001I'd like to call the meeting to order. Can have a moment of silence. Full salute. 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, 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 county superintendent's office, the board attorney, cable vision of Warwick and West Milford TV77 and posted in the administration 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. Mr. Schultz. >> Mr. Stovich, >> here. >> Mrs. Dwire, >> here.
002>> Mr. Jurgensson, >> here. >> Mr. Lippy, >> here. >> Mrs. Mark, >> here. >> Mrs. Romeo, >> here. >> Mrs. Van Dyke >> here. >> Mrs. Ric >> here. >> Mrs. L >> here. >> Thank you. Superintendent report of the kitchen. Hello. Thank you and good evening board of education members and members of the community. W firstly recognized the athletic department for organizing the parachute jump at the first home football game over at the West Milford football team honored over 25 local veterans for veteran appreciation night. That evening, as part of a classroom session project in cooperation with the wounded warrior project, Mrs. Petello's English and psychology students wrote and presented letters to veterans that complement their studies of PTSD and the reading of Unreal, the true life story of Louis Zamb, a World
003War II hero. The Wounded Warrior Program extends beyond just a fundraising event to include classroom lessons around honor, courage, integrity, service, commitment, the impact of 911, and much more. There were another 60 letters delivered to the Syra Syracuse VA hospital as part of this program and there were $400 in funds raised to donate to the cause. They are still collecting money, so anyone would like to donate, please let Mr. Pillo know. The WHS PTSO will held the first of the senior park and spot painting days on Sunday, October 6th. There will be another painting day this Sunday, October 20th, from 9:00 a.m. to 6 p.m. where seniors can make their mark on the Silver High School. Paint brushes, roller handles, and cover, paint, tape, and chalk will be available. Students just have to break their
004own games. We are excited to announce the fall the fall play with Mrs. Peacock in the kitchen with the candlestick. The fall play will be clipped. Auditions were held October 2nd and the cast has already been immersed. Information will follow soon for ticketing for the shows which will take place on November 15th and 16th. The senior class trip is being held Thursday, November 14th. It will be attending Nickelodeon Universe at American Dream Hall. Commissioner slips are due on October 17th. The Highlander Education Foundation recently held their first 5K fundraiser on Sunday, September 22nd. 5K race featured over 100 runners ranging from age 6 to 82 years old. 13-year-old Bryce Leslie of Westford won the 5K with a time of 20 3270. His runner came Leslie age 10 second. Our third homecoming dance was held October
0054th. It's a great success. It's getting a little bigger each year and we hope it continues to grow. The Royal Co court Court honored were seniors Kobe Scott and Lily Cruiser, juniors Ethan Amson and and Haley Geller, sophomores Owen Mir and Alyssa Pinki, and freshman Mason Len and Kayl. And the big news is we wanted a big home football game against Cleveland. The student council also held a successful canned food drive for our local food pantries cuz we can do it together. This led to spirit week. On Monday, we had PJs. Tuesday messages. Wednesday, crazy socks. Thursday, tie-dye. And Friday, uniforms. The annual Spooktacular is on October 26th from 5 to 8:00 p.m. Wear your best costume and join us for a spooky night. The trunk or treat will be held in senior parking lot
006and haunted hallway will take place in back. The Highlander Band recently hosted the Highlander Marching Band Classic on Saturday, September 28th. The competition featured marching bands from eight different schools. The competition was sanctioned by a US band circuit. one of the largest national marching band circuits in the country. Since the Highlander band was hosted the competition, they were not eligible to win any awards as Lakeland High School and Morris Hills High School won first place in their respective groups. The Highlander band did go perform their show down the rabbit hole at the competition. Besides performing their show at halftime of our home football games, the band competed in this past weekend in the Bloodwig Muser Classic competition where we took first place. On Friday, October 11th, the United States Army brought their flight simulator to
007our campus. Over 100 students and staff participated in this exciting and engaging experience. This provides students with a unique opportunity to explore potential careers and gain hands-on insight into aviation technology. Now for a brief look into the future. Next week is the week of violent sports. Students will be on Monday participating in random acts of kindness day, on Tuesday peaceful pajama day. On Wednesday cultural harmony day, on Thursday hero day, and on Friday uni day we're black and gold. Thank you for your time. I look forward to updating you next month. [Applause] >> Thank you. That was excellent. Very thorough. Thank you very much. Did you participate in the sim in the simulator? >> It's not even a chance to help. >> How did you spoke to anybody that did? It sounds very >> It
008was very exciting. A lot of people loved it. >> Oh gosh. I think that sounds like just a couple of things for me. Um so next I want to go through our HIV self- assessment scores. Uh each year we are required to complete an HIV self assessment in NJ home room. uh it happens for each school individually. So the schools uh anti-bullying specialist and our in our district HIV coordinator uh work together to go through the scores for the individual schools. Uh the scores get discussed here and then I will certify data uh with the state before submitting it um at the end of the month. So just to go over the individual scores, this is out of a possible 78 total points. Um, Asheville School received a score of 74, Neighbor Road 76, Marshall
009Hill 75, PK 74, UGL 75, Mackin 77, and the high school 73. So again, the total possible points of 78. Uh, and the more specific scores, uh, score breakdown is in one of our attachments for this evening. Any questions about any of that? Again, it is a self assessment. So, it's just our own reflection on some of the questions that they're asking. Um, and then we'll get more official scores from the state uh going forward. The other thing I want to give you an update on is our S2 resolution. So, last month, this board did pass a resolution regarding the S2 cuts and the impact that it is having. Um, is something that we are trying to partner with other S2 districts in addressing. So, um, a couple of different things. one we were uh
010we were discussed in a recent article um regarding these S2 cuts and there was some quotes from our board meeting just to talk about some of the impact had it had on our district. Uh the other thing is the resolution as we discussed was shared with state officials. It was shared with uh with Senator Buco was shared with um the governor's office as well. Uh the one thing I did want to mention because the resolution itself is one that is uh pretty much identical to all these other SQ districts that are all we're working together to try to to pass these this resolution and make some change. Um there was an error in the resolution that we initially adopted. It just it just listed the wrong senator's office that was going to be sent to.
011Just please be aware that it was appropriately sent uh to the right officials from our district. um didn't feel it was necessary to go and amend the resolution itself because the contents of the resolution is the same and was sent to the appropriate locations. So, any questions on any of that? I also wanted to mention that we will be doing as you've seen by now, we did our our higher highlights video uh highlighting the a lot of the things took place over the summer. The plan is for those videos to come out a couple of times a year. One of them was at the start of the year. We'll do another one in the middle of the year and then one at the end of the year. Uh but in between those times, we want
012to have some specific more specific sort of coffee talk style videos to highlight individual things. We have a whole list of things that we're looking to highlight. Uh the first of those videos that's going to come out is going to be a discussion uh that Mr. Novak and I have with our board leadership to discuss some of the impacts of S2 cuts. So we have that planned out. We got a straightforward gap. In fact, we were supposed to record last week, but you know, a couple things got in the way of that taking place. So, our hope is to get the recording done this week so we can get that pushed out to the community and make sure that everybody is aware um of some of the action that we're taking and the impact that
013it's having um on our school, but also obviously our taxpayers. So, >> I have a question. >> Sure. >> Um I just am recalling from memory uh the resolution. So, the top was wrong. They whom we sent it to and then I just entered the districts and then the numbers. Um, so what exactly did we send to the state officials? We sent an extract of what was approved at the board meeting of the whole resolution, the numbers for the districts, how it impacted us, and basically everything that was approved on the board resolution is exactly what we sent to the state officials. >> Okay. So, it's not attached with like any separate letter that we haven't seen or anything like? No, there's a cover letter attached to to that that we sent. It's pretty plate
014saying that this was approved at our uh our September board meeting and please see the attached and we sent it over the same letter that we sent to all the uh offices and to the governor's office as well. >> Okay. Um and would you be able to share that with us? >> Sure. >> Okay, cool. Um so moving forward, the plan is to have a video and you're going to put that online and then what's the next step after that? >> Well, we'll see what sort of traction we get. Um, but I think that the most appropriate thing for us to do would be as we start to get a little closer to budget season, following up uh with the state and seeing if there's if there's any um any traction to changes. Uh, you
015know, over the past couple of years, there have been uh some action taken on the state level recognizing the impact that it's been having. There was a gold bill that um that gave some stabilization money for the districts that we were receiving the cuts. Uh this past year, the state uh presented, I guess, what they would call an opportunity for districts to recover some of those costs by increasing local tax levy, but obviously that doesn't really positively impact our um our taxpayers. So, uh, anyway, so there is some recognition that they're that they're doing harm to districts and I think that the work the districts all collectively coming together to discuss the impact that it is having and and the problems that it's creating for education in our community um is is a really great
016step in the right direction. This is the first time since S2 cuts um have uh been been brought down at the state level that all of these districts are working together to take action um to try to make sure that we move forward in a more positive direction than we have so far over the past few years. >> Anyone else? No, >> that's my report. Thank you Dr. Ken. Uh Mr. Novak, the director of education's report. >> Right. So we are about to present our um JSLA results for the uh 2024 spring assessment. So if we are going to have a ming presentation. So if you can't see this screen, if you'd like to reorganize while we get situated at the microphone, you can do that now. Interesting. [Music] testing. >> Okay. Uh here take
017that. Um all right. Uh as I mentioned, we're proud to present our uh New Jersey student learning standing assessment uh for the 2024 spring assessment. I just want to say thank you in advance for our administrative team who's here. We have um you know obviously Dr. Matos and Mrs. Johnson who are our um district testing coordinators on top of acting principal and um supervisor of guidance civil language Mr. Sharon West and um Dr. Belzer who are our humanity supervisor and uh supervisor st Mr. Matt Shrines our um high school principal and our uh elementary principal team Dr. Schwarz Mr. Kaine Mr. Okonnell and Dr. Fowler. Uh so I just want to say thank you in advance for them being here. Uh last year we we um I guess started to change how we present our
018results uh in more of a I guess a uh team manner. Um also highlighting not just talking about the results but also talking about the action plan and next steps moving forward. Um and in last year's presentation, uh one of the things I uh promised the board is that we continue this conversation not only when we take the assessment in the spring and not only when we present them in October, but it will be a living uh breathing part of what we do throughout the year. And I think we have uh I think we have followed through on that and um you know our conversations monthly and you know uh bi-weekly with our staff uh with our administrative team uh talks about how do we continue to improve how do we do things in our
019classrooms to work on um district test scores and um in each in each level. Uh so I'm going to um turn it over to our testing coordinators to go through some of the um you know some of the slides. There's a a mix within this presentation. So there is a uh state required series of slides that we've presented over time. Um there's going to be a few slides today that we've we haven't presented before and I handed those out to you uh in large um color copies and that is the cohort analysis. So often you know the state required uh slides that we provide are typically you know grade three from one year to the next and it's not often um analyzing same student different year. Uh so that's those are some of the slides
020that we added to this to this presentation. So you're going to see um comparison of same grade different students and you're going to see a comparison of um same students different grade. So that that tracks not only our achievement at this point in time but also checks our growth uh tracks our growth over time. After the presentation, we're going to uh take turns as a group and we're going to present some of the action plan items um that that we um have been talking about and have been working on. You're going to hear a redundant tone for a lot of things that I talk about monthly. Um but you know, just so you can see how it plays into what we are looking to accomplish with our uh district results. I'll stop talking. >> Good
