001Okay. I'd like to um call this meeting back to order. I'd like to add Mrs. Lambert to the minutes as be added to the roll call, please. Sure. >> All right. Thank you. Can I get an approval of the September 9th regular meeting minutes? >> Uh a second. >> All those in favor say I. How about now? >> Better. >> Yeah. >> Can you hear me now? >> All right. Um, he didn't miss anything. We just made a motion to approve the regular meeting minutes. And now we will go to president's remarks. I will be brief because there's been a lot going on tonight. So, um, I just wanted to thank all the board members that came out to the back to school nights. We had a really good turnout. Um, I went to all
002eight and I can say that I think we were over that 50% hump at all eight. So, thank you. I know that was one of our u unwritten goals to try to make sure that we got out there and I just want to thank everyone um for your attendance. The other thing is a reminder that this month is the NJSBA conference in Atlantic City and um if people are going to be driving down maybe it would be good if a bunch of us got together. I'm going to maybe do an email and see if we can pick a day. Maybe we could um go out to dinner or as a group. It's always a nice thing to do. So, look for that coming in your email soon. Um I think it's the 20. Do you
003have the days? 21st 21 22 23. Okay, that's all I had. I'm going to move to the administrative report. >> Um going to do the bullying investigation report and then turn it over to Mrs. Montgomery to do the district goals. Uh since our last meeting there were two incidents of harassment, intimidation and bullying and both were founded. Okay. to all of you. >> Thank you. should sit with Dan. >> I mean, it would have made my my presentation for >> I would have been on camera. Um I'm sorry. Are you Can I help you find something? Okay. Um I am excited to share um with the board and the public this evening our district goals for the um for this school year 2526. Just as a reminder of our mission and our vision and certainly
004our goals um each year work to support um these efforts for our students. Um the first set of goals I'm going to share with you this evening are around student growth. Um, obviously student achievement is one of the most significant things that we can do to support our students. So, I'm going to share with you a set of student growth goals. Um, I want to preface my sharing this evening with um, our goals are going to look different than you have seen in the past. In years past, I have shared goals with you that have focused on a particular content area or domain. we've identified a percentage of students, usually somewhere around 80% of students that we have worked to support to meet that goal. Um, typically those goals are designed around um targeted groups
005of students. And one of the things that we um have heard from both the board, but also from um our teachers and from our leadership team is that we really need to be focusing our goals more broadly on all of our students. Um, so our growth goals this evening are going to look different. I'm going to talk a little bit through with you what they look like to so that you can help understand the thinking and the data behind um what what brought us to this place. Um so the first thing we did obviously when we um identify student growth goals is we look at our student data, right? And the most impactful data that we have had um and used over the course of the last year was our um our partnership with I
006Ready and we really looked at student growth using that I Ready diagnostic. So, I spent a lot of time um this summer with our um leadership team, meeting with each of the the school's leadership teams talking about the um growth that their students demonstrated on this diagnostic, the standards aligned measure um over the course of the 2425 school year. And then I spent a lot of time talking with the experts at I Ready about how to use that data to help us make informed decisions about setting goals for students. And um I already gave us some some really sort of important benchmarks to to think about as we were crafting goals. And the first thing they said was that um nationally the districts that partner with I Ready noticed that between 50 and 60% of
007students in any given district meet their typical growth goal. Now remember I measures students growth in two ways or gives us two measures to look at student growth. first their typical growth goal and then their stretch growth goal. And that stretch growth goal is um is designed specifically to support our students who are um below benchmark or not performing on grade level. And the goal with identifying stretch growth goals for kids is so that when we have students who are operating below grade level, we can push them right and provide resources and supports for those kiddos who are below grade level or below meeting benchmark because all of the research and data tells us if we can get kids to meet those stretch growth goals two years in a row, we can catch them up.
