001He's working on it. Check. >> Good job. Good job there, Patrick. >> Got it. >> All right. You got it, Patrick. >> Yeah. >> All right. So, >> we're good. We're rolling. >> Yep. Good. >> All right. So, at 7:08, I'd like to call the August 19th board of education workshop regular meeting open. If we could have a moment of silence. Black salute. [Music] >> I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. In accordance with the provisions of the open public meetings act, the public notice of this meeting has been sent to board members, all district schools, the Herald News, the suburban trends, the record, the messenger, West Milford town hall, the
002county superintendent's office, the board attorney, cable vision of Warwick and West Milford TV77, and posted in the administrative building. Copies of the board meeting calendar resolution were provided to all local media, town hall, township, library, and all district schools. Roll call, please. Please, Mrs. Protag. No. And welcome to your first official meeting. >> Thank you everyone. >> Here, >> Mrs. Dwer. >> Mr. Garino >> here. >> Mr. Jurgensson >> here. >> Mr. Lippy >> here. >> Mrs. Markart >> here. Mrs. Rano >> here. >> Mr. B here. here. Uh, superintendent report. Dr. Pigeon. >> Yes. We're going to uh jump in and Mr. Novak and I will go through our climate uh survey data. >> All right. So, um, we did share out, uh, in June, we shared out a district climate survey. It went
003out to, um, all students, parents, and staff members. They each had the opportunity to, um, fill it out. And the questions were slightly different for each of those uh, individuals. and questions focused on uh perspective on the district as a whole, but then also the individual building in which they were each affiliated. Um, and we got we have some data on both of those things. There we go. Uh, so this is just giving you a little bit of an overview of the responses to that survey. So we had uh 633 total responses. You can see the breakdown by each individual school. There'll be more on that on the next slide. And then if you look by role, most of those were parents and guardians. Uh four in four 117 staff members and 112 total students.
004If you look at the the graphs below from the survey, you can see the uh um the blue there on the left side, that's the high school, red being Makipin, and then a relatively even distribution for each of the elementarymentaries. The little orange sliver um right there that is uh Highlander Academy and then you can see over another little sliver over this way. Those are um other other schools. So a couple maybe out of district placements. Some just didn't put what school they were affiliated with. So that's just the other category. Um and then again you can see the breakdown on different stakeholders. Uh so here's a bit of a further look into each of those responses. Um Just to give you a bit of an idea, should mention board members in your executive content,
005you have a a breakdown of some of the responses by building. As we go through this here this evening publicly, uh I don't think it's appropriate for us to compare one school to another. So, we're speaking more uh on the whole about uh how we've done as a district. And then it's broken down a little further by elementary um strengths and weaknesses and secondary strengths and weaknesses. Um, but we do have some further breakdown to the individual buildings and and board members, you have access to that. Um, just not something I I think it's appropriate for us to uh do publicly to compare our schools to one another. But um, as you can see, uh, some of the data school by school um, depending on the stakeholder group may be um, a little less valuable.
006And what I mean by that is just that the responses are a little less. Uh, you can see that our elementary schools, you don't have a high level of student participation. That's not really surprising. They're less apt to be, you know, checking emails and filling out surveys just based on age. Um, but we had a great, you know, a pretty good response, I should say, from the secondary level. Um, Highlander Academy, we didn't have that many responses. Didn't have any student responses there, unfortunately. Um, and I did list on the right side the total number of students at the school just to kind of give you an idea of the ratio of responses to students. Um, not that that's a direct correlation because obviously not response at a specific school um is representative of a
007different student. But still just gives you an idea of what sort of uh numbers we have for um for each uh strengths identified in the survey uh dedicated caring staff across the schools. Uh our music and arts showed up in uh regardless of whatever school that we the stakeholder responded from. Music and arts were in our extracurricular positive uh family or oriented atmosphere, the things you love about West Milford, those that came through in the survey. Um there was some feedback about uh guess not just new district leadership, but a I guess a cohesive view of of the district as a whole. Seems that um we're all pulling the same rope. We've used that phrase in this uh this room a few times. And uh emphasis on inclusion and and character education. Um areas of
008focus. I know you're going to jump in on it, but I just want to comment a little bit on um you know, I've been around and seen quite a few uh uh districts uh qu culture surveys be utilized. This was the first year that uh we took a little bit of a different approach of what we're doing with the feedback and the meeting with the leader individual leaders of the departments and the schools to go through specifically, you know, line by line the feedback that we receive good and bad. You know, we we praise the praise the positive and then discuss the areas um for growth. We've used these surveys in the past often to fill out maybe character education um applications for for character.org. Um often it was an attachment sent you know for
009something for for principal to be aware of. Um but for the level of detail that we're going through the feedback for this summer to set goals for our schools as a as a you know as a district team not just an individual school you know you do this and and focus on that. like looking at it as a team approach and then for next summer for us to then come back give this survey again and then judge based on feedback the you know the success of our uh the success of our initiative. So um following our meetings with with the administrative team you know we're prepared to you know share some of those plans and some of those goals with all of you and we'll probably embed that in the um October testing presentation when
010we go over our standardized test scores in October that will embed some of these action plans because that we know when you increase school culture you increase the you know feeling of belonging and students wanting to be there and that also translates to um to academics and and you know those standardized test scores. Um I'm just going to start off with the first one just improved communication that was very uh very prominent in um in most of the uh most of the survey was the um frequency and type of communication that we use and I think um we got very reliant on email and school messenger and if you have a single you know a single way of communicating you're not addressing and you're not meeting uh meeting everybody's needs and those Those are some
011of the that's one of the the biggest pieces of feedback that we've received from uh from the survey. >> Yeah. And I think it does tie right into what we as a board have identified as an area of focus. So it kind of uh shows that we are all seeing some of the same things because you know our board we established goals for ourselves and one of those goals is communication. Um as Mr. Novak and I are working to establish some of the action steps that we're going to be taking to address that goal. I think the great piece is we can kind of align that with some of the goals we have um you know in our individual buildings. But again, so this is the district-wide area of focus. We'll also get into some
012of the uh the the breakdown of the uh levels of each school to kind of talk about that a little bit. Uh the main reason we identify these as areas of focus is rather than weaknesses is because on the whole the responses were really positive. So the multiple or the um uh The a lot of the questions that were asked had a one through five rating scale. One being the lowest, five being the highest. But we saw primarily fours and fives in in almost every area. Um a lot of the areas of focus are driven by the free responses of areas that we could improve on. Um and and we felt it was really important to to kind of take a deeper dive into those things. Um and make sure that we're we're paying attention
013to. So again, um, communication is a big one. We saw that show up almost across the board, uh, with with maybe one or two exceptions at at different buildings. Um, the bullying prevention and discipline uh, enforcement. So, uh, our bullying numbers this year were really pretty good for the size of the school. Uh, our incidents were down. Um, I know that as a board, um, and the public wouldn't necessarily know this, but I know as a board we were concerned with the, uh, the percentage of our, our bullying incidents that had, uh, racial undertones to them. So, that's obviously a concern that we'd like to address. That did come up a couple times in some individual survey responses. So, even though I think we're doing a pretty good job of um, limiting bullying incidents, I
014also think it's important that that should always be a focus. Um, so because doesn't matter if it's a problem for one kid, it can be that it can change that whole picture. So I think it's important that it's still a focus. Um, uh, support and resources for special education students and IEP implementation. Uh, again, you know, we just went through our special education audit and we identified some of those things ourselves. So, it's it's nice to see that again our um our view of ourselves, our self assessment as a board and as a district does align with what we're seeing from the community. Um you know, facilities and safety measures was did come up in a few places and professional development opportunities for staff. All right. Uh elementary overview. seen some strengths and weaknesses here.
