Board of Education Meeting 10/18/22

001like to call the meeting to order. If we uh take a moment of silence, please rise for the fight. To the flag of the United States of America and to the republic for it stands one nation under God indivisible liberty and justice for all. In accordance with the provisions of the open public meeting act. Important 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 office, the board attorney, cable vision of Warwick, and West Milford TV77 and posted in the administration. Copies of the board meeting calendar resolution were provided to all local media, town hall, township, library, and all district schools. Roll call. Mrs. Francisco, Mrs. Romeo >> here, >> Mrs. Stevenson here, Mr. Complin

002>> here, >> Mrs. Brier here, Mr. Greeno, Mrs. O'Brien, Mrs. Lockwood here, Mr. Stillman >> here, >> Mrs. Van here, Dr. Yes, good evening everybody. Welcome to our October meeting. I'm going to start off with our student report. Miss President, do you have your report? [Music] >> Good evening. Our annual school is next Saturday, August 29th. We sold spaces if anyone would like to set on the trunk and are looking and we are taking donations of candy. We are looking forward to a great day. We are participating in the island of flags and taking donations to the flags around the high school in honor of veterans. This week we'll be recognizing violence awareness with the spirit. Next Tuesday, grades 10 and 11 will be taking the PSATs. Career day is on November 8th. The high

003school drama club musical fundraiserly juros is on November 4th and 5th. The field hockey team will be competing in the same county finals. For the first time ever, the girls volleyball team made it to county semifinals. The gymnastics team placed second place in the county championships. October 13th was Hall of Fame induction for the second class of basketball. The marching band got race at the London Valley Marching Rootation as well as best music and best vision and for the second at least health giant stadium. Thank you. Thank you. >> Thank you. Uh moving on, we have our HIV self assessment scores for last school year 202122. So we are going to submit this tomorrow to the department. The scores for each school, perfect score is 78. Keep in mind, I don't know why we have

00478 at the highest score, but that's the maximum you can receive. Um, it's not out of 100, it's out of 78. Actual school 75, Maple Road 78, Marshall Hill 76, Paradise No 77, Upper Greenwood Lake 76, Westbrook 75, Macin 74, and West High School 76. We will upload these tomorrow and the state will review our scores and send us their final scores later this school year. Next up we have Dr. Haber. He uh was contracted out a few maybe two meetings ago for a regististering redistricting study presentation. He is here tonight to present. Can everybody hear me? >> If you don't mind, I'd rather I for many reasons I don't want my back to the audience. Um, >> do I have a control? >> Yes, >> we just have to set the projector. while he's

005getting it. So, just I want to let you know what you're going to be looking at. Okay. The process can the way I do the process is I geocode all the students to a map. What geocoding simply is is taking students and placing them at their residential addresses. so I can see where they are in relation to the school building but and to each of the school buildings and relation to the attendance zones. That way as I'm making adjustments and I make changes um I can do the counts and see what the numbers actually look like. So I'm really I'm working with live data and I do this as a PowerPoint but I'm working with live data when I'm doing this and I'm constantly counting recounting and I take a look at how that stacks

006up against class the class size that you want how it stacks up against the room availability in school building. So that's that's a very quick overview of the process. Um I've got the the addresses are done by address points and simply means that the state of New Jersey uh something called New Jersey Geographic information network part of state government they provide at precision locations of addresses. So along streets I actually have the address numbers the address points relative to where they are on on the street network in the community. The other thing you're going to be looking at tonight is the data I'm working with is current data. Okay? It's it's data as whatever I got the last file download which is about two or 3 weeks ago. And the reason the reason for that

007is um I want to get precise count. I don't want to guess. Now just uh to say why I'm com comfortable that whatever I do with these numbers is okay. I just want to refresh your memories from my demographic study that I did a few months ago. Just to give you an idea, 201718, there were 3,363 students overall in West Milford, the open West Milan school district at the opening of schools this year was 3, 2017. So that was like a 350 student drop in a 5-year period. The app projection is 2,796 by the 202728 school year. So the decline for all the reasons that I delineated in my earlier report is going to continue and anything that anything that I'm doing with current will will exist over the next few years. In other words,

008it's not going to get it's not going to be a sudden surge going this way. So why are we doing what we're doing now? It's not uh and again for all the reasons we discuss we discuss Highlands Act um economy whatever it is. So I think that there's a I have a high level cons now after this meeting or after whenever the board decides if they decide to make a change then what we'll do is I'll do another file upload upgrade the stu upgrade the students one year so that take the fifth graders out and so that anybody who's going to be changed will get notification as early as possible and finally I know those little maps that you have are not real satisfying but uh what I'll do is what I'll do is I

009will again Um once the board gives me direction or tells us or makes a decision, I'll make large scale maps. Take 20 24x 36 in maps that they're districtwide in each individual district and provide the board as many as they want. So you can distribute around in each of the school buildings at the very least. Okay. So that's kind of the overview. Now let's take a look at what I've actually done. As soon as I hear which one that doesn't turn all right. So again um again what we're looking at here is um just again the criteria what I did. So this is what this is this is this is a view of the of the maps of the redistricted of the redistriced of student again. Do I have a point? Yes. >> Center. Okay.

010So, this is the proposed Marshall Hill boundary. This is the proposed 3GL boundary. This is the the proposed Paradise Null. This is Absula and this is Maple Maple Road. So as I said the enrollment's based decline this year with the declining enrollment um it's going to it it it will this will hold up this will be sustainable uh in this data set as I explained this year students uh the attendance zones are by the way one of the things also is that prior to doing this Barbara and the transportation director and I sat down so we wanted to make sure we weren't creating boundaries that were not transportable so that again went through that process and As I said, there's enough there's enough in every one of these configurations. Every school has enough room for

011art, music, resource, maker space, whatever whatever programs the district wants to add. One of the benefits of of of one of the benefits of declining enrollment, okay, is the fact that you can expand programs. And so we'll take a look at that. Um so first one and of course the one that's the one that's the most painful is the closing of this particular book right or the recommendation that this and I understand that um as a former educator retired school principal and teacher and parent and grandparent I know I I know the feeling it's not it's no joy in doing that however there are circumstances sometimes force your hands that make you choice so what what I've done in doing this is that I tried to show you this this red line is the currently

012is the currently existing Westbrook attendance zone and so what we're looking at here is this portion this this bluish this foolish purpose portion here that would be the zone that we moved from Westbrook into Marshall Hill. So students living in this area who attended or will attend Westbrook would be going to Marshall Hill. this green area over here where the red outline is, those are the students that would be going to Maple Road. So that that's the back the boundary and this very small um this very small area here would be moving students and there just very few in that if if any I'm not sure but I think transportation said that just it would be easier for transportation to move this section from um from Westbrook into Paradise N. So that's the change area.

013Okay, for that particular school. Now the next few slides we're going to look at impact. Okay. So let's take a look. Okay. So now we're taking a look at the individual tendon zones and what they have to get closer. So, so this red line is the current Maple Road attendance zone. And what this is showing is that that this section would move from Maple Road into Marshall Hill. This section would move from Maple Road into Axel. And what these numbers here are showing or what the result would be of these changes. So we're looking at we're looking at 19 21 22 19 and 17 as the m as the class sizes that come out of this number. Okay. There are total of of there are a total of 28 classrooms in Maple Road full-size classrooms.

014In this scenario for gen A we need 13 which was which which result which results in 15 open classrooms not building. I say open say they're not used as saying they're open to the programs and I think that the majority of your prek kids go in the district go to Maple Road. There's more than more than adequate space there certainly for self-contained special ed certainly for art music maker space resource a variety of programs that that can be placed in that the point being is there is a lot of room I also think that this kind of speaks to the effect of declining enrollment over the years but what how it's opened up space in the school district this one is act we actually proposed attendance zone Again, the red line is the current zone.

015So, we're looking at this section, this section of um this section going into into um parasol. And that would be about I think that's about the only change there. There's a little is um >> yeah, that's and >> and I think that those the students currently attend Paradise anyway because of the location off group, but that's about the only one that we get similar to. >> So anyway, in this scenario, again, class sizes 22, 17, 19, 18, 20, and 20 uh 2020. Uh total rooms needed for gen ed is is 12. Available rooms is 25 and there's 13 spaces in the building. Again, um you know, and and I know we had discussion there was one one section of kindergarten. It's not accurate because it's it's based on this year's number where I think the

016number is 23 or 24, but you got space to reduce that if you have another classroom if you wanted to reduce class size. Next one. This is up Greenwood Lake and this is the current up Greenwood Lake. This area here, we moved from we moved from Marshall Hill. So students in this area currently attend Marshall Hill. they would be going into they would be going to UGL and again the numbers are uh class size 16 17 23 18 uh that's 27 next year really be next three classrooms so we'll be using a total of 15 classrooms not 14 there are 22 available in the building please that are set in in UGL >> Dr. Is it possible for you to use a microphone? Our viewers at home cannot hear you. >> Take it. Use a

017mic. >> Our viewers at home cannot hear you. So, if you could use a microphone, that would be really helpful. >> Thank you. >> Oh, is this okay? Got it. Okay. >> So, I'm sorry. I thought my voice would carry a bit better. Older it gets weaker. I'm sorry. Um anyway, uh and I'm tripping. Okay. So anyway, just to repeat, so in in in UGL, I've got one class that I below. There should really be three class. There really should be three classes in the fourth grade, which will be 13 needed uh out of 22, which would be seven open in seven rooms open in in UGL. Again, that's that's a lot of additional space. Again, art and music, all of those kind of extra programs. Um this is Marshall Hill proposed attendance zone. Just

018take a look again the red line. This area will be going will be going to Upper Greenwood Lake. This area in here becomes becomes Yeah, that's the move. That's the move here. Um and this area here comes in this area would be added from Maple Road. this this area, this blue area here, this was the boundary. This area down here would come in from Maple Road. So, it's picking up students from it's picking up students from uh UGL and it's picking up students from Maple Road. That's Marshall Hill. And the numbers are uh 15 class sizes are to 15, 19, 17, 18, 18, and 22. uh which will be using a total of 16 classrooms out of 26 leaving 10 space 10 available spaces again for the program we talk about and uh finally paradise

019no only a very very small change would be this area going to moving to actual from actual sorry from actual oh yeah I'm sorry this should say from actual please make an adjustment not to it should say from actual uh for I couldn't change that on the PowerPoint tonight. I will remain when I get back to the office. And again, we're 14, 17, 19, 24, 20, and and an average size of 14. We need 12 classrooms. There are 29. There are 19 in the building. That leaves seven open. So again, I think that's back back up. Um, so So that's that's those are those are the projections. Those are the attendance zones. Um and uh again at the very least the numbers will work. It creates a lot of space in the school district. It

020allows for expansion. It will allow expansion of programs. Um and you know and and not to understate we've allowed considerable savings to the school district uh in in a time when budgets being budget being state aid is being cut and all that kind of things. So um certainly board members are open to questions. >> I have a question. Um I know there's a push for mandated >> Oh I'm sorry. >> I know there's a push for pre uh for mandated prek. Um, if that does happen, does this study allow for those for the prek? >> The amount of the amount of open space, okay, if you add up just if you add up the number of net classrooms that are open, it would allow for probably more prek kids than you could have populated this

