001Okay. Uh first um welcome everyone and uh my name is Charles Leer. I'm the chair of the committee and uh the committee meeting uh is today March 18th. Obviously it's at 6 pm and present are Dr. Layman myself Carmen Alvarez Kate Ratner Sugasco Dest Dr. Kelly Rosel, Zach Valda, Samantha, and by the way, Samantha, I I apologize. I forgot to forgot that stuff. So, I'll get the Amanda Amanda just came. >> Oh, great. Okay. Amanda Pat, Jen Roland, Mariana Rella, Salvatore Anga, and Jimh Jim S. So and Yale Snider. My apologies. >> Okay. On the agenda are two items. Uh the multi-ter system of support and a day in the life of a kindergarten student. So let me turn that over to layman. >> Sure. >> So Dr. Nancy is going to start us with
002uh an opportunity that we have um which will also be evolving um but it's currently called NJ4s and it's a a mental health supports uh opportunity that we have um and it integrates with our multi-ter system of support. So Dr. Shenani you want to give us an overview? >> Okay, thank you. Uh like Dr. Layman was saying uh and I gave you two handouts. This is about NJ4S. Uh, and that stands for or what that kind of means, it's New Jersey Statewide Student Support Services. So, the two handouts you have, the first one, uh, that you know has the kind of the hands on it, is basically an overview of the whole program. Uh, and the second handout that you have, if you take a look at that real quick, is that then morphs into
003the tiers of support. Uh so this is really just an overview of of what the um what the service is. Uh this is a free service from the state. Uh and it is from the department of children and families. Um and it's designed to supplement the programs that we already have in school. If you look at that first page, um there are 15 actual hubs to this. Uh, Middle Sex County obviously would be the one that we are in. Um, and Ruters University Behavioral Health Care houses the Middle Sex County hub. Um again if you look at that first page what it mentions is um this is to supplement existing school programs and it is to you know help with more efficient access to safe spaces for connection prevention programs mental health resources and support
004from New Jersey students caregivers health administrators and staff. So it's designed to help everyone associated with the schools. Our focus obviously is with the students. Um but this is an overarching program. Um we work with students through multi-tered systems of support MTSS. It's been talked about often. So if you go to page two, uh this supports that. This is behavioral support for MTSS. Um and it more it matches with our tiered systems of support that we use for academics. Uh we also have to use that for uh behavior supports with uh many students. And so you see on that second handout tier one is you know the overall arching for community education that is designed for you know whole schools. It could be for one elementary school, multiple elementary schools. It could be for the
005middle school could be for the high school. Um, and that's designed mostly assemblies, uh, that can go anywhere from pre-K to 12. Uh, and it fits the needs of the school. So, it's something that is designable, uh, depending on what the school needs are. Uh, some of the examples of programs that we've used in the past or that we could use through this program are bullying prevention, social media safety, and positive relationships. And there's many more that we can use, but just want to give you a quick like, you know, some of the ones we've used in the past. If you move down or move up, depending on how you think of it. Uh, tier two, that's more prevention programming. This is designed for more 6 through 12, so a little bit older students. Uh,
006and this would be small group settings, uh, kind of in a series format. So, it might be multiple sessions with, uh, small groups. Um again to fit the needs of schools. Some examples there, social skills groups, life skills groups, uh emotional regulation groups. Um and this is where it starts. Um there will be somebody managing a portal to sign in um you know some different programs that that we might want. They would reach out to the NJ4S coordinator and then be able to have people come to our schools and uh deliver these groups to our students. And then again, as you keep moving up to tier three, so we're moving down the handout there. This is brief counseling. Again, designed for grades 6 through 12. Uh these are licensed clinicians that can come to the
007school or potentially meet students uh at the local library. Uh designed 7 to 12 week sessions. Um they use all different types of therapy. Uh and we would be using consent forms here. uh when when we're doing this more a little bit more intensive even though it's brief counseling it's still a little bit more so we we want to be using consent forms here and that is where again we be using the portal to get um you know staff that that you know want to utilize this for students we would be using the portal to reach out to get um therapists you know clinicians to come to the school um like Dr. was mentioning there is a potential with the new governor of pivoting. Um when we spoke with our um liaison for NJ4s, they
008have a grant until 2028. So we we're under the you know um you know belief that this is going to be here for a little bit and it may um you know be pivoted or or changed a little bit um with new administration, but there's going to still be something similar to this through the state. And we know that this is going on at least for the rest of this year and you know we'll see moving forward. >> Yeah, I think the I think the new governor's vision for this program and its evolution is right now there's 15 regional centers. I believe it's to become more localized maybe even more easily accessible by having more uh points of contact and more locations as opposed to being a little bit more regional. So um and then
009we're going to change they're proposing to change the name and things >> again that's going to take time. So >> um we're not going to wait around. We're going to engage this resource while we have it and uh again this will evolve into whatever the new vision is for the new administration and and the needs there. >> May I ask a question? >> Sure. Um so I was curious um looking at some of the programs that are being offered um I know in the past maybe not at this committee but um we've discussed the idea of a parent academy um you know sort of offering events like evenings with you know sort of different clinicians or things to discuss certain topics whether it's anything from like time management to you know social media and certain
