001It is 7 o'clock, so I'm going to call the meeting to order. In compliance with the open public meetings law of New Jersey, notice of this July 29, 2025 meeting of the Bridgewater Ryarden Regional Board of Education was posted electronically on the district's website and provided on January 8th, 2025 by sending an annual written notice to the Courier News Star Ledger for Twitter Township Clerk Rand Clerk and by posting on the Bulton board in the Harmon v Wayade Administration Building. Please join me in the pledge of >> allegiance to the flag of the United States of America and to the republic for it stands one nation under God indivisible with liberty and justice for all. >> Mr. Lumsky, could you please call the role? >> Mr. Lee >> here. >> Mr. Sununa >> here. >>
002Mr. Miss Lockan Dr. Lee >> here >> Mr. Pepe >> here >> Mr. Walker >> here >> Miss Kistri >> here >> Mr. Sanger. >> Here we are up to item number five, the president's report. Uh I don't have much to report. Um this will be covered in FFT, but the district is really buzzing with a lot of uh construction and activity. Um making the much needed improvements uh that we uh are funding mainly through referendum. I just wanted to quickly thank um you know, Superintendent Beers, uh Mr. Lumsky, and Mr. LTO for all their work over the summer. Uh addition all the other administrators who do work over the summer. Uh but this is a a great undertaking that that they're going through and uh it's it's going to be transformative for the district.
003With that, I'm going to move on to committee reports. Up first is the academic committee with Mr. Josh who needs a second to get the report up. Okay. The uh committee met on July 14th at uh five o'clock. In attendance were myself, Miss Suna, Mr. Pepe, Mr. Singer, Dr. Jones, Mr. Morello, Mrs. Maria, Miss Edge, and Mr. Beers. There's a full house. Uh first on the agenda was the social studies textbooks. Uh, Miss Edge reviewed the pilot and recommendations for a new academic level resource for US1 and US2. Um, the current resource published in 2013 is no longer in print and lacks both digital access and online support materials. Due to a change in the course sequence, updated resources are therefore needed. A committee of social studies teachers evaluated four potential resources with two selected
004four classroom pilots. The parent committee also reviewed and provided feedback on the recom recommended text which is US history interactive the SAS and the uh second text human geography for AP course uh from Bedford Freeman and Worth was also recommended for the new AP human geography course. Any questions? Okay. Item two was the 2024 2025 BRRSD NJGPA or the access BOE um presentation. Mr. Morello presented NJGPA outcomes, a graduation readiness measure in uh English language arts and math and reviewed WIDA or the access results. The annual assessment tracking K through 12 multilingual learners progress in academic English. A full report will be shared with the board in August. Item three on the agenda was small group interventions investigations, sorry, CGI highlights. Mrs. Madia shared highlights of um culminating projects for small group investigations uh in
005the primary grades. Any questions? Sorry. Nope. Okay. Item four was policy review. Uh policy 5230 late arrival and dismissal was reviewed as well as regulation 5230 late arrival and early dismissal. Uh as part of the ongoing policy review, Dr. Jones presented the current policy and regulation. The committee requested to examine a more recent Strauss SMA versions of this policy at the next meeting and may suggest revisions. We adjourned um yeah it was a it was a stormy night. I believe it was a long meeting probably like around 7 o'clock we adjourned and our uh next meeting is on August 18th. I think it was around 7 o'clock. It was a stormy Storm me down. >> It's about a quarter to 7. >> Huh? >> It was about a quarter of seven, right? >> Yes. Quarter
006to 7, 7 o'clock. Yeah. >> Thank you, Mr. Jershey. Up next is Mr. Walker with finance, facilities, and transportation. >> Um, we met at July 22nd at 5:30 p.m. We we started out we the first part of the agenda we in attendance was myself, Mr. Pepe, Mr. Lee, Mr. Singer, Mr. Lomsky, Mr. Beers, and Mr. Lzo. Um we our first part of the agenda is we made a construction site visit. So we started at the high school when we visited the high high school auditorium. Um it shows the auditorium, the painting, the seat removal, the stage extension and then proceed to the media center to view all the new carpeting install and the painting and projects that are going on there. Command moved on to Basel and Fue to view the new turf progress, the
007track and all the all the and the bleachers being put in for those areas. Next, we moved on to Adamsville and we looked at the renovation for the kindergarten classroom in Adamsville. All the projects are on schedule and to and are to be completed prior to the school year. It's remember it's only it's five weeks since school ended, right? So, we're halfway through the summer. So, you're at the halfway point. So, it's kind of when you only have 10 weeks to get projects done. We're doing they're doing pretty well. And from what Kevin said, everything's on schedule to get ready to be done. And there were no recommendations at this time. Any questions? All right. Um, next we had we talked we we went actually next after the high school football field went to the
008township softball field area. Uh, the business administrator shared the cost estimates to improve the township softball fields on Somerset Corporate Boulevard and should the district decide to utilize them for girls softball. Several options were discussed and the district administration will work with the township on a possible agreement for the field utilization utilization and there are no recommendations at this time. Are there any questions? All right, we the next on the item on the agenda was we reviewed the business agenda. The business m business administrator reviewed the the draft business agenda action items for the meeting this evening with special attentions paid to the purchase sections. And as always, there's updates before because it's a week or two before the meeting. There's a lot of contracting going on. So, there's a lot of awards and still
009contracts that were red line that were put in there in the in the modified agenda. Um, we consensus approved it and it's on the on the agenda for this evening. Any questions? Transportation update the 2526 school year. The business administrator has shared that the committee that the district will be meeting with the transportation consult to determine the best options for the routing for the 26 225 26 school year. So, we're all excited about that. And the 20 you're also going to meet with him for the 26 27 school year too, right? That's the other option. So, it's actually should be the 2726 school. Yeah, 2627. We just got to change that in minutes, Kevin. Sorry about that. I didn't catch that. >> Any questions? Yes. >> I just noticed there was a big amount, not
010a big amount comparatively, but a large amount um for the auditorium. And I was just wondering if there was a big change in what was happening there because it looks like there was like a change of almost $50,000. >> You mean change order? >> Mhm. >> Um yeah, there was a damaged conduit wire found under the concrete floor. Um that's a big piece of it. And um adding a cycllorama in the back. That's all within the budget. Correct. That's Yes, >> I have a question regarding the bus study. Um, do we do we uh have the input from the study um include school start time of any of the schools? >> Yes, the um school start times are being factored in and in the different options. Yes. So we'll hear a report of that when