008We can close those gaps and have those kids back on grade level within two years. Right? So that stretch growth data is really important for us to to be aware of for our kids who are um who are you know diagnosed under grade level. But for this these this year's goals we're talking about our typical growth goal and every student gets a goal. Um they are assessed in the fall based on the fall diagnostic and based on how students perform on the fall diagnostic I based on their performance in each of the um domains and the subtests um tells us what we can anticipate. Right? So, Ranata takes the test in the fall and based on her performance on the test, I know or I can anticipate Ranata is going to demonstrate this much um
009this much growth in reading or in math between the fall diagnostic and the spring diagnostic. And that's based on on national norms um you know for kids across the country. Um, and what I has told us is that typically what they see in any given district is that between 50 and 60% of students in any given district meet that typical growth goal. That means that kids, lots of kids exceed that typical growth goal and maybe even meet their stretch growth goal. And about 50% or below don't meet that typical growth goal. That doesn't mean those kids aren't growing. It just means they haven't met the growth goal that I Ready has set for them. So that's the first piece of, you know, information that we used when we were starting to think about our goals.
010And then the other thing that I already um cautioned us on is looking at where your student your student growth typical growth goals are and to not make those goals unreasonable or um unattainable for students. Right? So their recommendation is if you have students who are if your you know population is in that 50 to 60% range or even if it isn't even if it's higher even if it's lower it's an unreasonable goal to expect more than 5% growth beyond where they currently are right so more than f it's unreasonable to expect more than about 5% of students to move to to meeting that typical growth goal from one year to the next. That make sense? Let me show you some data and maybe it will >> to grow 5% or for 5% of the
011students to >> 5% of the students. 5% of the students. So this is a chart that looks at our um our typical growth from last year. So this was from fall to spring I Ready data from last year. um the percent at the top of the bar is the percent of students that met that goal. Right? So on the far right hand side you can see more than a 100% of our more than a hundred of our students made progress. Right? Like a large portion of our students made progress last year. 62% of our students in the district K through eight met their typical growth goal which means I read they took the diagnostic in the fall. I already said, Elena, here's your starting place. This is what we anticipate you're going to do. You're
012going to grow from fall to winter. And 62% of those kids met that goal that I already said. So, we are already in this expected national norm of 50 to 60% of our kids meeting the goal. We are actually already above it, right? What we said is we want to keep moving our kids, right? And if our kids are meeting that typical growth goal annually, our students as a whole are moving closer to proficiency and even beyond. Right? If kids are meeting that typical growth goal, even if their starting place is below grade level or above grade level, even they're making growth based on what what I was anticipating. That make sense? Before I move on. Okay. So what I did with um each of the leadership teams in our schools is I met with
013them because we have this data for each of the schools, the percent of students in each of the schools that met their typical growth goal. And I worked with the leadership teams in each of the buildings to identify what our typical growth goals would be um within each of the content areas for math and for reading and in our grade level bands. Remember at at the elementary level we do um we've been in in the past we've been doing grades at the K to2 band and the 3 to 5 band um so that no one grade level has multiple district goals on them. So I'm I'm going to share with you what the goals are for each of the buildings, but you're going to see the same theme, right? That each school identified a percent
014growth for K to2 in the area of reading and a percent of growth for 3 to five in the area of math. And this is the percent of students who will meet their typical growth goal. I just want to pause on this before I go through all of the other schools because again it's going to look the same. The percentages vary because each school's starting place was different based on where their students are. Um and I think that's one of the sort of wonderful and unique things about the go the student um growth goals this year is that every student it we're expecting growth from every student, right? We're looking at every student's fall diagnostic to spring diagnostic and we're expecting growth. Um but every school's starting place is different and so we are looking