015Um, strong community feel at our elementary schools. And I think that's really great. And I think that doesn't I don't think that's surprising to anybody that that's a strength because the reality is that uh in in a district as large geographically as ours, those those community connections uh I think are are most strong at the individual elementary schools. Um so that's not surprising there. Um caring approach for staff and administration at our buildings. Again, uh when it says administration at this level, we're talking buildings. So this that those are your principles, not us. Um uh extracurricular offerings and enrichments are great. Uh but again, just the overall climate at those schools is something that is really positive. Uh we are seeing behavior management and bullying come up here as well. Again, I don't look at
016as a weakness. I do think it is always important that that be a focus. Kids do kids make poor choices. Sometimes it's our job to help them navigate that. Uh so that's important. Um communication as you can see uh specifically related to academic progress. So I think uh again speaking to what Dan was saying about the way that we communicate some of these things. Um you know I know you some of you have heard me talk before about uh information being like apples on a tree. You know everybody likes eating apples. Nobody wants to climb the tree. It's our job to make sure we're bringing them the apples. So I think uh when it comes to how your is doing. Yes, all that information might be in our student information system. You can check it
017in the parent portal. But if we're continuing to put information in the parent portal or we're continuing to send emails but not seeing changes in student behavior when they're not turning in homework and there may be some other ways we need to work on that communication. So, uh that'll be tied into some of our goals for this year. Um uh some concerns shared about class sizes. I think that does tie a little bit to our budgetary uh constraints as we've seen class sizes go up a little bit at the elementary level just based on um budgetary needs and then uh playground safety and facility upgrades came up as well too far secondary overview. Um so again strengths uh dedicated uh teaching staff enthusiastic excited about their areas uh as we talked about our music program
018of course identified as a as a strength um and momentum in leadership and and staff collaboration that's a great thing um as you see communication has come up again um especially with parents uh so I think to me that is one of those things where we we need to make sure that our messages are being appropriately received I don't necessarily think it's volume of communication. I think it's it is whether or not those messages and those communications are appropriately landing um and having the desired outcomes. We talk all the time about outcome driven decisions and uh you know I think that if we are not making sure that the way we communicate is having a positive outcome then it's not uh doing what we need to. Um, again, discipline and behavior management. It doesn't surprise
019me to see those things come up as an area of focus. Again, these are schools. Kids are going to make some poor choices. I don't view it as a weakness. I view it as a as a continued area of focus. Um, and then support for students with special needs and IEPs. Again, we have identified that ourselves because there are things we want to do better through that um through that in aligning ourselves with the audit that we just went through. academic rigor did come up as well and then um and then we have bullying and mental health and you know I know that uh that the board collectively uh has had we've had conversations about that here publicly we've had conversations about that at the committee level so um again looking forward to bringing in
020uh insight we approved last month to help support some of those mental health needs but uh you know happy to see are already taking some steps for the that the community is identifying um and stakeholders are identifying as weaknesses. All right. So, just kind of going over the next steps. Dan spoke about this first one a little bit already, but uh we have been reviewing this data with individual principles. So, just like I don't want um to discuss publicly comparisons between schools on data, not that there's some major uh uh differences between them, we've seen some some uh consistent themes. Uh but we also felt it most appropriate as we sit down with our principles. We did not discuss this with our admin team as a whole. Um we discussed this with the individual principles
021based on their specific buildings um and some of the areas of focus. Um you know and I think that that giving them that information is really helpful. Uh all week long this week we're about halfway through doing them. We've been meeting individually with our admin for uh setting goals related to uh feedback in our EV valuations of them but also bringing this data into that. So um you know letting the climate survey also drive goal setting for this year is really helpful. Um uh you know we want to prioritize target improvements in our communication uh also in our discipline. Um professional development opportunities. I know that that's kind of uh uh Dan's wheelhouse and he does a great job of trying to find opportunities to um you know share share different opportunities with our staff
022members to to get them the supports they need for the different academic programs we're bringing in but also even just uh you know just broader uh broader needs. And we do have some opportunities um through some of our grant funding and um title funing do some new and exciting things this year that maybe this isn't the the most appropriate form, but I'm sure that can be sharing some other things with you about uh some of the staff development that we'll be doing. Um resources for special education and technology and u again continue to build on the arts, engage our stakeholders. Uh but we are working again towards addressing some of those areas of concern that we are discussing with all of you. Mr. No, I think else to add >> any questions from anybody on
023any of the things related to this survey? Again, you do have a little more detailed breakdown as as board members for the individual schools uh for the public. >> I have a question about your key focus on class sizes. So, is that something you're going to be focusing on this academic year to change for next academic year? >> Well, so what we what we try to do with class sizes is make sure we do the best we can to keep them appropriately balanced, right? So, um, a focus on class sizes doesn't necessarily mean making, um, direct changes to the sections that we have. It's like, it's making sure that when we're budgeting and we have these conversations, we know what our needs are. Um, we try to evaluate incoming demographics. We use demographic data to
024determine what we're expecting. We work with special education to make sure we know what kids are getting pulled out for different things so we know how many um, kids are going to be in a classroom at a given time. Um, so it's it's really more about just making sure we're doing everything we can to identify the areas where classes could be larger more so than it is to like make direct changes to sections for this year. Does that make sense? >> Okay. So like we're going to evaluate it during this year for next year, right? Like that's the key. >> Correct. Well, and and we continue to evaluate it. It's not it's not like saying we haven't been like we've I think we've done a pretty good job, you know, this is based on feedback
025from this past school year, right, on concerns that that people may have. I think that we've really tried to make sure that we've had those conversations. And I know that that at the committee level, we've had a conversation uh in in multiple months, we've had the conversation at the committee level about um class sizes and and uh try to make sure we're appropriately allocating our our resources based on how much money do we have, how many sections can we afford, how do we break down those sections, and and if we have to make a change to the number of sections in a in a building, we make sure we're doing it appropriately based on um what's going to be fair and equitable. because I think that to me, and you would all know this better
