001foreign [Music] foreign I would like to call this meeting of the Eastern Township Board of Education to order pursuant to the open public meetings act adequate public notice has been given by the secretary of the Evesham Township Board of Education in the following manner posting written notice on the official bulletin board at the Board of Education Office emailing written notice to the Burlington County Times And The Courier Post filing written notice with the municipal clerk of Evesham Township may I have a roll call please this is Capello here this is Everhart Mr physicaro here Mr Katherine here miss Noel Mr lancelotta here miss Lloyd here Mr Meegan here this is Ryan here we have a quorum okay at this time I'm going to ask for a motion to go into executive session and a motion
002to approve items 2.1 through 2.3 whereas in njsa 10-4-12 allows for a public body to go into closed session during a public meeting and whereas the Board of Education of Evesham Township has deemed it necessary to go into closed session to discuss certain matters which are Exempted from the public and whereas the regular meeting of the board will reconvene following the end of the closed session at approximately 7 30. now therefore be it resolved that the Board of Education will go into sessions for the following reasons as outlined in njsa 10-4-12 items 2.2 through 2.3 do I have a motion Mr physacaro second Mr lanzalotta roll call please Mrs capala yes Mr physicaro yes Mr Canton yes Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes motion carries thank you we'll see
003you at approximately 7 30. foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign thank you foreign thank you foreign [Music] foreign [Music] foreign thank you foreign thank you [Music] foreign [Music] foreign [Music] foreign thank you foreign thank you foreign [Music] foreign thank you foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign thank you [Music] foreign [Music] foreign thank you foreign foreign foreign foreign thank you foreign [Music] foreign [Music] thank you foreign [Music] foreign [Music] foreign [Music] foreign I would like to resume this meeting of the Evesham Township Board of Education would you please rise for the Pledge of Allegiance I pledge allegiance to the flag of God thank you at this time board member Mr lanzalotta will be reading the mission statement the mission of the Evesham
004Township School District is to provide excellent I'm sorry to promote to promote excellence in an environment that engages students in meaningful learning experiences in partnership with students dedicated staff families and Community the district provides a strong Educational Foundation that will Empower our students to achieve their unique potential Embrace self-directed lifelong learning develop the skills necessary for appropriate risk taking and responsible decision making respect themselves and others problem solved individually and collaboratively become contributing members of a diverse Global Society thank you Mr lanzalata as you end the towards the end of your tenure on board thank you I appreciate you doing that at this point in time we are going to be moving into presentations we have the annual School self self assessment and annual state of the school's presentation um Miss magulic the floor is
005yours okay good evening everybody um so we are presenting first the annual School HIV self-assessment summary so basically this is a report that we do annually as a school district um and I'll talk through kind of the process behind it timelines uh what each of the Schools rated themselves how grades come across and kind of next steps for that foreign so in terms of process so we have in each of our elementary and middle schools we have a school safety team uh the safety team really oversees everything related to climate they also have other initiatives they look at as it relates to like wellness as well as green initiatives but climate is kind of that overarching premise but under the anti-bullying Bill of Rights you are required to have a school safety team so that
006safety team is made up of different representatives of the school and they meet at different times throughout the year and one of the things they rate themselves on is actually number one you have a team number two the number of times that you meet and what that team is doing when you meet are you looking for Trends and patterns that are happening in the school are you looking to enhance the programs or initiatives that you have so basically one of the last meetings that they have each year it is their responsibility to give themselves a self-assessment on this rubric that I'll explain tonight so that that happened basically throughout May or June depend on the school and they kind of again looked at patterns assigned themselves ratings based on this rubric and then from there
007we wait till the system that New Jersey uses opens and then they enter those scores or those grades for each part of the assessment so that brings us down to the second one this summer the state releases those guidance documents any changes they make to the rubric any kind of directions or procedures and then later on in the summer each School actually will then submit that school self-assessment that they took for the year and it's always reflecting back on the previous year uh basically that brings us to tonight so I always give a presentation just to kind of review and go over all those different rules requirements scoring and then we have to then submit that to the state so the board as preemptively will kind of oversee this presentation and then they vote on
008us submitting our actual scores we'll do that tomorrow once we have approval from the board and then it goes from there the state then will actually it usually takes some time it varies years ago they used to have a quicker turnaround time it might have been January we saw the scores or February but the last several years it's really come out more in like May and June so you know we don't really know when those great assignments will come out but they do come out eventually and they'll certify and assign us a grade and then once that comes out from the state we have 10 days to release those grades so then once the release I usually talk about them with like word curriculum committee usually there's announcement at a board meeting all of our
009schools have requirements in terms of posting those grades and then um and then we go from there and cycle starts all over again so that's kind of the process in terms of what schools are rating themselves on it's these eight areas so the first one being harassment intimidation bullying what are your programs your approaches or other initiatives that you have and there are five different indicators within that one strand that they're scoring themselves for the second one is any kind of training that they have on each on Board of Ed approved HIV policies and procedures there's three different indicators there the third one is other staff instruction and training programs so are you sending your school safety team or representative to training how often do you do that does your anti-blunk specialist go to training
010or have meetings the next one is curriculum instruction on Hab in a related information and skills two indicators there number five is really specific to just hit Personnel do you have an anti-bullying specialist do you have an anti-bull and coordinator do you have school safety teams in all your schools from there it's School level Hib incidents in terms of reporting procedures so are you following those procedures that are identified in policy in terms of number of days how long that takes making sure that the information is shared with families number seven is the investigation procedures so are you following investigation procedures and then the last one is actually reporting out and that is connected to the grades so once you've got those grades did you actually post them on your website within 10 days and
011things like that so they're the eight different areas and you'll see there's a range of anywhere from two indicators to five then with the actual scoring so just like a rubric you're going to assign each one of those either a zero a one a two or a three so you see the zero means you did not meet those requirements at all one means you partially met two means you met and three means that you're actually exceeding what the requirements are from the state and basically after each School gives themselves a grade A School District grade comes by calculating the average of all the total scores from each school so we actually get a district grade as well so for last year if we look along the left this shows us all the different schools are