021evening everyone. Thank you so much for being here. For the thousands watching, thank you. >> Uh Mrs. Johnson, I will be passing the night quite a bit of the grades. I'll be focusing on course for grades 3 through 8. Of course, Mrs. Johnson will be focusing on high school and eventually later in the presentation, you'll be hearing from Mrs. West for English and language arts as well as of course Dr. who will be focusing on mathematics. Right, let's do it. So brief history lesson of course history very important so let's talk about it in 2015 as you are all aware park was of course established the partnership for assessment readiness for college and careers to replace the one day exam or few day exam I should say the HSA in 2019 that was replaced by
022New Jersey student learning assessment again reconfiguring the actual park assessment and then keep in mind 2020 and of course 2021 there was no assess assessment at all. Of course, that came out at least that spring, but eventually the state of New Jersey did create uh the star strong assessment that was of course inducted both actually uh the fall of 2021 and eventually in 2022. Again, we are still very proud of being one of the few schools to actually give out the start strong assessment. It was optional. We still did it obviously in 2021. All right, getting into the game there. in May 2024. These are the grades of the course to the NGSLA grades 3 to 9 elementary course for math grades 3 to 8. And then from course grade 8, keep in mind it
023does branch off algebra one, geometry and algebra 2. So you have a mixture right of middle school students as well as high school students who take those assessments as well. All right, of course in science grades five, 8 and 11. All right, just going over the parameters of the actual performance levels as well in case you weren't familiar. Level one, you can deal with the expectations or between that range of 650 and 699. Level two partially met at 700 to 724. Level three approaching at 725 to 749. Level four meeting those expectations at 750 to 809. And of course, level five exceeded expectations 810 to 850. All right. Same thing NJ science a little different. Level one again based on your grade level below proficient grades 58 to 149. Grade 11 100 to 157. Level
024two near proficiency grade 58 150 to 199. Grade 11 158 to 199. Level three proficient grade 5 200 to 242. Grade 8 200 to 230. Grade 11 200 to 249. Level four advanced proficient grade 5 243 to 300. Grade 8 231300 and grade 11 250 2300. And one action to just really focus on science just for a little bit and we always talk ELA math. Um but for science we actually did do something different this year that was we started with the science assessment in elementary as well as the middle school. That was actually our first one we did that last week of April uh in 2024. uh we'll get from the same thing again this year for a various several reasons. Number one, gives us an idea especially what the NJSL is going to
025look like that week uh just in terms of actually producing it to our students. But at the same time too that science one last. Let's give them a break. Let's go first. Let's see how our students do it the right way versus obviously math and yellow right. All right. So uh with the 23 24. So in terms of what you're going to see tonight is a comparison obviously with last year's data. All right. Again folks I'm grad 38 on this slide. This will be the administration for English and language arts based on those percentages. And again keep in mind of course that slide we just had up the level one, level two, three and four in course five. So really our focus here as well especially as administrative team is you're looking at meeting that
026expectations as well which course will be a combination of four and five. We love level three as well, especially those students that are getting closer and closer to meeting those expectations. Right? So, here we go. If you look at the actual numbers, what we do love to see, especially in level one, that 23 to 24 category is when those numbers are going down. And in that cohort too that I know Mr. Novak of course earlier, that too also shows when those students, for example, are in grade three, they're jumping to grade four, jumping grade five. those cohorts, elementary or middle, you know, how are they doing between these levels uh just between 1 and five. All right. So, for example, with level one rates, right, that 13.5 28.6, right? You do have that drop there
027as well as of course in level two, the 12.0 to 8.6 that takes you to of course the last mark. This actually has a leader. Hold on a second. [Music] Changes level one and two right here to minus 8.3. are for rate freight. All right, that changes of course in 4 to 5. So this becomes very exciting for us as well because it's a plus 15.8 and again four to five meeting or exceeding those expectations in the LA for great. So that's pretty much I mean how this is going to read tonight. Um grade four, same thing. You do have a sunny bump from 9.0 0 to 10.1 and then it drop from 14 to 9 alto together from -3.9 and that change of course two from 2023 to 24 but yeah we had a
028nice decent bump here to plus 8.4 rights four and five meaning exceeding expectations for grade 4. All right of course then jump into grade five right 7.5 to of course dropping with 6.2 2 10.1 increasing to 11.1 and then in the level four I'm sorry minus as a.3 significant decrease and then you have a 54.3 to a 47.1 5.5 to a 6.7 altogether a minus 6 change in grade 5. All right. Then after they leave elementary school and enter MAC and middle school, you're now getting into grade 6 78. Level one 11.9 dropping to a 7.0. 13.6 increase to a 14.9. 37.9 level 4 to 41.3. Level five 5.1 to a 4.5. Once again once againus 3.6 change to again an increase of + 2.8. All right, grade seven and 8 again going through the
029entire columns again. I'll save you uh from torture plus 1.4 change from 1.2 again another positive plus 7.6 6 right so we're seeing that growth again especially from again that the code years 2020 2021 and just like not provided of course we'll talk about really a big reason why a lot of these increases have now been especially in LA as we get towards the end of the presentation ask a question >> um so when you're talking when you're talking about the cohorts so the 2023 third graders are now 2024 fourth graders right so it was 135 to 101 Yeah. Okay. >> Absolutely. Great question. >> So for grade nine ELA, we're seeing consistency. Um there's only a.1% increase in those students who have not yet met or partially meeting expectations. And on level four and
030five, which is meeting or exceeding expectations, there was no change. Um there's a slight shift on level four and level five but in the end the number is exactly the same 50.2%. All right mathematics again same exact process here with grades 3 to 8 but then again keep in mind with grade 8 you are also looking at geometry students that are included in that mix as well as algebra on one. So it's important to note that for grade 8 although you're seeing numbers for example in that first category the 31.6 obviously dropping to a 27.2 too. The only issue with grade 8 is it doesn't mean every single grade 8 student, right? Because again, you had students that broke out to take a geometry exam. You had students who broke out to take an algebraic
031assessment as well. >> In relation to that, that's a a conversation that I've brought up numerous times about um the rationale behind our significant realignment to math classes in uh at the middle school. Uh so we'll talk more about that. Actually some of the large slides that I handed out to you um gives you a little bit more of a breakdown where you can see how uh the particular students throughout the the mine course uh sequence in the past how they performed and you can see that um our students who are taking the eighth grade assessment are a very small number. you know, the students who are in eighth grade taking eighth grade assessment with eighth grade standards uh is a smaller number than than we believe we should be. And that is why um
032we changed the course structure the way we have for this year's uh this year's uh middle school math process and we'll we'll talk more about that towards the end. Thank you, Mr. Goat. Right. So again, also very exciting look in terms of our mathematics percentages from 23 to 24. Uh looking at grade three, I'll just run through a few of these. 6.3 for level one, 3.4 in 2024, 15.6 to 7.2 for level 2. Alto together it's a minus 11.3. And then looking at of course level 4, 44.3 increasing to a 50, the 9.4 increasing to a course of 13 in 2024. Alto together a 9.3 increase. So again, grade three really rocking it. uh of course for ELA, mathematics and districtwide. Shout out to our entire staff for grade three as well as grade four,
033five, six, seven, it's all here. Uh we do have a slight increase plus 3.7 of course to level one and two. We also have a increase almost a point from 23 to 24 as well as in grade five plus 0.2 9 increase level four and five for grade five. in grade six subtraction of 4.9 an increase of 6.2 again being our exceeding expectations of course grade five grade six and seven as well and then of course you get into now grade eight where you have just numbers everywhere all the sorry plus 3.5 for level one and two obviously deduction minus 6.3 and of course algebra plus 22.8 way that changed from 1 and two to then a - 255.9 level four and five the 13.5 change from level one and two into a plus 9.3.
034So again that was as Mr. No said a big reason why of course the administrative team as well as our staff especially in the middle school working with the high school at the same time um to really look at our mathematics sequence which of course Dr. Hey, so on high school level our algebra one student as you can see there was a slight decrease in those demonstrating no or partial proficiency and there was a positive 2.5% increase in those demonstrating or exceeding proficiency expectation. In geometry, there is a slight increase 3% increase in those not meeting expectations or uh were partially meeting those expectations. And then you can see that there's a bigger shift in the decrease in the numbers of students meeting or exceeding expectations with many of those students falling into the approaching
035category which is that three level. You can see we're up to 58.3 percentile. In algebra 2, it was a shift to the middle. Um, 6% fewer students demonstrated no or partial proficiency and 17% fewer met proficiency targets. And in the end, 56.5% of our students showed that they were approaching proficiency science. Here we go. Grades 5, 8, and 11. again level one of course to a level four. So changing level one and two of course from 2023 24 for grade 5 - 4.7 and change of course level three and four same years plus 4.7. So we actually are seeing an increase which is very exciting for grade five consistently now two straight years where they have actually been approximately five points above the state average. Congratulations of course in grade five grade 8 right minus
0360.4 4 that change in level one and two and of course the change in levels three and four same exact number at 0.4 negative and grade 11 plus 1.9 and they change from levels 1 and two to a minus 4.0 zero and change level three and four in terms of number of students tested right obviously the numbers here reflecting of 23 24 the differences of course between both years grade 39 209 and you'll see how the numbers obviously do shift and adjust after each year if you were taking obviously grade three and then plugging them into grade four keep in mind students are moving into the district they're also moving moving out of the district. Um there are several reasons students are not that are not tested could have been medical reasons they could refuse
037to take the test as well. So there are multiple factors why those numbers would not be consistent but at least you have some numbers in front of you just in terms of again 192 for example in grade three and then of course in 2024 that was at 209 jumping all the way to grade 9 at 251 and again 235 in 2024. Again just quantity of students testing. [Music] All right. Same goes of course for mathematics. Again these numbers would not be identical either because there would be students for example who may have taken the actual ELA assessment but maybe they didn't take the mathematics assessment or vice versa. Again that can depend on an absence to that test. They didn't make up the exam refusal to just the mathematics assessment versus ELA assessment. So again
038multiple factors why these numbers will be different as well. But this also I wanted to make sure we provided the algebra 1 and geometry numbers as well in terms of who took the test in 2023 and of course for math and algebra 1 that was 82 students 66 in 2024 and then geometry was 34 students and then 24 numbers. I usually don't want to take a lot of time with these slides. These these slides are a requirement from the days of um park was first introduced that nobody want to take it that was a requirement to try and decrease how many people are participating in the park. So but I want I do want to point out uh what I spoke to earlier regards the realignment of our uh middle school math classes. So we
039did have success with our I did share with the board of a number of occasions the work that um we've done Dr. Beler, um Mr. Shrines, uh Dr. Nis, myself, the uh math math departments with the um selection criteria, making sure the students who are getting um who are going into a particular course are meeting the prerequisite skills for uh for that process. the district had abandoned that for for a few years and uh we are seeing the result of that and in some of our some of our math findings uh we have a new process in place where we're committed to it but we did start it um slightly last year and so at the end of the 22 23 year no I'm sorry end of the um 2122 year when we made selections
040for the following year we we applied a little bit more rigor in terms of identifying prerequisite skills. Last year was the was the year that we really implemented full um you know um full on and when we look next year to the 2025 assessment the number of students in taking algebra 1 and geometry will most likely be significantly lower which means that a majority of our students in academ will be taking the assessment that is on their grade level with the student learning standards that they should be assessed on at that time. And again, I'll come back. I'm sorry I keep popping in and delaying. Um, but I just want to point some things out and we'll talk more about it at the end. And so in high school, grade 9 alum. So you can
041see that we had fewer students in algebra one. we had fewer students in geometry. Now that shift out of coming out of um the the algebra one in the high in math so that we had fewer students starting the geometry in the high school and we had fewer students I'm sorry two extra students taking algebra 2 in 9th grade so that number went up only slightly next year that number will go down same thing for signs raised 5 815 5 2023 to 228. Again, differences makes the same same process, same procedure of students who are taking the assessment versus 2023 into 2024. Again, those grades remain. It is strictly only grades 5, 8, and 11 for the science assessment. Not all grades taken, just to make sure everyone's aware. Again, grades 5, 8, and 11.
