Board of Education Meeting 9/22/20

001[Music] I'd like to call the meeting to order. And if we could take a a moment of silence, please. Please remember Chief Brereslin, who we lost this past week. [Music] Please rise for the flag salute. I pledge allegiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. In accordance with the provisions of the Open Public Meeting Act, a public notice of this meeting has been sent to board members, all district schools, the Herald News, the Suburban Trends, The Record, The Messenger, West Milford Town Hall, the County Superintendent Office, and the Board attorney, and Cable Vision of Warwick, and posted in the administration building. Copies of the board meeting calendar resolution were provided to all local media,

002town hall, town library, and all district schools. Roll call. Mrs. Francisco, >> Mrs. Romeo >> here. >> Mrs. Stevenson >> here. >> Mr. Conlin >> here. >> Mrs. Dwire, Mr. Burino >> here, >> Mrs. Fritz >> here, >> Mr. Oshinsky >> here. >> Mr. Silman >> here. >> Mrs. Van Dyk >> here. >> Uh, Dr. Anamone, your report. Uh yes, good evening everybody and welcome to our September meeting, our first meeting of the school year, so to speak. Um thank you all. We did shift our our all-purpose room setup around tonight. We're going to try something a little different uh to keep the board members a little bit closer together. Last time we met in here, we were spread out the length of the court and it was tough to hear from end to end

003of the conversation. So we tried to pinch us in here. So of course that shifted the uh audience to a different spot. So uh we'll ask you for your patience. And now we're going to ask you to all crane your necks 90° um because we have a lovely presentation from our 2019 2020 West Milford School District teacher of the year, Marshall Hill second grade, Rachel Lear. [Applause] >> Good evening everyone. My name is Rachel Lair and I'm in second grade school. Thank you for inviting me to high school. Hard school began teaching 25 small rural town. From there I went to Westchester County and then to the south wall for two years. In 1999 I began teaching in Westwood. Been fortunate enough to fall over nurses. I've been a great honor being named as West

004Teacher of the Year. I take great pride in teaching a martial art. I feel so fortunate and this has been my goal for 20 years. The school year began like no other. We are faced with many challenges. But in true teacher fashion, we tackle these challenges head on. We're trying to prepare and persevere like what we do. On a typical day in a typical school year when we can sit by side, sit side by side, story time is a special time that I share with my students. I'd like to share a story with you that I wrote over the summer. My hope was to inspire the teachers of West Milbury and they go all inspired with her dedication to to education. A girl who believes in superheroes. Once upon a time, there was a little

005girl named Rachel who really loves superheroes. Her favorite superheroes were Mighty Mouse. When he is now [Applause] away [Music] for you and Heat. Heat. [Music] Her dream aside from being born was to become a teacher. Rachel loved school and her teachers. She from an early age that she weren't just that. As she grew up, her superheroes became police officers, firefighters, soldiers, and of course her dad. He was her biggest supporter, cheerleader, and she adored him. The little girl grew up and went to college. She fulfills her dreams of becoming an elementary school teacher. After teaching in the south for 2 years, Rachel found her home teaching in West Milford, where she has been for 21 years. Fast forward to 2020 when the pandemic hit. School shut down within days, giving teachers little time to prepare.

006In true teacher fashion, they fill up stocks and compile home for their students in a short amount of time. As a release from fire, return superhero became widely used to describe all the essential workers who are still out there doing their jobs. Rachel was thankful for all the essential workers. She was also thankful that she already knew that all of her coworkers were superheroes, too. From college went from conventional teaching to learning how to master Google Classroom, Screencastify, Zoom, Google Meet, Canon, just to name a few to help their students learn in the best possible way. For months, they did everything in their powers to ensure they communicated with their students, provided engaging lessons from their homes, and poured love into every live session they had. When school ended in June, Rachel reflected on the

007prior months of what she and other educators experienced when she thought of her colleagues. Words like dedicated, passionate, adaptable, brave, dependable, creative, and flexible all things mind. Rachel lets her impact the life of a child, the ultimate super power someone could possess. So on the viewer, Rachel hope that the entire staff understood her message that each and every person playing a role in that child's life is valued, dedicated, and worthy that they are loved by the children education on a daily basis that they made a difference. So here's to the teachers, the principles, the secretaries, the teachers aids, the bus drivers, the watch staff, school cons, and the teachers. Thank you for all that you did. Now for my presentation, I made a video because we are in school together. My final message to the

