001All right. Good evening everybody. Welcome to our first curriculum committee meeting for 2026. Um I am very excited to be back on this committee. Um it was one of my favorite committees, my very first year. Um and so I'm looking forward to working with everybody. Um Mr. Zikner is our chair. However, he had a last minute situation come up. Um so I'm just going to be stepping in as chair for tonight. Um, I know sometimes we'll usually do this introduction. I know we have a lot of people here. Um, and I sort of just want to get right into it. Um, and so our first item that we're going to discuss, um, is with Mr. Snider for the high school bands. >> Happy new year, everyone. >> Great to be back. >> So, some very
002exciting things happening in our high school music program right now. And believe it or not, we are already looking to 2027 for our big trip that um I'm going to announce right now. And I'm very proud that the high school band and choir have been invited back to California to perform live on stage at Disneyland with the >> Chip. We are very thrilled about that. We are, believe it or not, have to start planning this month for a trip for next year. that much planning time. So, we are this is going to be on the agenda next week for approval this trip. So, I wanted to just um briefly talk a little bit about what it entails and what we're looking at. These these are very preliminary details as of right now as as you
003can imagine, but we wanted to make sure um we got this um out in the open and approved to give all of our students in band and chorus at the high school enough time to appropriately um fund the trip and be able to also fund raise. So, there's an opportunity for every student to um to attend that would like to participate. We are looking at March of 2027, March 3rd through the 7th of 27. So, a little over a year from now. So, this itinerary so far preliminary looks fantastic. Like I said, the uh band and chorus will each be performing in Disneyland on a on a live stage. And um this trip is a really curriculum aligned um um experience for the students. And there's a lot of cross-curricular aspects to the trip of
004both our van, of course, going to California, but um they will be performing um in Disney. They will obviously get to uh tour the park, ride all the uh rides that I wouldn't go on, but but the kids would love. Uh they are going to um also not only visit Disneyland, but also Disney um the California Adventure Parks as well. So, they're going to get both those opportunities there. They're going to, this is a favorite, which um which was there the first night. They're going to go right from Disney to uh the Medieval Times dinner and tournaments, which I know is a also a big favorite and also um the lunch at the uh Hard Rock in Hollywood, which is uh you know, which is destination. So, there's a lot of fun things throughout the
005days. They will be visiting the Grammy Museum in Los Angeles which um really will the students will get to explore uh the history of music at the museum um the recording technology and really the cultural impact of music that that that takes place there. They will then get an in-depth Hollywood behindthescenes tour. We've seen the big Hollywood uh Hollywood sign, of course, and they're going to get a behind-the-scenes tour and insight into all the performance venues. Um, I've asked specifically for them to be able to explore the different movies and the film scoring and music that um that that um you know exist there and also uh I specifically asked um when planning this that they would be able to become uh familiar and ask questions about careers in the music and entertainment industry while
006they're out there. So, it'll tie in a lot of educational experiences outside of the performance. And of course, it wouldn't be a trip to California without a trip to the Santa Monica Pier. So they'll um get to that'll provide geographical and uh cultural context and it really will uh support very responsible um and safe student travel for um you know for learning. So um the prestige of this is um we've now in four in four years been to Hawaii and now California. So we're sort of making our way back. So uh so so we'll have to um keep going that direction maybe in uh in in 2029. Um like I said, we are um going to be offering plenty of fundraising opportunities. So students will um all students that are interested and all families that
007are interested will have numerous ways of um going about this. The cost to the district is going to be very minimal and it's going to be that of a standard field trip which would be the co um in looking at this the cost to the district would be busing obviously to and from the airport. Um, I have specifically said this time, I know Mr. Ratner, we you know that we went to uh through JFK last time. I specifically said let's do Philly or New York this round to keep things a little um [laughter] a little closer. Um the so it will be cost of busing, cost of um the trailer to and from the airport as well and then um supervision which would be uh chaperones and their overnight stipens for the directors as well
008as the nurse and everything else will be um student funded. I'm going to also um get this information to our friends at Jamesburg, our eighth grade students who we have a wonderful relationship with that we've been collaborating with. So, anyone that's continuing into nth grade will also have this information to to to go on the trip. And uh we're very we're very excited. We're taking it on the road. So, >> great. >> Yes. So, if there's any questions, I'm happy to uh answer. Like I said, this is tentative for right now, but we need to get the ball rolling. >> I'd like to volunteer as a shout. >> All right. All right. Yes. >> But how many children do you anticipate? So based off of Hawaii, I'm going to guess and at Hawaii on the