015at where they started and we're supporting their growth through this process. >> Sure. >> Am I reading this correctly that it implies that we our goal or our expectation is that 38% of our students will not meet their typical goal. 30 38% of students may meet their stretch goal stretch growth goal. So >> 62% of students, right? So our goal is that 62% of students in grades K through two at Applegate will meet their typical growth goal in reading. That doesn't mean it's only 62%. They could certainly exceed that from a typical growth goal. And what we found in this year's data, I didn't include that chart and I apologize because our our goals aren't focused on stretch growth, but that 38% of kids that don't meet their typical growth goal could be meeting their
016stretch growth goal as well. Like so we could get kids who meet both their typical and their stretch growth. We're just not count we're not including that in the in these goal statements if that makes sense. >> And that typical growth is the 5%. >> Yeah. So that that number is 5% of what their um what their typical growth goal what their typical growth percentage was for K to2 last year from September to from the fall to the spring last year. >> Okay. So again uh >> could you describe like what a certain amount like vocabulary to increase by x amount or comprehension? >> No. So interestingly I talked at length with I ready about that when I asked them to give me some guidance around goal crafting because again um Dr. Casey, we that
017is how we did our our goals in the past, right? We focused in on a narrow domain, whether it wasformational text or numbers and operations systems and math, like we focused in a very in a very specific domain. And what I already shared with us in terms of their research nationally is that while that's great and will grow kids within that one domain, it doesn't often impact their overall performance within the content area across the diagnostic. And so kids might grow in vocabulary but lose ground in the areas of comprehension because teachers are going to be assigning them lessons around vocabulary and not focusing on the other domains in reading. And so that's why they and in all fairness NWA map was convinc trying to convince me for two years prior to this that that's
018this is how we should have been writing our goals previously. I just didn't like NWA the NWA rep and so I dismissed her. But but I gave us a lot of research to support that this is really the way to do it. Right. So, if we're focusing globally on on either the reading or the math domain, we're um eliminating, so to speak, the temptation for teachers to say, "Well, our district goal is around vocabulary, so I'm going to like really focus on vocabulary and give the kids lots of vocabulary lessons, which is great in terms of growing kids vocabulary, and we always achieve our goals in that way. But what happens then is and and this is no fault of anyone's when we're spending all that time on vocabulary are we then spending less time
019on literary comprehension orformational text just does that make sense >> just so I understand go back but >> so that that 5% if we said all right well I already recommend this but we think greatly of our students so we know we can push our students we can make that 7% >> I might be back here next year saying that to you this is all this is year two of our implementation. >> Yeah, this is year two of our implementation. And one of the things that I think is going to be I know is going to be impactful in our students um meeting these goals is our use of the I Ready My Path. Remember last year was our first year of implementation. We trained our teachers around the diagnostic and our first um early
020release PD day in late September last year. They gave the diagnostic in October last year. Um, and then we didn't train teachers in how to use My Path and support students on their personalized pathways until our early release day in January of 2025. So, in all fairness, our students had less than a full year working on those personalized pathways to move them towards these these growth goals. Um, that isn't the case now, right? At this point in September, our diagnostic window closes at the end of this week and we've had kids on their My Path for two and three weeks. Um so I I I'm feeling very confident that we will that we will meet this goal across the board. Um so again I'm going to go through these slides quickly just so that you
021can see. Um but they are they are written the same in terms of growth. K to two with a focus on reading again because we the last two years our focus has been on foundational reading in the primary grades and three to five for math again because of our implementation of our new math program and our focus in math in three to five middle schools um we are sticking to what we have done in the past and that is having a a goal for both our um language arts and our math content areas. Again, the focus is the same, right? We started with their um diagnostic and we looked at growth goals in both the areas of reading and math for both middle schools. I'm happy to share we have a student growth goal for