012listed and then each element those eight that I explained are across the top so element one two three all the way up to eight on the right side this is the total score for each school and then down across the bottom we just put the total possible points so when we say five indicators if you think about there's up to three you can get for each indicator so that would mean for element one there's a total of 15. element two same thing if I look there's three indicators so that means possible point of three each so there's a total of nine so again when we're looking just kind of District Trends and patterns you'll see if I look at my total score a range of scores anywhere from 72 to 76. and again that's out
013of a total possible 78. and you might look at different indicators so like if I look at indicator 8 which has just two indicators and again it's just a timeline compliance you'll see all the schools are compliant with that and exceeding so they have the total maximum points of six but a more complex one like element number one for example you're always looking to enhance your your programs your initiatives things that you're doing so there's more factors where some of those are actually twos and threes but I am happy to report that in each of the areas all schools either met or exceeded in every area so we didn't have any school where we're saying nope we didn't meet those requirements or that we just met them partially um so then what do we do
014with that information so we once we actually have all those self-assessments we look at that in terms of the district level because again we're always looking at what we can do to enhance our programs from year to year um so we look at District kind of Trends in analysis we talk to anti-bullying Specialists so I have meetings with them where we talk about you know again those Trends and patterns that you talked about at the school now let's talk across the district do we see an increase across Middle School what what do we think those are related to you know are we seeing more things happen in the cafeteria as opposed in the classroom so we'll talk about the different Trends and things that are happening and then things we can focus on both as
015a district and a school um and that also principles are a part of that we then develop and share recommendations and then we turn key those recommendations so I would turn key them to principles and to anti-bullying Specialists and then they then are in charge of coordinating and turning them at the building level to their school safety teams so in terms of what are the recommendations for this year so one is we have a theme that we started this summer courage counts that started with our summer reading books and we have charged each of the schools to kind of integrate that theme so it's not something we just started for September but to look for opportunities throughout the year for how we can make courage count kind of comes along come to life in the
016schools both district and school level and really where we connected that to um anti-bullying would be the idea of being an upstander or a bystander and that that takes assertion to do that the second one is connected to social emotional competencies so the idea of emphasizing those for us we use cares cooperation assertion assertion actually switches to advocacy in Middle School um the idea of actually having responsibility empathy self-control in October so we did this during the week of respect at elementary we have character matter units that we implemented last year for the first time and then we revised and enhance those over the summer and so each school did particular lessons related to diversity appreciating differences what is bullying Behavior what's the difference between tattling and Reporting so things like that so that was
017implemented during the week of respect at elementary schools and then we were also in doing an initiative at Middle School where we started last year kind of laying the foundation for that but this year we actually started with the first actual activities to become a new place for hate school so we will be going through the process of becoming designated this year as a new place for hate and that has different elements and pieces that each of our schools at middle schools will be doing the other thing that we have in terms of a recommendation is to consider a spring survey option so last year as part of the foundation for a new place for hate at middle school we did a student survey and then we also did a staff survey so we kind
018of haven't done a parent survey the last couple years again with a pandemic and covet and everything going on something that we might look to do in the spring we kind of rotate that on a cycle and then the last thing is it relates to school safety or climate team we want them to really look at a couple of the areas the annual recommendations that they make for their team as it relates to school climate Improvement Wellness or sustainability any professional development that either they can attend or provide and then also that they're actually assessing the hip program's approaches or initiatives that the team decided to do at the school level so did they actually work or is there something we need to do different for the next year and that is the end of
019the first presentation [Applause] and you're going to listen to me again I'm sorry you did uh Robin's gonna come up so Robin Collins is our well so many things but she also has the pleasure of being the district testing coordinator um so annually we get the pleasure of actually presenting we would call the state of the schools and Justin Smith our superintendent will be joining us for a part of the presentation but Rob and I'll get started so basically each year we're always looking back at the previous year and giving some highlights and some different things from that we are required as a school district each year to report out on State Testing results but again that's a moment in time assessment so we like to actually provide more and to help get kind of
020a broader brushstroke of the things that we do and that assessment and programs and what we're looking at in terms of focus areas um so what we'll talk about and I'm sorry ahead of time this one's longer uh but we will try to summarize some parts and certainly if anyone has questions or you want to take a closer look at it or study it and then contact me I'm always happy to talk about it in more detail so whether that's a phone call and email you're welcome to do that but I will promise to try and keep the presentation moving but it's a much longer one so we're going to start by talking a little bit about assessment perspective so again it's not a moment in time assessment but what we're looking at is a
021district esea performance report so this is tied to federal dollars that we get each year so we report out on on those areas um District assessment results again this isn't something that's required but we like to provide to help with that snapshot standardized testing results again were required to report on just the state test but we actually include an aptitude assessment in here as well so again we're not just looking at achievement we're looking at aptitude and then we're trying to get a full picture and then most importantly in my opinion is really what we do in terms of data review process analysis and what we're doing in terms of then turnkeying that at the school level and again in the classroom level okay so uh in terms of perspectives so these are all the
022different things that we are doing or looking at uh while your kids are in school so district-wide assessments and we're looking in two areas growth as well as achievement because again we're always going to have students who are below level so they might start below grade level but that's okay what's most important they might not finish on grade level but they should have made growth throughout this course of the school year so we're always looking for growth first and absolutely achievement as well so some of the examples are that are Benchmark proficiencies we have those in language arts we also have some benchmarks in other areas but that's the one we're going to highlight tonight is language arts and then we also have in the area math a mid-year and end of year assessment and
023we'll kind of show you some results as it relates to end of year in terms of standardizes test that again is State assessments as well as an aptitude assessment so we'll highlight those and then again I think most importantly is the day-to-day assessment that's happening in the classroom so your teachers they are constantly looking to assess kids in terms of you know they might use rubrics or checklists or portfolios or anecdotal records quizzes tests but all of those different assessments that they're doing really help to give a full picture of where students start and where they're ending we also look at teacher observation feedback we look at report card grades and then obviously parent observations and feedback as well the next part in terms of esea so we receive federal dollars it relates to Title
