001I'd like to call the meeting to order. Please take a moment of silence. >> Stand for the flag salute. I pledge allegiance 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, a 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 calendar resolution were provided to all local media, town hall, township library, and all district schools. Roll call. Miss Francisco, >> Mrs. Rico >>
002here, >> Mr. Caitto >> here, >> Mr. Lippy, Mrs. Dwire >> here, >> Mr. Gino >> here, >> Mrs. O'Brien >> here, >> Mrs. Lockwood >> here, >> Mrs. Van Dyk, >> perfect, >> Mrs. Romeo >> here. >> All right. Good evening everybody. Welcome to our February meeting. I'm going to I have a brief superintendent report tonight. We have a little bit longer than average director of red report. So we'll try to keep the meeting moving for you. But tonight we have our harassment, intimidation and bullying in investigations, trainings and protocols by annual report to the board and to the community. This is something we do twice a year. Uh this is the period one report which would be July 1 to December 31st. Um so we'll do a second one from January through June.
003We'll do that probably in the summer. So, our anti-bullying specialist, Mr. O, district anti-bullying coordinator, Mr. Row, was able to collaborate, get all our information from our principles, and I'll report it out now. Um, so districtwide training session one, we did have two trainings that were districtwide. We have an ABS start of the year meeting and a new and a anti-bullying training for all of our new hires. We also had a hidden in plain sight uh this past fall as well. So district totals for the first half of the school year, we had nine HIV investigations. Of those nine, four were affirmed as bullying. Five were not. It breaks out by school. Apua had zero investigations initiated. Naper Road had two investigations. Neither was affirmed as HI. Marshall Hill has zero investigations. Paradise Null had
004zero investigations. Upper Greenwood Lake had zero investigations. [Music] Westbrook had zero investigations. Mackman had four HIV investigations. Two were eight were affirmed by the board as bullying. Two were not affirmed or rather affirmed as not bullying. And West Milford High School had three investigations. Two were bullying. one was not. So, uh we will upload this all to the department of ed website. This goes into our annual self assessment for HIV scores for every school and then we'll do a second half of the uh year report over the summer most likely. Right. Um next time our student we're going to do a report in March. Uh Miss Meza will join us then. >> Thank you, Mr. Novak. >> All right. Um, we're going to turn on the projector and um, I'm going to put on a
005little PowerPoint presentation. So, I'm going to move around and get reset. [Music] All right. Good evening everyone. Um before we begin, I'd like to um introduce the guests uh from the math department. We have uh Mrs. Jill McKinnus who is our high school math department and uh Mrs. Melissa Welch who is a resource center um teacher in special educate.uc ation teacher from our high school high school math department. So, they're going to they're going to jump in with some of our some of the examples that we have in the presentation. So, um I'm just going to give a little review and remind everyone uh we do have a district math goal in place. Um so, I'm going to do a little talking. I'm going to do a little reading to you from the slides and
006then we'll um you know, if you have any questions, we'll be available. uh enhancing district math program through a commitment to rigorous standardsbased instruction, professional development and best practice and selection of quality materials. Um so tonight two the two of the things I want to focus on is one is the training. We talk an awful lot about conquer math training. I'm going to give you a little bit more of a deeper insight to what that training um entails and then um talk about some of the examples that we have for what it looks like currently uh currently in our classrooms. Uh so we go to um Conquer Math Training Facility which is located in uh Pquanic, New Jersey. The trainer there is um Nancy Schultz. She's one of the u renowned um mathematics trainers uh
007professional development providers in Northern New Jersey. You know, she's at a point in the past she used to um go to districts and do some inservice training. She's now at a point in her career where we go to her. You know, she's that big. Um which is great, you know, in a way. uh sometimes when you have a um inservice provider who just comes here and works with our staff, there's not a lot of um perspective other than the people that we have here. So I think one of the values and they probably would agree uh one of the values when you go there is there's you know could be 50 60 teachers in the room and you have um pockets of staff from districts all over all over Northern New Jersey. So, it's it's
008great to have those professional dialogues and and uh the perspectives that that are shared in those meetings. Uh to this point, the the feedback from our staff has been tremendous. They are immediately um implementing the strategies that we're learning in the classroom. We have two uh three display boards that were created by our math department. Um you know, just a continuum. It's a it's a K12 display. It's really I mean, the things that we could go into, we could fill the room with a 100 boards if if need be. So, we got a little snapshot of of some of the things that we have going on. Um, there's some samples of of things that I'm going to I'm going to talk about. Um, one of the I guess the two major um areas that Nancy
009Schultz works with when she uh works with our staff is yes, everything is based on the um New Jersey student learning standards for math. That's that's the, you know, the crux of the training that they're getting. Um but one of it's taught in a way um that that refers to what I have uh displayed right now which is the standards for mathematical practice. Um I put a cheat sheet on uh each board member's um desk so you can kind of um spot so you can work along. This is a um this is a sample of an anchor chart that a teacher would have in their classroom for how to um take a look at these standards for mathematical practice and put them in the language of a of a third through fifth grader which is
010what this u this particular page is. Uh I'm going to shift forward and then back up. This is a sample of what it looks like in an elementary classroom. is is you know just for example where um you know mathematical practice one is make sense of problems and persevere in solving them well to a first grader that's never give up um you know so that's that's that what you're holding is is sort of layman's terms of what some of these mathematical practices mean um so in her presentation she constantly refers to over and over again the mathematical practices that that they have in place make sense of problems and persevere in solving them Reason abstractly and quantitatively. Construct viable arguments and critique the reasoning of others. Model with mathematics. Use appropriate tools strategically. Attend to
011precision. Look for and make use of structure. Look for and express regularity and repeated reasoning. Um, one of one of the things that's so exciting about the training is that as our staff is exposed to this type of discussion, you can do this with any lesson. um doesn't have to be a particular textbook series. So our um as our staff is being trained in in this approach and this mindset to lesson planning, this can be applied to any textbook series uh we choose, which as you know our um kindergarten through fifth grade staff uh is in the process of selecting uh and looking at different materials and we'll be able to go from there. um use appropriate tools for sorry let me uh go to the next one. So here's some of the um some
012of the layman's terms for um those mathematical practices and I'm just going to go to the next slide. A lot of lot of um lot of information here um but again you know one of the things that we see with you know makes problems and persevere in solving them. One of the strategies that our teachers are being exposed to, whether it's kindergarten or um you know a high school uh algebra class is something called the perseverance playground. And um whether it's puzzles, whether it's games, whether there are activities that will, you know, continuously encourage children to try and try and and try again. Anyone want to >> I was going to say that's one of my my favorite things as a parent. I have two children in district and my youngest son Ryan who just
013walked in, he's in kindergarten here and Ryan, right, you have the perseverance playground and you came home and you told me all about it and um one of the things that I liked is he was able to say, "I don't give up." You know, you don't give up, you keep trying. So, he knows exactly what that is and that is such an important skill because we need that mentality, that mindset as they continue because math sometimes is hard. So we need to not quit and keep and keep working through it when you're in algebra 1, algebra 2 and geometry as you progress. So >> right and then um you know when you talk to our math teachers um one of the things that you know we blame a lot on on the pandemic and uh
014I think one of the things that we've found in working with students since is the sense of perseverance has dwindled considerably. you know that there's been photo math. You know, there's rather than, you know, it's too easy for children to or or you know, older students to get to the answer without having to persevere without having to try all the strategies without having to work it out. They can go to photomath. They can find the answer. They can plug it in. They can text their friend. They can share a Google doc. So there's technology has been, you know, a blessing and a curse in a way. and you know you know preventing some of those perseverance and and hard work habits is part of them. Um reason abstract and and quantitatively um proficient students make
015sense of quantities and their relationships and problem situations. Um that's basically thinking about math. That's the the idea of of metacognition. Um, if a student is not trained and is not exposed to, you know, the thought processes of the things that they're doing in math, they're never going to get to that perseverance, which which, you know, really translates to that um, you know, quitting or getting frustrated and and low low tolerance. Um, number three, construct viable arguments and critique the reasons of reasoning of others. That one's just talking about that. Um so one of the um I guess frustrations we've heard over the years in um the math program that we have is that there's that uh opportunity for a student to um describe what they know or talk about how they solve the problem.