022our preschool this year, um which is very exciting. I shared with you um back in the springtime and the board approved the adoption of the preschool foundations program which is the um the phonics um early literacy program that um Mrs. Cesleion is training and supporting her teachers in using in the classrooms. So she will be working with her teachers to use the creative curriculum which is already our adopted curriculum and there's already um uh an objective in that curriculum around identifying letters and names. They're using foundations as the supplemental curriculum resource to teach that explicitly in our preschool classrooms. Um, and so they'll be using their creative curriculum developmental rubric to measure students progress. We're only focusing on our um on our four and 5-year-olds, those kiddos who are going to be going to kindergarten
023next year, not the kiddos who are um in their first of two years at preschool because it's not developmentally appropriate for them to be able to identify and name letters. And this goal kind of lines up what we've done in the past. >> Correct. Correct. Uh the one thing I will tell you that is different about the preschool foundations program um that does not exist once kids move to kindergarten is that um that that expectation of 80% proficiency for all kids doesn't start from the foundations program or foundations program until kindergarten. So we we are imposing our 80% that is not something that foundations does inherently. There are not assessments built into the foundations program for prek. Um, we have a couple of um non I don't want to say non-measurable. What's the word? >>
024Qualitative. >> Thank you. Qualitative. I had a a word retrieval moment. Um, and again, these are not things that um should be new to you. These have been in conversations um with the board. We are continuing our work in the area of restorative practices with our middle school teachers um and expanding that work to the elementary school with the elementary school version which is responsive classroom um teachers. Neil is working with a team a core team will be training um teachers in each of the elementary schools to be like school-based coaches to support responsive classroom practices in the elementary schools. And that'll um that support and training will be occurring throughout the course of the school year. And we're talking about the elephant in the room, artificial intelligence. Um it is we we have been
025spending a great deal of time talking about artific artificial intelligence internally and um working um collaboratively. We established a district um AI committee this summer, representative teachers from across all schools and grade levels to help us as an internal team identify um goals and guidelines for the use of artificial intelligence both for staff and for students. So, we're in the process of drafting those guidelines now. um all of the research and all of the feedback we've received both locally from the Department of Education but also um from some um national organizations including EAB is uh a recommendation to establish guidelines and then sort of live with with those guidelines and see what modifications need to be made to the guidelines before adopting formal policy. There is um a policy alert that we are working with
026from Strauss Esme. So we will be working with our our AI team this year. We will be sharing through the committee process um what our um proposed guidelines are and um keeping the board updated as we adjust and modify them throughout the year because that is likely what AI will support us doing. >> Going back to the previous thing of restorative justice, what percent of students would >> agree to do restorative justice? So restorative circles I don't know >> so restorative justice so restorative practices restorative justice conferencing is a small part of restorative practices in the spring of last year administrator all of our team actually our administrative team was trained in restorative justice conferencing for implementation this year so restorative justice conferencing is only one part and we have not >> engage in that'll
027be this year >> restorative practice restorative justice conferencing is only one part of restorative practices So next year you'll have more of a fuller picture. >> Okay. >> Right. You're correct in that in order to engage in a restorative justice conference, the kids need to be agreeable. >> Agreeable. Yes. >> Y questions. >> Thank you. Great. >> Sure. Um please correct me if I'm wrong. Okay. it you explain to me why the the gold numbers feel un ambitious >> because I because I because I think we artificially have this 80% proficient we have this artificial like you pass a test it has to be a 75 or above a 90 or above is an A. It's artificial. um that percentage what we're talking about is the percent of students who are actually making growth based
028from their starting place. Um >> we're saying we our goal was that like only 60% of our students are going to >> No, our goal is our goal is that that in every grade in every school five we are we are making 5% more of our students are are making growth than they made last year. That's what the goal is achieve. Yes. Five. >> Also remember when you looked remember when you looked at the slide e um the um I already said 50 to 60% almost every one of our goals exceed 60%. Right. >> I would say that's ambitious if if saying 50 to 60% is typical where all of our goals exceed that. >> So remember last spring um Mr. Dixie shared we had um one of our I Ready professional development trainers came