042All right. ELA in terms of the district versus the state. All right. breaking the data down in this way as well. So again, looking at grades 3 to 8, level one, just going through grade three since they're right there. Level one 2020 202 23 13.5% the state was at 20.7% again at that level one. Level one 2024 8.6 compared to state at 19.8. So again both had a decrease uh in terms of course their level one performance. Level two 12.0 O at 2023 state 14.9 of course in 2024 8.6 to 15.2 versus state for level two. So again similar numbers from grades 3 and 8 I just want to go through each one. Well, but 9.0 12.8 um getting these being level one for 2023 24 into of course level 2 2023 into in grade
043nine uh for the ELA students while we lost some ground on level one as compared to the state scores and state averages we did see a stronger decrease in students scoring in the partially proficient range level Yeah, then it's of course levels three and four. And keep in mind level three was that approaching expectation, right? So we love our students that are there because they are so close to getting to level four. All right. And so let's take a look at once again grades 3 to 8 for levels three and four. So in 2023 we're at 32.8%. You see it was at 22.5. In 2024, we're at 25.4, the state at 21.4. The level four in 2023, 38.5, the state at 36.7, and then eventually at level four at 53.6 compared to the state at
04437.2. Once again, grade three in ELA. And again, you'll see just comparing again that that four spot, right? Meeting those expectations, right? 46.6 to a 34.6 26 47.1 40.4 41.3 37.4 right 29.3 31.5 35.7 35.2 you know overall especially in that level four category uh Westport did extremely well when compared of course to the state. Oh, on um grade nine levels three and four, we remain consistent while the state saw a slight decrease. It is noteworthy that we outperformed the state in terms of the percentage of students who met expectations I see over on that far right [Music] and get to level five again. L5 exceeding expectations right above that four category. In terms of grade three in 2023 we're at 6.0 states at 5.3 in 2024 3.8 at the seat at 6.4 and again
045just reading the numbers across 7.2 in 2023 at 148 10.1 to a 16.2 in 2024. All right, grade five, 5.5 versus a 9.9, 6.7 versus 11.9 of course jumping through 5.1 to 11.4, 4.5 to a 15.8, grade 7, 2.1 versus a 23.2, 11.2 versus a 22.4, 9.5 versus 19.5, 9.4, and 17.7. >> This is a good slide to illustrate one of my points um that we've been talking about. Uh I keep going back to the no school because that's one of an area where our focus is. Uh again remember these are same grade different students if you go through grade three across. Um, the area I want to point out is that when we put our sixth grade students in a classroom that is focusing on sixth grade standards and they move on to grade
046seven math and facing grade seven standards. That's a 5.1 to a 11.2. But we have our grade seven state students who are in seventh grade math going to grade eight math 9.4. So one of the things you're going to see is the tone the tragedy of a sixth grader going into algebra or a seventh grader going into algebra. So those those are the slides that we'll illustrate later is the is the area of this data where we can see exactly where and why um things went wrong. Again it was uh holes in holes in student learning standards that that we've identified and uh corrected for uh for going forward. But again this is one of those slides where you can really highlight that point. So as you look at the scores for ELA, you can
047see that we remain very consistent. We went up4 for the students who scored in that upper that high range of exceeding expectations. The state saw a surprising 7% jump but uh that consistency means we didn't fall outwards. And we mentioned this course before that like grade A some students in grade 8 participated in the algebra one assessment placed in the eighth grade math assessment. Thus math 8 outcomes are not representative of grade performances as a whole two and geometry students in grades 11 and 12 were not included in terms of those math. So of course we're just in ELA now mathematics levels one and two same same story in terms of the district of course versus the state. I can just jump through again just a few of these. Looking at grade three 6.3 in
0482023 versus the same 12.5 and then of course the level one in 2024 was a 3.4 versus an 11.8 level two 15.6 versus a 16.7 a 7.2 versus a 16.0. All right. Then showing uh into the middle school at grade 6.9 versus 14.2 5 versus a 14.2 in 2024. That's level one 25.4 versus the 23.2 22.4 versus a 23.5. Okay, level 2 20 24. And then you see, of course, the breakout from grade 8 in terms of mathematics. Then jumping into algebra and geometry where you have the same scenario of the level one 2023 and of course at level one into 2024, jumping into 11 uh sorry, level two in 2023. We're going to match level two 2024. >> And for one, on the high school level, while we had a larger percentage of our
049students who did not demonstrate proficiency, this state did as well. Our decrease in the number of partially proficient scores near the state's decrease. In geometry, we reduced our non-proficient test takers to zero. And while the state saw an increase in that percentage, so that that was a good strong mark for us, um, our person numbers increased by nearly 5% while the state remained at about the same level as they did previous year. And now number two, we had no students demonstrate a lack of proficiency, though the state fa sorry, though the state tallied 16.4%. We had 6% fewer show partial efficiency while the state saw only about a 3% drop in that category. All right. Then of course she has level three approaching expectations. Level four meeting expectations. Again I'll just go through a few
050of these for time purposes but again grade three sticking with them. Uh 24.5 for level three versus the state of 24.8 in 2024 26.4 24 versus a 24.6 in level four, 44.3 versus a 34.0. And for level four, 50% versus a 34.6 against state. So again, grade three really jumping ahead amongst the pack. Uh grades four, we're seeing a similar story, especially in the level four, the 48.1 versus the state at 32.7, 44.2 versus 31.0. Grade 6 30.8 versus the 29.0. Grade 7 17.5 versus the 31. Grade 8 8.9 versus 17.9. And actually, like I said, grade 8 branching out into alpha and geometry 229 versus 35.6, 30.6 to 41.4. In Alanica High School, our scores show a reduction in those um approaching expectation, which mirrors what the state is saying. Um we are seeing
051a 2.5% increase in those students meeting expectation. Um the state is also seeing an increase in that category. In geometry, both West L and the state increased by about 1% for those approaching proficiency. However, we saw a 12.9% decrease in our performance scores. Um, and states decrease with um, oh I'm sorry, the state increase by 3%. In algebra 2 at high school, there was a 23% increase of those approaching proficiency while the state remained pretty much consistent. We also saw a slight drop in those median expectations and the state saw a 5% increase. [Music] And then comparison was over spring 2023 level five that would be exceeding expectations right let's look at grade three in 2020 29.4 court state was at 11.9 level five 13 and we were tied at 13 with the state average
052level five again across the board from 20 in terms of recent test scores fast range 3.7 7.5 5.39.1 1.57.2 again getting into middle school it ranges from course of 1.5 to zero uh versus of course the state 7.26515 26515 3.9 and 7.7 again grade 8 in mind breaking up interior algebra and geometry on the high school level in algebra and geometry and algebra 2 we do not have students scoring yet at the exceeding expectation levels but the state levels are not far from that on level analysis point. Um our our students who typically would be um populating our level five area took algebra in 7th grade and took geometry in 8th grade. So uh we u anticipate a significant rise in our students ability to reach level fives in all three of these areas with
053the realignment that we um that we have in place [Music] with the number of students that you have not taking geometry and algebra and algebra 2 decreasing these percentages really swway depending on one or two or three students. Am I reading that right? >> You got one student. That's that's 80% of your class. >> So, with the with the realignment this year, there's a um much higher number of students taking algebra one as freshmen than we've had um probably in the last uh in the last 5 years. [Music] and comparison spring 2023 24 and just laid the administrative mathematics for both levels four and five. This would be meeting expectations and exceeding expectations again through a few of these grades three in 2023 were 53.6 that has jumped to 63. In 2024 the state of
05447.5 once again just pointing out grade three success grade four as well 51.9 44.9 grade 5 49.6 6 versus the 40.2. Grade 6 32.3 versus the 36.2. Grade 7 18 versus the 375. Again, grade 8 branching out into other areas 8.9 30.3 41.7 versus 19.5 39.7 49.1. when uh sixth grade, just to remind you, the uh students who were identified in the elementary schools as being uh advanced or maybe looking for enrichment, they weren't placed in grade 6 math. They would have been placed in pre-alggebra. Um those are things that happened in the past. So, um, we had sixth graders who were in pre-algge courses taking the algebra one assessment. Um, so those again, I'm just going to keep point out that that realignment and the things that we expect uh going forward. This this
055assessment took place in April and May of uh last year prior to uh all of our uh realignment efforts. >> So, Look again at our algebra 1 geometry and algebra 2 scores. Um, and you'll see again that 2.5% increase in alpha one um, and slight decreases in the other areas. If you go with what Mr. I was saying before um about following the trend. If you look at our A3 students from the year previous um the the number of students scoring in the four five range is much higher than the previous year. [Music] All right. 23 24 ELA's turn for levels four and five. We had the same thing with grade three at that uh in 2023. 41.7 versus 41.9. Now you saw an increase from the state at 43, but West Mford did better
056at 57.4 and great frame. 56.6 versus 50.8. All right. Also increase from 48.2 frame. 53.8 versus 52.2 for grade 5. Uh 45.8 versus 53.2 grade 6. 40.5 versus 54.0. And 45.1 versus 52.9. [Music] A for ELA grade nine. Again, you can see the consistency. Um the state outpace us a little bit, moving up to 58%, but we're in a good place with 50% of our students meeting and or exceeding expectation. [Music] Little worse, but uh the cohort analysis But you have a copy that doesn't seem a whole lot on your page, but um basically what you're um what you're seeing here um the PDF of this will be um posted online after the meeting and the PDF will also be shared with the board so you can see this a little better. So basically what
057these slides are showing is just cohort analysis. Uh uh the cohort cohort analysis is the um review of same students different grades and it goes in bachelors too. So I'm just going to point out what you can't read. Um the first column there's a bar here. This is um grade three into grade four, grade four to grade five etc. So it goes across and each area they have an area called cohort. Now cohort is the uh same students different grade. So that will be this bar here and what they did the following year. The next set of group, the next two are called non non-cohort. Th those numbers are um not indicative of of anything really valuable when we're looking at um data because those are students who were either new to the district um
058new to a grade level, you know, those types of things. We look over here like, oh, what's the lab here? This is great. Well, this was a kid who moved there probably. Um that's non that is a uh you know we said non non-co slide that's a little bit easier this this points out our um the middle school alignment talking about so this is grade six into grade seven no sorry this is grade five into grade six this is grade six into seven and this is where uh we identify some uh some shifts so this is grade six into algebra So I'm going to compare this um grade six into grade seven. These are our students who were um grade six math and then went on to grade seven math. This is what this is
059how they perform. Uh they came in at a um at a percentage of about I think about 25% proficient. our sixth grade students who uh qualified to go into either pre-alggebra or algebra seventh graders, they came in at um about 83% proficient. So that was our group of students that we identified as being able to be accelerated in previous years. And this is how they performed when they went from a assessment that was a grade six assessment to a non assessment. So their proficiency got cut down. You can see similar uh similar process where they went from a um grade seven standards or from an algebra standards to a geometry standards that they um they dropped off significantly. So when we took a student without the I guess the appropriate prerequisite data and accelerating them
060into a pre-algebra or geometry they missed um they missed caps they missed you know access to certain standards those are things that um we realigned uh right now in the middle school we have students who are taking grades six math seven math eight math access to grade level grade low standards. Students who are taking seventh grade honors are getting exposure to grade seven standards and some eighth grade standards. So that when we assess at the end of that year, they'll have a um a very thorough assessment for prerequisite skills to see if they're able to to participate in our eighth grade um algebra uh algebra one honors. um we're going to be a little bit more like a uh you know district that does not have as many students in one while we while we
061correct the uh while we correct the process. Um so we should really just going back to our percent proficiency and we had a group of students who could do this and that was the students who were coming in from our elementary schools into the sixth grade and then they went into the accelerated track and then they ended up um you know although some uh students performed well in their coursework and their studies and passing the local assessments the comparison to respect standards uh which is what NJSLA does. Uh follow um that's the feedback we've been hearing from our um not just our middle school staff and our high school staff. So we have a student who's going into algebra 2 as a freshman that our algebra 2 teachers are committing themselves to um working on
062some algebra 1 skills to make sure that they're they're ready to go. So uh at the at the end we'll talk more about action plan and more about what we're talking about. So I just wanted to point out um you know forward analysis slides. This is the same setup but for this compares same students different. This is a continuum from the first grade they get tested in grade three all the way up through all the way up through grade 9. And this is a closer breakdown for the um the cohorts that we've been on. This one you can see cuz it's a little bit more zoomed in with you know patterns on those cohort students who were here for two years. My work is probably a very small number of students. Of course, the other
063thing, don't worry, there's only about 70 more slides to go. Um, the I'm joking. The other uh the other really exciting part of breaking out the data uh especially when looking at testing is that it's not not every child's the same. We of course all know that. So in terms of breaking out especially ELA all grades again English language learners to free and reduced lunch section 504 special education general education and of course all so that is also broken up and here of course in your packets you have it from 2017 all the way to of course 2023 and 24 our most recent NJSLA assessment. So again median exceeding that is also broken down uh per year as well for you. So for example just taking a look at free and reduced lunch for example
064from 2017 obviously 40% again precoid keep that in mind 2018 it jumping up to 56% and then of course we fell off like every other district 34 34 now at 36 at least we're seeing a slight increase. So we're seeing that kind of across the board with that increase especially after uh 202021 um with our our different groups. Of course another breakdown achievement level distribution ELA for all ELA grades. Again same thing for ELLL English language learners free and reduced lunch section 504 special education and of course general education. And again the breakdown as you're able to see really the colors um the not meeting partially approaching meeting and exceeding all right again broken out uh from last year's to of course the previous year of 2022 23. All right. So just again just an
065example for us to go through. Let's say section 504 being right in the middle here of the number of students 121 to 113 of course last year. Again those numbers will change as well. The students can exit from a 504 plan if they again if the a parent of course district chooses to go that direction or of course gain additional students for a 504 based on accommodations needed for that student. Um so again exceeding at a 2% jumping up to a five 37 to 35% 38 37 18 15%. And also the same thing proficiency by the program for meeting and exceeding math. Again, all grades, same same exact kind of process here with free or reduced section 504, English language learners, special education, general education, then of course all the uh numbers of course from
066once again 201617 school year all the way of course to 2022 23. And you see that rapid really just change in the overall percentages especially after 201819 um as we increased our scores significantly right 40 46 all at 46% for these groups and then of course after the uh covid pandemic 32% the drop and again making at least some kind of a gain at 33% um the year after that and one more we have of course math as well for meeting exceeding ELLL being reduced section 504 special education and gen ed again all together and 2017 uh we had 1528 in 2324 and again with these numbers here looking at the data again just showing kind of that middle uh 2122 where you had again the jump from 24 to 36 and then you saw
067that decrease again 25 to 32 to 19 43 to 51 again that decrease after 2020 that all districts of course had and one more time in bar graph form uh math all grades proficiency by program uh same here in terms of not meeting way of course to the exceeding expectations again from 22 to 23 into that 23 24 last year's assessment with the different numbers and again we can look at section 504 in the middle with 2% uh versus 3% exceeding 28% 30% 39 to 34 27 to 25. [Music] Okay, here comes the fun part finally. Right. So we we talk about our our notable achievements and absolutely you I purposely talked about grade three um throughout the evening. I kept talking about grade three grade three because honestly throughout the district um we saw
068that just that significant increase um and again you saw it right with just elementary math right 53.6 6 in 2023 to 45.9 and then you look at 2024 63% which is just amazing especially after 2020 uh 47.5 versus the state. So those achievements definitely want to applaud obviously all of our teachers of course but it's just really cool seeing these numbers here um that 52.7 versus 44 and then that of course still staying really consistent at 51.9 to 44.9 grade 5 40.5 versus 40 in 2023 and then of course a year later 49.6 again versus the state at 40.2 we saw great things in ELA as well all right in grade three 57.4 4 versus 43.6, 56.6 versus 50.8, and grade 53.8 versus 52.3. So again, ELA and mathematics. Uh just notable achievements there for
069our elementary students and staff. All right, middle school. So let's talk middle school 2023. So we had quite a bit going on. And I know throughout this evening, we kept talking about just change, change, change, especially after last year uh and really just changing my hat from testing coordinator to principal. So I was able to see obviously our current grades in action um grades 6, 7, and 8 and that current practice of again those grade six students even at that age. They were taking those pre-alggebra courses and really yeah taking on that challenge and I applaud them for it. As well as of course grades seven and eight. So you really had students taking a variety of courses but in terms of the numbers that we were seeing. I mean was it a significant growth
070by having of course these different courses in play and that's really what you know Mr. Novc myself Dr. Beltler we uh we got together we talked about and of course we'll talk about that in a little bit but let's at least go over some of the great things in Makabin. uh grade 6 31% meeting exceeding uh jumped up to 32.3 obviously this year or this past year my apologies 9.8 for grade 7 and of course 18% obviously in grade 7 for 2024 and for ELA 43% to a 45.8 8 and in grade 7 32.9 to a 45%. >> In the high school, the things that we really can hold on to and say um are are good for our students and good performance would be our ELA as you saw in the chart that Mr.
