention programs with um and how we identify students to help get them needs. some students may have to end up getting a 504 or be referred um even further to be to special services to the child study team. So, this helps us make those data informed decisions so that we're meeting every child's needs at where they need a specific intervention the most. Um we're also looking at local and national percentile comparisons. So, our students are compared to each other. They're compared to everyone else that took this assessment as well as everyone out throughout the nation. It is available in grades K through eight and it includes assessments for algebra and geometry which are super important because our we are

110so lucky in this district to be able to provide those uh high school level classes to our students and this assessment allows us to assess those students as well. Um it also provides perfect uh projected proficiency levels for state assessments. So they may when the students take the assessment we do look at this and say okay this is where our students are projected to perform. These are the students that might be right on the cusp. How can we help bump those kids up? How can we meet with them? Where's the strand? We look at the different class profiles, the school profiles and those quadrant reports I was talking about and we break down by standard how we can help get assignments. And then we can take this a step further and really look at our

111curriculum and say, are we teaching these standards? Do we need to include this a little bit more where are we teaching this the right way? Because as teachers and educators, you constantly have to be reflective in what we're doing. And if we're not getting at the information the right way, we have to we have to look at that and say, how can we do this better? I think just if we can pause there for one minute, one of the things that's that is a benefit, you know, that we've identified there, it is a it is a separate assessment that is a demonstration of a skill outside of a curriculum based program of a program. So it's almost like the ride the bike theory. You learn how to ride a bike. So once you've learned and

112mastered that skill, you can get on anything with a bike and pedals and learn how to ride the bike. You want to see an application of skills outside of a program. And this is something that is a benefit that we see as a benefit that they're able to utilize a skill and apply a skill that's aligned in the sequence and scope of a grade level. They can apply it outside and we can also find indicators of and as Dr. Reynolds mentioned which exceed grade level standards. So if it exceeds a grade level or is below a grade level that is something we can also monitor through map system on a very personal level I don't know enough and and through our exploration uh of our sav benchmarks I would want to learn more about that

113you know but that is something that we find is a big benefit because a majority of our students take that and whether they are in enrichment that helps us to say okay they're performing here or if they're below you know it helps us to say okay for how far and that's that growth model that we're looking for and we value so much as well. So that's just another piece of that and the demonstration of independently being able to demonstrate that's two huge um you know benefits I would say. Absolutely. Dr. Reynolds, I'm sorry. Can I just ask you one question? Something you said that I just want to um see if I'm following. Does some of the information the data that we pull from this does it also help with um our teachers in their

114curriculum writing? Yes. Okay. able to use it. Yes, because we can we look at we look at the scope and sequence and we'll look at pacing and we'll look at if some standards need to be maybe possibly moved. We're not hitting all of those standards and certain Yes. So, we're looking at constantly as well as grade levels. And in fairness, that's all assessments we look at and to do that because really what the state will say because the the the Department of Education loves a mantra, we're here to help, right? And so they believe that the NJSLA is uh an assessment of the district's implementation of its curriculum. That's that's right. Is that that is their that is their language that they use. So any assessment that we're using, whether it's program based or independent,

115we'll say, "All right, are we targeting are we hitting the skills? Are our students acquiring the skills or the content that they need to be successful on assessments and multiple areas?" Again, it's one piece of it's one piece of data that we're using. But yes, put the picture. Did I do this? What did I do? Okay. Disadvantages of NWA map. So, with every assessment, we have advantages, we have disadvantages, just looking at the testing time. um you know and and looking at this um you know these are the times of the assessment scheduling that looking at student engagement you know the it takes time when we have opt outs and makeups and absences and students are not there or maybe in the middle school once we get or some of our students get to eighth

116grade they may not want to take it as seriously as well so these are some challenges that we do face with that um and just making sure we're monitoring our students and that NWA is predicting the outcomes on a reliable bas basis when compared to other assessments results. Um, and just kind of looking at all of those. And that's a big one going back, sorry, that's a big one going back to that winter assessment. The winter assessment is we we obviously look where everybody's starting point, but that winter one is like, all right, where are we? What's that trajectory look like? And then once we do receive those NJSLs scores, we say, did we see this? You know, did we see this or were they close? Was there a growth in that winter to spring?

117and did winter pick up and accurately is it a a reliable and valid assessment predictors? And that's something we're always monitoring. And while we haven't we've had oneoffs, right? We've had offs where in the predictors it didn't show up on our radar through the winter assessments uh and the results were NJSLA and we said, "Well, this person did well." You know, we've had good consistency with that. And that is something we can talk about to more and add more information. There's a whole lot of information about about MAP and different assessments that we use, but this was just a level setting of what it is and where we are with it and as it as part of our data infrastructure for the and we do use the winter map assessment as, you know, a big

118piece of breaking into the data, looking at the strands, looking at where we need to teach and really trying to close those DA gaps before the end of the year so that our students are ready to be go to the next grade level as well. And so we do a really big dive with our teachers multiple times and our instructional coaches are an integral part of that where we'll sit down with the principles and as a grade level content area and go through that and really reflect on what we're doing. So yes, this is one piece of what we're doing, but because it is an adaptive test that gives us so much data, um it is it is very very helpful for us here in the district. Um these are some articles here that were

119shared by uh the company that talk about the reliability and accuracy. Um and if you want to take a you know go through them um the articles are linked here in the presentation that Dr. Gar Bay will share with you and for more in information please reach out. Great. Thank you. Um bottom line is we both programs will offer data driven decisions right that that is the most important um process for how we now assess students growth. Um Dr. Reynolds brought up a good a few um points that I think are the exact same though whether we use MAP testing or SAVIS. So SAVIS benchmarks will also show strengths and weaknesses. They will show personal growth. They will show whether it's low growth and low achievement. you know, all of that's in the same it's

120it's the same. It's three benchmarks throughout the year. Um, teachers will use that information to group their students. You can also do the same thing with EXL. You can take make personalized plans for students based on the SAVIS benchmarks. A lot of it, again, it really doesn't matter what benchmark you're using as long as as you you are using something. Um, you would use it for, you know, to again with curriculum writing. This is the same idea. The only thing I would argue about map driving instruction is I've had four children go through the district. Day one, Monday, they were taught 1.1. The teacher turned the page, my my kids turn the page. Day two, they were taught 1.2, 1.3. That's the status program. So in the classroom, yes, in small groups it might be

121driving instruction, but the number one is driving instruction 100% is our status program because every day that is that is the curriculum. Um obviously you can you use and other programs to enhance the curriculum but again you know whatever is decided it it was just another way we always want to look at ways of how we can um reduce some of the the costs and still have the same you know growth and expectation and just was just you know looking outside the box thinking about what can we use. We have this program. It is our curriculum. It offers three benchmark assessments that are built into the program. They're online and it it really has a lot of the same advantages um that the the MAP testing has in or in terms of data driven decisions.

122So, thank you very much for your presentation. Um anyone have any questions for Dr. Reynolds? You know, just thinking out loud, I'm sorry if there was any questions that it might be something we can look at. I know that we're looking at, you know, one of the things that we we'll talk about. Thank Thank you. Is that looking at um you know, different programs, you know, for stuff like that. We might be able to look at it and I'm just thinking out out loud would be providing different assessments for different kids. So if we know students are, you know, high performing, we want to see where they're going, maybe we look at students who are struggling or or or who are consistently below and that might be an alternative type of an assessment that we

123use as more ongo. I don't I need to know more about it, but I'm just thinking about it differently in terms of like it might be able to incorporate and look at both for different types of kids and measurements, you know, and then ones and we could develop almost I'm thinking out loud and again, forgive me, this is my curriculum brain running, but it might be a case where you can look at, you know, if you get a certain RIT score or something or score there, we're going to default you here to get it caught up and focus more on grade level only, right? You know, maybe a little bit. It might be just a way of of thinking differently about it, right? And we just have to of course balance the over assessing as

124well. We don't want what would be in place of Oh, okay. I'm saying that would be like a case where we could look at it a different right not in addition to in place of. Okay. Yeah. Just kind of think this is just again first I presented pros and cons. Dr. Reynolds gave you a sheet pros and cons. This is just sort of you know learning more about the math curriculum and how it's used as well as the math testing. And I'll link the president and we would still have it for reading and science. This is just this if we did switch to if we replace math or we looked at something else. This I think is about a five right for math was about 5,000 I think for something per subject. So it's um

125you know just something to consider. I don't think they break it out. I have to go back and look. I don't think they'll break it out the quote. I think it's it's just the program itself for science. I think we added science. Oh yeah, we break it down by grade level. The total cost of the whole thing. Yes. Yes. Yes. So that like to summarize, not to put words in your mouth, this camera, but so my feeble mind. Um, essentially, Savage is already here. We already have it. We could be tapping into it for assessments, but we're paying extra for that. Yes. Gotcha. So if if I could add Yeah, please. and and respectfully that's a a really simplified conversation of it and I don't mean that to be in any way shape or form