021district. So, the answer is yes. >> Now, I have another question. >> Sure. >> Terry, can you use the microphone here? If uh Maple Road has so much extra space, why are we moving those kids out of there? Just period. Well, it's a balancing act for it's a balancing act for all the schools. Okay. It's um it's it's one one change, you know, because one change generates another. One of the things we want to be uniform with is our class sizes. We want to keep them as uniform throughout the district as possible. We want to create as much additional space in each building as possible. I want to make sure that that you know one of the things that I it's kind of easy here. Okay. Uh in the sense that that every this this

022program equ this this you have now this is even greater or less of greater program equity. Every child in every elementary school will have access to every program that every other child has. There won't be art. I think it's also important to recognize that those class sizes that you looked at were the gened population and it doesn't reflect the special ed classrooms that we need at that building. >> Okay. Thank you. Oh, can you explain that a little bit more? So, when Dr. Neighbor says that we have 13 extra classrooms at Asha, you know that Okay. It's based on just your gened population because the graph only show gened. >> Yeah. It >> doesn't show your special ed this is completely inaccurate to me and I can even I mean I needed to include the

023special education class. >> The amount of there they really are included there. Okay. There are 13 classes. Okay. So we took a look at what you have. Now there's one res at least one resource in every building. You don't have one. you only have a couple of self-contained rooms. So to play when you've got 13 rooms left over, you can't populate those rooms with with with resource special. You don't have that kind of specialized population. Those net rooms are the rooms will the classrooms you're looking at are genetic. Okay? You got to that first thing you do is create space for genetic. That's not bias against special ed. It's just fact. You got to have space for genetic. And then you take a look at how many rooms are available after that. And all of

024these rooms are available. I mean, if you've got an autism class in one of your school buildings, six kids takes up, they're going to take one classroom. So, you've got 13 classroom. That's one. Now, you've got 12 kinds of things. You've got full activities. Okay? You can have as many you as many periods of day as you need a resource. You've got that available. You know, kids who are like, kids who just, you know, on special, you got STI skills. Remember this also doesn't count small instructional spaces. So you've got, you know, in the in the mix I'm I'm showing you here the total number of full-size classrooms. Out of that mix are SGI rooms are smaller classrooms, smaller instructional spaces. The less you need those smaller instructional spaces, the better off you are. You

025can you've got, you know, 12 kids in a 350T classroom. You can now put those pockets in a larger classroom because you recognition space. So, so special education was absolutely considered when I took look I if I had a building that only had one room left, that would be a problem. Okay. Not there's not a single building that has less than seven rooms left. Okay. Most of them are adults. So, it's it's really not an issue. >> Yes. >> I too am I'm am concerned the way Asha is drawn. I feel like I'm always thinking ahead into the future and having some forethought and we've paid you a lot of money so I want this to, you know, be consistent for the next couple of years and I think that all of the other schools

026seem to be drawn. They look neat and Ashua doesn't. >> How many students are we talking in that apron in IO? >> 43. I don't understand why we don't just keep them at neighbor. That's just Courtney's thought that concerns me. Um I think that there's enough room to keep them there. Um and looking towards the future and how this map is drawn, I think it should be concise so we don't have another um what was that neighborhood up the mountain? >> Mount Laurel. Again, I think that that is something the board really needs to consider. >> It's not just 43. If you look on the map, there might be 43 that live in the neighborhood, but you have max that goes to that neighborhood. And whenever the school goes down here, all the way down.

027So, it's more than 4, >> but it is the neighborhood. >> I think Okay. If Asha stayed the way Ash was stay and stopped at at the late route without that apron, that would make more sense to me. >> Also looking at, >> you know, there's there's also something I'm going to try and put this up. See, I've got my date on here so I can maybe some I'm doing this because I'm you so many numbers. It's not only what the impact is on school in terms of filling it up. It's on the other school. If I take 43 children out of Maple Road, what does that do to that population? >> But you just said there's a there's no classrooms. >> What I'm all I'm saying is that in in I'm not defending or

028not defending. I just balance down numbers. What I'm saying is that every move has another impact. So in other words, whatever that number is in there, okay? and I put them in Ashaw, they're going to come out of Maple Road. So, what does that do? >> I just think having the least impact, student impact would be the smartest thing for this district to do. Even these smaller neighborhoods where you have um some children who were ashua who are now going to PK, they're they're small. Like I don't understand why we're impacting those little neighborhoods and moving with a small a small amount you mentioned that again is that I also I don't want to cherry in other words I if I do something where I take 10 here and five here okay um and start

029cherry picking kids that way we're we're taking really smaller groups where we want it What guides me philosophically? >> Okay. Okay. So, what part of philosophical guidance is to keep groups of kids together? Not to cherry. Yeah. I can I can do a balancing act and say, "Well, let's take a couple from this neighborhood, couple in this neighborhood, and let's be a nice number." But kids will say, "Well, someone across the street from me, why aren't they?" I try to I try to minimize I try to minimize that. Um, so just to give me Yeah, they go >> very hard. While you're looking for paper, I do know we're losing share. Um I am concerned with the class sizes that are proposed. I think that anything over 20 is too much. Um so I would

030like the board to look at that. I also um am concerned with PK's numbers. >> What concern? >> I'm concerned with the proposed enrollment at PK. I'll tell you what it is. Um, it's 194 when we're closing Westbrook at 263 students. And so I just think that this board needs to have some forethought in doing this slowly and steadfastly because we could be looking at closing two elementary schools in the very near future. So, I think that doing it in a way that I've always said where you my kindergarten shouldn't be starting at school that is on the chopping block and doing it slowly and carefully would have been the right way to do this for children because if we do this too fast in 2 3 4 5 years you could all be back

031here again talking about losing another elementary school. just just a precautionary 82 students. There are 82 students in that area. So if I I can't put 82 students back in and take 82 students out of it would just make no sense. Maple row would that have no population. So I mean so that that's okay. I don't know if you guys can see it quickly. that little green area in the middle that's what we refer to as that little horseshoe area but there are 82 K5 students in that area and that doesn't count any PKs that so again it's always it's always a balancing act if you take from one you've got to give to another give to one you got to give to another that's you know that's that's one that's one of the tricks

032in this whole thing just to answer your question um just my experience and my background uh this is sustainable for many many years to come. Um just because of your population and the fact is that that if you want to lower your class size 20 21 if there's any that are over there you can you've got the room to do that you it's not like you know you can actually pause or something like that. So again Dr. Can you hold up your screen again and show us where the E2 students are? I think there's missing. >> It's okay. It should be It's I think it's gold. I think it's gold. >> Yeah. >> Okay. 82 K5 82 K >> currently going to Maple Road and then you're going down. >> Yeah, that would be that

033would be the change because remember kids gets up into Marshall Hill. So again, it's it's I I hate to sound like the cattle market because it's terrible. Okay, we're talking about children. I understand that. But but the the reality is that the reality is that as you said, you want to protect you you're closing one school, you don't want to do more. So you want to take what you can and utilize what you have now. And it means an influx of of kindergarten kids, but what's your first grade moment? probably 210. Okay, so 210. So I bet 210. So if you split that in half, okay, so it's 110. I think the way the state estimates it, okay, is you bet 110. You could potentially have 110 P3 and 110 P4. Okay, take get the

034math of the first grade and split it by those two levels. So again, even if you're projecting 200 pre kindergarten kids, which is looking at the birth rate, it's highly unlikely, okay, in in the community, it's highly unlikely, but it's possible, you still have room to do that because again, if you take 200 kids, divide it by 15, how many classrooms is that taking up? Okay, so you know, again, it it's again it's I don't want I truly I was here what 10 years ago? about 10 years ago. 12 years ago >> 12 years ago so 12 years ago I stood in front of the school and I happily said to you we don't need to close paradise hall okay and I think there was a great deal of relief in that I understood that

035uh but I knew that I knew that this would I knew that going forward this was going to hold because again even at that particular point with the beginning of with with the highlands act and those kinds of things and location I knew and the aging of the communities remember also remember I studied I think the median agent communities like other individuals. So again, night child bearing age. So all of those things are taken into consideration when I do this these kinds of things. And again, I can really safely say that no matter what you do here, it's sustainable. The decision is yours. Love, you know, whatever the input from the community is, that's great. And there's something really changing. My belief is that we've worked pretty hard on this. uh for myself education director

036have looked at it over the past few months consider the demographic study and also to take into account that I don't want to cherry children I don't want to take like as I said 10 years 5 years and make little island um little island boundaries um my feeling is this is what's working best but that's you know that's your decision >> my question is about what I see as an island boundary so that was a great segue um same map as Courtney was discussing in Ashawa and on the bright side. Um although you would assume that some of those neighborhoods should join other league communities, they do not. So we are splitting a league community there. Um children that go to the same beach on the same beaches and that type of thing. So I'm

037curious how many students live in that yellow section on the same map on the right side. Um, so I'm at the ash map on the yellow the right you call it on the right side. [Music] [Applause] Okay. [Applause] So the area that you're the area that you took looking at. So, >> okay. So, would this include M low amount of M only then kids? So, we're talking about a total of >> 10 kids. >> So, there 10 kids in there. >> Where do they currently go? I believe right >> kids from >> it's just 10 kids in that area you asked me to count so it's it's 10. So, we're talking about that horseshoe, 82 kids, and then these 10 over here. I mean, um, if I can add something, I I believe that when

038we sat down with, uh, the transportation supervisor, they reviewed that area and based on transportation, they felt that we would be facilitated by doing it that way. They basically created that horseshoe. >> We are looking at some special education programs to PK. It has a projected lowest enrollment option now. We have some empty spaces in that building. So we are working on one more program to PK. So I think the 194 project would be higher because when you're looking at the outer schools you have UTL and PK are journalist reaching schools which also then PK as you're well aware goes all the way up the canister here. So if you had if you if you had to pull kids from there and bring them down to Ashula that that would be quite much and winter

039time I mean like I think that you should take I think they're taking into account some of I don't think the transportation is here. I think we have uh Sierra Henderson during the winter time. We don't even go up in November. I mean like there's some really you know that we have to keep our out of schools because of the way the laid out. I hope you're right. I hope you hope I'm right that we have to keep our school. No, I'm just hoping that there's not another school that has to be closed. Well, I I think I I think the projections that we're getting here, unless West Milford has the we don't have a building boom because we can't build here anymore, you know, unless we see, you know, a major change in in

040the population with a lot of home selling, but the people who are of that medium age, I I think that you're going to >> something like this, a demographic surveys like this is only going to be as good has what 10 years is probably his life. >> Y >> and you know things fluctuate. Who would ever have thought? I would never have thought we'd be sitting here tonight talking about this. When I moved here, we had to redistrict and Mount Laurel came down to Marshall Hill because we were we had such a large population. There were over there were like 4,500 kids at that point in school. So, um I don't I never thought we would ever see the number. People said, "Oh, you're never going to see those numbers like that." But this has