011when that report becomes available to our community to our whole board. Okay. >> Correct. >> Thank you. >> Any more questions? >> Uh final discussion. The business shared with the committee a report posted on the NJOD website regarding recommendations at a recommendations to the rate increase for the state healthcare benefits and the plans for the 2026 school year and it's and its possible impact on the district budget. Um, for those who aren't aware, the the state healthcare plan um put out a 34% increase to districts in the state healthcare plan right now. And I think it was like 54 for what was the prescription? It was even higher. Correct. For prescription, >> I believe it was like 58%. >> 58% prescription. Um, we are we we are able to weather that storm. One, we you
012know, thank gosh our budget's not done like other districts, but we are self-insured. So, we are able Mr. Ski and and the administration are be able to we factor that in our in our benefits and our experience. So we we are not impacted as much by this but it also can be used for bank cap next year as you look comparison. >> Also just guess was a >> excuse me just a quick comment on that. I mean yes we're able to weather the some of that but that is like a canary in the mine right like when the state comes up with a 30 something% we can be pretty sure that our health costs might go up as well. Right. Well, I mean, last year the the state forecasted a 14% increase and that's what
013that happened. So, just concerned that that might result, you know, that might come to fruition with us as well, but hopefully we're in a better position to handle it. >> I mean, integrity does a pretty good watching our Yeah. >> our usage. Correct. And >> yeah, they they monitor it and let us know where we're standing as far as our budget and as the increase in just providing the services by hospitals, doctor's offices have been going up, that will affect us. So great. Thank you. Um also discussed were were ways to foster a commitment to respect the district facilities and ensure the district's investments in them are long lasting. I mean, it's we we we spent a lot of time assessing u we we had the community positively, you know, vote for the referendum. We're
014spending both referendum money and capital money at, you know, to keep the district at district facilities at a at a level to to foster a safe and welcoming and enriching environment when just, you know, everyone when someone uses our facility, you know, take take pride in it. You know, you see a piece of garbage, pick it up. Sometimes you hear the I guess the broken window syndrome. So if you see one or two or three, you had another one. You know, hey everyone, take their time and and look after our facilities, please. So on those areas, um there were no recommendations at that time. Our next meeting is August 19th at 5:30 p.m. And we had a really long meeting. We ended at 8 o'clock, but we traveled we traveled traveled some areas. So I
015thank the administration for taking the time to take us on the tour because we both had Bob, Kevin, and um and and Mr. with us walking around trying to answer the questions. It was great. So, it was fun to see like it's it's it's a kind of a mess right now, but it's come along. >> Thank you, Mr. Walker. Dr. Lee, >> actually had a question after the academic committee. I didn't wasn't recognized. Can I ask now or is there different time I should ask? >> Okay. So, I had a question uh regarding SGI uh group study. um investigation. What is our um cohort outcome of most of our SGI groups? Like let's say after a year, would the kids still be in the gifted talented program or would they continue to a different program
016or what's the outcome? >> Well, it depends, right, on how the performance is and I'm sure they're being um elevated, right, Dr. Jones, to the next uh next level. >> Yeah. So with the small group investigations, the one thing that's a little bit different about that and the cluster group, which is different from how AI is is that your kids are reassessed every year for it. So it's not like you're in small group investigations and then it follows you the next year. But as far as the cohort, it's continuing to grow. So we're just finding more and more kids are able to participate. I don't have all the numbers on me, but we can get that for you so you can look at it. Um, I think it's been very successful to the point where
017we took some of the small groupoup investigation projects and practices and we actually wrote some of them into um classrooms including AI classrooms because we really were not doing things in those classrooms to um deeply explore topics and to really um promote that intellectual curiosity. we were simply just teaching the grade above in math, you know. So, we're trying to merge that to do a better job of challenging appropriately challenging kids. So, I can get numbers though. >> That's wonderful. I think that gifted talent is is very important. I would like to see the success of our new new program which is this small group investigation in the gift and talented. >> I was curious like if I can uh see the numbers like longitudinal following of the the kids >> for the small group
018investigations. Sure, we can look into that. Yes, I think we can do that. >> Yeah, great. Thank you very much. You're welcome. >> I wanted to bring up something as well. I I had a couple questions, too. I wasn't sure if we were going to get a presentation on it or not, but like I was going through the NJGPA presentation. I just have a few questions with that if if that's all right. >> Okay, perfect. I was like, I'm not sure. >> So, if you have any questions, please email >> Yeah. Dr. Jones and Mr. Jooshi so they can get it to Mr. >> Yeah. And just so you know like in the academic committee presentation like sometimes based on the questions that people send us we do more investigating. So we actually went back
019and did some more um research with some more data which will be part of what we're able to present in August. So if you send us stuff in advance, we're just better able to answer your questions. >> Got it. No, I I'll definitely do that. Thank you. Uh, you're welcome. >> I guess maybe pivoting off of that a little bit into like more the US history side. >> Um, you know, obviously with the move to grade nine, you know, that'll obviously eliminate US history 1 a push. Uh, so I was just wondering like how are you kind of finding ways to bridge the difference between what kids are going to learn in like AP US History 1 academic or honors as they go into like maybe AP? >> You mean how we're going to make
020sure that the kids who take US history one honors >> academic? are prepared to take AP, we rewrote curriculum over the summer. So to account for that because you are correct that looking at the way that we used to teach it, it was very different courses. So I mean the reality is is there really never was, you know, there were not two AP classes for US history because there's one test. So it was kind of this artificial thing that we created, but you're right, we basically took something and divided it into two. So that required rewriting curriculum over the summer to make sure that kids are as prepared as they always were to take the actual US2 AP. >> So maybe a little followup on that. Like let's say a student were enrolling in a
021push one in their freshman year. >> Like would that prepare them for AP US history 2? >> Yes. >> In the second year. >> Yes. Uh, I mean as a result like then I guess the question I would have is like then what's the purpose right of having like academic honors and then US history if they're all kind of preparing for that same potential level of you know AP US history. >> Why have three levels you're saying? Exactly. >> So you know what we actually really talked about that and we were on the fence about that too whether you just and >> Okay. I I've seen it in other districts where they only have two levels. They have academic and then they have AP. So you're doing one or the other. Um, and in the
022end, we decided, at least for now, that we're offering all three levels because we have so many students, um, who have so many different needs and talents, >> and we don't think that everyone every student would necessarily want to take AP, but we didn't want to then say to those students, well, you can't be challenged in an honors class. So we thought like we might have a cohort of kids still who would really benefit from having that level that middle kind of middle level still. So we'll see what happens. I mean that could be something that we come back to in a year or two years and say it's not working or we don't have the enrollment. But that's that's kind of what we were thinking. >> You know at least for me like my