008staff of West Milberg was as you begin on your journey in this new school year, draw in your teacher superpower to make it the best year possible. Whichever superhero inspires you, draw on their strength and use that inspiration to be to be the best educator that you can be. With that being said, I'd also like to thank the superhero parents as well. You are all doing a wonderful job and I thank you for finding your superhero powers to help your children. Without your support, our job will be much harder. As a team of superhero teachers and superhero parents, we'll work together to make this the best year possible. Thank you again for having me tonight. A wonderful yet unique school year. Thank you, Mrs. Leer. On behalf of the board of education and a grateful

009community, I have a couple small tokens of appreciation for you. [Music] No, sure. >> Yeah. Smile, [Music] >> Rachel. Thank you so much. We appreciate all that you're doing and I've heard nothing but good things about you at Marshall Hill. So, congratulations. Right. All right. Next up, we have our annual 2019 20 HIV school self- assessment scores. These are the scores that we our anti-bullying specialists fill out in the spring for the end of last year. They get reported to the they get uploaded to the state over the summer. We report out on these grades to the board of ed in the fall tonight and then sometime next spring the state will review our scores and send us back a final score. So with the we score ourselves and then they score us which is

010will be the final score. So um these scores are out of 78 a high of 78. So, Apua School receives 75, Maple Road 77, Marshall Hill 75, Paradise Null 77, UGL 75, Westbrook School 75, Makipin 71, and West Milford High School 77. Um, once again, those are self-reported by the district to the state, and we will get our final scores back next spring. Um, next up, back to school nights. We went virtual this year obviously. So we have seven we've finished seven of our back to school nights. We have Upper Greenwood Lake on Thursday. The feedback has been I think more way more positive than negative for the virtual component. Uh we found much higher levels of participation in particular people who get home from work late have daycare issues etc. So, we're finding a

011higher percentage of people are attending each section or each session of the back to school nights this year with the virtual component. So, that's something we'll probably look forward look into for the future. We may go back to in person for next year, but this is a wonderful opportunity for us to kind of reimagine back to school night. But, um, thank you to all of our principles and teachers for great presentations this year. Um, UGL Thursday night and that will conclude back to school night season. Um something on here didn't make my superintendent report but we're going to do now is the 201920 graduation path report. Um this is something we present every fall um to the board and to the community. Uh we have last year class of 2020 we had 246 graduates at

012the high school. Um most all of them passed the some called the NJSLA which would have been a graduation requirement of them. However, there were 52 students that passed a substitute competency test, which could have been the SAT or the ACT or the ASVAB. Um, we did have five graduate through something called a portfolio appeals process. And 22 students who met alternate requirements specified in their IEPs. And the best stat of all is the number of 12th grade students that did not graduate in 2020 was zero. So, congratulations to the high school staff and to Mr. Stryance. [Applause] And for our first student representative report tonight, we have our senior class president, Miss Amanda Gerald. Good evening and welcome aboard. >> Hello. I have um posters if you want me to pass them out now.

013You may have to pass them around. Hello and thank you all for allowing me to speak today. My name is Amanda Gerald and I am president of the West Milford Student Council. I would like to address some of the positive events that have been able to occur throughout the district even through the pandemic. Band was able to hold their annual band camp from August 24th to the 28th and found out they were able to do virtual competitions starting the second week of October. Thanks to the cooperation between all of the fall sports and the athletic department, teams are now starting their seasons with a hopeful outlook. There are scrimmages plans for this month for multiple sports. Field hockey, tennis, cross country, boys and girls, and football all have a scrimmage coming up in this month.