009previous trips, my guess right now, which is a guesstimate is going to be probably between 125 and 135 and that's what we had we had going to Hawaii. We might s get surprised that there might be more and the upwards of 50 because our program is growing by the year at the um at the high school. So and we hope with now with more Jamesburg students joining us that maybe that number will um you know will grow. I know firsthand the freshman class is really large. >> It is. Yeah. >> And I also know my daughter had the pleasure of going to Hawaii that that was a hard decision for some families who might be more inclined to see this trip. Well, it's not like close, it's closer. >> Yeah. Right. Right. >> Um, anybody
010else have any questions? I just have a couple really quick things. Sure. Um, >> uh, because you said March 3rd to 7. >> Yeah. Like obviously we'll all cross fingers, wear pajamas, I guess the right way, not inside out or whatever, but if there's snow, is there a contingency for that? >> There is um as of right now, that's a very good question. Um as of right now, these are the dates that are that are set. There will be um the tour company that that we are we are there I know has an a very large insurance blanket um based on that. That is a question that I could direct though to the um um to the pe to the folks that are planning this for us um there. But and the way it usually
011works is we usually have to just cross our fingers that uh that's there. But in March, we should be we should be okay. I will definitely inquire. Like I said, they have a big a big blanket, so no one will be losing anything if if heaven forbid that it snows. But um but it's usually these dates are locked in, >> right? >> Yeah. >> And then um eighth breeders that are in marching bands. Yes, >> they'll also be allowed. >> They will be allowed to they will be just like Hawaii, they will be um they will be allowed to um go. So, any eighth graders that are going to be in for the fall of 2026 will be able to participate in um in this just like we've done previously, >> right? And my only
012other question because you mentioned fundraising. >> Sure. Um would that be more like individual fundraisers or is it more like the groups are fundraising and it sort of just gets what is there is there and then the cost gets like reduced by that overall amount. >> So it would be to be um it would be to be deter because um I know the directors are still working once this goes to the next step then they will contact the fundraising. My guess is going to be it's going to be an individual fundraising thing which which it had been in the past. That's my guess, but it's still to be determined. Yep. >> Anybody have any questions? >> All right. Sounds great. >> Going to California. >> Thank you everyone. >> All right. Um we are going
013to turn it over to Mr. Ma. >> Thank you. >> Well, the summer program and then a new curriculum. >> Sure. So I um I am here to speak about um the new well uh the new curriculum for our vehicular systems and metal fabrication course at the moni school. Um I know you did have some summer questions and if it's okay we would we'll address those first because at the conclusion of the document unless or the presentation unless there's any other items that anyone has given the light agenda I was going to suggest or or ask if you would like to at the conclusion of presentation go check out the instructional space um so you kind of see because a lot of the things we're working on might get lost in the presentation but I
014think it might be cool for the committee to actually see what the students are doing down there and some of the products that they've been producing in the past. And um you may uh I know we kind of took a walk down there last year, right? >> Uh but we were kind of right there and but we were there talking about different things. Uh this time we're talking about one of the new courses that we're very much excited about. But let's put a pin in that and then because I know you had some questions about uh upcoming summer 2026, >> right? Um, so I know I think it was just this past summer when we first started offering the high school enrichment courses. Um, and I know it was very wellreceived. Um, I know one
015thing that like I had heard from a lot of parents and and students now being that my daughter is in that area, um, was the request for being able to get some of their like non-specific graduation requirements out of the way like specifically like the financial literacy requirement because there are classes that are offered during the year where if you are, you know, whether you're in one of themies or you know like using my daughter, she likes to do band and forest it sort of then limits a lot of the other courses that we could take. Um, and so then being able to take this over the summer would, you know, be able to give them more opportunities during the year, but I don't know if there were any potential for additional courses to be
016offered. >> So, we're always uh meeting with uh Dr. Higgins at the high school and Dr. Fansky, our director of guidance, to look at where, you know, where where is the needle moving and where is the student requests and where are we unable to fulfill student requests. So uh many years ago even before co uh which feels like a lifetime ago uh we had actually brought to committee the the idea of a of a summer personal finance and economics but specifically for the reasons you mentioned you know on top of of of some of the that that for those of you that are unaware historically um and it was 2009 the the state required uh financial literacy as a requirement for graduation. We all were very excited about that because if you remember what happened