023main concern is that we'll have like a big change in like the rigor from an academic class to AP. And so like my worry for students is like that'll be a big shock for them, right? Okay. And so I I want to make sure that shocks. >> Well, so they would go into honors and then go into AP. >> But what if they wanted to do academic and then go? >> Well, if they want to do academic and then go into AP, that would probably involve an appeal. And you're right, it would be a little bit more challen it is now, you know, we have the same thing now because we have this happen all the time in English where a student could be in an academic level class and, you know, receive A's all
024year and they are able to take an AP course. And so, you know, we we try to help kids, you know, to actually teachers try to work with kids more individually to transition them and then you hope by the end of September, beginning of October they're caught up. So, sometimes that works and for some I mean some kids do great, some kids it's more of a struggle for them. So, that's why we want to create those different pathways, you know. >> So, then I guess my last question is then why not have AP US history 1 available for freshmen? available to freshmen >> because there isn't because there because the real because AP right the AP test is is you know for the one level of class and we're required for graduation requirements to have
025kids take two years of US history and then they need a year of world. So, if we condensed all of US history into one level and gave it to them as freshmen, then, you know, they wouldn't be fulfilling the graduation requirements. That way, they would still need a second class for US history, you know what I mean? Um, and then I think what this is going to do, we'll see, is it's going to add we're going to be able to add in the AP world because right now, um, you know, there are we don't offer it to freshmen because it would be a very challenging course for freshmen to have. So, they're just have AP and they I mean, world civ and they can take academic or honors and we don't have the AP course.
026So, this is going to open up another pathway eventually when kids are juniors, but we'll have two years before that will happen because all the cohorts will need to have both years of US history, two years of US history. >> So, yeah, I understand the requirement. Um, but I guess I hate to circle back to my original question, but like why can't we if the honors program is preparing students for AP US history too, then why is there why can't we just make the honors AP? >> To what end? you I think he means kind of the way you might mean Jeremy and I mean we could go back and talk about it during academic committee but I think what you're saying actually would kind of reroute us back to where we started but we
027would just be moving all the courses and what I'm trying to say is there actually isn't a APU one there isn't it's it's there's no test that goes with it there's a test that comes at the end of the second year right so this way what's happening is we're kind I mean, one could argue artificially um boosting GPA by giving an AP class for something where there doesn't an AP test doesn't exist, you know what I mean? Um, and so what we did in preparing for this is we really, I mean, not only did we consider what we thought would be in the best interest for our own students and create more opportunities and additional pathways, but we reviewed, I mean, I have a very large list of all the districts in New Jersey, looking
028at the different ways that people did it to try to get a sense of how other schools, you know, kind of successfully create these opportunities for kids. So that that's how we made the decision. >> Okay. >> I don't know if that answers your question. >> So in a way you're saying have US1 AP US1 for freshman year. >> So I guess just based on what you said I do agree there's not like AP US history 1 AP US history 2 obviously exam. Uh but maybe like I know there's like one or two courses out there where it's like honors but you can sort of get AP sort of weighted GPA credits or something like that. >> Honors class >> I think. I think so. If there's one one class like that, >> if one
029of those exists, I need to like learn about that immediately because we should not have honors classes where students are, you know, it's being counted as AP or labeled as AP. >> I know there's um it's like multivariable calculus, I think, at one point. That's like an example, right? It's like an honors course, >> but this is from a while back, but then it became it you get like AP >> credits for that, but I was thinking maybe that's something you want to explore, but >> that's all I have. Those are my questions. Thank you. almost surprised like AP hasn't like the AP company hasn't put out >> like like two different tests because if you look at United States history it's such a huge range >> going back to Columbus to September 11th and
030beyond you could almost >> have two tests you know through the Civil War and modern United States history >> but but to do all of it to do all of it in one year would be >> challenging but yeah it's a good point there's a lot there >> good discussion thank Quick questions. Um, were the AP teachers for AP history uh involved in rewriting curriculum to address this? >> Um, I can't tell you off the top of my head which teachers wrote it, but that would be my my guess. I mean, I know it's true of the human geography course, the new one, the person around. So, >> well, the curriculum is always written by it's the teachers writing the curriculum. It isn't supervisors. supervisors are working with teachers who write it and generally you
031are having teachers who are the ones who will be teaching the course and most familiar with it are the ones writing it but again it's summer work so they have to apply for it and be available to do it >> but the AP teachers know that this change is coming and know that the honors history one will then feed into AP history >> 2 oh absolutely this has been an ongoing discussion >> okay >> that I've seen the agendas and all the notes Um, so yes, >> I actually read the US history. >> You're not on. >> I'm fairly certain the AP history. >> That's that's how we generally >> I was going to say I know that I was I was talking to him the other day. >> Yeah. >> And then my my
032other question is there was a suggestion that we don't have a push anymore. I thought we still have AP US history, right? Yes, that's still >> just making sure that >> sophomore year. >> Yes. >> Okay. Any other questions on academic or FFT? Seeing none, we're up to personnel with Miss Kalistri. >> Our next meeting is August 12th. >> Thank you. >> 5:00 virtual. >> Are there any leazison or delegate reports? >> Well, all right then. And we're going to go straight to item number seven, our public comment period. individuals and or groups are invited to present their concerns, comments, and requests to the board of education at this time for any matters. In accordance with board policy, members of the public are allotted one opportunity to address the board for a maximum of five
033minutes during this period of the meeting. Please be advised that a video recording of this meeting will be posted on the district's website, and we ask that you state your name and municipality for the record, please. >> Hi, my name is Chris. I work in I live in the Bridgewater. Um, this is my my turn is about the Bradley Garden School. I'm trying to keep myself calm because what I found there was very frustrating. I would like to know if the teachers, school staff, department heads, principal, and superintendent are responsible for the waste of Bradley Garden School. During the 2425 school year, walking at night and on the weekends, I would see one to three smartboards on over the weekend. Like I said, at night I said would say to myself, would it be maybe