024One uh title one we use for at-risk literacy achievement so a couple just kind of highlights from that we have look at reading recovery we have different staff and this is for first graders so 104 first graders were serviced last year in our six elementary schools 56 of those students made what we would call Accelerated progress and I'll talk a little bit more about that on the next slide but the national average for the reading recovery program is 36.3 so you can see that we were well above that the other piece that we do is we use literacy lessons so that is a similar program to read and Recovery which is for first graders but literacy lessons is actually for second through fourth um so we use that all the way up through fifth grade
025in terms of targeting second through fourth and then any students who still might need a little bit more will get that extension into fifth grade title two and four focuses on professional development and Technology so some of the indicators there we use those dollars to actually help us in all eight of our schools have math coaches Tech coaches Elementary responsive classroom facilitators and PLC facilitators so these are people at the school level who are turnkeying who are meeting with us at the district level who are talking about different professional development needs and then offering things in the schools we had about a hundred participants this doesn't encount like in-service days or department meetings or any of that that's always a different number these are 100 participants that came to workshops whether they were in the
026summer after school um different times at The District level that they came to those sessions to get some additional PD those would be in the areas of literacy math responsive classroom Tech and then we have a miscellaneous area is one and of those workshops 100 percent received the highest ratings we give a survey for that of saying that it was valuable four or a five and then the last area is title III so that is focused on English language Learners or ESL students so the number of students that qualify for ESL were 44. we had 42 in our actual program we had two that are parent refusals but they still have to actually be assessed in that program the number of students who completed what we call the access for L's was 39. two took
027an alternate assessment the students meeting proficiency on that access for elves um or the wit is another way or a model that we can use to exit students 52 percent of students tested in Access for the first time and 63 percent of students took the test in previous year increased their proficiency level it's a good thing okay so just one more snapshot of title one which I talked about reading recovery it's kind of just to see it at a glance so the chart shows you again there were 104 kids that were serviced 74 made either accelerated or progressed 56 percent was that accelerated progress 18 was made progress 8.7 were recommended for additional services and then 16.3 had what we would say an incomplete program so they might have moved out they might have been
028classified something like that we also are reading recovery site so we districts will pay us to come and get trained so we had 19 teachers from outside districts participate in our professional development generating 46 000 for the district uh just a little tiny bit of information at the bottom so student uh text level in the fall is a five and the minimum tax level expectation of spring is a 16. but if we look at actually the reading recovery student in the fall it was a one and then where they were in terms of the spring is a 20. so you can see that that growth there and then I think this is my last slide before before I turn it over but we also wanted to highlight so in the summer and we have been
029able with Esser funds the last two years to increase our summer offerings but this is kind of a quick snapshot of the programs that we ran to support students with different services this past summer so our caps program was for incoming kindergarten students literacy support was for great any students who were exiting kindergarten to grades one through three Mass support did the same there was 84 there Learning Academy in the summer that was grades four through eight metamorphosis is incoming fifth and sixth grader uh sixth and seventh graders to Middle School tier three is any identified tier three student that's our gifted and talented program we also did extended school year which we are required to do that program for preschool and K-8 and then we had some different levels of tutoring whether it was
030for title one uh reading Specialists ESL or extended school year so technically by the state the only program we're required to have is the extended school year but you can see we had a variety of offerings for our kids and if you add all those up it's around 800 students that were served this summer so we're proud of that hello everyone I'm just going to briefly go over some of these slides as well so this what you're looking at here is our Benchmark assessment this is a Francis and panel assessment that we give to all our first through fifth grade students it gives a reading level for teachers but more importantly it targets what the strengths and needs are for each child so the teachers can use that data to form groups to inform their
031instruction and to make sure that they're making progress that's our Benchmark assessment for language arts we have a similar assessment at uh in math that is taken with all our students at the end of your math assessment this is a typical results that we see where the vast majority of our students are meeting with the Benchmark proficiency there was a dip in the fourth grade but that was related to a testing change and our eighth grade does not include our highest or most highest achieving students that take the High School courses this is a summary of our kogat which is a cognitive ability test we give this assessment to all our third fifth and seventh graders it is an aptitude test so being as such it the individual scores don't vary greatly from year to
032year so that's why we don't give it every year as a district we fall in the average range where if you look at the little St 9 chart at the bottom we typically fall in the fifth sixth day nine so we are as a whole average but we do train our teachers to Dig Down Deeper into those cogat results to get what an individual profile would be for each student so how to best Target each child we use this as comparative data along with other assessments that we use for tier three for inrs for child study for just a variety of ways to ensure that we are meeting all our students needs and then I'm going to pass it off to Dr Smith thanks Ms Collins so Mr Gulick and Ms Collins do such a
033fantastic job with this presentation each year and so I and they I'm taking up a bit of time it's a long presentation I limited myself to not too many slides but I did want to um include a piece that is particular and unique to this year because we've actually gone three years without any NJ SLA data so the last it's almost like a story that's missing pages right so the last page we saw in that story was spring of 2019 yeah you can see with the key down below that's the light blue and the uh the light yellow okay the the district data compared to the uh the state data we I wish we wish we could have included data on here for comparison that would be uh in addition to our district and state
034but we don't yet it hasn't yet been made public what other districts data are so you know once that happens we can look at what the average is for K-8 districts what you know the averages for districts locally right now this is the only point of comparison we have so uh the the out the Border outline so when you look at um oh oh perfect perfect perfect excellent okay so um when you see the the Border there right so and it's that's a will you see green that means that our change from 2019 to 2022 was more positive than the state's change where you see yellow which just appears right here that that is where our change was exactly equal to the state's change and where you see red is where our change was more
035negative than the state's change okay and what we're looking at here is the percent of students meeting or exceeding expectations which you'll hear those words a lot as we go through the presentation but basically that's a level four or a level five on the njsla before individual student report which means that they basically um you know that's that's what we're shooting for is is either level four or level five and there's five levels total so more green than red but some red and it is um very appropriate that one of our disc one of our three District goals for the next three years is in fact to refine our Ela instruction towards improving student achievement so we would a goal be to increase the green this next slide another way to look at the same
036data only this time instead of looking at the percentage meeting you're exceeding we're looking at the average score change so our average score change across all students all tests was -8 New Jersey's average score change across all students all tests was minus nine the and the greens and the reds are consistent with what we saw in the last slide moving on to math we see more green less red reflective of the fact that math was one of our district goals from 2019 to 2022. another way if you want to look at this slide is in it because you can dice up the data in so many different ways right but we can look at it longitudinally so you think about like you know third grade or fourth grade where were they three years later when