071Novak showed. Um it's very consistent. the the bar graph showed us that that you're consistently at or around 50% passing with meeting or exceeding expectations. And in math, the growth in algebra 1 was was a strong 2.5% increase, which shows the work that has been done on the lower grade levels is starting to impact our algebra 1 students positive. I think it's just important to point out as we head towards the end of this presentation, uh the NJ does have a whole slew of again just help for parents especially with assessments. So there are there actually practice exams for you to look at um just different forms of questioning whether it's multiple choice free response essays and such uh not just for for educators but also for you the parent at home to look at
072um and these are free. The parent portal is also available. So, uh earlier this year, all of you should have received your your ISR, the individual student reports. There's a code on that ISR that if you plug it into the parent portal, you then have the opportunity of not just looking at these past obviously assessment results you have, but you can look at previous assessment results. So, for example, you have a child in grade 8, as long as they took the NGSA, which they should have all the way of course to grade three, um that too would show up on the parent portal. So you actually have all that data in front of you uh from previous years. Again, if you log into the NJ Dwee's portal, again, that link is there for you. Uh
073and of course, the NJ score report card is there. Sorry, report guide is there as well. Elementary K5 one of the any uh before I you know I don't want to I don't want to switch on you have any questions because before we get into action plans is there any questions specifically about scores >> well >> or comments >> I don't I have no comments I just have a question >> is there any data available that compares our kids with districts with districts that are like ours. >> We are we are uh waiting for that data. That's a report that comes to us from Lincoln. The um they call that the they call it a neighborhood. >> Yeah. >> Uh they call it a neighborhood comparison. compares you to what the old um district factor
074groups were >> that uh because of the um recent release of data and and districts, you know, having October is the the deadline for all districts to report their scores publicly. Once all these scores are reported publicly, Lincoln will complete that report for us and then I hope we'll have that available for you um at a a committee and and if you want to do it at a full meeting. Yeah, I' I'd like to see how we compare to and I think the whole board would like to see how we compare to other districts. >> Yeah, that report that report comes to us from uh from Lincoln so we can make that um make that comparison. >> Thank you. >> I don't want to jump the gun on you. Are we going to talk about
075looking forward to the future where with the change of alignment in the sixth, seventh, eighth grade students where that's going to put them 10th, 11th, 12th grade? Is it is it going to hamper anyone from taking those higher math courses that they might want to take? So basically, are we doing this for test scores or are we doing this because it's a better foundation? >> I I believe the um we've been joking lately. I think the answer to that is yes. Um because you've asked a couple different things there and and it's all I think all the answer to that is yes. So, we want to um we want to better um equip our students for being able to reach that next level. Um the the mission should be for all of us is to
076prepare students by the time they leave middle school, whether it's for, you know, those those kids who can do it in eighth grade or those students who can, you know, be ready for freshman year, is to get everybody ready for algebra 1. Algebra 1 is the I guess the gatekeeper to those um to those advanced those higher maths. Um so we have always had that ability. Um with the accelerated process that we have now we have students who are able to um you know take calc AB calc BC um as a uh as a junior. Uh that's typically a course that was available to seniors um in the past. I think we are we're always going to have and those are things that you know Dr. Belzer I don't know if you want to stay
077with me you know while while we have these questions or not uh we we will always have the ability to offer a course for a student for um what they're going to be able to to need. Um you know right now we have um students in our um senior year who have come through this accelerated process and the you know the the data showed us is that um too many kids were entered into the accelerated process and um through attrition over the years students either um you know didn't remain in that track or repeated a course the following year or went to see their counselor in you know October to you know to look to you know change change out of that course. Um so so again the answer answer is yes we have looked
078at where it leads us. We know exactly where these processes leads because we've been looking at it so carefully these these last few years to see where our uh where our students will end up. The ultimate goal, not just for test scores, is to make sure that they're getting access to the New Jersey student learning standards on that grade level. And if we're doing that well, the rest should take care of itself. Test scores should rise and the students should be able to conquer that next level of of mathematics, whether it's, you know, our higher levels like a calc C or multivariable calculus or calc pre-calc trig as a as a sophomore junior. those are um those uh options are going to be available to all of our students who meet the qualifications for it.
079And to to me, I think that's the biggest um thing I'd like to um I guess point out is that our assessment process for who can get into those programs is going to be very um rigorous. It's going to be very clear. It's also be transparent to families. So, um, as we go forward, we would love for our fifth grade families to know that this is the process going forward. And if you want to reach for those higher levels of math, these are the things that you need to do to get there. Any other questions about scores before we go on to um go on to this? No. All right. Uh so this the next series of slides and our some of our administrators are going to come up and talk about the things that
080we're the things that we've been working on. Uh this is a reflection of the things that I've been talking about probably at every meeting. So just to to recap um we are in the second year of a brand new math program for elementary schools, Eureka Math Squared. Um we are in a second year of the implementation of our I Ready uh our I Ready Diagnostic. We recently completed the fall assessment and information for families will be coming this week on how to on how to access those scores uh digitally. Uh we're also going to be um piloting or tinkering or I don't know what the appropriate word is for it, but we're going to be trying out a look at um the I Ready um learning path to you know take a look at our
081student. We get indicators. If a student rushes through an assessment, we get a we get an indicator on that. They they, you know, they flag them in the system. So, we can either have the student retake the assessment to make sure that they're, you know, working to their um fullest potential or we also have the ability to um adjust their path if their assessment put them, you know, significantly below um grade level. So, those are things that we did not do with I Ready last year. We're seeing from a number of um number of successful districts who have uh implemented that type of strategy that we're going to try that in a few controlled locations this year and just see how our um results uh our results come out when we adjust the my path
082that's being recommended through the I Ready Diagnostic and get those students closer to um grade level standards. Uh we our our grade level data teams have existed. um now we just have more data points for them to to follow. In the in the presentation, Dr. Matlo, I don't want to keep going back to the to the past, but uh if you take a look at our um our process when we first implemented state uh no district or school data teams, that was in you know the 2016 2017 school year. We had significant growth from those years until 2019 where the where the test went away for a year. um that 21 year we probably just blame co uh can't do that anymore, you know. So now we're we're looking closely at our data to see
083why um you know some of those some of those um patterns that we had done so well with prior didn't continue you know as we're um as we're getting back into a full you know a full testing model uh in our uh ELA. So similar like I just described in um for math we're implementing a new program and math we're in year two. We're now in year one of implementing a program called wonders. I've talked about it in here um you know often about our K5 our new program and our expectations for success that come out of that. Um again I is something that is for both math and ELA. Our um data teams exist in each building. Uh some of the things that aren't on these slides um are the fun like it's uh
084I was asked to not sugar coat tonight so I definitely haven't. Um but there are some positive takeaways from everything we did last year and you know I've walked through the buildings and our principles share those sources of celebration that they have. So that although a um you know a fifth grade whole district result shows you only slightly higher than a uh only slightly higher in the state than in ELA or math or whatever. Um we do have those classrooms where you know those scores were significantly higher or the celebration of a student who was a level one the previous year and is now a level three. that doesn't show up in our um proficiency for the grade level, you know. So, that's how we're and of course we're looking towards meeting that proficiency level,
085but you don't get there overnight. You don't raise a student from a um from a level one to a level four overnight without support. So, those are the things that our our staff and our teachers and our administrators are celebrating on a personal level in the classroom. I've heard the cheers in the hallway. I've seen the emails from staff that come in and just say, you know, they love the new programs and they see that we're all kind of working towards the towards the same goal. So, um there's a lot of positive energy around this. Um you know, so I don't want it to just all appear all appear bleak. We've got so many things going in the right direction that um I don't want to um not mention that. Next slide. [Music] All right,
086Mackabin School. Um, I personally just wanted to talk about Makipin. Um, just really as a principal, not the testing coordinator, because I think it's important everyone want to really look at our action plan going forward. So, seeing obviously Min for the first time last year after UGL and of course being the principal there. Um, yeah, we have an amazing team and I think we do forget that middle school students, they're not looking at um exceeding expectations on NJSLA. Um, instead they're wondering, will the new season of Fortnite come out um next Friday? It is what it is. But, so it's our job really to incentivize, right? NJSLA, it's our it's our job to incentivize and get them excited obviously for testing season. Not easy, but we we did our best of course last year. um
087vertical articulation meetings obviously going forward of actually having our sixth grade teachers meeting with our seventh grade teachers, our seventh grade teachers meeting with our eighth grade teachers. So we have that constant flow, right? That flow of information of what exactly what content standards am I hitting in grade six to then look at are these students prepared for grade 7 and how would I know that? Because that conversation I'm having with the grade seven teacher, I now know the objectives in that grade level um to get those of course grade six students ready for it. uh data analysis and of course team meetings. Uh this is where I do share my secret. What exactly is a cluster and how come I'm not in the green color. All right, the colors in the cluster. Just throwing
088this out there. The whole purpose of it actually is we have teachers per team per color. We meet as a color team to then go over yeah data benchmarking all of it. Um and then from there it can become for example an IRS meeting, right? looking at intervention strategies to help out obviously our students. Does that student need a 504? Is that something we should talk about obviously going forward with of course our guidance counselors as well as the parents. So again that being crucial with those meetings interdisciplinary writing is something of course that we feel is extremely important because it's not just a task of the ELA department. It's also the history department. It's the science department right all three content areas can do it and we are doing it. So that writing piece
089obviously whether it's a document based question within our history department. So again working on that writing piece within the lab assignment of course with science uh scope and sequence with math I I'm not going to do it to Dr. Beler. He's waiting for that big moment to talk about it. So I'm going to hold off on that. But I do want to talk about yes we do have the pre-advanced placement program and I am proud to say Macan School is the first school in the state of New Jersey to have preap. All right. Uh we are the first to have preab history that started in 2016. you've expanded that of course to pre-alggebra and eventually that will expand even further as we look at different content areas preapp English as well of course preap bio
090uh we're looking at it all and the whole point of the pre-advanced placement program is to not only solidify grade 8 but also prepare those students for grade nine so that student right now I'm going to give a shout out to yeah Mr. Swinsky pre-advanced placement world history. Congratulations in grade 9. You're going to rock it because you're taking it right now in grade 8. So eventually when they move on to whether it's a general education class in 9th grade to of course an honors or AP class for grade 9 for world history. That's exactly what these students will be taking on course later on. Uh the environment that's a crucial piece of course testing as well. We have recently thank you of course to to the board as well as the district for partnering
091with the NJ4S. Yeah, they they are going to come in and do presentations of course on different things whether it's vaping or it's on social media. But the beauty of the NJ4S program, why am I bringing it up in testing is they're going to meet with all of us. They're going to meet in our team meetings. They're going to be a part of our our counseling network to help our kids because again testing may not be their top priority obviously on a daily basis, but if we can help them with the school environment altogether, whether it's character, education, whatever it may be, that too will help obviously in with performance. action plans for us going forward professional development continuing whether it's of course I ready um different forms of writing whatever it may be uh
092within that instruction developing curriculum whether it's over the summer obviously throughout the entire school year within our department those intervention meetings but really what I want to talk about the last thing is testing culture all right and that's a crucial part as well because although Macken school may have only have had six refusals right last year which again I'm going to remind you know the audience that a refusal is a zero. That becomes a 0% for your school. Um when someone doesn't take the test, that will decrease test scores overall. Um students that are absent on the day of test and also absent on the days of makeup, unfortunately, those scores will not count as well. That's why you saw different numbers. What do we have? So, how do how do you in incentivize really
093a a middle school student to take tests? And the answer to that is recess. So we tried that last year. I kid you not. Um last spring is where the idea came from of actually let's do let's do great on NJSLA and I'm going to reward you with recess. And they went outside first time in a very long time uh to really just get their energy out and we did. We saw a different testing culture alto together uh by incentivizing it all. So that was um something again credit to the entire building uh really for making that happen. But again that's really going forward that is what Macken is going to look like. So again I looking forward to especially that scope and sequence later for mathematics. I'll talk uh briefly about the math at
094Makipin. Some of this you've already heard a little bit about but I can go into a little more detail. Um so it's professional development. the teachers are getting on problem solving, looking at um open-ended questions, not just released items, but also looking at how students did on released items, how they got a one, how they got a two, how they got a three, so they can better prepare students to get more points in the NGSLA. Um particulation between the math at a high school and Macin geometry to the extent that we're not actually we don't have geometry at Macapin this year that those students take it at the high school themselves. So again, the exact same instruction as high school students um in geometry. Uh we've made some changes to sequence that have been spoken
095to uh a lot already, but now we've also included pre-AP algebra 1 for the first time for a select group of 8th grade students. And another big change we made this year was using very databased uh placement recommendations. So we use recommendations are based on their past marking period grades, their um NHSA scores, their I read diagnostics recommendations, all that together makes a rubric uh score that gives a much better uh accurate uh placement for these students. So they're in the right place, taking the right test, uh learning the right standards, and hopefully doing much better this year and moving forward. [Music] Thank you. Um, piggybacking a bit off what uh, Dr. Matlo was saying about some of these continuation of our plan for ELA. Uh, we're going to continue standardsbased best practice professional development.