126map is part of our our culture of assessment here. So it's not about the dollar the dollar and cents which is always a part of it and I completely recognize and appreciate that. But when we're being selective our of the assessments that we are using there has to be a why and a purpose. So when you're looking at if we were looking at that three and five right you know wherever we're looking at if you remove that and and for for the time being you know if a goal is to look at something that will continue to move the district forward that is something that you know we can look at as a big picture I don't want us to make for this specific area you know fiscal decisions only I think that's we have

127to look at the big picture and how each contributes to the inform forming the instruction of teachers and ultimately completes at the best to our ability the data profiles of our students. Like if you're doing so again compared to like my software world, right? If you're comparing sort of sort of we'll call them, you know, softwares together, right? There's pros and cons of each and you know, you've all seen them before when you go to buy something. There's like four different categories and you see the check mark. You're kind of comparing. Is there anything that SAVIS does that map doesn't do or vice versa? Like is there any thing where if we if are we missing something by not doing SAVIS or are we missing something by not doing that? Like are we No, it's

128just like we said before, one's normative, so based on on you know the entire country, one is based on our New Jersey standards. So that that's the biggest difference. Well, it is aligned. It's aligned to New Jersey standards. They'll flip it to be aligned to New Jersey standards. Yeah. But in terms of of data driven decision- making, we can make those decisions based on either. In terms of grouping students for enrichment, for tier interventions, we could use the data from either one. Um, in terms of the EXLs, um, individualizing them for our students, we can do that based on either assessment. um in terms of you know the teachers using that to drive instruction. I mean that's 100% the two are you know you you give the benchmark you see that a percentage of your

129class is not understanding fractions you know right away oh I have to go back and retach this you know this particular topic so yeah because my kids aren't getting it right so is there I mean or a small group isn't so you're going to get very similar information on what their strengths and weaknesses are but like the questions that the children are are reading and you know answering is there like a significant difference the problems that they're answering. I'd like to see it side by side. I mean, I I don't know if that I think we could look at like 10 questions from a map and then 10 questions from So, I think I would provide that. We have an NWA representative. We've worked with both of those. We could just print out. You don't

130even need the representative to come. You could just print. Yeah. But I think that a sidebyside would be good to put together and like a compreh You know what I mean? can do that internally and present it to the board and then look right we can look at that. Yeah. So we can because I'm not like I mean not to again keep it simplified but I shouldn't use this but again my feeble mind but if you think about like the definition of insanity right doing the same thing over and over again expecting a different result. We've kind of been at a crossroads I would say in a district for a while doing the same thing and then as us as a district and the board, we're like, well, how can we get to the next

131level? Like, is it worth trying something different to get us to that next level? Because we keep doing that, are we going to stay with where we where we are versus if you implement SAVIS, does could that bump us up to the next tier? Sure. So, I think link it, one of the things that we had is that we um Dr. Reynolds mentioned our link and I I um I want I want to provide the the board with a longitudinal section of where we were at elementary school many years ago and using implementing data. We just celebrated at the last board meeting being like number five in the county. So we've had that growth using that data driven instruction. And so whenever we're making changes, and I think everybody agree, you want to make changes

132not just for the sake of changing, but making sure it's meeting the needs of what we're trying to accomplish here. So So and as you point out, there are many similarities and things that can be done. One of the things is um I I don't know, and this is what I'd be curious to find out about the predictive nature. Does it give a prediction of NJSLA? Does it do off grade level predictions or under grade level predict you know above does it give a a range above grade level is I don't know those things so that's what I mean in terms of the inquiry process and I definitely would want to involve our student our teachers in that conversation they have intimately embraced this as part of their instructional information that informs their instruction I

133think that's a key stakeholder that we would certainly want represented at the table in terms of informing that discuss and seeing letting them see it side by side as well not just be quick to replace things. It's one of those decisions. Correct. The status benchmark will not um show um a different grade level because it's based on that grade level expectations. But a child who's coming in and they're right away getting a hundred on on the first benchmark, that means they already know fifth grade, let's just say use fifth grade, fifth grade curriculum. So, you know, then as a teacher when I'm pulling this this child or this group of students, I should be working on the next grade. I mean if you look at so you look at the again blue ribbon is what

134we all want right and if we look at like all the different categories that were measured on on blue ribbon what's the biggest shortfall of us as a district is it's not the test score we're there right we're there one of them was taking the exam participation it's the participation right so think about like well what test I don't want to say is easier but is it something where a lot of the children and a lot of the feedback that we get is the children are opting out because they're just so overwhelmed. They have anxiety. They don't want to take the test. It's like it's it's a lot for them to bear. Is again, can we compare the two to say, well, wait a minute. Is there something that's a little bit I don't again

135I'm using the wrong terms, but I'm just trying to explain myself, but less abrasive to the child. Like what what's the what's like easier on the eyes? What's better for the child to kind of go through to fill out and help them? Because that's where our our gap is as a district. participation. So that's where I feel like we should focus on that and if we have an ability with this to improve participation somehow then I feel like didn't we just say that SAS has more reading versus yes but it's again if we see it it might have less questions right it might take less time you know both of the comparison charts and Mrs. Cameron and Dr. Reynolds are linked in the updates. They'll both as well as the presentation will be this week.

136So, take a good look at those. There's some key points, but I really do think there's more to learn and really in nitty-gritty that kind of stuff like that. I think it's a very, you know, it's a good starting point for us as a conversation to explore and exploring avenues as to where it may, you know, fit in in our processes. I think it's also worth noting that our our data is showing that our test scores are improving. So, we are trending up. So, it's not to say that we've been doing the same testing and the test scores are staying the same or they're trending downward and so maybe we need to take a look at different assessments because we're our district is failing. Like we said, we just celebrated us, you know, being number

137five. So, so we're doing well. So, it seems to me that that is essentially for you know a on a very basic level we are succeeding in that. I'd also be curious to know how how would we compare the data. So, when Dr. put puts together the presentation for us each year. We're able to say, "Okay, last year this is where our students were. This year, this is where they are." If we switched our assessments, is it easy? I mean, I imagine some districts do this periodically or, you know, have in the past. So, would it how would we then compare the data? If we were doing one assessment one year and now the next year we're doing a new assessment, would we know or would it kind of be that we were starting at

138scratch? Because if we're starting at scratch then yeah a little bit of scratch but but it's no different than we're switching to being a writer this year right we're starting a new writing curriculum we're starting new assessments from scr you know we we do that periodically we get new curriculums you know last year was being a writer so we're we're kind of always starting from scratch anytime we start a new curriculum because that assessment the assessment then supports us changing curriculum right because if we're if we're doing better on the assessments then we know okay you know again very simply supports okay what we with this curriculum change was beneficial because now our students are scoring higher. But if we change the assessment there, I just think there might be at least I imagine there

139would be at least one year if not a couple of years where some of that data we might not be able to really conclusively say we did better for sure or oh we definitely did worse because there might still be a little bit of a a catchup. Right. That's a good point at least. Right. It's really what you're doing though with the data that's that's why it's data you know data driven decision. So, so it's really how are you taking whatever data you have and applying it into the classroom to meet, you know, the individual needs of the majority of your students and hopefully all your students. Yeah. And with new programs, I'm sure it's often you dip sometimes like when you're new that first year because you're like, we weren't good at that yet.

140We weren't, you know, that that's a natural thing that a lot of people panic about. But that's a natural thing. But going along sometimes that those independent assessments like I almost like call it independent but NJSLA which is not linked to a curriculum program is that steady which are saying okay how do we do on this with this program and so is MAP MAP is an independent objective whereas SAVS is tied directly to envision like you said in terms of a curriculum support so and it's the same creators of the NJSLA it's the Pearson group so it's it is Pearson so there is a lot of similarities between the benchmark questions, the topic tests, and the NJSLA. They they are all interconnected. One of the many things I liked about Dr. Reynolds presentation was the

141data driven supervision component associated behind this. We have a lot of data. There's a great there's a great uh quote that says data is a lot like garbage. You better know what you're going to do with it before you start collecting it. And uh the point that she raised infrastructure, it's a great quote. It's so much I think it's actually Mark Twain. Um and it's like but the infrastructure is there and I and I like how you you you correlate it in. It's incred it's it's critically important as you're going through this presentation. You know how the students get all jazzed up about their reading minutes. There's a program they a million minutes whatever it is. Readathon. Yeah. The readathon. Maybe if we grab that spirit and and we encourage them to take the exam