041happened and this is where we are. And I do know that speaking with other people in other districts, the the birth rate is low. I mean, people are having one, maybe two ch children. They're not having they're not having three and four kids anymore. So, you know, I I No, this is not this is not a perfect science either as I see it. And I do realize that whoever is impacted, it's it's a personal issue and it's not going to be a positive and we have to do the best we can to service the greater amount of West Milberg. It's not a great decision to have to make. But you know financially as board members our responsibility is fidiciary and we have to cut more we have to cut another 2 million next year in

042the budget because my responsibilities to the children of this town and I am not okay with moving 10 from the neighborhood where every other child in that neighborhood from their lake community is staying at their elementary school and 10 of them are going to move and Am I okay with that? >> I I don't know that this is this is a set in stone. >> That part of the mind is very upsetting to me. All of this is upsetting, right? But I know that I'm going to have to agree to some of it because I'm a scientist to get to 10 kids. >> And I think that's that's a valid discussion. I I don't think that it is. But what I'm trying to say is that this isn't a this isn't something that we chose

043to do as far as like we just out of the blue said, "Let's start doing. We have to do whatever we have to do unfortunately because we don't want state we don't want a state takeover of our district at some point because of finances. >> I think I think what Dr. Her is doing is conceptualizing the changes that we're going that we have how to implement the redistricting. Certainly. Um, if you have specific areas that you feel need to be looked at a second time, we could do that with transportation. I just clearly just don't want to move. I look, any kid having to move school, it's her fault, right? It's another transition. We I know that the research says that that's not, right? But we have to do it. But doing it, I know

044you did a good job. I think on this map really trying to keep most of the neighborhoods together, you know, like if you live in High View, if you live off Plane Road and up or Mount Laurel, like to kids are going to have to move to school, but they're all coming together, you know? So, the only place on the map that I see is that one area. And if there's another one, let me know. I'm not I can't figure out the time. I I can't figure that out. So, that I can't read them. It's very difficult to read the street. I can't read the roads. I don't feel that way from where the only Yeah. There's only one, I believe, one small section off of Union Valley Road which will go back go up

045to PK, but it's not really the plan. That is kind of if we're talking about stoa road that is part of kind of they go to the same camp they are part of the same community they walk through the road together that's their community you know so these are areas that exactly I I think I think there can be discussion about it but I think we also have to realize that not it's not a perfect science and it's not going to be perfect and pe there are going to be people who are not going to be helped th this is so much better that when we redistricted last time and people lived across the street from each other and one went to one school and another went to another. >> Can I can I just

046ask a question? Okay. Um this area that you actually want to calculate where the tensions are over. >> They already go to action. >> Okay. Okay. And that's where [Music] I think I think there's going to be I just want to try to get deep. I I think I think I I will say after looking at it is it a a little difficult to read to be honest and I have old eyes so it's very hard for me so that's why I I feel when I look at this and I live through the past this is keeping as much of neighborhoods intact as possible where that's not how we did it last time last time they took it they just as shaking his head because he lived it too it It just was like you

047got it and that was it. And I didn't see anybody telling you. >> I'm just leaving the street. So, >> it will be better like you see like a regular map like if we could cut the areas and have the streets in their le as we move forward. I think that that would be wonderful if we could do that. As I said, I think that this is a conceptualization of what it would look like in that, you know, the finite or the micro details can be worked out and and and please understand that we're not downplaying any students that are going to be moved and that because I think every person around this table is concerned for where we're going and that's why we handled the whole restructuring the way we did so that every

048voice, you know, we could hear every negative and any positives that were out there so that no one felt like there were no there was no transparency because they were you have something for me? >> I do. Um I know I I often talk about my child and it's my school that's going to be affected but truth be told my kid will be fine wherever he goes. He'll rule the school no matter where he goes. However, I do have concerns for the children who suffer from anxiety. the children who maybe are getting separated from their best friend, the moms who maybe aren't part of the PTA they want to be part of anymore, and just the petty little things like that that make our community what it is. And so I think this board needs

049to also have a very serious discussion about school choice in the very near future and allowing children and allowing the administration to make the decision about school choice because quite frankly the board of ed the people sitting here don't know these children and how they operate. The principles know them and then the principles tell our administration. And I think that that decision needs to be left to the administration. >> I just can I I've been doing this for about 27 years. I redistricted more than redistricting well over a million school districts about 65 in New Jersey. I've done a lot of I looked at the literature because I always you know it's always and you know what the consensus literature is hard to hear. Anxiety was more apparent than ever. Okay. and that that that

050I've never heard of a single case except maybe the case of a special needs child that the child was suffered by the district. Children are incredibly small issues. >> Okay. And if you as a parent treat this in a positive way with the child the child will take positive and I'm just sharing my experience and and and liturgy with that. Okay. you got no reason to come and say literally tell kids have nervous breakdowns really really does parents yes kids really so um so just kind of keep that in mind that um and and again because I'm not trying to cherry some kids will not be in the same school with their little I understand that okay but for the most part we're teaching them together for the most part can we 100% successful absolutely

051not because you know we're dealing we're dealing with the balance as I said if I took let's just go back this example if I take those 82 children out of out of actual and put them in Maple Row or the office whatever it is Maple Row becomes empty and actual becomes overcrowded defeats the purpose of what we're doing so again you know keep in mind what to me keep keep in mind what we're trying to do the board is trying to what the principles are trying to do good class sizes space programs allowance for an influx prek especially gets required if what becomes required if it becomes required and having to make up for loss lost revenues um which by the way translate to lost programs so I mean you know what's the sacrifice what

052are you going to s you got to cut some okay so what do you cut transportation I mean these are very hard choices that a board has to make and this is a very hard choice and I respect that and it's very hard for a lot of you but um you know and Again, you know, not set in stone. I'm sure there's going to be a lot of input. I'm going to provide you. I have an idea. Okay. Just an idea. Okay. I can't do live data here because it's it's it's it's a program. Okay. That exists in my office. I can do live data via Zoom. Okay. So, if you want and and if I did it via Zoom, if you Okay. Witness see. Okay. So, so we've got street names and everything on

053a map, okay, that we can zoom in and actually see those locations. So, I'd be more than happy, you know, to give an evening on Zoom and that, you know, I, you know, that's up to you guys if you want. This way, everybody can really see what the real detail and I will provide the large scale map. Okay, >> we should discuss that. I think maybe now we can work that out, but I I I want I I I my opinion is that we need to give it as give as much information as we possibly can at this point because we don't want anyone to be surprised about where we're going with it. There's some things that are out of our control, but we want people to be aware of where it's going. And that's

054my own. >> Absolutely. you know, and I think that's the best way to handle it for everybody that's here and and those that are listening so that they understand that we're trying to make it as painless for most as possible. So um is there other questions on the um presenter presentation tonight as far as not the public that will be during our um public comments that people will be able to come up but is there any question other questions by the board members. >> Thank you Mr. Hab. We appreciate you coming and I haven't seen we're going to see you yet. >> I s would you mind staying until public comments are over there maybe? >> Sure. >> Questions that need to be asked. Thank you. Before we move on to our uh recommen testing

055presentation, I would like to make a comment on uh the hand carry tonight. We'll be accepting later tonight this evening. We'll be accepting the resignation of Dr. McQueen. I just want to thank her for being a wonderful director of special services. Want to thank her for your compassion. Thank you for your empathy. Thank you for your spirit. Thank you for your tireless work ethic. Thank you for keeping the district open during CO. Thank you for your vision. Thank you for your leadership. Thank you for your courage. But most of all, thank you for your friendship. [Applause] We're moving to our uh district testing presentation. Mos and Johnson. >> We do have another presentation or annual >> test. right here. I just had a moment where I was making the music and I really can't hear.

056>> Thank you so much for that. Appreciate that. That was for real. My heart fell out. But >> thank you all for staying too. Appreciate it. >> We're ready. >> All right. So, as Rob's getting ready, I always waste obviously a long uh board agenda tonight and so forth. So, again, thank you to Mrs. Johnson as well for being here. She's going to tackle the secondary part of this. So, I'm looking at grades 3 to 5 for NJSLA in 2020 uh 2021, sorry, 2022 for the spring. So the one thing I'm sure you've heard about especially throughout you know media where it may be was that there's this massive drop 10 points um you know across the United States of America while ladies and gentlemen I have great news for all of you um and

057this is not just a UL conversation this is Westport public schools are are dropping if you want to call it that but I need three four points so so the entire United States we we blew it right away uh so shout out to everyone seriously parents teachers administrators you name it That's where we are. So, uh, it's pretty it's pretty incredible. Um, so I do want you to take that in and hopefully eventually we'll see something. [Applause] All right. >> All right. So, quick quiz. Last time we took NJSA. Ready? Remember was 2019. 2019 last time. So yeah, I I stood up here with Mr. Novak and we went over the results back in 2019. 2020 there was no test 2021 no test and then we had the start strong of course conversation with that

058as well. And also at the same time uh I stood up with you to talk about uh the second world start strong that was back in the spring of 2022 and I kept saying one phrase over and over. I know you watched the video at home obviously and that of course was that half you know the glass was half full looking at our test scores and yeah I I wasn't lying to you. We actually did very well as I go through each stat with you especially race 35. All right so why why was I proud of our testing team and why were we kind of cheering especially after the start strong results. uh back in the spring, especially the late April going into May, we decided a different approach and that was staggering actually our

059testing time. So instead, for example, past practice, we're talking way back in the early 2000s, the NJ would release um you know, the testing schedule and it was you know the the let's say it was the the week right after spring break and every single school was like, "Oh my god, I got to jump on testing right away. We can eat late enough every whole months in one week and we looked at and said all right enough is that you know enough is enough because at this point it became too much stress for our kids. So instead we decided for the first time ever um in the spring of 2022 to stagger what we did that last week of April it was ELA and then that week off and then the week next week was

060math and then the week off and then we finished it with science. with that data create a common presence for testing. Our students were prepared week after week to take on NJS link benchmarks. I'm go through that as well with you. It's very very very interesting especially with benchmarks B and C. So I do want you to please focus on that as we go through the rate levels. All right. All right. So let's do it with grade three. a good start. Just a great ELA. I just want you the a the state average is 740. Again, keep in mind this is on the scale from 650 to 850, my friend JSLA. All right. So, West Virginia public schools, our average score was a 746. So, again, above the state average. All right. In terms of

061meeting or exceeding expectations, the state 42.4%. West once again six points above that at 48.6%. Keep in mind grade three is the first time they're taking a standardized assessment to the New Jersey Department of Education. We got a mandate one that spring. For math, we saw again a very similar situation. The average average score is 745 for West Milford 753 above the state average. In terms of meeting or exceeding exceeding those expectations, the state was 45.4%. West Milford Township 56.9%. That's a big deal. Again, that is 2 years of not having an NJS play assessment. And our grade three staff, again, this is districtwide, parents, teachers, you name it, took about 56.9% uh for grade three. That is pretty remarkable. Now, let's talk about Lincoln. Grade three, if you're not familiar with Lincoln, keep in