037you know in 2019 so you see here like grade four 2019 then and you know obviously in 2020 to grade five 2021 they're grade six 20 22 they're grade seven and then that's their bar right there and there are so many variables when it comes to looking especially like this is this data is very macro you know you can drill down very granularly and as we'll be explained later in the presentation we do that with our teachers and our administrators they get lots of granular data to look at and that's part of our in-servicing and our professional work throughout the year what we're looking at here is really at the the 30 000 foot level um and then on this slide you can see instead of the percentage meaning exceeding it's back to looking at
038the the score and here you know our kids against all all tests all students dropped three points the state dropped nine so yes our students dropped yes there was slippage as we've heard about throughout the country due to covid but here any test etsd for math at least uh the slippage was a third of what the state uh went through the um and then just this slide so algebra one didn't want to neglect including that but I didn't include it in the other slides because the if you look at the percentage of kids that met or exceeded it's much higher than what we saw on this prior slide and to have included it would have made the uh it would have visually made the The Columns uh not very legible uh in a presentation so
039it got its own slide a couple things to note about this so we have kids who take Algebra 1 and geometry if students are taking algebra any two njsla tested courses at the same time for example if they're taking algebra one in Geometry they only take algebra one they don't they're not um they're not taking both of those NJ SLA tests we don't have any geometry NJ SLA results because all our kids in Geometry are also in algebra and they're taking the algebra and again really high we somehow still manage to get better um from 98 to 99 and here average scores and uh yeah so we look forward to getting more data when it gets released so we can make you know see how um things unfolded in other districts uh in consideration if
040we were at you know and and see if how much of a difference it made all of the things that we did um in terms of navigating covid using the full day using the live stream all the professional development that we kept doing and we anticipate that that will be a pot it will show positively when we get to do that comparison and onto yeah okay um these next slides are just a different way to look at the njsla data so this is as Dr Smith said these this is an assessment this is the state actual assessment it starts in grade three and is taken all the way up through eighth grade typically it's given in the spring but as we said this is the first year that we've taken it since 2019. so what
041this chart shows you is basically a snapshot of each of the grades on the left and then it takes you through the different percentage levels so there are five of those with the first one being you're not meeting you're partially meeting at level two you're approaching at level three you're meeting at level four you're exceeding at level five so again the idea of what makes Proficiency in terms of what the state is identifying is levels four and five so what we did in these further columns is then as a district here are our percentages at each of those grades and on the right here's the percent in terms of the state and we always want to be above the state in terms of the percentage where our kids are at proficiency and you will see
042that in the area of language arts in all areas with the exception of grade eight right here we did see a dip here and actually it's the first dip we've seen in eighth grade in many years but in the other areas you see that we are above and again while we saw a dip we didn't see it as significant as a dip as we did across the state um as it relates to math same type of chart so you will see the grades on the left and if we follow those all the way across these are the numbers that show us proficiency levels so you will see here New Jersey so we were significantly higher than the state in several grade levels so third grade be an example of that but we were actually above
043the state level at every single grade and again grade we don't really look at in terms of the comparative data for math for grade 8 and Algebra 1 because again for Algebra 1 we're taking our highest achieving students out of grade eight and we're giving them the algebra 1 assessment so it kind of skews the data to actually compare state to actually District in that case because across the state it's all kids taking algebra so the other thing that the state asks us to do is to actually pull out what they call subgroups and do some analysis across subgroups so we pick our largest subgroups that we have here in the district um and then we kind of just break that out just again for perspective for one other data point to look at but
044I will say the most important thing in my opinion is again the idea of looking where kids are absolutely but making sure that yes where the proficiencies are great but these kids who are approaching who are these kids that are approaching and actually identifying them at the school level and seeing what kind of services are they doing kids who are actually at this level one and two actually identifying it again looking at the students who are at those levels and making sure that they have the services and supports that they need one of the challenging things about this state assessment is it doesn't matter whether you're on grade level or not so I could be a fifth grader but I could be reading at a third grade level and I still have to take the
045fifth grade assessment so again it's one point of data but what's most important as we look at the students who actually got at that zero or one or two range and looking at what are the services are they getting are they getting all the service that they should be is there additional things that we can do so we do that for all of our subgroups so the ones that we broke out here we just have again that state number at the top just for comparative purposes then the district percentages and again so in this example this is third grade language arts we were above the state average but then we broke up and we looked at just general education students so obviously we were you know again more well above that special education was obviously
046a smaller number but again one of the inherent things about special education is I'm taking a grade level assessment on on language arts on a grade level that I might not be at doesn't mean that all special education students aren't on grade level but there are some who are not but they still have to take the assessment on grade level they can't take the assessment for the grade level that they're actually reading at in this case um so that number is obviously lower another group that we look at is economically disadvantaged and so we see lower numbers there but again what's most important are are those kids making growth through the year and are they getting the supports that they need and then the last one is ell so we have a smaller ESL population
047if that number Falls below 20 we're actually not allowed to report it so that's why you see the stars there because if it's less than 20 we're not allowed to show what that is um and then each of these just goes through so I promise I go line by line for each of these slides but again this is posted on our website it's posted on board docs if anyone would like to look at a particular grade level in more detail you're welcome to do that and we're happy to answer questions so this takes you through fourth grade same thing language arts and then I'm just going to quickly go through these same for fifth same for six same for seventh and same for eighth for language arts and then I'll show you just one example
048for math so same kind of layout for math so if we start at third grade same thing you'll see state you'll see District you'll see general education you'll see special education you'll see economically disadvantaged and again the ESL is too low to report and then we take that again through every grade level six seven eight and again we're not looking comparatively at just our grade eight because again we pull out our high achieving students for algebra so that can skew the data all right the last thing as it relates to New Jersey student learning assessment for English language arts and math is we also are required to report on what they call accountability indicators each year but we don't have them yet for this year so they're actually pretty old so I told the board
