Board of Education Meeting - June 1, 2026

001All right. The New Jersey Open Public Meetings Law was enacted to ensure the right of the public to have advanced notice and to attend the meetings of public bodies at which any business affecting their interest is discussed or acted upon. In accordance with the provisions of this act, the Mountain Lakes Board of Education has caused notice of this meeting to be published by having the date, time, and place thereof posted in the Mountain Lakes Municipal Building and sent to the following papers. The daily record, the citizen, and the district website, which I'm not reading the WW information. Stand for the pledge of allegiance. Pledge allegiance to the flag of the United States of America and to the republic for which it stands. One nation under God, indivisible, liberty and justice for all. Be it resolved

002that the Mountain Lakes Board of Education enter into executive session was made by Can I have a first Sarah? And a second Arun. That the board of education adopt the following resolution. Wait, I say wait. This motion was approved. Everyone say I. >> I. Be it resolved by the Mountain Lakes Board of Education on this first day of June at 6:36 PM as follows. The board shall recess to close session in accordance with the open public meetings law NJSA 10 col 4-12B 1 267 and 8 the general nature of the discussion including matters of personal confidentiality rights including but not limited to staff and or student disciplineary matters. These matters will be disclosed to the public as soon as the need for confidentiality no longer applies. Although the board cannot guarantee it, the length of

003the exe executive session is estimated to be 60 minutes after which the public meeting of the board will reconvene and proceed proceed with business. Action may take place. >> Oh, roll call, please. >> Did I forget that? >> Here. >> Mrs. Foreman here. >> Dr. Hersbel. Mr. Johnson >> here. >> Mrs. Carney, >> Mrs. McVey, Mrs. Parker >> here, >> Dr. Chef >> here, >> Dr. Silva McIntyre >> here, >> Mrs. Sparkowskis, >> we have a quorum. >> Oh, and all that thing that I just said is taking place immediately. >> So, first we need a motion to leave executive session. We need a first for Dr. Hersshfeld and a second, Mr. Johnson. Thank you very much. All in favor say I. >> I. All right. We're so glad you're here at our meeting this

004evening. We were talking a little bit up here because the board has asked us to go out of order just a little bit because we're excited to get to our student recognition and hear from our students. So I I understand there's a few things are a on our agenda. We have a couple presentations and we have people who would like to speak. But we are going to begin this evening hopefully by turning to Dr. seagull and beginning with the student recognition first. We have to begin with the student government after >> Yes. Can we do that after and begin with the first student recognition and then we'll jump back to the beginning. Is that okay? >> We have so much good things get things in order. So, I know a lot of you are here

005today uh in honor and recognition of your work in the arts and in the academic areas and we thank you for coming here tonight for that and for all of your contributions that you have made across the year. we have our members of our administration to speak on your behalf to share about your accomplishments and it's important that our board of education our public hears about it. So, thank you for coming. Thank you for all the work that you do. I know in particular we have a lot of our folks in the arts and u the work that is outside our hallways that is taking place in our auditorium on a regular basis uh really enriches the entire environment for our school community. Thank you for making it creative uh for expressing yourselves uh and

006for all the excellence in the arts. So just uh as a general overview I wanted to give that I'm going to turn it over to Mr. Henry who is going to give uh go through the recognitions tonight. Thank you. It's about once a year, sometimes more than once. Uh but it's always great to talk about our programs and especially our students that are involved in our visual and performing arts uh programs. Um I feel like this is going to be brief and in some ways uh the brevity can't possibly capture the appreciation and the admiration that we have for our student artists and performers. Uh but please take this as a small token of our admiration for what you do and our thanks. Uh I just wanted to show you very briefly we have a

007full slate of performances and exhibits throughout the year. Uh so this was our calendar from this previous year and it just kind of gives you a brief visual uh uh capture of how much there is going on um every month throughout the year in terms of performance and exhibition. Uh but um here just a couple pictures. Uh this presentation again will just capture a couple highlights of some of our student honors. Um but also it will shine the light on some of our student uh artists who do things that are are sometimes less visible. It's not a performance uh but it's an exhibition maybe that's offsite even, but it's uh high school uh and middle school students that are doing the the ex exhibition. So, I wanted to start out first um with the music

008uh departments throughout throughout the district. But again, I just want to um emphasize from the elementary school to the high school in visual art, instrumental music, chorus, and theater. Our student artists create more than beautiful works of art. They produce art that's aesthetically pleasing, of course, but they also uh let their art serve for uh community purposes, important community purposes. Uh they design student publications. They perform music that enhances uh community events. But regardless of whether it's formal or informal, uh their work reminds us that the arts enrich our individual lives and our community experience overall. So, I wanted to start with the music. Uh, in Wildwood, we had several students that were selected for the all North Jersey Elementary fifth grade honor band. And throughout this presentation, as you see your name and I

009mention your name, if you're here, if you please be brave and stand up, we want to recognize you. I know not everyone could make it, but if you're here, we do want to do that. Uh, the Old North Jersey Elementary Fifth Grade Honor Band, Jolen Chen, Serena Kinsy, and Maren Son. They had their concert on May 9th and they joined a hundred students from all of North Jersey, counties all over North Jersey, Bergen, Essex, Hudson, Payic, Morris, Sussex, and Warren. And we had three wonderful uh representatives in Briercliffe band. Selected to the North Jersey Junior Region Band was Jason May, who I believe is here. and grade 8. We'll see you at the high school next year, I hope. That's great. And the North Jersey Junior Area Band, Colin Shioone and Lily Bowler. And invited

010to join the sixth grade honor band, Haley Fallon and Emma Halford. Selected to the intermediate region one orchestra was Vonnie Khel on violin from eighth grade. Thank you. And I think that's multiple years for you now in that in that uh ensemble. Wonderful job. Thank you very much. From the high school, uh we had a few students that were featured artists for the Morris County Council Education Association's Friends of Education celebration. Ethan Pang and Katherine Yakovitz. And selected to the Morris Area Honor Choir was Avalina DeFazio, Patriica Mandal, Noel Zner, and Hanya Shafkot. And again from the high school to the North Jersey area band uh several students were chosen Arian Nanda, Isabella Marada and Josephine Marada. And then the region jazz band Thomas Barry and for the first time in MLHs history, Thomas was

011also chosen to the All State Jazz Band, which is a great accomplishment. Then turning over to visual art. Uh, and thank you. Um, Dr. Seagull mentioned the AP art show is still out there. The show was May 19th, but the art is still out there. On your way out, please take a look. It's the work of many of them seniors. Uh, most of them seniors, I think, but our AP art students. Uh, and the really wonderful thing about the AP art program is yes, it's about quality work. It's beautiful work. It's compelling work, but also the AP program now focuses really on sustained investigation, which is an artist's ability uh to um follow a process and be able to articulate that process and demonstrate that process visually. So, it's really fascinating to see where an

012artwork starts, the iterations that it goes through, and the the thinking that goes behind the work of art that they put out there. So, please do take a look, but congratulations to all our AP artists. Uh first we had several students uh from the district. These ones from Briercliffe whose art was featured in the Mountain Lakes Education Association Art Expo. This was at Lakeland Hills YMCA from April 3rd through the 11th. Uh and the these were students uh having an experience to showcase their art perhaps for the first time. So I just want to name a few that are here. Tessa Joyce, Rex Jung, Juliana Kabinsky, Adam Hassan, Mary Schistler, Eva Hollik, Violet Diaz, and Gabby Roth. Congratulations and thank you. And then the same exhibition from the high school. So, it's great to see

013that range of artists. A number of artists from the high school exhibited at the same show. Sam hat her, Max Dowling, Quinn Eorio, Sophia Hermy, Bellon Lopez, Constance Connelly, Sophia Serbo, Zimena Valer, Valeraderez, Ethan Duza, Fallon Feo, and Santi Carvajal Lunzan. And I saw a few of you here. Please stand. Thank you. One of the things we really want our students to do from elementary to high school is keep showing, keep creating. We love to see your work and thank you so much. So, I mentioned earlier that sometimes we just love art for art's sake, but it also beautifies our community and it has um sometimes a certain function and we have several artists whose work will be featured. For instance, this one, a sixth grader, Tessa Joyce, her work will be featured on the

014Brier Cliff Middle School agenda cover for next year. So every every student will receive a copy of her artwork. So congratulations to her. And then also a student whose artwork will serve as the inspiration for the 2000 202627 Brier Cliff yearbook cover. Congratulations to Kieran Luke's grade eight. Now, um, Friends of the Arts, and I've mentioned them often and and they deserve every mention they get. They are our, uh, volunteer organization that supports the arts throughout the district at, uh, Bin Township and Mountain Lakes in the form of grants to teachers, scholarships for students, uh, support throughout the year in terms of volunteerism, and they also sponsor a note card contest of sorts where they make note cards uh, of student artwork that then get printed and published. And this year three artists work were

015selected. Sophia Serbo, Dominic Sportelli, and Olivia Lukan. Congratulations. It's great work. And those will be printed and available in the fall. Also, and this is reaching back a little bit because they we published the yearbook at the end of a year, but then since then we've received awards. last year's um uh editorial board uh won awards, but several of these students are still uh in our student body. Now, these these students, their work uh was featured by Varsity Brands Portfolio, the uh the artwork that was our yearbook cover last year. So, congratulations to the ones that are still here, uh Daniellea Kimowitz, Isabelle Lee, Arian Nanda, Sophia Serbo, and Samantha Hersshfeld. And this same group, this same publication also won honorable mention by the Garden State Scholastic Press Association for their artwork on the uh

016on the yearbook. So that's really fantastic. And then some individual awards. The Scholastic Arts Competition Regional Medalist recipient was Meera's son. She received both a silver and a gold medal for her work, which is featured there. Really beautiful stuff. Did I see was I didn't mean to skip over Meera. Sorry if she was here, but congratulations to her. And then Sophia Serbo uh at she was class of 2006 Lakeland Hills YMCA art exhibitor and again right around the corner but she's having her art that's really beautifying our community and we love that. Thank you so much Sophia. So, we've been through the visual arts, we've been through um uh music, and we now have theater. Uh and this will be in some ways even briefer. We had uh four major productions throughout the district this

017past year. Uh I hope you got to see them in November and then three in March. Three different productions. But really a wonderful program with really dedicated people and dedicated students at Wildwood. Fifth grade show was 101 Dalmatians. And here's a picture of the cast. There are 73 members of the fifth grade class that were part of this production, which is both inspiring and a little frightening when you start thinking of how to corral all of that. But it's so wonderful. Uh Miss Alyic and Miss Dunn were the directors for that and they do such a great job. But there they are, the Dalmatians and uh I guess the rest of the cast. So congratulations to them. Uh Briercliffe in March did a uh magical presentation of um Willy Wonka. So we wanted to feature

018them as well. Uh Charlie Bucket's adventure through Willy Wonka's extraordinary chocolate factory. And uh there's some images from that. It was a really great production. They did a great job. It was so much fun. Is anybody here from that production? >> Well, congratulations to them anyways. >> So, clap for them. All right. >> And then at the high school, we have two productions. We have a fall drama and a spring musical. And the fall drama was Deadline, which is a murder mystery. Uh it's who done it that keeps the audience uh kind of on the edge of their seats until the very end. So, they'd had a wonderful production of that. That was great fun. uh directed by uh Miss Petruchi Magcguire. And then uh in the spring, the spring musical was Frozen, which was

019one of our highest uh most attended uh presentations uh performances that I've seen since I've been here. It was actually our second highest. I think um nearly 2,000 people came to see the the production. So that was a a lot of fun and and just an excellent uh cast, excellent job. That was really delightful. And a couple of the um awards that come out of that uh were the 2026 pitband award winner and the friends of the arts robe award recipient. And these are given to two seniors, one in the pit band and one in the caster crew who really kind of capture the spirit of the show and just go above and beyond in terms of in terms of enthusiasm uh and leadership. And they are both here this evening, Kate Conklin and Avery

020Lakeoff. Congratulations to both of you. So, of course, thank you to our our faculty. Um, I couldn't be prouder of them. They're wonderful people who lead our students. And thank you to the class of 2006. And several of several of you are here. Every year we have amazing performance performers and artists who graduate. many of them go on to do either as a major or a minor or just as a rich part of their college experience something in the arts and we're so glad that they do that. We think that the arts are worth it just be just because but we also know that the arts make you uh so much uh richer, so much more fulfilled and it often enhances the things that you're doing here academically. So, we encourage our students to stay

021involved here in the arts uh and then continue through uh high school. But thank you again to the board always for your support. We know that this is important to you as well. So, it's a pleasure to serve and thank you to the parents that are here as well. >> Are there any other students? >> Yes. >> I'm going to pass it along to Mr. manually who is going to honor our validatoran and saludiatoran for the class of 2026 and then we will take a quick break. >> Always know when it's that time of the year when we're closing school out when I come up here to do the val and salwards. Uh tonight we are proud to recognize uh the outstanding academic achievements of Mount Lakes High School saludiatoran and validictorian for the class

022of 2026. First, I would like to recognize our saludiatoran, Joshua Koshy. Throughout his time at MLHS, Joss has distinguished himself through his intellectual curiosity, dedication to learning, and commitment to academic excellence. He graduates with an outstanding 4.85 GPA. And this fall, he will be attending Cornell University where he plans to study both mathematics and computer science. Josh, COME ON UP. NEXT, I WOULD LIKE TO RECOGNIZE OUR VALIDICTORIAN, Connie Wang. Conniey's exceptional work, ethic, perseverance, and academic accomplishments have earned her the distinction of graduating first in the class of 2026. She graduates with a remarkable 4.87 87 GPA and will attend Princeton in the fall where she plans to major in economics. Connie, please join me at the front to get your plaque. Joshua and Connie represent the very best of Mount Lakes High School. Uh

023we are incredibly proud of their accomplishments and look forward to hearing their reflections and words of wisdom when they address the class of 2026 at graduation on June 17th. Congratulations again. So, as the validatoran and saludiatoran, this is the start of your uh tour uh of your your accomplishments as in your academic achievements. And tomorrow night, want to uh acknowledge to the public that both Connie and Josh will be attending the validatoran saludiatoran county dinner. And Connie will be delivering the welcome address to all the valatorans in the county uh tomorrow night, which I look forward to hearing. Uh I told her today uh it's a even though it's a smaller audience, it's an esteemed audience, but it's practice for graduation. So you can experiment with some ideas tomorrow night, see how they go and