026to me because you've been in this district longer than I have, but I think uh I think the consistency with addressing class sizes maybe hasn't always been there from one building to the next. And I think that was something we really tried to focus on in our planning and and uh budgeting process for this year. >> Okay. Thanks. Um question about the communication piece. Is there like I know we're rolling out the new website with Thrillshare. Is there like a backend analytic to see um open rates and clickthrough rates and to see where people are receiving the information whether it's through the instant message through the phone call are they hanging up before the message starts like you know is there way >> yes we have that data in school messenger that I've been looking
027at now that I have I have a more um deeper access than I've had before uh we also had that um information when we started using the s'more. Um last year we launched the um probably around mid year um December January we gave our principles all access to the newsletter that newsletter generator called S'more and what we find in that is that the majority the majority of our uh community like to get it on their phone. So you know it shows impressions and interactions and all of those types of ways of seeing things when you can put something in a text, whether it's a link to a link to a newsletter or a flyer for an event, when the text has when the when the text has a link that's being um that's being accessed
028more frequently. So, we've used that. I tried to um have that conversation last year with our admin team knowing that we were seeing that trend. And then that's been a part of our discussion as I mentioned earlier too reliant on the email. Nobody reads the email. That was the that was one of the uh least um you know seen interactions was was reading the email. Links access through the email was far less than links access to a text. Uh so I've been asking our administrators when we're using school messenger if there's a flyer if there's a a website if there's a registration form um that they include that link in the text message because that's how people that's how people grab it. when I would send out uh the information for registering for like summer
029reading or the STEM camp, there was always a link in there. Um I know I've seen a number of our administrators start to add the link and they're starting to see more interactions with that. So that that's you know longwinded answer too. Yes, text is the text is the way to go. text is best. >> And I think that's a that's that's a a great point on how we make sure that the >> like the broader communication is is received is being received by the audience we intend for it to be received by. when we went through some of the individual responses, um there was concerns about communication across the board, but I think the I I as I looked at the data and it's a little hard to piece this out and quantify, but
030it seemed to me like the most common concern for communication was about individuals, right? So, it's more about like the student is struggling or >> and they want to hear from the teacher. and what and so I think that is more um is also a big focus. So obviously we're trying to make sure that our our our building wide and districtwide communication is is is being handled appropriately, but we also want to make sure that we we go on the on the micro scale and make sure that the classroom communication is being communicated as as as best it can be utilizing the data we see from how people best like to receive information. um you know, just from a information gathering standpoint, we've been um you know, investigating different um tools that that that coincide
031with our student information systems and our parent portals and um while this is still kind of a a far-off conversation, you know, we've been looking at all the things that go along with that and and in some cases there there are there are some um there are some tools that allow communication to exist through the parent portal. Um that is more similar to receiving text messages or push notifications on those things um that are things that as we sort of evaluate what tools are going to best support our district going forward um those are are factored into the conversation. I know I'm speaking really broadly right now, but it's because it's too early to speak any more specifically than that. Um, but I do think there are ways to make sure that individual correspondence is
032also able to be tracked for um, >> that was the message that we shared in the in our meeting that the email is email is white noise. Uh, if you're a student, you're receiving 25 notifications from Google Classroom that there's embedded assignment or there's a grade or that sort of thing. And then there's the occasional embedded email from the teacher who after third period says, "Oh, come and see me." um come and see you before the end of the day. The student um for the most part isn't seeing that. Um we do have those students who are looking for those and that we've been talking because we are looking for the um this school year the um removal of the cell phone as a immediate access tool for students. So if students are used to
033getting, you know, if email is the only form of communication that they're um being engaged in, now we're removing that device that they would be sitting on in their lunch in their uh in their study hall in the at the end of the class before the bell rings if if they are checking their email for that information. We're now removing that one step further. And you know, not every classroom is sitting on a Chromebook all day. So, the type of communication away from email is is uh I think we we believe is is crucial to that next step. Communication of progress. Uh we just and I don't know if it's all on there. We're in the middle of adding all of our midmarking period dates and end of marking period dates to the district website
034calendar. We haven't had that on there. Um that's not just a placeholder for parents to to be ready to to start asking questions or to receive information, but it's also available for our staff because with our administrative team, we set the expectation that there should be communication midmarketing period, carrying concerned phone calls, caring concern communications if the student is is you know showing signs of you know possible uh a possible academic issue. So I think through a number of these different types of structures that we'll have, you know, a better better process. >> I would also say one of the most uh encouraging pieces to this is that you know typically that climate survey is just identifying the areas of concern and then from there you figure out where you go with it. What what
035we were encouraged by is that we've kind of already plugged into some of those things, right? We've kind of already been trying to address them because we've identified them ourselves. So, you know, we're not just here saying, hey, these are the areas we need to improve. We're saying these are the areas we need to improve, but also we are actively already trying to improve in those ways. So, I think that's kind of uh exciting and encouraging for us to know that we are that we're our efforts are are focused in the right direction. >> I I was excited to hear about the meetings that you're having with with the different administrators. I think it's really important that in those meetings you're giving them our expect your expectations for their buildings and they're being told exactly