017in 2008 so everyone would blame people that were our age and younger. So uh we said hey well let's start making sure that everyone is educated. Let's at least there was no guarantees prior to that point that kids were being instructed in banking and credit things like that. So the state mandated that. What that did though was it created uh quite the scheduling conundrum for students um and high schools because you now just inserted a mandated class that most districts hadn't previously And then when you had things likemies and and other types of cohorted programs, we now had to figure out a way to make this class fit. So people in the arts were sometimes affected. Sometimes people in the STEMmies and things like that or on those tracks were affected. Uh so there was
018a a thought that it could be accomplished over the summer. We uh put together a plan. We felt really good about our program. We even met the county at the time and the county was not thrilled about the idea. uh mainly because there were issues of equity uh access and because it wouldn't be attached to fees and things like that but also some academic fidelity questions given it was the graduation requirement. So as we were continuing to chip away at that then co happened and everything went on by and we kind of lost. While that was happening uh we were engaging some other types of program design on the high school uh that uh initially would have thought to really validate the push for more summer programming but what we also did at that same
019time was design new courses and redesign existing courses to provide further access to that financial literacy requirement. So uh to answer succinctly uh we now have six different classes that at the high school and beginning next year next year will be with the sixth class revenue class next year that students can take to fulfill the financial literacy requirement. Uh they range from classes in multiple departments and multiple levels of rigor. Uh that and and with the relaxing of the fourth year math requirement at the high school have provided students with increased access to pursue electives. Um so we haven't really had the demand and guidance for uh the program of studies discussions for that summer class to be reinstated. Uh the reason why we we roll with geometry and honors geometry because annually miss actually
020actually love to share with you gets dozens and scores and stories of requests for that class. That demand just simply isn't there uh for financial literacy. Uh while I'm sure that there are six to eight students, maybe more, maybe you know that would would take advantage of that, we just haven't seen um the need for it, particularly now that there's so many more options to to offered over the summer. Uh Dr. Higgins and I, and Dr. Nancy and I uh will continue to to to look at that. But even if you look at the enrollment in the economics and finance that we offer during the school year, the enrollment in that class has has decreased substantially. Uh I believe this year we went down an additional three or four sections simply because now the students
021have more choices. And that's what we want because you know there are some students that are on the prevocational track that maybe don't want to go into business so they can get their financial literacy education in the living on their own class. Or we do have students maybe that are a little bit more uh math and science driven but know they want that rigorous experience and meet that financial literacy requirement. So they may end up in the honors finance class or maybe they'll take the AP micro macro classes. Uh with regards to music students, uh what we would do with them is uh we would take a look at their course and see what their uh you know we used to talk with a lot of the the most advanced musicians uh regularly for this
022exact problem. Uh when we have a student that may feel they will not be able to maybe check up all those boxes that they want from the arts. Um what we normally will do with them, we'll help them map out a schedule to make sure they can get that literacy junior or senior year where sometimes people run into trouble. Um and this is my advice when I talk to parents as a supervisor about a particular class. I would say don't take the financial literacy class one year, right? Don't you know because as your student develops their their path through the high school and prepare for what's afterwards, you'll probably find an elective that lines up with that path so you can get that financial literacy within the context of that particular career path or or
023college path. And with our musicians, depending on what type of academic experience they're looking for, we would probably nudge them into either, you know, one of the classes we're excited to offer next year is the AP business with personal finance lab. that would be an an accessible option for students looking for a more rigorous experience or for students with more casual experience but also trying to develop the digital digital literacy skills they would probably come into the economics and finance class. >> Um so I don't know if that particular class uh would would be our next choice for summer to be honest with you. Um there are other classes that we've examined um particularly in in the electives that are college tracked. You know we we bring up uh one of the classes I like