142because they're part of something. So maybe they're more inclined. Oh yeah, let's just take the exam. Let's let's do because we have to take 90% or 95%. They did very well by participating in the larger team because they wanted to achieve a team goal. Maybe we shift that and make it a team goal to take the exam. So we hit the benchmark and that's a big check mark for us and then we go on to the space of all the data. I think that might drive their participation even higher. I know we had a great level of participation this year. People are on the margin. Yeah. The message right messaging. Yeah. Something to think about. Thank you. Cool. Okay. Moving on to number three. Number three is six. Okay. STMath implementation as well as and

143this really goes hand inand with with um what we were just talking about as well as supplemental math programs for the 2526 school year. So again your microphone thank you so much. I'll watch it. Maybe you need batteries. Okay. So, I presented already an article from Marorrow, our neighboring district, that was using this supplemental program for gifted students. We know that Marro has a blue ribbon school. Um, I'm a teacher. I've also done two years as a math interventionist and my district has two blue ribbon schools. This program that I've mentioned many times is wonderful because it's everything that SAVIS and isn't. There's no reading. Okay, it is language neutral. It's all visual problem solving. It really supports our multilingual learners, um our students with IEPs, 504 plans, our tier students. So again, you could

144just go on stmmath.com. It's all researchbased. Um, a West Ed evaluation across 16 states, 474 schools, grades three to five, found that STMath schools had higher rates of proficiency on state tests when used again with fidelity. So, I I think I've gone over to strengths again. Like I said, it's it's visual and it is a great compliment because it is the complete opposite of really Savis and I excel in terms of removing the language barrier and it's all conceptual. So it's it's all symbolic. So it's it's very good for visual learners. So given all this strong research um instead of unless there's more that people want to discuss um again I would really love to see this implemented in the 2025 school year um starting with the primary school if we're able to if Dr.

145Garay decides to recommend it um and we could either do it really has to start you want to start with the youngest right it's a new program and it's not to um replace there's there's I love So, but it's it's just a really nice compliment because of how different it is. And especially if we can, you know, again, when we were talking about our scores, where were our lowest scores? Where were our students who weren't making the progress that we'd like to see? It was our, you know, that population, the ELLL learners, the IEPs, the tier students. So whether um for financial reasons it makes sense to do it for you know all of Conover Road Primary School if it makes sense to just focus on and using this program just in our tier interventions

146um you know that's a conversation that maybe we do want to have a curriculum ad hoc committee to to talk about in more detail but I would love to see this being recommended within you know before the school year starts. Um, there's just, you know, again, there's so many highlights to this program that I I feel like I've I've given you some research. Um, does anyone want to have any questions about this program? I I'm sorry. Just I'm sorry. Do you want to go first? Go ahead. No, go ahead. I just feel like we've been talking about this a long time, probably since January. It's been on the one of the agendas every month. Um, and so I feel like, you know, we very passionate. I know. And and that's that's felt, let me tell

147you. Correct me if I'm wrong, but I believe last committee of a whole meeting we discussed um how there was a potential other program, forgive me, I don't have it written down here. That's it. Um that we were also looking into exploring. We also know that the STM math and some of our districts that did outperform us in math, they don't use STMath. They actually use what we're currently using. So again, the data doesn't really support Well, all the districts that are all the districts are using and Savis. Like that's that's pretty much right. And the ones that are outperforming us are are using those, right? So I don't know that we have I don't know that changing to a different one necessarily. It's not changing. We're not changing anything. We're just this we're just

148adding this for some of our hopefully our our students who are aren't progressing. I believe too when we um looked into the teachers discussion of it, we didn't really have positive feedback from them. Is that also correct? Yeah. So, one of the things we're going to look into just because I want to confirm what I I thought I had generated is that we are definitely moving forward with our multil- language learners with SD method the language component. We are also we have not and I know that there's a lot of u moving pieces at the federal level. We haven't received our title funding yet for the for the year. So, those are things that we're waiting for because when we try different programs out we're waiting for that funding allocation, you know, and things to

149come out. It's not contingent upon that. We can make it work, you know, in that sense. So, but we so our vision is to be looking at it in different populations of performances in including like our where wherever we can I I would say definitely in our multi- language learners definitely in different areas whether it's in our after school programs but we're also looking at touch math too. So I think it's it's about like it's about adding touch math and touch math is excellent. Um but it's it's it's and it's wonderful really started for um for your um special education population. That's who it was created for and it's it has nothing to do though there's no similarities between that and and StMath at all. So it it's not like you one one replaces the

150other. touch math, you could have charts. You you're going to teach the children um how to count using touch points instead of memorization. You want your your ch your students who are able to memorize their facts to memorize first. But this is a great strategy for for students who who can't memorize. So two plus three, there's touches. They they learn where to touch. They'll say one, two, three, four, five. You know, it's it's very it's very simplistic. It's one it's a wonderful program. Um, and there's, you know, you could bring it up to multiplication as well, but it there again it's it's um it's very different. And I do believe I know my district has used touch math for years. I and I'm not sure about Marorrow, but it is and I I think we

151should definitely use it as well. It it is um it will only help it will only help all you know the students who who are you know really wanting to increase their test scores and we really want to give them additional supports because we know SAVS fails these students because of the wordiness of it. No and and again I completely can appreciate all of that. Um I know some of it's above my pay grade as far as understanding the nitty-gritty of all the nuances of of various programs because I'm not a teacher. But that being said, I think I'm just a little bit confused as to why we keep keeping it on the the agenda when we do have a director of curriculum, we do have a superintendent, we do have our teachers that are

152writing our curriculum. They're the ones that have, you know, boots on the ground in our classrooms. I I think that the, you know, our administration understands certainly where you stand on it. And I don't know, I I don't believe that it's our place as the board of education to be making that recommendation for a change in a curriculum like that when we have already our administration, our teachers that are doing the work and they're the ones that interact with these kids every single day that know what's best for our children. Um this isn't a policy decision. This isn't something that is based in um districtwide changes that you know or culture. um you know it's it's a curriculum change that again we have a director of curriculum that does that job to looking into all

153of that and I I think Dr. Reynolds is on top of that and even looking into touch math and and different programs. So, it's certainly not that they're just staying stagnant and keeping the same curriculum. They are making changes based off of the MAP testing, based off the NJS, SLA testing, um you know, all these all these various assessments that we take in our district and then just our everyday um you know, day-to-day nitty-gritty in the classroom that they they make all of these decisions on. So again, I just don't know that it's our place necessarily to be making recommendations and suggestions to our administration to be changing curriculum program. Right. Well, TouchMath was based on my recommendation to look at h what what some of the schools are doing that are outperforming us and

154this is my recommendation based on schools that have achieved blue ribbon status that are in Mammoth County. Um and it again it really meets the needs of a population that we are we are failing based on data-driven decisions. we are failing this population and so it is a recommendation that again the administration can take or leave it when just so you're aware I don't know if you knew when it was presented to the teachers and I found that this out later it wasn't presented I didn't realize when um first of all this taught it started in the fourth grade they only had a very small section which then made more sense to me why some of their comments were about how it didn't go with the scope and sequence because they they were not they

155were not given um the full program they were given just a very small portion. So that um that made more sense to me of why there were some negative comments. It was across grade levels. It was it wasn't just fourth grade. Right. Right. No, but you had told me it was a very it was a small we got the sample. They w they wanted us to charge they wanted to charge us for a pilot. I think it was like 25 and 5,000 for the pilot. It was actually cheaper for us to buy the program if we were getting I'm sorry going through stuff. So, um I I think that we we were able to look at they gave us a trial thing of that that they were able to look at it. Yeah. Yeah. Right.

156So, trial, right? Right. So, but it was a program goes per goes with the entire scope and sequence of again the state standards and everything like that. So, it's just you know it was but I I do I think the teachers should at least have the ability maybe to pilot one year of the full program if you know if that's the recommendation you go with um to really you know to really see where the potential is and you know because you really can't make you know usually when you pilot programs you pilot the the full curriculum. You don't pilot just a small section of it, right? But the full program costs money and that's money that comes out of our budget. But I guess at what point do we stop saying what's our recommendation? It's

157on the agenda every single month for a recommendation. And at what point are we saying well we're going to strongly suggest or in other words force the district to change over to this program for a year to see how it goes at which it's going to cost the district x amount of dollars. If it's been a recommendation, the administration is aware that it's a recommendation. So I I guess that's really my question is that why is it a continual item on the agenda? It's been made a recommendation. So like where are we going from here? We've done the Well, I think after the summer, I think you're right. I think at that point then we either adopt it for the 2526 school year. You know, I I you know, I didn't want to spend hours

158talking about it at each meeting. So I gave articles, I did some research, etc. And this is sort of when we're making the deci the final decisions for what's going to happen in the 2526 school year. So either at this point we'll see it in the next RAM or the next RAM or two or or we won't and then you're right I will drop it at that point and I've you know attempted or one year to you know bring a program that has been statistically proven to help again tier you know tier interventionists IEPs ELLL learners um as well as gifted and talented. That's the beauty of this program. It it it's both ends of the spectrum. So yes, I I do agree with what you're saying at this point. Either we will move forward