024refine your your speech for uh June 17th. And Josh as well. So congratulations to you. Uh there are a lot of academic accomplishments that we will we will address next board meeting uh through our end of the year presentation, but tonight you represent the best. Thank you to you and all of the arts students who came forward tonight and seeing your accomplishments on the screen. It's amazing work that you're doing. Uh thank you again for everything. Any other student? So before we take a quick break, is there any board member that would like to make a comment at this time? >> Are there any student? >> No, we're going to take a break and then we're going to come back to the meeting. So, is there anyone else who would like to take make any

025board member who wants to make a comment at this time? All right, then we're going to take a quick break. We're going to celebrate with you and then we're going to come back to the meeting. So, would somebody like to say a motion for a five minute break? We have Mrs. Parker and we have Dr. Chef. Thank you so much. >> Just checking in. Okay, everyone. We're ready to get going. We're going back to the top of the meeting. We're going to start with the agenda straight on through. So, I'm going to turn the meeting over first to >> come sit down. >> Hang on one sec. >> First student government report. >> Yes. Go. >> We are going to allow uh Miss Le Piccolo to do her final uh student government report of the

026school year. Uh before we get to that though, I'd like to read into the minutes and for the public the uh resolution that the board of education has adopted uh in honor of Bianca for the uh credible work she's done this year as a student board representative, having had the chance to work with her over the course of the year. Um this is someone who takes this job very seriously, as she knows I do as well. uh having an opportunity to be a civic leader in the community to understand uh how does governance work and policym at the board level. Uh Bianca has not only uh come in front of us to share reports about what's happening in the schools, she has gone to the schools herself, not just at the high school to gather

027more information, to learn about the late drive program, to learn about the great work that's happening at Brier Cliff uh and Wildwood. Uh we've spent many hours together debriefing her notes. um and going through the process of a board meeting. Uh Bianca is very involved uh outside of the board of education role that she took this year. In fact, her artwork is prominently displayed as one of the individuals um who is really exceptional in that area as well as academics. So, Bianca, in honor of all your work this year, thank you for being our board rep. It's been great working with you this year. Um I will read this into the um for the public. So whereas Bianca Le Piccolo has served with distinction on the Mountain Lakes Board of Education and whereas through her

028leadership, the Mountain Lakes Board of Education has gained fresh insights into student concerns, student priorities, and what is on the mind of young people in the community. And whereas they have further contributed to the community by serving as a valuable spokesperson, sharing the student perspective at board meetings. And whereas Bianca Leiclo's exemplary commitment to fellow students in the school district has promoted clear communication between the board of education district and student body. And whereas Bianca Leico has maintained a professional decorum at board meetings, shown to respect board members and strive to learn the proper etiquette of serving on a school board. And whereas they have demonstrated, she has demonstrated a commitment to advancing the education of all students without neglecting their own responsibility to strive for success in the classroom. Now therefore, it be resolved

029that the Mountain Lakes Board of Education recognizes Bianca Leico's dedication and commitment to advancing educational opportunity and open communication between the board, district administration, student body, and be further resolved that the members of the Mountain Lakes Board of Education extends their super sincere appreciation to Bianca Le Piccolo for her dedicated service on the Mountain Lakes Board of Education. and be further resolved. Last one, that the members of the Mountain Lakes Board of Education extend their best wishes to Bianca in all of her future endeavors as recommended by the superintendent. Now, Bianca will have a chance to give her final report of the year. Um, this is the only one that I have no idea what she's going to share. She said, "Do you want me to send the notes?" I'm like, "No, you got this."

030I said, "Give your reflection of what it's like to be on the Mountain Lakes Board of Education. Uh, anything might come forward tonight." So Bianca, it's all yours. Thank you for all your work this year. >> Thank you. Thank you so much. Thank you. As this school year comes to a close, I want to take a moment to reflect upon my experience serving as a student representative to the board of education this year. This has been one of the most valuable opportunities I've had and it's given me a completely new perspective on our district and the work that goes into supporting students. Before this year, I had understood what the board of education did on a basic level. As someone who has held other leadership roles, I knew that the board of education determines if

031activities, clubs, and fundraisers will be approved. And that's really it. But all of you here tonight should know how much thought, discussion, and collaboration goes into every discussion. Through attending meetings and listening to conversations on important issues, I learned how complex and fascinating educational leadership can be and how many factors must be considered when making decisions that impact our students. One of the most memorable parts of this experience was learning about all the schools across the district. In the beginning of the year, Dr. Seagull had taken me through each and every single one of the schools that makes up Mountain Lakes. I had met with every principal and gotten the chance to understand what makes each school different. As a student who has attended three of the four schools, it was fascinating fascinating to see

032growth, traditions, and small factors that make each unique. Hearing updates from different schools gave me a bigger appreciation on everything that makes up Mountain Lake special to every single one of us, especially the students. I would like to thank the entire board of education for welcome for welcoming me into these discussions and allowing student voices to be part of the a conversation. I especially want to thank Dr. Seagull for giving me this opportunity for his support through the year. Serving in this role as a voice for all students in Mountain Lakes is such an honor and I am so grateful for everything I have learned along the way. And lastly and most importantly, I want to thank all of you for taking your time out of your lives and volunteering your time to make the

033Mountain Lakes educational system the very best it can be. As I look ahead into next year, I'm excited to conti continue building on what I've learned and f further strengthen the connection between students and the board of education. Thank you so much. >> Any comments from the board? Mrs. Foreman, >> you did a tremendous job. among the most thorough reporting that we've seen from the student representatives. Very, very good work on your part >> and we've loved having you as part of our board this year. So, we hope you take this experience and go forth and prosper. >> Thank you. >> Anyone else? >> Yes. I'm sorry, Dr. >> Second Mrs. Foreman said, and thank you for always showing up and telling us what's going on because I don't know that I would have found

034out otherwise because I only have a high schooler left and um I didn't know how talented you are. I found the Bianca wall art wall and like wow that's that's a lot of work that you do. So thank you for doing all that. >> Thank you. >> Anyone else? Something that I learned a long time ago, I learned it from one of my teachers and it sticks in my house, is that decisions are made by those who show up. And kid, you showed up every meeting. You had a voice and you were balanced in what you put forward in terms of student perspective. You helped us listen to that and understand that. did a great job to help us help students. So, sincerely, you know, I say it all the time that it takes a

035little more to be a Laker. That's what you did every time you came here. So, thank you for that. Sincerely on behalf of the board. Thank you. >> Did great. >> Now, it wouldn't be a meeting without Dr. Hersfeld giving you the signature sendoff. What do you want to say? You can go if you want to go. You can stay if you want to stay. Come on. Last time. I just always feel like if people have homework, they know things they need to do, they should feel free to go. No judgment. >> If you were if you were Hersshfeld, we'd be telling you to go home. >> I mean, >> I think it's >> Yeah, we do. >> Um I don't know if we moved it. It would have been under the business side of

036things. >> I wasn't sure what the deal. >> I just wanted to make sure we were going to put it in there. We'll put it we'll add it to the vote. Okay. All right. Is it all right if we move on? All right. So, now we have an opportunity for Mountain Lake School District student comment. So, are there any students who would like to make a comment at this time? Okay. I have to read this little blurb. So, give me one second and then you have to adhere to the timeline Mrs. Parker will give you. So, give me one sec. Okay. Public comment is set aside for the board to hear feedback and questions from members of the public. The board will take all comments and suggestions from the public into consideration. If you have

037more than one question, we request that all questions are asked within the time provided as public comment is not intended for back and forth dialogue. If the board is unable to answer your questions at this time, we will explain when and in what format the answers will be communicated. We request that you limit your questions or comments to three minutes and present all questions within those three minutes. Please state your name and address for the record. The board appreciates and thanks you for your attendance and participation in our meeting. >> Thank you. Thank you. Hello. My name is Becca Horowitz. I live I am a senior at the high school and I live at 74 Kennallorth Road and I'm here to speak as a follow-up to my previous comments about the basketball coach. I just

038wanted to share a picture that I think is really important to the administration. This is a picture of me with six of my freshman teammates, Austin, Casey, Caitlyn, Ella, Malia, and Anelise. We all showed up together to cheer on the Brier Cliff Middle School girls basketball team during their semi-final championship game back in February. A few of us had siblings on the team. Um, but not everyone who came did. Uh, yet they still came and supported their former teammates, future teammates, and friend siblings. When I was a freshman, there was no way that I would have shown up to a middle school game, especially if I did not have a sibling on the team because that is what the former team culture before coach O promoted, individuality. Coach O put a huge emphasis on being

039supportive of one another. And looking back on the former team culture before her impact, there is no way one of the upper classmen on the team would have ever t even taken a picture with a freshman or gone to any underassman or middle school like sporting event to show their support um for the future of the program and to show their togetherness as a current team in the high school. Not only did this showcase the team culture that she built, but it also gave all of the incoming players on the middle school team an exciting and healthy experience to look forward to. That's what the past basketball season did for everyone. Coach O built and encouraged a healthy team environment where everyone was supportive of one another and as an effect of that, the team

040was truly together. I implore you to consider rehiring Coach O as the girls basketball coach. Again, thank you. Thank you. >> Hi, my name is Karly Ross. I live at 24 Crestfield Road and I'm a junior here at MLHS. As we look ahead to the summer season, I think it's important to recognize that improvement doesn't only happen during the reg regular season. Summer basketball gives players an opportunity to continue developing their skills, build confidence, and strengthen relationships with teammates in a different environment. I personally will be returning for the next season and I think it is important that we have a leader that sets a good example and holds us accountable. I think Coach O is a perfect fit of this description. Coach O has made this team feel like a family and it would

041be a shame if she did not return next year, not only for the current MLHs girls basketball team, but for the future generations of Lakers to come. Thank you. >> Thank you. Hi, my name is Summer Sutter and I live at 826 Buonav. I know last meeting there was a lot of frustration with what was happening because it all seemed so sad and unfair. But now we are trying to move past that and move forward toward towards next year and how to start healing from this. I know Shay and I want to be excited about summer league and summer workouts, all the potential of the coming years. We want to embrace all of our teammates and focus on all the fun and growth that started last year and we are certain will continue next year.

042Part of our success was how much we got along regardless of age and regardless of JV or varsity. My hope is that this culture we build together continues to be something future generations of players can experience and benefit from as well. Thank you. >> Thank you. Hi, I'm Shay Sutter and I live at 826 BNAF. Um, I was one of the captains of the basketball team last year and I'm continuing to be one during this time. I have reached out to Mr. Wallace about summer leagues and open gym time and I'm happy to to play that role. Still, I wish I had the guidance of my head coach, so I just had to follow the the map rather than create my own. But while I am in this role, I want you all to know

043that I will be a captain in every sense of the word to all of my teammates, regardless of what they have felt about Coach Me. And if she is rehired, I will be certain that we are again one team and one family, and that we will use what happened here to actually make us stronger. Thank you. >> Thank you. >> Good evening, members of the board of education. My name is John Bourne. >> What? >> Sorry. Are you doing your We need your name and your address first. >> Yeah. >> You starting to say that. Sorry. Go ahead. >> My name is John Bourne and I live on 98 Melrose Road. And today I come before you representing Ethan Woo, Ethan Smith, Jack Bronico, Eli Foreman, and the absent Braden Falconer. We ask for your

044support in the installing of roller or vert vertical blinds in in one in classrooms that currently experience too much sunlight. At first glance, blinds may seem like a small improvement. However, the evidence shows that classroom lighting has a direct impact on student learning and academic success. In the 300's wing, at times there's a significant glare on desks and screens, making it difficult for students to focus, as well as increasing temperatures in the classroom. Some research we've uncovered provides support for the importance of proper classroom lighting. According to studies referenced in our proposal, light is considered one of the key design factors influencing students academic pro progress. Researchers have found that adjusting blinds to control sunlight can create a more effective learning environment. Our proposal recommends installing roller or ver vertical blinds. These blinds are durable

045and easy to adjust and this flexibility helps to keep a comfortable environment for us students. Student support for this proposal is is also quite strong. In our survey that we conducted among AP US history students, we discovered that approximately 81% of them support the installation of improved lines in the classroom. This demonstrates that students recognize the impact that excessive sunlight has on their learning experiences and believe that this solution would make a meaningful difference. Most importantly, this proposal for focuses on a single classroom. It is a targeted cost-effective improvement that can immediately benefit students and teachers while potentially serving as a model for future classroom upgrades if successful. All of us here share a similar goal to make the best possible learning experience for students and the installation of roller vertical blinds is a simple

046p practical and research supported step towards achieving that goal. Thank you. >> Thank you. Thank you for sharing your information. We'll make sure we pass it along to Dr. Seagull and have that conversation. Thank you very much. Are there any other students that would like to make a comment at this time? Any other student comments? Okay. Then >> can I just make one comment? Can the facilities committee and Dr. Seagull take this up? >> I figured that's why we give it to them. I mean there's >> Dr. Would you like to make a comment at this time? >> Mr. Bor, >> is he leaving? >> You guys are leaving before you can even get your comments. >> But that but that's okay. He didn't know that. He didn't know that. >> He didn't know that.

047It's okay. >> Dr. say something to you. >> Yeah. I didn't want you to leave. Uh the question came up from one of our board members about is this something that the facility You don't have to stand there. You're welcome to stand there if you want, but Yeah, you know, John and I know each other. So, um, yes, this this proposal was uh raised to me directly. This is part of a project that is an extension from AP research seminar and um I have to tell you that your proposal tonight was a lot more advanced than your initial one. So, good homework on your part. Um I think the concern that I spoke to John I guess representing all the students here is the direct installation by students of uh the blinds into the classroom.