016And that is also uh sometimes becomes a very um very you know a big source of of frustration um just because they're not being exposed to that type of language. Uh modeling with mathematics that's something that we you know that's a big component of what we've been doing and what we have on the on the tables here today. Um, I'm going to skip ahead from reading all of this at you. Um, and talk about um, modeling. Um, when we when we look at the, you know, some of the things that we have here, we have we refer to them as manipulatives. Uh, you'll hear me say hands-on manipulatives. In the teachers world, that means just the things that the kids put in their hands, whether they're solid fingers or, you know, a ball to represent
017a sphere or Melissa, can you hold up explor? >> Yeah. So, so, so these are new tools, you know, and going back to our goal with talking about upgrading our our materials, we've purchased uh we've leveraged a lot of our um federal funds money to upgrade and enhance all of these materials that we have. So in a geometry classroom, instead of a student looking at the picture on the page and then having to memorize the definition of what a parallelogram is or a rhombus or that sort of thing, they act it out. They build it. They create it. They form those uh they form those connections. Um use appropriate tools strategically. Again, that that falls in line with what we're uh what we're talking about with hands-on manipul manipulatives. Um, number six, attend to precision.
018Students need to know that when they're wrong and they they have that process, you know, in the um student version of what that looks like, if it's an anchored chart in a classroom, it's check your uh check your work. Don't don't just, you know, find your answer and then be done with it. There's ways for you to check your process to see how that's done. Um in a lot of the work that we have now with go math or some of our middle school and high school materials um there's that um question that asks you again to show your work. These are these are the things that um cause frustration for parents and then you know frustration for students and you know some of the rationale that we believe is the um you know we
019haven't had this experience yet with being exposed explicitly to the standards of mathematical practice and the other other components of the training. Um let me come back to the last two. So there's a so in that in the training uh one of the major areas is focusing on the standards for mathematical practice and then the other component and and to me this is the most important of the process is the three stages of learning for mathematics. Um so up here they're they're labeled um we have the concrete stage, representational or pictorial stage and the abstract stage. So uh if you were in a classroom and your math class you walked in teacher had a algorithm on the board you practiced it teacher showed you how to solve that problem and then you were asked to
020solve 40 pro 40 problems that was the abstract stage um the research from the um you know national council of teachers mathematics you know many years of you know the studies are just significant if you take a look at um the things that are out there um that's how we got to the point of you know people who are good the math you know math people or non-math people is that we all were in a in a process where textbooks only adhere to the abstract stage you know so algorithm and practice that that appeals to a very small population of learner um the research suggests that if you start in the concrete stage which is hands-on that's the manipulatives you have here before any anybody works on a worksheet or answers a question or fills
021out what a what is a triangle or um give me an examples and we actually looked at oh how does this create a square? How do we look at it as the length times the width and they actually had the manipulatives in their hands creating what this mathematical process meant. >> Right? So, so a student now is exposed to all of these hands-on activities. So whether it's you know algebra, statistics, third grade, kindergarten, it comes with that hands-on um connection. The go math um program that we have was very different than the the program we had before that which was all in the um all in the abstract. However, our staff was given go math prior to having you know an understanding of concrete representational pixal or or abstract. So the concrete stage as we
022just mentioned is the uh the hands-on connection. You know the process of you know getting involved in the activity how it has real world connections that sort of thing. Um the next stage is what's called the repres representational or pictorial stage where now a student and if um if you have children in the you know in the schools and you've ever had to you know draw a picture to represent what you know that's what this is and this is frustrating for for people who don't understand the process for it or a parent who hasn't been exposed to this has to help out homework um because if if the child hasn't been trained on what that means they're less likely to have success to that stage, they just want to skip right to the abstract. Um,
023and if you get it, you skip to the abstract because that's the answer. If you don't get it, then it's a source of frustration and and you know, maybe tears at the dining room table and and that sort of thing. >> Um, >> and it's okay. One of the things that we're taught in the training is it's okay to stay in that pictorial stage. Sometimes we worry we're not moving fast enough. We got to keep on pushing ahead. But the more that they need that representational stage and the time is spent, it's worthwhile because later on we don't have to go back and keep retaching. Like you want to make sure they have enough time in that pictorial stage so that they really understand the concept before we make it abstract. Actually, I was sharing
024the story with you earlier. Um, I'm in the process of preparing my students for their midterm and um, they saw something and they were like, "Oo, we we know this looks familiar, but we're not sure." And I was like, "Guys, cups and chips." They're like, "Oh, yeah. This was fun." And then they immediately remembered what to do. So, they're connecting it because it's it's more of a concrete. And, you know, they're still in the pictorial stage, but that's fine because they can solve it and they can find success. They will get to the abstract stage. We're just not there yet. there's improvement, there's growth, and their confidence is improving. And that's what you want to see, >> right? That's a I mean, that's a perfect example. You know, they the referring to the activity that
025they did that hands- on. They had they thought they were having fun. They didn't think they were learning math. They were creating activities in our in our elementarymentaries. It's uh, you know, maybe a dice game or a or a challenge amongst, you know, amongst peers where they're building and and working on a problem and solving a problem. um you know you refer to that activity and and they get it. Um so as as Jill referred to that's one of the major uh parts of the training which I think becomes also the most challenging for staff is being it's okay and that's that's some of the messages we had in the beginning. It's okay if you're behind pace for what the pacing guide says you need to be. And then uh I was going to end
026with this quote but I'll throw it out there now cuz we're talking about it. the trainer would, you know, because there's always a teacher in the room who um you say, "Well, I don't have time for that. Who's got time to keep going back to the same lesson?" And then the uh Nancy Schultz answer that is always, "Well, you don't have time not to." And and that's always the powerful message across the room because now you know if you've moved on and the quiz has come and or the or the chapter review and the student hasn't grasped the foundational knowledge and now is just getting um quizzed on the abstract then that's not necessarily a skill that they skill that they own. So, um, so much of what we see now in in especially in
027post-pandemic planning for math, um, it's definitely the, in my opinion, the hardest hit content in in schools today, not just West Milford, this is a this is a national probably global problem because of the loss of u prerequisite skills for the for the current levels of of our students. So, a commitment to the concrete and representational has been great with our staff across the board. K K K K K K K K K K K K K K K K K K K K K through 12 has been tremendous. Um, and that's what they're that's exactly what they're getting uh in the in the training. So here's some uh here's some examples. Um, so actually this picture on the left is perfect. Was this from >> these are yours? So you must have planned this
028carefully. So if you you want to describe it picture one. So what one of the things we talk a lot about in the training too is finding patterns and coming up with algebraic models for things. So instead of just giving them numbers, we actually said, "Okay, here's a picture. What's the pattern? What's happening?" Well, we notice, okay, well, we're adding one tile every time. Okay, but what's staying the same and what's changing? And that helps us see what needs a variable and what's the constant in the equation. So we start separating the tiles into well every time we have these four yellow ones making the sort of kite part and then we have a blue one that makes the tail and we're going to add another blue one in the next layer and then we're
029going to add another blue one. So what's constant is the plus4. What's changing is that we're adding one blue tile every time and then that's the slope. That's the rate of change. And I'm amazed at how many kids are saying, "Oh, that's linear. That's linear." because they're seeing it as that pattern of oh we're adding a blue tile that's the rate that's the rate of change >> and I think um you know in past practice what I'm pointing at to here >> y >> that's the that's the abstract >> yes >> that is where so many of our students in the past and so many of us that's where we began started there was >> so if you were the math mind and you could learn that way >> it worked and then there was
030you know people who didn't get it that way. So that I think >> so if you look at that it's hard to see a little more closely you can see that we keep separating it into four plus something then it's not five tiles it's 4 + 1 and then it's 4 + 2 and then it's 4 + 3 so then when we say okay well in the nth stage of this shape what's going to happen well four is the constant that's staying the same okay so it's four plus well then how does it relate to the stage number what the other piece is that's the variable oh that's And yeah, that's it. We came up with the equation to model it and they weren't looking at any kind of formula. >> It's funny. I'm sitting
031next to my English teacher friend who was saying, "Oh yeah, horrible." But the just the abstract, just the abstract thing. I'm like, "Oh, yeah." So I could get that. >> But so for the math minds that just get the abstract, right? I mean, they could pro some of them probably legitimately do it in their head. So like they're already beyond that. Like what are we doing for them? >> They're in algebra too >> beyond that. >> Yeah. I mean the kids that see it that easily tend to have it moved ahead already. But they certainly once one of the things also Nancy says is even for those bright kids it might they might spend less time in that pictorial stage but they need that too because it gives them a better understanding and not just
032memorizing what's happening or how to come up with a formula. So then they can skip that step at some point faster than maybe their neighbor but they still should have that step in the process along the way. And and I think cuz that question comes up in the training. There's always there's always a ray >> in the crowd, you know, who's got those students. >> Well, you're going to have those. It might be one out of your 28 students, but you're going to have them, >> right? And and I believe, you know, in the sessions I was I've been at um she's answered that with, you know, along the lines of what you said. And also um if you're doing that throughout a child's career, even the gifted mind is better able to grasp the
033the higher level electives. You know, when you get to the calculus, when you get to those higher level electives where you really are stressing the, you know, the the giftedness nature of of a student, this helps them to reach those advanced levels, advanced levels better, you know. So I think that's the u uh you know in a nutshell that that's what the research suggests is that you're going to um get more students comfortable with mathematics with a commitment to all three of these stages. You know just the abstract you get a small percentage which is the way math has always way math has always been. So here's the the commitment to that. um and refer to back to the part of our goal that refers to um our looking at K5 materials. You know, now