159with it at we'll see it on the RAM or we won't and then it's time to let it go. I I do agree with that and I'm not trying to to belittle it in any shape or form, but if I wasn't clear, we are piloting we are trying it next year. We just are going to know that. Okay. Yeah. I think I I think when we're saying we we we are definitely working it using it with our multil- language learners right in terms of to take the reading part of it out as part of a group that we want to move forward because that is a a subset of a demographic that we want to improve upon right and then we are going to look at other areas where we can also use it and

160then collect collect that from a pilot and then we're also going to be experimenting with touch map so we'll have I'll probably be able to firm that up like you said at the next RAM to say okay these are where we where we're going to be doing it and how it's gonna go. So, right, we are I want just want to confirm touch math and the ST go hand in hand with so I just want to kind of you know put kind of just rest uh rest assured valueur thank you insight that's how I feel about buildings and ground sometimes so [Music] Thank you. You took the words right out. I was going to second that because I think it's important to have additional perspectives with things. Um, so I think it's good to chat

161over, you know, a couple series of meetings, but you know, that's what the the committee of a whole is is like we chat with it in public forum so the public can hear our chatter back and forth and then if it comes to rest, I don't believe we're we're not necessarily recommending, you know, anything. We're just like, hey, you've just listened to an outside perspective of a district that was was successful and is doing well and then if it works for us, the last thing we want to do is change and upend anything operationally for, you know, the students and the staff and stuff like that. So, I think I think it's good where where we're at and like you said, go through the summer to discuss it and then we'll put it to bed

162if it's doesn't make sense for us to move forward with it. Great. Okay. Well, looks like we are going to move forward and I love incorporating the touch map as well. Um, okay. Maybe for her that's why curriculum is always the largest. So, right. I mean, again, that that is the perk, right? It's it's the number one reason our our kids are in school. No, but I like where you're I like where to Mr. Scarpa's comments, too, and you said it, Mr. Walsh, like sort of the students that are on the fringe of of the scoring and things like that, like anything that can bring them into the core and lift them and that helps the district. So, if like she said, if this is a program that's proven to do that and we're bringing

163it up to the district to look at it, um you know, it's kind of foolish if the district doesn't take a recommendation from us if we we're showing something that's working in another district. Um, and we're certainly not trying to micromanage, but why wouldn't we want to do this? So, you know, I board makes recommendations and then Gary Bay and team execute and and I'm pleased to hear that you are moving forward with piloting it. It's, you know, it's it's meeting us halfway. It's show, you know, it's working together. So, um, let's try to move on because we have a lot more to cover. So, still a couple more in. All right. So, we are moving on to four. Okay. Um, yes, Dr. Reynolds gave me some numbers and I'll I'll let you add on,

164but in terms of the positive action curriculum, all students have participated it participated in the positive action lessons this year for grades one to three. Um, in terms of some of the health lessons, we um, you know, we have different numbers, but I'll just point out second grade had the most nos in terms of 14 nos for um, a particular lesson out of 107 students. Fifth grade, we had um 16 nos to just one part of a particular health lesson out of 106 students. in the middle school both in sixth and eighth grade we only had one eighth grade student um who participated no out of 107 students and I'll let you take over but that's just some of the data so on on the health lessons again I love that we're giving parents the

165option we we send home an email and it says do you want your child to participate do you um you know do you what with every lesson it's very clear you could read the descriptions of the lessons. Parents can choose yes or no. And then there are of course some parents that um unfortunately don't respond either way. And I believe we take that then as a no, right? If they're not actually giving consent, we assume that's no then. Okay. Yep. Go ahead. Well, I was going to say this in the update. Oh, you'll link this in the update. Okay. Excellent. Okay. So, then you could look through the chart and there's like more details. Okay. Uh moving on now. See, where are we now? All right. Number five. Yes. Okay. So, the district's 2025 summer

166program um is scheduled. We have both the extended school year for students with IEPs and we have the summer bridge program. Um both began July 7th. The summer bridge program this year has 111 students that are currently enrolled. The first middle school science trip will be on July 9th to Big Brook Park. Oh, today it was today. Thank you. Yeah. And um so I hope our students learned a lot and of course had a lot of fun. Okay. In terms of the summer reading, I encourage again question. I'm sorry. For the summer bridge, is that um are those numbers for participation higher or lower compared to previous years? Do you know those off the top of your head? I don't. Dr. Garby. Yeah, it's been in the range. It's it's in the range like between

167it's usually between like u 100 to 120. I think we had that as the max. So yeah, it's we've love, you know, it's kind of like the same. It's been consistent. It's awesome. Okay. In terms of summer reading, there are optional assignments um optional assignments reminder to families to review the summer reading assignments that are on the district's website. I do want to point out that students in sixth, seventh, and eighth grade have required assessments in language arts to complete. Also on the website you can continue with both in reading math and do we have science eyes too? Great. Okay. Um so you have access to as well and that was everything with the reading. Yes please. Oh, wonderful. Okay, great. Great. So, if the public didn't hear, I'll just repeat that. So, on the

168last day, the instrumental music program and arts, right, musical theater will be presenting. Wonderful. That will be exciting. Um, the other thing I wanted to mention with reading, uh, there's the second ladies 2025 summer reading challenge. This is also on our our board website. I mean not our board, our Colts neck township schools website. So please encourage your K to8 kids to join the national summer reading challenge. It's hosted by second lady um Asha Vance. The goal, it's pretty simple. So read 12 books between June 1st and September 5th. You need to log the titles and reflections and your your kids can earn prizes including a chance to visit Washington DC. Um, so you know, again, this program helps prevent summer reading loss and it keeps kids engaged in literacy and you could simply learn

169more about the program www.whouse.govread. Okay, so you're welcome. Okay, so that's all the um updates with number five. Okay. Um, number six was added to the curriculum at 4:13 p.m. It's part of the being writer curriculum writing. So, that was a little concerning to me that a new topic was added to the agenda with almost no notice. Um, it's not an isolated incident. It's becoming a recurring pattern. Um, I know that I have as well as Mr. Scarpa has repeatedly and clearly asked for at least 24 hours advanced notice for any agenda addition. So it could have easily been added yesterday by 6:30. Um so I just really would like to table this conversation. I am prepared if not, but I'm asking for us to table it because I just think that this repeated behavior

170is unprofessional and it really doesn't give us the time to prepare that that we should have and um you know, so I I'd like to table this discussion for this evening if everyone's in agreement. I don't know if we could do a straw poll or how we we can do it. Can I just could I just ask a question before we make a motion to table? Wasn't the um K through5 curriculum writing on a previous agenda as an approval and it was taken off? Yes. Okay. So, we did have it on an agenda that presumably we all should have been prepared for at that point. I know it was taken off for the bold revise of that one, but that one was put on there for more than 24 hours prior to Yes. But this

171was not and it's the same topic. No, this is just a discussion and that that was just an actual voting. I'm sorry, Kevin. I was I was just asking a question trying to get clarification. All right. Order, please. I just want to make it clear that um I spoke to Dr. Gar Bay in reference to this and I had approved her adding this on. I didn't expect it to be that as late as was, but it was my fault that it was added. Um but it was on a previous Am I right? It was on a previous Yes, I I understand. But I asked for it to be removed so we could have further discussion on it. I also Yes. Okay. Yes. And I did speak to Dr. Garay briefly on this and um I

172said that we would add it back on the agenda. So I apologize uh Mrs. Cameron for it being put on as late as it was. Um but you know I certainly if you don't mind if you want to you know okay continue. I would still like to table it unless I would like to vote to table it, but if not, um, we could vote. I don't know. How does that work? Can I make the motion to table it? I'm not 100% sure. We'll be able to table it or does this need to Well, it's just this is just a this is just a a cow discussion. We don't really This will be lengthy and I I do think it's warrant, you know, it's it's I think we should discuss it. I just think because of

173the um is there the assessments and is there a way that we can um discuss the next yeah but the curriculum writing has to occur over the summer so if we don't it can occur at any time is there a way that we can is there a way that we can it could occur any time because I thought the curriculum historically my time on the board the curriculum writing has taken place over the summer so if we're not if we're going to table this and I just want to be clear before we table it because once we table it we can't have any more discussion on it. That's why I'm kind of trying to ask a lot of questions before someone makes we're not going to table it. We're not going to table it. I'd

174like to have a discussion. Is there a way that we can um compromise and make it a little bit of a a decent amount of time that we're not going, you know, excessive amount of time that we can I have no idea what it even is. You could explain what it is. That would be So, all right. I I can talk about it tonight and I'm prepared. So, what I have are some manuals. of the being program. Take this. You don't mind passing this to the other side so people could peruse it? Okay. So, Dr. Garvey and I have been communicating via email um for many weeks about this particular topic and I wholeheartedly support teacher voice in instructional planning and I understand the contractual language surrounding curriculum writing and this board has a responsibility