036what's expected and the followup with that is going to happen throughout the year. So yes, um so these goal setting meetings are to discuss what it is we're we're trying to accomplish from anybody's individual seat. And then obviously as the year goes on through our evaluation process, that's the the ruler we're using to measure them by is is is how we're progressing towards those goals. What I do want to say though, I I think it's important to note that um while while we appreciate the the credit for sitting with them and setting expectations, the meetings have been tremendously productive and I think a huge uh reason for that is the um the buyin we've gotten from the administrators themselves. I I've been so encouraged by the meetings we've been having this week because um they're
037really excited to kind of actually have real conversations about ways to improve. So, uh, our our principles and supervisors have, uh, really come into the meetings that we've had so far, and I I anticipate the same will be true of the next few days, um, really prepared for these discussions and really excited about, uh, you know, kind of being drivers of of future success. So, um, you know, thank you for the credit, but >> I kind of like the idea that the information is not going into a black hole and it's like, well, we we got this time to study, but we're we're not doing anything with it. I mean, you this way that that the staff and knows that we're set that the, you know, the input and that the the stakeholders all know
038that we're we're looking to to address those. >> For sure. But I just I want to make sure I give credit where it's due, that the information has been very well received by our administrators. >> Just real quick, not not to not allow us all the federal backing of it, but my couple concerns. It's been a little while since I've taken a survey of statistics statistics course. My concern is confirmation bias on this. Are we waiting waiting where the responses are coming from whether it's student, teachers or parents? Because my thing would be if I'm a parent who's having communication issues communication issues but with this percentage of of responses it is what rough numbers from what I saw probably somewhere around 10% response so do we have any thoughts on how we can juice
039those numbers next year to get more respondents >> and yeah I mean >> and also do we weigh where the responses are coming from if it's coming from staff members and they want to how great your school is. That's wonderful. But we don't want to weigh that against a parent who thinks school is missing something. >> Yeah. So, I think um a couple things. One, uh we had this conversation at committee level. I think last month we talked about it and our goal is to get this survey out earlier next year. We're still creating the survey this year because it was it was a new survey. Uh it was different than the survey that's gone out previously and I think the past few years there hasn't been a survey. So, um and we wanted them
040districtwide, right? A couple of the buildings put out their own thing, but like we wanted something that gave us a little more comprehensive. So, uh I think in the past we've offered students the opportunity to fill it out during the school day. Uh that's how you get, you know, more feedback from students and staff. You know, uh you know, we thought that following high school graduation there'd be some excitement. People want to, you know, provide feedback and no >> done. Bye-bye. >> Yeah. Now, I now look, we have a lot of responses in terms of total volume. But you're right, percentages aren't as high as you'd like. I think that's relatively common of a climate response survey. Uh, and I think typically you got people that are willing to speak up. It's because they have
041something positive to say or something negative to say. I think the middle is what you don't catch the people who think we're doing okay, but they, you know, they may not have as much to share. Uh, but we want to try to get as many voices as we can. So, I think sharing it out a little earlier would be helpful. Um, you know, we've talked about our improved communication tools. I think utilizing those to get the message out would probably be helpful. Um, as far as bias for the different stakeholders, it's part of the reason why in the um in the more detailed breakdown of individual schools when we sit down with our administrators, we're going through that breakdown. Um, again, board members, you can see that information in your exact content. don't feel like
042it's totally appropriate for public consumption because I think that it it uh pits our schools against one another or or you know paints individuals in in a light that is not appropriate for this discussion. But I do think that does exist in the conversations we have with them individually. So I think you know when you um while I think I think we've got a tremendous staff when when you see that the staff identifies our staff as one of our strengths but that doesn't surprise you. there is obviously going to be some level of bias there. We would have the same bias if we were filling out our own survey to say that our staff is great. Um that's why we employ them. That's why we we we love to work with them. Um so I
043think those things are easier to kind of like you can see some of the biases that exist when you look at the breakdown and where the information is coming from. And even as we've talked to our uh our principles and supervisors about the data that's come through, we say, "Look, we want you to have all of the information that was shared." But but um in terms of what your sort of key takeaways are um that might be based on who's providing the feedback because if you're getting the feedback from a group that um that you know we need to improve in a certain area and you wouldn't have normally expected it coming out of that group well then then you might take that to be a little more valuable as you're trying to address goals
044and action steps to address it. Any other questions? No. All right. >> Thank you. All right. And in continuing my report, I've got one more item on there. Um, so I I'm sure all of us in this room are aware by now. Uh, but I just want to acknowledge the fact that, uh, West Milford alum, Jen Powell was the first ever female home plate umpire in Major League Baseball history. Uh, that's really unbelievably exciting. Um, you know, this is someone who's going to forever be in the Coopertown Hall of Fame and she's got an affiliation with with our district here. uh super super exciting. Um but one of the things that I want to acknowledge related to that congratulations to her is the fact that you know these decisions especially for someone that's coming up
045uh out of the minor league system to fill in for a game they usually happen on short notice. So, um, as you may or may not be aware, uh, this was something that came up not this past week, it was the week before on on a Wednesday that we were notified that this was something that was, uh, happening on Sunday. Um, is worth noting I was in Ohio when this happened and had absolutely zero to do with the unbelievable amount of planning that went into this event. Um, but Mr. Mr. Novak deserves an unbelievable amount of credit. He this was his his brainchild. He uh came up with the idea and in like three days uh he worked with Mr. Trancasta who put a ton of effort into it. They worked so much and I
046and I'm just, you know, from afar receiving messages about what's going on and and was super excited to um to be a part of it. I was able to get back uh from Ohio for the event, but uh but they did an amazing job in in putting this together in such a short time. Uh we had a bunch of different clubs and organizations that were willing to partner with us and I'll give a shout out to one that's here. I know the HF I believe wrote a check to help sponsor the event as well. So, thank you to the HF. Um but again, I think it's really important to to recognize, you know, the the the CBS News was there, interviewed a bunch of us. Apparently, my interview was not good enough to make the
047cut. Uh, but um, >> enough camera time. >> That's okay. Like I said, I I had I didn't deserve to be on the news because I wasn't part of the planning. I think um I I just think uh it it is not it could not be overstated the amount of effort that went into this event. Mr. Glenn put a ton of effort into making sure the permits got in there. Um, so a lot went into this. Uh Dan, I don't know if you want to speak more about who else was involved, but uh I just want to make sure that the credit gets shared where it's due because a lot of time went into this. >> It's hard. It's hard to name everyone who was involved. I mean, it was a a true um community