062mind that the benchmarking system, we have three of them. Benchmark A takes place in September. Benchmark B takes place in January. Benchmark C takes place in June. The point of the benchmarks, they're NJSLA like questions that a student has that they receive in both ELA and mathematics. Benchmark A for mathematics 45%. Now, benchmark B January in terms of students that were on the bubble met or exceeded 54%. NJSLA 56.9%. So, what did that tell you? That in January, our students, staff, especially had that heads up that this is essentially where they're going to be by the time we get to May. And then let's just say hypothetically if that just like took place in late June our students would have scored 59% even higher than the scores that I I posted before especially if it's

063mathematics at 56. So I'm going to say it one more time cuz it's very important with the January assessment for benchmark. You have your heads up. All right. You now as a teacher have the ability to look at those scores right for a child and say Johnny or Sally you're looking at possibly getting that 54 to 56 percentile on NSLA. So what does that mean? As a teacher I now have the opportunity to look at every single question in Lincoln, look at every single weaker standard. So let's say my kid up doing all fractions. Well, here's your chance. January all the way until April, May, you can work on those weaker standards. So now with Blinket in place and now us understanding it more as a staff, especially a few years in, we have the

064ability to do that. All right, with that heads up, I'm going to keep showing this to you. Grade three, ELA, benchmark A 40%. Benchmark B 50% both exceeded NJSLA 48.6% 6% again see under 2% joint benchmark C again 52% higher so get more exposure by the time we get to benchmark in terms of the engine sl just showing how we pair up against the state as a district in terms of the did not meet partially met approach met and exceeded okay so the goal we're obviously for every single child we want them to meet and exceed but at the same time we also want to look at the did not meet partially met how do we help these children especially for those major standards. Lincoln is a part of that as well. The approach standards

065as well. If you look at that, those are also the students you want to move over into the MET column. All right. Grade three, same thing in terms of the ELA results. New Jersey versus West Virginia public schools. Again, the did not meet partially met approached met expectations exceeded. Again, same arguments here as well. All right, let's grade four. Grade four ELA the state ELA average score is 746 again once again West More Township public schools 748 met or exceeded expectations the state at 49.4 West Milford 49.2 with mathematics average score 740 West Milford 746 met or exceeded 39.4 Four for the state. West over township 43.9. I know you want to see Lincoln again. So, let's do it. Lincoln for math. Grade four. Here we go. 35% bubble men exceeded and JSLA April 43.9%.

066There's your heads up for grade four. Benchmark C again exceeding with more exposure. So, what is this telling me? Especially for my testing team when we stagger that schedule again this year in May. If we actually have our testing later on in May, we should expect to see a higher rate based on the data we have. 34 ELA again bubble met exceeded 49% for benchmark A and then that takes place in September. Benchmark Bubble Met exceeded 50% NJSLA 49.2% benchmark C 56%. This is going to be the common theme. Grade 4A results again, New Jersey versus West Mer Township public schools and they did not meet partially met, approached, met expectations and exceeded. Same thing with math. Oop, sorry. Same thing with math as well. Again, did not meet partially metro, met expectations, exceeded. All

067right, grade five. Right. Before they go to middle school, grade five ELA assessment. The state LA 748 West Mer Township public schools 753 men or exceeded expectations the state 49.6% West Mer Township schools 55% grade five math assessment average score for the state 736 for West Milford 741 better exceeded expectations this state 36.1% West Mil Township public schools 37.8% 8%. Did we get a heads up on this? You better believe it. Benchmark B, bubble men exceeded 40%, NJSLA 37.8%. For ELA, 57%, Bubble Met exceeded NJSLA 55.1%. Vermont if we get if we go a little later see the scores in 52% for math for ELA 53%. Again just those results in the bar graph form did not mean partially been approached that had exceeded against us versus the state as well as for ELA the

068same thing and then rate five science. Okay, so science of course is on a different scale from 100 to 300. Westford schools did score better than New Jersey at 169 to 163. All of our students in terms of scoring a level 3 plus 25.8. Again, we're pretty much in line with the state at 25.5. There's not a Lincoln benchmark need for this, but you're going to know one day. Right. Again, those performance levels against the state in terms of level one, level two, three, and four. So again, the goal obviously is to get to three and four science. All right. And again, in terms of grades 35, we actually just finished start strong on October 11th to the 14th. That's a different assessment. It's just like a benchmarking tool. The beauty of this is that

069once a uh student submit the actual assessment, the teacher has instant access to those results. There's an ondemand report that every single uh that your your child's teacher has. Once they access that report, they actually have reports to each standard. Whether it's a weaker standard or stronger standard, it is a click of a button um through Pearson uh where of course they have those reports. COA will take place November 14th to 60 that'll be of course for grades 2. And any new students for grades three and four, NJSLA, they actually shorten the window for next year because it will be May 1st to May 26th. Dynamic learning maps, also known as DLL, take place from April 3rd to May 26th. And then last but not least, access for L's, which again, English language learners, February

0706th to March 3rd, 2023. There's a lot of uh so thank thank you all seriously for sticking around for this. And again, my my point simply was the data helps, right? The data helps. So um we're looking forward to obviously digging deeper into that and eventually of course using that for you know testing purposes and again on behalf of the testing team we also want to say that you know one test doesn't define a child right just want to put that out there that it doesn't come down there are various obviously learning models for that all right like to introduce Mr. Johnson will be up next. This should be fine. Okay. Mr. Chair. Hi. Can you hear me? Yeah. All right. Um, so while that presentation is being brought up, my presentation is being brought

071up, I'll share with you that we tested NJSLA a little bit differently than the elementary schools did. Um, the students on the high school and the middle school like to get to the test and get it done. So, we tested MJSA over four mornings in the high school um delayed opening and it was 4 days for the freshman class taking math and ELA and 2 days for the junior class who took the science test. In math pin, all grades 6, 7, and 8 took ELA and math. So, that was over four mornings of the delayed opening and then science was done on two additional days and that was just great. All right. So, as we look at the um the data, I I love being able to stand up here and say that the benchmark

072data aligned with NFA just like they did in the elementary school, but that didn't really happen. And and there's a reason for that because as students get older and they move into grades 6 through 12, they're more focused on their brain and the benchmark assessments are not based on their brain. So they're they take those but they they don't take them as seriously as we'd like them to to do at this point in time. Um you will see some correlation. You will see that there's pockets of of of classes or grade level memos where it is connected and that's a good thing. I also included on my data some structural information from last year because we also saw that being connected. Um at this point in time, Mr. Novak. Um, Miss West and I are

073working together with the teachers to see how we might encourage students to take these a little bit more seriously. Um, we're also using the data already from the current instruct strong to help teachers see what they can find within the data to support the students in improving their scores. All right, so we got a bunch of data to go through. I'm going to do it by subject. Math is up first and the NGSLA in the spring for grade six math. You'll see on the bottom that math had 24% of the students achieving in the net or exceeding expectations range while the state would have 31.3. So we weren't that far behind. We're about 7% off. In grade 7 earned 20%.8 of their students getting the net expectations or exceeded expectation and the state was a

074little bit higher with 34%. And in 8th grade, the math students earned 12%. And the state was not far in front of us at 15%. So this is what it looks like in terms of all the performance levels that the students achieve. And what you'll see on this chart as well as several of the other charts that I'll show you from the middle school and the high school is that we have a lot of students who stay in that approaching range. And approaching means that they're showing the skills and they're they're on their way there, but they haven't played matter. So the data from all of these tests that we can mine out of link is really important because that'll show us the areas where we're a little bit weak. And the teachers from the

075previous year can focus on this data and use this information to improve their teaching skill. So that when the students come the following year and take this test, they should be a little bit stronger in the basics. That will get them over the hump into that next expectation. And for grade seven, you'll see the same thing. Nearly 50% of our students were sitting in that averaging range, 41.6%. And in grade 8, you will see a shift downward rate, but that's across the board. Both the state as well as our school had a little bit of a difficult time with the grade 8 test. Um so our our highest category there is the partially met but that was also the case for the state. And moving on to the gradient students in algebra 1 you can

076see that those students did really well with 41% of the the class earning um sorry scoring in the net for the excluding expectations range and for the geometry students in math 51.6 6% of those students met or exceeded expectations where the state was at 44%. So in both of those areas, we exceeded the state's level of performance. But again, when we look at grade 8 now, we have 47.9% of our students sitting in that approaching range. We did really well, but it wouldn't be, I think, all that difficult using the data to bump some of those students up and get us even in a better place with meeting expectations. And geometry, same thing. Although meeting expectations was our highest place for the geometry students in that. Okay. Then looking at the limited benchmarks, this is

077where you're going to see um oh, you're going to see that it's not lined up anymore. What happened to my slide? H Okay, that's not going to be easy to read. Everything got shuffled around. I don't know what happened with finish. No, they didn't do anything with it right now. Um, we'll fix it before we post on the website tomorrow. H we can align it again tomorrow. >> It went off front. I'm not sure what happened there. Um, but I can share with you that the scores jump around for the seventh grade, the sixth grade and the seventh grade students. And um there there there's not that clean alignment that you were seeing in the middle school. Why? That's it. Uh this one comes out better. I don't know what happened to that one slide.

078Um this one comes out better. You can see that in benchmark A which they took in September, the eighth graders had 8%. Then they went up to 21%. And in in the spring at the end of the year, they the eighth graders are looking at graduation. They want to be done. and they earned a whopping 8% of um being on that bubble met expectations or exceeding expectations but the one in the middle that 21% is a is a good score whereas on NJ 12% in the meet expectation and exceed expectation range so um kind of a mixed bag there and that's why we need to focus on how we use that data to encourage the students to take these more seriously right oh and I wish this came up Because with the algebra one and

079the geometry, if you could see it, it's interesting. The algebra one students in September had 66% of the kids achieving well, whereas the geometry students had 0% of the students getting anything on that test. By the end of the year, the geometry students are way at the top with um not sure you can see it on there. I think they're in like the 60% range. All right. So hopefully when this transfers over it will align correctly and you'll be able to see all that. All right. So moving on, grade nine algebra 1 17% of the student achieved net or exceeded expectations whereas the state level was 34.8. So there's a a drop there. But grade nine geometry is actually showing the same thing. 19% of the students met or exceeded expectations and in this case

080it was 44%. Finally get to algebra 2 grade n students in algebra 2 they blew it out of the water 72.7% of our students met or exceeded expectations while the state was at 53.3%. The graphics look just like I said before. If we're looking at that middle column we're seeing that the majority of our students are approaching expectation. We do have a a good enough group meeting expectation, but that needs to increase for grade nine geometry. Again, the majority of our students are right in the middle. We need to move them over. And in grade nine algebra 2, that's where we met the expectations for our life. Okay, the link benchmark. Let's see. Nope, it's not over. I'll just move on. Hopefully, you can do this presentation at home. um once once they get older

081you should be fine ei English language arts results for um 6 through 12 grade six 36 38% of our students met or exceeded expectations and in the state that number was 47.5 in grade 7.7% of the students met or exceeded expectations and we were that far behind the state who was at 57 52.7 And in grade 8 48.6% met expectations and the state it was 42.4. So we did better than the state with a grade eight test. In grade 9 ELA 38% met expectations and at the state level it was 47.5. So this is what the graphics look like and you know what I'm thinking right? If you look at this middle, that middle one again is very high. But we also in grade six did quite well at meeting the expectations. In grade seven,

082our best area in ELA was meeting the expectations with close to 40% of the students getting there. And when we add in exceeded expectations, we are over 40%. In grade 8, the same thing, our strongest area being meeting the expectations. And when we add in the exceeded, we are over 50% of our students in grade 8 ELA meeting or exceeding. Grade 9, 32.9 approaching and 31.9 meeting. That middle area is that area we want to focus on. And the benchmarks I knew wasn't going to happen. We'll just keep going. All right. And finally, science. science doesn't use the same thing, the same levels. Um, they don't have the five levels, they have four, and they label their levels a little differently. But I can tell you that the top two levels are proficient and advanced.