014These events would not have been scheduled or even possible if it weren't for the rigorous adherence to the mandated rules for safety. This all had to be coordinated with band directors, coaches, and players to ensure everyone's safety. So, great job to all the programs, and congratulations to the start of a long- aaited season. The West Milford High School Student Council has been busy all year shuffling events and even holding out our first ever ever virtual senior choice awards last spring. Although we are unable to hold all of our usual events due to the restrictions of the pandemic, the student council is looking forward to conducting as many events events as we can virtually and outdoor safe environments as allowed by regulations. As already here most know, the student council has been hosting the annual spooktacular

015trunk or treat at the West Milford High School with the joint help of Makipin Middle School staff and student council. This year, however, we understand that the current circumstances can cause a rise in concern for the safety and health of students and the community. That is why this year, the student council is looking forward to instead hold a drive-thru haunt on October 30th from 7:00 to 10:00 as our annual spooktacular event. To help you further understand what I mean by that, it will be similar to how a haunted hayride is run, but instead the spectators will be staying in their own cars at all times. The event is planned to begin in the parking lot at the high school in the senior parking lot where those weighed in cars will be entertained and given safety

016rules and briefed on the ride procedure. Cars will be directed by our guides one at a time to proceed to Makipin Middle School where another guide will then direct them to another guide and so on throughout the haunt. Actors and guides will be strategically placed to maximize safety and effectiveness. Each time a car is stopped, drivers will be directed to leave their car and parked until directed by their guide. Guides will be in control of the cars at all times. There will be signs, lights, and verbal commands used throughout the haunt to control the flow of cars. The safety of everyone is very critical to us, so a safe distance will be maintained at all times between the vehicles. All workers that night will be enforced to adhere to state distancing and mask rules as

017of October 29th, 2020 throughout the duration of the whole night. The student council at the high school have been meeting virtually and discussing and planning out this event and have been staying in communications with Mr. Jake and McAfee Middle School. We are all very excited to hold this community event for West Milford and its students. I would also like to further mention some other events that have been approved already by the town and the police which allows us to believe that they would approve of our spooktacular as well. There is a creepy cap cabaret night at Bubbling Springs this weekend where people are able to buy tickets and sit on the lawn while enjoying music. On top of that, the West Milford Police Department will be sponsoring a trunk or treat on Friday, October 30th,

018the same day we hope to host the spectacular. It is our goal to encourage those who are going to the trunk or treat to come to the high school after for the drive-thru haunt since they will already be out. I thank you all once again for listening and I invite anyone to ask questions that you may have concerning our plans or past events. >> Thank you, Amanda. This this sounds so great to me. I know that there's a lot of people in town that are talking about the fact that something for Halloween would give some kind of normaly back to to the kids. Sounds great. What a wonderful idea. And we welcome you. We look forward to seeing you. >> Yes. Thank you very much, Miss Gerald. Anybody in the board have any questions for

019Miss Gerald? >> Okay. >> Thank you. All right. And lastly, before we move on to Mr. Novak's presentation would like to thank uh the entire West Milford community, students, parents, teachers, administrators, board of ed members, community members, taxpayers. Uh the past few weeks, we've obviously been on a uh virtual schedule. Um and we've done everybody's really done a great job. Um our students have done a great job learning, our teachers have done a great job teaching. Uh we have a couple hiccups with Chromebooks we're still working through. Um, but feel free to call the board office, call the principal's office to see if we can get that resolved for you. So, uh, we know there's been a couple of hiccups, but we appreciate everybody pulling together and working hard. And, uh, tough times don't last,

020but tough people do, and we will get through this. So, uh, we're looking forward to seeing all your children on October 1st, or at least the Bday students on October 1st, and the Aday students will see them on Monday, October 5th. So, we're really looking forward to see them. I know your teacher, our teachers miss your children. and uh I'm guessing your children probably miss their teachers as well. So, we're looking forward to next Thursday very much. So, thank you, Mr. Novak. >> Thank you, Dr. I. I just want to reiterate what he was saying about um our current process for virtual learning. We set a pretty rigorous expectation for how we were going to handle it um for for this start of the school year. And I think that the community from what I've

021heard um real appreciative of the structure, the schedule, the um you know, we we talk a lot about, you know, what's good now compared to, you know, what what things are like in the, you know, preandemic education. I think what we're doing now is is really something great. I know >> enough. I had to remember my password in front of everyone and now I have to use this. So, thank you. Anyway, I'm just uh want to say, you know, thank you to our staff, administrators in the community for um what we've been doing. So, since last board meeting, we've had a few changes obviously to um our instructional program. one being the last um you know, however many days in the entirely virtual format and now going back to a hybrid format that we presented