049members on my board curriculum committee I apologize ahead of time but this is the most recent data that we have so basically what we look at or what the state looks at is your English language arts proficiency level your math proficiency level more importantly they actually have growth levels that they've identified where they're using two years of comparative data so you'll get a growth number for ELA and math we also they also look at your progress towards English language proficiency so that would be with our ESL students and then they also have been tracking chronic absenteeism so the data goes back to 2016-17 so we saw pretty steady with an increase in 1819 there was no State Assessments in 1920 that was the spring where covid really hit so there's no data there the state
050got waivers so that they there was no one who had to fit into those categories and then 2021 same thing there was no njsla data that year the only thing that there was is they did publish chronic absenteeism again um and then we did have actually scores for any students who were in person that year they took the assessment and they released the scores for those but they didn't publish it as an accountability indicator because if you were a remote only student you didn't take the assessment so again they said the data is kind of flawed there so that's why you see those dashes meaning there was no reportable data but it does give you kind of just a trend over the year and then once we get the 2122 data which should be probably
051around January we'll update that okay okay will you be my changer all right so basically what what Danny just said about this language arts and math for NJ SLA the same thing's going to be repeated for science uh the only difference is only Fifth and eighth grade students take science and it's assessing the science practices and the domains of physical life and Earth Science um a shift to the next one so that's the the the difference though for science versus language arts to math is the proficiency levels are different so for science there's only four levels of proficiency there's Below near below is one nearest to proficient is three and advanced is four so that's a slight difference the NJ SLA science is a relatively new assessment in 18 it was a pilot year it
052changed from NJ ASK to njsla science and then 19 we took the assessment again but then didn't take it for until we took it last spring so it's still a relatively new assessment that we have so this is our fifth grade data but again it shows you those different levels of proficiency and then the next slide is the same thing for eighth grade data again you'll see the comparison of our district to the state level and in this case we're looking for levels three and four which is proficient and advanced all right this next slide is in regard to dlm for all of our students in grades three through eight as we've had said Ad nauseam that they have to take NJ SLA in grades three through eight for language arts math and in in
053science for fifth and in eighth grade if for our most significantly cognitively impaired students they still need to take assessments but if they reach the criteria for an alternate assessment they will take dlm and they will take dlm for language arts for Math and for science for those specific grade levels and there's criteria that they need to reach but it doesn't have to be all-encompassing so they might take njsla for language arts dlm for math um there we go and our last assessment data this is our start strong assessment that we just took in the fall it assesses our students from their standards from last year so our third through eighth graders take NJ SLA so our fourth through eighth graders took start strong because they're being assessed on last year standards and it's really
054it was created in response to the pandemic and it's not summative it's really just to give you a heads up as to what might be some needs that our students would have based on language arts and math for all grades and grades six for Science fifth grade takes njsla so sixth grade takes start strong the levels of proficiency do differ for this than they do for NJ SLA we'll see that they're they are broken down into three different spans if you pop up to the next one which is strong support may be needed some support may be needed or less support may be needed and that's um for all for language arts and for math and then here it is for across all grade levels what's important to note is that for our Language Arts
055students start strong is a multiple it's a electronic assessment so they're taking it online it is a multiple choice it's Tech enhanced there is no writing component to it so they don't get a writing grade this is specifically for reading information or Reading literature so it is something that we need to take into account when we're looking at the the scores but what is actually a positive about this assessment is that it is based on released items so our teachers have been trained on how to drill down into the assessment itself so that they can see exactly what the students um answered they can see the test questions they can see how the child answered they can see if the child answered and it really does help to inform instruction to be able to see
056if those kids need strong support in a particular area some support are less support and that same thing plays out for our math in our start strong okay and and science like I said we take njsla for fifth grade so this is the the science results for sixth grade so our our sixth graders took it and last year's eighth graders would take it in high school okay you made it to the last part we swear okay you said uh this to me is actually one of the most important slides uh these last couple because talking through again what do we do with all this information um so the idea that we're starting every year with our own assessments and we're establishing what we call fall Baseline data so that would be the Benchmark assessment that's
057something that Robin had talked about earlier so we take that in the fall we take that in the spring and we're looking for growth in the area of reading across the year DSi is a developmental spelling inventory we take that in the fall we take that in the spring and again we're looking at for growth throughout the course of the year we take a math Readiness assessment that's connected to our Envision program so we have a Readiness and when kids come in we have a mid-year we have an end of the year again we're looking at our kids actually able to do the things that we're teaching them throughout the course and then obviously start strong as Robin talked about again that was one additional measure because that's a state requirement that we did that
058last year and actually this year as well so from all that data we start getting State Assessments in the summer that continued into September we pull everything together and we're looking across District level data first so the curriculum team superintendent we have meetings where we're looking we talked to special education department we have meetings where we start looking at what are district Trends and things that are happening across the district then we set up building level data review and Analysis meeting so we kind of have a traveling Road show where we go to every single school we meet with every single principal or administrative team at middle schools we have kind of guiding questions that we send ahead of time with their data for their school it has kind of District Trends in there it
059talks about a district range and we say okay when we come here are the things we're going to talk about like what are what's surprising from the data what are things that actually weren't surprising that you were expecting to see what are things that stood out to you and we also again what I talked about with those subgroups we Target and look at here are kids who didn't do well on a district assessment here are kids who didn't well on a state assessment and they should be named at the principal knows and when we go down that list they can be like yep the student moved the student went here the student's getting the support the students here and if there's anybody who's not someone that they know about then that's their task is to
060make sure that they have those supports that they need and again sometimes it might be a deeper dive because maybe on a state assessment they did poorly but when we looked at aptitude and we look at classroom performance it's different so again that really is there are important meetings we did those at the beginning of October this year right before our in-service day and then we as a curriculum Department we make a in-service day was on October the 10th I want to say so we do training that day and we meet with every single grade level and we have some PD that we do connected to whatever we see as patterns or places we want to focus on but we also train them on the data so like Robin said that might be looking at