096Uh, you probably heard me talk last year about the fact that the standards are changing from 2016 to 2023. Last year was a bit of a pilot. This year we have full imple full full implementation of those new standards. Um so we're making sure that those are being addressed in lesson planning um in common assessments at the sixth, seventh, and eighth grade level. Uh teachers actually worked on those this summer. Uh keeping an eye on all those things. I went through all of our curriculum maps and made sure that all of the standards were updated and everything from 6th through 8th grade, I'm sorry, 6th through 12th grade in Rubicon Atlas, uh making sure we were addressing the standards and we had anything in there that was not updated. uh continuing with I Ready and
097My Path implementation. This is year two for us as everyone has said. We're focusing on the differentiated instruction 40 minutes a week uh talking about various ways to incentivize that and uh create a positive atmosphere um helping students to see it in a positive light and take some uh responsibility and gain some excitement about making sure that they are meeting those goals. We really want to focus less on the 40 minutes a week and more on um the individual my path and making sure that they're successful in passing those lessons. Um SEAL this again goes back to environment which Dr. Nas was also saying creating a culture in the classroom where we're meeting the social and emotional needs of students. This is about year three for us uh in looking at that both at McApen
098and at the high school and we're continuing to identify those things in lesson plans also in um observations uh when teachers are actively working with students in ways that address social emotional learning making sure that they're creating positive environments for students. Those are things that I identify and try and point out for them. Um grade 8 to nine high school mechanic is something that we will work on. This is much more relevant now that we have those updated standards. We want to make sure that we're meeting those standards. Taking a look at those maps from 8th to 9th grade and making sure that everything is flowing from one grade level to another. Uh aligning the scope sequence and standards. A lot of this is exactly it's pretty much the same I just said a minute
099ago. Um, so I won't go through everything again, but I will say that a lot of the changes we're making at Makipin in terms of our sequencing, in terms of our um, placements, that's going to trickle into the high school as well when they start getting moving up as um, in the grade level. So those students in the uh, accelerated track now who may have missed standards um, and skills previously, that won't be as much of a factor moving forward once we've corrected these. So, uh, in the next few years, these students reach algebra 1, geometry, algebra 2, pre-calculus, I think you're going to see better scores and better grades because they're going to have that stronger foundation, um, to to work from. And of course, we've done data analysis looking at NJ Slay tables,
100released items, um, the same articulation with Makabin, and a lot of the stuff I just said about a minute ago, so I won't repeat it. [Music] >> Hello again. English for uh, the high school. uh rather than say that we're being redundant, we're actually um as we talk about pulling on the same rope, you're going to hear us talking obviously about all these things from uh grade three all the way up to grade 12 because we're all moving in the same direction using a lot of the same strategies, a lot of the same language. So again continuing the standardsbased best practice professional development full implementation of those standards continuing with SEAL at the high school level as well just as needed and necessary there radiate to9 articulation as I just spoke about earlier uh taking
101a look at department data uh for the NJSLA also we look at the NJGPA um and just talking about um a positive culture of testing uh we just took the uh PSAT this week also uh and the good thing is with the alignment of the standards, the assessments are also aligned. So, they are beginning to look the same in a way that they did not even 10 years ago. The PSAT and the ACT and the NJSLA and the NJGPA all have the same format. They all address the same standards. So, everything is looking um much more continuous and familiar to everyone, which is extremely helpful for us getting those students to those goals. Um we do look at the evidence statement tables. I'm pleased to say that especially for the NJGPA, which is not what
102we're talking about tonight, um I identified areas where we were improving from last year uh to this year. And of the 24 operational evidence statements, we actually improved in 12 of them. So I had teachers look at those and see where our strengths were, see where our areas of need are. But again, regardless of what assessment you're talking about, we're talking about the same standards across the board. So those are all good conversations to have. And then of course looking at the only Lincoln reports. So there's so much more data and uh so many more ways to look at it um on a very zoomed out view which would be those evidence statement tables for grade levels or very zoomed in with things like my path or um looking at our individual assessments or local
103assessments and uh any of the other assessments that we were talking about. So I have a question Mrs. West. Um, at the high school there are genre courses. In the 1970s we call them mini courses. >> Are every one of them aligned to our standards? Yes, those are all aligned to the 2023 standards. So those were among those um Rubon Alice maps that I went through this summer and when they were written they're obviously all aligned to the standards as well. They are designed to meet the graduation requirement for those grade levels. So sci-fi for example for grade 12 is designed to meet the grade level expectations for the graduation requirement for English. >> Do you see any correlation between the decline in scores and these courses? >> I don't actually. I see more motivation
104in the genre courses because those students are taking courses reading genres of literature that they enjoy. Which is great because I think we know that getting students to read in a way that especially for adolescence can be a challenge. And the thinking behind the creation of those courses was to allow students to read literature that they were excited about, that they were interested in, that still met the same standards that would be expected in any grade level. And are they are they um are they doing research? Are they doing >> research papers and >> they are those things? Yes. >> Okay. Thank you. >> You're welcome. >> Right. So I um one of the uh hopeful takeaways of this is that we are you know again that's our phrase pulling pulling the same rope. Uh
105we started this discussion at this time last year about a um more concerted effort, a more unified effort towards making sure that everything we do is not only for raising our scores, kind of like the question that you said, but towards um making sure that we're teaching to the New Jersey student learning standards. So we have a um we've got a lot of exciting um processes in place. We've got, you know, our our majority of our elementary curriculum is new. Majority of the things that we're doing are are getting great um, you know, great feedback from our students. Uh, Dr. Belzer, I don't know if he mentioned it. Um, I don't I don't know if I heard it. Um, but he is in the process of reviewing programs for a um, math text series replacement
106at the middle school. So, you know, just like we had that replacement in K5 with Eureka Math Squared, we are looking at our materials in the middle school to see make sure that we are putting the best materials in the students uh in the students hands that that we can. So, um it's really a uh you know allconsuming approach. I thank you um you know for your support in that and and Mr. Schultz for helping uh identify the um some of the funds that we use and filling out those stabilization grants. And you know, I know filling out grants is isn't um isn't a fun or easy process. So, you know, we've been able to um take advantage of those those fund streams to put these new um these new programs in place. Without that
107opportunity, we we wouldn't have been able to do it. >> Um just a couple questions. First of all, I want to thank you, Dr. Bowser and Dr. Matt was this math and math realignment. Um it's something that affected me and my family directly and um I appreciate all the work you put into it. Um I'm just curious what is the difference between the pre algebra and algebra 1h and will both of those classes take the algebra 1 assessment? >> Yeah. Yeah. So the pre uh preap algebra 1 students will take NJSLA algebra 1 just like our algebra 1 honors students even >> difference between the classes >> right so believe it or not yeah the excuse me the uh pre class there's no AP exam just to just to clarify the end of the school
108year uh but it is actually through the college board so it does prepare a student to eventually understand especially the speed and content of an advanced placement level course. That's exactly what it does. Uh the College Board assessment actually uh also includes um benchmark assessments throughout the year as well. Um so the beauty of that is a student not only is part of sort of a you know an AP I want to call that AP light um but at the same time they control u their college board account seeing those benchmarks and everything else coming in. So they constantly have data coming into you as a student which is really exciting. >> And then one other question for Mr. Novak. So, I appreciate the NJSLA data. Do we ever get data on how our students
109perform on the PSAT and SAT versus the state and even then versus the >> that's that's typically a spring presentation. Okay. >> But yes, we we have done that. I have two things um related and unrelated in that um I heard INRS come up and I'm really curious um in each building from you know kindergarten to 12th grade how many students are being reviewed by IRS. Um and so I was wondering if that's something that you know could be reported to the board. um maybe even quarterly or put on a monthly report or something. Um I think it's good to know um rather than see once a year the kids in the bubble or the kids, you know, that's what we used to call it, right? I didn't hear that tonight, which I love, but
110cuz I never really loved that term, but we never found a great term. And I I just think it's good for the board to know how many kids are struggling, how many kids are we being renewed, you know? um we know how many kids you know have IPS based on special ed services and things like that 504s but I guess also with that is um the RTI and INRS model of what are the services being provided so what are the level one services that everybody's getting what are the level two services and up to the you know um just really to see that whether it be from each school or whether it be from each grade level. Um I have requested it in the past about 2 years ago and I still haven't seen it
111like what are the services at each level you know um in the model of INRS and now called RTI. Uh, so I think that's something that I would like to see before um my departure and um just talk a about a little bit more because I believe that that is important for board members to be aware of. Um the second thing completely different um and way more specific is NJ4S. Um I had some concerns with that being uh where it was in the report tonight. Um, and it's always been a concern of mine since NJ4S has been brought on any agenda here. So, this is no secret. But if we are relying on um outside um agencies to change our culture and our environment, we will land ourselves in some trouble. um if we need
112to um work on environment and culture and things, it has to come from our people and our things. It it reminds me of the analogy of you can't bring in a one day speaker for the kids and think that you're going to change their mindset all the time. You know, NJ4S is a great resource and I'm I'm excited that they're here. I'm not against it. Um but I think that we need to remember you know that they are not um they they don't work here they are collaborating with us you know um and so my request is I would like to know throughout the entire district where NJ4s is what buildings are they in and what specifically are they doing. Um I have talked about this a little bit. I've never asked for something this
113specific, but um I am now and um I would like to know. So, for instance, I'm going to make this up. Let's say at PK they're running groups and let's say at UDL maybe they are coming in to meet with the teachers and maybe at Makipin they're doing some meetings about counseling or just something brief of what they're doing in each building and how often. Um I think that that is important for the board of education to know. I also think it's something that parents should know. Um, we've approved NJ4s to be in our schools and work with our staff and our students. Um, and as a parent, I have not been uh notified of that in any manner. Um, so I think that's a kind of a third piece to the whole thing, you
114know. Um, that something should go out to parents explaining what NJ4S is and what they're doing in their child's building, you know. Um, thank you. Welcome. Any other questions? All right. Thank you for uh being here tonight, being part of the part of the presentation. I appreciate it. >> Yeah. Thank you. Thank you. It was very thorough. Thanks. [Music] Ladies and gentlemen, Much better. [Music] Thank you, Mr. Novak. Anything else or you are now finished? Good. >> Great job. Great job. >> Yes. >> Special reports and correspondence. Mr. Schultz. >> Sure. I have the um workshop wrangler meeting minutes of September 17th, 2024 and the executive session minutes of uh September 17th, 2024's meeting. >> I'll make I'll make a motion that to um approve the following minutes for September 17th, the workshop minutes and
115for the um executive session. >> Second. I abstain from vote. All those in favor? I. >> Any opposed other than residents report? I have actually nothing to report on this month. Um so we'll go right to public comments. Um and public comment number one is on agenda items. 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. After 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
116are expected to have 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. Mr. Schultz, has anyone signed up? >> Uh, yes. Uh, Courtney Stevenson signed up. >> Okay. Mrs. Stevenson. My name is Courtney Stevenson. 307 Bridge Road, West Milford, New Jersey. On behalf of the Highlander Education Foundation, I reached out on September 30th, 2024 to request that the West Milford Board of Education collaborate with us and write a joint letter with Mayor Michelle Dale. The intent of this letter is to address key leg legislators including Senator Anthony Bua and the New Jersey Department of Education advocating specifically for the unique needs of West Milford public schools. In response, Mrs. Lo informed me that the resolution a
117resolution had already been sent to Governor Murphy and other legislators. about a minute. Um, so we also mentioned that the letter was sent to Senator Hugo. Thank you for that. The resolution was created with other school boards across state, Morris, and Puffix counties. While this initiative is commendable, it does not address our request. We are specifically seeking to join forces with the West Milford Board of Education and the Miral to advocate directly to reg leg legislators who represent our district. The Highlander Education Foundation has been actively engaging with local representatives on behalf of West Milford public schools. We have met with Senator Ruba twice and we have also had discussions with directors from the New Jersey Department of Education. Our goal is to ensure that these decision makers understand the distinct challenges faced by West
118Milford schools. Unlike other affected districts, West Milford's needs and circumstances are different, and we must emphasize this in our active advocacy efforts. One major reason our district differs from others is West Milford is 100% in the Highlands Act. And another major reason is our high tuition costs to PCTI. It is crucial that we highlight West Milford's uniqueness in our advocacy efforts and unfortunately your resolution did not do that. It is critical that this board of ed prioritizes the needs of our town, our children, and our property values. We are calling on all board trustees to unite in this effort. Our request is not directed to the administration. Dr. Kitchen, Mr. Novak, Patrica, and Mr. Schultz have been doing an exceptional job, often fulfilling multiple roles that in other districts would require additional staff. They have
119all been very supportive of the Highlander Education Foundation's events, and we appreciate their support. Instead, we ex we seek a partnership with the board of education trustees as it is your responsibility to advocate for the West Milford public schools and the community that entrusted you with this role. Writing such a letter is within the realm of request of a board of education. Trustee David Oinsky wrote a similar letter in 2020. We know that this is a reasonable and valid request and one that we hope will not be overlooked. The Highlander Education Foundation is appreciative of the support of some board members. Mrs. Romeo, Mrs. Jurgensson, and Mr. Sigwitz have all been at our have all been at our events and your appearance is appreciated. Now, we are asking the rest of you to support us.