034the teacher doesn't have time to come in early, maybe they're going to be running late the next day, but it was some of those months I would find that school the smartboards would be on 20 to 30 nights in a month. What really upset me came and what made me come here tonight was happen on January um July 2nd. I was walking past the school. I found nine classrooms with the lights on, three smarts boards on, and again, school ended what? On the 12th, 24th, and July 2nd, and all lights on the gym, all lights in the gym were on 11 p.m. No one was in the building. No vehicles were in the parking lot. It was deserted. Next day, I called school board. The only person I could sp speak to is the superintendent
035secretary. She was a very nice lady. I explained my concern saying I understand that lights need to be on for security but not nine classrooms hallway lights some lights but not nine classrooms especially now all 32 lights in the gym. He says she understands and would take care of it. Next week I walked past the school, the lights were off, but the smartboards were still on. All the lights were on still in the gym and now four air conditioners were running full blast at 10 o'clock at night. Now to waste more money, let's waste even more money. With the 15 to 22% increase in electric prices this year and another 5 to 10% next year, we taxpayers have to live within our budget. The government just raises taxes. Next, on 7:26 at 5:00 p.m., I
036walked past the school. I noticed there was no again no vehicles in the parking lot, but six doors were wide open, windows were open. I was so frustrated. Also, the ACs were on still, and the gym lights were on. I was so frustrated I had to walk away. I came back at 11 o'clock at night. I found another door open. Door 111. I was so I called up the Bridge Police. I had some two officers to go through the school to make sure it was secure. Again, gym lights were on and the smartboards were on. Last night I walked past the school, still three smartboards on, three air conditioners were running. At least somebody was able to shove the dim lights. I just like to know why are we wasting so much money with all
037that money wasted could and that's just it going to school what's happening at other schools are we wasting all the money over there with other electric being wasted and buildings not being secured and also last night I found three windows wide open please I know Mr. work you were talking about taking care of the buildings. This is not being taken care of the buildings. It's just a waste. Thank you. >> Good evening. I'm a mother of two, one entering seventh grade and one entering third grade this fall. Uh our family lived in >> Please state your name and municipality for the record, please. Hello, my name is Fa Sha and I sent an email before this meeting to you Mr. Singer and uh uh you may remind the name of me. Uh we've lived in
038Bridgewater for eight years. Before moving here, I looked at towns like Branchburg, Hillsboro and Flemington. Now I choose Bridgewater. I chose Bridgewater even with the higher property taxes because I believe the school here would offer the best education for my children. Now I've learned that my daughter has been placed in an AI class with 28 student. That is too many for this kind of learning. Um this program is meant to provide AI is supposed to foster independent thinking, personal growth and oneonone support. But with 28 student in 25 minutes, how much individual attention can a teacher give? One minute per kids if no one sneezes. And let's talk about the teacher. Imagine standing in front of 28 students who need specialized support. 56 curious eyes or asking questions, discussing project or just chatting about their
039weekends. That's not teaching. That's crowd control. Honestly, that this is at least a two-teer job. And right now, we are asking one person to do it all. But this isn't just about one class. Behind every student are 28 families who care deeply. This issue touches the entire district. Large class sizes don't just affect learning. They affect moral teacher retention, school rankings, and even Bridgewwater's home value. If families start to feel the quality of education is slipping, they've beginning asking questions whether this is the right place for them. And uh this affects all of us. It's summer break. Most family are on vacation. But four of us uh the mother of the kids came here because we believe this matters not just for our own kids but for the future of Bridgewater Schools. So I asked
040the board please considering reduce the class size for AI or providing additional support. Let's just not settle for good enough. Let's stay excellent. Thank you so much. Good evening board members. My name is Amal. Uh I'm also from Bridgewater. I'm also a parent of a student in the second grade of AI program. I wanted to start by saying I fully echo what the previous mom just shared. The class size issue is very real and I appreciate the opportunities to add another perspective here. This year the AI class is going to be 28 students as mentioned with just one single teacher and that's 28 to one student teacher ratio which is more than double the bridgewater raritan district average around 11:1 and far above the New Jersey elementary average of 12 to one even in neighborhood
041districts like Basking Ridge or Morristown, student teacher ratios tend to stay between 10 and 15 to one, especially in specialized or talented learning programs. And this isn't just a statistical issue, it's impacting the learning experiences. So, the previous mom has shared what it looks like and the impact for a whole class and the teacher. What I wanted to zoom in to one student here, my daughter, who is naturally a curious and thought force learner. She told me about a day when she had something she was really proud that she wanted to share, but the teacher was so busy and the time was so tight. She never get the chance. She shrugged it off, but I can tell she was deeply disappointed. And she said, "It's hard for the teacher to see us all." And this
042happens quite a lot. So that comment really stayed with me. These are academically independent students and yet their ability to fully engage is really limited not because of a lack of effort from the student but simply because the structure is stretched too thin. We deeply value this program in Bridgewater and we and the intention behind it. To truly support the purpose, we strongly ask the board to consider splitting the class into two or adding another teacher to bring the ratio to our level that is better reflects both district norms and what we know um supports effective learning. Thank you again for your attention and for your services to our children. Um so my name is Lu and I also live in Bridgewater um for about 10 years. Um so we are coming from the same
043class. So I'm also among for of second year uh AI students who is going to third grade. Um so I previous mom have been set. I think they said very well. I'm just going to add something. Um I guess first I want to thank you for you know all the board members here to you know for your support and u um effort for our families, students and parents. Um but this is one issue that's been bothering us um for quite some time and here we only have four parents but have been talking to you know several other parents of the AI class and they all share the same concern and they really want to come here tonight but just you know time doesn't fit for them and so they asked me to kind of you
044know speak for them. Um so I want to make sure it's not just for parents um having the issues definitely majority of the class having the issues. Um so um I would say like for my my son who is probably like the second youngest child in the class but currently we have 21 children for the second grade AI then we're going to add seven more kids for the third grade. So even with 21 students for second grade um it has been a challenging like I have been to all the class par class parties in the last year and I can see that the teacher has been struggling um just taking care of each one of them um and you know we have normally four or five parents to help but still it's challenging so I