024to bring up a lot is psychology uh accounting statistics. You know those 100 200 level undergraduate courses that students might not be able to get to in high school. Um South Bronswick's course catalog is a nice insight to maybe a program that's a few years ahead of us. Um, and if you notice what they offer, they're very careful with what they offer over the summer. They do offer um two and a half credits of financial literacy, but they do not offer near they don't even come close to the amount of business offerings that we offer. Um, in fact, I believe most of their business programs are run through the social study. >> So, you had mentioned you sort of look at what like the requests are like for geometry, honors geometry. There's a lot of
025of that request. um when you're doing is it just like the overall course request for the following school year or is there like a separate poll to see like if there are students that want to take these classes over the summer if there's a great interest for that specifically. >> So I can't speak for the other supervisors but I know with the electives um it becomes a lot more challenging because they're not required. >> Right. And well some of them but most of them are some of them. Um so what we do with what uh Dr. Higgins and Dr. Sansky and Dr. for him to do is we look at course requests, our capacity to offer those and our ability and and how many how many we leave on the shelf, >> right? So when
026we and students mean they they can't get in. So when we first started personal finance and economics, you know, and we really uh in here in the media center, um there would be any given year maybe three or four sections that we couldn't run just because we didn't have the capacity to do it. Historically, those are the kids are pulling up to some >> because now they have to leave. >> Right. They they had to burn an elective elsewhere and they didn't get into the one that they needed. Our response to that was more options and we think it worked. I don't receive I don't know I can't speak Mr. Snder. I don't nearly receive the inquiries for that class. The classes we get the most inquiry for are >> I'm nodding over toward Miss
027Gas. >> Yeah. >> And that's it. um in house last year. Um it was a similar you know request um number based I mean a little bit higher because there was you know the advanced being here but um it it fell right in line with kind of what we've gone so I didn't see it changing >> students that want to take it over the summer take over the summer and I can tell you that there was a number of them that are in band as well because we were working with the band director over the summer. Yeah. um of please understand that they're going to be here in class to this time and then they will come out to your bank account and we is obviously well wellreceived but and I don't win for check
028so they can only take one class over the summer so they're going to be picked home anyway. I also know the academy students I've heard because that schedule is so rigorous and yeah like it's a similar situation for them where >> and I think >> have it laid out for them but like if they had that option to take something else over the summer might open it up but >> and Daniel and now we're going to bring Danielle in Danielle's kind of our point person for themies and and correct me if I'm wrong themies have every time we offer a new option particularly when it comes to checking off one of those boxes you know we just met with uh Miss Weiss uh last week to talk about the new courses and how they could
029fit into themies. So, I will admit that whenies first started, we did run into some square pen and round hole scenarios, but I I can say very confidently we we don't deal with nearly as many of those issues as we used to. And a lot of it is because we now the academy students do have more choice than they used to prior. Okay? >> And and you know, the computer science class is a great example too. By increasing capacity and options and choices, a lot of those structural issues kind of take care of themselves. And it goes back to uh the geometry and honor geometry. When you think about the age of the student for service, it's right at that that that fork in the road point of where their course scheduling is going to
030go and geometry and honors geometry is a lot of times I can speak for I'll try kind of the proving ground for what happens next into the sequence and by and for the students that want to really move on you know they have this opportunity to test that. Um, in the other graduation requirement areas, there's not as much of a bottleneck for section offering and enrollment capacity. Um, five years ago, you and I probably having this conversation much differently about financial literacy. >> Okay. >> Uh, but this is a numbers driven um, program. In fact, we're I don't want to jump on too much, but we're pretty much settled on what our offerings are going to be this summer, and we're just waiting for the second market period to wrap before we make our announcement,
031which is coming up in a couple weeks. But these are, you know, these are responsive programs. You know, we these we charge a fee, but the goal is not profit. Um, you know, we are responding to what we believe the community is looking for, >> right? >> Um, but, you know, as as board members and as members of the, you know, committee, you know, if if if we feel that that this is a want of the community and and there's data to back it up, of course, we will we will design something to respond. >> Sounds good. Anybody else have questions about summer? >> No. >> Okay, we're gonna move on to the curriculum for vehicular systems and metal fabrication. >> Great. And um >> All right. >> On a personal note, one of my