029and met with our admin team and like couldn't stop gushing about the growth and the progress and they'd never seen districts we we're already there right like there isn't a single one of our schools that's whose whose typical growth of their student population was below that 50% mark. All of our goals at each of those schools are either within that 50 to 60% range or above. So, I I I do feel like they're lofty. Welcome. >> Thank you. Oh, it's okay. >> Do we have to do anything with the budget? >> Bob will do both. >> It has to be on the agenda. Let me know when you're ready. >> Okay. >> All right. I'll do my certification now. Um I Robert Dvita the school business administrator/board secretary certifies that as of August 31st 2025
030no line item has been overextended in violation of NJAC 6A2A-1610 C3 and that sufficient funds are available to meet the district's financial obligations for the remainder of the year. Um I also have the next two components of the admin report. Uh the first is the budget calendar. as you board members who've been here for a while, you know, as part of CUAC, we just have to put up what our budget calendar is and it's budget season again, folks. So, um, the only the only thing never ends. >> So, although I I will tell you what will be different this year than I forgot about when I said this is that um it'll be a new administration coming in. So they're going to pass a resolution more than likely to give themselves two more weeks to
031give us our state aid. It's usually another 10 or so it'll if there's if they're having issues it's just going to make our timing. Yeah. Yeah. So u so that's there if anyone has a question with the budget can let me know. And lastly um tonight we discussed this a couple meetings ago. Um we have a motion on here to approve the bond refunding. And part of the law for that is that we have to have kind of like we've did for SSDS and for a couple other things, you have to open up a hearing to the public so they can comment. Um, let me just get my notes here. So the bond on refunding, we've discussed this a few times, I think, is that when there is enough savings, it's typically three uh the
032net present value has to be 3% or greater, then by law you must refund your existing bonds when they become callable. So, we have a a stretch of bonds that have a maturity over the next seven years. Um, they are callable and we are projected to save almost a million dollars, about $950,000. Um, this bond refunding will be for seven years as well at a low interest rate, as I said, will save about $957,000. Um, this resolution must be passed by twothirds of the board. Uh, the issuance will not exceed $13,700,000. that is approximately the value of what's out there plus interest. Um what'll happen is once this if the board passes resolution and there's nothing comes up for the hearing is that the team that we work with our auditor our uh advis financial
033adviser our bond council and my office we will work on getting information for the preparation distribution of of the preliminary official statement to the investment committee that'll be sent out on or about uh 10:29. Uh the sale date is projected to be November 5th and the closing date to be November 20th and our payments will be February and August for the next seven years. So the key thing is we're going to save about a million about $137,000 each year off of what our projected debt service is. So you know that'll be a good thing. >> So again, Mr. Amarosa will have to open the floor in a minute to see if anyone makes any public comment about it. If they don't, we'll close it. We'll move on. We'll pass the resolution and we'll have the
034uh the rest of the board meeting. Should I flip it and do public participation first? >> Sure. All right. I think so. >> This is the first opportunity for public participation. If anyone wishes to address the board, please write your name and address on the sign-in sheet. State your name for the record. Statements are limited to three minutes and should not be abusive, obscene, or defamatory in nature. And on this first opportunity, it should pertain to items on this agenda. Do we have any takers? Okay. Seeing none, then I'm going to move into a public hearing. Now, therefore, be it resolved that the board of education shall open the public hearing on the bond refunding ordinance of the 2016 refunding school bonds. Do we have anybody that would like to discuss the bonds? Seeing none,