010things that sort of fall under that like counseling umbrella. Is that something that they offer and that we can take advantage of in order to sort of provide those things without an additional uh large cost to the district? >> Absolutely. Uh and I touched upon just a couple examples, but um I was just looking before I came in uh this evening. Uh there's there's a whole list of things and it could be something that if there's a need at a certain school, we can then reach out to them and say, "Look, these are some of our concerns. This is what our parents want. and what our students need then we can you know make it for that. So I know at the high school level there's certain programs that you know we bring parents into
011middle school um same thing and elementary they they they do their programs also. So right it it happens already but this is just something that I think could assist us um with bringing in um outside experts. >> Okay. Um, and then the other question I had, I know during COVID, we had a almost like a toolbox online of different resources that families could go to. >> Y, >> it might still be on our our website. I'm not 100% sure. Um, but sort of hearing the different services that are being offered through NJ4s or Sparks or whatever it's going to become. Is that something that we can perhaps update and include the things that they're offering here so that if there are families who want to take advantage of these programs, they they have that access
012in conjunction? >> Yeah, certainly. I mean, we're constantly looking at our websites, you know, from all different levels, elementary, middle school, high school. Um, but this is something that, you know, we wanted to share with you guys to see and then, you know, we'll be working more with it. Um, but I can look to see what's what's there already, maybe add to it. >> Okay, great. Thank you. >> You're welcome. Any other question? Yeah. >> Okay. Uh for the tier three interventions when if we if we need that service where they're coming for 7 to 12 weeks, are there any cons liability concerns, you know, regarding should the counselor be inappropriate, let's say, or something. Are we liable or do they have their own insurance? Like how does >> that work? Because I know sometimes
013where I work in my district, it's hard to bring, >> you know, parents have their own like therapist and they want the child and there's liability concerns and that's not allowed like outside providers to come into the schools. >> Yeah. So this is designed to interact with schools specifically. Um so when we begin to engage in some of these more targeted specific uh opportunities there is uh typically some consent >> pieces that go in and that connected between you know um finding a therapist is is also not just randomly picking one off the shelf right sometimes a connection piece so you get the best interaction so um you know engaging in specifically that tier three but even that tier two which looks like it's targeted small group supports. Um you know there will be some
014back and forth in terms of us working with this uh provider and then also uh working with the parents in terms of identifying even when it happens right whether it's during the school day um and that would be our preference typically is to engage them you know at an appropriate time uh during the school day. >> Okay. >> Yes. >> I have a question. What type of PBSIS do we have here in Monre >> for um for the district? >> Positive. Well, >> we we utilize it a little bit at the high school with our in school suspension, right? That's something we started doing this year. Um >> and it's constantly looked at as far as um you know, behavior management, you know, positive behavior. That's what we're talking about. Yes. >> Um at all
015different levels. And so conduct the principles, administrators look at that and they do you know liazison with you know supervisors central administration to discuss those things. Um but right now that's my understanding that that's where we have it >> because there I mean the bog center in New Brunswick has the head of it Sharon Lurman. I think she was the founder of a PBSIS in schools and I've been to many of their events when I was working there and to see what these school districts come up with with their, you know, their incentives for the children and how they do it in grades all the way up. I don't know why we wouldn't take advantage of that program and have them come here and give it to the whole district and and just use what
016they've been using for she's got to be there 25 years. And um I I know we have our own program. Could we incorporate maybe what whatever they have and make ours a little bit better? >> Yeah, Miss Mloud can touch on this a little bit and that may actually lead us to our next piece as well. But we we at the elementary level specifically have positive behavior uh supports embedded in there. Um we haven't subscribed to any specific curriculum slashprogram related to it. um like Woodland School use the fish philosophy for uh as a foundation for uh their positive behavior and they have goals and incentives and things >> and it's it's homegrown but it it the philosophy is exactly what you're you're speaking to and so for a while it was falcon feathers and
017then it was fish philosophy and they earn all of these different things and it leads up to larger rewards like a school dance party or And um one of them that they really enjoy, we have a book vending machine. That seemed to be a big hit. So that was part of the prize that they would get if they earned the fish or the falcon feathers, which is what all six of the elementary schools have continued with. So we build that in and then they earn. I know specifically at Woodland School, they go all the way to the end of the year and if they earn that many feathers, they get an outdoor picnic during lunch. So there's a lot of that embedded in every single elementary school and I know the middle and high school
018do their own unique version of that but um each of the schools does very things behaviorally. If I can just touch really quick because um we had a a PBS program where I I used to work and um it's sort of like what you were s talking about where each month like they would get tickets for positive behavior and then at the end of the month you know they would raffle up and there was like a whole closet of you know prizes but then what we saw actually is after those initial grants it became hard to sustain some of those um those rewards. I mean, there are grants out there, but I don't know um necessarily too much about that. You know, it is a fantastic program. I also, you know, I know like the
019Falcon Feathers, my boy got one last year. He was super excited about it. Um so, I do think there's definitely, you know, benefits to it if it's something that, you know, can be brought. Um there is something there that's sort of like you know Miss McCloud said um is sort of more Monroe based but I do like um that the program that you had suggested as well. It really was posit positive [laughter] >> very positive. >> PBSIS is the is the name brand right? It's the it's the one that everybody talks about. We could throw PBSIS in front of our our program and it would be >> it would look exactly very similar to what it sounds like. >> Exactly. What you're doing is PBS. >> The most recent one was actually very cute. One