048effort. You know, the board, the HF, the athletic hall of fame, the community, the booster clubs, the coaches, like when you were in that parking lot, it didn't look like the middle of uh you know, like early August. It looked >> Sunday afternoon. >> It looked like you know um early October, you know, with the parking lot. like a home home, you know, homecoming game kind of thing. So, uh it was great. We had uh we had a great turnout in the auditorium. Um our technology staff, our custodian staff, uh everybody just kind of pitched in. There wasn't a single person who was like h you know, I I don't work that day. It was a Sunday in in August and we had a we had a full house. So, it was uh it was
049really really fun to see. Um, so again, thank I mean, thank you for the for the acknowledgement, but I mean it was a it was truly it only happens with with a team. That's the only way these great events happen. So, you know, kudos to Mr. Trancasta and, you know, his, you know, talking about communication, his text thumbs were flying with all the communication. I mean, we had um you know, I should probably thank you because we stole um before we know that they were going to play the that game for free on MLB.com, we had um Trusty Gino's login to MLB.com, um luckily we're not live streaming tonight. >> Right. Right. So, uh so that was kind of the brainstorming initially is like, well, how do we show the game? >> Um and then
050all I wanted to win an Emmy. Um, and I I didn't quite pull it off because I I all of a sudden I had to be a Zoom expert and uh I think it was me um Mr. Chennosta, myself and and Joe Jordan and we got we met the Zoom people at MLB headquarters last year and we made that connection like Zoom powers uh instant replay and um so we just reached out to Zoom. We were, you know, hoping it was be they'd bring in an outdoor amphitheater and, you know, you know, all the signage, the neon lights and all that. But they they did give us a 5,000 person uh webinar, which is, you know, big bucks in in in their language. Those are licenses. >> Um, and that's the part I didn't mention
051yet is that we had um on the digital side of it when um we set up that Zoom broadcast where um I'm going blank. Um Logan Um, >> Lombardi Lombardi. >> Yes. Ryan, was it Ryan or Ryan? Ryan Lombardi um was the host and he had um former players, coaches, people who knew Jen from her life growing up. And we kind of like reproduced something called Manning Cast, if you're familiar with it, like during a during Monday Night Football game where they uh they talk over it. And you know, so a lot of the public haven't seen that. The people who were there that day didn't see that. That's going to be part of the highlight film that we release. And um uh Mr. Trenakasa's got a couple other big ideas planned for for the
052future with, you know, with Jen's involvement here in in West Milford. She embraces where she came from. Sometimes you get famous people from West Milford who aren't always, you know, um engaged with us, but um Jen was like all in, you know, this is where I learned how to, you know, learned how to be who I am and that sort of thing. So it was um it was really uh really exciting. Um so at Zoom broadcast we had the simal cast of the game, we had the camera angle of the watch party and then we had all the special guests being interviewed. And the interesting moment during that uh one of the people who was being interviewed, John Frink, who was her soccer coach, caught the foul ball. >> That was so crazy. I don't
053even still call him. >> And yeah, it was really really cool. really cool moment. So that we'll we'll share that that'll go out of course. >> It's done. >> Well, that's I I called him because CBS wanted to talk to him particularly. I and I made a joke with him that um I'm here with CBS. They have somebody in the crowd that said you had that bowl in your pocket and you know made a whole thing but he like he like hearing that. >> But it was it was great. It was real real good West Mford hometown event. like you said Sunday in August. Um, you know, we feel like the the school year is already already in full swing. >> Our uh our connection at our connection at Zoom uh we we we thought
054we had a a bigger in than we really did. The the the couple hundred people at this AI symposium that we went to and the like top dog that was at that event from Zoom for whatever reason took an interest in like sitting down with Dan and I like ate lunch with us, his chat with us. We're like, "Oh, we can we can we can pull off anything with these guys." Turns out we don't have as much polish as I didn't get the amphitheater, but >> he worked in the mail room. >> He he No, he was he was a big wig, but apparently they not not >> I was thinking American Idol, you know, they had that big outdoor watch party or like, you know, Stanley Cup finals. Like I wanted that. >> We
055did we did it wrong. It was great. >> Well, so my my contribution to this I I want full credit for the fact that when Dan sent me a text and said this is happening, I said awesome. And uh that like I said these these guys did an amazing job >> recognition for Dr. Kitchen for giving a thumbs up. >> He got the I was on a boat that day award. >> Uh so that is my report respectfully submitted. >> Thank you Dr. Kitchen. Mr. Novak superintendent report. >> All right. Uh so along the lines of uh communication as we went over in the um climate and culture survey um tomorrow there's going to be a school messenger that comes out to everyone announcing the opening of our parent portal. It's always a parent and
056student portal. It's always an exciting part of the year where um middle school and high school students get their schedule, elementary students find out who their home room teacher is um and all the fun that uh fun that goes along with that. One thing that uh I'm going to include in the message to the reason I'm announcing the opening of the portal rather than just announcing it that day is that I want to give advanced notice for families to view to know that they're going to be reviewing our um code of conduct, our harassment, intimidation, bullying policy, uh our Chromebook parent Chromebook compact agreement. Uh offered the uh insurance for our Chromebooks which just came in today. All of our new ones, we're going to have the new devices in the that people's hands were
057supposed to have on the first day of school. Uh it's very exciting about that. And um our Highlander Tech team big part of making all of these things happen this summer. Um and we're also um showing the updated um free and reduced lunch application. So that's a crucial component for West Milford. You know, as you know, part of the the the presentation we just did on the climate culture, we talked about funding sources. U a major source of funds is through our entitlement grants to ESA uh this year and we are accepting the funds on this agenda. Right? Right. So, we had I I expressed to our to the board and to our administrators that we had good news and we had bad news. The good news is that we got a large boost in
058our um title one uh allowance this year. However, we have fewer schools that were allowed to use it in because of the uh qualifications weren't met for uh free and reduced lunch applications in in some of our schools. So, we had schools last year who didn't qualify. So, they had a grandfathered deer. this year again they didn't qualify which means that we have the inability to use those targeted assistance funds. So um we have more money and less places to use it. Uh so that again is why it's going to be uh crucial for families to to fill it out whether you whether you um you know think you qualify or not. You you never know what the threshold will be. Uh if you have any question at all that you know you could potentially
