001Does it spin? >> I don't think so, but if we hear any weird noises sometimes. Um, hi, good evening everyone and welcome to our legislative advocacy and community engagement committee meeting for our first one for the month the year of 2026. Um, I have Dr. Layman here with me. Um, as well as our vice chair, Miss Chararma. um our new board member um Miss Force, even though I introduced her at the last meeting, but in case you're only watching this one. Um and our board president, Miss De um and so we have a decent amount of stuff to look at on this agenda, but it should go pretty quickly. Um the first thing that I had put on there was a review of the materials from the December 2025 schoolboard legislative committee meeting. Um so
002just a little bit of um information, this is a committee that um New Jersey school boards has several subcommittees. So there's one for finance, there's one for special education, there's one for legislation. Um and so this is the one that I actually um had been asked to to sit on after I started speaking a lot. Shocking, I know, at one of our county meetings. >> I was there >> about school funding. Uh and so they have two representatives from each legislative district. Um so Mr. Strong Strong from Jamesburg had initially been the um the member and I was the alternate and when he had resigned from the board I had been bumped up as our legislative district for 14 14 um representative. Um anyone is welcome I believe to watch the legislative committee meetings. um
003just I believe participation is usually limited to um those numbers that are there. Um but I what I try to I've been doing for the last several years is because they actually encourage it. It's bringing back the information that I get from that committee um for us to discuss here. So that way we're sort of able to keep on top of a lot of the changes in legislation that might be affecting us. um whether it's, you know, there was something with school lunches and applications or something a lot of stuff to do with funding and stuff like that. Um and so when we have those reports, you'll usually see them on our agenda. Um there's usually no need to keep them private, so we'll make them publicly available unless there is a reason not to.
004Um so these are the materials that were given in December of 2025. Now, there's been a lot of changes at the state level um because of lame duck and a lot of bills passing just yesterday honestly or signed into law. So, what you're seeing here may not necessarily be accurate in terms of the current status, right? Things that say like is pending, you know, have been approved or stuff like that. But I did just sort of want to go through a little bit of some of the new laws that they had mentioned. Um, so the first thing I'm just uh kind of looking at is the governmental relations update. Um, which is a PowerPoint presentation that kind of looks like this. And we're not going to go through it slide by slide. I just wanted
005to sort of highlight a couple of the things that we see. Um, so you know, the first thing is the recap from the election. Um, so our new governor is going to take office on January 20th. Um, I believe today was actually the last day for our current governor. Um, there's still I actually checked and I don't unless something's changed. I have seen a lot of the appointments from the new governor but I don't know if she has recommended a new commissioner of education. >> I didn't see most of them but not commissioner of education. >> Okay. So, I'm glad that I didn't miss it. Um, but I guess you know we'll see what happens. I saw that there were some people who were asked to say and then there were some people who are
006new. So, we'll see what happens there. Um, if that changes, there could be, you know, a lot of changes in regards to a lot of the school funding stuff because he has been involved with that for a while. Um, and so there might be a new process in terms of the formula and the way they're handling at the Department of Education. So, that's sort of why they they brought this up to us. Um, >> you think, excuse me, Becca, what's what's the deputy director that she brought up? >> Oh, so Dr. Caldwell. Yeah, he's from New Brunswick and he's been very much involved with all this stuff. >> Right. So, that was >> he might have a say, >> right? And they actually had said um that they thought he might be the new commissioner,
007but because he's the lieutenant governor, he can't do both positions. So, but you're right, he might have some influence as to whether they stay status quo or there's changes that are made. >> So, um yeah. Um anyway, uh so anyway, some of the new laws, um one of these, the first one it mentions, I'm looking at, uh it says page seven on the PDF, is the pension reenrollment changes. Um and this is something that we had talked about in this committee, um before, but it's officially been signed into law where any teacher um who has gone out on maternity leave or some other type of leave. Um, up until this law, if you were out for more than two years, you if you came back to work in a school district, um, there's different tiers
008for a pension, right? Tier one being like, let's say the best one, right? because it's people who started prior to 2005 or 2006, right around there. Um where like the requirements for pensions were lower and the percentages were higher um and then they continue to change them um and up to tier five which is you know very different compared to tier one. So, if for like I'm a I'm a great example of this. Um I went out after my son was born in 2017 um and I had more than two years out of the pension system. And so until this was passed I if I went back my first 10 years technically would have been under tier one but I would have now been put under tier five until this had been passed. So it