022on August 25th. We've had a few changes in what that plan is going to look like. I know there's been a lot of um discussion uh in the community about what those changes look like and and some of the rationale behind them. So hopefully in my presentation tonight, I'll be able to answer some of those questions and provide you some um some more uh elaborate details for what that looks like. Uh in order to do that, I want to start with two um two words we're going to be using quite a bit throughout. I know you've probably seen them. You know, there's a lot of memes out there about not wanting to see these words ever again. Uh very simply um synchronous instruction uh refers to all types of learning in which the instructor um

023and the students are in the same place at the same time uh whether it be it in person or or online. So what you are experiencing now in virtual learning is mostly a synchronous approach to instruction. Asynchronous learning, a general term used to describe forms of education, instruction and learning that do not occur in the same place or at the same time. Uh so that would be uh for example the Google classroom assignment in which the students are not present on the screen with the teacher at that time, but they'll see the teacher again later to to fill in the blanks. Um so we're going to use those terms throughout. I just figured I'd start off a little uh definition. So what changed since since August 25th? Um when I presented the hybrid model on

024August 25th, it was going to be K12 uh early dismissal schedule. And I'm going to break it down for K5. So, what we presented at that time was a K5 early dismissal schedule in which students who were in person, the in-person students would dismiss at 1:20 and a traditional early dismissal schedule and the students who were at home would be getting a group check-in and they would also be getting a whole group check-in and they would be getting afternoon check-ins in small groups to talk about the work that they had done all day. Um in that presentation it was presented as uh the students would be receiving the at home students would be receiving uh a Google slide presentation from their teacher at around 8:20 between 8:20 and and 9:00 we were going to be

025checking attendance making sure that kids got up were ready to go receive their learning for the day. In that original model, students were going to be asynchronous from 8:35 until 1:20 without an interaction from their uh without an interaction from their teacher. The afternoon sessions were going to be to check in. We're using the word check-in a lot. Um to check in with those students for the work that they completed that day and to discuss maybe what what would be coming coming the following day in our change. now and I'll I'll get to that in the next slide. We're proposing full day for all of our students K12 that would put make some shifts in that hybrid schedule. So early dismissal days are now full days K12 except for each Wednesday. So each Wednesday uh

026our students will dismiss an early dismissal uh early dismissal schedule. I have I have the all the times uh and the slides to follow. um and they will have no um there will not be expectations for synchronous or in-person instruction with a staff member after that early dismissal on those days. We're using those days on Wednesday afternoon to work with staff to collaborate, make sure that we stay on track across the district. That's one thing that we're doing now that I think is very successful is that um in the spring or even prior to the spring just in West Milford um history in general, a third grade or fourth grade or or you know whatever grade at at one school wasn't necessarily doing the same thing at as those same age grade age students in

027another school. So, what we've been able to do now in the virtual um environment is to be able to coordinate and make sure that those teachers are on the same page that we can guarantee a similar learning experience for those students um by grade and and across the district. So, those Wednesday afternoons and the early dismissal schedule are going to be for that process to continue where we allow for our staff to collaborate and um and put those plans together. The afternoon check-ins I just referred to in the original model have now shifted from being all afternoon to during learning. So, that's why I've made sure I, you know, wanted to point those words out. Afternoon check-ins for K5 students are now during learning activities as opposed to after learning activities. And the original proposal

028it was a full day of um learning full day of activities without without the teacher being there and interacting. Now in our plan the students will get a mid-m morninging check-in and a mid-after afternoon check-in with their teacher to talk about the the work as they're going throughout the day for the at home at home students. and proposed asynchronous uh learning became synchronous learning for 6 through 12 students in most courses and content. And I'll elaborate uh more on that as we go. So why did these things change? Uh I think we've set and we've we've had this plan all along. Um we have an ambitious district commitment to capitalize on in-person instruction. There is no replacement for the in-person instruction. We know that everyone who's in education knows that the teacher in the classroom

029with the students is what they've been trained for for their entire career. We know about those interactions in person and and how valuable they are. Uh we have some great things going on right now virtually, but they are not a replacement for in person. We have the opportunity now for inperson instruction and we want to make sure that we have a really strong commitment to that in-person model. We have now have um significant uh staff experience in a rigorous distance learning format. So uh later on I'm probably also talk actually in the next bullet point I'll talk about it. Um we have feedback testimonials and the I wish we did this from other districts who started in a hybrid model without a staff who knew how to do a virtual um environment entirely. So right