045can't even imagine how the third grade parent the third grade class teacher can take care of 28 um or even something less than that um for the class Nice. Um, and I also want to bring something like I think the New Jersey administrative code is called 6A13-3.1. It says a cap of 21 students in grades K2 three for high poverty districts. I know we're not high priority district but you know that's just like a I can something we can reference to. And even outside of that context, uh many districts and educators recommend class size of 18 to 22 um for around 20 for third grade. Um so like research and classroom experience alike show that once you reach um over 20, it becomes increas increasingly difficult for a teacher to effectively meet individual needs particularly
046in a isolated or enrichment learning setting which is AI class. Um so like we we respectfully urge the district to consider dividing this cohort into two classes and both for the benefits for the students and also for the teachers ability to deliver high quality instruction. Um we hope this we also hope this leads to a more consistent policy on class size not just for one AI class but for all the classes in this district. I have been learning that in the past few years a lot of parents has to come here to speak about their concerns about the class size. Um I don't feel like that should be something we have to continually coming back to. Uh I think the district should set up something reasonable for the class size. Once you reach that image,
047you will just be divided. Nobody has to come here to argue about that issue. Um yeah. And uh yeah, that's pretty much what I have. Thanks a lot. Hello, good evening uh board members. Um I'm here also to express the concern over the class size of AA program. Um I just want to mention one point that's not covered by other uh parents. Uh that's very important is about health and safety concern. Um so if there are too many kids in one classroom um there are there um quite a few risk as below. Uh so first is spread of ears. So more students in a confined space increase the chance of spreading virus and infections. Uh secondly limit emergency response. Um so with uh more students uh evacuation or crisis response is harder. And the last
048is physical space constraints. Uh so clouding can make classrooms physically unsafe. Um that will increase risk tripping hazards uh poor ventilation and limit access to access. Uh that's all. Thank you. Any other comments? Seeing none, I'm going to close that portion of public comment. Thank you all for your comments and the board and administration will take that under advisement. Is there any response from the >> Thank you. >> Um could I >> sorry could I ask like a follow follow a question kind of >> No, that would be under new business world business. >> Item number eight, approval of minutes. Second >> there. >> Any further changes to the minutes? >> Seeing none, Mr. Lumsky, could you please call the role? >> Mr. Lee? >> Yes. >> Muna? >> Yes. >> Mr. Jooshi? >> Yes.
049>> Dr. Lee? >> Yes. >> Mr. Pepe? >> Yes. >> Mr. Walker? >> Yes. >> Miss Kalistri? >> Yes. >> Mr. Sanger? >> Yes. Motion passes. We're going now to item number nine. Up first is personnel 2601 through personnel 2603. >> So moved. >> Second. >> Any questions or comments? Seeing none. Mr. Lumsky. >> Mr. Lee. >> Yes. >> Mr. Sunna. >> Yes. >> Mr. Jooshi. >> Yes. >> Dr. Lee. >> Yes. >> Mr. Pepe. >> Yes. >> Mr. Walker. >> Yes. >> Miss Kistri. >> Yes. >> Mr. Singer. >> Yes. The motion passes. We're up to curriculum 2601 through curriculum 2605. >> Some moved. >> Second. >> Any questions or concerns? Seeing none, Mr. Lumsky, please call the role. Mr. Lee, >> yes. >> Mr. Assuna, >> yes. >> Mr. Jooshi, >> yes. >>
050Dr. Lee, >> yes. >> Mr. Pepe, >> yes. >> Mr. Walker, >> yes. >> Miss Khalry, >> yes. >> Mr. Singer, >> yes. The motion passes. We're moving on to business 2601 through business 2618. >> Some moved. >> Second. >> Any questions or comments? Dr. Lee have a question or a comment uh whichever way should be looked at. Um business 268 uh the bit threshold. I see that it's being increased. I understand that there is a cost of living adjustment everything. Um but I do see that the threshold has been increased by like like 20 20% or so. Um I wonder like how do we how does this number compared to our neighboring street district of the same size in terms of like this bit threshold? >> So the bid threshold uh is allowed to
051be changed every five years. So this has been after five years and majority of districts uh that have a QPA adopt whatever the maximum is. >> Okay. The maximum is now 53,000. >> Okay. Thank you for for that clarification. >> Anyone else? >> I would like to thank the Miltown school PTO for providing some water purification systems for our Miltown students. I know Mr. Lky really appreciates that. And uh >> with that, Mr. Lumpsky, please call the role. >> Mr. Lee. Yes, >> Miss Asuna. >> Yes, >> Mr. Jooshi. >> Yes, >> Dr. Lee. >> Yes, >> Mr. Pepe. >> Yes, >> Mr. Walker. >> Yes, >> Miss Kalistri. >> Yes, >> Mr. Singer. >> Yes, the motion passes. We're up to special services 2601 through special services 2605. >> Some moved. >> Second. >>
052Any questions or comments? >> Seeing none, Mr. Lumi, please call the role. >> Mr. Lee, >> yes. >> Mrs. Sunna, >> yes. >> Mr. Jooshi, >> yes. >> Dr. Lee, >> yes. >> Mr. Pepe, >> yes. >> Mr. Walker, >> recuse on 20 SS 2601. Yes. On the others, >> Miss Khalstri, >> yes. >> Mr. Singer, >> yes. The motion passes. We're up to other 2601. If there are any questions or comments, we need to go into close session. So, is there any need for that to happen? So moved. >> Oh, we haven't. >> Thank you. >> Is there a second? >> All right. >> I will repeat. Is there any need to go into closed? >> Seeing none, Mr. Lumpky, please call the role. >> Mr. Lee, >> yes. >> Missa, >> yes. >>
053Mr. Jooshi, >> yes. >> Dr. Lee, >> yes. >> Mr. Pepe, >> yes. >> Mr. Walker, >> yes. >> Miss Kalistri, >> yes. >> Mr. Singer, >> yes. The motion passes. Thank you, Mr. Lee. There is no policy, so we are up to old business. Item number 10. Is there any old business on the table? >> Seeing none, we're up to item number 11, new business. Is there any new business to be brought? >> Um over the summer, I was um able to take my kids to a few of the historical houses around uh Somersa County, particularly Bridgewater. I think we all know that Bridgewater has been you know rich in history of the uh you know George Washington's have slapped in money for places and there's also like the the van houses and that
054supplied the um the military with with supplies. Um what I've learned is that the uh the coming year is the 250 anniversary of the founding of this uh country or the declar declaration of independence. And I know that the uh summers county his historical society has been trying to do a lot of uh um activities, programs, and rehab some of the sites. I wonder like um like I know the summer we're trying to figure out some curriculum and stuff. Uh would that would that be an opportunity to look into how you know our programs our our students can kind of like be part of this big 250 anniversary celebration like like we are like center of history of you know can can can our I I would like to you know see if our academic
055um team have a way to kind of help our students learn be proud enjoy the history be part of the history and at the same time uh support our local uh historical society event. So I would like to bring this up for you. >> We can definitely add this into a conversation academic committee and in fact I can have the social studies supervisor come to that comm. She's all over this. I mean on the website for the New Jersey Department of Education, they actually have a partnership right now. So, it's the revolutionary New Jersey school partnership program >> um with schools. And I did exactly what you did, Lucy. I looked through all the different options in the calendar over the summer so that I could go visit places. I can't make my kids anymore,