175to assess whether the actual work aligns with that definition in a meaningful way. So, being a writer is a comprehensive researchbased curriculum. It is complete with detailed daily lessons, pacing guides, assessments, objectives, anchor charts with scripted language, questions to ask, and even page numbers where instruction pauses. So, I will just give you a a quick example. This tells the teacher word for word what to say and what to do. So it will say have the students bring their notebooks and gather with partners sitting together facing you. Then it tells you it doesn't even just say review yesterday. It tells you review that yesterday the students heard part of Kate and Pippen a non-fiction book. Ask question. What do you remember about the first part of Kate and Pippen? Then it tells you what to remind

176the students of if they did not a if they did not themselves answer it. Remind the students that yesterday they wrote questions blah blah blah. Then it tells you to explain that today you will read to page 18. It tells you to stop at the bottom of 18. It actually writes for you the question, what do you think the author means when he writes that Pippen loved playing with her mom? Okay, so here you have a scope and sequence that's done for you. Then you have a program that you are reading directly to your stu to the students. It word for word. It's verbatim. So this program is meant to be implemented with fidelity, okay? not rewritten. Okay. So the task being proposed, right, which is transcribing this content into atlas and maybe lightly adapting

177the scope and sequence because you know some days we have a 4 day week and it's written for five day weeks is really clerical. Okay? It's it's not instructional. So, I recognize the value of grade level inputs, but there's a very clear distinction between curriculum writing planning and just paying maybe teachers to reformat a publisher developed content. So this type of data entry really falls I believe within the scope of the curriculum department and that's what we have been um emailing each other about and can be overseen directly by our director of curriculum um whose role and salary are designed precisely for this type of work. The title of curriculum writing um should not exempt this task from of course fiscal scrutiny. Um, especially in this case, there's no new content being created. There's no

178standards that are being written. Right here at the very top, it will say in this lesson, the students will it's it's right here. These are the objectives. The students will hear and discuss non-fiction. They will write about a non-fiction topic as a class. They will generate questions about the topic. They will write freely. Um so again this is something that to me is administrative not under curriculum writing. Stokes is curriculum writing. You get to Stokes the teachers have to come up with programs activities um what are the objectives that the students are learning there that is curriculum writing. So as for you know fostering this idea of of ownership. Okay. I believe that we should definitely support teachers in professional development with this program. Um PLC's implementation discussions but not uh this duplicative summer type

179um just inputting the data. So collaborate collaborative classrooms that's who creates this curriculum. Um and us as the board we obviously support meaningful teacher engagement. Again though, retyping or reformatting a fully vetted published um material does not reflect that this program especially the first year anytime you start a new program has to be implemented with fidelity which really means that you are going to be saying word for word what is in this book. Um you know because this is our first year rolling this out. So any kind of adaption that usually teachers do later on which would be curriculum writing. Oh, we know that let's say week five, lesson one was unsuccessful. Okay, we can't do that when we're rolling out a new program. So, any kind of adjustments should really only be made after

180teachers have had experience with implementation um not before it's even began. So, again, this is just about ensuring again that our resources are widely are wisely allocated and work is assigned appropriately. um when something's included in a budget, you know, budget inclusion does not preclude review. And as board members, we are obligated to question whether better, more efficient, obviously alternatives may exist. Um just to give you an example, this was The old program was like a narrative. Okay, it's through teachers college and you can see this is like my book where I have to highlight. This is a very difficult program to teach. You need to be trained because it doesn't tell you what to say. It doesn't tell you when to stop and ask questions. Okay? It reads like a narrative. A lot of

181times what what in these books happen my students have never done when they give a round of applause. Um you know so it's like when conferring today aim to identify and work with children who have challenges reading with phrasing and fluency. Okay, so this needs to be broken down for most teachers into, you know, using curriculum writing because a lot of teachers don't know what is what am I teaching that day because it you could just see it reads like a narrative. This is almost like and I hate to say it because I did love being a writer. I taught being a writer too, but it almost is like teaching for dummies in and I use this program and I love this program. I'm talking about myself because it's so easy. I can Rob can

182come into my classroom. I can tell him teach day three and it's right there what he needs to say. Okay, this is a much harder program to teach. So, um so really those are my my thoughts on on this program um in terms of the you know of really do we need to spend the money on curriculum writing? It is it is really done for us. Like I said, it tells you right here tells you week one, day one, week two, day two. It's all laid out. It is as easy as can get. It it does it by weeks. It does it by units. So, you know, before we move forward, we have to determine whether the proposed works at any kind of meaningful value or does it just simply incur unnecessary costs and until

183that distinction's clear, you know, I just I just want to say thank you. I appreciate your explanation. That is the purpose of these cow meetings is for us to have this discussion. That's the meaningful conversations that we should be having around these topics. Yes, I know it's late. I have a toddler at home who's still nursing and another toddler at home who's probably running around the house like crazy tonight. I know that we're all here late, but this is the work of the board. This is the important work and it's worth our time. It's worth us having these conversations. So, thank you for that explanation and taking that time. Thank you. You're welcome. I just It wasn't like I didn't want to have this conversation. It's just this was a very lengthy curriculum agenda. Absolutely.

184But I don't think anything on this agenda wasn't important. Okay. Um, of course, just so for the for the public too, you it's the it's 625. As you could see that we crossed out the being a writer curriculum, not total number of hours not to exceed 20, then total salary not to exceed 140. So that's what this So what you just mentioned kind of solves my confusion from what we removed last time. So essentially we're paying the teachers um and the staff additionally up to an additional $1,040 to complete what you had just mentioned to pretty much put this into the Atlas program. Okay. Because it it does need to be uploaded into Atlas because that is where a parent as you as a parent could say, "hm, what is my child learning in writing?"

185Yeah. So, it does need to be uploaded. So, they so that so then the public parents get to see what is in there. So, we're going to we're going to pay additional funds for a teacher to upload that into a system. Yes. now and and that's where again that gray line of what curriculum writing is I'm giving you it's it's you know in in the contract it is purposely left vague but I do not believe this is curriculum writing I believe this is an administrative falls under Dr. Reynolds and her secretary. Summer Stokes summer planning slashcurriculum writing. That is 100% curriculum writing. If we went to Stokes and didn't have the teachers telling the children what to do, we would not we would not have activities. You know, they're in the pond, they're fishing, they're

186learning about the ecosystem. They are taking a park and they're turning it into a classroom. Gotcha. I see. the next. So for the RAM, the next RAM, the things that we removed off of the previous RAM, that's what we would expect on the next one is for the additional Excuse me, Mr. Scouts. Yes. Um that's what we're going to be looking at, but I'd like to give Dr. Garvey, that was our conversation. We had a conversation uh a couple days ago uh putting it on here so we could clarify everything. So I'd like to give her the floor so she could explain her side. Uh because I know Mrs. Camera Mrs. Cameron did a a very good job explaining to why we shouldn't be paying for this, but I'd like to give Dr. Garabay the

187fairness uh to state her position. Okay. So, Sure. And thank you for for the opportunity and for allowing the conversation to end. So, I I you know, I want to point out um that the program there is un no denying the program is extremely comprehensive and allows it is a a a comprehensive program. It is a program. A program is different than curriculum. What you what was read in there were the objectives that are in there. The students will be able to that's the skill set. The New Jersey student learning standards have very specific standards that as per the state monitoring which we just went through with QC requires us to link the standards in. Okay. K through five. There are 48 units of study in the being a writer program. 48. All of which

188the way we write our curriculum. Okay. by grade level has a stage one which is the desired results, the transfer of information, enduring understanding, essential questions, content, skills, um evaluative nature, daily objectives, all of those things because curriculum identifies and yes, absolutely the program and the program will inform those things. But make no bones about it, curriculum and a program scope and sequence are two different things. They are they are very closely related but there are also CQAC requirements that also call for crosscurricular identification of of assessments. So for example we are required to identify computer literacy in the curriculums. We are required to identify where we are going to be um how we are going to be supporting our multi- language learners IEP modifications that are made. who is making those decisions for the

189teachers of the modifications that are coming in from the students. I don't find that to be an administrative task. That is a direct conversation that teachers need to be involved in. It's one teacher per grade level who then when we're on boarding a new program becomes a teacher leader in the grade level articulations as we are implementing say okay we're going to represent this. There's a variety of activities no doubt that come with that. But one of the things we heard through the parent advisory was continuity. So if we have a teacher that's sitting there saying and we hand a program and we're talking about all the different things that you can be doing with it. You want some type of roadmap. We actually receive teachers from from our feed feedback from our teachers with