009was also a little confusing because one of them has retirements, you know, 55 versus 65. And it's like, well, if I just use my 10 years, I could retire earlier. But you it was there was a lot of confusion there as well. Um, so this now is sort of encouraging teachers who have been out to come back um to sort of help with the teacher work shortage. Um, and from what they said, there really aren't any additional costs to the school district. So um, those were sort of the things that they had said. um you know and then just sort of looking through it there's um a looking at like page nine there's a new task force for chronic absenteeism that they've been discussing. Um they also uh the next one is um he there
010was a conditional veto on a school audit delay. Um I'm not really sure too much about that. Um he also put a veto on a pension boost for extracurricular activities um which you know has been a discussion through like different groups but essentially they said that there's no other union in the state that gets that additional pension boost. So they're concerned that that equity part of it as well as the increased cost to like the already sort of overloaded pension system was that other side of it. Um whereas you know the people who wanted this would get an increase in their pension based on those stipens and things like that that they don't receive right now. >> Um yeah you know then a large part of this um the two main parts were the school
011funding reform. Um so and we'll look at the department of education sent out the results. Um I didn't really look at them very closely. There really weren't a lot of surprises from what I saw when I scanned it. Um but there were two bills. Um one refer like they were sort of presented by different legislators and so one had like Senator Gopal who was at the meeting. He was the sponsor then it was the co-sponsor for the second one which was different than the first one. And so they were going to I believe try to work together and come up with a compromise of one bill. As of last week I did not see anything. There were so many changes yesterday though that it's possible there have been things since then that you know we
012just don't know yet. Um I did put the link up to the New Jersey schoolboard capital watch but sort of keeps track of um you know I know Miss actually had asked for this um the different educational bills and so it'll update it like if things are moving or if there are certain things that they feel need to be supported um kind of all on one page. Um, and so then the other one that has been a big talking point, um, which I believe Mr. Ping, you had brought up last month is the, uh, school consolidation bill. >> Um, and so I believe this is also Senator Boal who brought this up. Um, but it's a discussion of requiring the county superintendent to sort of lead the way on school consolidation, um, and finding a
013way to, you know, reduce the number of school districts in the state. Um, and there is a lot of push back from [clears throat] a lot of places because people don't want to necessarily, you know, lose local control. There could be a lot of positions that are, you know, eliminated if this happens. Um, unless I really miss something. I don't believe there's been any, >> right? >> And then also, I thought I read something where it would only be school districts with um 500 and less students, >> right? But that's actually like 200 school districts in a lot. >> Okay. >> Um I >> downtown more >> it's kind of all over. So like I remember like briefly looking at it and then joking to Amanda or Dr. Peek how look Jamesburg is really big
014when you look at these districts but you know I had used the example of like my very first teaching job was outund county right it was a K to8 district that had 400 students >> which own board had its own superintendent. It fed into Delaware Valley High School which had its own board of ed and its own superintendent that had four other elementary schools going into it which each had each school their own superintendent, own board of education. We were like the largest elementary district. There was like I think Frenchtown which had 50 students and that was a whole school district with all their so >> I can understand consolidation there like just put everything under like the Delaware Valley thing and you reduce by five four or five districts right there things like that
015but >> still then it means that a lot of voters are losing that local control and you know so there's there is some of that push back you know and it's definitely a very political discussion Right. Because >> you know people don't want to push on it because then they're going to lose support from a lot of their constituents but at the same time we have the most school districts in the country in our state. So >> I I was actually told that we had Northern California. >> Yeah. >> And and I know they tried this years ago maybe 10 15 years or more than that and the superintendent union got together and pushed against it and not for sure. >> So because a lot of them didn't want to lose their jobs so they
016went against it. >> Right. Um, there were just two other ones that I wanted to highlight. Um, so the first one, I got the news about it during my Girl Scout meeting with a bunch of high school freshmen. So, I I heard a lot about how the students felt, but it's the cell phone legislation. >> That's mandated >> and it's, you know, it's mandated and I believe that the governor said belt. >> It also says internet enabled devices and not just cell phones. So, I think I think we need some time. >> Yes. >> Before we dig into this because he gave the DOE 90 days to come up with recommendations process may catch up. But >> um I can speak to the high school specifically. >> Um you know cell phones are required to