056but I can go. >> Um but yes, it's something we can do. Barry and I were joking earlier that not all of us sitting up here remember right the bsentennial but some of us were in school at that time and and you know there were celebrations that I remember still to this day as really standing out for me in my >> educational journey and so we have a I think a wonderful history department um the standards are interesting in New Jersey if you look at the New Jersey Department of Ed website like civic and civic responsibility is everywhere It's in the mission. It's in the vision. It's civic-minded, globally aware, socially responsible, exemplifies fundamental values of democracy and human rights through active participation. Um, there's a lot of emphasis on active participation. It's integrated through
057also the standards from the time kids are in kindergarten all the way through their senior year. um middle school actually there's a a mandate that came out I don't remember when it was a couple years ago I guess it was um the Laura Wooten law which required that we actually had to revise the curriculum in middle school so all of seventh grade is basically a civics course for seventh graders um they do the roots of American democracy the declaration and the constitution American ideals in the new nation citizens and community and like I said it's in the standards as well so it's really everywhere throughout about the history curriculum, >> but if you're talking about programs and kind of that extra stuff that's not necessarily curriculum, but those kind of celebratory things that people remember,
058we can absolutely talk about those things. >> That would be wonderful. >> Yes. Because 250 years, you know, in the lifetime of our students, it is a big deal and let that be part of their memorable moment for their academic careers. There are a lot of opportunities because every if you look at like this day in history it's like every day there's some major event that we're coming up on 250 of even before the >> the actual decoration but the battle of this the >> Yeah. So I'm glad that >> I added it to my list for August. Yeah. >> Yes. >> And I also think we could talk about it in community relations. We could ask Jen because there might be things that can be done. >> So let's add it to community relation.
059Yes. So I do have the contact. >> You could probably email just email Jen, >> right? I I'll I'll I'll send the contact information with the Somerset County Society to Karin uh and and Jen and we'll figure this out. Thank you. >> Uh if I may, I'd like to also kind of reiterate what Dr. Lee mentioned about, you know, celebrating 250th anniversary. As you know, it's a big celebratory moment for our entire nation. I think also for a school district as well because as she mentioned a lot of things I think happened here all throughout history, right? You know about the Middlebrook encampment, you know, this is a place where one of the first American flags were introduced in our town which I think is honestly something that is so cool and it doesn't look
060like that one with the circle. It's like kind of spread out throughout and I think that's pretty cool. Right. We have our own flavor here in Bridgewater. You know, Rarin, I guess used to be part of Bridgewwater. So, >> so I it's uh you know it it's it's also a rare in history as well. And so you know I know I recently shared what I think should shouldn't be a controversial kind of resolution that you know we should be considering you know maybe you know we should be finding ways to kind of celebrate it and really you know memorialize this moment because I think for a lot of students hopefully they'll have an opportunity to experience the 250th anniversary. I know I I didn't really get to obviously and I I wasn't there during the
061200th um because I wasn't really born but >> minor detail. Yeah. But you know I'm I'm thinking like you know why don't we kind of commemorate it and I just wanted to see what people's thoughts are on it. You know what do you guys think about you know kind of celebrating this moment. >> I think I saw that the resolution that you you sent to the board. I suggest that we look at it and think about it for next meeting so that people can have a chance to read through it. And I think that was a great idea as we as a board to be part of the celebration of 250 of the independence as well. >> I guess as a little followup, you know, what what could we like maybe talk about in like
062community relations? Is that something you want to put as well on the agenda on top of what was discussed there? >> I think that we can add that resolution to both, right? Is that is that fine? I mean >> and as it touches on curriculum, I would suggest that academic also talk about >> Right. I mean, I think honestly curriculum-wise, you know, we can always look at curriculum, but curriculum is written. It will be approved next month, but if you look through it, you'll see like I mean, there's a standard that speaks to civics and there's a mandate that speaks to civics and it's in the mission. It's in the vision. There's a course on I mean, we have it. This to me seems like more like an un, you know, a once in a-lifetime
063event that you want to highlight and celebrate in a way that maybe isn't curriculum related, but it's like what are the other things that you can do to a solar eclipse kind of a thing. >> Solar eclipse. Yes. So, I mean to me that's the discussion really unless I'm misunderstanding. >> No, my only issues are a I got it an hour before the meeting. Uh so I haven't had a chance to fully digest it and b there seems to be certain language in there that I think needs to be discussed amongst board members uh before it's brought you know for before it's brought for a vote. Uh there are issues on there that touch upon curriculum and I want to make sure that nothing in there is conflating the NJSLA standards or confusing them and
064I want to make sure that we have everything that we need in the first place. >> Can I make a couple remarks? Uh this resolution doesn't intend to change the curriculum. It doesn't intend to interfere with the student learning standards. This resolution simply exists to celebrate the 250th bsentennial. There's nothing political about this. I hope that there's nothing political or nothing concerning from a language perspective about the idea that we can be patriotic, love our country, and believe in life, liberty, and the pursuit of happiness. Uh, but of course, you know, I'll listen to the rest of the board. I'll let the rest of the board decide what they want, how they want to feel about this resolution. But I I think it's it's it's something that we should all be universally hopefully supporting, especially
065as Americans. Hopefully that's all. >> Yeah, we'll we'll look at the resolution because I've seen quite a few other resolutions as well, so we can see what language fits the the narrative. Just a comment as someone who lived through the bsentennial um I don't remember anything that we did at school like whatsoever but I remember in Bound Brook about a hundred guys were camped out in little white tents at the park for three weeks and we all went down there and we dipped candles and we were pretended that it was 200 years ago and it is a memory that is singed in my brain. Um but it was not a school thing. It was a lived experience. >> We do have a school field trip that does that actually. >> Red. >> Yeah. >> Kind
066of funny. >> Is that third or fourth grade? >> It's second grade. >> Second grade >> as part of a national celebration for the bsentennial. There were wagon trains across the country. So I actually had the opportunity to ride the wagon train from Pittsburgh to Philadelphia for three weeks for the celebration where Gerald Ford was in Valley Forge. So those who you know the experience No, I'm just saying it that was something that you know I wouldn't have experienced otherwise and my dad had a friend with a wagon and we went it was oddly enough the you know back in 1976 but you know makes me feel old but it was an experience and Gerald Ford came and celebrated at Valley Forge on July 4th the scientific question. So, some things that have happened. I