032biggest pet peeves as supervisor, and this goes back to when we were one department um was when we would get this there there's this notion in New Jersey especially that we've abandoned instruction in traditional industrial art and pre-locational print. And on occasion, I'll even get a comment made to me as supervisor like, "Well, that's because you guys don't teach kids how to change light bulbs and change tire." And I very arrogantly, shocker, and very uh enthusiastically will respond to, "Well, that's frankly not true. Monach High School, I would put up against any public nonvocational school in the state as far as the programs that we offer. Not just, you know, to offer them. When we walk down and you take a look at the facility and you see what the kids are doing, you'll see
033that we're offering it at a level that I believe even rivals the magnet school. Um, and in the spirit of competition, I would put our students and our instructors against any vocational school and magnet school in the county. Um, mainly because we are fortunate enough to have collegiate facilities down there and we have instructors and students that are passionate about the project. Uh prior to last year, we ran uh well, we have six in our program of study, but we were only able to run five traditional and true industrial large pre-locational courses ranging from materials and method one, which is your traditional witch up all the way to finishing work and cabinet making and mill work uh and electrical work. Um with our upper class, we take it as far as we can with being
034with within the legal rights of working with children in class. You know, we've had the unions come down here and they they would love to come in here and work with us, but you know, we we fight with the 18-year-old adult realities. So, we and and these students are always bursting at the I'm sorry, these classes are always bursting at the seams. Um, we have to structure our admissions requirements very carefully to make sure we get as many kids in there as possible, but they're also sequenced. So, if the kid starts with freshman, he could come out of here with four or five prevocational um classes uh under their belt prior to entering the workforce, which is something we're very proud about. Um there are two areas that have always been a goal of this
035district to to incorporate into our programs. Uh one was cosmetology and uh and that area, which is something we currently don't have, but we would love to bring in someday. We found a facility for it here yet. Um and the other was some sort of automotive program which we looked very hard and there was some semblance of it in the 70s but as far as we can see the program the high school never happened. Um vehicular systems and metal fabrication is what we believe is a 21st century version of a traditional autoshot class. Uh it's actually a hybrid class because uh you know everyone signs up for thinking that we're working on car which we are but the big 50% of the curriculum is metal work uh which a lot which obviously works into a
036lot of the things that we do with the vehicles. Um, this course uh covers everything from electronic systems, the engineering that now goes into modern day vehicles to traditional oil changes, replacing headlights, wiper blades, uh, items that most people have to spend a lot of money to go have something important. Um, everything is standards driven by the state. The state is very explicit in this content area. Thankfully, New Jersey does a very nice job, uh, particularly in Mercer County of dictating what these programs should look like. So uh our program is it's not very creative but it is very explicit with what the benchmarks for students have to be if they want to enter this field at least for what we can offer from a colle high school uh standpoint. Uh the students come out
037of this class will have have the skills necessary to be competitive to places like UTI um and some of the other technical schools or they could probably go right to work if they choose. um you know standards that everything is driven from uh is all out of that standard nine which is your 21st century careers uh but like I said the state really dives into those uh career technical education CTE strands when it comes to these areas and you know it's more so than some of the other content areas I I supervise which is really nice. Um so I'm not going to go through everything you could read it at your at your leisure but you could see what the big highlights of the curriculum are. Um the most important is the fact that fit
038is career ready. Uh and and we take that for granted in our department because career evolves, you know, these these these uh positions in these jobs in these industries evolve so rapidly. Sometimes it's hard to make sure that your wood shop class is meaning industry stand, you know, especially for technologies that are not being utilized. But as long as we stay current with the state because we know the state, especially in the CTE areas, respond to jobs reports and jobs data, we feel pretty good that our student will remain competitive. Um, obviously everything we do is lab based, but there is an instructional component to everything we do with lessons and direct instruction, but we'll see uh in a moment if we can get down there what the environment looks like. Um, a big portion