048But I think you've definitely proven uh that there's an issue here that can improve the environment for students. So, I do think the first step would be to have a meeting with our facilities director um to explain your research and your proposal and it's something that then could be passed along to our facilities committee for the board of education so we could look closer at this issue. So, I I give you a lot of credit uh for getting up there to share this and for going above and beyond, you know, just the classroom assignment and to try to do something that will improve uh the school grind. So, thank you. >> Thanks guys for coming. That was great. There any other student comments at this time? >> Okay, then we will move on in our

049agenda to comments or requests from the MLEA co-presidents. >> I did speak to them tonight. They said that they don't have any comments tonight. >> Okay. Then we get to turn the meeting back over to Dr. Seagull to carry on with the presentations. >> Great. So we have three presentations. The first of which will be led by uh I see here a large contingency from our MLEF. This is the end of the year when grants are awarded. And I want to thank the whole team for their efforts and fundraising across the year but putting a lot of time and effort into an into uh looking at all the grant proposals. Uh there was a big increase of the number of proposals that were put forward to the MLEF making their work more challenging. But I

050think making a grant process more competitive is is good for everybody and uh the amount of time and effort that you put in to go through these proposals um were able to award them. Uh want to thank you on behalf of the district. the resources that you're supporting really go towards enrichment and helping us to establish new practices, new resources in all of our schools that make the student experience better and also give us ideas about things that we can incorporate into our district budget. Uh so tonight, I'll give you the opportunity. Uh there is a motion on the agenda for the approval of the grants. uh if you'd like to share a few words about the process and also talk about some of the grants that were approved. >> Hi everybody. I'm Jennifer Dempo

051and I'm the president of the MLF. Um first huge thanks to Dr. Seagull. I mean you're very easy to work with. You've been a great collaborator with us and we're always going to you when we're trying to figure out things. Um, and also to Dr. Hersshfeld. You are one of our biggest supporters. We don't want, you know, to you be left out. You're always doing a corporate sponsorship. You're always donating something for us. You know, this year you did the sunglasses and you gave us money back. So, we want to thank you because you're always there for us, too. Um, so one thing this year, I think it was our biggest request in grants. We had over 135 almost $136,000 in grants requests this year. Um micro grants which are under $1,000 were just over

05210,000 and our regular grants were $125,000 almost 126,000. We were able to put um to fulfill a total of 10 microrants and micro grants are under $1,000 each. So, it was a total of $3,659.93 and we did a total of seven standard grants with the help of HSA. HSA had changed their bylaws last year to work with us. Um, since we always have pretty much like a common goal, this the school districts. So, instead of them, which they used to give their money to each principal of each school, they now give it to us. So then we allow them to look over our grants and kind of also give us ideas of what grants they would like to fulfill and just make it an easier process on everybody. Um so they gave us uh I

053think it was 10,000 yeah $10,000 this year HSA gave us. So it helped us fulfill more um you know more grants. We did two events this year as everybody knows. Usually we do one big gala. We don't have the manpower anymore to do that. So we tried to do smaller. We did the bingo in the fall. it was a pretty big hit, so we decided to do it again. Total with both of our events, it was about $50,000 that we raised. Um, which years past our one gallow was about 60 to $70,000. So, I mean, we still did pretty much on par. Um, next year, we're not sure what's going to happen. We have to pivot to something else. Volunteerism is still very low for us. I think we have seven people that are doing

054all of this. So, wow. >> We'll be in talks over the summer and doing some We did start, for those of you that don't know, we started um we have a whole shop now on our website and we started a merch line. So, I worked with somebody to create our own merch. So, we have all Mountain Lakes because we noticed a lot of like especially the younger parents that don't have anybody in the sports, they wanted Mountain Lakes merch. So, we actually created a whole merch line. Um it's on our website. We also still sell our magnets and our stickers that everybody wants. Um, we're starting Mabel's labels now for all of you that have little kids to label all of your everything, your clothing, your water bottles. We're we're just put that up there,

055too. Um, so that's what we're trying to do. We're trying to do like a whole shop website. Um, so for those that don't know how the grant process works, we put in we have on our website for any anybody in the community, they can request a grant um putting in what whatever it is they want, details on what needs to be bought, the price of it, you know, and we try to fulfill really anything that we can, but anything that's specific to a like a broad rate, like bigger groups of people, bigger groups of kids, of students. Our standard grants that we did, which I can go over our standard grants quick because I think there was what is seven of those. Um like one was for science for at it was for Brier Cliff

056and Lake Drive combined for sixth to eighth grade science and it was a standard grant to continue and grow the availability of science materials for the Lake Drive population at Brier Cliff school. Specifically the list of materials there she was requesting was as follows. um geoscience comprehensive mineral collection Frey scientific DNA model set um United I there's all these different things that was like one grant then another one was for first grade at Wildwood they were requesting a standard grant to support the purchase of a collection of decodable books to support differentiated instruction during guided reading groups these books are specifically designed to align with students phonics skills allowing them to practice decoding strategies ies with texts that match their current reading levels. Um, then we had a combined one with Mrs. Nicashian and Mr.

057Henry to do to enhance their literacy program with readaloud books. Uh, fifth grade science, math, and special ed. They did it's a project to establish a year-long studentled lake monitoring program. So it was all different supplies to do analysis for the lake and water samples. Um there was one for the high school for the AP environmental science to implement of pocket air hands-on air quality monitoring initiative. Um and Mr. Price at the high school for the instruments. Uh we purchased well he will be purchasing an additional set of marching tenor drums. So we kind of it's a broad spectrum. We don't just specifically really gear towards one thing. We try we just try to hit the biggest population. Um and then the micro grants are all under $1,000. So we get a lot of those.

058Like I think our favorite one was um for Brier Cliff seventh grade math. They do an Olympic decathlon for 10 days and they just wanted um an Olympic flag to hang up in their classroom and it was $18.99. So we gave them the money. We thought it was kind of funny. Um, so yeah. So that's that's us. So we need volunteers. We need help. And we'll let everybody know when our meetings are going to be in the fall. We have to meet in the summer. But thank you. >> Thank you. >> Oh my gosh. >> Wow. giving it to the wrong person, but that's all right. >> Any comments or questions from the board on this presentation? Mrs. Foreman, >> thank you so much. Thank you so much, Bill. Thank you so much, >> I

059just wanted to thank them because as she as Jen alluded to, volunteerism is allow and it is just breaking my heart into a million pieces that this amazing organization that these women have carried since I mean I've been in Mountain Lakes 11 years and I got involved in Emily. It was the first thing I did when I moved to Mountain Lakes. It was I was so proud of the work that we did and all of the amazing million over a million dollars in the 11 years I've been in Mount Lakes that the MLM has donated back into this community thanks to and others to benefit every facet of cocurricular extracurricular and and curricular advantages that our children wouldn't have without their support. and to hear I I'm just I have lost words and I'm just

060desperately sad that this is happening in our community and you know people need to step up because to have the amazing things that students like Bianca have benefited from that the students who were just here talking about basketball that students here talking about blinds we're talking about to have these benefits to our kids in this communitys the of our parents to be part of our educational community and to volunteer their time. And we're all tired when we get home from work. But there's just no excuse for not giving something back when the something is as important as being our kids and giving them those bells and whistles that we've all become so accustomed to. And thank you from the bottom of my heart for carrying the torch, for doing everything that you guys do to

061keep this running and keep it going. And hopefully people will start to step up again. Anyone else? >> Can't do what we do without partners like you. Simply thank you. Thank you. Thank you. And thank you for the check. >> You are wonderful and your your your generosity of of of these checks match by your heart. Thank you. All right, Dr. Se. >> Yes. So, we're going from uh big topic to big topic tonight. And there's no way to sort of uh introduce this topic without really looking at an environment, a system uh society that has been transformed by artificial intelligence. And I want to just say a few words. Uh we do on our agenda have tonight an artificial intelligence policy that is we are seeking board approval. Um that has been the recommendation

062from our attorneys, from all major organizations. Uh but really what the policy indicates is what is the district's artificial intelligence plan. Um the policy really sets forward the plan as the guiding principles and practices here tonight. And what you're going to hear from Mr. Santos and Mr. Pausner who represent uh a larger committee of uh people in on on our staff who've been looking closely at artificial intelligence for many years. I know Mr. Posner and Mr. Santos have uh but this year systematically we've done a real close look. We've done a lot of professional learning. And I think what's important for people to understand uh for students who are coming into our schools. It's not just about how can I use artificial intelligence to be more efficient or how could I use artificial intelligence to

063get answers to questions or is it appropriate is it cheated if I do these things using artificial intelligence. It's to understand that our society has changed so much with artificial intelligence that in order for you to to be a productive member of the workforce and as a citizen you have to have literacy around it, you need to understand the ethical uh guidelines and practices and this is constantly changing. So this year we're moving from a point of a lot of learning from our staff to a point now where we're ready to make some decisions around policy and come up with a district AI plan. We will also be this has gone through our policy committee obviously u multiple times over the course of the year. There's been a lot of input from the administration and

064we're looking forward in August to publish something for our parents and students. uh we are going to be doing student um assemblies and teachers are going to get a lot of training. Uh and it's not necessarily going to increase uh the amount of AI that's being used. Uh one of the things I joke around about is that people are using AI that don't even know it. It's not a question of whether they're doing it. It's um how they're incorporating it into the work. So I want to lead with Mr. Santos. You've done a great job being the tech uh IT director here and leading this. Mr. Pausner um the research that he has put into this uh and the support that he came in the committee and of course uh this has all been under

065the direction of Dr. Sesi. So Mr. Santos I will turn it over to you and Mr. Pausner and uh we have for the board and the public uh some information about our AI plan. >> Thank you and good evening and Dennis and I would just like to thank everyone for the opportunity to present on the AI plan. So Dr. Seagull had a very great opening about artificial intelligence. So I'll skip my little frame that I had. Ultimately, our goal is simply not to adopt AI tools, but to ensure their use aligns with our district values and educational mission. Um, this plan represents a collaborative effort of not just administrators and teachers, but as a as a broader community. Um the process went through both the technology committee, the administrative team and then a subset of

066special AI plan writing team that we put together. And I would just like to take a moment to thank them personally. Uh do uh Dr. Ivon Sesi, Mr. Paul Henry, Miss Susan Mey, Mr. Dennis Pausner, Mr. Mike Alves, and Miss Kate Petraetti. I think I said it right. Uh so why do why do we have an AI plan? Uh ultimately as AI becomes more accessible and schools are going to need very clear expectations and guidance u the plan's going to establish a clear framework for both staff and teachers. It's going to give clear expectations around responsible use, protections for student privacy, which is a big factor in the use of AI and how our staff members are using it, guidance for academic integrity and the process for evaluating and adopting of AI tools. Ultimately, rather

067than reacting to technology as it emerges, the plan allows us to be proactive and intentional. >> Um, good evening and thank you for allowing me to speak. I just want to thank uh Mr. Santos for taking the lead on this work and to Dr. um for her educational vision that she brought and also to thank the hard work of the IT and AI writing committee um in working on this I I right from the get-go I couldn't like this is a moment in education um like the arrival of the internet and the widespread dis use of computers in schools where the shift is like real and the response has to be incredibly thoughtful What makes this moment especially significant is that AI does not just expand access to information. It also generates content and reshapes

068how students and teachers think about process authorship assessment and places even more emphasis on human judgment in teaching and learning. That's why we have a thoughtful district framework. the why district framework, a thoughtful district framework that matters. Uh, one of the strengths of this plan is that it keeps the focus on where it belongs. Teaching and learning are still human work. So, at the center of the plan is a very central belief. Teaching and learning are fundamentally a human endeavor. While AI can support learning, it cannot replace learning. And I think that's a big factor in in the process that we'll go through next year as a district and just making sure that both students and teachers have a clear understanding of what AI can and cannot do. So something that I I would like

069to just point out is that the when the the plan goes public, there's 10 guiding principles and ultimately they're they're there to ensure that technology remains a tool that enhances education rather than becoming the focus of education itself. >> Uh one of the most important things about the guiding principles is that it keeps the focus on learning itself. The real question isn't whether AI can help with a task, but whether students are still doing the thinking that the task is meant to develop. Um, you know, a tool can support brainstorming and feedback and that's probably most likely appropriate if the teacher allows it. When it starts replacing the core thinking or analysis students are supposed to do, then that's of course a whole different issue. In terms of responsibil responsible and ethical AI use, it's

070important and we need to realize that AI can be used in a positive and productive ways, but it can also be misused. Um the plan the plan explicitly prohibits bullying and harassing using AI. There's been a couple incidents nationwide that this has occurred. deep fakes and deceptive content. Um, having teachers understand that they're going to potentially give lessons where AI is going to be used and they're going to have to teach their students how to realize what's real and what isn't in that what's being produced. Um, the spreading of misinformation. Um, especially in the AI of learning models. um those learning models are are being fed information and sometimes that information is not always accurate. So we want to make sure that students are recognizing that and they have a plan of how they could

071potentially um recognize that that misinformation. And then ultimately a big factor in all this is misrepresenting AI generated work as your own. So students are going to have to learn to uh cite the use of AI um be given clear directions of when they can be using it during assignments um and when it's going to be appropriate and when not when it's not appropriate as far as uh data privacy and security. This is a massive area of of interest for me personally just not just as someone who's interested in technology but just in my personal life in terms of what information is being put out there. Um so AI like any other tool um needs to go through a review process um here at the district in as in how that data is being stored

072where it's being stored um is it up to security standards? Is there an educational value behind data being shared with certain technologies? And then ultimately is it in compliance with state and federal laws. Okay. AI and teaching and learning. Um what matters here is that AI can support teaching and learning but it cannot replace professional judgment teachers bring to the classroom. Used well, these tools can help with differentiation, accessibility, planning, feedback, and communication. But the teacher still needs to decide what is appropriate, accurate, and educationally worthwhile. It also mean teachers may need to rethink or revise assignments and lessons for AI era learning rather than simply layer AI into existing tasks. In some cases, that may shift attention from the end product alone to the process students used to get there. A tool can help

073generate a lesson plan or suggest ways to adjust reading level. But again, the teacher still needs to decide what best fits the students and what the learning learning goals are. >> Oh, I'm still going. >> Dang it. Um, so where are we where we are? AI teaching. Oh, well that's I was wondering how that was happening. Okay. Uh student expectations. Uh for students, the key message is that AI can assist the work, but it does not replace honesty, judgment, and responsibility. Students still have to think, verify information, protect personal data, and follow the expectations their teacher sets for the assignment. Um, in the tech um plan, uh there is a AI scale. So, as an example, a teacher may allow for the use of AI for just planning, and that would be level two. It

074could be brainstorming and limited um revision for one assignment but not for drafting analysis or completing the work itself. Students are expected to follow those assignment specific limits. Use AI only in the ways that have been clearly permitted and remain responsible for the final work that they submit. Just like uh Dennis just mentioned, within the AI plan, there's the assessment scale. This was developed by an organization and it's been adopted pretty much nationwide by many school districts. Um similar to this scale, there's also the uh traffic light model where you see uh red, yellow, and green. We felt this was the best scale for our district. um primarily at the middle school and high school levels. This is going to be very easily adoptable. At the lower Wildwood level, we may need to make some

075adjustments, but it the main frame for that would still be this scale. Um ultimately, this framework provides teachers with the flexibility while giving students clear expectations of when using AI. Um primarily when assigning assignments, right? So teachers will have to say no AI at all. They can use AI in their planning. They could use it AI in collaboration. They could use full AI and then AI explor exploration. And in the actual plan there's a a chart that has all the details and an example of when AI is going to be appropriate and where it fits within this scale. Um all this material will be presented to the teachers in um August when they get back um for the new school year. So this is our grade level progression. Um and just to be upfront with

076everyone, this is AI generated using Google Gemini. Um, I was able to input the grade bands and the information and then have it spit out a uh a picture that will be friendly and presentable to educators. And this is what Google uh gave us. And basically we broke it down in our standard gray bands of how we do any other uh technology integration. It's K to 3, 4 to 5, and then 68 and then 912. Um, this is also an image that will be presented to the teachers come August. >> All right. So, in our discussions at committee levels, this was really important that we included these grade bands that In my head, I was like, "Oh my gosh, little children using AI." I kind of like was like, "I're little babies. They need we

077need to learn. They need they're at basic skills that need to happen." And so then then the outcome and make it progressive so that what happens at the high school happens at the high school and it's appropriate there. And so that we carefully think about our deployment and use of AI in the class and then the lower grades, it's really teacherdriven, especially in the younger grades and very very very guided. Um, so this was really important that this is included in the plan. So currently in the AI plan, we'll have three primary approved tools that we're currently using um within the district. Uh, one that is primarily used by teachers is brisk teaching. Um, this piece of software allows you to do um anything to content in terms of differentiating reading levels. It could potentially

078produce quizzes and tests for teachers. It can um reduce a paragraph into a few sentences and still hit all the key t uh terms and and topics that it would like to hit. So, it's important tool. We have statistics on teachers using it and we have a decent amount at this point. Um and then we have two Googlebased tools uh Google Gemini and Notebook LM. And these are two important uh pieces of of software because as a district we're a Google Workspace district. So we have full control of who has access to Google Gemini and Notebook Elementary. So we can ultimately provide access to the middle school and high school and not for uh the elementary school for example. So I will also like to note that this was also generated by Google Gemini. Um

079and in addition to this I just want to make a small note that within the AI plan there's a link to our tools that are provided to students via Clever. Um, and in within a lot of those tools, there's going to be AI within the tool. So, that that is an important statement that I would like to make. Um, and those are going to be vetted and verified over the summer as safe to use, >> academic integrity, and accountability. Um, the plan is like really long-term goal um to build capacity over time to move students from foundational AI literacy towards AI fluency. I had to get it in Dr. Sharesi, so forgive me. Still there. Um and so that is the long-term goal. Uh in practice, academic integrity depends on clarity more than anything else.