120The Highlander Education Foundation is committed to supporting the best interests of the entire Western Milford community, our homes, local businesses, schools, and most importantly, our children. We believe that this board shares the same priorities. We sincerely hope that you will join us in inspiring a meaningful change by working together on this important initiative. A united effort can make a significant difference in our district. Please consider our request to collaborate with us and Mayor Dale in writing this letter to the New Jersey Department of Education and Senator. We look forward to your response and working together with you. Thank you very much, M. Stevenson. Uh the the one thing I do want to point out here um is is just that the board uh as an entity is also bound by the the bylaws that they
121have. Um so so while I I know that I speak for the board as a whole because we've had conversations about our appreciation for the Ed Foundation's desire to help um you know join this fight for funding because obviously it's impacting our our district but it's also impacting taxpayers. um but the board as an entity um is is prohibited from from um acting on behalf of any other persons or parties. So I think that's a major factor in in determining whether or not it's appropriate to be doing this together or um in parallel. So I think that's part of it. But the board is very much committed to um trying to and I and I don't speak for the board, but I this is these are conversations that have been happening and we've been seeking
122legal advice on this. So, uh it's not an unwillingness to work with the Ed Foundation um but more for something specific and and political like this. I think it's important that we recognize where the line should be drawn um in terms of what steps the board takes independently versus what they do in conjunction with the community. Uh but we are actively trying to push that message out. We also want our community to understand. It's part of the reason that I discussed earlier the video we're looking to um to create because I don't know that that the community fully understands um exactly what is happening and and you know people see their taxes go up but they don't fully understand why. um you know and we we've sat here and had people come to us to
123have discussions about the increased taxes uh back during the summer when the state gave us the opportunity to recover those costs by putting it on the backs of taxpayers. So uh you know we we are it is an active discussion that has happened with the board. Um but it's just a question of what is legally appropriate based on the bylaws that that our board is bound by. So thank you. Thank you. Anyone else wishing to speak? >> Close public comment. >> Second. >> All those in favor? >> I. >> Any opposed? Okay. The agenda. Any umations of the agenda as presented? >> Yes, I have two. under personnel item 9. I should say this is special class A. And under personnel item 31, you'll see a name uh Karen McCord should be replaced by uh
124Shannon Riker. >> Shannon Riker. Riker, sorry. [Music] You also have uh some hand carries in front of you. I should mention that there is the potential for an additional hand carry following executive session. Um if an additional hand carry is necessary, it'll be read uh publicly and then we'll obviously part of the minutes for the meeting as well, but until we know for sure. >> Thank you, Dr. Hen. Could I have a motion to adopt the agenda as presented? >> I move to adopt the agenda as presented. >> Second. All those in favor? I. >> Any opposed? education. Mrs. I'd like to move items 1 through 19 and also hand carries 20 through 22. >> Second, >> any discussion? >> Yes, Mr. Um on the first one, what we're changing the calendars or revision >>
125without going through the calendar side by side. >> Sure. Yes. Major um we adding and you know now now that the uh vote is coming um if it passes we're going to be informing the community about potential change. Um we talked to education committee about the um addition of two early dismissal days on January 6th and 7th for the purpose of parent teacher conferences for elementary school um teachers. So um due to our trimester schedule in the elementary schools, three report cards rather than four, our staff um found it important to be able to meet with families following their um you know at the end of their reporting period. So, we're going to um continue with our grades 6 through 12 parent conferences as scheduled on November, no >> leading to Thanksgiving. >> Yeah, Monday
126and Tuesday before Thanksgiving. And at that time, our um elementary teachers will be um looking at data points and preparing communication for families because we are also aware that um no K through 5 should be waiting until January 6th and 7th to ask for communication about progress. So on those two days um in um November, our elementary staff who won't have conferences will be communicating um to parents about progress at that point in time. We're going to be talking about some of the ready data points that we have, math, ELA, progress into the new program, and then they'll um parents will have their opportunity for the parent teacher conference following the end of our um first trimester. And it may, you know, our first trimester ends in early December. So it might sound odd to
127wait until January, but we have a we typically have a, you know, anytime a five to um 7 day working day process where teachers enter grades and allow for you know students to do makeup work and that sort of thing. So our our elementary report cards won't be ready uh typically until the um days before winter break. So January 6th and 7th is really not that much farther than when we would have been communicating um resource um anyway. It's just you know that it's really a week if you're counting um school days it's you know a week of week after we didn't think our staff or parents would appreciate conferences right before the break. And also uh of note in this conversation is the fact that the teachers came to us um these additional half
128days would not be for staff. It would only be for students and our staff would actually take on more work as a result of this. So uh they came to us with request of of of making this change knowing that um it was something better for the communication of how our students were doing. Um Mr. Novak and I both share that we are in full support of communicating the best way that we possibly can. If there is a better way to do that, we're in favor of it. Uh we did discuss the idea of of having that progress report um earlier than those conferences to make sure that communication was taking place. Um but I think anytime you have teachers coming to you saying we want to do more work to make sure that our
129parents are more appropriately communicated with, it's important for us to listen to that. So, um that was what we brought forward. Uh we did discuss it at the committee level and and that's what's >> and it was a topic on our um grade level team meetings when we had our early dismissal PD day on Monday. Uh the staff members at each grade discussed um if indeed this motion is to pass what those um what that communication of um progress will look like at that point in time. >> Yeah, that sounds makes a lot of sense. Thank you. Uh the other other comment I had is the bringing in people from the Islander Academy. Got three different students. Congratulations. Good job. >> Yes, we're very excited about that and we hope more on the way. >>
130Yep. >> I have a I have a question, Dan. Um I was just looking for the minutes for the uh education committee. They were supposed to be forwarded to us. >> So I was supposed to hand this out before that. So, I'd like Oh, we No. Okay. Because I have some questions about some of the things that are on here and I don't remember discussing them in education committee. I'd like to make a motion to move education till after executive session because I have questions and I'd like to look through the minutes personally and see what was discussed in committee. Um, or we can sit here and I can ask publicly all my questions if you'd like. But um >> 30 minutes before I vote on any of the stuff. So I mean I have
131a motion on the floor. We have to amend a motion. No idea. If Terry withdraws her from motion, then we don't need that. >> Can we just we move on to the >> now? >> We can just move on with the agenda. >> Okay. I agree to um withdraw the motion. >> Okay. Okay. >> Thanks. Read what was said. So we are moving education after it's until after executive session. So personnel discuss I'd like to move items um 1 through 44 under personnel and hand carry 45 through 50. Exactly. >> Uh so before we do any discussion but before I open it up discussion I just wanted to uh congratulate Mrs. Miss Missino um on her retirement uh which is agenda item number one. She's been in education for a little over 25 years. Um
132over 22 in this district and congratulations. I wish you all the best in your next endeavors. So that any discussion on any of the items hang [Applause] on this side to make a statement uh like something that I've said before and again this is not what the board's doing. Um it but if you look at number 43 um just to further understand something I said in the past the head fencing coach the varsity cheerleading coach both at step A make just about the same amount as the assistant ice hockey coach at step beat. Um, so just looking at like our our head coaches and I guess that means the second year, right? Um, just coming in at different, you know, I'd love to see what the head coach ice hockey is because at 70 the
133head coach is 8,000 but yet the head coaches for the female sports are at 5,000. Um, so it's just to point out that's something that we that I've discussed in the past or some of us have. >> Yeah, >> I don't I don't disagree with you looking at this. Um, what I do know is there's some kind of guide that that we're following. >> Although what you're say what you're saying is very very true. I completely understand it. The only thing I can say is that somebody's got to come to us. Well, not necessarily because if you're in if you're on a negotiations committee, you can make things fair in the contract. They don't have to ask areas in the contract. You could go into negotiations and say, "I see a problem with this." I'm
134just saying that it has to I mean although we could want we have to make sure that we're that we're doing the right thing as far as the >> No, I I I understand and and >> you're pointing out something that I totally agree with. But to say that it is not in our control is not an accurate and that's not what you said but that is what people have said to me in the past and that's not an accurate statement because we have four members of this board that sit on negotiations and >> and they can't just take requests from the other side and fix them. If they see a problem in the contract or if this board sees a problem in the contract, then it is the responsibility of those of you on
135negotiations to bring that to the table. And so, and we may have brought that to the table. You aren't part of those negotiations. So, you know, it's not like a meeting until the contract was decided. That's right. Yes, >> I think also without talking about negotiation or anything like that, I think also you have to take into consideration and this is the father of a female fencer. Okay. Um the amount of time that is put into different nots time and things like that is vastly different. Okay. And you know you know where I stand on this. I want equity throughout throughout the sports. I want to make sure that the coaches and students are are being taken care of in the same manner. Okay. And you're right, things do have to be balanced. >> Well,
136and that's another thing is it's deeper than just a one sport or another sport. >> 100% you are correct. And I'm I mean fortunately I have worn many many hats in my in my lifetime. One of them being a school coach of female sports, not currently but in the past. Um, and so if we wanted to debate that, you know, I can tell you how much soccer time and and the things but then how feeling, you know, like because they're football Friday nights or competition set like the time and energy and things. Yeah, that matters, but it's all the people, you know. So anyway, that's great. I glad and I hope that negotiations did bring it up. I just wanted to mention that there is disparity. We see it. We discussed it and to say
137that it is not our job or not our um what did I say before not in our control is not an accurate statement to me. So I wanted to to mention that. Thank you. >> Anything else M? I believe that's it. Thank you. Anyone else wishing to sign see non-local please Mr. Sh? >> Um I abstain on 31 and 37 and yes >> Mr. Stovich. >> Yes. >> Mr. Json. >> Yes. >> Mr. Con? >> Yes. >> Mr. Romeo. [Applause] I recuse on 26 32 and 33. Yes, that pass. >> Yes, >> Mr. >> Yes, >> Mrs. Marart. >> I abain from 31, 37, 38, 39, and 50. And yes, >> yes. Operations and finance. Miss >> move forward. Operations and finance number one through number 14. Thank you. >> Any discussion? >> Uh just
138>> No, I looked at you first and then I heard you. Um I was wondering uh research could you explain how 56 7 and 12 are calculated? Um I was curious to see all these different amounts and I actually thought that it was like a flat fee. So it's shocking to see >> yeah varies by school every school is different location where parents live. So the mileage factors in travelers a mileage rate for gas and these were actually all approved back in May by the board but the county reached out to us saying they would like the route number included on the resolution. So they asked us to put it back on the agenda for more approvals to be sent back. >> Okay. Yeah. I just I've never seen them like that and grow and
139different numbers. And the only last thing I want to say is um 13 is amazing. Um thank you um Veronica for um donation. Uh it's something that has been seen on Tik Tok and on um social media when people help pay student um cafeteria accounts. And to just have someone in our community do that is that's a lot of love right there. And I just want to say thank you. We do have a lot of families struggling and I know even where I work the food goes every day. The cans of food every day they are replenishing and so I know it's happening here in Westford too. Um that we have families struggling to pay for lunch and to get dinner on the table and so when anyone can help it's a real beautiful thing.