017be in their backpacks during classes. Mhm. >> Um and that seems to be uh well wellreceived in terms of uh you know the way the teachers are interacting with students and the focus on instruction and you know we do have iPads so right >> they have a tool to use while they're in class. Um you know any changes specifically at the high school would require us to take a look at you know managing cell phone use potentially in the hallways and or the cafeteria. So, you know, we don't have to start from zero. Um, depending on the scope and the recommendations and the requirements we're required to dig into, but you know, I just don't want to draw any conclusions until we get some clarity in terms of >> what the expectations are because there's
01895% of everything is usually pretty clear-cut answer, but there's 5% of, you know, my phone is used to manage my health device, that kind of stuff. So, a lot of details that 5% is going to take 95% of the time in engaging in this. So again, we have it on our radar. You know, we're certainly have our ears to some of the other schools that have taken it further >> uh you know, further than you know, anybody else around us and their successes are and things like that, but um you know, it's something that we will work through um and modify and change what we need to. >> Okay. Yeah. I think that again you said like the Department of Education. I'll have to do a lot of work on this because it also doesn't
019even say cell phones in certain areas. Like that's like the law, but then it goes into internet enabled devices, which so much is internet enabled, right? And it says you're only allowed to use it for educational for it says for non-educational purposes, right? But then releasing that will, you know, be a challenge. But I guess once we hear what their guidelines are, >> you know, things generally are working favorably for us with, you know, keeping your cell phones in your backpack in school. You know, we're not searching for >> already are in that kind of focus >> when they're in the classrooms. Yeah. And when they're in the hallways and stuff, it's a different, you know, it's a different animal. you know, the kids are listening to music and >> um >> or the lunch
020hour >> and lunch and things like that, but if we need to take it to the next step, we will. Um if slash went, but >> or smartwatches, >> taking a look at it. >> Is there any >> Well, and I think that's probably what they were alluding to when they're talking about internet >> enabled smart devices. Yeah. >> Um but again, the clarity on that will come through. So >> then didn't they say it's not going to be rolling for a while though? >> Next year. >> Yeah, they're talking about next year. >> Next year. So we have at least a year. I know there was a roll out over a year. So >> Right. Right. I guess they'll do the 90 days and then they'll they'll write the policy stress estimate. >> Yeah.
021And they provided some guidance. >> They provided guidance in terms of >> bellto bell versus um you know limited restrictions and things like that. So they do have some work done already that they released this fall just in terms of >> you know kind of defining some of the vocab and and the reasoning and the rationale behind um things like that. But you know I'll stand by I don't believe we are the the district that they're targeting necessarily in a broad sweeping policy like this. Um, I believe a lot of this has to do with um, a systemic issue potentially in either some of it is being distracted from social media and things like that, >> but I think some of it is also planning, coordinating, >> you know, activities and things like that. Well,
022meeting up for, you know, a confrontation in the hallway and stuff like that. You know, that's not a systemic issue. you know, we certainly have, you know, issues and things like that and every high school has a fight, but um it's not a systemic problem like it is probably in in other environments, right? So, >> um you know, we certainly we're gathering data. Part of our behavioral, you know, and incident reviews when we have situations is can we determine whether or not, you know, was a cell phone uh used as a coordination tool or something like that. So we can have some data when we come with a recommendation to say again if we had this in place maybe the you know confrontations that we had this year occurred or something. So you know we're
023gathering that information as well but again we're going to take our lead from you know what's required of us and uh >> you know >> and I guess right now they're also in the vote because that's sort of what we started with. We don't know necessarily who the commissioner is going to be in a week and a half. So, I guess they can't really make any >> I'm sure they're still working on it, but >> the teacher discussing anything at all with the school uh students like maybe especially the high school students who are a little bit more, you know, adult like uh cell phones will be banned next year, not in the end. No, I mean I think I'm sure it's a topic of conversation anybody that's hearing it in the news and stuff