034that our staff are being trained in the eight standards for mathematical practice in the concrete, pictorial, and abstract, that's the lens they're using when they are reviewing um our new materials. So they've got a they've got a much better uh back you know much more background knowledge for what we should be teaching and what we're looking for in a tech series than than just some of the some of the other thing which was interesting is that you know in the past you know they're looking for they may have been looking for more bells and whistles digital add-ons what kind of extra hands-on or books that that might go with it. Our staff have has actually been looking at a less technology based program. Getting back to you know getting back to the basics to to
035draw the to draw this model in the pictorial stage >> that has all three stages. The tiles are the concrete. You could see the drawing and then you would ask the students to draw the next two stages for you. So that's the pictorial. Then the abstract is okay. Now, let's use the table to come up with that generalized formula for the nth stage. >> Dan, what's I want to ask Jill if you don't mind. What's the highest level course that you teach that you're Are you using manipulatives in algebra 2? >> I teach algebra 1 this year and then I teach calc so >> you're not using them in calculus. But um >> I was curious, do they use the manipulatives in algebra 2? >> Yeah, >> they do. Cool. Yeah, it's more prevalent. Um,
036it's more prevalent. So, actually in algebra 2, it's just um because we don't Nancy Schultz doesn't offer algebra 2 training. It's algebra and geometry that we're attending now. Um, the use of manipulatives that we've seen in algebra 2 is word of mouth department meetings. Hey guys, you know, just the excitement of the staff sharing it with a colleague who's teaching, hey, look at this. Look at this great thing we're doing and wow, my students connected to this. And that's how that's how it's going there. Cool. >> And they keep asking me when's our turn. >> Logic table. We'll find something. >> Um just a couple of more examples of of you know concrete pictorial. Um Miss Mrs. Welch referred to cups and chips. Here's here's you know exact example of it. There's a cup here's
037here's the chips to show um you know to show that that simple algorithm. And then here's the example of students. So those um explorons. So we've got um like I said example of one set of materials that we've used. We have big explorons for the teacher to demonstrate that can be manipulated and moved. And then there's a class set. So that's what's spilled all over the table over there is the class set for the students to act out at their place. And that's typical. That's those are high school students. Those are probably sophomores, freshman or sophomores, right? >> Or sophomores. >> Um that's typically something you would see in a second or third grade classroom. And now that excitement, that hands-on love of learning is in our high school. You walk through our, you walk
038through the math department now, you see things on desks, you see desks closer together because children are talking to each other. It's it's breaking down some of the norms. And I mean, the excitement from the staff is just, you know, that that in itself. And then um I think the last page I'm going to read, um to you once again, it's a um something from a student. I enjoy doing hands-on activities in statistics. That's a typically a senior course um that allow us to collect data that is meaningful in the real world. I particularly enjoyed the activity that used the Justin Timberlake concert scenario to learn about sampling types from from a population. We took three different types of samples of seats and used the visual model of shaded seats to determine which sample was
039the best encapsulation of the of the total population. We were trying to figure out how well the concert attendees enjoyed this concert and the best way to get an answer that would speak for majority of the population who attended the concert. So if I were to with the highlighter kind of point out sentence by sentence the all of the um standards for mathematical practice that student touched on just in their reflection of the activity. You know teacher probably you know hey how did you feel about this activity? inadvertently the the student touched on these these mathematical practices. If you look around, I mean we have um we have pictorial I don't have a picture of of what they were doing, but this is this represents all stages of the of the learning process. Again, not
040just starting with the algorithm for the page to solve. You have video of the concert. >> Yeah. And um you know so this this is really the you know the training um the training mantra essential goal of mathematical understanding as teachers of mathematics it is essential that we transfer students from one stage to the next with val valid and reliable assessment practices to determine when a child is ready to move on. So, as Jill and Melissa um mentioned earlier, some activities they'll stay in that pictorial stage longer. Some activities they'll move on to abstract when they determine that the that the student is ready. So, now it's it's breaking down the norm of at the end of a unit of study, we take a test because that test typically is only assessing the abstract stage
041of learning. They're doing ongoing assessment to, you know, determine if a student is ready to to get there. So, it's it is a um you know, I've talked about it a lot. Hopefully, I've helped to explain, you know, what a huge change it is from from the way we've been thinking in the past. Um and that's uh I think that's it. You have anything else you want to >> I know that I've changed how I assessing in algebra one. Um because if we're using these manipulatives and we're having them go through the stages, you need to assess that way as well. So I'll have questions where they have to actually draw the picture, show me the model for the the binomial operations or the box and then by the end of this assessment we do
042abstract questions as well. But in the past my test would have been entirely abstract. And I definitely see now like I'm really trying to build all three stages into the assessment. >> And go ahead, >> Bill. Do you see now that you're doing it this way, do you see that the students are progressing in a in a more positive and um self-standing way than they did before? They're just not memorizing. >> Yes. >> Okay. It >> it's definitely not just memorization. It's more understanding of concepts. And and I did say to Kate before that I've been teaching for 20 years and to me this training has sort of invigorated me that you know we come in and we're excited about a new modeling lesson that we're going to try because it's not just me standing
043at the board giving notes having them try problems. They're actually involved in things. >> Um and you know they're >> they've been very receptive as well. I think you know the enthusiasm and excitement is contagious you know. So, um, and plus like it it's the momentum. They're understanding at a deeper level. And it's pretty awesome to go up to a student and be like, "Well, look, it there's still chips over here. We need to move them over there." And we are creating dialogue that we never had. And then to see students having the dialogue organically without even try. It's amazing what is happening in the classrooms. >> Are their grades better? Their grades are much better, you think? I'm not sure I'd go that far yet, but >> but I mean I definitely see an
044improvement in the students. >> Good. >> This year I feel much more positive. My students, my algebra students, I think are understanding more. Um they're more positive, you know, they don't come in with a diagnos. >> Yeah. It's it's a it's a it's a shift in the right direction. 100%. And is the whole math department doing what you and Melissa are doing? >> Yes, we are trying to >> Okay. >> And we're trying to work together and share ideas and make sure that we, you know, encourage each other. >> You know, when we meet as a group, um, you know, we we talk about so there's a group that's in the high school now. It's our freshman, sophomore, and juniors who had major content areas during shutdowns. um you know just just take our um
045junior algebra 2 students their algebra 1 experience was a um closure >> you know that was a they the spring semester they lost >> um their geometry experience was >> um was a hybrid you know hybrid process >> um you know so there's so much of that that we're still that we're still cleaning up uh we talk about it often. You know, any we can't get through any conversations with with any of our math teachers about some of those things, but that is the hardest um that's the hardest hit um area we believe. Um we've had some great meetings about some of the things that we've tried. We had, you know, we offered algebra one refresher for freshman geometry students a year ago. Um we've um you know taking the things that we've worked on
046with Nancy Schultz and we've changed how we're how we're teaching some of the main comp breaking it into smaller chunks not moving on until we have you know certain levels of understanding. They're building um there's some incentives being built into, you know, some of our uh some of our classrooms now for um engaging at home and and getting more um you know, more work, you know, maybe some um showing more homework and then also participation in class just the incentives are are really growing. So um yeah, it was a tough it was a tough time uh you know, especially for for math. If you if you had that major content, a pre-alggebra, an algebra 1 or a geometry in the year of the shutdown, um you know, that spring, it was, you know, you lost
047all of that. And then to come into a hybrid environment where, you know, so many of us, you know, the um sample student is called the ceiling fan because teacher when the a lot of time when the kids were at home, >> you know, the engagement at home wasn't always wasn't always the best. So the teacher had have a room in front of them. >> That can't do that. >> I I do think Terry to answer your question, we will see. >> Give it time and we will see a big difference. It just it doesn't happen overnight. >> No. Such a frustrating subject >> for you. You're right. >> Good. It sounds great. >> Sounds really good. >> Yeah. >> All right. Any other questions? Yeah, this part of my ignorance in uh asking this,
048do we still use any of the Renaissance math program? >> We no, we stopped using um Renaissance Math. Um that was a decision we made with our staff. Um when you were on the board last time, we started Renaissance Math. That was before we had um the link benchmark assessments. So we saw we saw redundancy in the use of the STAM math assessment and what we were getting out of the Lincoln benchmark assessment and we talked a lot about you know um preserving class time and it was more assessment and less you know less time with you know we want our kids getting lessons from Mrs. McKinnus not always taking an assessment. So that was that was why we lost uh that's why we decided to move away from um from Renaissance in this in
049the start program. >> Okay. Thank you. >> Um I have a question. Are we is there any outside not not outside as far as outside our school district, outside our faculty and staff, but outside the the school day in helping students getting to get caught up in math because um those who are not math um prolific would and and went through would would be a student in CO going through COVID in in that time period and trying to get caught up. Are we Is there any programs any after school? >> So, we have um you know, we have National Honor Society runs runs tutoring if need be. >> Okay. >> Um but I I got to be honest with you. Um you know, I've been in this role for for a number of years and
050now that I'm working directly with them and in the hallways after school, every single person in our department gives extra help when a when a child asks for it. So, I mean, you you walk in after school, the buses are gone and half of our classrooms are are filled with, you know, students who are in there. So, when a when if a child needs extra help, you know, our our teachers are there are there for them. I know I know you both do it and, you know, I I have I've seen nothing but um dedication out of our staff and making sure that students who are available for help and want help that they're there for it. We've talked actually we've talked a lot about it because there's that percentage of students who aren't asking.