190being a writer or when we brought in envisions or any of their new program. They want that structure. They don't want to be handed a manual that says here we're teaching because there's a lot of options that have to happen for those things you know going forward. So it provides a cohesion and expands upon what is identified in the program. There's other elements that need to be added to a curriculum. That's the way it is. They do grade level articulations. So when they're talking about third grade, fourth, they might be sitting next to you and articulating with the fourth grade teacher and the second grade teacher. That's equally as important. So it's not a top-down mentality of our curriculum. It's actually a best practice to have teachers sitting in the curriculum. Being a writer has

191embedded opportunity is it it is a teaching curriculum. And here's what a teaching and learning curriculum. I mean that through st students as well as teachers from the creator of the program. I'm happy to link this as well the author of the program. It's designed for teachers to provide an as they're reviewing the curriculum professional development they might need in teaching writing. Not everyone has strengths in those things. And it allows them to identify areas based on our prior program units of study where they might need help in advance so that we can appropriately be proactive in identifying professional development and opportunities to support teachers as they are implementing the program, not after they've implemented the program. That's always been our approach to uh to having teachers at the table. So I have absolutely and

192I even and as you said in our communications there is no doubt that this you can absolutely take this and plug cut and paste it. That is not a curriculum. That is not the way we've approached curriculum. That's not the way we've we have done it. If the board in general would like us to re-evaluate the way we engage our teachers and staff in our curricul process, then again my recommendation is to always do to do it in a more of a methodical input type of way. But I do still value the concept of having teachers be the leaders with the administrators in talking through curriculum. Our director of curriculum is heavily involved in these process. It's not a tag you're going to be doing it the clerical pieces of it. This is her involvement

193conversations reaching out and looking at not just that but also opportunities for you know the best mentor texts that are going to be used so that students in grade levels have similar experiences. It's al that's something that has been brought to our attention that we really want to focus on. It's very nicely aligned to our be being a reader program. So again, only year two of that. It allows teachers the opportunity to strengthen that conversation as well. It's also in our board policy, current board policy 2210 curriculum development. As an educational leader of the district, the superintendent shall be responsible to the board for the development of all curriculum and s shall establish procedures for curriculum development that ensure the effective participation of teaching staff members, pupils, the community, and members of the board. So

194I'm just pointing that out as my point of cross reference as to that as well. So thank you. I don't want to say and if there's any other questions or anything like that, happy to share with them. Okay. So the So like I get it make make perfect sense. I mean obviously someone who's stark advocate of implementation knows the importance of it. So if you do the I mean math and not to simplify everything that the both of you said which is brilliant both accounts. I'm here for to talk money, right? So, $52 an hour to do this. And how do we come up with the $52 an hour? It's a contractual rate. So, it's curriculum for them to to enter this in outside of what their salary is. So, it's over time. It's It's

195a stipent. Okay. That's a way for it's a stipen. Okay. Oh, sorry. One one last question and we're going to move on. Yep. That's fine. Made me think of something. It's his fault. Um, I know that it probably varies and it might vary year to year. So, I'm not sure if you'll be able to really answer this question for me, but I know we have like the up to and to not exceed. Do we tend to see that during curriculum writing we do go up to that number or do we tend to see that it's much lower? But, of course, you want to always make sure we're over accounting for it. Is there some type of average or something you can offer? I think one of the things you can say about teachers when they're

196involved in curriculum writing, they're going to go to their up to and probably go well over but only get to what they're approving for. That's something that we we do when we dive in and get into it. Um uh and and they may be working 40 hours, but they're only getting paid for 20. Correct. That's correct. And also in as the year goes on and it's being implemented, they're making notes of the tweaks that they want to make as it said. So it's a prerequisite. It's being proactive to everything, not just diving into the program, which is very comprehensive and structured as it should be. And it is part of the administrative job to make sure that it is implemented with fidelity. That is the program. This is curriculum which has many other different facets

197to it. That for 48 units spread across K through five which is what we're doing is a big task that teachers should be in at the table doing in my opinion. Thank you both. Okay. Uh great. I know that was an extensive conversation. Um we are going to move forward at the next um uh RAM meeting to vote on this. I think we've heard uh both sides clearly. Um I understand the the cost factor and I understand Dr. Garbay. So if there's any uh and the time um if there's any more questions you could reach out, you know, obviously to Dr. Garabay and if the board or Yes, I was just going to say that or mi Mrs. Camera to get more information, but I'm clearly um decided on which way I'm going to vote

198on this. Um so be prepared uh to do that at the next meeting. Okay, moving on to finance. if we could um speed the meeting up. We have our attorney here and uh she is build by the minute. So All right. Um Okay. So let's get into finance, please. Mr. Rico, if we can start and uh I know you're usually brief as it is. So fiscal year process eligility software platforms. elaborate on any of that. Um, three minutes. Okay. Um, number one, a uh I think I believe more kind of formal proposal has been presented to yourself I believe from Dr. Gar and and myself to um provide you know more rationale and justification for that. So we anticipate you know some needed support in that department. Um I haven't discussed that. Okay. Okay. Number

199number two is really Um it's a offset of the impact a program. It's this is actually I received a message um that we've been identified uh for for a department of defense impact aid um children with severe disabilities program uh to apply for additional support. And it's essentially kind of formulaic. You have to provide certain data for the 2324 school year. In other words, we met the eligibility which I believe is defined something like you have to uh have two children who had severe disabilities of military families that we serve and you put some information we have to apply. So we're going through that process and then sort of a city you're going to get some funds to apply. Yeah, that's what it's uh identifying that it actually it doesn't roll in the fiscal year.

200We always get it back. It's always it's never like for the current year. They always just keep giving it. Yeah. Yeah. This is Look, this isn't standard. Oh, sorry. Extraordinary. No, this is a special piece that the Department of Defense sponsors. Yes. So it it is in fact for a prior year, but I guess they use that catchup time to then identify who did serve through other information through the you know impact a program. Okay. And that's really it. Number three is isformational that we're um you know we we've rolled out the new Genesis system July one and we're um operating in two systems essentially right now. dual maintenance until we we get through the year end close financially. Um lots of meetings with Genesis and trainings going on and it will change some of

201the formatting um that you'll see in some of the financial reports that we'll you'll probably see in September meaning board secretaries report and all the all the uh miscell you know all the revenue and expenditure reports that come as part of that. In fact, President will be signing off on the new payroll registers that have been in place on that. So that's it for that three minutes and a half. Wow, that was exceptionally um brief. Thank you. Uh thank you, Mr. Mask. Um okay. Uh let's get into policy um with Mr. Scales. Yep. Uh number one, parental bill of rights that the attachment is there version two. Um just so some supporting evidence. What I wanted to bring up was the Supreme Court ruling, Mammud versus Taylor. Um, so what we're seeing is the the

202parent parental bill of rights in sort of uh really in live um format here because what would have happened here is if we would have had the parental bill of rights, that right always did exist. This was just a battle between did the state have the power in order to remove that right from the parent and then the Supreme Court ruling struck down the state did not have the the the uh right to remove that right from the parent. So essentially what it shows is that the parental rights that we're writing again firm base of rights and that we have the verbiage in there that no matter what happens in the law we will follow the law. So, us as a district would not have had to change anything um with this. So, uh the

203attachment is there for you to read through. It's 132 pages. I doubt you'd read through it all, but you can just the the first couple pages kind of summarize it. It's uh just it's it's freedom. It's freedom of speech, right? You have the the ability to uh remove your child and opt out of that particular um aspect of that curriculum. Um what so phase two or actually I'm sorry phase three now the parental rights what how we're going to draft version three it's uh the introduction creation of feedback from staff and administration right so we received the feedback that we had and then from the parental advisory committee for you Dr. Dr. Garvey to now let's try to get some more feedback from the administrative and the staff for them to read through the parental

204bill of rights and for their them to have the ability to give feedback, right? Because that's what this is. It's for it's for the district. It's not just even though it's called parental bill of rights, it's for the district. So we all operate from a single source of truth. So looking for Yep. Are we looking for a survey for that or are we just looking for like paragraph form? Whatever is I defer to you. whatever is the best way. I I unfortunately it's a summer I don't know how much feedback we I mean would I would assume it's a hotter topic for them to give feedback to say you know you'll get feedback as any you know we have communication with our staff. Yep. Okay. And then um once we have that that will enable

205us to draft version three. Version three would then be sort of our final draft and then we'll present that to legal team for uh final review just to make sure that we're not breaking the law. Uh, number two, there's a new um requirement from the state of New Jersey for sunscreen and sun protection. Um, stark advocate for sunscreen. Um, however, some weird some weird things in here. Uh, I encourage all of you to read through it. So, as the state normally does, they write things very vague in a very poor fashion for open for interpretation. I would read through it. I have a few problems with it. Um, and I would imagine you as parents would also have a few problems. They addressed a couple of the problems in there, like is a is a