061the kogat and looking at individual profiles that we might be looking at in grades four to eight that start strong data and how do I drill down to see how do my actual kids in my class right now do were the questions they had trouble with were the questions they did well with so that allows teachers to actually delve into particular data and actually make some decisions and some actual you know information about their kids their class currently we then the next day is our first delayed opening so then we have that is for PLC teamwork it kind of initiates or kicks that off so they left hopefully that in-service day with like four or five kind of areas that they saw or that we talked about as a district at that grade level they
062then take that back to their team in the morning and any time that they use to actually look at some of that individual data and they come up with a collaborative goal by grade level of a place that this particular group of students might need to work on supporting content and math and what exactly will that look like so that would be an increased focus on Geometry measurement things like that how is that going to be meaningful so that kids actually do better in those areas than they did the previous year and then that helps us then in terms of actual the goal setting so they make goals in terms of their individual PDP which is their professional development plan they do that either as grade levels or departments and then we as a building
063so we have skip committees and on those skip committees we look at all those collaborative goals that they created on the in-service day or on that delayed opening day and we see what are the patterns or Trends there and they make they have a school PDP professional development plan so they have a school PDP and then you will be shocked to know that we take all that and that we have a district pdb or professional development plan so again we try to connect everything and make sure that the messages that we're sending and the message is that kids are seeing or teachers are seeing are connected so again it's kind of targeted and focused in different areas and then we design our professional development and our curriculum writing any kind of planning or implementation connected
064to what those are okay so here are the areas um in terms of what is our Focus areas for this year so some of these are a continuation and some of these are new so when we talk to teachers or when we have department or in-service days these are some of the things that we're focusing on as it relates to all content areas or related arts areas that whole idea of differentiating and making sure that we're doing that with fidelity emphasizing the social emotional competencies because again we've seen such a hit with that in these last several years um focusing on teacher clarity so that's the idea of actually having learning intentions and success criteria so kids know what it is they need to do to be successful and then giving them specific goal-oriented feedback
065in order to transfer that knowledge um accelerating or looking for opportunities to accelerate student learning by using self-informative assessment opportunities intentionally selecting technology tools so obviously a lot of technology has been used over these last several years with a pandemic but we're not just using technology for the sake of using it but being intentional about the tools we're using so they're going to enhance learning uh integrating authentic opportunities for students to justify and defend responses and critiquing the reasoning of others is a broad goal for everyone specific to some of the tested areas so English language arts what we looked at in terms of the data and then now are talking about is that again that idea of differentiation but instead of like what we would say this first one's talking about is that whole
066class novels we should see more book clubs so more books being used at different reading levels that are connected around the same theme or genre the second one talks about reading and thinking across multiple texts including electronic texts with opportunities to do that in other subject areas as well and that's connected to our English Language Arts District goal as well the third one talks about developing in students kind of that internal criteria to use strategies so that they can use that not just when they're reading a book but then when it applies to that next book the next one talks about efficient drafting integrating craft so that's actually the creation of writing and tools and techniques that we use as well as structure that's the grammatical side uh using conferencing in both reading and writing
067to elevate the proficiency of the learner increasing opportunities for high Success reading so those are language arts goal areas as it relates to math implementing Envision so we did start back in 2019 if you looked at those math Trends a little we did we expected to see higher results than we have we actually switched math programs and had a three-year implementation plan throughout a pandemic where we implemented that and we are seeing positive results but the idea of we still have different grades that really are still becoming familiar with the program so the idea that we're doing that with Fidelity in terms of problem-based learning at the beginning visual learning which is direct instruction and then assessing and differentiating and we do our differentiating math through a math workshop model so that's maximizing small group
068instruction to meet student needs and approved choice the second the third one actually is talking about we usually have a major content that you have to focus on but where we saw um kind of from the data was supporting so that geometry that measurement that time so that's something we added here to really focus on supporting content because the first year the pandemic might not have gotten to the fraction unit that they would typically get to and if you can get to the fraction unit that year and that put you behind for the next year and that puts you behind for the next year so we really focus this summer on opportunities to actually make sure we're doing more in math but also bringing forward some of that content which is supporting that usually comes
069later in the school year bringing it forward a little earlier um the fourth one is connected to actually what was our previous so board members might be familiar with that our previous math goal because again just because we feel like we were successful with that goal doesn't mean we want to leave it behind so we did a lot over these last three years as it relates to math discourse or talk uh reasoning looking at the the actual standards as they connect to um kind of everyday habits of mind we want kids to have in math so that kind of keeps that at the Forefront and then the last one is related to that idea in grades three through eight where they're taking those State assessments a balance of both paper pencil but also electronic assessments
070and using the tools for that okay science so some science areas because again as you saw from that science data we certainly saw both across the state and district there were lower percentages there so the idea of really focusing on Surface to deep levels of understanding making those connections between and among the different science disciplines so that's Earth space life and physical science using the science and engineering practices and making connections between science and then its application to real life and then the third one which is what the njsla science does is they use what's called three-dimensional assessments we created those for our units that we have but again pandemic timing really having more of a focus this year on those using those with Fidelity because that's going to give kids practice so that when
071they get to the assessment in the spring in grades five and eight they should be more familiar with that and then the last area is social studies so the idea of making those social studies practice making them a part of daily instruction engaging students in meaningful opportunities connected to service learning and active citizenship and the idea of incorporating opportunities for a variety of perspectives and that is it so thank you for your patience we appreciate it thank you Miss magulic Miss Collins Dr Smith thank you so much for those presentations and all the hard work you guys put into them now we are going to go to public comment just in case anyone is not aware we have two public comments the first public comment is for what is on there I'm sorry I'm sorry
072to interrupt I don't mean to do that um are we allowed to ask any follow-up questions sure I'm sorry I didn't um I just had like one one quick question about about state of school Hib in general um I was thinking about this during the presentation you have a third grader who halfway through the year they're they're out of school because of the pandemic then they go in the fourth grade and then they're in remote learning going back and forth back and forth school closes for about a month again and they're back to remote and they're going back in they're trying to learn the computer trying to go back then they have maybe fifth grade it's formative time and even it was no mistake that I chose a kid going into sixth grade because it