039of this curriculum obviously starts off just like our foods classes, just like any of our classes with safety. Um, we teach about ocean compliance. So, we don't even let them do anything until they they meet all those safety standards or safety voices and everything like that. Um, career pathways, there's a big chunk of the class talked about potential next moves, jobs, whether it's technical school, whether it's getting hooked up with someone locally or or um or out of town. And our workbased learning program is always trying to set kids up positions. And obviously, the most important thing, equitable access, excuse me. These programs are open to all types of learners. um no matter what you're doing next. And you know, if you want to be a senior and just learn some fundamentals, you can get
040in there and do that. Just get in the workplace, not feel completely inep or if you're someone that wants to make a career of it, that's for you as well. Um one of the things that we would like to do is uh really start to form part partnerships, more businesses. We have brought on some partners this past year that are in this industry. So, it's a little bit tougher in this content area for collaborations because of liability stuff. Um, but we're always careful to try to see what we can do at least to expose students to what is out there. And it's very easy when you start looking at average starting salaries and and uh some of the income data that ties to these types of jobs. And then of course, every uh industrial arts
041class that we offer here, careers technology class under some sort of capstone structure. the students will will have some sort of culminating project that they're going to be beginning shortly in all these classes and that they will finish at the end of the year. It's very important for them to have artifacts um for them for their portfolios should they decide to pursue the career outside of um outside of the high school. On the back are just an example. And the one thing uh about all of the items on this page, they were all donated and that is the beauty of this class. This class you would think would be a real uh cash cow in an already expensive department. Um they people are very willing to get rid of junk and [clears throat] uh this
042is a junk that that bike in the picture there. We got that 10 years ago. We've been working on that bike for a variety of from Gainsburg actually the motorcycle shop. Now they uh so a lot of times when we donate things, we get them board approved just to make sure everything's okay. Um the cool thing about metal fabrication and this type of work is we can reuse a lot of these assets. Um you know we can work on that engine. And uh right now what they're trying to do is you can you look closely at that motorcycle, that Franken bike, that's an electric motor they're trying to install on that thing. Um that was once a running, you know, gas engine motorcycle and now they're trying to retrofit it into an electric motor except
043all the kids are riding. Now rest assured, none of the kids will actually get on that. But um these are the types of things that we're doing. I think that the cool thing about that electric motorcycle is it kind of shows how the class is changing with times, right? So whereas you know that I'm sure some people are cringing that we're teaching kids how to do that somewhere um traditionalists right but you know it's important that our job is not this isn't a hobby class right this is this is preparation for what's next um last uh so this class is in its second year we run two sections of it last year we taught it for the first time so we mapped it this past uh two summers ago where we lined up standards that's
044usually how we do things for that are new and then this past summer we finished it up just a a few uh months ago, we wrote the curriculum now that we had a year under our belt. We knew what kind of assessments we wanted to put in there. We knew, you know, we we came out and gave a little too strong last year and that's why we like to teach it for a year where we kind of were maybe overassessing the children. Um and we've kind of walked that back a little bit to make it a little bit more traditional. And uh we feel pretty good. It'll be ongoing and and tweaked over the next couple years, but uh one of those situations where it's very popular amongst students. You walk in there, you know,
045it's not what you used to think wood shop used to be. This is one of the most well-managed classes. The kids are in there, they're working, they've got their goggles on. They uh they're passionate about the work. It's um and we think it's only going to get more sophisticated as this industry gets more sophisticated. And our goal, and I met with Mr. Nixon who does our a lot of our 3D printing and our civil engineering courses earlier today and you know we're looking at synergy with those new courses now that we've upgraded some of our 3D printing technologies to where we think we can start printing parts that the students can start using in >> automotive classes um as some of those plastics are becoming more viable. So everything we do kind of blends together
046uh departmentally and we're really excited and I give a lot of credit to Mr. Lombardi who traditionally has always been a traditional wood shop featured automotive hobbyist but this was a passion project for him to design this class and he did an excellent job. >> Any questions on >> do the uh students for the um this course do they earn any type of certificates? >> Not yet. Um so that that would be one of the things as similarly like what when we approve the new cyber security course we teach it you have to make sure the teachers in place that hold the proper credentials and then you you shop it around prior to having a curriculum in place I would be unable to win that type of accreditation uh pending approval of this document our