140>> Any other discussion? >> Uh back on Mr. about first piece on the rental transition contracts. We read a little last year last year with the liability insurance like that. >> It's all square. >> Yeah. Yeah. the whole confired in the county projected and resubmitted those and the new contract this year everything was squared away. >> Yeah. Yeah. You're welcome. >> Any other discussion? >> I just want to point out item number three uh something discussing for a while. free is the uh kind of change over a new website to act which is also the real share uh platform for uh shing actively but I just want to point out to you that's what that is on the agenda >> cool any other discussion seems >> uh Miy >> yes >> Mr. >> yes >>
141Mr. Ferguson. >> Yes. >> Squire. >> Yes. >> Mr. Snowage. >> Yes. >> Mr. Romeo. >> Yes. >> Mr. Smart. >> Yes. >> M. >> Yes. >> M. >> Yes. >> Thank performance uh operation finance for your approval. Move forward number 15. Second. >> Any session? [Music] I hope that's okay. It's 12 under 12. Uh you know, it's not on this agenda, so stay under business. Yeah. Roll call. I'm sorry. >> Okay. Well, that's okay. Uh roll, please. >> Mr. >> Yes. >> Mr. >> Yes. >> Mr. Json. >> Yes. >> Mr. SW. >> Yes. >> Mr. Stovich. >> Yes. >> Mr. Rod. >> Yes. [Music] This is >> my sorry >> yes I move operation of finance number 16 through 23 Thank you. >> Any discussion? >> See, please. >> Yes. >> Mr. Romano.
142>> Yes. >> Mr. Ferguson. >> Yes. >> Mr. W. >> Yes. >> Mr. Coach. >> Yes. >> Mr. Romeo. >> Yes. >> Mr. Marco. >> Yes. >> Mr. Van. >> Yes. >> Mr. L. >> Yes. >> All this. I'd like to move it long run policy. >> Any discussion? >> Me too. I like you too. Okay. See you next session. Roll call, please. Mr. >> Mr. Stovage. >> Yes. >> Mrs. Json. >> Yes. >> Mrs. W. >> Yes. >> Mr. Okcon. >> Yes. >> Mrs. Romeo. >> Yes. >> Mrs. Yes, >> Mr. Smart. >> Yes, >> Mr. >> Yes, >> Mr. Mwood. >> Yes. >> Okay. Committee requests and the a parks and recreation. Mrs. Dwire had a senior moment. I forgot to go to the meeting in September, but I will be there next
143week or this week, Thursday night, have another meeting. >> Sorry. >> Is that going to be recorded like that in minutes? I guess we'll see. Okay. Safety. Mr. Mrs. We have not had um a meeting yet this year and I didn't miss it. And she didn't miss it. Superintendent's round table. Mr. did have our first uh meeting of the superintendent's round table um last week. Um some items on the agenda. Um the group brought up that they felt that buses seem to be overcrowded which leaves students without seats or seat belts and um uh Mr. Novak um clarified that none none of our buses are overcrowded. Um we don't have a shortage of seats. We have also have a shortage of drivers. Um so we are actively recruiting drivers but every child on the bus
144has a seat and a seat belt. Um another topic of conversation was Chromebook insurance which we've talked a lot here around this table and in committee but I don't think it's necessarily gotten to um our families as clearly as um we hoped it might. And um our administrators talked a little bit about who might need it because um not all elementary school students are bringing their lap or their Chromebooks to and from school, especially in the very elementary grades um and what the benefit is of buying the um Chromebook insurance and what it covers. So they went over that with um the committee. Um the next item was Zern which I actually learned a lot about what Zern was. Um it is not the new YSL, but it is an online tool that um our
145elementary students are using in conjunction with our new math program. And there is a little bit of a learning curve um as our teachers and students and families learn how to navigate the new program, but um it should be consistent throughout the district. and I think they're going to be working on that at our next PD day. Um, school lunches. Some elementary schools have been running out of the daily hot option fairly early. Um, and it was discussed that this is sort of a building specific issue and um they were going to speak with the building principles in conjunction with ensure that everyone is getting the hot meal that they um are requesting. Um the school calendar we talked about um we did make the amendment to the school calendar for this year for the
146um parent teacher conferences but um administration did um share that they are going to be as they make the calendar for the next two years as they're working on it now um being more cognizant of um religious highs and holidays um in scheduling event. So, we might have school, but we might not have an evening event. Those things. Um um and that is basically the end of the report. Again, we talked about the elementary school conferences and uh Mr. Nove did sort of pull especially the elementary school PTO PTA presidents on their thoughts on that and how they thought that that would be received um at their building level. Um and that's about it. Question I have do you know um the first thing you heard on the bus situation was that elementary? Um they
147shared it was of the upper grades >> more commonly the upper grades cuz it sounds like it's not a question whether or not there's enough seats but whether or not the um sounds like maybe some issues with three ships in there >> I guess what I'm asking is did more people complain than just myself. Um I actually asked for video to be pulled and I never got a return back. I should follow through on that. Um because I I my own child and multiple neighborhood children came home have not discussed this since sports have really started but at the very beginning that kids were sitting on the floor and I think that's all been handled. Um which is why I guess it didn't follow through. But I'm shocked to hear that other people have that
148same thing unless it's all just one bus which was my neighbor bus. You know, it was just a question. It's probably just one bus. It's probably 900 bus. And on the first few days of school, all the kids came home and said there was not enough room. The kids were sitting on the floor. However, kids were sitting with their instrument in a threeseater. One kid with their instrument next to them and you can't do that. And so it makes sense and I'm happy to know that it is probably the sequest that I questioned and that it's not other questions, you know, because I know that kids come home and tell you stuff when there's a problem. Kids don't always come home and tell you things when it's fixed, you know. So I know the problem's
149fixed cuz no one in the neighborhood is talking about it, right? So, um, but it was a concern and I think it was because of the kids exactly district. But I thank you for clarifying because I was like, uhoh, is it more people than just this one? But thank you. >> That's the end of um the SRT report. >> Thank you, Mrs. Shano. Um, the S County School Boards Association. That was me. We had a meeting in um last month. Um a big discussion was obviously the workshop which is next week. Um they discussed the workshop and um how they've revamped the um app and the website. They're very excited. They're offering a lot more. Um that was a big discussion. We had the uh big discussion and the presentation that they had was all
150on referendums effectively planning and financing a referendum to maximize impact on tax tax levy. Um it was a great back and forth conversation. It talked about um the positives and the negatives. Um Dr. where Mark Kobach was there, the superintendent of Wayne Township School District, who had just um gotten his referendum. It didn't pass. So, he was able to speak to um you know, how it affected their district and how you know they're going to try and move forward. Um but it I thought it was great. We had a couple of our other board members um came down with me. Um, and the next meeting is, I know I wrote it down, uh, December 9th. Um, and it's actually at Lakeland, um, high school in Mono. So, I like that they're This one was in
151Clifton. This one was far. And, uh, last year they were pretty far from us. This one's closed. It happens to be on a committee. So, uh, you know, maybe someone can, uh, go in place who isn't on that committee if we do happen to have the committee that night. Um, so kind of school boards, New Jersey School Boards Association, Mr. Stor. Okay. So, for those attending workshop next week, I hope it's a rewarding experience for you. I can't wait to hear what you learned from it. Uh there is a webinar on the 30th at 10:00 a.m. for legislative update. And as with all webinars, they're available after the webinar happens. The delegate assembly is once again on December 7th. And that's the school board and JSBA report. I >> thank you legislator. >> There is
152nothing to report. uh technology oversight, Mr. Lipe and Mrs. Small. Okay. Um first, I think we can go back to what Mr. Recon was saying. Um this year's uh insurance is actually a little bit quite a bit more successful than it was last year. We had 480 grown folks being insured. So, it's a it's a big step up. I think it was it was done well with their the promotion and things like that. Um let's take a step back meeting and get on track for future meeting. Also what you're saying on the insurance is the district is looking towards having those K and one second graders start taking home Chromebooks sometime in the near future once things are updated a little bit more students have the same book all the time. Okay. Um, we talked
153a few things. Uh, the anti-ishing initiative with the emails has been relatively successful. I think we all heard in the beginning of the year some of the crazy send us some money and we'll get you a job type emails. Um, but those have been caught and stopped. Mr. C. um transportation department received uh some new screens for the ability to be able to see the entire district at once and see the buses are located so better tracking better understand how things moving around what's happening after see the new camera um we have new PCs in the auto and graphics labs in uh the high school uh the math lab is also received We all saw the desks and things like that that are there. That's about where those go. If you have anything to add,
154>> just uh piggy backing off of the kindergarten through second graders. Uh we did talk about that if they do start to bring their Chromebooks home, families will have the option to purchase the insurance then. Um, so that it's not like, oh, well, you didn't do it at the beginning when it wasn't relevant to you and now you can't. Um, but there would be, you know, you can't buy it after um, something happens to it. There would be like some sort of wait period after after you buy it. >> I think 2 weeks was the plan. >> I have a question. Um, second graders are all writing books. >> Not anywhere. Oh, okay. Just I was wondering last year we have this year we have I have a question too um as you see in
155the education notes um a quote from I believe this is true it says while many parents love the insurance we also want to be sensitive to the financial concerns of others I appreciate that and I think that that's fair to leave that question is does the districts cover the insurance the perfect insurance for free students Wonderful. Thank you. >> Okay, finished. The township board of education joint committee, Mr. Can you report on that please? So the joint committee met on the 7th and the uh primary thing that we discussed was preliminary plans for diagnos field and what it would look like potentially and things that need to be discussed in order to fully implement any sort of vision for diagnos field. Uh other things that we spoke about were the goals and differences between what
156the board of education does versus what the education foundation would do and also the fin uh that we discussed were any advocacy efforts related to student changing the student aid formula. I think that covers the basics. >> Thank you for West Milton Municipal Alliance. Mrs. and Mr. I'll speak on that. Um the West Municipal Alliance convened uh last night on Monday, October 14th. During the meeting, we reviewed the current status of the opioid settlement survey which has been uh which has garnered responses from 229 community members thus far. We encourage further participation as the survey will close on October 31st and the results will be presented to the town council during their meeting on November 13th. The amount of the settlement is $70,000 that we're looking to survey the community in and what they want
157to see the monies used for. So I know Dr. Kitchen has been sharing it out. You know, Mr. Shel has sent it out. I shared it out on social media platforms as much as I can. Um, you know, so it's like a QR code and it's just a quick survey um to go through how you would like to see the settlement funds spent for our town. I don't know if you you'll confuse me. >> I just don't have any as you say. >> Yeah. Yeah. I didn't either. So that's why I reached out and asked and like I missed it. So as a parent I can only speak to the high school and Mr. has to send it out multiple times um and is updated on Fridays um with the links. Maybe maybe we could
158have the elementary school uh principal send it out from there. I mean, it's even worth it. >> Yeah. Township of 23,000 residents and it's open to students also because it is anonymously reported. It would only benefit us to put forth an effort to decide where these funds are going to be appropriated. So, it would make sense to try to blast it out to the community as much as possible, whatever. So, that that's that part. Um, additionally, we are hosting a screening of the documentary called Screen Majors at the High School on Wednesday, October 30th, starting at 6:30 p.m. Several local organizations will be present um to withformational tables prior to screening screeners. It's kind of like a social media CP documentary to just spread awareness. Students are invited, of course, parents, etc. Um, we would
159also like to remind everyone about the substance use town hall meeting at the Wester Library on Thursday, October 24th from 6:15 to 8:30. This event will feature speakers including Mayor Michelle Dale, Dr. Derek Rasta, who's been our director of special services, Captain Anthony Pell from the West Milford Police Department, as well as county law enforcement and medical professionals. The Westford uh the WMA has actively participated in various town events. will continue to have a presence at more community gatherings over the next few months. We are seeking representatives from our school PTA, PTO and PTSO. Um if interested, please reach out to Debbie O'Brien. Our next meeting is scheduled for Monday, November 11th, and will be conducted in a hybrid format. And honorable Special Education Care Advisory Committee So, we will be meeting tomorrow evening at
1607 at fabulous Upper Greenwood Lake Elementary School Media Center. Um, we have some very, very special guests. Uh, Dr. Kitchen and our new supervisor, special services, uh, Katie Blaze, um, will be there. Um, they're going to talk about themselves and share their vision for the school district. So there's inerson and virtual options available. Thank you. And uh committee request. So now on to old business. Anyone have any old business [Music] questions? Well, I forget something else written. I wanted to say that the signs by Highlander Academy are gorgeous. So, shout out to Kobe Scott who did the sports and athletic field signs for his team. Um, he did the athletic signs for his boy scout. Eagle project and um he really did a great job. I saw his parents out there and it's worth it.