067don't remember much I did in school. That one sticks out in my mind because, you know, three weeks on a wagon across Pennsylvania, a long time, >> Dr. Lee, >> I would like to move on to another new business. I done with the 250 discussion. Um, I want to follow up follow up on the uh topic about gift and talent that our parents are here to speak about. Uh, from the sound of it, sounds like we have one single class at each grade level. Is that true for our AI program at this point? >> That's accurate, right? >> For second, third, and fourth. Yes. >> Second, third, and fourth. >> Yes. Fifth grade, you're in two different schools. So, >> Right. So I think I mean I was a former uh AI parents and I
068think when my child was going into it that was like quite a while ago uh there's at max four class for a parallel class. Um I don't know like what's the class size back then it's probably not 28 but I remember there were more kids that that's able to have access to the AI program. Uh I know that we're we're aiming to expand the gift and talented access because I think we have an excellent school. We have uh very supportive families and excellence is a very important aspect in our education in this town. I was I was curious right so this uh this drastic change in the class total class size right from when my son was in a four four parallel class to now one class. Um I'm curious like was there like a
069a a a reason that we can attribute to uh is there like do we have like a the selection criteria that's much higher or are we able to satisfy our students need in their gifted and talented needs? >> Yeah, we we'll we'll split this one. Um, so as far as the gifted and talented services, that's something we've talked about many times before. And really what necessitated that change was a combination of kind of our practices where we had remember the ESL sections only in some schools, the gifted and talented in another. I was straight out told that it was um discriminatory because it was like, you know, some kids might need both services and we couldn't do it that way. So we expand >> Yeah. So we demanded we expanded the services across all the
070schools. So now AI can't isn't across all the schools because it just wouldn't be sustainable to try to actually create that program in each school but we still have it you know located in Hamilton school but we offer these other services. So what has happened now over the last several years is um first of all we did initially change criteria like I don't know when that was like three years ago remember we looked at the criteria right because we took out the the one quality point for this and the three quality points for that because we thought it was um really not being very transparent the first year we did did get some push back because we were unable to figure out what our school our local scores were because you're really supposed to create
071gifted and talented programs um to meet the needs of students who cannot be challenged because they're so above their chronological peers that we can't meet their needs by differentiating in a classroom. So sometimes like if you're in a school where all the kids are gifted for example, you don't need a pull out or different gifted and talented program because you can you know meet their needs that way. You're so you're supposed to establish local norms. We initially couldn't establish local norms because of the fact that we were not universally screening students. We were asking parents to bring to sign their kids up and bring their kids for testing on Saturdays. So once we started universally screening, we needed that first year to get the number to see who those kids were who were outperforming their
072peers, which we did. That was like three years ago. So the change this year really with the one class where it's a higher number is was the appeals process. So, and that was also something I heard about a little bit last year from some parents who felt like, oh, if we're not doing the cognitive test, the Kogat test every year they wouldn't be identified. But actually, what in fact happened this past year is there were kids who were in that grade level where you weren't cogatted coatted again. Um, but you did take the MAP test and you met all the criteria. We had some kids who when we reviewed their appeals, we were like, "Yep, these students definitely belong there." And so that one section of AI did grow um beyond kind of the typical
073numbers of the other classes. And from there I'm going to let Dr. Fonder take over. >> Right. So I was going to give a little bit of a different uh since as you know I was the principal of Hamilton school for uh about 10 years. Um the elementary the primary school AI moved to Hamilton in 2013. So I was started as principal in 2010. So I can speak to it kind of from that point on. The the number of sections per grade level range from one to three. So with two being probably the most common but one to three sections. Um I don't at least in the time that I was principal of Hamilton school there weren't any ever four sections of AI but there there definitely were three. and the cohort size uh during
074those years kind of range from anywhere from 18 to 20 total students to about 65 total students. Um right now the district's in a period of declining enrollment and so the classes at the high school uh each grade level cohort has 700 something students and our cohorts at the uh lower grades at the elementary grades have 500 something students. So it is significantly smaller there. So you would expect that there would be less students in in the cohort. Um I also had the experience of talking to parents whose children were accepted into AI and they were making this decision of whether their second grader, third grader was going to leave their neighborhood school, leave all of their friends to come to Hamilton school. So I would kind of talk to them about how good Hamilton
075school is and they said, "But then my first name is Dan. Little Danny would leave all of his friends." And I say, "Yeah, that's that's a hard part of of of this choice." Obviously, the the uh parents from Hamilton School, it was a little bit easier because they they weren't changing schools. So, by having gifted services in the other schools, I do think that kind of changes the the idea of either I pick my neighborhood school and no gifted programming or moving schools and that's the only way to get the gifted programming. Now, there's gifted programming in the schools, which is a a great way to do it. And so then it it doesn't feel like an all or nothing type decision. Um so those I think contribute to where you know there's other options
076that there maybe weren't in the 2010s. Um and before that in the 2000s I was an AI teacher. So I taught fourth grade AI for most of those years. And the class sizes varied there because of it's a a cohort within a within a grade level cohort. Uh there were some times where I had a class of 18 students and there were other times that I had a class of 27 students. And so um I don't think I ever had 28, but I did have 20 27 26 like those types of things. So um the AI is interesting because you the choice then with you know uh 28 students would be a class of 28 or two classes of 14 if you're if you're doing it that way. And uh our board policy for class
077size is uh 2312 2312. And so it establishes that there's a minimum and a maximum number of students and then there's a desired range. So it's actually a little bit more descriptive than a lot of districts class size policy is. So it has the minimum for grades one through four being 18, the maximum being 30, and the number of students desired, 18 to 23, which is exactly where most of our classes fall uh at those grade levels. As some of the speakers mentioned, that 18 to 22 or 18 to 23 is where we'd want them to be. So when you have more students than that, that is a question that's hard to uh because it doesn't fit in the the pattern. uh the smaller the cohort, the the more likely it is that that's going