08317.5% of the students in grade 8 science were proficient or advanced, which compares favorably with the state that only reached 54.6%. In grade 11, our students were at 22.6% 6% and the state was at 29%. This is what it looks like for grade A, right? Obviously with a a little bit of a tough test, but we did better than the state did. So, you can be happy with that. And the same can be said for grade 11, you're going to see a shift downward. However, if that downward shift is where the state as well as for 12, right? So these are upcoming assessments start strong we completed um we've already begun looking at that data. The great thing about um the reports from start strong there's a new report that is results by question report.

084The teachers can literally go in and see the percentages of students who earn what level on the questions and start strong. And when they see something that a lot of students seem to have gotten wrong, they can look at the question. They can examine the question and say, "Is it a problem with math and their math knowledge or ELA and their ELA knowledge or is it a problem with a question and the type of question that students might not be prepared to answer?" And that will help teachers instructionally to be able to address issues that we're seeing on some of the NJLA testing because strong is directly related to NJSL. Um, additionally, once that data goes into link, teachers will be able to mine, like I said before, the information from the students they had

085last year, and that will be really helpful for us to be proactive in solving problems in their family. Right. PSAT goes off next week on October 25th. Um, information will be going out to to parents and later this week it'll go out again to parents and students. So, make sure if you have a sophomore or a junior that they are prepared to take that test. Um, sale biiteracy happens during this time period. It's a one-day test that we teach kids who are bilingual students as well as our students who are in level um five of world language. We offer it to them. Um, it's a good test for students that get a certificate of bilingual skills. Access happens between February and March. NJPA, which is the New Jersey Graduation Proficiency Assessment, that is for juniors.

086That is happening again this year and at this point in time is going to be a test that counts toward the junior classes graduation. That will happen during the week of March 13th to the 17th. NJSLA happens again for the four to six days during the month of May. Um, and DLM is happening between April 3rd and May 1st. Okay, thank you for your time. Any questions? >> Do you have a question? >> The engine GPA. We know that it counts for the juniors. Is it possible to also test our sophomores without being passed this year? They don't need to take this year. >> And JJ is only taken by the junior class. You're only allowed to take it with your junior. It's kind of like the old Hesa. Is it new? It was new

087last year. Um, and on the eve of testing, the legislature put a motion for it to use FDL test. That didn't happen. It wasn't confirmed until July 1 2 3. Um, so with this year's graduating class, NJPA did not count. They don't need an assessment score. But the juniors, current juniors who will graduate next year, they made strong. And one other thing that's really, I guess, more statement for the board, which is um when I do school a few years ago, we were testing the PSAT, which is it's a big deal. The more testing our kids do, the better they do when it matters. So, we were doing PSAT for 9th, 10th, and 11th. And I believe that members of this board can play that we were testing too much and now we are only

088now testing for PSAT this year our 10th and 11th graders. And I feel like that is a very big mistake. Um and I appreciate our administration. I'm sorry that board went through these things and saying do too much testing, too much testing, blah blah blah. But I feel like the more that we can expose them to this, the better off they are and the better their scores will be. So um looking to next tool here I think it should come up again and I think that we should off have not offer have it for PSTs for 9th 10th and 11th grade I think that's a good question for the um testing not thank you both for coming tonight we appreciate it and um have a good night special and far as uh yes we have

089the minutes from the September 27th uh workshop meeting and regular session. I need a motion uh to the second minute. I move to accept the minutes for the September 27th workshop regular meeting and the executive session. I second any discussion. All those in favor I. Any oppose? Okay. My president's report. Um I have nothing under my president's report tonight. We'll go into uh public comment. This portion of the meeting is open to members of the public for the purpose of addressing resolutions on this agenda only. Members members of the public who are requested to speak prior to the meeting will be recognized by the chair first. Each speaker will be given five minutes for a time peri for a period of 30 minutes time and then time permitting other public comment limited to 5 minutes

090per speaker will be allowed until the 30 minutes time period transpire. 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 and group affiliation if appropriate and provide their evidence. Issues raised by members of the public may or may not be responded to by the board. All comments will be considered and responsively 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 if the board and the administration will not respond to them. Students and employees have specific legal rights afforded

091to 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 be considerate should consider their comments in the light of legal rights of those affected or identified in the problem. Members of the public are reminded they are legally responsible and liable for their comments. Um Mrs. Francisco, I believe there were people who signed for speak tonight, please. >> Yes. Uh Dr. Gal was the first person that requested this state. Thank you. Can everyone hear me? Okay. Good evening. My name is Dr. Merc. Last name is spelled G O U G H. My address is 34 Center Street in West Melbour. I'm here again to question the potential repurposing of the West Elementary School and redistricting

092all schools throughout the town. As stated in previous board of ed meetings by other residents and former board members, do you truly feel this is the most logical and reasonable decision? I know your goal is to lessen the financial burden that we face in our students to lower enrollment decrease in state aid. But how much money are you really saving in the long run? From what you have told the public, your goal is to consolidate the other schools, but you will still have to keep this building staffed, the grounds maintained, and provide utilities. It is also my understanding that the program he wants to place in this very building is a mere 26 high school age children. Is the sole reason really because this school doesn't look like an elementary school. Are there other reasons?

093And I ask that you share them with the public because a school that can accommodate 500 students should not be repurposed for a small fraction of that. So many buildings in this town have been repurposed like that were planned to be repurposed like they originally intended to. and I beg that you reconsider before this building faces the same debate. I also ask the superintendent directly that you clear the air. Despite there being a redistricting committee since earlier this year, very few parents know what's going on. This information may be available on the board website, but it is being misconstrued on all social media platforms and it does not seem like people understand the seriousness that a vote is imminent by the board since it has been talked about in years past. I ask that you

094send a secure letter via email to the West Oak community, similar to when you contact us messenger. This needs to be done before vote. As I mentioned in prior meetings, I believe that the 2020 census is no longer accurate with our population demographic. Turns out my research was correct. After consulting with local real estate teams, I was able to obtain property records for home sales, vacant lots, and other residential properties in West Milker Township for the last 36 months. Between March 2017 and 2019, pre- pandemic, there were 170 sales in VMLS. The next 36 months shows a huge jump to 1350, and that is not including private sales. That would bring the total much higher to further disprove what the demographic projections have shown. Vital statistics shows a statewide increase in the birth rate by

0954% for women between the ages of 29 and 45. So, as you can see here, this little thing I call is a blip. those projections that you show decreasing, showing vital statistics showing increasing since 2020. Please consider sending out a local survey to the entire town to get a true number of school age or soon to be school age children so you get concrete data, not projections. Will it be like the enrollment in the 1990s? No, but it'll increase. I would hate for you to make this decision during a time of co where there is so much unknown and find that four to 5 years from now you did not save any money and now you have overrun our teachers with larger class sizes. Consolidating schools will not improve socialization as it is prior to

096put but increasing class sizes it will cause a further deficit in learning for many students which already exist because of co and that's not because I am a stressed or anxious parent that is something that I've already seen not my children but children that are already on the cusp since co ask your teachers too don't just ask me as a parent this decision will only burden ourselves further and affect test scores my understanding based off these presentations that I just heard this this directly affects state aid. So our test scores may be above average right now, but in the years to come that may not be the case. That sounds anious to me. Thank you. [Applause] Yes, we have Mrs. Can everyone hear me? >> My name is We just need your name. >> Okay.

097It's your first time here. >> My name is Lorie Atinson. A t K I N S O N. I'm a resident of West Milford and I live at 44 Chimney Ridge Trail. I want to begin by saying thank you for all you do for letting me speak this evening. It is very nice to see you all in person. I am here in support of learning unlimited lu to continue this wonderful program and for hopefully not to be affected as part of the district budget cuts. Learning unlimited is such an incredible program that we have here in West Milberg which is taught by our awesome Miss Shashes. She is extremely passionate about her gift in a talented program and we're so fortunate to have her. Miss Cheshire is highly qualified educator who has all the credentials

098and certifications necessary to teach this program. I cannot say enough about Miss Cheshire. If current and past LU students could be here tonight, I know they would be jumping up and down with happiness and cheering for this program. Learning Unlimited is is an enrichment program designed to help meet the needs of high humility learners in the West Mocher public elementary schools. Its theme-based curriculum is interdisciplinary with an emphasis on problem solving, creativity, critical thinking skills, and self-directed learning. This program is designed specifically for academically gifted students who would benefit from a full day pullout program. It is also designed to go above and beyond the very differential strategies implemented in the general education classrooms. Many schools offer gifted and talented programs for students who show an aptitude for higher learning. L LU not only offers

099a program for academic challenge but it also helps to boost self-esteem. It also allows students to stay engaged with their academic pursuits. It helps students focus on subjects of interest which can lead to a higher level of student achievement. Overall, this is a setting the stage for their future successes. Miss Cheshshire brings the absolute best to this district and we should be so honored to have her and such a wonderful LU program. There really are amazing things happening here in West Milford in general and in LU. Like other programs such as Encore, it would be such a shame to lose them. I do hope you consider keeping LU Learning Unlimited around for a long time. Thank you for your time and consideration. Thank you very much. [Applause] >> We have Mr. Minn. >> Your name

100and address, please. >> Excuse me. >> Name? >> Sure. William Mck 166 High restaurant. And thank you for letting me speak tonight. Uh I am also here to speak on behalf of my support for the L program. I understand the research regarding the effectiveness of the programs has been mixed. Specifically, a study of over 18,000 elementary school students publish an educational evaluation policy analysis in 2021 reported slight reading and math achievement increases for the average student programs. While certain groups of students within the same subject did not see any gains, I can't predict that my son will score in a higher percentile on reading and math on standardized tests as a result of getting to the LU program in Western for the past four years. I can tell you that I believe the LU program

101has clearly helped my son regarding critical thinking, public speaking, and being aware of and open to concepts he might not have been otherwise. I will share two examples from Luke. One of my son telling projects how to research and present his dream career to his classmates and teacher. Will my son who only talks about gym in recess when I ask him every day what he's about he's learning to talk excitedly about something academic for the first time. Will want to be an FBI agent and he poured more effort into the presentation than anything we had seen before. In fact, he rehearsed the presentation. so many times he could speak through it better than I am right now without using his notes by the day of his presentation. Flash forward to just a few weeks ago