206a teacher going to touch your child to apply the sunscreen? Absolutely not. That's that's against the law. But read through the rest of it. There's some subtleties in there that don't allow for uh medical and religious freedom. So there would be a paragraph in there and there would be the ability for the child to carry that sunscreen with them. But as to to be instituted as a requirement, this is definitely going to be challenged internally by obviously, you know, we'll say the more conservative bunch of of uh litigation teams in the area. But what I would do is I would read through it because we have to draft our own language. Um but it's great. We got an alert that this is coming through and it's a a point of discussion. So if anyone has

207any questions, you can say it here or Dr. if you'd like to add go from there. So yes, I've been in contact with school boards and they'll be put together some kind of a sample the way we would get the updates from stress EME and then once we receive that from them because I would imagine since this came out that the date of that was when did that come out? That came out June 4th and it has to be in place by September 1st. So that's going to be a timely one from a processes point of view. there may have to be some behind the-scenes work of a first read, second read, that type of thing to get it on and going um from a timely perspective. So just being aware of that. So like

208you said, we'll get the alert. Well, I mean that's the thing. This is we don't co-parent with the government. I'll leave it at that. Anyway, so number three, policy manual transition. Everything is is going well. Um with the new the new website um has been more modernized. This is also I got to read through a lot of the way that we're listing the policies and it shows you as there's check marks up in the top like where the policy came from and who approved it whether it's from the state whether it's from federal whether it's us that we had addressed it. I think that's phenomenal. It's very clear. It's going to go handinhand perfectly with the parental bill of rights because it'll allow us then to add in the links that the parents are asking

209for so we can bring them directly to where they need to be. And then just again um Just asking everyone to review their appropriate sections. We've gone through it so far. The conversion table that you provided to everyone in the updates. Click on that. Encourage you to click on that and read through. It's going well. Um I would say I I when I was reading through everything, I didn't find anything that was too erroneous. I think we're in good shape. It's not going to be as chaotic as I originally had thought it would be. So I don't know what your your comments on it. I mean, you guys doing great with it. So thank you. So, uh, I do we do we are probably buying the RAM if not the next one. I'll be not

210necessarily voting on anything. We're not in a position to do that yet. But the recommendations that we found so far on what we have, you know, like with regards to entrance age, there's a couple things that were like left out that the administration feels should remain in the new policy. So, we'll be that'll all be forthcoming and communicated. Yep. And we got to see different sections and all that. But anyway, it makes things more clear and it's I mean, it's aesthetically pleasing as well, too. The other one looked like it was on a But anyway, um gonna go on a soap box for number four, so I apologize. I'll be quick here. Um yeah, I'll make it in three minutes. So, a lot of comments are made by some of um you know, some parents

211about the parental bill of rights is that we don't we're not doing things we're not in it for the teachers, right? Not not true whatsoever. As a district, we are here for everyone. Um, something that the teachers may not be aware of that I want to bring to the board's attention for everyone to understand is that there is going to be a state investigation um into the NJA for potential unethical behavior for Sean Spiller, who was the uh who was running for a primary position, not running for governor, but running for primary of governor. What occurred was Spiller's own campaign only raised $438,000. the contributions made to Spiller's campaign um were $45 million. So, think about that for a minute, right? So, $45 million from packs that the NJA takes funds from their teachers and

212provides to the pack and then funnels those funds from the pack to Sean Spiller's campaign. I wanted to give you some stats so it doesn't look like this is is erroneous at all. So NJA chneled $45 million not of discretionary funds, mandatory dues to Sean Spiller's campaign. Spiller again, if if you saw how much he raised versus what was given to him, that is what's going to be investigated from for unethical behavior. If you look at the amount of people that voted for Sean Spiller, that equates to over $500 per vote, right? So, as uh Dr. Garvey pointed me to, there's there's a page on the NJ websites that recommends that teachers donate to a this dispack for a donation of any they recommend and if I have the verbiage right, you might know Dr.

213Gar. They say donate $3 per paycheck to this pack and then you can put that on auto fill or whatever for autodraft because you pay $5 for coffee is how they they word it, right? Let's do a little math here. There are currently 200,000 NJA members. So what this would equate to if they for this $45 million is that this would equate to $200 donated per member. Current donations are only $3 per paycheck. this would come out to essentially $7.69 per paycheck, right? So, think about this. So, what I wanted to do and why this is up on here is that I want to again, we're here for our teachers. We're here for the CNTa, right? That's that's our local association. Their funds could potentially have been unethically taken from them, not from this, the

214$3 that they put in per paycheck, right? And you know that some people don't put in $3 per paycheck. So that means the next person would have to do 301 302 in order to get to this $45 million. So I wanted our teachers to be aware of this as well. And then I wanted to offer our help if any of the teachers felt that their voice was being suppressed by their own association, right? Because sometimes teachers are not they hold in their comments because they're afraid of any retribution from their associations or anyone that they're affiliated with. So, as a board, I wanted to see if you also agreed with this and then we could reach out locally to our unions here and associations here and ask them if they need our assistance to be

215their voice, how we've done many times with our proclamations and you know how we have contacted the state on behalf of the students and parents. We're also willing to do that on behalf of of our teachers and administration here. So, that's my soap box. That's it. So, I wanted to see what you thought and I could put all these stats in form like I've done with all my nice pagers if you want to see this and hear from their show. That's me. Sorry. This seems like something more along lines of advocacy. Is that how I'm understanding it, right? Like you're you're trying to pull the board to see if we should be doing something more along lines of advocacy for the CNT and for our teachers both. See, so I want to see if they

216want us to address it because there are some things that we could do from a policy perspective as well to prevent where if something if something was done like this to a particular teacher, administrator or staff within our district, we have the ability to write policy to protect them and give them the, you know, rights in order to but they have to go back to their own unions and do all that stuff. But I just the the main sentiment of this is that again if someone ever felt that their voice is unheard and they had something that they were holding in and they wanted to voice their concern, they can bring those concerns directly to us as a board and we will like to your point. we could advocate on their behalf as well or

217we look at it if we get a lot of concerns from them then we can look together as a a policy board if there's something that we want to do you know as a district to prevent the state from doing this to our local teachers here as a district. So I don't even think we need to do something on from a policy standpoint. I think that we could reach out to our legislators like we've done in the past or something along those lines if if that's if I'm following what you're saying. kind of it's up on the air. I'm open for anything. I just want I want everyone to know that, you know, this is not something that's being reported on um from news that a we'll say that again where a lot of the

218the administration and teachers will receive their news from. So there obviously the associations are not reporting on this whatsoever, but the facts are there and you can't and number and data does not lie. So Um, could I jump to the principal bill of rights for a moment? You sure can. Thank you. So, I'm very excited for us moving forward with it. And I was just wondering um after it gets approved by legal or we have to make changes. Are we able to implement it prior to I know uh the parent um advisory academy wanted us to link everything to the current policy and right now we're unable to because we're switching. Are we able to approve the parental bill of rights? Let's just say it does get approved by legal. Um even and just let

219the public know like as soon as we're done with this transfer, then we'll link everything. Like could we move forward? I I would love to see it uh passed before the start of the 2526 school year. That's that's what I'm thinking. And we might not have all the policies yet rolled over. So, is it something we could pass and then constantly update it as the policies are being rolled over to the new uh um New Jersey school boards? You can go first. I uh I think it things can some things can happens uh concurrently. So we could take version two if we wanted to and provide it to our legal counsel just to get that initial feedback if we wanted to since it's already in a version two and then it would expedite fine to

220save cost. I know I know I know but in terms of ex expediting you know those kinds of things and I think that links to change something. Yeah. Yeah. Yeah. And I think I think if version three if version three if version three is going to be based on feedback I think we might as well at the same time get legal's input on the statements and things like there and to say and and take that into consideration before we do version three if version three is intended if the goal is for that to be a final version. Yep. Okay. So before the next um RAM meeting, are we able to get it approved by legal or just to get feedback from legal? I can send it to Mrs. Miller tonight or tomorrow morning if you'd

221like me to. We feel we're ready to do as a board. I'm just concerned with sending it without the links for the policies because I actually do think that it's important that legal review the policies that we're saying are linked to that because what if there is a discrepancy there? So that would be my only hesitation. This was brought up um at the last meeting when we discussed version two where there were no links and even some of our parents were concerned about that because even their feedback was they wanted to be able to go to that policy and refer to it based off of what that topic was. So I I think that in the you know effort to save cost to the district, we should be waiting. And so maybe it's something where

222there's not many policies that it it's going to refer to. So maybe those are the policies that we kind of pull out and say these are the ones that we know that we need in this. So, we got to review these and get them transferred over this way. They're in that and then it can go off to legal. So, that would just be my only my only concern with having legal look at it prior to having those links. I think they're important. So, is that under your who's who No, I mean we're not I mean I could since you're in the audience, we could preempt there's nothing in here that's changing law or changing any policy whatsoever. So like the links to the policy is more from a a we'll say a a UX a