080Teachers and students need clear expectations about when AI is allowed, how it may be used, when disclosure is required, and where the line is between support and misuse. That disclosure may take different forms depending on the assignment, including citation, reflection prompts, or teacher check-ins, and brief conferences. Students should not have to guess whether AI is permitted for brainstorming, revision or not at all. And that clarity protects both learning and accountability. So, next steps and um as many of you know that I presented to throughout this year, I'm a big believer in that plans are living documents and that we're constantly looking back at plans and making modifications as needed. Um but as far as next steps go, uh professional development next year theme for the district or a big theme will be artificial intelligence. Um,

081and I think it was announced today, so I can say here, August 25th, the second day when we get back in the summer is going to be an all day AI uh PD. Um, the push is that it's going to be staffled. Uh, we're hoping that our teachers are presenting on various AI topics in the district, uh, myself included. Um, we'll be monitoring implementation in terms of AI tools being used in classrooms. um looking at any other emergency uh emerging technologies that might be coming out over the next couple months. Um gathering stakeholder feedback, making sure we're listening to the teachers and students. Um potentially bringing them in for roundts and kind of get their feedback on the tools that they've used throughout the year and then ultimately refining the guidance and modifying the plan

082potentially next year for the following school year. Um I think it's important that we look at this plan and Dr. Sesi is kind of in the same wavelength. So maybe we're thinking the same thing right now is that um the the plan is this is version one of the plan and it's important to know that this is version one and it's going to need further development and we're going to need a year to get there in terms of where we want the plan to ultimately go. Um, and I think just from an AI perspective and technology, the way it moves so fast, this is probably a a plan, a policy that we're always going to have to revisit just because of the speed of of how technology moves. Um, and then with that said, I

083just want to thank you for your time and consideration. >> Thank you. >> Let me start with board members. Any comments or questions? Mrs. Parker. >> Okay. So, this is more just comments statement. So, I'm on the policy committee and um Miss Karnney is not here tonight. So, I will just go ahead and make some policy comments. We analyzed this plan and asked a lot of questions. And I think if you know if you went back slide you don't have to but the accountability part both on the students but also on this the teachers and the staff and the fact that this is kind of new to everyone in this I mean I know AI isn't that new and our the students probably know more than the half the teachers here in regards to AI

084but the and the use and how to use it the idea is that they're taught how to use it and how to use it effective effectively and properly. And one of our my biggest concerns with this was that they there is a clear understanding of how it is to be used for whatever assignment and that has to come from the teachers and it has to be clear and I think that's what we talked about and you talked about like with the professional development and everything and I do think and I'm glad you said that you're going to adjust the plan for next year because this is going to be an implementation uh not only on the part of the students but also the teachers learning how to use it in the the case of of

085certain projects or whatever um uh assignments that they're working with. Um, I don't what I what I am worried about seeing is the an accusation going out against a student that they cheated when they didn't intentionally intend to cheat using AI. And I've actually seen it happen. I've seen it happen. I mean, the scary part is those with 20 26 kids sitting out here, you're going off to college with all this developing, too. And you're you're it's it's all still being developed everywhere in education. I have a daughter who's a freshman who got accused and had to fight her way out of it to the point that she started videotaping herself typing her paper so that it didn't happen again. It was fine and she got an A in class. All good. But it was

086but I'm saying it was a point where it was an accusation when it she's like, "Wait, this is actually my favorite class and I love it and I didn't use AI." >> And she had to prove keep the only way she knew how to prove it was to videotape herself typing the paper and it shouldn't come to that. So, I feel like it's an evolving plan. I like where it's going. We've seen I've seen the draft of the plan. A lot of it's going to come down to professional development on part of the teachers and the staff and the implementation of it. And I think it is um done done correctly, it is something that our students will truly benefit from. >> Any other comments? Mrs. Foreman. >> Um thank you for your presentation. I

087know a lot of work went into this guys like a ton of work. Um as someone I'm writing a book and um I am a selfdescribe. I don't know anything really about AI and I learned recently from my son who's in college about AI detectors and about how inaccurate AI detection software actually is. And just on a lark, he took my book proposal and put it into a GPT detector and 10% came back as AI. And I was like, this is preposterous. None of this is AI. This is all my crazy, not some Skynet crazy. And he was like, "No, anytime Google suggests that you change a spelling of a word or anytime Google suggests you add a comma here or anytime any prompt comes up, that's considered AI. When you are just, you know,

088we're used to spell check. Spell check is actually AI. All of these things kind of need to be thought about as the plan evolves and as you know, the human component. I love I wrote I love that you included the human oversight component of this because I think like Jen was saying, we need to be very thoughtful and very organized from a adult perspective of how we're evaluative and not just turn it all over, you know, to a detector to pick up whatever is or isn't allegedly AI. So I I think that's also something that part of maybe the PD goes over is how spellch check and just simple things that we're so accustomed to is actually considered AI and so what is an acceptable amount of AI that we're willing to take on from

089the beginning. >> Does that make sense? >> Yeah. And I would just like to add the district's not adopting an AI detector for those very reasons. I think a a good PD topic that I can definitely see happening on that first day is is strategies for using AI and also strategies for learning your students, learning their writing. Um, it might just go back to what we did in the 90s with blue books and you write in blue books for the first couple weeks where teachers know you're writing and then after that you could start typing, right? So we'll we'll talk about that from a team standpoint and then we'll develop a a presentation. >> Anything else? Dr. Don, >> um I have a question about the policy that we're going to approve the first meeting.

090Is this a standard? >> Yes. >> So this is a recommended policy, not a mandatory one. Um I actually attended the stress estimate conference on Friday. They went through the policy. uh we through the policy committee had the opportunity to look at I think there were 14 different options and we're choosing eight or nine uh to that we felt comfortable uh and they all are linked to the plan. So it's a strauss design policy. >> Anyone else? >> Um this this really was terrific. I I like how you said this is one of those benchmark moments in education and I think you're completely right and I think as a district we're going to look back on our benchmark moment and and quote you and think of your words and your work. So thank you for

091for being people who are helping us understand where we are and and and have a vision for how we go forward. This this is important and you've laid that down for us as part of our foundation. So, so thank you for leading that sincerely. >> Thank you. >> All right. Thank you very much. >> Okay. Now, I I'm very excited to ask Dr. Sissi to begin the next presentation. >> Great. Um, and just before I transition to the next one, I just want to give a another commendation to the AI plan writers. I be a part of that alongside Mr. Santos and Mr. Pasner. I have to say it was true collaboration and it wasn't it didn't all come easy. >> It was really hard. Everybody brought their agame all in an effort to protect

092uh the student learning and teaching in the classroom while also acknowledging the critical essential work of evolving and um in a way to keep in mind what it is that we need. But it we grappled we did We we debated, we went back and forth. It was AI fluency or AI literacy. It was uh we we really brought it to the table. We went through that. Uh we word smith. We talked about we cared about. We talked about what we expected to see in classrooms. We talked about challenges. It got real. Um and so I have to say >> it did. That plan um I thought was very very well done, very well crafted. I just want to thank the really great work. So, >> thank you. >> With that, I'm going to transition to

093our next presentation. I'd like to uh present Mr. Sika and myself. We are going to give an update to the board regarding our STEM goal uh looking at STEM forward, advancing STEM across our district. So, I'll join you over there at the podium, Mr. Seiko. Wonderful. >> I couldn't say that. >> Can you hear me? Okay. >> Yeah. >> All right. So, we had um wonderful time this year. I have to say uh Mr. leading the work of a lot of research that went into the STEM goal research for the district. So to remind ourselves of what our STEM goal was for this 2526 school year, identify, develop, and implement plans to enrich STEM learning in all four schools by enhancing facilities, resources, curricula, and experiences outside of the classroom aligned to a clearly defined

094district vision. That is a that's big work. So Mr. Sika, this really allowed Mr. SEA to to look very closely at what we set out to do. This goal had a series of objectives and activities that really gave him the framework of what was crit critical to examine and it really set the pace for what to study, what needs assessment needed to be conducted and to look deeply into every single classroom across all four schools. uh particularly in the areas that uh that he's in charge of in terms of the science classes but then exploring even more broadly into technology, engineering, mathematics and a collaboration with the supervisors. So a lot of work went into this and I think that's what you'll be hearing from Mr. SEA tonight. One thing that I like to to

095really shine light on is over the course of two years, not just this year but last year uh Dr. Seagull and I we we We began a STEM think tank and that included not just bringing together a group of educators to to really um do a lot of work of of discussion and study and site visits, but we did two last year and two this year of a STEM think tank. And it really led to a very rich discussion about what is STEM? What is it? What does it look like in our classrooms? What does it look like? Sound like um and what are examples of it? And when we really grappled with STEM literacy and a lot of what all of those brains together really brought to the table, it helped to shape what

096we then put together as a STEM vision. And there were lots and lots of charts around the room with lots and lots of words. And ultimately when we put that together in terms of what collectively are we trying to say in terms of what does it look like to create a cohesive culture of STEM learning where students explore, design, innovate and solve authentic problems while developing the habits of mind needed to thrive in a complex evolving world. And I just want to point out just some things that were really important to us. the word cohesive really pops out because it's what helped us to to really grapple with what um what we aspire to build in terms of a connected K to2 experience to our students offering them STEM opportunities that are intentionally designed um

097what is STEM and obviously in the words in in the acronym STEM we have science technology engineering mathematics but when we were talking about STEM collectively it's not just in those environments it is especially in those environments, but is also an interdisciplinary crosscurricular um charge that and a mission that we're really setting out to do. So STEM is more than a program. It's more than a class. It's more than just one event. It's a way of thinking, a way of learning, and a way of solving problems. And equally important is that latter part of habits of mind. And this is something that with the educators in the STEM think tank really talked very deeply about how important to build the very very not just the skills but the practices that are essential for to students

098in terms of habits of mind that's perseverance collaboration adaptability and risktaking and so this really sets out something that we're headed hopefully in the right direction and and already I think uh what Mr. see is going to talk about is a lot of the evidence that we see across the classrooms. So with that, I'm going to turn it over to Mr. Sika. >> Thank you and thank you for having me. So I just want to start by saying uh I taught here for nine years and uh I was the recipient of several Emily F grants. I'm going to throw a little shout out to people that those grants really do help and we still have some of those materials in the building today. So, thank you to those that um donate their time and their

099money to that because it is it is uh actionable inside the classroom and the kids really benefit from it. For uh this year with STEM, hopefully by the end of this presentation, I give you an idea of what our overall goal was for year one and then moving into year two and then moving into the future. So, uh for infusing STEM across the district, what we really want to look at is what what we want our students to become, right? So we're looking at problem solvers, collaborate collaborators, and visionary students for the future. But when we looked at our STEM think tank, as Dr. Sesi was saying, what are we really looking for for our students to experience in the classroom? And that's really that project-based learning, that student driven inquiry. Anyone could stand at

100the front of a classroom and talk to students, and that's not what we want to see, right? And STEM to to me, we're really looking at how does it transfer into every single classroom? And it's easier to think of it that way when you're looking at the K to4 level because the same teacher is teaching every single subject. But what we want to really see is how does that transfer into our fifth grade classrooms or into our middle school classrooms. Um and then in the high school we have um some connections that are happening as well. So one of the things we look at is collaboration. So just recently uh there's a there's a organization called Prism that came in. They work through Montlair State uh developing problem sol or sorry uh professional resources in

101science and math and they focus on that problem solving right so they came in and on the next slide I have some pictures of our kids working out of Lake Drive which they were fantastic with and then we also want to increase our guest speakers inside of our classroom. Not too long ago our aviation program had a guest speaker come in. He was a pilot uh with the National Guard and he gave some students some insight into what his schooling was like and also uh what his future looked like when he left um high school. So by bringing in our guest speakers, we really want to connect the classroom to real world and I think that's where we get those sparks in our students mind. You might have a student in your classroom that took

102a class who's like, "Ah, I got some interest in this and then you bring in these guest speakers and they really get to see what their life could be like outside of the classroom." Uh, as I said, here's a picture of uh that prism work that we were seeing in Lake Drive. Uh, so in the upper leftand corner, you have some students working with some tech tools, um, something called Ozobots that they had a lot of fun with. In the upper right hand corner, you have some math manipulatives. And what was really cool about this is is the teachers were able to step back and really watch their students work and really gave them a bird's eye view of what it looks like when these when uh these students are getting their hands on some