030now um our staff is as you've seen as as parents and and as um administrators and people who've experienced it, our staff are now living an entirely virtual process which is going to enhance their ability to do different things going forward than we originally planned um for the first the first presentation of the of the hybrid model. and also from feedback from our uh administrators, staff, parents and and students about um about the hybrid plan and and how we can how we can change it. This is some of the scheduling that I alluded to. Um going forward, our full day schedule for elementary school is going to be 8:35 to 250. That's traditional. That'll be for our in-person students and our at home our at home learners. middle school and high schools say their uh

031their existing schedules will be will be intact very similar to what we're we're doing now in the in the virtual format. So for at home learners this this is the biggest uh I think this is the biggest change in um what we had originally proposed in moving to a full day schedule K through I'm just going to focus on K5 right now. Uh we're moving to an 8:35 to 250 Monday, Tuesday, Thursday, Friday. On Wednesday, as I mentioned earlier, it's going to be a um early dismissal. Our students in K5 um so similar to what our our previous plan, we had an afternoon check-in. Now, in order for our students to uh build community, to be part of the class, we're going to have a whole class A and B morning meeting each morning um

032for our K5 students. So, it builds community similar to right now. They wake up, brush their teeth, have their cereal, they get on the screen, and they see their teachers. In the hybrid model, it's going to be the same thing. However, we're going to have, you know, our A students in class and our B students at home or vice versa. However, with our um our staff's new ability to use the technology and to interact with students at home, we think we can simply um add that piece in for our students to be together during that during that morning meeting. so they can be there for the morning announcements, attendance, flag salute, an opportunity to turn the camera to the in-person students to wave at the at home aterson students so we can have a little

033camaraderie for the class for the AB kids build a little bit of a build a little community. um the bullet points and as I I put in there beginning on uh October 7th and that is because we believe in the early going uh October 1st and second when we have our B students in school for the first time we're going to have to have a commitment to pro process procedure for you know how do we how do we do this as a as a school um in this hybrid model you know what what are the safety precautions we have to follow Um, so we're going to go through one full cycle of AA on Thursday, Friday, BB, oh, sorry, BB Thursday, Friday, and then AA on Monday, Tuesday, and then on that Wednesday the 7th,

034we will begin with the the the group uh group collaboration. I mentioned earlier about the check-ins going from the afternoon to a midm morning and mid-after afternoon. So, um how it plays out is that the students, you know, your in-person students are going to get their, you know, their their morning work with the teacher. Um I have a couple staple schedules going forward, so it'll um explain a little bit more in detail. Um you know, so the students are going to be with their teacher in person. Yeah. inerson students. The at home students are going to get activities similar to what they're getting now with their um Google classroom assignments, uh slideshow presentations, etc. Then they're going to have a um opportunity that is dedicated just to the at home students by their teacher to

035check in with them for how their um how their morning learning um is going and to set them up for what's going to come next. Um they will repeat that process in the afternoon. I put various times it's going to be um it's going to be a difficult process between now and October 1st to give exactly what time those things will be. Um so what I've been saying when parents call and ask questions is that you can expect that similar to right now your schedule is going to be from 8:35 to 2:50. Sometime during the morning they're going to have a um a morning check-in. Sometime in the afternoon they're going to have a check-in. um and that and that when they when the teachers set up their schedules in the hybrid model, they'll be

036able to give you more uh more explicit time. A um large change to our 6 through 12 um hybrid schedule now is that in the original plan, uh our in-person students were going to be following a early dismissal 8 period schedule. Our at home students were going to do independent activities for the days that they were at home until uh in the afternoon they were going to cycle through their courses periods 1 through 4 on one day, periods 5 through eight on another and and rotate. Now with our staff having um this tremendous experience in teaching virtually um the discussion from high school administration, high school staff is that they would like to have a full day where they can teach to their students at home and their students in in person using Google Meet.