024like that. So that you know we entertain conversations but it's not our place to determine because again we don't have a policy policy and regulation. We don't have a policy and regulation that defines the bell-to-bell restriction >> that would would have just been signed you know so we have you know expectations in a of keeping them in your backpack during the school day. Yeah during the class rather >> uh and we gave them options. Some students choose to put them in a classroom holder because they know if if it's in their bag that they would be tempted to be just right. >> You know, we give them the flexibility right now. >> So, it's a we do have pouches. Is that what you're saying? >> We have places for them to store them if they
025need them. Yeah. >> Those official pouches. >> It looks like a shoe holder on the wall. >> Oh, yeah. Yeah. Okay. >> Yep. Yeah, some students are put up, right? >> Some students use that and some students, the majority of students just keep them in their bags, >> right? I do know like some kids like to listen to music if they're given the time to like while they're working. I don't again I'm not in that world, you know, I'm starting to learn more about it now, but I don't really again we'll have to see what they say, right? Because is that technically non-educational? I you know, it's not really up for us to know. So stay tuned. >> Yes. Yes. here. Stay tuned. >> Yeah. And then just the other one that um was passed
026um by both houses, I don't think it was signed by the governor was um requirement for a curriculum for cursive writing for grades three to five. Um I didn't even look to see if we have anything like that. But um I I guess first it has to get signed. And uh you know, we did learn that there's the rule if the government doesn't sign it within I think it's 45 days and it becomes a law anyway. Um but given that it was just passed with both houses, you know, we'll find out more. Um >> there is a district that's close to us that my grandson goes to and he they started cursive last year. >> Mhm. >> So he he can read and write cursive, >> right? Yeah. I know like my son's in third
027grade and and he's doing it really well and I I don't remember my daughter doing it as much. So maybe it's more like which teachers and like prefer to see it. Um but I guess >> and also I think for >> he prefers to write it >> right >> way he likes to do it. >> Yeah. So I mean it depends on the student how maybe they don't like to do cursive >> right >> I mean look at some of the teachers and spend people the way they write their name like this it's like what the heck is that >> you know you get to a point in your life where how many signatures have you given >> and you start I mean when you go to Catholic school you learn certain polymer method and
028then you start to lose it as you get older you just swivel it and say okay >> all right [clears throat] um anything else before we move on to the next topic so the next thing was the school funding report from the department of education. Um, so it was pretty wordy and pretty long. It was 23 pages. Um, but essentially this was what we sort of had discussed that survey where they were asking some very specific questions. Um, and really um, you know, it was hard to know in a lot of cases what the best answer would be. Um, but we sort of guided our advocacy letter around some of what they were asking. Um so it did just say um the based on the department's winter 2024 2025 outreach efforts um the governor's budget
029message proposed several languages to modify school policy for 20 fiscal year 2026 but they believe that's this year right >> fiscal year 2026 it >> it'll be next year >> because we're in this budget >> right so it's incorporating multiple years of wealth data when calculating uh the equalized state aid. Um applying the district's actual special education enrollment. Um when calculating special education costs uh limiting the increases and decreases in the state aid, which we saw this past year, uh and allowing school districts certain flexibility to exceed the statutory limit on, you know, certain areas. Um, so again, it's interesting because they'll probably, you know, share this with the legislators who then sort of set the parameters and then the Department of Education, if they were going to make any modifications, would do that. Um,
030but I don't believe we've really seen anything yet. >> No, I mean, this just came out. They said there's 150 respondents >> um from that survey. And then uh like you kind of summarized it but it basically said >> and it's kind of things we've talked about to be honest with you greater stability in the sto total steady receive from year one year to the next right so our biggest challenge is >> are we going to get >> way less right and then they come in and say plan on less and then it comes in up or so >> stability right and this also protects some of the districts that >> they know they were heading down they didn't know how much and all a sudden one year it would be a drastic increase right
031we've always talked about greater flexibility in the tax levy growth limitations so you know flexibility gives us the opportunity to adapt to rise in labor cost change in in energy costs and things like that and right now that'll also be absorbed under our cap >> um when we look at certain demographics whether it's special education uh population they've used different methods actual enrollment ment uh census based enrollment and uh the the feedback was the use of census based methods rather than considering district actual numbers um was the preferred method based on the people they got feedback from. Um and then again going along with the flexible tax levy cap, it was improving the fund the transportation side of the school funding formula aligning that better to accommodate and adapt to rising transportation costs, right? Increase