020of the schools did it so that the students almost like um they had baskets and you could be the principal for the day or you could be so every time they got a ticket they would put it in one of the baskets. Security for the day and they they got a shirt to go with their you know experience. So each school does something very unique, but I know for a while it was all falcon feathers, then we moved to fish, and I think we're back to falcon feathers again for the most part. But it is, I think, exactly what you're experiencing. >> It is it's just I've seen so many districts um come and display their their boards and like their t-shirts and the boxes and all the goodies. And then um I know Sharon
021used to you know have great speakers and it started at the Vog Center like I said at least 25 years ago and um and it was such it's such a good program and it's it's great to hear that we have our own >> version of it and I just want you know I just wanted to piggy back on to the back of our pro program I worked with. I just I just really quick wanted to follow up on um something sort of that Miss Alvarez had um highlighted um with the individual services. Um it says it typically lasts 7 to 12 weeks before termination in the event where a student it seems like the student's going to need continued support after those 7 to 12 weeks. Are we then providing that in a different capacity
022within the school building? Are we asking parents to look for outside resources and then like if they're unable to do that I guess because if they're if they're thriving and then or we take it away. >> I mean it's good that they've had it but I'm just curious how that works. >> Well, they do they potentially can make referrals if they need a higher level of care than than what you know even this could you know deliver. Um so sometimes it gets beyond what can happen kind of within schools and then they need to go outside. Um but you know we we support them you know and those referrals and obviously this service would also be supported there too. >> Okay. >> And we and you spoke of a list that we had on our
023website during co >> we maintain the same tools and resources that we can refer families to. So whether services need to be continued under their own health care, their own insurance or if they don't have those supports or they're in a position where they can't support that, then we have uh referrals and opportunities for them to uh point them in that direction uh put them in contact with with resources that would be able to continue and leverage based on what their needs are. Um again, if they don't have insurance or they can't afford the care, things like that. So >> Okay. But I thought I was just quickly you know just thinking from like a budgetary view and of course like I would love for every student to get a half hour counseling session every
024week but um you know I would just wonder like once those were discontinued in this in the district if there would be any pressure I don't want to say pressure but >> and remember remember we we don't provide that therapeutic uh >> right >> level intervention in the public school system. So we we take it so far and then we have these tools to pro to help them be supported at the next level and then we then will connect families with uh mental health professionals or whatever they need to continue those services. Um and anything anything related to what we shared tonight is no cost. This is that bridge to help students get to where they need to go um if they're not already heading in that direction. >> Okay. Does this tie in in
025any way with child study team or is it it's linked to the child study team? Yeah. And how is it linked? >> Well, I mean the MTSS process is kind of that bridge sometimes. Um but they utilize any of these ser services also. So you know NJ4s is available to for child sight team to use. also case managers. A lot of times if there's um students that need another level of support, they could reach out here too. So like I was saying that with the middle school and the high school there's that portal that you know there could be a person or two at each school to um kind of be that that liazison to reach out to NJ4s and then they can make the connection of you know all right you need let's say
026three you like we have three students that that we want to place what like what do you have and then they would find the clinician on their end and then start working you know with that family where and when they can meet and so It's available to an 8, you know. >> Yeah, you're correct. We don't have clinicians on staff, but through our psychologists and through talking about performed care, there are a lot of areas where we will support students and give directions to parents and there are a lot of parent meetings also that things are discussed. So, taking right from that 7 to 12 weeks, we can take them to the next step if they need if it's it's not too material. So it's providing a lot more tools, a lot more skills, right?
027>> And a lot more help. So in many ways I see the 504 program working to some extent uh in that capacity and now I see this program perhaps extending it somewhat. Would I be right in that perspective? >> Yeah. So I think I think we're looking at this as this the MTSS process which is what we're talking about and this is the mental health side of it as being the bridge to whether it's further clinical support andor you brought up the child study team or gathering data to provide the initial uh information heading into the classification piece. So MTSS is that bridge of data gathering, intervention, uh, implementation and monitoring, looking for growth before we head to more intensive supported services academically and behaviorally. >> Sounds like a great program. >> Yeah, >> it
028really does. I I think it's great that it brings some service like this forward to our attention. I think anything that helps children >> Yeah. because sometimes they just need that little bit after what we already have here. >> And so, >> thank you. >> You're welcome. >> Thank you. >> So, our next agenda item, um I called it a day in the life of a kindergarten student. So, Mrs. Mloud is going to take us through um the work that the entire district and I speak to, you know, administrators, supervisor, building principles, supervisors, uh teachers. We went on site visits and she'll hit on that. Um some of the work we've done in developing uh and exploring what a day in elective kindergarter could look like and will look like for students in Monroe Town.