073is it is a major change going from fifth to sixth like I have kids in in in school you know in high school who are sophomores now and they're hitting the pandemic level in their formative Middle School years and trying to see that like that catch up there in terms of that I know in the classroom that could be a struggle on that upper level I just kind of wanted to get the sense sometimes no matter how many scores we put up that stuff kind of gets lost in the crack so I just I was just curious about that point and I appreciate your your candor on that for interrupting no that was a good question I'm so sorry I'm glad you asked me no thank you for stopping me any other questions from the
074board regarding the presentations okay seeing none we're going to move to public comment just in case anyone is not aware we have two public comments the first public comment is for what is on the agenda and the second public comment which happens later in the evening is for anything you wish to discuss the meeting will now be open to the public referencing agenda items only however if your questions pertain to a student or Personnel item or negotiations we ask that you see the superintendent after the meeting since we do not discuss these matters in public we ask that you limit your comments to three minutes per person it's also crucial please for you to give us your name and address before you speak up and also limit your comments to one time per public comment
075period is there anyone that wishes to speak on agenda items foreign seeing none we're going to close the portion of the meeting there will be another public comment section at the end at this point we're going to move forward with the approval of minutes I need a motion to approve item 6.1 through 6.3 do I have a motion Miss Noel do I have a second Mr Canton thank you roll call please Mrs capella here uh yeah sorry it's okay Professor Cara yes Mr Canton yes Mrs Knoll abstain on 6.1 and yes to 6.2 lancelotta abstain from 6.1 yes 26.2 and 6.3 Ms Floyd abstained to 6.1 and yes to 6.2 and 3. Mr Meegan yes this is Ryan yes motion carries okay at this point we're moving on to item seven superintendent's report and administrative
076items do I have a motion to approve item 7.1 through 7.5 Mr canthan Mr physicaro thank you and now I'll give the floor to Dr Smith Ryan I'll keep my comments brief this evening we had two presentations and I from a lot of great things said and I just what I really want to um I kind of have one topic only in my comments tonight and it's a difficult one so in the past seven days our etsd community has had both a student and a parent critically injured as pedestrians by Motor Vehicles two separate accidents two different areas of town lots and prayers are with both families now and ahead this is heartbreaking I would just ask all of us for anyone we know please especially as the days are getting shorter and it gets
077darker earlier and the weather gets worse just drive if we could let's drive slower let's keep our heads up and eyes forward let's do what we can to keep our roads and walkways safe my my update tomorrow for staff and Families will have information and a survey link from the Delaware Valley Regional Planning Commission the DVR PC serves as the regional planning Agency for the Greater Philadelphia area providing guidance and assistance to build a sustainable and livable region this organization is currently seeking input from all all Marlton residents one of only a few towns in the county in order to specifically create a safer pedestrian and bicycle Network they use the information from this survey to develop recommendations and to work together with our County to improve safety so the info and the link will
078be in my update tomorrow and I would just encourage all of us to take a moment to complete the survey and add your voice to this mission of making our town safer and that ends my comments thank you Mrs Ryan thank you Dr Smith any questions or comments to the superintendent's report okay seeing none roll call please Mr Ashanti Mrs Capello yes Mr physical yes Mr Canton yes Mrs Noel yes Mr Lancelot yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes motion carries thank you moving on to item eight curriculum and instruction I need a motion to approve items 8.1 through 8.5 do I have a motion Mr physicaro Ms Capello any questions or comments to curriculum and instruction okay roll call please Mrs Capello yes Mr physicaro yes Mr cathan yes Mrs Knoll
079yes Mr Lancelot yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes motion carries thank you moving to item nine finance and operations I need a motion to approve items 9.1 through 9.21 do I have a motion Miss Noel Mr canthan any questions or comments pertaining to finance and operations Miss Noel Dennis you can confirm but the the school security grant that is the one that we discussed at finance and is that for the township correct from the township the big check yeah so the township gave us uh eleven thousand eight hundred dollars I just wanted to them that um you know respect that we are accepting that Grant this evening so thank you and that puts us well along the way to further secure our schools any other questions regarding finance and operations okay
080roll call please Mr Ashanti Mrs Capello yes Mr physicaro yes Mr Katherine yes Mrs Knoll yes Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes motion carries moving to item 10 Personnel I need a motion to approve items 10.1 through 10.9 do I have a motion Ms Capello second Miss Noel any questions or comments pertaining to personnel Mr physicaro I just want to uh say my congratulations and just heartfelt love to miss romanelli and the reason why I say this I mean outside of the obvious reasons I I was here I was the first seventh grade class in 1993 and I I feel that you have been a part of this for such a long time and your your stamp of of your passion and everything that represents you as a person
081uh is all over the school and represents thousands of kids who walked through here and as being a student here and now you know being a board member here my kids go in here I am so utterly proud that they got to be in and I got to be in a school in which you were a part of and helped lead into a into a wonderful institution I will miss you but I'm telling you I I wish you all the best and you absolutely 100 deserve this so all of my my best wishes I will vote Yes in regret but you deserve everything that uh yet incoming retirement so [Applause] any other questions or comments regarding Personnel I can't speak as eloquently as Mr physical but I will say that I'm happy and sad at
082the same time for your retirement I'm excited for you to start the new chapter but you will be sorely missed don't be a stranger go ahead emphatic ditto to miss Ryan's comments and Mr pizzicaro's comments as a as a parent as a former parent whose kids walk these Halls to a superintendent who walks the halls with you I uh I will miss walking with you in these halls but I will be walk as many as anyone who has worked with you or been influenced by you you will always be walking with us in our minds because we will be remembering not just the words you've said but the way that you look at things and how you approach because it's always with the smartest of hearts about kids best of luck Mrs romanelli any questions
083or comments for personnel more no okay roll call please Mr Cincy Mrs Capello yes Mr visicaro yes Mr Captain yes Mrs yes Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes motion carries moving to item 11 policy I need a motion to approve items 11.1 and 11.2 do I have a motion Mr physicara second Miss Capello thank you any questions or comments pertaining to person I mean to um sorry not personal policy okay seeing none roll call please Mrs Capello yes Mr physicaro yes Mr Captain yes Mrs Knoll yes Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes Mission carries thank you moving into committee reports does any committee chair have to report a report they wish to share I will speak for curriculum and Miss Everhart who is
084unfortunately not here but she just wanted to give kudos to um the entire curriculum department for the hard work they did on the presentations and everything um anybody asked Mr lanceleta for community outreach there's a few things for this month first from the Marlton rec council that coaches are still needed for winter sports Deck Hockey and basketball the sports utility program also needs coaches and buddies of all ages basketball clinic clinics for ages four to eight for all of you aspiring NBA stars and for any information about volunteering go to www.marltonrecouncil.org I know it's already been spoken about but I wanted to touch on the uh the 11 800 check that the Town Council has granted granted to the school district um it was almost twelve thousand dollars and the money will be used to