032in diesel fuel, increase in maintenance costs, that kind of stuff. And if you have an electric fleet, there's a whole another set of costs, you know? So, >> um >> those are the general responses and you highlighted what the governor did to respond to that. So, we'll see how that rubber meets the road when we apply it to, you know, what we're looking at in terms of budgeting for next year in the formula. So, >> yeah. Um, and then we'll also keep, you know, looking for when they're going to open up any of the, uh, budget discussions, um, testimonies, but I believe it's all pushed back a little bit this year because there's a new governor, so they have additional time to do certain things that in the first year of their first term. Um,
033all right. >> That's when we went and spoke. Uh, was it last year? >> Yeah, there were two things. >> There were two things last year. So, there was a department of education hearings for school funding um which is what we had gone to. There was also then the testimonies for the budget which were >> legislative driven, >> right? >> Um, and so that's usually in Trenton or Newark. >> I went to Trenton. >> I got to go to both. It was fun. Not on the same day. [laughter] >> I was [clears throat] the last one to speak. Everybody stood there and one actually one of the panelists got up and left. I said, "Oh my gosh, I you know to listen to what I had to say." >> Um all right, we can skip
034over the next one because we sort of covered that with the update. >> Um the next thing is just the update on our school district and really today for tonight our advocacy portion of the school district. um the website. Uh so, Mr. Moralda um who apologize for not being able to be here tonight um but he um along with the uh technology team has updated our advocacy website to reflect some of the work that we've been doing over the last few months. Um one thing that I I really like is that it also shows some of the efforts from prior years. Um so like if you look and under advocacy it'll show all the stuff that we did last year. Um there was a lot that they did in 2017, 2018. Um so it shows
035a lot of things that happened then and then sort of as we continue whether we find other things from the past, you know, or just look to the future, you know, we can keep cataloging our efforts to show that this is not a new fight. This is something we've been doing for a while. Um, but we were able to finally publish the letter for our advocacy efforts that, you know, was asking for funding to help support full day kindergarten, talking about it being an unfunded mandate. I feel like that's the key word we need to keep saying. Um, as well as talking about like the senior stabilization aid, which is something we had gotten before and maybe with new uh people at the top, we might be able to ask for them to reinstate that.
036Um, and so if anybody who's watching, hi to the eyes over there. Um, you know, um, or I Mr. Malda, um, had sent it out, um, to the mailing list for the school district. So, if you're on that, you would have received it. It said like advocacy winter 2026. And there was also a social media post yesterday. I believe it was yesterday. um that if as committee members if you want to just share the post from the school district that's a great way to help. Um or anybody is welcome to share it. Um and then the best thing would be to go onto the website um it has an automated email form where if you click on that all you have to do is input your contact information. Um and it shows you all the
037people it will get sent to you. But it's everybody who's like all of our local legislators. Everybody's on the assembly education committee. Everyone is on the senate education committee, the governor, public office at the department of education, like and it literally will take 20 seconds. Um, and what's nice is that each person who fills it out is a separate thing as opposed to like a petition like a change.org or where you're sending one thing with a lot of names which is also nice to see like that there are a lot of people behind it but when you get it's sort of not as ideal as getting them the paper but I feel like you still get that individual effort that's being sent to these people um >> you can also send the paper to them
038>> right and then um there's also a word um version as well as a PDF so you can print it out and send it and then if you want to make changes to reflect your own needs or things that you feel, you know, are important. Um, you can change it and then again, you can send it by email to these people or send it um through the postal service. >> Um, but I think that the obviously the more people who send it one whatever way is preferred for them, the better. Um, because you know the more people who speak the better chance we have. Um any questions about >> another thing to add? >> Just that letter we've been working on for at least a year. We started it maybe a couple years ago, but
039this one's this one is definitely a good final because the CAC committee helped us quite a bit. >> Mr. Moral was um behind it also and Dr. Layman. So that letter is perfect. >> Right. So yeah, we when we had started it was before we had the rod grants from Apple and so it had a lot of the costs there. >> Um and then as we were able to sol you know to get that taken care of it focused really much more on like the changing the funding formula and you know now we're really pushing for you know that full day kindergarten assistance as well. Um I just just want to >> say I think it evolve as our district needs evolve right >> you know we find solutions and >> right >> funding and