102at Will was asked to speak in front of the entire school at the pin wheels for peace event. I am sure that his LU experience contributed him being given the given the speaking opportunity in front of his actual family. I will keep my next example more brief. When we recently attended the STEM expo at the school where I teach, my son was drawn to the engineering projects on display. He operated a mechanical arm students had created and told me he wanted to go to college for engineering. Let me emphasize to you, Will does not come from a family of engineers or even parents who have any confidence helping his high school sister with math homework, but architecture and engineering were some of the fields we'll explored in LU. And I'm sure that experience contributed to

103his attraction to those displays at the expo. I think the bottom line is differentiation is important for all kinds of students and learners. My son will graduate from elementary school this year and his LU experience will come to an end. I am here to ask the POE not to take away from future West Milford Elementary students the opportunity my son has been giving given by attending LU. Thinking critically, an openness to explore new ideas, and the ability to speak publicly are skills that our children need more than ever. Please continue to fund LU. Thank you. >> Thank you very much. [Applause] Uh, Annabes, I'm sorry. Annabus, >> she has she couldn't make it tonight. >> Oh, okay. Thank you. Is that it? Anyone else wishing to speak uh under public comment? >> Hello. Name and

104address, please. Amy Clifa, Road. And I just have some questions, concerns you wanted to answer, but I figured I'd ask. U Mr. Haber, does the budget allow for the class number and sizes that your studies show? >> I didn't do the financials. >> Did anyone do the financials on this? >> This um won't take effect until September 23. That budget is in the process of being developed. >> Okay. So, uh I'm going at this point. Mr. Haver, um, one of the options that Mr. Fluy had said at the last meeting was why not have Westbrook absorb Maple because this is the newest and largest school. So, I'd like to know your opinion on that. It's a tough question to make the choice between two schools. I did it based upon walking the schools, looking what

105the schools look like. um what how how the school's ready to accom which school can better accommodate an elementary school program. Um and so in conjunction with discussing with the administration board um I look I did look at both and it this one just just made more sense. I mean there's no other way to answer this. It accommodated the population. I was able to geographically uh I was able to geographically get kids close to the schools. Transportation seemed to work a bit better. So based on a number of things, but by the way, the final decision isn't mine. I just present the data. I'm not copying. I just think the data and my opinion just works best. >> But I'm wondering if you know what he said in the last meeting. He said putting all

106of Maple Road into West. So combining the with those off the top of my head those numbers off the top and they did took them to the told you want to work you have much larger class sizes this this building couldn't accommodate that population >> you need to disperse no matter what you did you would need to disperse kids there's no way to take all westb you need the dispersion to other schools that are public It's it's always it's never a single it's never a singular move. Every move begets another move. So we like like just before we looked at that actual horseshoe you know there was an assumption there were 40 children. Well there actually 82. So I mean so taking that horseshoe out looks better geographically. It's pretty it's more contiguous but you

107have no kids to make road and you actually see that's on purpose. I'd be interested to know if we did study actual numbers if we could absorb neighborhoods then it's not necessarily breaking students up into and redistricting but everyone moving together. Um so just thought and then uh did your studies at all um have any are you accommodating your recommendation to close this school as an elementary school because of the Highlander Academy? Are you accommodating the Highlander Academy in your decision? >> Right. My decision, my decision, my decision, my recommendation, my data is based simply on student locations, building capacities, class instructional space. It has nothing to do with any influence of any other purposes. There's no there's no no other agenda other than what situation accommodates the kids best in this district, what keeps

108class sizes as as good as they could possibly be and how many rooms are available for all the non-general and all of the other programs such as art, music, band, you name it. It's it's so if if anything governs what I do theoretically executives that absolute shouldn't have an average square size of 28 while paradise has an average square of 18 I'm only governed by educational instructional issues facility capacity condition of building those kinds of things you know had nothing to do with locating any program any >> okay I don't know if anybody else would be able to answer this um the Highlander academy plan really haven't been addressed. How many children are projected to be busted into S Milford? Uh if this school gets repurposed for the Highlander Academy current enrollment is 26, I

109believe this school can accommodate hundreds, how many would bust in? >> We're going to let do Dr. McQuade claim the Highlander Academy so that people understand. >> Sure. I Yeah, I would be happy to. So, the Highlander Academy, just so that the public is aware, is a therapeutic Is that my five minutes? >> No. Dr. Um, Highlander Academy is a therapeutic specialized program that services students that are 26 students. And the reason why I'm I'm prefacing with that is because I don't view those students and I don't believe that the public meant that. But in prior meetings and then today when we talk about students being a mere 26 or a small group of students, these are these are individuals. These are unique students that have a voice and have very specialized needs. And I

110only say that because after the last board meeting, and I'm an advocate, I know I'm leaving, but I'm an advocate for special ed students. And the last meeting it really bothered me when I went back to the academy the next day and the student said I'm all over Facebook or we really you know they don't care about us and that's not true. So I want those students in the public you know watching tonight to know we do care about you those students they are 26 students so when you look at number they're 26 but are those students have significant needs? Yes. So, does their program require classrooms such as therapeutic spaces, classrooms, extra rooms to cool down, those types of things that would support mental health needs? Yes. Um, the other piece of it that

111then we asked is using a building. So in all of our restructuring meetings, especially those that are for special services as a whole, collectively, everyone feels we shouldn't we shouldn't as a community close a school completely and just try to sell it off. Now that's something again the board can decide to do and determine, but in my community meetings that's not the feel. So in the special services restructuring committees, the conversations have been what could we utilize a building for? We know we're paying rent to Queen of Peace right now. So there has been talk at the recommendation that we would possibly use this space for Highlander Academy. We would then not continue our lease with Queen of Peace. What else could we use this for? The other thing that was recommended again the board

112and we can all consider it is possibly moving the child study team here to make room in the other buildings. Future talk in our restructuring meeting was also possibly using this building for transition purposes and expanding our transition programs. we could use this space for professional development. Those are the types of things that have come up in the restructuring committee, not just the 26 students. Could we put our high school academy students with our preschool classes? No. The county wouldn't let you do that. Could you then structure this building to be an annex of the high school and add and expand other programs even for general education students as far as an alternative program for other students that don't have IEPs that might be school refusal need a later day home instruction option. That's what

113this building could be. With that being said, there is another meeting that's on Thursday night the 20th with the special services restructuring where we are going to now that we have this other information in get into possibly where programs would be moving. So, I don't know if that answered all your questions, but I'd be happy to answer anything else that >> No, not at all. I asked how many children are looking to be accommodate um how many children are projected to be busted in to become part of the Highlander Academy. So it would be the 26 students that we have there and then it depends on every year is a little different as to how many tuition students that we have coming in. So the maximum amount of students that we've had from other districts

114has been two or three at one time. I believe that as we move closer to the highway, if you will and route 23 that that number could expand because more sending districts might be willing to send their students here because we're closer to the access of the highway versus being over by Marshall Hill. So I don't it would be the 26th. >> Is it a goal to Highlander Academy to expand the program to the to other communities to be able to school? So it is always the goal for the district and myself has always been for Highlander Academy to first serve the students of West Milford. That's our priority first. But then beyond that, we we review any student that wants to come to our Highlander Academy from another public school. We then review the

115records and then we determine if that child would be appropriate or not. So, it's it's not going to be the goal to get another 26 students to come in. I can tell you that right now, but potentially in the future for next year, could you get up to maybe five or six? Absolutely. Would that bring revenue in for the district? Yes, it would. >> Okay. I get we're I exceeded your five minutes. >> That's fine. >> One last note. I'd just like to note that at the last meeting, Barbara spoke that um this isn't a financial fix all for the district and that uh programs would still need to be cut. So unlike what Mr. Haber was saying that this would give us a great opportunity for more programming, uh it's fiscally not possible uh

116from what I've deduced. So thank you for your time. I appreciate it. Thank you very much. Anyone else wishing to speak under public comment? Name and address, please. I am Christy Clay um 31 road. I just wanted to take a minute and recognize Dr. for everything she's done for this district. Um, as a colleague, as a parent, as a community member, um, it's been a complete pleasure working with you. I know we have some more fun together, but, uh, you know, I know a lot of talk if you're not in the board. So, um, to be able to call your director of special services when you have an idea for growth or you're experiencing an issue is a really unique, um, place to be for me. Um, it's made our program stronger and more fluid.

117Um, since we were young, little girls, you've had such a West Milford school spirit and passion and pride. It's a large loss for our district to lose you here. The next person will have very big shoes to fill. Um, as you know, I probably could say a lot more. Um, but I'm keeping myself from getting choked up. I'm glad we have a few more months to continue to make change and move forward. for our student session. Thank you. Anyone else wishing to speak? We have [Applause] name and address, please. Yes. Stacy 65. Um, I would like to follow some of the other things that had come here. >> Uh, can you bring the mic down to your mouth? >> Sorry. I have a a kid partner here who just came into and I have a

118son who's 15 who has an IEP and is involved in the special education program. So, I want to speak on behalf for my little one who's coming in. if you make these changes, she will have to adapt. She's kind of a chill kid and I'm sure is capable. Um if I think about my son Dominic who um has had different challenges in the school district but he has had a lot of support from our family and then other special ed teachers and support in the school. He would have had a lot harder at the time especially considering like the age of like K through three um until he was able to obtain the IEP with special services. So, I hope that when everyone makes their decision um that they're considering obviously the kids that are

119in the Highlander Academy because they need support all the other kids that are in West Milford School District that have uh special education needs and have IEPs and then also all the genetic kids who may or may not even if it seems like my daughter will be chill and she'll be fine, she may have a hard time making the change too. So, I realize that it's a challenge and primarily has a lot to do with finances. We don't want to see our school system not be able to have all the special programs that we do have. But I also hope that there's consideration for the impact that it would have on all our children's potential success. Thank you very much. [Applause] Gothy. I want to figuratively take a step back in this discussion and go

120to the kind of basis of why we're here tonight. Every district in this state is mandated to produce a thorough and efficient system of public schools. Due to factors beyond the control of any current or former board members, this district suffered a devastating loss of school population. And therefore, it's not surprising for people at the Department of Education with the legislature of this state to conclude that maybe our district was falling out of an efficient mode of operation. So I think one way of looking why we're here tonight is to through a re restructuring of the district move us in the direction of more efficiency. Some people get concerned about that is larger class sizes. Are my kids going to be going to a new school? Are they going to be spending more time on

121the bus? But the the bottom line is that you need at this point based on my outside observer and an insider here, you need to be moving seriously in the direction of more efficiency. So the question is, does this program presented tonight really move you big time in the direction of more efficiency? Now, Miss Francisco will say that you're going to be saving some serious money here. And in many quarters, saving money is a pretty good indicator. Yeah, we're getting more efficient because we're spending less money. But as I say, when I step back here a couple of months ago when I got volunteered from the community, I was showing what we used to call the school housing report, which is how many kids are in each class. And I said, you know, it's very