029So um just as a point as I've said along the way uh you know our goal was to maintain the full day kindergarten program in our budget. So, uh, you know, where we stand right now as we head into a preliminary budget, uh, meeting, we have, uh, we have it in the budget right now, and then, uh, once the budget's approved, hopefully, >> uh, in April, if it's still in there, which I don't have any concerns necessarily that it wouldn't be in there, but, um, we can then kind of have an official celebration and a launch and all that, but um, we just wanted to start kind of laying the groundwork in terms of what it would look like in Monroe Township for a kindergartener So, you want to >> sure >> lead us through?
030Thank you. >> So, I'm excited about this and I want to thank every single person in this room because we have all worked on this together. Um, and a few people who aren't here as well as the principles and um our entire kindergarten team, which I'll talk about, has had a say in this. Um, so, thank you for collaborating with me and with us. And if you have any questions along the way, we'll try to address them the best way that we can. Um, there's some funny stories that go along with this presentation, which I'll I'll clar you in on as we go. So, first we're going to talk about how we prepare, how we've been preparing for this because we've been talking about this for well over a more than a year, but um
031this year in particular, um as you'll see on the first slide, when we went to budget, we literally built a budget that was for and included everything for full day kindergarten. And one of the things we did was we had everyone go into their book closets and do a complete inventory of what we have for each subject area and resources, classroom, libraries, everything. Um, and we got a really good count of what we have and what we're going to need. And anything that we needed, we budgeted for. Um, our curriculum for ELA, math, science, social studies, and media. The documents are complete and up to-date. Art, music, fizzed, um, they are all going to be completed this summer and that's already been planned for. Um, one of the things that was very exciting, we had
032the opportunity to go and visit Howell Township, their full day kindergarten program. We took one kindergarten teacher from each building along with Miss Rust. Uh, Mr. Reinhold was with us. >> Oh my god. >> I hope I'm not forgetting anybody. Uh, Miss Fedora came with us. Yes, she did. Um, and we were given the treatment. I will thank How because they let us see everything from their entire full day, their specials, their lunch, um, what special education looked like in or within a 12-day program at Cowell. They shared their schedules, how they developed their programs. they really did a great job um kind of filling us in on how they went about building their program. Then I had a conference with Hamilton Township and also Tinton Falls just to kind of explore what their programs
033look like as well. Um but the one thing we did realize is which we we knew but it it let us I g I guess it gave us um further confirmation that our halfday program really was solid and even though we didn't have all that time in the day we did have the academic pieces in place and that was a really good foundation for what is to come. Um, the other thing that I've really enjoyed this year, we had a kindergarten PLC going all the way from September and all of the kindergarten teachers in the district have participated. And what we did was we built a Google doc by month. So every half PLC day, we had an agenda for them and we sent it out and then all three schools would put their feedback
034on there and share it back with us. what are your needs, what are what's working, what's not working. We even went so far as to have them build a mock schedule, which came out beautifully, um what they would like the day to look like and what their needs and wants are. So, that was also being done and is moving for the rest of this year. So, that's some of the things that we've done. Then the one thing we really wanted you to know and the public is that all of our current kindergarten teachers have already been trained in our curricular programs. Um, which is critical. So in math, ELA, science, and social studies, their current practices are what you would see in a full day. They're just going to have more time. Um, they're going
035to have the time to differentiate. they're going to have the time for when which we're going to talk about what that is. Um and again uh everything is in place for that for them to be successful. The textbook inventory was complete. Principles have budgeted. Um and anything that's needed is within the budget which you'll hear about this month and next month. Um staffing needs were discussed with the building principles. facilities have been assessed and we have the necessary space in every single building. So, all buildings um have rooms and you look at the next slide um each and here's where um I want to make sure we're in the right space. >> Kindergarten classrooms will each have and Miss Moralda has so sneakily stuck in a picture of a toilet. So, thank you for that.