103of this material. And this Prism uh organization is willing to come in. They said we're willing to come back every year. They were actually this is the first time they worked with students um similar to those that are in Lake Drive. And they were super excited to make sure they get back inside of those walls next year for sure. Uh in the bottom left you have students working with 3D printers and they actually gifted every student a 3D printer uh pen to go home with which was really neat. Okay, so building our momentum with our curriculum. One of the things I really want to stress here is when we looked at articulation from K to 12, a lot of the questions came up of what do our students need when they graduate from high school,

104right? What are those concrete skills? So, one of the things we did, we looked at grade bands to ensure our practices focus on student skills and needs. We continued to work on student resilience. So that that brain and that mentality of our students of not giving up, knowing that the first time you do something, you might fail and you're not going to get it perfect. And some people say if you get it perfect the first time, you probably didn't push yourself enough, right? We didn't set a high enough goal. So that's number two for us, really getting that resilience in our students mind and those engineering practices and those design practices. And then number three, putting students in position to re-evaluate, modify, provide reasoning, and communicate. A lot of times we talk about collaboration in

105our classrooms. So really being able to reason as to why they decided something and then also being able to convey that across uh to their teacher or especially to their peers. in Briercliffe. Uh our ninth period which is kind of an open period where uh students get to explore various different things. Our teachers have doing a great job with a STEM inspired period. So we have two teachers over there that are really working hard on some of uh these initiatives. So you can see here what they focused on was independent and collaborative projects where students had open-ended activities to plan, build and refine their projects. So on the right hand side, they were building catapults. And what I really like about this is they were just given wood sticks to try to build something. And

106they really had to come up with the vision of how they were going to make this work and then provide reasoning and explain um how it was really used back in the day when they were actually using catapults. Another thing that we put in place this year was our Wildwood STEM night, which was a huge hit. Uh, as you could see, we had about 40 students in the K to2 uh night and 30 students in the three through five. The feedback we got was, "I wish there was more STEM nights. Um, I wish uh we could do this or wish we this went on for longer." A lot of students said, "Oh, the night's over." Which was really nice to hear. And uh what we look to happen in the future is we're going to

107have STEM days or STEM challenges both within Lake Drive and Briercliffe just as a celebration of STEM STEM that's within all of our classes. Here's a look at some of the STEM night pictures. I know Dr. shared some of this at her last meeting, so I won't spend too much time on it, but uh what we took away from it and from the teachers that worked that night, they said uh parents worked alongside their child and witnessed the foundational skills we as teachers are providing within our classrooms, which was a phenomenal quote that I heard from one of our teachers and I was happy to hear. And I can honestly say that night walking around all the kids were super involved. um we had siblings that weren't even signed up that were still taking part

108in the activity. Uh and that was really nice to see um to really bring the community together and I look forward to next year and doing it uh several more times. Another um initiative we put in place since at the high school we have the aviation club or the aviation program, we started an aviation club in the middle school. So, uh, this provided an introduction to some of our students to get some excitement and some buzz down in the middle school. And, uh, hopefully moving forward, we might have a ninth period teacher that wants to pick this up or offer it throughout the year as well. So, it's not just if a student can't get there after school and we can offer it during 9th period. Um, it it brings more kids into um, the

109aviation world in that. Here's some of the pictures that we had on the bottom right hand corner. We had one of our um community members, Seth Hunter. He volunteered his time for us. He was a mechanical engineer. He's now retired. He's also flown um airplanes and drones throughout his life. So, he had really good insight for our students. Um what I really liked about this as well, if you look in the upper leftand corner, is these kids weren't just given drones. they they had to actually build them and understand how propellers work and how distance away from that main uh body would work. And then they also had to complete missions throughout that time as well. Uh which got their heads thinking, how can we pick something up while we're on the move? What do

110we have to do? Um so hopefully, like I said, next year we get more students involved and hopefully as a ninth period class as well. STEM in our classes. So these are a couple pictures from the elementary school and the middle school. Um all of them are pretty much coming from a math classroom which was nice to see. So in math class they built various projects connecting subjects from outside their subject area such as physics, engineering, and even artwork. And I will say if you look at that bunny, you might think that's only like one foot high. They're massive in size. They're like they're like three feet tall and like two feet three feet long. It's it's amazing. Um students had to investigate, they had to plan, they had to build, and then they had

111to test their projects. The lower lefthand corner, you see we have another catapult, but then they also graphed it. Um they looked at the force versus the distance that they had. And this is really uh what I was saying at the start. We're not looking at STEM as a separate course. And I know math, the M in STEM is math, but really what we're looking at is how can we get everything else involved, all the other subjects involved here. So we were looking at we're looking at surface area. They're looking at um size and dimension and the art the artistic matter of it. And then in the top right hand corner, you also have some fluid dynamics in a math class as well. Down in the elementary school, they build every year. They have the

112Native American village. And this is another example of interdisciplinary learning using historic events and infusing engineering techniques to build, model, and uh create life-size replicas as well. And this is more of where my brain goes when we talk about interdisciplinary in the elementary school. We're tying in history. We're looking at engineering. We we can even tie in math here. Um and and of course science as well. And this is what we're one of our goals or one of my goals for next year is really to get and I'm going to bring it up later what's called the STEM squad in each building is to really see where are all of those connections we can make as we look through our curriculum. In the high school we have our aviation program and what I do want

113to point out is our aviation program is starting to build more momentum after this first year or after the second year. Okay. All eligible students are now signed up for year three. Um, we did lose some students, but they are seniors, so they're graduating out. So, all of the sophomores and juniors that are in the course will be moving on to year three where they can actually get their drone pilots license. And we have a 90% reta retention rate um from year 1 to year two. Uh some of the um other items that go along with our MLH aviation club, our aviation teacher just passed her FAA part 107 remote pilots license, which means she is now able to uh fly a drone on school property, but she can also supervise students. So our students

114that are in year three, if we need to video record um an event, she would be able to be there and we can get some pretty good foot footage from up in the air. I would point out we've gone to do some different events as an aviation uh program. We went to Roxbury High School for their aviation day and our students won first, second, and third place in their drone obstacle challenge. And this is kids that have really never flown drones. So, it just shows how how much our students really get into it. Um when we're talking about aviation, >> takes a little more. >> Here's a quick little look at our uh aviation program. So we have four simulators that are set up. Um but you can also see that they they don't they're

115not just flying planes. They're actually learning the basics to aviation. So um they were building wings and they were doing aerodynamic um testing on those. And then you also see up at the top you have your compression and your combustion learning how rockets really work and how um how forceful uh planes have to be in order to take off the ground. And then to finish off the high school, we have our engineering uh classroom. And thanks to Mr. Manili, um he decided to uh put some money into this collaborative furniture that we're getting there. And that's only going to increase that interest in our engineering program as well. And as I uh wrote down there, we have doubled our requests for next year. And I I assume that's going to continue to move on um

116as time goes on. And here's some interesting pictures from our students. So, they built some tree houses. They actually had to uh investigate carnival games and then create uh games made out of cardboard or anything they felt like using. So, really that's that's this year in a nutshell. But really, our big thing is looking ahead. So, looking ahead, what we really want to look at is how can we enhance STEM in all of our classrooms K to 12, right? So what we really want to do is infuse more critical thinking and problem aspects or problem solving aspects within all classrooms. What we've talked about a lot with our PD sessions is having our teachers teach each other. So really leaning on those that we see as our um higher level STEM teachers and really allowing

117them to show the other teachers ways in which they infuse STEM inside of their classroom. So hopefully this year um we've we've kind of started that ball rolling and next year we'll get even more teachers involved in that. On to what I talked about before which is called our STEM squad. This really came from our STEM think tank this year and the plan is to have a group of teachers within every building that are then going to break down their curriculum, really look at where we can infuse more STEM and then also do it as a district level as well. Okay. Um, so my goal is early next year we'll look for participants in this, really sit down, look at the curriculum, look at see where interdisciplinary connections can be made and then really move

118forward from there. Um, hopefully meeting every month if not every marking period and so on and really building up um our interdisciplinary connections that we really need. expanding our partnerships. So, um soon, hopefully over the summer, if not at the beginning of the year, there will be a survey going out to community members for those that want to get more involved in our classrooms, whether they want to be a guest speaker, they want to be a guest instructor, um if they own or know someone that's a local business that could help us, that's definitely advantage for us as well. The more we get our community involved, I think the uh the greater the experience for our students really becomes. And then the other thing up here is our uh first edition of the STEM newsletter

119which there will be a second one coming out uh by the end of the school year just to show all the great work that's going on inside the schools. More specifically in Wildwood we uh this year one of my initiatives at the halfyear mark was to really look at our K to5 curriculum and how we can advance that. So, uh, right now since third and fourth grade are taking on a new writing program next year, we're going to really look to pilot one or two science programs in a K to2 level uh, and the fifth grade level. And the reason why I think this is necessary is because when we look at science curriculum, we really want to look at three big things. One, increase uh increase those hands-on experiences. two, make the real world

120relevancy um to our curriculum. So what the students are seeing in the real world and how that really connects their classroom. And then number three, our science literacy increasing that as well. And that science literacy really plays into that non-fiction part of our students, what they're reading in class and how that's really going to connect uh connect to our sciences. Okay. Another item that um has been in talks for probably a couple years is how we really use our media centers and our libraries. So uh we've talked about the high school media center and how we can maybe revamp this to be a more collaborative um focus area, but we also look at Briercliffe and uh Wildwood for sure. How we can make it look something like this where teachers are more willing to go

121up there. I believe if we get more students uh or more teachers teaching in an environment like this, it's easier for them to see, okay, the history class might come in here and then we can take it over. So, we might be able to connect more here or in Wildwood since you teach all of the same or you teach every subject going to the library knowing this is where our projects are and just having a full carryover through that project um until completion would be very nice. So really looking at our media centers and how we can really use them to our advantage to really increase STEM is a key a key note for me. And then lastly in increasing our opportunities for students um really looking at what competitions are out there. We do

122have um some teams that are in the high school um and a few in in Brier Cliff but really looking to enhance that. As I put up here there's even some that go from K to 12. So, uh, even in the elementary school, we can get students that really want to elevate themselves and really, you know, have some competitions to look forward to. Uh, we have a slew of them that are out there, and this is only six of them to name a few. Lastly, in our high school courses, and this is where I want to, um, kind of tie in the K to2 progression, is we we are researching more dual enrollments for our high school students. We're looking at some type of STEM capstone for those that kind of top out early in

123their AP sciences. Um, and then also possibly looking into internships. And I'll close by just saying this, our K to2 progression is really looking for opportunities for every student to reach their potential. So whether they're a college prep student when they graduate high school, an honors level student, or an AP level student, we really want from the K to2 experience to give them the best opportunity and the richest opportunity to experience STEM in every single classroom that they have. Thank you. >> Board members, any comments or questions? >> Dr. Hersshfeld, >> what do we have about mentoring opportunities >> for from uh the public? >> Uh yeah, in other words, for the students for from whomever. >> Uh it's definitely something we've looked into. Um it would have to go it would really have to

124look into when when they that would be available to happen. If you're talking about mentorship from uh people outside the building take on students to see what you know if they're have interest in what their um business offers or what they do. It would really have to look into what's our connection there and also a definite um time what time they have available. But yes, I don't think it would be have to be it wouldn't be available during school hours. I don't think that's possible. >> Yes. >> I mean, can we utilize um option two for research? >> Yes. Yeah. I think that falls under the category of the internship >> and that would be like during school hours. >> It it can qualify >> just like regular just like our current option two. >>

125Not just like it but it it can qualify for option two. Yes. >> Anyone else? I have question, >> Mrs. >> Yeah, I think that this was very thorough and I really like the goal of the entire presentation. Like the the crux of this is how do you integrate it across the district, right? It's not just about, you know, the things that we think in think of in our minds when we assoc what we associate with STEM, but it's how does engineering, how does math, how does technology, you know, how does science actually integrate in an interdisciplinary way and I really like how this was highlighted and I just wanted to compliment you guys on a job well done. >> Thank you, >> Mr. Well done. Thank you for the presentation. So piggybacking off of

126the AI presentation we had, have you looked into how AI could help sort of advance STEM throughout the district at all? >> We have um for sure I and I know our teachers have as well. Our teachers have dabbled into it. Um actually our teachers have looked at especially I know more of what our teachers in high school are doing with AI, but really looking at um let's say for um like an AP course, right? Now that the tests were over, they were looking at some research and what have you. And uh some of the students are looking at what the future of science or STEM may look like and and I know they were putting some stuff into AI to see what that would auto what that would generate for them. So nothing's off

127the table. Um AI is for me a little bit I don't want to say foreign but I'm not well experienced in it but I look forward to what the uh Mr. Santos has to offer us but it's definitely something to consider moving forward. >> Thank you. So, >> um, yeah, thank you very much. And this this was great and so many uh, you know, it was great it was greatly uh, changed from the last time we took a look, but the uh, I was just wondering like in terms of corporate partnerships, I mean, I understand that would be maybe a longer term goal, but I feel like we should keep that in our in mind for future planning. like we should be inquiring seeing where you know I feel like like while we're working on

128all this we should be working that angle also. So as things develop, we and senior, you know, kids get a little bit older, the students farther along in high school, maybe we develop the option two. Then all of a sudden, we've already we already have these contacts, relationships. We've developed plans put in place, contracts signed so we can get the students the opportunities to do some high level work at at every level of student for all students. >> Yeah. And I mean it could also be um like summer possibilities as well for some of these students maybe to latch on if they don't have time during the school year. >> Anyone else? >> I just want to thank you for an excellent presentation for the curriculum committee right here. Had the benefit of seeing I

129think the evolution of this throughout the year and I just think you demonstrated such great progress toward um our STEM district goal and um I really appreciate how you were able to dive deep in through in this presentation K through 12 and I think you did a really good job of showing how that interdiciplinary approach is being used and I just think it's very helpful for how this is going to develop going forward. So we look forward to hearing more updates. Thank you very much >> and I like that it said building momentum when you were talking about the physics so I felt like you are building momentum building momentum >> Dr. D. >> Um yes I I also want to uh say thank you um I think um the vision uh there's clarity there.