085install and upgrade our SEC our new security camera systems in the schools throughout the district um you know our students are safer uh because of this upgrade and we appreciate the Town Council we have a solid relationship with them they support and they've navigated us through our last few years of state budget cuts and they've been wonderful to us as far as the Eastern Education Foundation we met on October 19th and the Eastern Education Foundation is planning their next Community fundraiser event the annual Double Down event will be held on February 10th from 7 to 10 at the mansion in Voorhees last year was fantastic I think we raised they raised like over forty thousand dollars for the school district there's going to be food and drinks music you know giveaways it was at the
086Mansion last year yes there's Raffles prizes and and the best thing about it is that you know the proceeds go to the school district um it's just it's a wonderful event tickets are 125 dollars and they're also looking for sponsors so if a business a local business would like to sponsor there's anywhere from 500 sponsors to 7 500 sponsors so if you are interested please contact Scott zielinski he's a fantastic guy um you know at Scott at Z homesrealestate.com or at the eveshameducationfoundation.org thank you thank you Mr lancelotta I'll just um comment on our PTO PTO meeting that we held every single member of the PTA and PTO thank you for all your hard work and it's really great to see back to school events happening I know they were hard at work with in
087October getting chunk or treats and there'll be Halloween parties and it's really nice to see things getting back in the swing of things I would like to send the thanks to the Evesham Education Foundation for sponsoring our back to school movie night it was very successful pay attention to the Evesham Township Schools district staffing needs every we need everything and also I would like to comment that um sorry just left my request for a second um some of the reopening highlights back to school um back to school nights everything like that went smoothly so the PTO is and PTA presidents we have a lot of new new leadership this year which is great to see but everything went smoothly and it was very well attended so thank you to all the volunteers as always in
088the district anything to add Dr Smith because you were there no okay I would just say and it reminds me of Mr physacaro's question from earlier like the power of having in person back to school nights and and having the Halls filled with families families interacting with teachers it's incalculable because that enhanced communication and connection directly helps kids you know um and so I just to your question from earlier it's those types of things that get us back anyone else wish to comment on committee items or other or and just okay um now we're going to move into Old business we don't have any old business but we do have some items under new business I need to make a motion to uphold the superintendent level three grievance decision can I have a motion to
089approve Mr canthan seconded by Miss Capello any questions or comments regarding that if not Mr Ashanti roll call please Mrs Capello yes Mr physicaro yes Mr Canton yes Mrs Noel yes Mr lancelotta I'm staying Mrs Lee excuse me Mr Meegan yes Mrs Ryan Yes motion carries okay and the next thing I need to discuss under new business is a motion to approve the settlement agreement for the student out of District placement which will require a parent signature in the future I need a motion to approve that also Mr physicaro seconded by Miss Noel any questions or comments okay Mr Washington D roll call please Mrs Capello yes Mrs Cairo yes Mr Canton yes Mrs Knoll yes Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan Yes Mission carries thank you now we're going
090to move into open public comment the meeting will meeting will be open to the public referencing however if your questions or comments pertain to litigation student or Personnel items or negotiations we ask that you see the superintendent after the meeting since we do not discuss these matters in public we ask that you limit your comments to three minutes per person and also this section is meant for one comment for per person is there anyone that wishes to make a public comment come on up and step to the microphone thank you name and address please and Jenks uh 39 Carlton Avenue um thank you for the presentation tonight it's good to see that the district is involved with uh of analyzing data um you know research and science are are important for anybody to understand and
091uh for you know you we we would move forward in in the progress of education however I'd also like to remind you that uh you know there's other issues other than just reading and whatever else uh part of this school district and that um that brings us to one of the things that I'm particularly interested in which is the science of uh a an item that you know we're all struggling with quite frankly and that is um you know this motion or this movement towards um you know sex sexual education at a very early age and uh uh I presented to you before the um the data and I think we should know what the data is and I think you know I think you do know what the data is and the data does
092show that adolescents you know do suffer um a a you know from uh uh when they have gender dysphoria um the the the suicide rate is is enormous it's ten times uh the normal suicide rate uh and it's and it's and it's suffering and and when parents um you know the one thing that you know parents uh do have uh trouble with it and sleeping at night is safety and health and all I ask is that um you recognize that the science whether it be NIH or whether it be the academy the American Academy of pediatric medicine or many of the research studies that are done at the universities that show that transgender transgender adolescents have a 10 times maybe as high as a 40 percent attempted suicide rate and all I simply ask is
093that you adopt the part part of your curriculum that would simply say that um you know for the part of the curriculum would be to examine and evaluate how gender dysphoria and transgender lifestyle often results in a deadly decision I know it's a difficult topic but it's something that um you know you can um you know ensure just like you would just like you would ensure that no teacher would ever you would expect no teacher to ever suggest you know a student you know and get involved with you know uh illegal drugs or anything else this is a deadly decision by adolescents thank you is there anyone else that wishes to speak during public comment okay seeing none I'm going to close that portion of the meeting [Music] at this time I'm going to ask
094for a motion to go into a second executive session whereas in njsa 10-4-12 allows for a public body to go into closed session during a public meeting and whereas the Board of Education of Evesham Township has deemed it necessary to go into a closed session to discuss certain matters which are Exempted from the public and whereas the regular meeting of the board will reconvene following the end of closed session at approximately 10 15. now therefore be it resolved that the Board of Education will go into session for the following reasons as outlined in njsa 10-4-12 the superintendent's contract and other items of interest that are exempt from the public do I have a motion Mr canthan seconded by Mr lanzalotta any questions of the word all right roll call please Mr richardsy um before I
095take the roll call is there an intent to take action after the closed session there is a possibility that action will be taking place after the second executive session yes thank you Mrs Capello yes Mr Mr physicaro yes Mr Canton yes Mrs Noel yes this really is allowed yes Mrs Lee yes Mr Megan yes Mrs Ryan yes motion carries thank you we'll see you all at approximately 10 15. at that time action may be taken and we will reconvene as soon as possible foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign thank you foreign thank you foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign thank you foreign [Music] foreign thank you foreign thank you foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music] foreign [Music]
096foreign thank you foreign thank you foreign [Music] foreign [Music] foreign um foreign blue hmm foreign [Music] foreign [Music] foreign [Music] foreign I would like to resume this meeting of the Evesham Township Board of Education I need a motion from the board to send the amended contract the amended superintendent contract to the county superintendent for review can I have a motion Mr canthan Mr lanzalotta any questions from the board okay roll call please Mr Ashanti Mrs Capello yes Mr physicaro yes yes Mr canthan yes Mrs Noel no Mr lancelotta yes Miss Lee yes Mr Meegan yes Mrs Ryan yes motion carries thank you any closing remarks from the board I just have one make sure you vote and at this point ask for a motion to adjourn motion by Miss Capello second if I'm Mrs Knoll
097all those in favor aye have a good night everyone thank you