040things so I think it's just it I think it's >> it is what do we have now six months from now it could we probably need to revise it get to address other needs right I think it's a living document >> um which keeps it fresh which keeps us able to have >> a same consistent group sending it out So, um along those lines, I also um and I don't want to we don't have to go into this too much this month, but I know we had gotten the design study for kindergarten with the costs. Um I don't necessarily think adding it to this letter would be what we want, but I do feel like perhaps coming up with a letter to send to our local legislators or honestly maybe meeting with them directly would
041be even better. Um, I know like when I had went to testify, I was specifically asked, you know, at one of the hearings, tell me exactly what the costs are that you need, like >> it's on the recording, right? All of that. So then like being able, you know, whether it's myself or Mr. Pain or someone just go back and Dr. Lman or all of us together and say like this is what you've asked for. um you know and sort of putting it in a more formal presentation, but being able to give them exactly what they were looking for prior to them starting to really get into their budget would be really helpful. So um I don't again I don't think that's something where we need to send like a lot of support behind it
042because this is something they've already asked us to give them. Um and then the advocacy letter will sort of just support that. >> Yeah. >> Um but I would do you guys have any thoughts on that? like what you think might be better, please feel free. >> Yeah, in BT we reviewed the draft >> and that draft uh we have some feedback from the building of principles >> uh that we're going to go back >> um to the architect and have him tweak and adjust a little bit and then uh he'll be bringing the final report to the February meeting. So that's when we will have the final information. Again, it's they're not substantial changes, but they're enough that um you know, the final version would have >> different numbers. >> Uh I don't know
043that it changes the numbers drastically, but definitely it realigns. You know, we sit down and we look and you know this this classroom here or this classroom there and we could just better represent what the uh the end goal is. >> Okay, >> sounds good. Good. and did and he'll be the goal is to have him come to the February BG&T and kind of run through I did a very general >> yeah you did a nice presentation tonight >> broad overview of it but we can kind of get into the nuts and bolts again it's a design right this isn't the >> the building plans right this is the design >> the draft of the design >> this is the draft >> draft of the design >> you have to remember that it's a draft
044>> so then the next steps whatever the timeline is a year from now two years from now whatever it is this design. Well, it's draft at this point, but this design, then the next step would be to break it out into more detail, >> which [clears throat] narrows down the cost even further, but this is pretty close. And then you develop >> using the design to go into your referendum planning and things like that. >> Okay. >> So, >> um knowing that like he's going to come back next month and like obviously he wanted to make sure do our due diligence with the planning and getting, you know, making sure our referendum plan is right. Do you foresee like challenges if we were to use those numbers to go to our legislators sooner? Okay. >>
045I think this is this is as good of information that we've had in years in terms of targeting this project and just it's not for the lack of you know every time you asked me I told you we need numbers right we don't throw numbers on the wall. Right. >> We now have numbers, right? Which is and we used the extra state aid that we got this year to to commission the study, >> right? >> Um DR and why did this happen now and not years ago? The mandate had had been presented. We now have the mandate to get this in place. Right. >> Yes. >> So we have the two paths. We have the make it work what we have in our existing facilities and we have this path as um what I would
046call from the beginning the long-term solution. Right? This is the long-term solution. So, um, this [clears throat] is as good a numbers as we had in here. >> Okay. Right. >> Sounds good. >> So, >> all right. >> Yes. >> Um, all right. So, yeah, that was the website. Also, that letter sort of combined the two. So, then just really quick, our last topic that's on our agenda is the um state board of education meeting. Um and so we don't really usually talk too much about that um group per se. Um but I had been made aware um that they're looking for uh I don't want to say revisions but like comments on the current student landing student learning standards um for certain areas um that they had asked for comments by February 27th um
047that I'm not sure where they are in that timeline. You might know better. >> Yeah, that's st so this is standard process. So every I'm just going to throw a number say every five years they pull groups together to look at different content area standards. Part of the process is getting feedback from practitioners andor constituents about >> the current standards. So they're in that data gathering piece. Then they bring people together. >> Then they analyze, they make recommendations for tweaks and changes. Um, and sometimes things we've seen and I'll just throw it out there, but every once in a while they take teaching money and move it to a different grade level and then they move it back, right? And it kind of bounces around, right? Teaching time >> or technical time versus analog time.