051>> Students who are struggling, you know, the students are asking for extra help, they're all, yes, we're there and they stay and they they give up they give their their time, you know, maybe getting home to their to their little ones and they stay and they're there for our kids. But there's that group of kids who aren't asking for help who need help. Um, so those are I mean, we've been brainstorming those things. That's that was kind of how we worked on some of those in-class incentives to you know first bolster the um you know the students um sense of being you know three C's of a student wants to be capable connected and and contributing >> um you know we worked on you know specifically with some of those struggling areas about connect connectedness
052in the class feeling capable and then feeling like like a contributing student and that is you uh that has been growing and I think the more we build those incentives, we're going to get those kids who need to stay after school for for an individual one-on-one to to be able to do it. Uh we also have a semester funds available that we will potentially be that's the conversation we're having um uh you know in the math department now is how do we leverage some of the you know the high school has used all of their aotted um esser after school money but there's some schools out there who haven't used it um so we might be repurposing it for the high schools for some of these um you know after school activities like you um
053like you said but you know our staff's been tremendous in just trying to And and this came into my head as you were talking. So um my oldest graduated back in in 2009 and um I I I don't know which No Child Left Behind testing. So they he was doing a half lunch half math. I don't know if they're still if they if that's still >> that's how we offered that algebra one um refresher course. So those are those are structures that we we have in place. >> Okay. And we also have um creative scheduling where um sometimes a student who's um jump in if if I say this wrong. We schedule sometimes a student lunch or a study when their math teacher might also be on duty, you know. So the math teacher is
054available for for a question and that's still a press that's still practice that we have. And if there's always a math teacher, every period there's a math teacher available who's on a on a duty period who could also, you know, help out during a lunch or during a during a study. >> Okay. >> Thank you. And thank you for all that you do. You may need to tutor me down the road. >> Right. That's >> Thank you. Thanks for coming. >> They had a long They had a long day. So >> Ronnie Wonder. >> Thank you. >> He's giving you tomorrow. Okay. >> The board of banks said I can take this off. >> No, it's Terry. She was speaking for herself. >> She was not speaking for my accident. >> Mr. Green was like,
055"Don't throw me under the bus." >> I talked for a while. So, I apologize, but I'm just going to give a twominut um on our our PD day today. Today was our >> What's that you time? So, so today was our uh February 21st professional development day. Um I have to admit it was one of the more exciting um days of my career. Um we had a um guest speaker who started the day. His name was uh Jerry Brooks who's you know very well known in the in the teacher world. um you know, YouTube and and you know, Instagram sensation and um we were blown away by his message, you know, and I quoted I'm going to quote Jimmy V again here today. Um Jimmy V, legendary uh NC State coach, you know, and his
056SP speech said that everyone should be moved to tears, to laughter, and be, you know, in deepen thought daily. And and uh Jerry Brooks did that to our staff in in one hour. Um it was just it was just uh amazing. Um, on top of that, so that was the great the great keynote, we also had a um a tremendous day of um staffled professional development. We um I I work with the educational technology committee to to help to plan this day. Um we broke it into three sessions. One was titled learn, one was titled uh together and one was titled wellness. Uh in session one learn um many of our teachers um offered some of the things that we were talking about here just here tonight. It was about pedigogy and how to do
057better things in your classroom. There was um you know how to utilize Google for classroom use and you know the examples go on and on but I've only got a minute left. Um >> I was trying to do it for your voice. >> Session I'm going talking all day. Session two um we called together that was for grade levels, committees, um departments to to get together and talk about some of more of the immediately relevant aspects of their of their jobs. Just for example, last month you approved the um academic rankings committee. Their first meeting was today during session two called uh called together edtech uh committee worked together. Our balanced literacy support team got together. our um mathematics textbooks committee got together. So it was just a um a tremendous day. Session three um
058titled wellness was about you know the teachers and taking care of themselves and we've talked a lot in this room over the last two years about um transition and you know there's a you know ed week I think it was education week last year to front page was about the massive exodus from the teaching profession. So um you know I I work closely with William Patterson and and some of the uh some of the universities and the uh teaching departments are dwindling. They're having less student supply you know so uh we could be looking at a serious um shortage in the next um you know in the next 5 10 years. So um you know other other industries you know take care of their people in terms of those things. So, uh, this was a
059great a great day for our staff to, um, you know, to learn, be together, and then and then take care of themselves. So, um, so I just want to my last 30 seconds say thank you to everyone who was part of it. Mr. Mr. Winston, uh, you still over there? Yes. Uh, the tech guys were great. I got a text that, you know, I got a text that, you know, projector blew in 227 and then a minute later, I got a text that's okay. The tech guy was here and replaced it and moved up. So, um, you know, Rob Rob did a great job with his team, uh, making sure they were ready to go. Our custodians, um, our teachers association providing, uh, lunch and and coffee stations and that sort of thing. So, it
060was a, uh, it was amazing day. That's it. I'm done. >> Thank you, Mr. Um, Miss Francisco, special reports and correspondence. >> Yes. Hi. Uh, you have the minutes from January 3rd, the reorganization meeting. uh the January 24th and the January 31st meetings from uh for your consideration. >> I need a motion. >> I'd like to make a motion accepting the minutes of January 3rd, January 24th, January 31st for all the meetings listed. >> Second. >> All in favor? >> I. >> Any opposed? I abstain from January 3rd. Yes. Yeah. I for everything else, but I wasn't here. So, okay. Uh, my president's report, I have three things. Um, the first one's very personal. Um, I just want to say thank you to everyone in this district. Um, for all of your love, for your
061support, um, after the passing of my dad, your words, your encouragement, your empathy really made the situation easier for myself and my family. Um, I know that West Milford is a special place. Um, and what I witnessed in the past month of my life really proves that. And so I just wanted to say to continue to lift people up the way that you lifted up me and my family. Um, and if we can do that for others during difficulties and sad times like I know that we can cuz I just witnessed it, then our culture and climate will be the best in the country. Um, and we won't have a teacher problem. So continue to do that for each other. I really, um, I just thank you from the bottom of my heart, everyone. Um
062the second one is um I just wanted to say thank you and uh that I am just so excited to hear the stories about student activities in elementary schools, PTA meetings, things that are happening where we're combining the district. So students from, you know, Marshall Hill have been at activities at UGL and parents from PTA meetings from, you know, everybody is joining together and I'm hearing all these incredible stories and it's just really uh heartwarming to know that change is difficult, but it seems like people are really embracing it. Um, and I wanted to comment and just say thank you for these combined activities because it seems like relationship building is occurring. Um, and that makes me really proud of West Milford. The third one is also piggyback on what Dan said. Um, I the
063honor today to attend the PD day. Um, and by far it is one of the best things that I've ever seen. Um, yes, laughter, tears, excitement. It was just so cool. I want to thank Alison Scully for coming up with the idea. Uh, the WMEA for lunch and breakfast. Um, it was just such a great day and to see the excitement all over social media. Um, and thank you to the ed committee and to Dan and everyone in his office that worked so hard to make this a great day. We really are moving in the right direction in so many areas and I'm just so proud of us. So, thank you. Uh, that concludes my president report and we'll move on to public comment. This portion of the meeting is open to members of the
064public for the purpose of addressing resolutions on this agenda only. Members of the public who have requested to speak prior to the meeting will be recognized by the chair first. Each speaker will be given 5 minutes for a period of 30 minutes and then time permitting other public comment limited to 5 minutes per speaker will be allowed until the 30-inut period transpires. All members of the public speaking during this public comment period are asked to address topics listed in the agenda. All speakers are asked to sign the register provided and to give their full name, spell their last name, group affiliation if appropriate, and provide their address. Issues raised by members of the public may or may not be responded to by the board. All comments will be considered and a response will be forthcoming
065if and when appropriate. The board asks that members of the public be courteous and respectful of the rights of other individuals when speaking. Specifically, comments regarding students and employees of the board are discouraged and the board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider their comments in light of the legal rights of those affected or identified in their comments. Members of the public are reminded that there are legal that they are legally responsible and liable for their comments. Is there anyone that would like to speak? >> Seeing none, like to close public comments. >> Second.