036But just rest assured it wasn't prior, but clarification >> an exemplar of a bathroom and we have bathrooms in every um >> very clean bathroom. >> It's not a kindergarten bathroom. >> Okay, fair >> because [laughter] we have little little friends that are going to be using those bathrooms. Um there's access to outdoor recreation space in many of our class in all of our classrooms. And then we have thank you to um Dr. Roselle for the vast classroom libraries that were in place even prior to me uh coming into this position. So you got a little visual of some of the things that are there and that will be there for any new classrooms. But what's going to be different? So now they're going to have more time for instruction. Obviously we're going to be
037able to foster deeper interdisiplinary connections, additional peer-to-peer collaboration, more time with their peers. Uh there is going to be a lunch and recess now which they didn't have before. The addition of a win period which again I'm going there is a slide in here and I'm going to talk about what that is. And the this is another addition which I don't think a lot of people realize related arts. They had library but they did not have music art or vis um with our fire. So now they're going to have all those opportunities uh which is exciting for them. And even the teachers when we started their PLC, they didn't realize that they would get a prep because they were like, "Wait, I get a full 45 minute prep and a full 45minut lunch, which they
038they got before, but it was very broken." Um, so this looks very different. And I will tell you the other um they're very excited also if we go this route uh to have one arrival and one disposal, not two and two. So that that will make things a little bit easier. Yes. >> All right. Any questions up to that point because I'm going to dive into curriculum programs. Go ahead. >> Um I'm very excited about this in case you can't see it bouncing around. Um so I guess just really quickly as far as the schedule goes for lunch and recess, >> I know that there are some elementary schools I I can't speak to all three of them, but that there's already pretty late lunches because of the number of students. >> Yeah. How is
039that going to be addressed now that we've gonna have a whole additional grade to >> No, we talked about that. Actually, Dr. Layman addressed that early on about that being the first lunch in the buildings so that the younger ones will eat sooner. >> Will it push back? Like I know like third graders tend to eat very late. Well, just say they're eating early. >> One of them have plans um on how to integrate it and it it looks different based on the building, based on the sizes of the groups of their lunches, based on the sizes of their lunchrooms. Um but it they will be interwoven in just like uh any of the other elementary grade levels one through two, one through three depending on the building. >> Um again that is unique to
040each building just based on whether you have three grades now you're adding a fourth, whether you have two grade and you're adding a third. Um as well as the size of the lunchroom, right? Oak Tree's lunchroom is definitely bigger than uh some of the other lunchrooms. Middle Lake has a very large lunchroom. Um so again the way they're managing it and also how many sections of each uh >> right >> you have kindergarten in each building is gonna it's going to differentiate how they do it but that was one of the first things you know we all talked about and again that's a building management piece that the the principles and we'll we're going to integrate this is the curriculum meeting so um you know when we begin to speak about this and especially uh
041if the budget's approved with it in it um we will have you know uh everyone involved we'll have our uh you a massive publicity uh piece and we'll call it a celebration or whatever we want to do. But uh you know the purpose of this was to kind of give you the overview of where we are. Um and again we'll have it we have a sample schedule built in here but it has no connection to any building that the point was to show general chunks of time. We thought through the staffing we thought through all the additional needs. We planned for it budgeted it and you know embedded it in the resources. We're not buying things we don't need because we have done thorough inventories in every building. So, okay, >> we may not need
042to buy any mass supplies this year. We may not need to buy any of, you know, something else or we may only need two copies, right? So, um we we narrowed our planning down to, you know, almost individual items, right? Um as opposed to general planning and budgeting for something for everybody and then figuring out how much you really need later. So, okay. >> Um >> that so without getting into the nitty-gritty, right? Right. It's it each building has thought of that and have already planned for it because if they needed an additional uh you know some someone to support watching extra students outside that's in the budget. So they've planned for it, they've planned their schedules out for it and everything. >> And then just and this might be, you know, something that you
043cover later, but with the related arts and having I know like there has been times where like they might have been able to operate but now is there going to be like an additional like staffing because of that or are they able to handle it within the >> That's all we thought through every schedule. We plan through all of that overlapping as as we adjust other you know you get a bubble moving through third fourth grade right and the teachers moving from here to there you know you change your section so we do that every year uh for every uh every related arts everything from and we actually look at um the ESL multilingual supports in the same way and we take a look at the PPS side with resource room and and ICR the
044same way as well. So >> again, if there was something needed, it will be embedded in the budget. Um, >> and some some subject areas and related arts were actually very well covered. >> Um, but again, that was part of our planning process. >> Okay. So, >> thank you. >> I have a question. Um the kindergarten classrooms themselves, will they be segregated from the older children in the school or how how do we are you just going to that's they're there and they'll be just switching, you know, classrooms and they'll see the kids at lunch and will they be in lunch with older children and they won't be separated? >> That I think depends on the school as well. But we do grade level lunches as they are, right? Um, but I believe what we
045talked about if they were to be integrated with any level of student, it would be first grade, but not like a third grade, you know, classroom. >> Yeah. And in terms of classrooms and things, the kindergarten is integrated in the building. They share hallways with multi-grade levels. Depends on what, you know, what building you're in and things. So, um, >> they would be treated the same. We're just adding in some cases one or two classrooms in in a building. So, >> not having any kids in kindergarten for quite a long time. >> Yeah. >> I I'm that I just want to ask because I know years ago we were moving up sixth graders into the middle school and the parents were really mad and they wanted them to come in separate way and not be
046integrated with the seven and eight. >> So, I don't know if this pertains to kindergarten also. I'm just >> Yeah, I mean that's a good question. >> That is a good question. But I think even when we arrive and dismiss with our current kindergarten, they already context of what we're talking about here is we're adding we have a we have a kindergarten program already. So we're looking at increasing our population in kindergarten by uh potentially up an additional 30%. You know, just about a third and in some cases it's a quarter 25% increase. So, we're we're not adding something we don't already have, right? We're not taking a grade from one building and moving it to another. We're we have a full we have a kindergarten program already. So, all the resources we have in