048So like those are that's feedback they take and kind of sometimes it's in first grade, sometimes it's in kindergarten, sometimes it moves up by the end of second grade, you know, like >> right >> that's they're looking for feedback like that and then you know that's >> make any major changes or anything. they're just >> there may be out of the feedback they get. >> Okay, >> it's not going to be like we're not going to teach, you know, addition until they're in grade five, you know, nothing crazy like that, but it's usually kind of sequencing stuff or >> as terminology changes. Um, think computer programming, computer science. Um, I anticipate weaving those standards in even more authentically across the board. Okay, >> ELA, math, science, social studies. >> We have, you know, the computer
049science and computer programming uh expectations >> uh through the CTE side of things, but we will have them kind of broadly. So, I can see, you know, deep integration and things like that. So, >> all right, sounds good. Um, and they did also do the resolution uh because it is schoolboard month. So, >> it is. >> Yes. >> Fantastic. >> Thank you everybody for that state board of education. going to mention it at the January meeting thankful school board members but it's school board month. Yes. >> Is that just in Jersey or is it supposed to >> um I believe that this resolution like it is state school board recognition. That's not to say other states are it either but that's the one that I saw. >> Yeah. It's always January. >> So yeah. Um
050all right. So just like really quick just because this is our first meeting of like this group. Um, if anyone ever has anything that they want to discuss at this meeting, whether it's a piece of legislation that you feel is important to for our district or our community to discuss um or you know looking at the delegate assembly. I know Miss Force, you're our um delegate assembly delegate I guess. >> Thank you. Um, so you know, we'll we'll go into that a little bit more because we usually review the handbook itself that would have any of the resolutions, but then also if we perhaps wanted to consider submitting a resolution, um, it's definitely more work than, you know, we had expected the first time >> trying to >> Well, we did. And then the issue
051was that they already had it in their handbook because essentially what a resolution is is it goes the delegate assembly specifically is like one delegate from each school board goes to vote on these resolutions which is the school board's manual of policies and like >> I forgot the exact word but like their viewpoint. So it's like it gives them a guide book of what things they should be advocating for, right? And like um >> it's like their position statement. >> Yes. Exactly. >> Yeah. And so um you know there are certain month or years where there were a whole bunch of resolutions like I think it was a year and a half ago there were like 18 like m I think that might have been the one that you were at >> right. There was
052four, >> right? But like I think in December this past time, there were only like eventually three of them, >> right? It really can vary based on how many each district is what's going on, >> right? >> And that into the district, too, if they feel it would be best for the whole state, right? >> And they put their resolution in. So >> yeah, like one of the most recent ones was about like nurses like uh being required to have like a master's degree or something like that. I think that was two as like delegate assemblies ago. Um but again, it doesn't have to make any actual permanent change. It just tells the school board association here is how your school boards feel, you know, when you're advocating on our behalf. Um, obviously there's other
053things that we can do that are more direct, which is sort of what we do with our advocacy letter and and things of that nature, but um, yeah, if there's ever anything that you feel is important for us to discuss, like I really do talk a lot, but I don't I want to share the wealth. So, you know, feel free to feel free to put it, you know, to let me know and, you know, we'll obviously like run it through with the administration that's here and all that and then we can, you know, definitely discuss it. Um because I want everyone's voice to be heard as much as possible. All right. >> Yes. >> Okay. Thank you everybody. Have a great night.