059qualify for that, you should fill out the application and and then you know see if we qualify because those applications um you know qualifying applications translate directly to access to increased programming in your child's school. You know whether it's through basic skills support after school clubs family literacy nights. So all the things we do with those grant funds. So, um, again, that that's going to be something that parents are going to have to see before they get to see who their child's teacher is or their, uh, middle school or high school schedule. I will share all of those forms tomorrow so that parents can fill those out in advance so that when they get to the day that the portal opens, they can click through quickly and then get to the thing that they really
060want to see first, which is the bus pass and the uh, and the schedule. So, that's coming out tomorrow. And then the portal is going to open at 9:00 am on Friday morning, August 22nd. >> Yeah. So So that's a good that's a good point. Thank you for the follow question. You're good at that. Um, >> so not in addition to uh in so the the question that was asked was don't we have um are there other um opportunities for families who qualify for free and reduced lunch above and beyond um the school qualifying for a school uh sort of access to funds. Um but on the individual level, uh fees for um SAT, fees for PSAT, fees for AP um AP exams, fees for dual enrollment, uh you know, fees for uh Chromebook, you
061know, Chromebook insurance, you know, the list goes on and on about the benefits or and free and reduced lunch, you know, the the aptly named uh application. Um so there are significant benefits to families uh directly that aren't just for the global you know benefit of the school but for you know a direct impact on the on the individual family of student. So thank you for that question. >> Real quick I want to mention one more thing related to Mr. Novak's report and mine. Um, one thing that we are discussing for going forward on our agenda is rather than having um a superintendent report, assistant superintendent report, we're talking about creating a district admin report. Um, many times the things that we share, we share together anyway. Um, you know, we are constantly working on
062these things collaboratively. Uh, but also, you know, noticeably absent is is a report from your director of special services who often is going to have things to share. I know Dr. sorts. Uh she's not able to be here this this evening, but she did um she has expressed the desire to be able to share things out sort of publicly when there's exciting updates there. So um rather than creating additional reports, I think if it's if it's a sort of a district level administrative report, you know, there may be months where there's things more things for Dan to share, more things for me to share, more things for Dana to share. Um but I think our goal would be to sort of combine that to say that a lot of times we're sort of tag teaming
063these conversations anyway. So, um, our anticipation is that something that we'll shift towards, but I wanted to make sure I got a chance to mention it to the board collectively um, in case anybody had any, you know, questions, comments, concerns, but, um, just something worth mentioning that you might see next month is that as a combined report, so you can hear from any one of us. Everybody okay with that? >> Thank you, Mr. Novak and Dr. Kitchen. Special reports and correspondents, Mrs. the tag. No, >> this agenda we have, let's see, my microphone. Sorry. Thank you. Got to get used to the microphone. I think I missed it earlier. Um, we have the minutes from the July 14th special meeting, the July 15th regular meeting, and the July 15 executive session. >> Okay. Could I
064have a motion to approve? >> Like to make a motion to approve uh July 14th special meeting. July 15th workshop further meeting in July 15th uh executive session. >> Oh any discussion all those any discussion sorry >> and Mrs. roll call vote, right? Do >> the voice. >> A voice vote. I was doing it right the first time, right? As you were all looking at me like I'm doing it wrong. You're >> all looking at me like, wait. >> All those in favor? >> Any opposed? >> I will. I'm not there. >> Sorry. >> You can go. >> I was I'll abain. >> Okay. Okay. I'm going to yes on July 14th and I'm going to abstain on July 15th. >> Okay. >> Board President's report. Um really not much. I was just going to
065reiterate what um Dan Mr. Novak and Dr. Kchin spoke about with the watch party. Um just thank everyone that was involved. There were a lot of people. Uh so I'm not going to name everyone. I feel like you did a great job of of naming everyone, Mr. Novak, but um it was a great moment for this district. I I I loved the turnout, all the involvement from the ATF, from the um education foundation, from the booster clubs, the students that came and volunteered. Um you know, being in that auditorium was definitely um a a great experience. um when she did that first uh call, everyone cheering, some brought banners. It was just a a great moment and I just want to thank everyone that was involved um um in bringing that uh at such short
066notice. So that's the end of the board president's report. So now we will go on to public comment. Um Mrs. No, is anyone signed up to speak? >> I don't know. Uh so is there anyone wishing to speak on agenda items? Okay, Mrs. Romeo. So all speakers will have five minutes to speak until a period of 30 minutes transpires. Before speaking, please state your name, group affiliation, and address for the record. Members of the public who have requested to speak prior to the meeting will be recognized by the chair first. At the speaking, all speakers are asked to sign the register provided and give their full name, group affiliation, and their address. All statements shall be directed to the presiding officer. No participant may address or question board members individually. All speakers are expected to
067have read the statement within the agenda regarding the regulations concerning public comments. Members of the public are reminded that they are legally responsible and liable for their comments. Mrs. Romeo, >> hi. Before I start, um, was it announce to the public that it's not live streamed because everybody's looking for the video. >> It's on the website. >> It's on there. >> Yeah, >> there's a banner on the website. >> Got it. >> It was up there this afternoon. >> Okay. Um, good evening. Uh, Kate Romeo, one Crest Hill Drive, Oakidge, New Jersey. Um, I could count this as an agenda item a few different places, but thank you, Mr. Lippy, for your last question because it just made it very clear um to talk about AP classes and AP exams. Um the um honors chemistry
068is offered this year at the high school. AP chemistry is not. We have students that want to take AP Chem. Um we have parents talking about AP Chem. May 5th, 2006 will be the AP Chemistry exam. Hopefully our students are allowed to take that and hopefully this board looks into paying for those exams for all of our students. And here's why. Um, US News and World Report just came out with their report. I hope you've seen it. If not, I can email you the important things. There's three high schools for me that are important. A lot of the high schools are important for me, but the top three I always look at are West Milford, Vernon, and High Point. Why? Because they're the ones that I know the best. And um, I want to read
069this to you right off of um, uh, US News and World Report and patch.com reviews some of the stuff. This is on patch. Schools are evaluated on how effectively they serve all students, including underserved populations with college readiness, specifically measured through student participation and performance on advanced placement, AP, and IB exams. We don't have IB here in West Milford. Um, we have AP. IB is a different uh test, different classes. So, looking through the agenda tonight, you are approving two new classes. One is a sculpture class. Do we offer the 3D design AP course? Because that could count as that. Other schools take their sculpture class. They may get the AP class. Um, we have honors chem. I already gave you that example. Other schools have gotten rid of honors chem. They have AP Chem.