223user experience, right? That's all it's for. It's made to to make it easier for someone to identify it where there's a little bit more handholding and we're taking that feedback and we have agreed to say, "Yeah, if you want it to be easier to try to find something, we're going to do that for you." So I mean again, it doesn't like you said based off of feedback. Um to be honest, there's nothing that we could we can't change anything in it because we're not changing laws. So let's just say the feedback comes like well I don't agree with that. Well, you may not agree with it, but that's what the right is. So that's that's what we need to feel like that's what we have to be prepared for for the feed the feedback that

224we're going to get is going to be well I don't agree with this right or I don't agree with that. But the fact of the matter is that is the right the way it stands today and it's up then again to the state and federal and then local legislation in order whether or not that right is accepted. So based on that, that's I guess to be able to keep moving it forward. Then are you saying we can have legal approve it before the links or or do you suggest like what Jessica mentioned of us providing the links that we have now even if they if um it's you know we have to redo the links later on. Well the link yeah the links again is just it's think it's logistics that's it right. We're just

225adding because again we're going through the policy chain. So what essentially we would be doing is we're saying like you know section 3 that's linked to section 9000 in our new policy. Right. So as chair do you recommend that we send it to legal before we have the links? I would recommend it's sim it's it's going to be simultaneous. We're going to be doing three things at once. We're going to send to legal for approval get feedback and then we're going to also be able to start uploading the document as well too. Right. The logistics is going to be yeah just to keep moving forward. the website that that's all the links are going to be the website like for the actual bill of rights itself. The Bill of Rights in written format won't have

226links to it, right? Because that's the Bill of Rights doesn't have a actual link or a a reading of the current law. It's just a list of rights that exist in humanity written by the but we are going to have the links somewhere. That was correct. That was what the parent the website logistically again it'll be essentially what we're thinking right it'll be on where we are writing our policies and our bylaws. It'll be listed there as just another link that that is your bill of rights and then you then have the ability then after reading the bill of rights to click on that link and it'll bring you to the appropriate bylaw or the appropriate actual um policy. Right. Yeah. Yeah. I love that. I love that idea. Just to confirm though because you're

227working on version three I guess right now. Version three we haven't even started because we need feedback from the teachers but there's nothing that but so legal would review version two y and then once we get feedback from the teachers let's say there was something that we were going to change right paragraph five y in the first section then you're going to change that and then is legal going to review that again? Yeah they'll leave that. So you're going to pay double the legal fees. Just want to make sure that we're all on the same page here because if legal looks at it for version two, but then we make changes based on our feedback, they're looking at it again. Well, they only have to look at that one section, right? It's still available. Yeah.

228Of course. Of course. But 10 hours to look at that section. It's only that. So again, there's nothing. It could be a very complicated section, right? We don't know. Well, that's just it. But the again, the feedback that comes I just want to make sure I'm on the same page. The feedback that we're the feedback is we're listening to make sure that they're they have they have the ability to give us direction and to to give us the feedback and their concerns about certain items and things like that. That's what but I I assume there would be some taking some of it into consideration and and maybe amending it to some extent, right? I imagine just based off of some of the emails we've received there some of those concerns are probably the same. But

229the feedback, again, the feedback would be more like user interface. It would be logistical. It wouldn't be able to be content, but it could be. We don't know. It could possibly be, right? Content we can't change legally because we're not changing laws. No, but there could be something in version two that a teacher sends something in and we're like, "Wow, that's a great suggestion. Let's change that." And then legal has to review it again. Right. So, there there could be there could be something that's changed. we've already changed it and then you know that you you already have on here there's a version three. So if you're just looking for feedback just to look at the feedback just to say well we got the feedback but we're not going to change anything. Legal still going

230to look at version two. Well then presumably there's not going to be a version three. You're just having feedback just to get feedback. No version to say they gave it. Version two is the the version two is links embedded. No version two is what you've already Yeah. But version two is what you've already what you linked here. That's what we reviewed last time. Correct. And same same exact verbiage just with the placeholders for where the links are going to go. So version three, same exact verbiage, whatever the links will be included. And then is that going to take into account any other feedback that we receive? Well, you can't there's there's there's feedback would have to again feedback has to be logistical or user interface, but it could be we don't know what we're going

231to get, but we can't we can't accept any verbiage changes because their teachers don't have the power to legislate. I I appreciate both of your um viewpoints. Um I just and I I do we could always continue. We have a lot more work. This isn't going to be passed in the next week or two. So um I just want to make one last comment. We really don't have much left. Um just to just to go um just do go back to your uh comment on Sean Spiller. I want my my comments on record. Um Sean Spiller uh played a huge role in uh torturing our children in regards to force masking and school closures um which led to the biggest learning loss in our children's history in New Jersey. Um it's sad to see that

232teachers hard-earned dues were used to support his campaign. Um he's a disgusting human being and uh I'm glad that he didn't make it past the primary. Um, so I just want that on record. Thank you. Uh, moving on. We are going to uh negotiations. Nothing under there. Transportation. I don't know if you want to touch on that. Yep. Okay. So, we're close to um procuring a new replacement to a communication system for all our buses. Uh if you recall from budget time, we had about 83,000 budgeted, but it was a system uh it was a solution for um a different a non- cellbased uh system that required putting repeaters up on buildings. And this system that our transportation director has researched and and found is a cellbased system. It runs on the AT&T network. They've

233tested it. It's It works great without flaw and it's significantly less. So, that's uh good news. So, that'll add some um you know make funds available in the in the budget for reallocation. The other number two is that um we have an additional student that needs to be transported to North Howell Middle School. Um doing our best to try to any kind of transportation joint and that sort of thing, but it's it's so far nothing and we may have to contract that route out to you know ocean service. But on the flip side of that, we were we were aware just to add some good news to that to that statement is that we were able for one of our out of district ESY students uh we were actually able to uh bring that back

234and house it in district for summer ESY. So that was saving. We were able to capture in ESY too. So I just want to make you aware of that. So a little bit of good news with that as well. That's it. Uh okay, great. That was brief. Um moving on. Uh personnel. Uh we have just a couple of things there. They're all just FYIs for now. All right. That's fantastic news. All right. Uh we're going to open up the floor to uh comments from the public. Uh if anybody would like to get up and say something, now is the time to do it. State your name and address for the record. Do you want to get up? Oh, okay. I was gonna say thank you for enduring our long um cow meeting. Thank you. Um

235okay, we're going to close public comment at this time. Uh if anybody has new business, if you would like to bring it up briefly now. Um Yep. Anybody new business? Yep. School safety. Yeah, school safety. Make sure you're hearing it. There you go. Um, reference to cameras. We had past instance of cars passing stop school buses, stop signs out, correct me if I'm wrong. Do they have the ability to capture that license plate, the cameras, the camera system on board? They're not exterior. So, well, we if we get it, we have interior cameras and and I will say it's not likely. It can happen, but we don't have exterior cameras like on the extended arms like some of them have to be able to do that. If we are able to get a license plate,

236it is um because the interior, the angle of the interior has been able to capture it and that's far and few between. A lot of times a driver will get a or someone at a bus stop will get the license plate. just came out of a bus driver. Yeah. The answer is always yes. We can investigate that. Absolutely. So we can look into it and see what's available. Yeah, we'll speak to Mrs. Rosco and she has her network of being able to look at vendors to see what it would offer. When that does occur, it is a very serious offense and we and we are in communication with our police who will take a description of the car. It is it is a significant offense. Let's not talk about the legal aspect. The danger of

237doing so recklessly puts the life of a child in danger. Period. And it is something that the police department and our school district work tirelessly to be able to identify to the point where they will go above and beyond to almost uh like stake out and and look and watch for vehicles of a similar nature who would be doing it. And so we do we we make every effort to identify people who are doing this. We put messaging out at the beginning of the year to remind people not to run the reds. is what's called running the reds and is uh you know the serious ramifications of it. In my opinion, there are no legal recourses that extend beyond dangering the life of a child at entering a school bus in the school district and

238the police department work very on it. Yeah, it's not saying but to your point from a preventative and being able to even um minimize or to expedite being able to identify someone who is committing that crime, repeat offenders and whatnot, that's something that we can always look into. Yes, absolutely. the tele that set up a speed trap right there. At that particular location multiple times great. Uh thank you for bringing that to the board's attention. Uh anybody else for new business? Okay. Uh at this time we are going to end the live stream and I'm going to need a motion to move into executive session for two matters as listed. confidential student and staff matter. And uh number two, the negotiations, no action will be taken. Uh so if I could get a motion to

239move into Oh, I'm sorry. How long? Oh gosh. I'm hoping it's within an hour for both things. I'm hoping less. Okay. Motion. Great. Thank you. Anybody want any snacks over here? I got Bye Vinnie. Yeah.