047place, all the the uh what we call it, the safety patrol in some of the buildings, right, in terms of walking students to their buses at the end of this end of the day or walking students off the bus at the beginning of the school year, we have those in place because we do it already for our current kindergarteners um and first graders in some cases. So, um, we're really just integrating more students >> into our existing infrastructure. That's really what it is. >> Thank you. >> So, we're going to just do a brief dive into our curricular programs. Um, I just want to preface this with saying that as we talk about these and we talk about all students, we're referring to everyone. Special education, our ELELLL students, our advanced learners, everybody is thought
048of in this. and you'll see a little sprinkling of how where we do that. Um so first we have um all of our programs which are currently aligned to the New Jersey state standards. In ELA, English language arts we use the view literacy program. In math we use envisions mathematics. In science we're using TCI it's teachers curriculum institute. Um, social studies is interdisciplinary learning activities that align to the New Jersey learning standards. Everything that they're doing in social studies is aligned to the standards. Um, sometimes in social studies, we move outside of a text because it's civics. It's interactive. Uh, so that's our social studies. And then again, we have art, music, viset, and media which are also aligned to the standards. Um, and in all of our documents, we have differentiated activities. In all
049of our curriculum, we have diff differentiated activities for our L's, our special ed students, and our advanced learners, which we've talked about before with you. Um, so on the next page, you're going to see a sample daily schedule, which we've taken input from all three schools and we took the best of all of it and we built a schedule. Um, you'll see >> and the Wii the Wii is collaboratively with the teachers that have been working >> teachers. Yes. Yes. Um, and when what was interesting is when all three schools, the PLC's shared their sample schedules with us, they all looked almost identical. So, their needs and wants were pretty much met. Um, everybody has a morning meeting. We're we're scheduling 15 minutes for that. Realistically, in kindergarten, you're probably going to need a little
050more time for that, and that's fine. Um, there's flexibility in that. 90 minutes for ELA. All of these times will align with what everyone else in the district is doing. When I talk about ELA, you're going to notice that it's reading and writing together. So, it's 45 minutes and 45 minutes. So, it makes the 90minute block. Math is 60 minutes. Then, of course, they have snack for 15 minutes. Twice a week they're required to have held 30 minutes. Um the other days of the week you'll see there. This allows for extension and that means you can extend or the teacher can extend any other subject area that they feel is needed at that time. If they're noticing that the students aren't grasping onto the math concepts, they might extend the lesson into that those days
051when they don't have help. And that goes for any subject. uh they will have 45 minutes for [clears throat] science and social studies and that's on a rotating basis and it's units of study uh related arts of course will be 45 minutes and then when what I need slashexloration because this is kindergarten is going to be uh 45 minutes and then of course you have your end of day routine and your dismissal. Again, no particular order there necessarily. These are just and again generalities uh in terms of you know a general structure for a day. >> Now I'll read through this fairly quickly. I just wanted to identify what each subject area includes and encompasses. So in ELA for 90 minutes you're going to have ex especially in kindergarten daily explicit foundational skills instruction. That's
052your phonics, funological awareness. Um, evidence-based reading and writing instruction, inquirybased projects are actually built into our My View curriculum. And every week, every sixth week, it literally requires them to do a very thoughtful inquirybased project. Um, some which requires some basic basic research and they are currently already doing this. So, none of this is new. the teachers have been trained. Reading comprehension and vocabulary is embedded into our curriculum. Writing which I'll touch upon in the next slide. Independent reading which is critical and important that they have choice and they independently read. And we have worked very hard on this next bullet. We have worked to integrate science and social studies into our my view ELA curriculum so that all themes and topics are happening at the same time. So we're talking about animals and adaptations
053in ELA. The science units are aligned to that. So we're talking about the same subjects and that will continue into a full day program and now they'll have more time. And then in writing which happens within that 19minute block, you'll have a writing workshop structure which is focused on the writing process at an early age. Um the teachers conference with the students and talk about writing. Everything is differentiated and that's pretty much a theme you'll you'll hear throughout for all of our curriculum. Um and of course and because the law has also stated but we are touching on handwriting anyway. Um but we will continue to do so according to the updated law. Then we have Matt for 60 minutes. Um Envisions is very structured. They're currently using it. Again everybody is um very well
054trained in this program. It's been around for quite a few years. They begin with a solvent and share um that's discussed. Then they move into a very few animated video. We call those the visual learning videos and it explains the learning goal for the day and kind of dives into it a little bit. Then they go into a guided and independent practice assessment differentiation and enrichment. And they're doing this currently in a half-day program um already just a more condensed version. Now they're going to have time to do all of it and really expand. [clears throat] Science and social studies. We listed the topics here. They're 45 minutes, five days a week. We do it by unit now. So it's a unit of science for six weeks and then a unit of social studies for
055six weeks. And that allows the teachers to cover all of the the topics within the curriculum. So in science they are learning about engineering design, living things and their needs, weather and sky and in social studies there's a lot of topics actually civics and government culture and perspectives rules and fairness citizen citizenship and leadership geography map skills economics and US history but they're very kindergarten. >> What do you need? What do you want? How to be a very good human? be nice to others. Um, >> my favorite picture. >> Oh, yes. Zach really embedded some beautiful pictures into um >> I just said that the one on the bottom is my favorite in the presentation. >> And these are our students. So, um >> Oh, they are. I got like to hide find >> uh
056related arts is going to be new for everybody, which is a lot of there's a lot of excitement around this. Uh physical education, they're going to have that two times a week. They'll have music, library, health, and art. Health is also two times a week. They are going to also have guidance p uh classes just like the rest of our uh students do, but that's once a month and it will be very focused on character building and all the things you would teach kindergarten students um at that age. >> All right, one quick question just the curriculum. Okay. Go ahead. >> Assessments. Um, like obviously they're assessing. Am I going somewhere? You're >> No, I actually had that in and I pulled it out because it's like a 45minute discussion and I didn't say it.