070um it's the same curriculum, but then those students are then right into the exam rather than have to request the it's a lot easier for our staff and for our students. I don't know why we're not doing this. Um and I look at every single person in this room. It's really not the not the job of anyone at this table. Um you know, I've worked in buildings where the superintendent told the principal, "This is what I want." And it gets done, you know, and why are those AP classes not getting put on our high school schedule? We've talked about it for years. Another one is there's two ELA AP courses. Um why are they not on there? You know, I'm not 100% sure which AP courses we are offering in West Milford this year. Um
071but the scores could not be any more clear how much it matters. And I'm just going to tell you about one score. High point college readiness. They are 34.3. Ronin, college readiness 23.9. Has anyone seen the West Milford score? >> No, but I'd love to know it. >> 19.3. 19.3. We are just as good, if not a better high school than both of those. We can do so much better. We have to just do it. Please. We can have our number higher than that. Our math proficiency and reading proficiency were really very average. They're not. It's not bad. It's not awesome, but we got a 40 and a 50. And looking at the other two, very close, very reasonable. The one that we're the lowest on is our college readiness. It all has to do
072with, and a lot of this is how you change scores, how do you make yourself a better place? That's it. You have to put more offerings. Um, so I just I've been looking over this today. I love this research. We've talked about it for years. Um, and That's what I wanted to tell you guys about today because it was exciting and I know that next year and all the years to come we could do better and better. And by the way, the uh college uh the the data they were looking at for this report that came out today was the 2223 classes. So it wasn't last year's like last school year, right? So even if we offer three more next year and we offer three more in the next, you know what I'm saying? like
073we will move up and up and people will start to say and we have a newspaper article. Wow, look at West Suffford. They went from a 19.3 to a 24. Oh, they're they beat out the schools around here now where they were below. It's not rocket science, you know, and I know that West Milford is very uh ready and able to do this. So, thank you and thank you to the students who reminded me of this talking about their their schedules coming out and what classes are going to be on it and what they want to do with the year ahead. Like kids are really excited for school and I love that. Um, last thing while I didn't get called off yet is I also just want to comment on the um Jen Powell celebration.
074First of all, there could not be a more humble and amazing person. Um, Jen is just um not in any way ever wanting credit. You know, she's kind of shy. Um, and it's just so cool for her to have this much support. It was amazing to be in that auditorium and see. I did miss the parking lot car, but it looked great on the news. Um, and so, thank you everyone for for that. Jen is really deserving, not just because she's an incredible athlete, but she's such a good role model. Um, and she's such a I mean I humble is the number one word. Like she expects nothing. She doesn't think she's you know as good as she or deserves as much credit and and cap as much honor I guess as she's getting and
075she really does deserve it. So that's awesome and it's a lot for our kids to look up to, you know. So thank you for making it such a big deal because it is and I'm really proud um to be a Highlander. Thank you guys. I think I'm >> Thank you, Mrs. Romeo. >> Anyone else wishing to speak? >> Close public comments. >> Thank you. >> All those in favor? >> Any opposed? >> Okay. So, the amendments to the agenda are live on the agenda. Correct, Dr. Kitchen? >> Yes. The agenda is accurate as it is in front of you. >> Thank you. So, could I have a motion to adopt the agenda as presented? Move to adopt the as >> second. >> All those in favor. >> Any opposed? >> It's August. >> Yeah, >>
076maybe we need background music. Maybe that would be >> okay. Education. Mr. Stovich, >> I'd like to move items 12.2 2 to 12.13 under education. >> Second. >> Thank you. >> Um, so I'll open it to up to discussion, but first off, I just would like uh Dr. Kiten to clarify 12.3 and 12.4 and just give a little bit of background to that. >> Yes, I know we got a chance to speak about this in committee, but I think it's important that we speak about it publicly as well. Um so the uh there is no change to the function of those uh classes. This is what is required in order for us to update the coding of the preschool. Uh it was previously listed as a pre preschool autism class. Um it was improperly coded.
077So um an autism class is is supposed to typically start at kindergarten. An autistic student that is preschool aged is considered preschool disabled. So, it should be coded as a preschool disabled class. It was always coded as a preschool disabled class. Uh, it got improperly coded uh at some point in the past couple years. Um, but it was spotted by uh our new director of special services, uh, Dr. Schwarz. She recognized that it was um, not in the system accurately and uh, went through the appropriate steps to make sure that that was coded the way that it was supposed to be coded. It is not a change to the staffing. it is not a change to the uh expectations or the program that is going to be provided. Um the only uh formal difference uh
078which I know could be concerning to someone is is technically a preschool disabled class is allowed to go up to a higher number. The change isn't in anticipation of raising the number of students that we are allowing in there. Um it is just a change to making sure it is coded properly for what we uh are are are putting forward uh curriculum. So, um, any questions about that? I know we we we at the board has talked about it, but I just want to make sure, um, we have a chance to sort of share what that was because a few questions have come through, um, about why that is is being changed. >> Thank you, Dr. Kitchen. Any other discussion? >> Mrs. Traano, on um 1213, um, two students are going to Sussex County Technical
079Institute, and I'm just curious um, is that specialized program that they're going to for a tech or vocational situation that >> the state county doesn't have or >> so initially um I know the one student um was approved to go in middle school >> um and then um because state county didn't have the room in the specialization that he wanted um and this started I think with Mrs. Francisco uh she talked to attorneys and and he ended up going And so now we've talked to a parent and the parent wants to continue on in the same program. >> Okay. >> I just want to correct that wasn't 12.13. It was 12.12. >> Uh just in case. No, that's okay. Just uh with it not being live stream and I know it's going to be videotaped
080so unshared. >> Any other discussion? Yes, Mr. Lip. Just real quick like to point out that on 1212 if we pass it obviously that the late opening will go to two hours and I think we should have that in the welcome back to school packet just so that people are aware they're not planning an hour and a half and always trying to do the math in your head. What time is an hour and a half? You know it's just two hours. It's like there you go. >> I'm so glad it's only two hours. So I think >> it could change us having a whole day of school. Is that that >> you know and might as well speak to it again so that everyone is aware of why that change is taking place. So I
081know it's been a discussion at the board level. Um but it is an effort to a uh hopefully increase the number of days that we're able to get in because so often that half hour matters especially since it's right around sunrise. Um I know Mr. Glenn it it makes it a lot easier for his guys to get the snow cleared that little bit of extra time. uh transportation. It makes a huge uh difference as well. Uh but it also makes a significant difference for um any of our out of district placements, be it out of district special ed placements or PCTI. Um we are one of the only remaining schools that are doing the 90 minutes versus the two hours. So it creates this awkwardness because you're supposed to follow your home district's um timing
082and and you know without getting into specific instances there there it it becomes challenging when that doesn't align with other places. So there's a variety of reasons why this was something that was put forward here. But uh the obviously the biggest challenge is then making sure that we create appropriate schedules uh with the appropriate number of instructional minutes. Um but we have tasked our principles with that. Spoke about it with them at admin council last week. They're prepared to to go adjust those things. >> I just want to clarify that that's 12.2 and not 12.12 uh for the delayed opening. You said 1212. It's okay. >> You said 1212. >> Yeah. 1212. >> You're keeping me on my toes today, everyone. >> Okay. Any other >> any other discussion? >> Like a comment on 14.