130Um, and the way that you highlighted the key skills and competencies that we want our students to come out of this, um, it's clear. So, appreciate where the presentation evolved to and, um, and I'd love to see more of, you know, thinking about building momentum. I know as you did as part of the think tank, visited other school districts, comparable districts, and so looking ahead, I would love to where we're going and how we stay competitive in this, you know, field that's constantly changing. So, I'd love to see more. >> Yeah, the board is very pro stem. >> You have lots of support. >> Like a curriculum committee rave. That was fantastic. That was great. Anyone else? >> Thank you for this. That was wonderful. The two of you for this presentation. Thank you so

131much. >> THANK YOU. OKAY, I I WANT TO um continue building on the momentum in my presence report because something very exciting happened since our last board meeting and I wanted to share I am sure that everyone read the New Jersey Department of Education school performance report. But in case you haven't, for the second year in a row, Mount Lakes High School was named the number one public high school in the state of New Jersey. So I mean I think that's pretty amazing that that has happened twice not once before. So the idea of it takes a little more to be a Lakers happening here every single day thanks to our teachers with what they do, our administrative team with what they do, our families who send our students and our students who of course

132come and do such dramatic and brilliant work. This is um good time to be a Laker. So I just wanted to take an opportunity to thank everyone to make sure you knew this news and to on the way out if you haven't seen Mr. Menilli Miss Cortezi back there and the rest of our team >> say thanks Dr. Seagull Dr. This is um pretty wonderful news. So, I just wanted to share with that. So, build in some momentum. All right. Um we're going to move around a little bit because we do have a second executive session that we need to hold this evening, but in order to accommodate and any comments that want to be made, we're going to move our public comment section up right now. Any comment, whether it's an agenda item or

133not, if you'd like to make a comment, we're going to allow it at this time before we take that second session. So, I'm not sure if anybody has a comment to make, but the board wanted to allow that to occur. So, is there anyone that would like to make a public comment at this time? I need to read the statement one more time. So, give me just one sec and then you can jump right on up there. All right. Public comment is set aside for the board to hear feedback and questions from members of the public. The board will take all comments and suggestions from the public into consideration. If you have more than one question, we request that all questions are asked within the time provided. As public comment is not intended for back

134and forth dialogue. If the board is unable to answer your question at this time, we will explain when and in what format. Uh the answers will be communicated. We request that you limit your questions or comments to three minutes and present all questions within those three minutes. Please state your name and address for the record. The board appreciates and thanks you for attendance and participation in our meeting. And again, this would be for any comment, not just for agenda items only. So, please by all means begin. >> And Mrs. Parker will keep time. Thank you. >> Hi, good evening. Uh, my name is John Olanowski and I live at 607 2nd Avenue in Bradley Beach. And yes, I am Megan's father. Um, I'm going to read a letter that Meg wrote. She could not be

135here tonight because she's at a trade show in Atlanta with her business. So, um, but before I do, I just want to briefly say that, um, I have been coaching for 33 years. Um, and I go way back to Doug Wilkins when he was at Mountain Lakes and his daughter actually came to my basketball camp. So, I've been so familiar with Mount Lakes and so impressed with Mountain Lakes. Um, as a as a coach and as an athletic director and as administrator, I know exactly what all of you are going through. So, I'm not up here to criticize anybody. Um, but I just want to say my daughter Megan, she coached with me as an assistant at Drew University for 10 years. And I can tell you, I've never had a better assistant coach. And

136every alumni game, um, when the alumni come back, they said she was not only a role model, but she's helped them be successes in life on and off the court. So, I'm very proud of her for that. But I'd like to read her letter that she um that she wanted me to read to the board tonight. Uh, thank you for the board for listening and thank you so much to all the parents and players here. you know that if I was in the state, I would love to be here with you guys, but I so appreciate for all of you showing up. This has been a a long process and truthfully, the girls basketball program at Mount Lakes has been on hold since March 11th. Not knowing how these processes work, I've stayed on the

137sidelines and waited. I think enough time has passed where we now need to move forward. I hope to remain coach at Mount Lakes and if I'm if I am allowed to do that, I will make sure the three families that weren't here at the last meeting will be included. I've said this before, but our whole coaching staff, our assistant Aaron Frederick, our JD coach Phoebe, our freshman coach Shawn were aware were unaware of the issues that some of these families had and it's honestly heartbreaking that we haven't been able to even speak about it. I think about it constantly and that is probably um all that I could do as far as amongst the parents, coaches and players. In fact, one of the parents listed in the HIB I've never even met unfortunately. Um this

138program is and will continue to be a welcoming environment. The parents felt that the season something had to be done, but not including the coaches in that process unfortunately led to a lot of misunderstandings. >> Sir, I'm I'm going to interrupt you for a second. We're not going to single out or mention any three families or any parent in particular. So, I'm going to ask if there's any more comments identif I'm just gonna make sure we're we're not identif. Thank you. Um I don't hold grudges. Um I've been doing this for way too long and have seen it all. Should I remain the coach, all of last year's players would be welcome back and I'm very confident that we can find a way to make sure everyone returns and feels comfortable returning. But like I

139said, it's time to move forward. It's unfair to the student athletes that the basketball program has been on hold for as long as it has. This is a team that won 19 games, which uh would make them the winningest team on the girls side at Mount Lakes this year. They are back-to-back state sectional champs, and they were only a few possessions away from winning the entire group one championship. We have two players right now who are in crucial time periods of recruiting and have to have an uncertainty and a high school head coach will not help them. Summer league starts in two weeks. We can't expect student athletes to coach themselves in that summer league. Summer workouts can start as early as next week and with all that the commitments and fun of summer. These

140kids should already have had a basketball summer layout. At this point last year, we had a team meeting with the incoming freshman and current players to set expectations for summer and fall. The Lakers were invited to play in two spring tournaments because of their success this past season, but obviously we weren't able to play. They are missing opportunities and that's not right. So tonight, I ask that you make a decision one way or the other uh who the head coach should be. I know you've heard plenty from parents and students about where they stand. wrap it up. >> But to >> I'm sorry. >> It's a three minute time you've actually gone over. So we >> Okay, I've got one one more sentence. Okay. But to drag this out any longer is unfair to this

141team. This is a program on the rise. Please don't let any more time pass and disrupt and disrupt the momentum these young women have worked on so hard to create. Thank you. >> Thank you. IS THERE ANYONE else who would like to speak this evening? >> Is there anyone else who would like to speak? >> My name is Keith Bedar and I live at 78 Rockaway Drive. Um, I just want to follow up. In two weeks there's a live tournament for basketball. My daughter's a sophomore. That's one of the tournaments that she's going to be in and we're not going to be able to be in it because nothing's taken care of. It's been three weeks since this, 12 weeks since this hurting the recruiting year. It'd be like Flynn not going to the coach

142to the to the tournament with the kids. 12 weeks, no back, no banquet. I think board of education administration the last meeting should have said these girls didn't have a banquet. What I don't know if everybody knows um one of the other things I want to speak about this is this HIV is supposed to be totally quiet. I had somebody from the administration that's involved reach out to me five days after the last thing called me on my cell phone. I have the message saved. So I'm not mentioning names. I just want that to be clear that it was re that this person reached out to me directly on a Sunday, not from this school, not from this. I have an email I wrote, responded. All of that is taken care of from you guys.

143You guys super responded to my wife. I just wanted to be on record that this person reached out to me. One of the last things I have to say, Mountain Lakes were one game away from making it to this state. No administrator there. Not at all. To to to see really what happened. And I'll end it with this. Four freshmen right here sitting here. They've come here. There they are right there. Two of the girls were in the room. They're right here. Four freshmen. That's who we want the coach. But we have to know it's like who the coach is two weeks away. No to no we're not allowed to be in these tournaments that other schools are going to where college coaches are going to be there because it's not it hasn't it happened

144so quick because I I tried to get a meeting last year. It would take me eight, 10 days to even get a meeting. But this happened in six days where we couldn't have the banquet that quick. >> 30 seconds. >> Inside job. That's all I got to say. >> Thank you. >> Is there anyone else who would like to make a comment at this time? Good evening. I'm Donna Ross. Uh we live at 24 Crestfield Road, Bon Township. I'm here again in support of Coach Meg Olenowski. Uh I would like her to continue as the girls basketball coach at Mountain Lakes High School. News travels fast in a small community, so word of the H being filed against Coach Meg spread like wildfire. Many of us are stunned by the allegations and still cannot believe

145this is happening to her. What is most appalling is the fact that this was not handled correctly or in accordance with the regulations on the new jersey.gov website or the New Jersey Department of Education HIP resources website. According to these websites, there is a strict timeline and steps that are to be taken in order to complete an investigation. I'm confident procedures were not followed properly in this case. If this truly began in March or sooner, why are we here in June with very little communication and no information about what is happening next? This is unacceptable. Other teams have begun planning for next year, scheduling, and even playing summer leagues. What is the future of our program? Not to dwell on this HI report, but basketball is a long season. Since neither I nor my child

146were directly involved in the allegations against Coach Meg, I can't help but wonder if there were prior complaints to the athletic director throughout the season. Did those complaining speak directly to Coach Meg during the season to race concerned or was she just blindsided as it seems after our season was over? Beside Coach Meg's reputation being tarnished and the possible loss of her coaching position, do you realize this affects all of us here today? If the amount of people showing up in support of Coach Meg does not make you think, then you are not here for the betterment of the players. You have heard from players, parents, grandparents of players, members of the community, other coaches and colleagues, all willing to wait hours to speak about her excellent character on and off the court. All here

147for someone they believe in. Every parent with children in sports wants a coach that encourages, inspires, guides, and instructs their child to do well, but also to be honest and tough when necessary. We want a coach who is knowledgeable, generous with their time, and able to deliver constructive criticism, maybe with a sense of humor. Someone eager to see players of all ages succeed on the field or court. A coach who can make decisions that are the best for the team as a whole. and someone who can build a program and a culture where players will benefit and thrive for years to come. >> Coach Meg Olanowski is this coach. I truly hope that we can reconcile this matter and move forward with Meg Olanowski as the coach. Thank you. Thank you. Linda Petraelli, 300 Coler

148Road. Last time I came to you as a board member of the junior Laker basketball program. Tonight I'm coming to you as the head coach at Mountain Lakes girls volleyball team. I used to be afraid to coach at Mountain Lakes. Okay. Um I'm going to read you what what I have. I wanted to speak about Meg tonight because she is everything that these girls want in a coach. She pushes you to your limit. So, I would like to speak to you today about coaching here in Mountain Lakes. I have been coaching high school sports since 1994. I coach very extremely different world here than Mountain Lakes. I coached at Dickinson High School and McNair Academic High School in Jersey City. I was also the athletic director for a short time at Dickinson High School. Completely

149two worlds. I had absolutely zero involvement. I had a zero assistant coach. I had zero freshman coach. I did it alone. And I did it with some of the students that were very much older, acted older, so they wanted to help out. Okay. I had about 30, 35 kids. We did JV and varsity. Meg does this all not on her own. She does it with her parents involvement. But my point is coaching here with parent involvement is so difficult. I had a very hard time in the beginning coaching here at Mountain Lakes. Very hard time. I coached my kids in Jersey City very differently than I would coach my Mountain Lakes kids. very differently. And I got help from other coaches here. They were so supportive. You can't you have to watch what you say.

150You can't say that. You can't push them that hard. And I listened. I would be willing to help coach Meg. I there's no I I would do it on my own time and whenever she need I would be willing to go there and help her out and just be not be a coach because basketball is a really long season and and I would be there for for help for guidance to say hey if you have a problem with the parent let's talk to the parent but I feel that nobody came up to her parents came up to me right after the game I had to have a 24-hour rule please don't come up to me after a game a heated game. They had no problem walking right up to me. So, if I can, I

151will be willing to help her and maybe guide her. Please give her another chance. All these people are here in support of her. You have to just think about it, consider it. The HIP is done and over. She would never hold it against these children ever. Thank you. >> Thank you. Is there anyone else that would like to make a comment at this time? >> Good evening board. My name is Luke Campano. I live at 90 Brier Cliff Road in Mountain Lakes. Uh my only purpose to speak tonight is to talk about a path forward and what I believe is in the best interest of our student athletes and the future of the girls basketball program. From my perspective, the most important question to the board is how do we bring this team back together

152in a positive and productive way. I believe coach O can provide the best opportunity to accomplish that goal. It would allow her the chance to reunite the players, address concerns directly, rebuild relationships, and learn from this experience alongside the athletes she cares so deeply about. As I heard tonight from Mr. Olwinowski, I've heard from players. I've heard from our captain. They're all willing to put the differences aside, learn from this opportunity, be be remorseful, and move forward as a team. I believe that everyone involved, parents, players, administrators, coaches, and board members share the same fundamental objective, doing what's best for these young student athletes and the basketball program in town. Unfortunately, the current situation has created a strain relationship both individually and collectively. I have personally witnessed and I've personally experienced some of those fractures.

153Regardless of which side of this you are on, the longer this remains un unresolved, the more difficult and uncomfortable the situation remains and will become for everyone involved, especially our athletes. I believe this situation highlights the opportunity and value of ongoing training and professional development for Coach O and all of our high school coaches. Training and communication, conflict resolution, athletes well-being, and managing difficult situations can help address concerns early and prevent them from escalating. By investing in our coaches, we strengthen the environment for both student athletes and our athletic programs. We often ask our student athletes to learn from adversity, take accountability, extend grace, and grow through challenges. This situation gives us all the opportunity to use those values. My hope is that we can find a resolution quickly that allows everyone to move forward

154together and focus the our energy where it belongs on supporting these young women and strengthening the future of the program. Thank you for your time. >> Thank you. >> Hi, Heather Birwood Lane. wasn't really planning on talking, but you know, I know some of you, three of you have children that have played on sports. One of them played for me. Um, you know, all these I don't even know what this hip is about truthfully. If it's about yelling and making people better players, go to Coach Flynn's games, go to Flo's games, go to Wilkins games, or watch them. It it it's just I coached here at Mount Lace and basketball team. There's only the three coaches here. The one I coached with, the one that previously, who by the way, I said my daughter would

155never play for her. I was lucky she didn't have to. Coach Meg is a third one. And all those of you who know me, I'm a yeller. I'm a screamer. I never had to say anything. They were telling them and correcting their mistakes immediately. Am I at practice? No. But at the games and I went to JV games and varsity games. She's really good. Really, really good. And she's going to be up there as a legend like Coach Wilkins, Coach Flynn, and Coach Vosco. Thank you. Hi, my name is Sam Harowitz. I live at 74 Kennorth Road. Uh I last I spoke at the last meeting about process and supervision. Uh my wife and I had a meeting with uh with Dr. Seagull. Wide-ranging and productive conversation. We appreciate his willingness to engage on all

156of these topics. We've heard Dr. Seagull speak a few times now about the desire to move forward and away from crisis management and being more proactive. Whatever the outcome of this situation with the girls basketball program and coach, we there are 18 girls on this team, we need to be shown how to move forward, not in November, right now. Summer basketball starts soon. The clock is ticking and the rifts in this program are real. I'd encourage the administration to do the hard work that nobody relishes. Have the private conversations, find the common ground. We know there are hurt feelings and that doesn't heal itself. It requires active effort from the leaders whose job it is to support these athletes. These girls grew closer than ever they had than they ever had before. That's worth protecting.