066>> All in favor? >> Any opposed? >> All right. Before we adopt the agenda, I want to make two corrections. The first one is going to be on page eight, personnel student affairs resolution number six. We're going to cross out predeem rate and add annual salary. So the resolution should read >> at the annual salary of 70,500 [Music] >> very happy now. >> So that's that. >> Wow. >> And then on page 12 there's going to be a pullover place. Um page 12 personnel student affairs resolution number 25. >> The name Christa UAS is crossed out. The new name that's added is Christine Maliki. K R I S T I N E. Last name R A R R A L I C K I. >> Spell again. >> R A L I C K I.
067That's it. >> Can I have a motion to adopt the agenda as presented? >> Motion to adopt the agenda as presented. Second. >> All in favor? I. >> Any opposed? Mrs. Lockwood, education. I make a motion to approve agenda items 1 through 11. >> Second. [Music] >> Any discussion? Um I think it's here. I have Is this where we're talking about the literary night and the um math night? Is this >> do that to personel? >> Yeah. No, I'm ahead of myself. I'm sorry. Okay, I'll wait till personal. >> Anyone else? [Music] Seeing as none, roll call. Mrs. Francisco. Mrs. Lockwood. >> Yes. Mrs. Garino. Mr. Gino, I'm sorry. >> Yes. >> Mrs. Rico, >> yes. Mr. Sidowitz, >> yes. >> Mrs. Dwyer, >> yes. Mrs. O'Brien, >> no. On 10, yes on the rest.
068>> Mrs. Romeo, yes. Uh, Mrs. Lwood 12 will do after executive session. >> Yes. Okay. Um, >> yeah, >> Mrs. Rano, uh, personnel and student affairs. Um, I'd like to move items 1 through 30 under personnel student affairs. >> Second, >> including the changes in number six. >> Any discussion? >> Now I have a question. >> Go ahead, T. >> The um the literary nights and the math nights, I don't see that they're taking place in all the elementary schools. Will they eventually take place in all the elementary schools or >> not? um not the literacy nights math and it comes down to um funding um and I I meant all the years blend together. I sent the board I think probably year or two ago. I I'll dig up that email again explaining the
069the re rationale for it. I'll give you a brief description now. >> Um we pay for family literacy night using title one funding. >> Okay. Okay. >> Title one funding is only afforded to >> um schools, the schools, you know, getting title one, title one funds. Um, family math night has been um funded through title 4, which affords money for all the schools. So, that's why um, you know, that's why, you know, we >> I forgot about the title one. >> Yeah, I'll dig up that email again because it's a little bit of a convoluted answer. Um, >> okay, I get it though. >> Yeah. >> Thank you, Frank. Yeah, I just wanted to say um Karen Grill, Karen Grill, Karen Grill, >> for those for those of us that are PK parents, thank you
070for taking care of our children, but also even for us taking care of us as uh parents, you will be sorely missed, but I know you're looking very forward to this. So, congratulations. We still have you for a few more months, so maybe you'll get a call from me every now and then, but congratulations. Any other discussion? Roll call, please. Mr. O'Brien, >> yes. >> Mr. Green, >> yes. >> Mrs. Lockwood, >> yes. >> Mr. Ciderwood, >> yes. >> Mrs. Dwer, >> yes. >> Mrs. Rakana, >> yes. >> Mrs. Romeo, >> yes. >> Ray, operations and finance. >> Like to make a motion to move items one through three under operations and finance. >> Second. Discussion. Roll call, please. >> Mr. Greeno, >> yes. >> Mrs. Rico, >> yes. >> Mrs. Lockwood, >> yes. >>
071Mrs. Dwire, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> yes. >> Like to make a motion to move item number four under operations and finance. >> Second. >> Roll call. Oh, any discussion? All right, roll call. >> Mr. Gino, >> abstain. >> Mrs. Rico, >> yes. >> Mrs. Lockwood, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> abstain. >> I'd like to make a motion to move items 5 through 8 under operations and finance. >> Second. Discussion roll call. >> Mr. Gino, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Lockwood, >> yes. >> Mrs. Dwire, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Rico, >> yes. >> Mr.
072Sidowitz, policy. I'm going to move resolutions 1 and 3 through 19 under policy. >> Wait, wait, wait, wait. What? You want to explain that again? >> Uh, >> okay. I don't want to break my Robert's rules nature. So, during committee, we discussed that item two should be put onto the agenda in order to be discussed publicly. And I would like to pull that separately in order to discuss that which is why I moved one and then 3 through 19. >> So you're asking to pull number two correct >> essentially. >> So do you want to table it will or >> No, cuz we could I could make a motion to Okay. >> Go over that and then we'll go into discussion. Okay. All right. >> I'll second it. >> Thank you. Mhm. Discussion. [Music] >>
073Roll call. >> Mr. Sidowitz? >> Yes. >> Mrs. O'Brien? >> Yes. >> Mr. Greeno? >> Yes. >> Mrs. Rico? >> Yes. >> Mrs. Dwyer? >> Yes. >> Mrs. Lockwood? >> Yes. >> Mrs. Romeo? >> Yes. >> I'd like to move resolution two under policy. second. >> Okay. So, may I >> Thank you. So the reason why uh as I mentioned this is on the agenda is to discuss the shortened version of what we had for assignment of students and there was discussion amongst the committee that the the change in policy to make it where students were to be put into their geographic zone based on um essentially the habber study. Um, we had not quite differences of opinion, but opinions nonetheless of whether or not we should afford students uh different assignments if requested. So,
074on that, I'm going to rest and kind of open it up to everybody else. So, >> you're talking about >> didn't have differences of opinion, then you all agreed. No, >> You said not quite differences of opinion. >> We agreed to put it on this agenda. >> So, all right. I'm just going to break everything today. >> So, I have it. >> I don't know. >> The in front of you. >> All right. So, in the assignment of the student, sorry, I just snagged it right from you. Um because of the restructuring, our policy as currently written allows for uh changes to be made in where a student goes to uh elementary school, essentially elementary school because um that's what's changing >> here. Uh with the policy that's currently up for a vote, >> Mhm.