083>> Well, you're gonna have to wait, Mr. Grio. >> Any other discussion on education? >> Okay. Roll call vote, please. Mrs. PC Mr. Stovich. >> Yes. >> Mr. Lippy. >> Yes. >> Mr. Vand. >> Yes. >> Mrs. Dwer. >> Mrs. Mark. >> Yes. >> Mrs. Raano. >> Yes. >> Mr. Jurgensson. >> Yes. >> Mr. Corino. >> Yes. >> Mrs. >> Yes. Personnel Student Affairs. Mrs. Rano. I would like to move items 14.1 through 14.33 and 15.1 through 15.3. >> Second. >> Okay. Before I open it up to discussion, I just want to mention 14.2 the retirement Mr. Bolero. Um I just want to congratulate him. Wish him all the best in his next endeavors. He has given, let me just get this right, 20 years to this district and 32 years overall in education. So
084congratulations, Mr. Polo. November 1st, you're going on to your next chapter in your life and we wish you all the best and thank you for everything that you've done for West Milit School District. So having said that, any other discussion on any other items? Um, this is my me. Yeah. So, I would like to make a motion um to have the 0.5 secretary position at the high school um voted on separate from the rest. >> 14.5, >> right? >> Yeah. 14.5. Sorry. >> Okay. So, I have a motion to um separate the uh position on 14.5, which is I'm just going to pull it up for the 0.5 secretary at the high school. I would need a second. >> Okay. And all those in favor? >> Any opposed? So, I guess we would put that
085as 14.5A because I'm assuming with board docs that we're going to have to give it with it being a motion. Um, we've never done this before on board docs. So, Mrs. I'm assuming if we make it 14.5A [Music] so that it's still under 14.5A, but it's separate. >> So, it'll be two. Yes. So, first of all, we'll do all the other votes without that on there, and then we'll do 14.5A separate. I think that's uh appropriate. >> I'll give you a second. >> I'm trying to see if I could save it. >> Okay. >> Or insert somewhere. >> Uh any other discussion on any other items first? We'll do that one separate. >> Happy to see. >> Yeah. That is a great thing. >> Also, kudos to the administration for um filling as many positions
086as they have uh before school starts. >> Um I always love to see the big list in the August meeting. >> Any other discussion on anything else? >> Can you make a note? >> I would definitely make a note. I think I would have to come out of the MPC to do it and >> they can be taken care of. >> Yeah. >> So, we're right now going to vote on 14.2 through 14.33 including the hand carry 15.2 with um the.5 secretary taken out and that will now be 14.5A that we'll vote on next. Just to make it clear. So, we're not voting on that one currently. >> Okay. So, any other discussion on the other items? Seeing none, >> um when you're ready, Mrs. Patadno, we'll do the um roll call vote on those.
087>> Mr. Stovich, >> yes. >> Mr. Gino, >> yes. With the recommended abstensions, >> Mrs. Jurgensson, >> yes. Mr. Ly, >> yes. >> Mrs. Mark, no. 14.13 abaining on 14.16 and yes on the rest >> yes van >> um yes except for recommended um abension >> uh so I'm going to abstain on 14.6 and yes to everything else. Okay. So now I need a motion to move 14.5A. >> I make a motion to move 14.5A. >> Second. >> Okay. Um any discussion and this again is on the 0.5 secretary at the high school. Yes, Mrs. Mcwire. So, I had asked for this to be voted on separately um because while I do very much support um Dr. Kitchen's recommendations um I think that this position creates an issue um with equity across our district um
088and staff. And I want to clarify that my vote on this is on the position and not on the person. I have no idea who they are. Um, and I think when we are increasing class sizes to address uh budget cuts, when we're raising costs for sports and clubs because of budget cuts, and we're expecting most of our buildings and staff to do more with less, we have to make sure that we're doing that across the board. And while I appreciate that this was a full-time position that has been reduced to a.5 um it should be removed completely. Um it is very it it is completely unequal when we look at the secretarial staff at Makipin versus the high school. Makapin now only has one grade less and they basically have three secretaries doing the
089job that we have five at the high school. Um so for that reason I feel that it is almost financially irresponsible to add a position or or have this.5 position for attendance which we got rid of years ago due to enrollment. and it's honestly not a position that can even fill those hours. Um, I respect the secretarial staff. I understand firsthand the job that they do, but I also know that our high school administrative team will be able to make sure that the work is spread out through the secretarial staff in an efficient way um without this position. >> Any other discussion? Seeing none. Roll call, please. Mrs. Pek, no. >> Mr. Satovich, >> yes. >> Mr. Libby, >> yes. >> Mrs. Van Dyke, >> no. >> Mrs. Dwer, >> sorry. Mrs. Markard, >> no.
090>> Mrs. Hano, >> no. >> Mr. Jurgensson, >> no. >> Mr. >> No. And Mrs. >> Yes. Okay. And operations and finance, Mr. Lee. >> There we go. >> Like to stretch. Let's get to the funny part over here. >> Uh like to move 16.1 through 16.18 for moving for vote. Any [Laughter] discussion? >> Seeing no discussion. Roll call, please. >> Mr. Satovich, >> yes. >> Mr. Garino, >> yes. With the recommended extensions. >> Mr. Jurgensson. >> Yes. Yes. >> Yes. With the recommended abstensions. >> Mr. >> Yes. With the recommended abstensions. >> And Mrs. >> Yes. policy. Mrs. Mard. >> I'd like to make a motion to move items 18.2 to 18.4 under policy. >> Second. >> Any discussion? Seeing none. Roll call, please. >> Mr. Stovich, >> yes. >> Mr. Garino, >> yes.
091>> Mrs. Jurgensson, >> yes. >> Mr. Flippy, >> yes. >> Mrs. Mark, >> yes. >> Mr. Bano, >> yes. >> Mrs. Van Dyke, >> yes. >> And >> yes. >> Okay. Committee reports leaison. I know they're up there. Is anyone uh needing to add anything to what is up there? Okay. So we'll move on to old business. Any old business? >> Motion to move old business. >> Second. Thank you for reading. You want to put your glasses on? >> All those in favor? >> Any opposed? Um, new business. Any new business? >> I'd like to make a motion to close new business. >> Second. >> All those in favor? >> Any opposed? And we are on to public comments. Anyone wishing to speak in the second public comment which could be on anything. >> Come
092on. >> There's a big typ I'd like to make a motion to close public comment. >> Second. >> All those in favor? >> Any opposed? Okay. We have no need for an executive session today. So,