037Um we are in the process now of making sure that we have all the technology in place better technology than the uh staff Chromebook. They're going to We have webcams. Dr. Anamone and I helped uh and Mr. Winston um deliver them to the buildings to make sure that they're all in place. Um so we're we're real um excited and and uh confident about that process at home students. So I say some exceptions may apply like old commercial saying um certain courses don't lend themselves to synchronous instruction uh when the phys teacher brings them up to the track to you know to do their walking and that sort of thing. Um it's probably not the best thing for the you know I recommended you know the kid in the cast has the selfie stick maybe on

038the teacher but that didn't sound like nobody else liked that idea. I loved it. Um so there are certain things uh certain electives certain lab courses um you know certain courses and content that won't lend themselves to a synchronous uh uh asynchronous opportunity. I'm doing it again. All right. So here's sample uh sample schedule for our hybrid schedule K5. Um, very similar to the presentation that I used last time. I just I just tweaked some of the some of the new things. Um, but I do want to point out, you know, the the importance of of uh K5 in-person instruction. Um, cooperative learning, guided independent practice. Um, you know, there's there's just so many benefits of having our students uh in person. Uh, also with the change from um and Dr. McQuay, jump in if

039you if you wish. uh in the full day schedule. We see greater opportunity for uh moving our kids safely in the in the new uh in the whispering at me. Uh I we see better opportunity for moving our kids safely um through our processes while capitalizing on instructional time. So in a and you know I mentioned earlier about the what what we wish you we did different from other school districts who did a hybrid model who are in early dismissal schedules. They lose lots of time traveling through the building. You know to space kids out six feet takes a lot of time to walk from the kindergarten to the art room. Takes a lot of time to go into the lunchroom. Takes a lot of time to pack up when you're socially distancing and modeling

040and and following all these um safety guidelines. It takes time. We're building in mask breaks for kids. I need a mask break now so I can, you know, I know what it's like to be, you know, doing this all day. So, we're building in mask breaks. We're building in outdoor time and in an early dismissal schedule that eats up an awful lot of instructional time. So, we believe in a full schedule for our in-person students, we can do it safely and we can do it effectively uh in an educational format. [Applause] Uh, I also made some changes to the at home instructions so you can see a little bit more clear what a um midm morning or mid afternoon check-in looks like. So, I'll just give you a minute to read that. I saw some

041people taking pictures. Robert, are we going to post this on the website? Can we do that tonight? Pressure on you now. I had to remember my password. You got to get this up. All right. Deal. So, as you see, as I explained earlier, it shifts the afternoon check-in to midm morning. It allows the staff to have a, you know, sort of continuous or students who are at home to have a continuous day. You know, they're going to maybe do their English language arts in the morning. They're going to have an opportunity to meet their teacher face to face across the screen and talk about it. Maybe share a journal prompt or, you know, talk about it or or do a little, you know, little little assessment. In that same morning meeting, the teacher could um

042set up the students for what's next. Okay, we just completed ELA. After I log off, you're going to be doing this in math. You can consider this. You know, last, you know, sometimes students find this to be difficult. You should consider blah blah blah. So they can give some advice on the learning to follow with knowing they are going to see those kids again later in the mid mid afternoon uh check-in. So they'll student they'll the teacher in the afternoon can then check on how's your lunch how did you do in math show me you you know hold up your problem I know we got a lot of staff members who utilizing the whiteboards at home etc you know how did you do and then be able to set them up for their learning after

043that and talk to them about what they might be doing the next day. Um, in talking with staff and talking with min ad min administrators about this model, um, we see it as probably evolving over time where the teachers setting up their plans are going to be able to predict, you know, with their students who are at home during these check-ins what they're going to be able to need, what they're going to need to do with them when they have them in person. That can be a little bit more in-depth and and elaborate. So, we see that growing. We've seen it with our staff now. they've they've just really uh raised the bar for themselves in terms of virtual learning and I see this as an evolution of of what they're able to do as

044as we go. So, I'm going to shift here now for um our virtual learners, 100% virtual learners. I know that's also something that's been a a question that that comes up. our virtual learner K through one K and one program or or plan hasn't changed at all since we went um to a f fully virtual virtual process. Our virtual learners kindergarten and first grade are still going to be um divided into an AM or a PM cohort and it's simply for scheduling to make keep our groups smaller etc. Give everyone a minute to look at that. And then the next slide is what the PM cohort would look like. So I just want to highlight, you know, the whole group morning meetings, you know, similar to this is very similar to what we're doing um