078to happen. At Hillside and Eisenhower School with our fifth and sixth grade, when we gather a lot of students together, this doesn't happen because the the cohorts are bigger. Um but at the the primary schools and with the AI, this does sometimes happen from time to time. I Okay, turning this on. I appreciate the thoughtful consideration that you guys have put in there. I think uh uh I can see you know you're trying to uh serve our students and I I I'm I'm thankful for the parents who are also coming to speak. I wonder if this is a time for us to look at it over you know the past two three years because things have changed and should we look at again whether we're serving this group of students as well as we're serving
079all the students in our district we want to make sure that we satisfy all the students needs as much as that we can. So if we are seeing a dis let's say decline in the student in this program more so than our overall decline in our enrollment right so it sounds like the AI class size has dropped at least half but our total enrollment hasn't right so if we need to look at it are we able to identify and provide a service for this uh gifted talented students cohort as we were able to as a district overall. So if we can maybe look into that. Thank you. >> You mentioned that we have certain schools because you're looking at the local group. Do we have other classrooms that are certain elementary schools that are providing
080that kind of service without being in the official AI classroom? And if so, can we do we have openings in those classrooms that would bring the overall average down where they would still be receiving the same kind of services just not at Hamilton? >> There's some variation in the services when we look at the individual schools when we're identifying kids for small group investigations or for the cluster group in math, right? Because that's the other thing that we have. We're really looking at their local school norms because that's where we have to determine what services those students need so that they're appropriately challenged. When we look at AI, because we're looking across the seven primary buildings, we're looking at the norms of the the overall norms, not we're not looking at the individual schools. In
081that case, what's different is the services in AI. what they what it's really supposed to be is like a grade level advanced, but where that actually happens is in math and in English. It's not in social studies and science. And so what's what's interesting about the program and how it was established at some point is, you know, math and English are very different subjects. You learn them in very different ways. And so math is it is really linear. So there is a point at which like you're going a year ahead or kids can I mean really to wind up in our most advanced math in our district. What you're going to wind up in is seventh grade algebra, right? And so you can get to seventh grade algebra in multiple ways. One way could be
082AI, it could be E classes. Um there are multiple ways you can test in after sixth grade. Um, but that's where you're like a year accelerated where they compact curriculum so that you can do algebra which is really kind of two grade levels early in English. English doesn't work that way. So kids like read at all different levels, right? And like part of the way that we're teaching kids to read and then English later on in high school is you're looking at like the lexile the level how sophisticated a text is and then how sophisticated a student can interact with a text and write in response to a text. And so that's not really like a grade level above. English doesn't work in that same way. So what the AI program is actually providing, it's
083a pathway to the seventh grade algebra, though there are other ones. But when you're looking at it more from a genuine, this is like the gifted and talented law. Our purpose is these are kids who if they are in other classrooms, maybe they um are so outperforming their peers that this is just beneficial to them. Could we offer it in other ways? We we could. It wouldn't be exactly that because you wouldn't be able to separate kids across that many buildings and give them this program. Um but really what you're looking for is probably the acceleration in math is and we could provide that in other ways. That's something we could do. >> Are we even allowed to >> to shift kids like that? >> And just I think what Dan said and I thank
084you because I forgot to say this. It is true that what's been interesting in the last couple years, there were people who who have met the criteria to be in AI, but they choose not to now because there's something at their school and they do they just want to stay in their home school with their, you know, neighbors and siblings. So, that's happened as well. >> And over the summer, you do reassess. Is that correct? So, you'll know the final numbers how it's going to shape. We reassess for math cluster group because kids you know their ability their change all the time and um also we reassess for small group investigation. Once you're in AI we don't we do not remove a student from AI unless there's a reason but I actually can't think of
085an instance that I recall where we removed a kid from AI. I don't remember that. >> I have a just a general question. I mean, I know it's been brought up class sizes, this isn't obviously the first time, uh, but like are you seeing class sizes increasing and like like in general like you know the teachers and the students like has has that ratio been increasing a lot especially in like I know people mentioned like Bradley Garn and especially in our AI programs has that been like a trend or >> no I mean the short answer is no like the the things that you've heard about are exceptions. Um, and so there really isn't any increase in class size. That particular class that was mentioned, 28 students is well above the Bridgewater RA and average
086class size for elementary schools. And so, I mean, that that definitely is an exception. But in general, no. uh if there was an unlimited budget, if the board members felt like whatever amount of teachers we put out there that all the board members would vote yes and would uh we could staff with however many teachers we would want, then we would certainly always error on the the lower class size because there wouldn't be that. But you're in a public school district balancing the budgetary constraints with the the staffing needs. >> Got it. So is there is there any kind of like solutions that you guys can think about either like supporting that teacher or you know figuring out how we can like kind of figure out how to reduce that number I guess at the
087end of the day or is it kind of there's very little flexibility in respect to that. >> Um we'll definitely talk to Mr. beers and and about the different possibilities, but really because this is a cohort within a cohort. I'm saying it that way because it's the third grade AI students within the total third grade of Hamilton. Um, and the there's curricular differences. Having some of those students move to another third grade class at Hamilton has complexities that wouldn't really work. So then the choices would be one teacher supported but one teacher working with the 28 students. The last enrollment I have report I have from the principal said 27 students but I'm not doubting that there's 28 because I'm sure that yeah >> there's people with their finger on the pulse of of it.
088Um so one teacher with the 28 students uh or the the two teachers with the uh 14 students each which would be by far the lowest third grade class size in the school district. Okay. >> And it would be something Right. Right. And and I mean the board has a a policy. It doesn't mean that that couldn't happen. There's no state law that's that informing this policy, but it it does it is uh significantly different than the other class sizes, but the TW on the other side, the 28 is significantly different also. >> Yeah, of course. >> All right. Thank you. >> Any other new business? Seeing none, I'll take a motion. >> Motion to adjourn. >> All in favor? >> Anyone opposed? Although it doesn't come up here on the future public board meetings,
089we have our retreat on August 5th at 6 o'clock. >> Thank you. Have a good night.