035now therefore, be it resolved that the board of education shall close the public hearing on the bond refunding ordinance of the 2016 refunding school bonds. And with that, I'm going to move over to personnel policy and communications. Mrs. Spieler, >> good evening everybody. Um, we did not meet together. Can you hear me? It is on. It's clean. >> Oh boy. um we did not meet as a committee and um so I'd like to move the following line items. Um the first reading of policy as listed policy 2415.51 and um retirement number three as listed. Resignation number four as listed number five new employment as listed. Number six position control teacher assistance as listed. Number seven, position control as listed. Number eight, leaves of absence as listed. Number nine, salary adjustments. Number 10, extend long-term assignment
036as listed. Number 11, unpaid days as listed. Number 12, PTO honoraria as listed. Number 13, district honoraria as listed. Number 14, additional compensation safety care training as listed. Number 15, additional compensation PLTW training as listed. Number 16, additional compensation just words as listed. Number 17, volunteer as listed. Number 18, translator interpreter as listed. Number 19, student teacher practicum observation placement as listed. Number 20, student teacher teacher practicum observation placement update as listed. Number 21, termination of employment as listed. Number 22, certified substitutes as listed. Number I miss 23 non-certified substitutes as listed. >> Remember you sent us an email earlier today on there. >> Do we have a second? >> Second. >> Any uh discussion or questions? >> Seeing none, can I get a roll call? Miss Brand? Yes, >> Dr. Casey. >> Yes, >>
037Miss Crosby. >> Yes, >> Mr. Rojulo. >> Yes, >> Mrs. Lambert. >> Yes, >> Mrs. Spieler. >> Yes, >> Mr. Williams. >> Yes, >> Mrs. O. Sullivan. >> Yes, >> Mr. Amaroso. >> Yes. >> Motion carries. >> Thank you. Curriculum committee, Mrs. Brand. >> Good evening everyone. Uh, tonight the curriculum committee did not meet, so I'd just like to move item two, home instruction as listed. >> Thank you. Do we have a second? Thank you. >> Do I have any questions for curriculum? Thank you, Miss Montgomery, for an excellent presentation. >> I got to preview it, so I already asked my questions. It was it was great a second time. >> All right. Um, all those in favor say I. >> Any opposed? >> No abstensions. Finance, facilities, and transportation. Mrs. Lambert. >> Okay. Good
038evening. Can you hear me? Okay. The finance facilities and transportation committee meeting met this evening physically present were um Mr. Amarosa, Mr. Gardulo, Mr. Devita and Miss Williams. Correct. You were in there. Okay. I was present by phone. So um we discussed the bond refunding hearing which you just heard from Mr. Dvita and we had our hearing the environmental insurance update. As you recall, after the mold incident at Laura Donovan, our insurance company did not want to renew our insurance. However, working with um uh Beasley and the uh first >> first on site, I always want to say first sight. First on site, we've done everything that the insurance company required. We've followed all the protocol. We've made all the recommended changes. So, the broker is still trying to get our insurance reinstated. So, that's
039a still to be determined item. We discussed items uh regarding the referendum. The ECLC roof replacement um will begin um next summer. >> It'll begin. >> Oh, that's right. This fall on the weekends. I'm sorry. That's the weekend roof. Um so, yes, it will begin this fall. So, we'll make progress there. And um it it we're going going to be using TMCO on that roof. Correct. And we'll see where that goes with the the rest of the district. Um we discussed whether the district should use in the referendum um process with not the referendum, the the construction process related to what the referendum is funding, whether we should use project labor agreements. There's pros and cons on both. um whether we should or we shouldn't. And um it's kind of a lengthy discussion. If anybody
040would like to discuss it, you can call either Mr. Amarosa, myself or Mr. Dvita who did a lot of research, spoke to a lot of districts to gather data as to what the pros and cons in using um these labor agreements are. And we will make a decision shortly. um food services. As you know, we saved $136,000 with uh Sedexo and we will be spending it on new equipment in the cafeterias. Uh like last year, we had a new refrigeration, right? >> The large freezer outside of Barka, it houses that's our central kitchen and it houses the majority of our food. So, we replace that and it's typically we use any of the profits that we make our or our retained earnings um to replenish our equipment. >> Any questions on that? Um transportation, we
041are implementing our zonar which will allow our students to scan getting on and off our buses. So our staff will know at all times where each student is if a student gets on a wrong bus or if a student doesn't make it on a bus. It's to reduce the floods of phone calls that go into the transportation district and obviously to keep our students safer and uh easil you know um easily accounted for. So they'll be starting that. Um lease purchase agreement is at 3.46%. As you know, we'd use lease purchase agreements on our buses um and some of our equipment. Um any questions on the lease purchase agreement? Um the last thing we had um was we discussed all agenda items? Did I cover it all? Okay. Oh, no. I was in by phone.