161He did such a beautiful job and thank you Dr. anyone else that had Mr. Schultz in getting out and that's really nice >> and as well >> and that was my operations finance. Thank you. Um, Mr. Bunny, I think I said it last month too, like in how he talks about his staff, in professionalism, and I'm just really incredibly proud of him in his department um in the work that they do, but also his um his spirit of building a culture that I don't know that everybody who works for him knows how well he talks about them. You know, I think I did say something like that last meeting, but I'm just really impressed um and very thankful. And that was my operation of any consc. I have been corrected um by by our head
162of CPAC that I missed. Um a very very special guest uh Mr. Go will also be at CPA. you know, I just wanted to build up. >> Yeah. So, wait, wait, wait. I was getting there. I was getting there. So, um there to talk about wonders and um Dr. Schwarz will be there as well. Although I guess you're talking about wonders, too. Wonder Works. >> Wonder Works. So, so we have lots of special guests and everybody should plan to attend in person or virtual. >> Thank Dr. forward to waiting this entire time. >> Anyone else with any business? >> Move close. Old business. >> All those in favor? I. Any opposed? >> New business. Anyone with new business? >> Um what? Well, um, no, thanks for reading my notes. I wasn't going to talk about
163dress code, but if you'd like me to, um, I thought it was interesting that, um, um, new schools has address board education. Um, so it's in the current news. You can see the the thing. Um, I take notes on myself on things that I want to look up and reread or read or whatever. So terra go on. So that is not the comment that I wanted to make. The comment that I wanted to make is that I had a really amazing moment um as a western member parent or education member, community member. Um on Sunday, whatever day it were, that was Saturday night, we were at Metife with um the marching band and it was off that is just absolutely amazing. It was so cool. But there was a moment where our kids are on
164the field. They're about to perform in Metife and all of a sudden the superintendent of Western schools walks up the stairs at Metife asked all the parents to go up to the top with the um director staff to watch the words and I didn't know that he was there and I I was a little shocked but I was like hey Dr. kitchen, you know, he come going with his child. And when he got like five steps away from me, everybody turned around, is that the superintendent? And then I could hear whispering behind me. I didn't tell you this. So, this is my way of telling everyone that um not only were people shocked that they appreciate it, and I can hear my mom say, "Well, that's a first. Oh my gosh." So, um it just
165was really cool. again with all my like shout outs to me is there are so many amazing things happening in my comfort and I really am very proud of her. Um I have to jump in and that was my beginning of the day and I work with parent I teach and she came up to me today and the kids were taking their senior picture like oh my god the superintendent from Wester and it was they were so appreciative. So, it's just so it's such a nice feeling to know that the band is being so supportive and it's just great cuz my support has always had a killer band and not always amazing. So, like it's just great to be like really supportive about something. I also heard kids or if the superintendent and a real
166band experience we say yes. >> Yeah. Honestly, he's going to be the one parachute. >> I thought they were going to let me go out there like the music had no [Music] expect opening day that way. Okay. Any other new business? >> New business. >> All those in favor? >> Any opposed? >> Okay. Public comment number two, which is on agenda or non-aggenda items. All speakers will have 5 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. After speaking, all speakers are asked to sign the register provided and give their full name, group affiliation, and their address. All statements shall be
167directed to the presiding officer, and no participant may address or question board members individually. All speakers are expected to have 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. Anyone signed up to speak, Mr. Schultz? >> No, sir. Anyone wishing to speak? >> Move to close public comment. Second. All those in favor? I oppos. [Music] >> So, executive session, Mrs. Kyle. At 9:40 p.m., I move to go into executive session for the purpose of discussing personal appointments, resignations, current litigation matters, special education matters, negotiations, tips, and matters of attorney client privilege and end the education agenda. The executive session minutes will not be released in such until such time as the privilege for confidentiality is no
168longer applicable. The board will be in executive session for approximately 45 minutes. Action will be taken. Yes. When we return second all those in favor >> I would like to make note that education should not be discussed in executive session that that is separate. So if members do want to caucus we can't do it as a full board or with a quorum. So just be >> any discussion on education will take place in this meeting when we return. members can read their minutes. Thank you. We will be returning. I'd like to call the meeting back to order at 10:36. Roll call, please. Mr. Schultz, >> Mr. >> Yeah. Oh, here. Sorry. >> Mr. Romeo >> here. >> Mr. here. >> Mr. >> Squire >> here. >> Mr. Libby >> here. >> Mr. Stovich >> here.
169>> Mr. >> here. >> Mr. Smart >> here. >> Mrs. L here. >> Okay. So, we will start with education. Round two. Mrs. I'd like to move items 1 through 19 and hand carries 20 through 22. Second. Any discussion? Yes. Open the calendar. Uh item number one. Um could we have a discussion? I think that we need to have um a discussion about as it's a national holiday. Um it's actually a national independence day. Um, our other national independence day is what day? >> Junth. Juneth. >> June 19th. Um, our other national independence day is July 4th. And I believe our our offices, our board office, everything is closed for at least part of two days for that, I think, right? Um, and so I know that it poses a challenge because it's the end
170of the school year, right? But we don't get to decide national holidays. You know, we don't get to pick um when things are decided um in our nation and in our country. And I think that this is an important message um probably mostly to our students and our parents that um that we do celebrate the end of slavery in our country. You know, um it's a it's a big deal. and um I'd like to see it reflected on our calendar. >> So, it was discussed in education uh a little bit in the committee. Um it did come up by a trustee. Um would you like to speak to it at all? I mean, it's something we can push back to committee and discuss. I know not all districts recognize it. Um >> so, so we
171were discussing uh there's a difference between recognizing a holiday and um and changing the calendar based on holiday. And those are are future top, you know, topics of conversation for the head committee um as we're developing the calendar going forward is, you know, which holidays cuz there are several that we do not have that don't even appear on our calendar. Um some of which can be uh can appear on a future calendar in recognition of and some can be uh you know we can adjust the calendar based on days off and things like that. So, but it was a topic of conversation and it will be a future topic of conversation as we develop the calendar for the next couple of years. >> I would also really like to have that discussed further in committee
172again. >> Well, yeah, and it probably needs to be brought to all committees. Um, as I know, um, >> well, we we can always adopt the calendar right now and if you want if it goes back to committee, you can change the calendar because the truth is the calendar probably will change anyway because >> the end of the year >> historically we've graduated on the 19th probably many times if we look back. So I I think that it's a discussion that can happen and you can always adjust your calendar. I mean you we can adjust the calendar until the probably the last well then I mean it's something I would like to see done. So um I mean if we could do it tonight that's great then the 19th is June 19th the independence day.
173Um but if you want to do it and bring it back to committee I didn't know that it was discussed in committee. I was not discussed in my committee. >> Okay. I might be there. Yeah. >> Well, you're you're in my >> Yeah. Yeah. It was discussed in education. >> So, I I would say I think for the purpose of tonight, I I would say let's bring it back to committee, but adopt the calendar as it is now because the conferences are really important to to set. >> Oh, yeah. I would go to for the conferences. I have no problem with that. It's important that the parents get to sign up on time or whatever. We can always we can I mean the end of the year always adjusts. So >> it will be on
174it will be on the agenda for community discussion >> next month. Perfect. >> And I know it was discussed last year also after June 19th. It was um and I think the reason why we it was a move forward with is because we would have had June 19th off and then they would have had to have come back the next day. So it would have been you would have liked. Yeah. >> Well, it's a problem. It's a problem because it tends to be the last day of school. It tends to be our last day or graduation. >> So, just so you're aware, a lot of districts, including my own, that do recognize Junth with with the day off, do not actually do it on June 19th. You do not have to do it on the
17519th. A lot of a lot of them do it on on like your they don't do it the same day as your graduation. It does not have to be on that day. And if you look at calendars in other school districts, you'll see that if it is if it becomes a conflict for us with graduation or so definitely you can we can look at it maybe you could pull some of those calendars and you'll have that that answer. >> So again we can we can have a discussion about that committee. Um if anybody not on education committee would like to share their thoughts on it, welcome to reach out to our committee chair and we can have those discussions. Thank you. Any other discussion on education? >> Um I sorry. Um I did see some
176things with these um field trips. Um normally we have voted on field trips. Okay. Tonight we're voting on field. Yeah, I found that very interesting and I'm not sure if I could change. Um, however, I know from other board members and I can hear people's comments and things going on around the table that they're in agreement with me that I think he's come back to the agenda with how many students are signed up, who's going on the trip, the things that have kept us out of trouble now with field trips for at least the last year and a half since we made changes. So we are I believe probably as a board going to approve the planning as it's requested but please remember to bring this back to the board that when they are determined
177is that you know something I think that was >> that's the purpose. >> Yeah. Okay. >> The reason for approving the planning is so that you can get all the information that you want in the amount of time in which you need to make that decision. So, there's been complaints or concerns over the years that you didn't get um to vote until it was too late. >> No, then the trip doesn't happen and we didn't want you to be in that spot. >> So, you should be getting 90 days in advance of every overnight trip with the information about nursing, chaperoons, you know, >> ratios, that sort of thing. Costs. I also wanted to point out I did ask questions already. Thank you for the answers on number 17 and number 20. Um I was
178very confused on them. However, they are two separate positions. Um the service providers are actually New Jersey certified individuals. One is is covering maternity leave and one is services that you know they have had a um um you want to I mean I asked the question, I got the answer. So, I'm answering it correctly, right? And I was very pleased with my answer, but I was confused on 17 and 20 cuz see, they look like the exact same. >> Yes. Yeah, we spoke about um 17 is in in relation to a leave position that we have been unable to fill. And the other motion uh was it >> 20? Yeah, that was due to additional services required to provide. It's only about 14 hours and can be provided through the postings that we have. >>
179Ready? Okay. Anything else, please? >> That's it. That's it. Anyone else? >> See non- local, please. Mr. Schulz. >> Mrs. >> Yes. >> Mr. Jurgensson. >> Yes. >> Mrs. Rana. >> Yes. >> Mr. Sovich. >> Yes. >> Mrs. Romeo. >> Yes. >> Mr. Mr. Van Dyke. >> Yes. >> Mr. Lippy. >> Yes. >> Mrs. Markar. >> Yes. >> Mr. Lockwood. >> Yes. >> Okay. Mrs. Van Dyke, personnel, student affairs, hand carry number 51. Okay. I'd like to move under personnel number 51. Okay. Um, be it resolved that the said board of education on the recommendation of the superintendent terminates employee effective November 19th, 2024. Second. Can I say that? Sure. Second. >> Any discussion? Good. See none, please. Mr. Vand, >> yes. >> Mr. Stovich, >> yes. Mr. Jurgensson, >> yes. >> Mrs. Rakana, >>
180yes. >> Mrs. Romeo, >> yes. >> Mr. Lippy, >> yes. >> Mrs. Bar, >> yes. >> Mrs. Mark, >> yes. >> Mrs. L. >> Yes. >> Okay. Second. >> All those in favor? I >> It's 10:46. Okay.