075we would be limiting that dramatically in order to keep students within the attendance zone. Now, it wasn't that there was a well, I'm for it and I'm against it. It's I don't know if I'm for it. I don't know if I'm against it. Um, some of us were in favor of restricting the programs while we're going through the restruction process and that's why we opened it up to this agenda as a first reading to discuss whether or not we are in whether or not individual members are in favor or not. >> So, will because we just approve or because we're we could approve tonight a first reading. Is this something that we wanted to discuss here tonight or that we want to bring back to committee for next month? >> So now I could use
076my robber rules nerdiness. So straw polls aren't allowed for just any body. But if we went into the committee of the whole essentially we would become the committee and then we could discuss it openly and say you know are you feeling it? Yes or no? And we kind of raise our hands and it's not binding at that point. And if we feel that we haven't borrow a consensus to this, then we could withdraw it or come out of the committee of the whole, withdraw the resolution and put it back to committee. If we find that most of us are in favor of it after our discussion, we come out of the committee of the whole and then we're back to the business and then that first reading would be a binding vote. So >> I
077want to piggyback that since I'm on the committee as well. I think this is a rather um important and and and hot topic so to speak and um we felt and and Mr. side was you can either agree or disagree with me on this one that um that we felt that it should be not just the committee, it should be all of us because it because of the restructuring we all had to deal with it and uh this is a a part of the aftermath of dealing with it. That's why we're bringing it to to the board tonight as a whole. >> All right. So I'm going to move that we go into committee of the whole second and >> we could voice vote. >> I vote. >> All in favor? >> I. >> Any
078opposed? >> Okay. So again, taking a look at everything, it it's I felt personally that it was most important to kind of give our professionals the ability to allow the restructuring process to happen without being inundated with requests to move students from here, there, and everywhere. Not to say that it would be a massive amount, but it could be a destructive amount where new sections are created for uh for different schools because one or two students moved from one school to another. So, I don't know if that's something that's shared. And >> yeah, I >> I have to agree. I think that um when you open up school choice, you're telling parents that you can send your child to any school you want, provided the superintendent approves it. But you're setting a precedent because if
079you do it for one child, you're going to have to do it for the district. And I can tell you right now that there are many people that are looking at this policy and they're going to ask for school choice. And I think it's in our board's best interest to um eliminate that this year while this restructuring is going on. Terry, >> um I respectfully disagree with Will and Terry on this. I think that the policy as it's written is too absolute and too black and white and in life in education um there's always a gray area and an exception to a rule. And I can think of um two groups within our community that um one being specialed families where you know their special ed child has no choice but to go to a
080specific school. So you're essentially breaking up that family and um causing a hardship for that family. And also um our teachers, we have teachers that take advantage of this. Um for instance, if a teacher lives in Oakidge and their geographic school is PK and they need to get to the high school to report for a 7:30 start, they can't drop their kid at SAC and get there in time. So the school choice benefits them in that instance. Um and also um for our elementary teachers, if they can bring their child to school with them, they're going to stay later, they're going to do those afterchool programs, whereas otherwise they might be running to pick their kid up from sack to save some money, and you can't blame them for that. So I think that given
081our administration the flexibility to make these oneoff exceptions is important and um I think that we need to as a district as um a community we need to recognize that there are exceptions. >> Okay. >> Good. Claire, >> I guess the only and I I I'm, you know, I do agree um especially the special ed and the staff part, but I also agree with Terry. I'm one of these people that's kind of like in between right now. I guess my concern is what if it does have to open up another section and then we have to, you know, hire another teacher and right now we're under budget constraints. And I think that's my only concern is, you know, where the the students lie, where they end up if if that were to happen. I mean,
082I I don't know that that could be >> Yeah, that's >> I do for a minute because what I wanted to say actually directly goes right to that. >> Um, and no offense, but uh you wouldn't know this yet because the policyy's not written. So, I agree. >> Yeah, thank you. I I agree with all of your comments, too. And Claire, thank you for saying that. Um, I would really, it this was solely up to me. I would really like to see the committee going back to the table next month and creating bullet points of priority for school choice. I am not comfortable getting rid of school choice altogether. I think that is extremely unfair to our taxpay our taxpayers, our students, our parents and our teachers. I think that's unfair to many stakeholders. Um
083and I would be very uncomfortable with that personally. However, it is our job to create policy. That's what we're here for. So we can go to the table and say priorities given to I'm making this up right one or you know one type or then then the next would be this. However, at the end of the policy it should read and I think no new assignments will be added due to school choice. And so at some point we're making Alex work for his paycheck because he has to say no to someone if there's that many coming in and that will be difficult for him. Right. However, that is something that we can create and say, "I'm I'm just not comfortable saying no to all of it." But we can have a a stop point because
084we can't hire new teachers for school choice. And I think that's something that we probably would all agree on, >> right? But, um, I appreciate that this was opened up for discussion because I think this is important. I agree with what Debbie said. this is this is a big deal, but to say no alto together, I truly feel is extremely unfair to our community as a whole. Um, and so I would I personally would love to go back to the table and have everybody say, "Well, these are the things that we would, you know, with Alex's input of what he's comfortable with as the superintendent knowing that we're not adding teachers, right?" Go ahead, Doug. >> Okay. My only concern is I have no problem bringing this back. I have no problem sitting around the
085the the table and and uh with the committee and discussing it. I just want to make sure that we don't have anything written down that's I don't want to say illegal but not appropriate >> in the policy. And I don't know how I this is something that I'm not um I just want to make sure our eyes are dotted, our tees are crossed, okay? Especially for the board, especially for Dr. Anamone. I want to make sure that nobody turns around and says, "By the way, this is breaking NJSA code 18A." [Music] >> You know what he's here for? >> Yeah, I know. >> Thanks. I know we knew >> and I mean this is >> I just wanted to make sure that >> you're going to review this I would say and go >> you
086can do this but maybe you can't do that >> that's >> well and also I mean this paper that we get is from from Strauss Esme right and so that is from a large group of attorneys that review policy and they're saying that you know school choice is an option they may request in writing that children be placed in the same classroom if they're toilet or whatever it is So, you know, we'd be working off this and having Andy review. >> I also want I also want the public to be be made aware that we're not just sitting around making up these rules and rags, okay, for for our for whatever reason and we're not following. Again, I sometimes I'm saying it. I do know the answer, but the people who are watching may not.
087>> Mhm. You're right. >> Okay. So that's, you know, I I don't mind looking like >> the unknown, you know, the person doesn't know, but I do generally know. I just want the public to know as well. >> Okay. So, it's imperative that if you want to see bullet points and you want to make sure that things are uh put into the policy or taken away from it that we communicate it. we can't the committee can't go back into a vacuum because we're going to come up to the same conclusion. So, let's uh make that concerted effort and I'd be happy to make the motion to postpone it. So, >> and I will second it. >> I will third it. >> So, I >> and I'll vote yes. >> So, I'll move to come out
088of committee of the whole >> second. I need a voice vote. Please vote. >> All in favor? >> I. >> Any opposed? >> I move to postpone resolution two under policy. >> Second. >> Uh roll call. Or do we just voice? >> Okay. All in favor? >> I. >> Okay. Uh committee reports. >> Mrs. Zano. Um, parks and wreck. Um, we had a parks and wreck meeting on last Thursday. Um, some highlights from the meeting. Um, Bubbling Springs is hiring. Um, and they are specifically looking for lifeguards. Um, 15 years old. You have to have reliable transportation and working toward your lifeguard certification. Um the indoor soccer season starts February 26th. Um what else? Um the playground at Bubbling Springs is closed. It's being completely dug out and remulched. >> Um they h Legacy Field
089and Feral Field have both been airrated. Legacy Field um soccer parents call it Asenzo. Um it is will not be used this spring. Um and that was basically it. Um a lot of they're doing a lot of things with seniors with uh pickle ball tournaments and other fun things. And um they're working with a lot of our Eagle Scouts on several projects. >> Eagle Scouts. >> Uh Mrs. Trier and Mrs. O'Brien Safi. Okay. We attended a safety committee meeting two weeks ago. >> Yes. And um Detective Fantasia and Mr. Kaine from Maple Road um emphasized the fact that we as a district are following all the protocols and safety measures necessary and we meet all the standards set by the state. There's some things that they can't share with us because it's confidential and it's
090a matter of security. So that's our report. Thank you. >> Thank you. superintendent round table. Um Mrs. Ric, >> um our last superintendent roundt was February 2nd. Um the committee brought up only a few things. Um one was snow roots on uh the day of the delayed opening on January 23rd. Um there were some parents who didn't receive notification of morning snow roots for the delayed opening. And uh Dr. Anamon said that he spoke with transportation and the tech teams and there was a glitch and it should now be rectified and not happen again. We have not had to use snow roots. I don't anticipate us needing them for the rest of the year. So, we won't be able to test it. you wash your fingers. [Laughter] >> The um second item um the parents