057>> I'll take a beautiful pull about the current curriculum that we have in place in all of our subjects. the assessments are built into those programs and and I know specifically uh for ELA and math right now in Lincoln all of those assessments as they give them they populate them into link it so we can keep track of what's going on how they're doing if the program is working uh so we have that >> and things like map like will they be the same amount as they have been for kindergarten or would it be >> they're going to stay the same and we do that three times a year as a benchmark and also math fluency and math growth. So, we [clears throat] have all of that in place, right? >> And that's the greatest
058piece here. Everybody's already trained. They're already in place and it will just continue um the way that it is. >> So, I think that's really before you go on, I think that's really the message is the core of what we're doing is already in place. Now, we have an expanded amount of time and the biggest difference is we have some more students, >> right? And they're all in at the same time. Um the advantage is the teachers have one class instead of two, right? They have more time. Um but again, programmatically, you know, we're not starting from scratch. We're not adopting five new curricula, five new textbooks. Um we're not reinventing the wheel on anything. We're just expanding the schedule and inviting all our students to come in at the same time with the ones
059uh that you know sharing a space. So, um, again, we anticipate 25 to 30% more in terms of attendance, and that's based on some balance between our first grade numbers, um, and some more of our demographic numbers. But we still could have families that are choosing to, you know, have their children stay home and or maintain the private kindergartens, you know, for childare and things like that. So that that's something we will find out and we're we're prepared to we have we have the space to welcome our worst case scenario but we also not worst case in a bad way but like the biggest wave of students um but we can also adapt uh as well. So um this first year as we get enrollment we will see where we land. It'll probably take a
060couple years to really settle in on a consistent number. Um, I can tell you we have the past couple years have had the lowest enrollment in kindergarten we've had in probably a decade. Um, and it just could be the, you know, the the way the community built itself out in terms of we had waves of students coming and now we have a lull or this could be the new norm. It's going to take some time to figure out, but again, we're prepared to welcome the people that we the students we expect and we have flexibility to kind of go either way depending on what the enrollment looks like. >> And the other beautiful thing is with all of these um different areas and programs and things that have been adopted, every kindergarten teacher has received
061the same professional development opportunities that the rest of our teachers have. and this year heavy PD in math my view literacy uh science was a new curriculum and we've done planning extensively with all of our teachers and that includes kindergarten so the extra time they're very excited for that because now they can really dive in to these programs um and do what they want to do in these subject areas. So um that's also exciting for them. >> Any questions please? How are we supporting our special education students in the full day program? Like are there going to be self-contained classes or you know >> we're going to Yeah, we're going to do and if you want to step in what we have in place is going to continue because we're currently supporting special ed um
062and as those needs evolve um they will continue to do what they've been doing all along and build out classes based on their needs. So we're not needing to shut down and uh self-contain and there there was self >> there's already >> yeah we're maintaining our special programs and uh you know once we once we receive the students and you know we'll see what our new norm becomes in terms of uh you know we're prepared for whatever the the norm would be uh in terms of our our needs and uh again because [clears throat] we have a program in place um the students that have been identified in our special programs, they're with us already. Um they're with us for full day program already in some cases. In some cases, it's a partial day program.