122interesting. We have a number of relatively small classes and then we have some like incredibly small classes here and they seem to be kind of randomly scattered through the district. There's no pattern to it. So tonight when I came here I thought well as a result of Dr. work. I'll probably see what you might call a more compacted array of classes with somewhat higher enrollment across the board and not too many of these little outlier classes. That's not really what I'm seeing. And I haven't spent a whole lot of time with these things that you're sharing with the gracious ladies back there, but you still have some very small classes as a result of this. And I I'm probably the only person in this room who would say across the board, your class size is

123still relatively small. Of course, my history goes back when we had 4500 kids in the district. through adding rooms to the Maple Road, you add them back to the rafters. But go back to my simple point here. The question is, are you moving as much as you can in the direction of more efficiency? And I say this as a former board member because to the extent you do move progressively toward more efficiency, you collectively have a better standing talking to the department of education, county superintendent, people you're trying to lobby the legislature. You can say, "Look, we're we started this devastating hit, but boy, we're really trying." And look at how much more efficient we are. And uh that that should be the critical thing because you're probably going to need help from one of

124those groups of people I was mentioned and you need to be able to make the best case you can. So there you go. >> Thank you, Mr. Got Mrs. Van. So, um, these are I'll make a motion to >> Yeah, just make a motion to extend the time. >> Yeah, I'll second. Second motion in favor. >> Anyone else? Could you speak under public comment? I need a motion to close public comment. I move to close public comment at this time. All those in favor. [Applause] >> Yeah. Go ahead. >> Um I just want to to bring up that Dr. Haver said that he spoke with the board and that's was not any board members. That was directly. Correct me if I'm wrong, Mrs. Francisco. It was you and the transportation. >> You're not sure. >>

125You meant I just wanted to clarify. Thank you so much. >> Great. Yeah, she did not speak to the board. >> Um, okay. Um, I need to be Yeah, sure. Would you like to ask questions? >> Yes, we have just a few more questions. >> Sure. So, it was brought up about the, you know, statistical data about the increase in births and the the home sales over the last few years. I know we're on the 2020 census and we know the boom that kind of happened in 2020 21 with people moving into town and maybe more younger folks. So did you take into account that did you look at that information >> I um I don't want I kind of disagree with what I heard before. Okay. Okay. You can't sell 2600 homes and lose

126600 kids. It just it just statistically doesn't work. Okay. I looked at home sales. I looked at all those different kinds of things. Um Chad SH is New Jersey Department of Health. Uh their statistical department. I followed their their their birth tracks for the community. Uh the birth rates. I've gone the birth rate and birth number are two different things. Just really quickly 1 second of explanation. Projections for kindergarten, okay, are based upon the following. This is state requirement. Children born 5 years trip to the community, okay, are compared to children who enter kindergarten 5 years later. So for example, if in 2012 100 children were born accredited to this community and if in 2017 there were 70 kindergarten students, okay, that's a 7 ratio. You average that over 6 year period. Okay, and that's

127what generates your projections moving forward. So I go by the I I go by the New Jersey Department of Health statistics. Again, if you've ever filed a long range facility plan, you understand that there are constraints to to how you project. Now, also being a demographer, I understand that a lot of that is a box. So, you have to you have to take you have to go beyond that. So, the way I go beyond that is I look at housing sales and housing construction and I develop a number of parameters around that. It's it's not it's, you know, just a very simple example. I lived in a neighborhood one time and five a family moved across the street with five children. Okay. Does that mean that every house sale that happens has five children? The

128other it doesn't just means that you've got you got to spread that over the entirety of the community. The housing sales it's not it's not rocket science exactly. It's also not quite so simple in terms of making projections. There are a lot of a lot of factors. So um and there are a lot of statistics to look at. So I've got to narrow those down to the ones that work. The trend line in this district is the median age has gone up significantly over the last 5 years. The population of the schools has gone significantly down over the last 5 years. And the trend over the last 10 years is even per you know the what what a median age of 55 or greater tells you is people are staying in the community that people

129are choosing not to leave the community. Um, so you've got to be really kind of careful when you look at numbers unless you unless you apply it in the way that it and what unless you apply them in the appropriate manner. So I stay by my demographics. It's backed up by the trend lines in the school district. It's backed up by the by the census I looked at. You know, you can look at 22 numbers projected numbers basically over 2020. So to answer your question very briefly, yes, I consider all of those things along with trends and and and the direction the population is going. And um as I said, I wouldn't recommend something that's not sustainable over a large number of years. This is something I don't want you coming back to me saying,

130we got to do this again. It's just not going to happen. >> Any other questions? >> Right. So it was also brought that um I heard very few parents know what's going on. So like that's a communication piece and I do think that's an important piece that you can get that out to the community. Probably some simple stuff. Yeah, we can get that out. Can I just one thing um just one thing that what I'd like to do over the next few days before you put anything that I did up online what you saw was those are JPEGs there was snag JPEGs okay I would like to convert them all to PDFs and the reason I want to convert them to PDF so you can zoom PDFs so you put PDFs online you want to

131get a real focus so it's going to take me a few days to do that so by the end of the week beginning of next week I'll send you all of these independent PDFs >> I think I think that would be very helpful if people could zoom in on it that would make a big difference. Thank you. Uh I do have one thing that I just wanted to say about the communication board. When we started the restructuring committee that went out to the community on the school messenger, everything, you know, I there's a lot of things that maybe could be communicated better, but asking for volunteers to come on the committee, multiple things. This has not been done in a vacuum. This has been done over months and it's been done pretty much how we

132did Macin the Mackin school and I know that there you could always communicate better and you're right there should be other things going out there and I agree that you should have put something out but I do feel that we have put a lot of information out. So I I agree with what you said. Have minutes gone out from those meetings on school messenger like I don't know student school on the website um on the homepage they're not mailed >> which website the on the new one that was were supposed to have one I don't know which one >> the home page it says district the old website or the new website right cuz we should add a new one on the page >> definely Um, so one last thing I heard about the Highlander

133Academy and why this might be a good potential location. You talked about being closer to the highway that might bring some more students option was the closest to the highway. Is that was that something that you thought about and just decided might not make sense? Could could we potentially bring even more students? I don't know. Well, Ash was definitely close definitely comment on it as far as the study part, but just from the special services side. Ash was definitely closer to the highway by, you know, 10 minutes. However, you then lose the walking path to the high school and the opportunity to have teachers come back and forth and that fluidity between the two. So, that's an elective option. So I feel it's definitely more marketable the fact that it truly is an annex but

134a separate school that still has walking without using busing. That's just again the director's position spot but Dr. Her may have other thoughts on I can comment on that too. I said that actually great and it's the same with PK. It's also on the highway. But when you talk to people that work at the high school and they say that they need the high school students there for whether it's their counselor meetings or their ambiance accounts or their college visit or their class that they have outside of the that hurt us, you know. Um, but I mean if we're looking to grow a program, I said that I think 18 months ago that Asha might be the best building for that being that it is closer to Mars County and those things do matter. When

135any other district's looking for a placement, they drive to that placement and they count the minutes. How long is it going to be on the bus? You know, >> well, I think everything that Dr. point just said is part of the factors that the the location of this building to the high school is a big deal in in in some of that too because we're trying to disrupt you know I think we're what we're trying to do with some of our students that are in higher we're trying to set them up for success and this building does that to a certain degree and I you know I'm not so and the other thing which I just want that right now is we also are trying to utilize shared resources if we can. So you then

136be able to share staff without having so much of the travel time between and there savings in that there's savings in the transportation. The lunch for the program comes from the high school, right? So there's savings in that. So there's some of the things there's many things that are playing it. There is no perfect thing, >> right? And that I felt it was important to hear that in public hearing as to why write this and why it does make a difference for those students in the probably about the five or six reasons you touch on 30 seconds. Any other comments? >> Okay. Um we need a motion to um adopt the agenda as it is and we have to adopt it with a hand carry. There is a hand carry motion to adopt the agenda

137as presented and hand carry number one. I need a second. All those in favor I have a question about the agenda as a whole. >> I didn't see anything on this agenda with LU. >> I didn't I I don't know. Look, are we talking about what I don't I haven't heard. Maybe people are worried about they were concerned about restructuring in Dr. papers from a court and whether or not how it's going to affect programs. >> Okay. I I haven't I looked through the agenda. >> there's nothing on you, but based upon the fact that um we were talking about restructuring, we didn't want those individuals to be put at the end of the agenda. >> Okay. Thank you. I feel better now because I was away so I could have missed something. I thought

138we were cutting a program, but I'm glad that we're not and and that's and I'm glad to see them being proactive to come out to to support their program. Support program. Uh Terry, go ahead. Okay. Like to move items 1 through nine for approval under education. I need a second. Second. Okay. Um discussion. Anybody have any discussion under education? >> I have a question. Um how many years we had? I'm sorry. How many years have we had the link program? [Applause] I think I think that this is the third one. >> Oh, only because um we were looking for some way to measure learning loss, I believe. >> Yeah, I thought it came the first year of uh I think it was a discussion. >> Um any other discussion on education? Uh Courtney, doesn't um

139Dan usually go over the QAP with us? >> I think we used to do that when we have the full QAC review which lasts a spring. So 73 years the other two years just so this is the satell [Applause] yes Mr. Mr. Torino, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. Still, >> Mr. Lawwood, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conley, >> yes. >> Mrs. Van Dyke, >> yes. That's exot. Uh, personnel, Mr. Marina >> like to make a motion to approve agenda items 1 through 31 on the workshop regular meeting agenda and items 31 and 32 car I'm sorry 32 and 33 >> I need a second >> any discussion under personnel Oh, okay. This is hand carry number one, correct? >> Okay, we only have one. >> So, I

140I just would also like to um reiterate my sadness for seeing Dr. Wade leave um and resign from this district. She has put in a lot, has done so many wonderful and great things. Um, I hope that this board works um together um as a team, not a divided A and B team. I hope that we continue to work together to support our administration that we have left. Any other discussion? I'd like to echo my sadness and Liz leaving. Um, I've known Liz since she was in kindergarten. So, um, this is my I feel like I'm losing a daughter. I also am very very sad to see Dr. Scholari leave. Alyssa is um a bright shining star in education and um she was a tremendous asset to this district and a tremendous asset to Ashler.

141her parents, her students, her faculty loved her and and that's also a sad day. So, um I'm sad. I'm also sad. I think we're all sad. I'm mad. I'm sad. Um Claire, could you Well, I'm going to just um reiterate what everybody else has said. Don't be afraid. You're a big loss for this district. I want to thank you for all that you have done for the special education in this district from you know when you came to right now um always worked collaboratively with the parents CPAC and you'll be really missed and I wish you luck we do wish you the best wish you will be missed anyone else that's it any other discussion under personnel Okay. Mr. Green, >> yes. >> Mrs. Stevenson, >> yes. >> Mrs. Lockwood, >> yes. >> Mrs. Romeo,

142>> yes. >> Mr. Conley, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Stman, >> yes. >> Mrs. Van, >> yes. >> Operations and finance. Mr. Stman. Second. Any discussion roll call? I'd like to just say really quick that um your staff counselor agreed to find this program number two and that is not an easy thing. So I know that Jesus did that and worked really hard. Um, and sometimes hard work goes unnoticed, so I wanted to just notice it. >> Thank you, >> Mr. Stillman. >> Yes. >> Mrs. Stevenson, >> yes. >> Mrs. Lley, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Green, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Romeo, >> yes. >> M. Vinite, >> yes. Make a motion to move. >> Second. >> Any discussion? Welcome. >> Mr.