157Don't let inaction undo what they built together. Thank you. >> Is there anyone else that would make like to make comment? >> Good evening. Sharon Sutter, 826 Bhutin Avenue. Uh, what has happened since the end of the season has been heartbreaking, not just because of what happened with Meg, but because of the impact on the girls, the parents, and the entire community. It feels bigger than basketball. It feels like a symptom of something deeper. Right verse wrong, us verse them, and people choosing sides instead of choosing solutions. For the first time in a long time, ML girls basketball felt like a family again. A foundation was being built, something real, something hopeful, something the girls could grow on. And I still believe that foundation exists. I still believe it can be strengthened, not abandoned. But

158only if we choose growth over blame. Instead of arguing about who was hurt more or who was treated more unfairly, we can acknowledge a simple truth. Many people were hurt. Many people were saddened. Many people feel bruised by all of this. That's enough. That's the starting point. That's the common ground. The real question now is how we grow, learn, and rebuild. How we make sure the girls, the ones who matter most, get the program and the community they deserve. My hope is that we all put down our weapons. My hope is that we stop fighting battles that don't need to be fought. My hope is that we choose common solutions and common grounds over division. Speaking personally, my girls and I are ready to move forward. Truly, we are ready to sit at the same

159table with the families who filed the complaints. We are ready to ready to break bread, talk openly, and rebuild trust. That's not weakness. That's strength. That's what community is supposed to look like. And I believe in second chances. Meg deserves ones. Deserves one. The parents who filed the complaints deserve one. And you guys deserve one because every group involved played some part in how this spiraled. Accountability doesn't have to be punishment. It could be a reset. It could be the moment where everyone says we can do be we can do better and we will. If we choose that path, the program can still become everything it was on the verge of becoming. The girls can still have the culture they deserve. The community can still heal. But it starts with us, all of us, deciding

160that the story isn't over. It's just at the turning point. I hope you guys will rehire CoachMick. Thanks. >> Thank you. Would anyone else like to make a comment? >> Sure. >> I am not talking about the basketball issue. I'm very sorry and I'll be super quick. Okay. My name is Lauren Makavski. I live at 154 Intervil Road. And I was just touching base. Um, I have kids in the school district obviously and I'm an a professor at a community college. So, I have um some question on what our our as a district's next step will be for laptops in the classroom, seeing as though uh they're becoming a distraction. I know firsthand I have 18-year-olds. I'm essentially teaching uh students right after high school and we're seeing the distraction because of you know everything's

161at their foot fingertips social media wise and also um AI. So I'm an English professor so in class anyway we're moving away from laptop use back to pen and paper um and you know a chance to think critically without all of the distractions. And I was wondering where we were as a district where where the board is going to move. Laptops used to be really crucial. I love them, but now I see their detriment and I'm wondering if you're reading the research as well and looking maybe not to abandon them, of course we all need them, but maybe to use them a lot less in the classroom. So, um, and on a second note, I know it sounds like we don't want to use a software program to detect AI. Um, my community college does.

162It's one tool to use with a bunch of other tools. We certainly don't detect someone using AI and then say, you know, you fail this assignment. So, I find it very useful and I imagine some professors, teachers would think it would be helpful and to abandon it. I'm not sure if that's what was meant entirely. Uh, I would suggest revisiting that because it can be super helpful as part of the tool, not not a deciding factor. And that's it. Thank you. Sorry everyone. Sorry. Yes. Um, >> more comments. Comments. >> Okay. Are before we have Dr. Seagull speak to this, are there any other comments at this time? >> Okay. Dr. Seagull, is there something you can answer quickly on that topic? >> Um, I I don't think it's a quick response. What I would

163say with regard to the AI detection, the one thing that we are very careful about is uh and Mr. Santos is probably on the Parkway. um he's he's got a long commute, but um the AI detection, we have to be very careful with student privacy. If we're going to upload information using like a tool outside, that uh can be a violation. But besides that, um there are other ways that we have to evaluate credibility, authenticity of student work. I wouldn't say abandon it, but I would say we're not running to adopt one uh in process. We are only adopting a few tools that we feel very comfortable and are widely used across all educational environments. With regard to tech use, I would say that our tech use is definitely not seek to increase and I

164think you'll see some examples where it might decrease. On a given day, even walking at the high school where you're seeing computers used most frequently, you know, at any given point, 75% of the classrooms, there's not a single device out in the class. So I wouldn't say we're widely using the devices. I think the devices are a a sort of a platform or mechanism by students to get their information but in terms of the learning environment it's a lot more face-to-face instruction. Um and I I don't want to quantify or say this is exactly how much we're seeking to use it or not. uh I think it's always technologies to be used where it enhances the learning environment and that could has to meet a lot of different criteria in terms of effectiveness but that

165is something that we'll monitor much longer conversation to that question. >> Thank you and and thank you to everyone for your comments. We are going to move into an executive session at this time. That's why we allowed everyone to have all of the comments this evening. So again, thank you for sharing all that you did. Um, at this time, is there a motion to move into executive session? >> Yeah. One second. >> Yeah. Can I Can we make I know you didn't. >> I'm sorry. Pause for one second, Mr. Parker. Like to make a comment. >> Um, I know all of you waited a long time to speak and I think you need to be acknowledged. Thank you for coming. Thank you for your comments. They are We do not take them lightly. We do

166listen and I'm not you know I I think some very um some some statements were made that that resonate and some you know some things are inaccurate and that's fine but it's it's we are listening and I I think you all need to know that you waited a long time and and I want you to know that we heard you and we we we know you waited and we are listening >> and I think you deserve that. >> There's not any back and forth. I'm sorry. because as far as the proc anything else, but I don't I mean there's an agenda and you guys get the agenda. Everyone gets the public information is in the agenda. I'm there's no I mean we can't talk about anything that's confidential. Everything is in the agenda that's public

167information. >> Everyone I'm I'm so sorry that we can't go back and forth. I know that's frustrating. >> I mean, when what date are the >> the hiring of athletic coaches in general? >> Yes, >> that is just something that's not on our agenda this evening. We don't have a timeline. >> I don't have we don't actually have a timeline. And just so we're clear, like the >> girls do that right now. What do the girls do? >> We haven't even hired the soccer coaches for Is there generally >> there is not. >> But I'm talking about there's there's all coaches. No one has been those they're not up for the agenda guys. I was just trying to let you know that we're listening. >> I'm sorry everyone. I know this is frustrating. >> I

168know. But everyone we're just going to pause and going back and forth. I'm very sorry about that. I know this must be frustrating but at this point we're just going to pause. We have to go into executive session. That's where we're going. So is there a motion? Please >> wait. But like what's the general timeline? >> We don't have that. >> We have it over here. >> But but we don't have that because There's no perspective. >> No, no. I'm just saying like what in general has been our practice? >> I just want to know about >> I'm sorry. I I wasn't hearing what was going on out there. I was trying to answer a question, but I don't know what was. >> We do the I thought we did the I' I've actually asked

169this. I thought we did the fall coaches come up in like soon and then the spring coaches come up in the fall. >> Winter winter. Fall like winter. Like we don't vote on them until the fall or winter. >> So we don't our our four coaches aren't even hired yet for the fall. >> What's that? >> Right. But they're not summer coaches. We don't hire the coach. >> Everyone, I'm sorry. Everyone, I'm going to ask at this point that we hang on a second. If there is a question, I will ask Dr. Seagull. It's not something we can answer at this time. I'm going to say respectfully we can't answer it at this time. I Excuse me one moment. >> Dr. Seagull, I don't know if this is the timeline you can share at this

170time. >> Yes. Okay. >> So, the coaching timeline to hire, we're hiring coaches by season. The season is for the fall, winter, and spring. Our fall coaches haven't been hired yet. So, that includes soccer, football, every co. We have assistant coaches, we have varsity coaches. they have not been hired. Typically, we hire them by the end of the school year. That should be at the next meeting. And then in terms of winter and spring, we hire them early in the start of the next season. In terms of summer programs, those are not programs that the Mountain Lakes High School uh operates. Those are programs that fall outside of our high school sports. >> So, there's nothing for the girls. I didn't I just said we only appoint coaches by the season that they're employed. >>

171Who hires summer coaches? >> Who runs? >> It's the summer programs are run outside of our >> who runs the summer program. >> We appoint we we review every year. We review applications for every coaching position. We do that there is quite often coaches return but there are many cases where coaches do not return whether it's because we are not renewing them because they don't have interest because more people apply and it's competitive. So there are situations where returning coaches don't come back >> at at this point. I'm sorry to the public. We are going to pause to go into executive session. We will have another public comment afterwards if you'd like to wait. But at this point, we have to go into executive session. A back and forth with the public is just not

172appropriate at this time. I'm very sorry. >> So people can ask questions, >> but we're not going to do that now because we have someone waiting to speak with us in executive session. >> Not my priority. >> That is our >> sleep is not my priority. >> I'm sorry, but Jame, Dr. Hersfeld, that's what we decided as a board, but we can have a second public session after that. We have somebody waiting to speak with us. >> All right. So >> I No response basically what we're getting back from everybody. We want to just know what's going on. very disappoint. >> Yeah. So the summer programs we do not operate. We don't vote on them. We don't employ them. So there's no action that we can take as a board. >> Is it coach? >>

173I'm asking is it the >> I mean look I don't know anything about this but it sounds like it's done by the burach like it's run by the >> burrow. signed her contract. >> You mean for next year? >> But you're talking about the summer. >> Okay. So >> to the board. >> And who hires you for that? >> We either go into exact or be open public. We're not going to run it like this. All right. >> All right. So, so >> to the public, >> we are going to respectfully reopen public session. You can go up one at a time and get the answers to your questions. We may not have answers that you like or even answers. We may not have anything, but we can't just yell from the audience. So, if

174you would like to go back up to the microphone, we will try to answer your questions, but we may not have answers for you. That is as honest a sentence as I could possibly say, but we're going to try and just put some structure back into the meeting. Is there anyone that would like to go and ask a question at the podium? >> You can ask them. If you have several and you guys want to ask all of the questions, then we can answer them all. >> Before you begin, I I promise you this is us trying to give you information. I'm just trying at this point to put some process back into the meeting. >> So, please state your name and address for the record. We'll time you three minutes and we'll do our

175best. But know this, we just might not have an answer that suits what you have. But let's hear you out and let's see what we can do. >> Okay, before you start because I'm going to save your three minutes. We can give you no information on any hibs. None. So, don't ask because we're not going to give them. It's confidential and I'm not trying to be rude. We're just not um we do not vote on summer programs and I'm telling you that if there's a summer program, we don't vote on it. It is not our thing. We know nothing about it. And I've been sitting here asking that question because I know it's come up out here and it was one of the things I disagreed with and didn't understand. We don't ask >> anything

176else confidential. >> Like ask all your questions at once and then you need to just like step back because it can't be like it can't be back and forth. >> Okay. So, with all those rules, >> sorry, >> We're trying. And I was trying to be nice and say we we acknowledge you. I won't do that again. >> Okay. Go ahead. >> Marina Bedner, 78 Rockway Drive. >> So, I'm very frustrated because I've sent numerous emails regarding now. Okay, this is not even about the hip anymore. Like, how can the girls move forward for the summer program, right? As we know in all sports that are taken seriously, they work all the time, right? So, in the summertime, we plan our whole summer around our daughter's sports and our son's lacrosse. I sent an email

177to the board and to everybody about please let us know what's going on. And now it's just shocking to me that you're saying you don't know what you didn't you don't know or you don't handle this. Like, how do you not have a better answer than that? That's very, very frustrating, very disappointing. I mean, I just don't even understand how that's possible with all the emails you've received that you don't have an idea about any of this. >> I need to Yeah, it's my It's just very disappointing. Yeah. >> Before I turn this over to Dr. Seagull to maybe have an answer or not, I'm just going to ask this question because I don't know. the high school coach is the coach for these summer programs. >> I don't know. I mean, that's how it's

178always been. Can >> I just jump in real quick? So, so for other programs, so for example, I can speak to the only ones that I'm familiar with, lacrosse. >> I don't understand why we need >> We have a Laker Future lacrosse program that Coach Flynn and Coach Mcdana run. That program is operated through the burrow. So, the burrow of mountain the burrow of mountain lakes operates that summer program. And so we sign up on the Burough of Mountain Lakes to like >> We do. Yes, you do, Heather. >> No, it's not anymore. >> Like three years ago it became the burrow. >> I'm just trust me. You signed up on the board. You signed up. >> We don't administer it through the school. It's administered through a third party. So it was steps. Now

179it's the burrow of Mountain Lakes does it. And it's very hard to find the sign up, but it is there. and um other sports, ice hockey, we also have a summer league which our coaches actually don't participate in at all um because of restrictions with certain sports that they can't and so that sign up is through the rink >> specifically. I just wanted what you're saying it would have been nice if someone responded to my email with what you're saying. I never got an email. And that's the other thing I was going to say like I didn't get an email and I always respond to emails like truly I I respond to everyone who emails me. >> The superintendent did I I would have I would have appreciated like what you're telling me now that

180would have been very appreciated by >> I just wanted to let you know I'm trying to like help you understand just like this process if there is a summer if there is a separate summer program and whoever the coach is of that summer program is decided by a third party not by us. I just want to make sure >> I appreciate that. Thank you because that was not made clear at all. >> Sorry. >> Thank you. >> Yeah. >> So, let me see if Dr. Seagull has a comment to make at this time. Dr. Seagull, >> just to reiterate the coaching cycle in terms of hiring, we will hire our fall coaches shortly, probably by the next meeting, if not during the summer. Our winter and spring coaches will be hired in the start of

181next year. Regarding summer programs, the only thing we approve is facilities usage. So in terms of who is coaching a summer team, that is not something we have any uh right or ability to govern. Um that that's not school affiliated. So we have no say in who is coaching the summer programs. >> I I just want to clarify. >> So again, name address Sharon Sutter 826 Avenue. We've really came so in such a wanting to be positive and move forward and that is still our tone and our purpose. I want to clarify the summer thing because I think what is getting confused here I completely understand the wreck program the steps program I've done it all. You guys don't hire let's say Meg or anyone else to do a summer program. Coaches here are hired.