047next step would be to work with Dr. Higgins and Dr. opportunity to try to align it with some I would look at like UTI, some of those tech institutions. We've been screened up in UT UTI before Pennsylvania and some of those other places. So, we have some inroads there. So, what I would try to do is find an undergraduate level class that maybe feels good about the way our curriculum works. >> Well, I know the uh BOTC in Middle Sex County, I think it's sophomore year you earn your break certification. You do great. So that's what I was talking about like more specific type of >> that would be something we'd be very much interested in looking at now that we're up and running. But yeah, that and we do we we poke around on
048there and I I believe we even even reached out to the instructor a couple times to get some feedback on some ideas. But that would be the natural evolution. Um and and that goes with all of our we're constantly shopping with for certifications and dual credit >> health certification. >> Yeah. So like yes safe serve uh that we have in place we uh this docy offers students opportunity for that certification. Um we've looked at other things um in the computer science areas a lot of times they have to go out like for like a C++ certification or something like that. Office certification is incredibly difficult to accomplish over the course of the school year Microsoft Office. But yeah, that would be an example of what we're looking for. >> We have a quick question. Um,
049with regards to financing and helping these students get financial aid, the 18 year olds in in your class is the same as going to college. >> I know that's been a big thing that everybody's uh pushing for. Would you ask your partners or different places to offer scholarships or partial scholarships for somebody? How would you be able to obtain some aid for students that maybe couldn't um obtain the money to go to these uh other schools? >> So, the high school has a process um through the guidance department or the counseling center that uh they actually have a design that will go out and broker scholarships for children in particular areas. uh and and historically you can help me out there a lot of uh industries will like if you want to go into teaching
050um they will offer a scholarship for someone that wants to go in that direction. I actually think Jamesburg does offer they may somebody in James may offer a scholarship. I have to check with Miss Marsh for someone going into a certain field a vocational field. So there will be partners out there uh and Miss Marsh uh but it's through the high school uh uh donation uh to private business. I just wanted to clarify when you were saying that. Do you mean like for this course itself or like >> No, they want to go back here. >> Yeah. Like that's what I was like trying to >> can't afford to go on just like you know somebody puts it for uh grants and things when you can't afford to go to college, right? The same thing
051would would be afforded to these students so they can continue it if they want to continue this uh as their career. >> Yeah. that I would I would I think that any any organization that would be willing to do such a generous thing, I would always refer them to the guidance department and set them up for scholarship because uh you know during our senior award ceremony you'd be it's pretty cool to see how many people come out and and support them. That would be the best way to do it. um through our private sponsorships like on occasion a partner will ask me ask the organization to set aside like $1,000 for economically disadvantaged students to have access to the program. So we've honored things like that before, but never at the scale of of a
052college scholarship. That's always been handled through the guidance. >> Well, not even some kind of money to help them along >> along with their career. I do know one thing that I've seen and like you don't necessarily at the award but like I went to go look at what they was being offered. Some of the scholarships that are offered aren't necessarily for where they're going but for what they've done, right? And so hopefully that will help some of these students, you know, especially if they then do some of like the workbased learning maybe that would help. But I I agree like if there was a way to help move these students to that next step, that would also be a wonderful thing. Um yeah I mean any other questions? I was curious like sectionwise is
053there a cap on the number of students because of the size of book? >> Uh there is off the top of my head generally in the wood shop class. So in just like a culinary lab uh so we have like standing tables and usually six you had that third person all there's not enough license. Right. Right. So that we usually stick to whatever the facility allows us to to do and we won't exceed that for safety purposes. This particular class I want don't quote me on this. Usually that magic number is around 24. >> We have six of those stations. Um and again this is one of those classes that's completely resource driven. So like can't have eight kids when there's only six of us. Um but they're always capped out. Uh and we had
054two sections of this class this year to be complemented by two sections of materials and methods. I believe just one section materials and methods too. And then we have cabinet making and construction technology. So those are separate courses. Construction technology gets them into like HVAC and things. >> Sounds good. Um if there's another question then we still have 20 minutes. So if the committee wants to go down and look at the facility itself on the surgical interactive portion of the meeting um we can do that and we'll probably turn off the cameras so people aren't staring at a blank table. Um so that will be everything tonight. Thank you all for joining us and have a good night.