091were concerned that students are going all day without using the restroom for fear of being accused of vaping in um Makipin in the high school specifically. Um and they asked if the district had a plan to combat vaping, especially inside of the school. Um we discussed the um student and parent concerns and Dr. Anamone was going to speak with um Mr. Stryance and Mr. Jordan. Um if students are caught vaping, they can be sent for a drug test and the steps after will depend on the result of the drug test. And Mr. Novak is working with Mrs. O'Brien to bring assemblies to grades 6 to 12 regarding vaping using grant money. So that was um the end. We have our next Oh um also they talked about the website um but uh Mr. Novak did
092a presentation and I will say you know I was a major critic of the website and I think Robert's done a great job um implementing the changes that we need in real time. Um the committee wanted an update on um if sports physicals would be offered and they are going to be offered for the 23 24 school year. Um three evenings in May for next year >> high school athletes. Um and then they will cover all three seasons, fall, winter, and spring. >> Good. >> And um otherwise uh kindergarten registration was at 1:35 as of that day. So >> Wow. Thank you. For state county school boards, Mrs. O'Brien and Mrs. Bachwood, >> uh, you got to take me off of that. Unfortunately, I'm on that. So, okay. Um, >> so the next meeting is
093Oh, sorry. >> The next meeting is March 13th. It's at Clifton High School and it's the Hun Unsung Heroes. >> For anybody that doesn't know what that is, um, it's recognize a senior from each high school. Um, and it's students who make outstanding contributions to their schools and communities, but whom are often overlooked by traditional school recognized programs. >> So, um, that's on March 13th at Clifton High School. If anybody wants to attend with me, let me know. >> I'll go with you. >> I thought you couldn't the 13th. >> Yes. >> March. Oh, no. I can't. Oh. Mr. Sidowitz, New Jersey school boards. >> So, Governance One training had uh their in-person training earlier in February. So, now that is going to be limited to virtual sessions and make sure if you haven't taken
094your Governance One training that you take it. Otherwise, you risk removal from the board. Uh, governance 2 and governance 3 virtual trainings are on February 27 February, excuse me, February 27th from 7:00 to 9:00 p.m. Uh, on March 9th, 2023, we have a deadline if we wanted to submit a resolution to the delegate assembly. For those that don't know what the delegate assembly is, all the New Jersey school boards across the state um have a person that they choose that goes to the full assembly. And these resolutions are things that the New Jersey school boards will advocate for on our behalf. So, if we have anything that we'd like to see represented, then we would have to craft the resolution here and then it would be submitted to the New Jersey school boards for the
095full delegate assembly to vote on. Uh, some things I had in mind, I know that we are handicapped as local school districts in how our professionals are certified. I know that Pay County Technical Institute, for example, has um not saying lesser standards, but different standards that allow for say an auto mechanic to be certified as a an instructor. So, you know, some things some food for thought, some >> Seriously. >> Mhm. >> Yeah. Um, possibilities are uh the state aid formula if you wanted to recommend changes or that there's more transparency or changing deadlines that the legislature would have to enact in in their role. So things discussed further on down the line. And as Miss Lockwood mentioned, the unsung heroes award ceremony. So >> they have to be submitted by March 9th. >> That
096is correct. We don't have another meeting before March 9th. >> Uh, >> this is it. If we want to if we want to craft something, it needs >> Okay, let's go. >> I mean, I have a lot of thoughts. I I have lots of things I would love to see. >> But realistically, if we wanted to to have a special meeting just for that purpose because in the interim we developed a resolution to vote on and we had support for it, then by all means we should do that because there are a lot of important issues that the legislature should be made aware of. >> We could Yeah. I mean, we could just come up with that it is unfair that things that PCTI gets the fact that my tax dollars pay for that swimming
097pool that they have, but yet if my child wants to be on the swim team, then we have to pay more to use that pool and we have to it's just a continual, >> you know, there's tons of examples. It's double jeopardy for West Milford residents. Yes, I would like to draft something um possibly with an overview of funding and maybe the unfair formula comments and then give all the bullets of all the money and the funding that we have to continually pay for our students in Pay County to use the facilities at PCTI, whether it's for their education, whether it's for their swim practice, whether it is for whatever, you know, we could really draft something. So, if we need a different meeting for that, I I would be in favor. >> Okay, great.
098Uh with I'm sorry. >> Okay. And I would also like to see um the school funding formula addressed and the fairness of that because we are getting we're getting slammed every year and how how can you support a district if you don't have help and they will not help us and that h that formula has to be changed. So that's something that you know you might want to put on your bullets. >> So Miss Francisco had sent uh the New Jersey school board subcommittee a uh the New Jersey school boards provides a template for the resolution and the format it needs to be in in order to be submitted. So I will uh get that to you and we'll get kicking. >> And um Mrs. Lockwood and Mrs. Romeo, I can go the 13th. I
099had the wrong date in my book. So, I just checked my calendar. >> All right. >> So, um, legislative, Mrs. O'Brien, >> I still can't go, but that's okay. On February 9th and 13th, the Assembly, Education, and Senate Budget, and Appropriations Committee respectively met to advance various pieces of legislation. Uh, some of it should pertain to uh matters that we discussed earlier this evening. Revisions to school facility law and school development authority operations A4496 would make various changes to the laws governing school facility projects. It currently appears that these changes will not impact our school district at this time. Eliminate limit on two-year college credit transfers. A 3227 would prohibit the New Jersey State Board of Education from adopting regulations that restrict the number of two-year college credits in the field of professional education that
100may be accepted towards meeting teacher certification requirements, providing the credits are accepted by a state approved college professional education preparation program. Alternative teaching pathways S1553A4525 would establish the alternative certifi certificate of eligibility with advanced standing and the alternative certification of eligibility. Holders of these certificates would be eligible to receive their standard certification upon completion of a four-year a upon completion of four years of continuous employment using their alternative certification and provided that they complete all applicable requirements to earn their standard certificate. Sorry about that. The bill prohibits the imposition of additional qualifications towards the acquisition of tenure on holders of these alternative certifi certifications and provides that employment acred under this certification be applied towards eligibility for tenure in the same manner as employment acred under a traditional certification. Rowan VTEC pilot program S 2764
101would establish a program to help address the educ educator shortage by helping facilitate teacher certification for state veterans. This is a pilot program through Rowan University which would enroll veterans who served in the armed forces on or after 911 and a three 36-month teacher preparation program that would lead to a BA degree. And then under discussion is the elimination of the high school graduate graduation proficiency test. Um the committee heard testimony but they did not vote on this bill. >> Thank you. >> You're welcome. >> Um the township and board of education joint committee, Mr. Sidowitz. >> Oh, I missed technology. I'm sorry. Let's go back to technology, Mr. Sorry about that. >> Uh so no meeting that I knew of. >> I knew that. Let's skip technology. No, I'm just kidding. >> Sorry. >>
102I will say I did hear it was a fantastic day and um not there specifically but in the school today. Um you know I know that there were some teachers had frustrations. I know there were some I think you mentioned that earlier some frustrations with um you know Wi-Fi. Uh and like I hear that over and over again from so many teachers in not just the high school but all schools and I got to experience that firsthand today. Alex, you know my frustration that I had today. So, like we just have to do something to try and fix that. I've I've been the I mean, I was in Vernon on Sunday all day twice the last four, three weeks and flawless and Newton and it was flawless and Montville and their technology was like their
103Wi-Fi was flawless. We we need to get to that flawless phase. Eventually, they figured out I wasn't pinging off of the Wi-Fi signal break in the classroom. I was pull trying to pull from some other classrooms. I don't know why that was, but boy, it was very frustrating. So, >> you at the high school. >> Yeah. And and sounded like there were a number of teachers that had the same issues trying to get on with the Wi-Fi today with the professional day. So >> if we can do something to fix the Wi-Fi, it would be fantastic. >> Thanks, >> Mr. Sido. It's the Township and Board of Education joint committee. >> So the joint committee uh discussed on February 9th the uh possibility of redeveloping some of proper some of our property, the board of
104education property for community use. And we're going to be continuing that discussion on I believe March 9th. So until that update, >> thank you. The West Milford Municipal Alliance. >> I'm no longer on that committee. >> That would be me. >> Neither. >> So the WMA had their meeting on Monday, February 13th. Election of chair, co-chair, and secretary took place. The county audit went well. There were discussions about fundraising, creating a flyer, the Atlantic Health Grant, future guest speakers trainins, and the second annual wellness family festival, which would take place in September. Put on your calendar the Scots Fun Fun Run on Saturday, May 13th. And the next meeting will be on Monday, March 13th, 7:00 p.m. at the library conference room and also on Zoom. Great. Thank you. Um and the CPAC special education
105parent advisory committee. Okay. Um, so there is going to be a parent, it's a virtual parent only meeting on April 3rd at 7:00 p.m. And then the uh C first CPAC meeting of uh 2023 will be on April 4th, 700 p.m. at Westbrook School right here. >> What's the April 3rd meeting? So that's just the parent meeting um with no um administration. >> Okay. Thank you. >> So it's where they just come up with the agenda of what they would like to discuss at the CPAC. >> Okay. At this time, um is there any old business? Oh, it's not old business. >> Move to close old business. >> Second. >> All in favor? I >> I any opposed? >> Any new business? >> Move to close new business. >> Second. >> All in favor? >>