042If I don't take my own notes, I'm trying to stuck in traffic. So, with that said, I'd like to move the following items. Um, okay. Item number three, Secretary and Treasurer's Report as listed. Item number four, bills and claims in the amount of $4,994,6487 approved by Carmela Spieler. Item five, the travel and related expenses as listed. Item six, travel and related expenses updated as listed. Item seven, the transfers as listed. Item eight, disposals as listed. Item eight, item nine, the PTO um honoraria as listed. And with that, um, I would like to read that we are accepting a donation from the Applegate school PTO for $1,000, the Laura Donovan School PTO in the amount of $17,248, and a donation from the West Free Old School PTO in the amount of $5,768 and the use of
043$1,94 carryover um from the West Freehold PTO to use toward the district's 2025 2026 school year in the honor area as you see is listed. With that, we'd like to thank our PTOs for their continued support. Um like to move item number 10 and um I'd like to also read that the superintendent recommends accepting a donation of $210,000 from the Freehold Township Education Foundation. Um, we'd like to thank the work of our ed foundation and this uh this donation. There's more in the agenda. Uh, should I do you want me to read this from Okay. Um, in accordance with the last will and testament of Carolyn S. Ducket, the FTEF will donate $210,000 to the Clifton T. Barker Middle School from the estate of Miss Ducket. In her will, Miss Ducket directed her funds be
044used in the library media center of Barker Middle School. In keeping with her wishes, the FTEF is donating this will money to fund Android EDLA viewboard, interactive flat panels, and mobile trolley carts in every instructional space at CTB. This will allow students and staff to access unlimited resources and materials in every instructional space, thus making every room a media center. Funds will be deposited into the account as listed. Um, I'd like to move and thank you very much. I'd like to move item number 11. The superintendent recommends accepting the donation of $45,360 to the technology department of the Freehold Township School District from the Freehold Township Education Foundation to fund Android EDLA viewboard and viewboard interactive flat panels and mobile trolley carts for the Dwight D. Eisenhower Middle School funds will be deposited into the
045account as listed. Again, heartfelt thanks to our ED Foundation. Thank you. Um, like to move item number 12, out of district contract as listed. Item 13, nursing services contract as listed. Item 14, the school bus emergency and evacuation safety drills as listed. Item 15, out of district transportation contract through MOESC is listed. Item 16, change order for the electrical upgrades at DDES as listed. Item 17, withdrawal from capital reserve in the amount of 18,82846 cents as listed. Item 18, uh, referendum to approve the contract to replace the roof at the ECLC as listed. Item 19, the 2016 refunding of school bonds as listed in what we had our hearing on. Item 20, the lease purchases as listed for the 2526 school year. Those are after we received our bids. Any questions? >> Thank you, Mrs.
046Lambert. Do we have a second on all of that? >> Do we have questions for the finance committee? Seeing none, all those in favor say I. >> I. >> Any opposed? >> There you go. >> She carries, sir. >> Awesome. Um, do we have any old business? >> Seeing none new business, >> I would like to make a motion. Be it resolved that student 3008 receive a long-term suspension through June 30th, 2026. >> End of motion. >> Do we have a second? >> Second. >> Roll call. >> Yes. >> Okay. Roll call. Mr. Dvita. >> Mrs. Bran. >> Yes. >> Dr. Casey, >> yes. >> Miss Crosby, >> Mr. Gargulo, >> yes. >> Mrs. Lambert, >> I abstain. >> Mrs. Spieler, >> yes. >> Mr. Williams, >> yes. >> Mr. O Sullivan, >> yes. >>
047Mr. Amaroso, >> yes. >> Motion carries. >> Thank you. >> Okay. Do we have any other new business? >> Okay, seeing none, second president's remarks. Um, I will just say uh that for the next board meeting, I'll be talking to the uh chairs of each committee to get a little update on how we're doing with our goals and uh maybe we'll have a report ready. Maybe by November we can see how we're progressing. Um other than that, I'm going to move right into the second opportunity for public participation. This is the second opportunity. If anyone wishes to address the board, please write your name and address on the sign-in sheet and state your name for the record. Statements are limited to 3 minutes and should not be abusive, obscene, or defamatory in nature. Do we
048have anyone that would like to approach? None. Then I will call for a motion of adjournment. >> Do I have a second? Second. All those in favor say I. I. Thanks for obs.