143Stillman, >> yes. >> Mrs. Stevenson, >> yes. >> Mrs. Lwood, >> yes. >> Mrs. Dwer, >> yes. >> Mr. Green, >> Mr. Conlin, >> yes. >> Mrs. Romeo, >> abstain. >> Mrs. Vanda, >> abstain. >> Discussion profile. Mr. Stillman, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. Greeno, >> yes. >> Mrs. Lwood, >> yes. >> Mrs. Dwight, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conley, >> yes. >> Mrs. Van, >> yes. >> Policy. Mrs. Stevenson. I'd like to make a motion to approve number one >> discussion roll >> Mrs. Stevenson >> yes >> Mrs. Romeo >> yes >> Mr. Conlin >> yes >> Mr. Stilling >> yes >> Mrs. Lwood >> yes >> Mrs. Dwire >> yes >> Mr. Greeno >> yes >> Mr. Yes. Committee reports. Um parks and recreation. >>

144Uh safety. Um we have a meeting tomorrow morning. Uh superintendent round table. There's a meeting on Thursday. safe county school boards and New Jersey school boards I would say will be the workshop and again the next week legislative Mrs. Brian here acknowledging Mr. >> Friday school boards is next week. This week was administrators in Olympic break. Wasn't it the end? Isn't that part of our part? >> I believe they're all they're all together. All the organizations on New Jersey school boards, the administrators and the school business officials all collaborate. Can you know what convention for educators for administrators this past week? I feel >> I I I just read I read the workshop the administr that were there in this absolutely attend great seminars. So, I encourage our principles to look to that one next

145year because I heard it was really good. Okay. Um, township board of education committee, we don't have anything scheduled or we don't have anything scheduled. I'm not quite sure um if I want to address the >> I think I think I think that discussion should happen at the statute level. I think it should be hosted by the the mayor and council and we should be the invited guests. >> That's how I feel. Is everybody in agreement with that? >> Sure. and that you know we could reach out to them in a public meeting or I think I think at this point where it should be public meeting right um so we had a meeting on October 10th they didn't have a forum for the meeting um but they did have some new high school students

146with lots idea which that's really exciting um and something that I haven't seen in a few years on this committee is to have high school representative. So, um there was discussion of um a letter was read that was um uh written from whoever is teaching our students at in the don't buy it program that our students are discussing marijuana in our town um and how they see it when they drive by cases. and the email indicated from my opinion when I heard from it and I was on the news that our students are feeling that it's more accessible but there's no doubt in fact that their police officer there you know very clearly said to the students if that's true report that you know that type of thing um but our students are talking about

147our town and um I found that very interesting and very good conversation um because we want to protect our children. The other thing is they're talking about fundraising ideas for fundraising. They're always open to new members. As I said, there was not a forum but a whole lot of leaison. So, um people from all different committees and places in town like myself who are at the meeting sharing ideas um but not actual members of the WMA voting works. So they do need that. Um I was really members have to be appointed veterans. >> Um yeah that's so they have people have to apply to them and yeah that's it's currently discussion. Yes. >> Thank you. Special education parent. So we had a meeting on 10:18. These are the um summary provided like in the backup.

148It's pretty long. Sorry it was a very long meeting. We knew about over two hours, right? It was a long meeting. Um so the meeting started with an open discussion with Dr. McQuade uh regarding district restructuring and the impact on special services. Dr. McQuade shared that the next special services restructure meeting was scheduled for 10:20. Input gathered from CPAC will be shared at this meeting. Um, Westbrook seems to be the school in discussion to be restructured and used for Highlander Academy. Prior restructuring meetings have found that utilizing the building for an existing special education program would benefit the district. In previous discussions for planning purposes, teachers and students have shared some input and come up with great ideas like a cork or chalkboard for messages and a mural where the students can come up with

149a theme for each year and paint it. Students are taking ownership and then repurpose it of a building if that were to um come to fruition. Dr. McQuade clarifies to parents that yes, the contract of piece would end if the board approved the plan. uh special education programs may be moved but the IEPs must still be followed. Dr. McUade clarified that the department would not lose the programs that we have that the program may be moved as a whole or apart from one another. Um there's also a discussion about what we get out of the developmental preschool section staffing updates the speech therapy. Uh two speech therapists had resigned. uh once been hired and hoping to get another one on the November agenda. Speech makeups will be completed before the school year is over and

150into the summer if needed. These are the items that were brought forward through CPAC. Um there was a any update on the supervisor special services position. The supervisor position is still on the books, but the money has been taken out of the budget. The position was not brought forward again and should be reconsidered based on the needs of the students. The interim supervisor is shared for science, math, and highlander academy has been great. She's covered the day-to-day academy needs, but the need for special services remains. There was an update on restraint training. Uh they found that handled the care and these trainings were done on 1010. Plans for future trains are in the works. Guidance and support for events. So the flyers were a little bit unclear on who's sponsoring those events. The school will

151send appropriate support to school sponsored events. Check with the PTO emails to see if the event is PTO sponsored and then modify the event to make it accessible for the child or to your case manager. So if it is PTO sponsored um it's not the district's responsibility to provide um a onetoone if that's needed for that student on the school event like we talked about if it was a homecoming night you would >> there's certain like bigger events yes um some of the workshops that they're open to um offer this year suggestions include dyslexia newly classified IEP information transition process to DPD and DVR. Um there was a technical area error area error when the case management notifications were sent out. Um so those may be getting resent uh clarification needed from Dr. McQuade regarding

152IEP meeting practices. Uh so something that's come up many times requesting the draft before the meeting. Some districts and directors allow a draft sent out beforehand, but it is rare. This is not in code and and at the director's discretion. Concerns are that a draft ahead of time would be considered predetermined. Um, changes in therapies should be communicative. Parents can request communication in the IEP or consult time. Um, tours are programs other than recommended. So, tours can be scheduled after the IEP placement recommendation by the team and meeting. Parents will be given time to see the programs. Um outside therapist may be considered on a case-by case basis. Uh emails from employees should be acknowledged within 48 hours. Uh BCBA train any staff member who needs to implement a bid for the student. Although therapists

153do not need to implement a bit, they may request assistance from the behaviors to ensure that the sessions are effective. working on improving transitions from building to building and out of district placement to returning to the district. An I an IEP tool was reviewed by the CPAC. Um then the parents shared um a program that I guess is in diet need of more people signing up and and learning more about it and that's the Mon learn to skate at ice worlds. Um, and then items raised to be included in the notes, IEP acknowledgements by teachers and therapists. IEPs get finalized at this time. So, reminders come out and if accommodations not being met after the first week, reach out to your case manager. Finals, reach out to guidance counselors. Thanks, Courtney. Um, I was just

154wondering, and this I kind of thought this as we were talking, and I apologize for not asking it earlier. Are we doing our vote as one whole vote, restructuring and closing West School, or are we doing two separate votes, a restructuring? Like, how? I'm just not sure how it's going to play out. I'm just curious. I >> think it was that one vote. >> Okay. And do we have a date of when the vote will be? November. >> Can we get that out to the >> communication? Thank you. >> November. >> Any other old business? I need a motion to close all business. I'll make a motion to close. >> Second. All those in favor. New business. See me again. You're going to miss me when I'm done. >> I will. >> I know. Um

155I just wanted to give a shout out to Officer Amy. The kids are talking about her nonstop. Um they love her presence in our schools. the LEAP program um is getting a lot of accolades and I know as a parent I feel really comforted to know that there's an SRO in our district. So I just wanted to um give a shout out to that. And I also wanted to talk about the visitor side bleachers at our football field. Have they are they on the books to be repaired? They are quite dangerous. We've talked about replacing them, but we haven't pursued that at this point through one thing at a time. Okay. Um I think they I I think that when you have larger bleaches the way we do people stay on one side, but we

156are looking at possibly replacing. Yeah, I am I am concerned that somebody is going to get hurt. I understand the danger. Thank you. >> I'm sorry. We are the new people. >> Thank you. >> Any other new business? >> Uh, I just want to say thank you to Mr. Stillman um and anyone else and everyone else that um on this board that allowed me to sit in in committee last week. Um, it's nice when we're able to work together as a team. Um, and I really appreciate that. >> Any other business? >> I need a motion to close new business. >> Motion to close new business. >> Second. All those in favor? >> Our second public comment. This portion of the meeting is open to members of the public having a legitimate interest in the

157actions of the board for the purpose of addressing any subject matter pertinent to andor directly related to the operations of the West Milford Public School District. Members of the public who have requested to speak prior to 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 five minutes per speaker will be allowed until the 30 minute time period transpires. All members 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 the members of the public may or may not be addressed by the board. All comments will be considered and a response will be forthcoming if and when appropriate.

158The 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 the 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. Anyone wishing to speak under public comment? If not, I need a motion to close public second. Oh, I didn't hear you. I'm sorry.

159Can I come over? I'm sorry. It's very hard to hear. Yeah, if you could just give your name and that Catherine Rice Congress, 37 drive, West Milford. Um, I have noticed in the past few years, we have had quite a few administrators either leave for retirement, but stay here for their entire career and not necessarily have been ready to retire. and we have now lost two more administrators as well. My question is that I question comment is I hope the board of ed is doing something to look into why we are no longer retaining our administrators that were so dedicated to some of those school districts. Thank you. Thank you. That would be fun. >> Anyone else wishing to speak? If not, I need a motion to close public comment. a second. >> All those

160in favor? >> Um, we need a motion for executive se session. Terry, you want to handle that? 9:32. I make a motion to go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, HIDs, negotiations, and matters of attorney client privilege. The executive session minutes will not be released until such time as the privilege of confidentiality is no longer applicable and we will return for action. Second. All those in favor. It should be about a half an hour. I'd like to call the meeting back to order. Um, roll call, please. Do you want mine? >> Okay. >> I'll give you a two. They're going to win. How is it being >> and I don't have my mind on any island? [Applause] You could be an island. [Music] All

161I care about St. Louis I mean the >> and Mr. Conlin >> here. >> Mrs. Dwer here. Mr. Reno >> here. >> Mrs. L >> here. Mr. O'Brien is absent. Mrs. Romeo >> here. >> Mrs. Stevenson >> here. >> Mr. Silman >> here. >> Mrs. England >> here. Um, Mary, uh, I'd like to move the following um, item. Um, move to approve the recommendation of the superintendent to approve an HIV 2023 E1 as unsubstantiated. I need a second. All those roll call. >> Mr. Cland, >> yes. >> Mrs. Dyer, >> yes. >> Mr. Mr. Marino, >> yes. >> Mrs. Longwood, yes. Mrs. Romeo, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. Stillman, >> yes. >> Mrs. Lindley, yes. I need a motion to make a motion to second. >> All those in favor? Good

162night, everyone. Have a good night.