182They they exist as coaches for the year. That's just how they uh approach it. Whether that's how they're hired or not, whether they're paid for three months or not, they approach it as a year. So, we have our season and then we will work out in the summer. We'll have open gyms. They'll do all that. You're not I don't know if you're paying them. I don't even know if you're endorsing it or whatever else, but they're acting as if the coach had Meg not had none of this happened, whether Meg received her contract this month or three months from now, open gyms would be happening. Summer league would be happening. I don't I'm not talking about contract. I'm just saying she would be acting as our coach. Those things would be happening. We wouldn't sign

183up through the burrow. We would She would organize a summer league. she would organize open gyms and our kids would participate. They would be getting exposure. They would be doing all those things. It's independent of the contract. So, if I'm hearing this, had none of this happened, she would be acting as our coach. If what I'm hearing based on this little snippet is that you guys aren't contracting her or not, she to me could act as at my children's coach and we could be doing summer league and doing open gyms as we would be doing under the premise that she's still our coach because there's been no information to suggest she's not. That is what we're saying. It's not a separate summer league or anything else. Just coaches acting like coaches. Shawn is going to

184have the girls starting to work out in the summer for soccer. That's just how it goes. People assume they're the coach. Linda is doing stuff with her volleyball team even though she hasn't signed her contract yet. That's what we're talking about. Not something separate, I think. Right. Is that what we're saying, guys? It's not a separate coaching thing for the summer. It's not a separate contract. She is our coach. She's wants to act as our coach. And that would just have us going to open gyms and doing summer league. So, personally, I want to take my foot off the pause button and have those things start to happen. And we don't need a contract for that to happen. She doesn't need to be paid. Believe me, she earns about 5 cents an hour. >> Mr.

185New Jersey, >> for the winter, that begins in November. I actually don't know when it ends. It ends at some point. to the superintendent's point earlier that every coach needs to be rehired outside of that season. My understanding is >> the coach doesn't coach on behalf of Mount Lakes, but is free to have any summer league they want. It has no affiliation with the high school. >> Am I correct in that? >> Yes, you are correct. >> Okay. And that's amazing. But she was mandated to not have a banquet and not have an end of season discussion. I can't speak to the bank, but I'm just saying to the coaching. >> I just have one question despite the not the back and forth. Where do these open gyms happen? >> They happen in the high

186school. >> Coach, I mean, I don't know, >> but they're not run by the coach. They're run by captain's practices. >> Well, I mean, they used to be. The coach used to do it. >> How can they be run by the coach if they're not a coach? >> Never mind. >> Well, that's that's how it's always been. That's how it's always been. >> Possible, though. How is it possible for the coach to run? It's not it's not under the affiliation. That's why I was trying to explain that anything that happens in the summer programs is not affiliated with Mountain Lake School. >> It's just like Mountain Lakesish basketball. >> Okay. So, Shay requested open gym time for Monday and Wednesday over the summer at 1:00. So, the girls will be there. Last year when that

187happened, >> Meg, I don't know if she had signed a contract yet, she was there. Right. Whatever we follow, whatever scholastic rules, >> I've had kids play three sports for 10 straight years. coaches are coaching at these things whether they're under contract or not. >> I just want to know how we proceed with that. That's all. It's not a fight. It's just No, I am. >> And Sheay will Sheay will run them >> and she'll I'll coach Summerly. We'll do whatever else. But we just want to know if we are allowed to proceed as if she's our coach until we hear otherwise. If that's what you say, proceed as if she's why she would ever want to do it. >> No, no, no. That's not what we're saying. So this is this all needs to

188be taken under this. This is we just opened up a whole can of worms. I don't want to talk my my legal side is literally doing flips on the inside. >> I just want to There's one thing about cap like there's one thing when the captain's practices happen and we all know that those are the students and they come out and they come out and they use the field and the captains aren't there and that's there's rules and regulations. the coaches. That's what I meant. Sorry. The coaches aren't there. The kids are there and they're having these unofficial captain practices. >> She's not racist. >> A whole different >> Yes. We can't talk about >> We can't talk about any employees. >> We can't talk about names because nobody has been issued a >> but

189I'm talking about in general. I'm talking about a general literally practice. >> I just want to explain that we under the summer thing is not we are expecting some certain contract for specific league. We are just working under the guise that we've always worked on here is that the coach is the coach until they're not the coach and however they want to handle that. Example like Linda or whoever else is they handle it. That usually includes summer usually includes workouts. Basketball isn't just basketball. It's all of the time around it. So I'm just clarifying that's my only object. Thank you. an agenda >> and Miss Ben. >> Yeah. I mean, if somebody were not an employee anymore, there would have been an agenda item. >> Yeah. May I make a comment on this? >> Yes.

190So, I'm sorry if we've been so quiet or I have been. It's been a a process understanding this process because it's relatively unprecedented for HIP cases in my understanding to undergo this sort of >> spread out timeline as I understand it. And Dr. Mr. Seagull, can you confirm having a HIP case be affirmed is not the same thing as a contract not being renewed. >> Correct. >> So, they're really two different things. >> So, that Yes, that is I just want to make very clear that the HIP cases which we have not as a board voted to affirm, modify or reject Those are one things coach's employment which has not come up >> is >> you can't talk don't use your name speaking generalities >> sorry um >> any coaches have not come up on

191agenda sorry I'm new >> no you do fine >> yeah that's it >> good job you're fine >> so so to the public at this point we appreciate the clarification >> on the agenda There is there is nothing unemployment on the agenda as you can see. Okay. But having your information and hearing you be specific about what you're looking for is helpful for our conversations. I can tell you that's not something we can speak to and give you answers about this evening. It's not. I'm sorry if that compounds frustration, but Since you asked us to be honest and direct, that's an honest and direct answer. I can promise you that that'll be something this board, whether it's the personnel committee, the full board, or any other iteration of these 10 board members, that'll be something

192we will have a conversation about and get you's answers as quickly as we can. That is as honest and truthful as I can be with you with this situation. What we're trying to do this evening is to move forward in our process. This is part of why moving into our executive session will give us some information and allow us to move forward. We heard what you said in terms of the information you're looking for. We appreciate the clarification. Don't want anyone to feel like they're being cut off. But we have that now. Thank you. Is there anything else you want to share before we go into that session? Because I promise you that will move this along. I while I can't share more than that, that much I can tell you, but is there anything

193else you would like to share as a comment before we break? >> Yes. Name three minutes. >> Linda Petraelli, 300 Cola Road. >> Go. >> Yes. The rules have changed since the you can't coach. you're out of your season and that has all changed with the with the state. So, they are letting coaches now coach in some summer leagues and do that. But that was a rule that the head coach was not allowed to coach. Like in in my instance, when I have summer league for the volleyball girls, I have coach Tim right here come and if I can't make it, coach comes and does it. And I think what we're all trying to say is we want to make Meg waste her time if she's not going to be employed again. And I think

194that is the main reason we are all here. We want her back as a coach. And I understand the I think I got mine this morning. I got my contract this morning for volleyball. Um but I I think I think as a >> No, no, no, no. Fall. It's just the fall coaches. >> Just fall. >> The winter did not get theirs yet. And you have to be patient with that. And I get that. The problem is >> they we don't want to waste me's time and we don't want to make her do all these summer weeks and get all this stuff and then not have her have a job. And I think for us to understand just because someone a coach or myself if I have a hip, I'll use my name. If I

195have a hip, can I still be employed? >> Yes. >> A child, right? You said that he said that they can. So a has five hips, 10 hips, 15 hips, they're not going to get >> Let's hope they never do that. >> You never know. >> Don't ever want to have Well, at RVs, they didn't. So, he did it. Um, so what I'm saying is I think we just need that clarification of is it do we have a little bit of possibility that she could have her job back? And I think that's what we are all wondering. I mean, you know, some of the kids want to go to college and play basketball. They need this summer. They need these these You know how it is. >> I do. >> Yeah. They You know, and

196and you know, you're hindering that kid from from doing what she's loved and wanted her whole life. >> Let us go have our meeting. >> What? >> Sorry, Isaia. Let's let's go in the other room so we can all >> Wait, just let her speak. >> Oh, yeah. Yeah. Go ahead. >> Name and address. >> Can I still ask a question? >> Of course you can. Your name. >> Carly Ross, 24 Crestfield Road. >> Good job. So obviously like this whole situation's very upsetting for everybody and like it's 10:42 on a Monday night so I don't think people would be here if they really did not care about the situation. >> Um and I just wanted to like simplify things. So because everybody's overexplained and everything like that. So, my question is, theoretically, is my

197coach that I had for my past um basketball season allowed to be with us at practice and enact her um summer season with this team so far? >> Great question. So I there is no coach who would be acting in the capacity as a head coach or coaching during the summer season that is part of the Mountain Lakes uh high school program. >> So in ter So in terms we can't say that a coach in the summer program uh is able to or not. Uh that's not for our decision to make. We don't oversee the summer programs. So to understand the board can only approve the contracts and salaries for employees during the time in which they're employed the summer season. We all these people are 10-month employees. We do not hire coaches. We don't

198hire teachers uh for the summer months. So we can't tell you or anybody. I know that there's a lot of confusion around this. I think part of it is that we're not typically sitting around and have a conversation about the extension of a year into the summer into the following year. There's been two public meetings where this specific case has had attention. But I can tell you right now, if you ask me about any other coach and their involvement in the summer program, the position would be the same. We do not uh oversee that. We do not approve it. We don't supervise it. We're not responsible for it. We're not legally connected to it. So, we are disassociated from what happens from the summer. I understand the questions regarding the link and why would a

199coach want to come back? Most most coaches assume that they're coming back. I I am not negating that point of view. It's absolutely a valid position you're coming from. But as we are going through clearly a tough personnel decision, we can't make a decision on the sole basis of expediency to oversee a summer program that we don't oversee in order to make a quick decision. And because there's a hip involved here and there's other personal matters, we have to make sure that we follow the process and that and that's the reason why it's been delayed. It is unfortunate and I would like to say of all the things that have been said tonight, I completely understand and empathize with the position that this has been highly disruptive, problematic, and needs a lot of intervention and

200repair from all sides. So you're not going to find any disagreement whether it's the players, the families, the coaches, whoever is in charge of the program. Um to me that is the factor that will cause us to make this happen faster. But we do have to follow the process. You have to understand our position that we cannot, you know, we over say things in public about personnel which is highly confidential or violating the contractual rights of not just one employee but multiple employees where we disclose information in public without giving prior notice. >> Okay. Thank you. >> At this time, >> hang on. We have one more person like to speak. Hang on. >> Hi, Tyler Schmidt 11. You're not going to make it to the gym early. >> I'm going to make it. I'll

201see you there. I'll see you there. >> I'm going to be there looking for you. >> I'll be there. I'll be looking for an answer. So, uh, the question I have is, so that I'm clear, can Meg be part of the basketball program without being asked to cease and desist anything until a decision on if she's employed next year or not? Can she continue to work with all students, all these girls that are here, all the upcoming freshmen? Can she do that until you all have made a decision? >> Any clarity in that question? >> Yeah. So, I I I think that the it is my understanding that she has had communication with kids and families outside of uh over the last few months and like I said before in terms of her involvement in

202activities that are outside of the schools, >> but they will be in this school. She will be in this she'll be in our gym. So, so the so our we would have to approve a facility's request which can be granted and it would not be based on who is coaching but it would have to meet the parameters for our facilities usage. >> The administration would not be preventing her from being involved. There's no cease and desist. So that was a very good specific question. >> There's not a cease and desist. Get to the gym. >> I'm trying I we are not trying to be evasive. I'm being very conscious which I think we've already stretched uh to a great degree people's confidentiality including the person you're talking about. Just because you're talking about her doesn't

203mean we can talk about her >> but there is no cease and desist. >> Okay. Thank you. And do you have an estimated timeline? >> Do we have an estimate? So >> we do not. >> Okay. Thank you. Sorry. Can we see your name for the record? >> What's your address? >> Your address. >> 111 Boulevard. Okay. >> Sorry. You have to go. >> Are there is there anyone else at this time? >> 111 Boulevard. >> Okay. And is there a motion to go into executive session? >> We have Mrs. Foreman and we have Mr. Johnson. Thank all in favor say I. >> I. to leave executive session. We have Dr. Chef and we have Dr. Hersshfeld. All in favor of returning to public session. I >> We say I. Thank you very much. We

204are going to move straight to the report and recommendations of the business administrator, please. >> Okay. So, we have a number of items listed here. We're going to vote as in as listed. There's one addition one. carry for the entire agenda. It is under number 11 which is fundraising and there was an additional fundraiser that was put forward this afternoon which is a pizza sale for the junior class uh at Roma Pizza. It's taking place on 611 uh which is before our next board meeting. So they kindly asked that we put it on there. Everything else I would say is as listed and the board had a chance to review this in advance. And that takes us through um 17 uh 18 and uh that would be the end of the business. >> We need

205a first and a second to hear these. So we have I'm sorry I lost Mrs. Foreman and Dr. Hersfeld. Sorry. Over there. Um >> any objections to hearing these motions together? >> Any comments or questions at this time? >> Roll call, please. Yes, Mrs. Foreman. >> Yes, >> Dr. Hersburg. >> Yes, >> Mr. Johnson. >> Yes. For all high school, >> Mrs. Mcn. >> Yes, >> Mrs. Parker. >> Yes, >> Dr. Chef. >> Yes, >> Dr. Silva McIntyre. >> Yes, >> Mrs. Farelus. >> Yes. >> Okay, motion passes. >> We move on to the report and recommendation of the superintendent, please. >> Yes. Following a similar pattern, we don't have any hand carries. We have under the personnel a uh number 19 through 29. Um all you had a chance to review in advance. Um

206we have a lot of staff here for the summer work with ESY that takes up the majority of this and um yeah that that's all I have to say about this. >> Thank you very much. We need a first and a second to hear these motions. We have Dr. Chef and Miss McVey. Any objections to hearing these motions together? Any comments or questions at this time? >> Roll call, please. >> Dr. Don, >> yes. >> Mrs. Foreman, >> yes for everything. A no for number three and 29. >> Dr. Hersville. >> Uh, yes for everything except I abstain for number 29, three, and four. Mr. Johnson. >> Yes. For all high school, >> Mrs. Karn. Mrs. McVey, >> yes. Uh, and but no for number three in 29. >> Mrs. Parker. >> Yes. >> Dr.

207Chef. >> Yes. >> Dr. McIntyre. >> Yes. >> Mrs. Barowskis. >> Yes. >> Motion passes. >> Any unfinished business? >> New business? >> No. >> Okay. We have no legislation and no public. So, we can have a motion to adjurnn. >> Okay. More, Mrs. Parker. All say I. I. And. And. And. And. And. And. And. And. And. And. And we adjourn at 12:18. Thank you everyone.