106I Any opposed? >> This portion of meeting is open to members of the public having a legitimate interest in the actions of the board for the purpose of addressing any subject matter pertinent to andor directly related to the operation of the West Cooper Public School District. Members of the public who have requested to speak prior to the meeting will be recognized by the chair first. Each speaker will be given five minutes for a period of 30 minutes and then time permitting other public comment limited to 5 minutes per speaker will be allowed until the 30 minute period transpires. All speakers are asked to sign the register provided and give their full name, spell their last name, group affiliation if appropriate, and provide their address. Issues raised by members of the public may or may not
107be responded to by the board. All comments will be considered and a response will be forthcoming if and when appropriate. The board asks that the members of the public be courteous and respectful of the rights of other individuals when speaking. Specifically, comments regarding students and employees of the board are discouraged and the board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider their comments in light of the legal rights of those affected or identified in their comments. Members of the public are reminded that they are legally responsible and liable for their comments. Is there anyone in
108the public that would like to speak? [Music] the red light on a >> My name is Courtney Stevenson and I'd like to speak up again about the senior walkthrough. This fairly new tradition is where West Milford's graduating seniors walk through their elementary schools. Since Westbrook school is closing this year, this should be the last year this tradition happens. It is unfair to all of Westbrook alumni to simply wave them off to choose a different school to walk through. It seems that the administration and the board just does not care that our school was chosen to close. It is not a hundred-year-old tradition. This is an easy fix. Just discontinue it. Honor the Westbrook community by choosing to make this right. Then you talked about the policy that I school choice policy and I had some
109thoughts about that as well. Um the assignment of students should not be a board policy. It should be an administration decision. I said this back when I was on the board in committee as well. The board members are not privy to many personal student situations. The administration is aware and should be allowed to decide. School choice should not be a board-run policy. You need to trust the administration and allow them to do their job. They are the ones who run the schools and they are the ones who will monitor the sections. I also was curious about the homework policy that we redid. I wasn't here last month, so I'm not sure if it was read through or instituted. However, my kids still aren't getting homework. So, I'm thinking it was not instituted, which made me
110wonder like really, what's the point of the policies if they're not being instituted? So, please make sure that policies that are written are instituted and that we follow them. Thank you. Any other public comment? Okay. Good evening everyone. My name is Dr. Marissa Goff. last name is spelled G O U G H. I'm a resident at 34 Center Street. I actually wasn't going to come up and speak, but same thing. I just had a couple follow-up questions. I wasn't fortunate enough to come to last month's meeting either, so I did have some questions, too. But first, I want to bring up some questions regarding school choice. Luckily, my this isn't a concern for my family personally, so I hope you see that I'm not bringing personal matters into this. I just want to know matter
111of factly if possible. So, as far as for school choice, I do agree that it should be more of an admin decision. And for those who have come to know me the last few months know that I love my surveys. So, if it's at all possible to maybe ask the community what their thoughts are on this so you can maybe get a percentage of how many families would prefer to have the ability to transfer their child. You know, I I can actually think of a few parents myself of children that currently go to Westbrook and are being moved to a different school and don't prefer that choice, whether it be like Tara said that they want them to it it won't be feasible with work or getting them to school on time or them getting
112to work on time, whatever it may be or whatever the other reason is is that maybe asking the community if you had a choice, would you move your child or keep it where it's been assigned based off of Haber's study? So once you have that percentage, you could say, okay, it looks like based off of the survey that went out maybe with one of the newsletters through the messenger, you say, okay, 25% of parents would want to move. Could that be feasible if you gave school choice? And if not, put into an algorithm. So you say, okay, if we can't give everybody a school choice, what's going to be the contingencies? So like you brought up, exceptions, special ed families. I know parents personally that because of this they have their one child going for
113special services over at Maple and then they have to go to Marshall Hill. So I would know myself being always on a time crunch. I have to bring my daughter to the school bus at 8. I have to bring my son to agape by 8:30. I have to be at work by 9:00 when I work 25 minutes away. To see how those 5 minutes of a cushion are crucial crucial. So for parents that all of a sudden have to be in two different spots of town, maybe it was feasible years ago, but this day and age it's not. we're we're really just crunching down with time. So, I think it would be very appropriate to ask the community and then leave it up to admin to make that decision for school choice instead of just
114completely eliminating it is maybe saying, can we have a couple um exceptions to the I hate to say exceptions to the rules cuz rules aren't so black and white these days, but I just wanted to bring that up. So, maybe algorithm surveys cuz I love my surveys. Just with that said, um I also wanted to mention something that's going on in a nearby town. Um I just wanted to ask cuz I can't remember off the top of my head. I don't have the former board meetings. What's the What's been the average enrollment for kindergarten the last few years? Was it 180 160? Anyone can answer that for me? I don't remember. >> 140 has been the average cuz I know so far it's >> like about 14. >> Okay. So, I know so far it's
115about 135 which is less than normal. Correct. So, I wanted to see if there's again there's a reason because I know a lot of people are moving into this town. I know I'm beating a dead horse. I have brought this up. So, what's the reason as to why people are not enrolling their children into our elementary system? The only reason I asked that is I grew up in a neighboring town that's a stone throw away from here and they had a similar situation where four or five years ago they closed one of their elementary schools and now they're in a pickle. So what they're actually doing now is they close an elementary school and they have come to find out that their preschool and kindergarten enrollment has skyrocketed. They can no longer fit all those
116children in the elementary school that they have. So they are now only putting preschool and kindergarten, that's how big the class size is, to that current elementary school. and they have to expand on the elder elementary school. So, you can see how that all costs money. So, there's a reason we have more families coming into this town. I have met so many new families in the last year itself. There's no houses for sale. We we all know this again, beating a dead horse. So, what's the reason that people are not enrolling their children in our school system when the then when a town that is so demographically similar to ours is having the opposite problem? Is it just PCTI? you know, coming to learn about that whole that whole thing. So, I just wanted to
117know what's the main problem. Educate me because I really I'm I'm still not understanding what that issue is because I know that's all related to our aid. It's just by purely by enrollment. Last question. I know I'm probably running out of time because I didn't get to I didn't get to come to last month's meeting. I just wanted to know a little bit more about how the stabilization aid was broken down. I am looking at I actually printed out when I was at work before I left. Um I was looking at the agenda minutes from last month's meeting from January 31st. It was in section 15 operations and finance um under section one or item one and it broke down just three very basic ways of how the stabilization aid the 1.3 million and change
118that we were getting and it looks like a large chunk of that's going to the Highlander Academy transportation services but then under underneath that half a million dollars was going to supplies and instruction. I just you know me just as a resident I just wanted to know a little bit more about how that was working. your last question. >> Yeah. >> Okay. >> Good timing. >> Thank you. >> Um I can answer that. Uh just >> our business office submitted to the state of New Jersey much more than what you can see there. Um many more itemized uh things. We asked for more money. Uh and those were the three things chosen by the state of New Jersey sent back to us. That is where we are allowed to spend our money. and they told
119us exactly how much on each of those items. That is not a choice of this board. That is not a choice of our administration. That was strictly the state of New Jersey. >> Anything to add to that, Barbara? >> Uh no, pretty much uh it had not they would not allow uh any expenditures for uh staffing. >> Mhm. because it's a reoccurring expense and the her whole purpose of stabilization aid is to be a bridge to be able to absorb the cuts that the district is going to uh get. So, um since salaries and staffing are reoccurring costs, they're not going to fund something like that. Um we did have uh textbooks that were looking for the math program. Um, so basically we're we put another number of options out there, but they were very
120particular about what they were willing to approve and what they weren't. Any other public comments? >> Move to close public comment. >> Second. >> All in favor? >> Any opposed? Mrs. Blackwood. [Music] >> At 8:41, I make a motion to go into executive session for the purpose of discussing negotiations and HIVs. Uh the executive session minutes will not be released until such time as the privilege or confidentiality is no longer applicable. >> Second. >> All in favor? >> Any opposed? Action will be taken when we return. Welcome back. Roll call. Mrs. Francisco, >> Mr. Sidowitz >> here. >> Mrs. Rico >> here. >> Mrs. Dwire >> here. >> Miss O'Brien >> here. >> Mr. Gino >> here. >> Mrs. Lockwood >> here. >> Mrs. Romeo >> here. >> Um, Mrs. Lockwood, education. I'd like to
121make a motion to approve item number 12 under education incident report number 2023 M5 as substantiated E3 as unsubstantiated. >> Second. >> Any discussion? >> Roll call. >> Mrs. Lockwood. >> Yes. >> Mr. Sidowitz. >> Yes. >> Mr. Yes. >> Mrs. Dwire, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Rico, >> yes. >> Mrs. Romeo, >> yes. >> Motion to adjurnn. Second. >> Second. Third >> at 9:06. Have a great night. >> Oh, voice. I >> Any oppose? >> Have a great night. >> No, let's hang out for another >> That voice move always gets me. Just the left.