063So, we will maintain that. >> Okay. Y good. >> Anybody else? >> If I if I could just comment, um this is excellent. I mean it really gives us a really good idea in terms of the expectations and I can imagine the amount of work that you folks put into this. So personally and I think everyone here uh congratulates you guys on just a fine job and also um I would also like to comment on the uh program that you brought forward to us also that is outstanding and and the supervisors and it's not to take away from anyone continue to move this district and I'm not saying just the supervisor in themselves that would that would not be fair to the rest of the staff. because they're all moving and they're all helping us
064move in the right direction. But I think Eel and I think Dr. Layman have been some of the forward thinkers and this has helped this district really move forward. So, and I've been a big supporter of the kindergart because I've seen what the research says and we really I'm so glad we're moving there and I thank you Dr. Layman and I thank you. We got a couple more things to highlight. >> There's a few more slides. >> So the next slide we're going to just talk about the logistics of a kindergarten day arrival which is [clears throat] no change and they're doing it twice now. So it will only be once um the beginning of the school day. Parents are going to be given very specific directions from their specific school. Uh because some are
065more complicated than others. there will be opportunities to take the bus or they can be picked up and dropped off and whatever school you're you know the students are going to they'll get very specific directions for that. Um the bus is on load. Um just so that the public knows we have very specific um protocols and procedures in place so our kindergarteners are monitored and safe and accounted for and there's signs and there's numbers and there's colors. So that arrival process will be in place so that everybody gets to where they're going and also is dismissed properly but the principles will be prepared to share that information as they always do in orientation and then again in August so that we don't miss anybody. Um on the next slide you'll see they get snack 10
066to 15 minute break. Um they should bring a small healthy snack from home. We'll get more direction on that from the school. lunch and recess, which we wanted to just sort of outline a little because this is new. It's a 45 minute lunch recess period. It cuts in half. Um, you'll get a menu home. You will see what's for lunch, what the choices are, what the snack choices are if you choose to have your child buy. Um, there's milk and snacks and they're going to love that. There is an allergy safe table for anybody who would need it. Um, and they have equipment on the field. They have the uh play area for the students, team activities which we facilitate, kickball and all those types of things. Um lunch paras are there to monitor every
067single class, every single student throughout the entire 45 minute period. So no students are ever going unmonitored. Um so that's what lunch and recess will look like. Um, this next slide I think is just one of the most important slides actually in the entire presentation because we have a period built in in our K5 schedules which is one of my pride and joy. It's called win and it's what I need. And this addresses every student at their level and their needs at their level. So it's a flexible period where the teachers will provide targeted instruction based on each individual student needs and that means what they are doing is they are taking data that they collect on that student whether it's observation behavioral data academic data and they're saying oh Joey needs a little extra
068help in math today so we're going to do this in a center over here maybe we have some behavioral needs so we're going to work on some characterette over here maybe we have some advanced learners. So, we're going to do some things over here. And it's very structured, but yet a little bit of unstructured, too, because we're independent. We're guided, but it's happening all at the same time. A full day will allow for kindergarten to have a what I need period. Um, additional support will be given to any student that needs it, but you're also offering opportunities for enrichment for any advanced learners in regard. So this is just a really unique and um important period for kindergarten. Um and then we have dismissal. Same thing, no change, very monitored, very safe. Parents can choose
069a bus or a pickup. Um the buses, and I'll tell you this in advance, we make sure every student is on the bus accounted for, attendance is taken. Um, these are our five-year-olds. We want to make sure everyone's safe. So, the first week of school, your buses might be just a little bit late because we're making sure everyone's on that bus um and makes it home safely. And each school will provide with very specific directions for dismissal. And that is what it looks like to be a kindergarten full day program which is much different than >> a very special thanks to Miss Gmore. >> Yeah. >> Miss Miy and Miss Garcia. Uh they are embedded in this as much as everyone else at the table and the teachers. Um they also have you know looked
070at their buildings assessed their facilities and integrated within their buildings how this would work logistically lunches and classroom locations. Uh so you know we will I said like I said we'll all get together um the building administration all of us again once this starts to launch uh assuming we proceed through with an approval in the April budget um and really celebrate this and and further communicate this um what this what we went over tonight will probably be the grounds for an orientation for the parents right and and that's something the buildings do already um the we do it in the end of the school year we do it in August Um so you know the information you got tonight is for this committee's purpose to emphasize the fact that what we have in place on
071a curriculum side um training wise resource-wise is already in place. What we're looking to expand upon is do we have enough resources? What kind of staffing do we need additionally? Um what are the things to welcome that extra 20 to 30% of students. Um again we're not starting from scratch here. we had this strong foundation and what it what to take us to get to the next step. And uh you know, I think we're in a really good space. I think we all kind of internally knew that that this is a very good vetting and uh self-reflection process um for us to to kind of take this step and prepare for uh this opportunity. >> I just have one more question. What about the students that now that they're in full day that go to
072afterare? >> Um are they bust What happens to those students? The before and afterare program is at at is at every school. >> It stays at the school. >> It stays at school. >> Okay. That's why I I didn't wasn't sure. I said I don't have any. >> So they they actually can participate in the before and after school program um the way the way they would typically. >> So they're in homeschool before and after. Okay. >> Each school has their own um >> school and and at some point at one point we were merging Barkley Brook and Brookside. So even if it's all the students are at Brookside or all the students at Barkley Brook that's the same campus. So >> Okay. Thank you. >> Yep. >> Any other questions? >> You can't beat
073that. I mean, there's no questions for all that. That's wonderful. >> I thank all I thank you all for coming and uh have a wonderful uh evening.