045right now. Um K and one, it'll be different because they're going to have a different timing than they have existing now. And that's just a matter of uh what we're able to do with uh what we're able to do with the staff that we that we have in place. snapshot of what a um first grade uh AM and a snapshot of what a PM cohort would look like as well. Again, don't hold me to these times. This was proposals that I worked on with the um possible teachers for who for the um kindergarten and first grade cohorts um and what would make sense in a in a um uh in a 100% virtual process very similar to what we're doing now. Grades two through five changes a little bit from what we are from what

046I originally proposed and what we and from what we're doing now. Um however it will be at 8:35 to 250 um 50 schedule and it will closely resemble the what the hybrid student schedules are. Um there will be a district distance learning teacher assigned for each grade. So, if you have if you're a 100% virtual learner in third grade, you'll be assigned a teacher who's going to take all the third grade teachers from around all the third grade 100% virtual learning students from around the district similar to what we're doing now. Sets established times. Um, let me skip down everything from what you're experiencing now. You're aware of synchronous and asynchronous learning for special areas. So, um, as I mentioned with the, um, high school example, some activities lend themselves to being synchronous with everyone

047together on screen and some activities um, lend themselves to to something else. Um, so those will that'll be a um, again an evolution as we go to to um, plan those activities. Students in this model will also have access to our special education teachers, encore teachers, and and reading specialists, although they have a 100% virtual um classroom teacher. Sample schedule very similar to the one I presented um back in August. Liz, special services. >> Yes. So, for the 100% um distance learning students for IEPs, you will see I kind of outlined the procedure because we were getting a lot of questions from families about what will happen if I chose 100% distance. So, an IEP meeting will occur with the parent for both whether you're a prek to grade five student or a high school

048student or a middle school student. And then the IEP does get amended, but only for a short period of time. Right now, it will be from September through December. Um, and then if you return at any time, the amendment actually ceases and ends and you can return back to your original IE. So, it's really only like a temporary change for remote learning. You'll see it's different for both preK to 5 and grades 6 to 12 plus because of the fact that if you are in that 6 to grade 12, your classes will be running at the same time as that schedule of the high school or the middle school versus if you're in a special education resource program at prek to grade 5. You may be provided with a modified synchronous learning session during your

049resource center time. So the teachers will have you be a part of that time period of swap of English language arts or math. Um so your schedule will depend on when your resource times are. But your IEP team no matter what will be the one that that decides with you what's been working in virtual learning, what's not working for your child because every child is different that has an IEP. And then lastly, you'll see in number five under preK to 5 and number four under 6 to 12 is if you're in a specialized program, that would be our self-contained climb, autism, behavior disabilities, multiply disabled class, any of those self contain specialized programs, you will get a schedule that is specific to that class. So, you will still have your self-contained teachers be a part

050of that discussion as to what your child should be a part of or should not. IEPs, as you know, because they're individualized, allow more room and give to be able to like design something that's going to work for your child and no two children are alike. So, that's why you have to meet with your team about it. Um, so we just wanted to put that up there because that's kind of the only change and there's and process from the last meeting we had. >> Thank you. Uh here's so the easy part about presenting about the middle school and the high school is that they are simply following their existing bell schedule similar to what they are doing right now. Students will you know at home at home students will do what they're doing now inerson

051students will be in the building and and visiting their classes in a um you know in a reduced in a reduced student climate. Um, so we're um very excited to be able to do this. And again, as I said earlier, there's going to be an adjustment period while we work through the hybrid schedule and and the things that we have to do to have, you know, kids in the building and and and kids at home. Uh, we've worked hard with um making sure that the technology is in place for us to be able to do this. We've, you know, we spoke earlier, Dr. alluded to some of the um some of the tech glitches that are going on at home with Chromebooks and you know Google and and some of the um town connectivity and

052that sort of thing. So I just urge you if you continue to have problems, keep reaching out. You might not hear from us directly if you access the um the help desk or if you call the principal, but make sure that but just be aware that we act on all of them and we we send that information to the appropriate um building to make sure that these situations are are trying to be rectified. So, if you're having connectivity issues, if your Chromebook isn't, you know, the space bar is not working, those types of things, just make sure you let us know as soon as possible. We're going to do everything we can to make sure that you are functioning in the way that that best suits uh students at home. The feeling we get is

053it's improving. Um, you know, that's just from feedback. Either it's parent fatigue, tired of complaining, or it's actually it's actually working. But, you know, I don't know. We'll send another survey soon just to kind of gauge where we're at. First one was horrible. So, I don't want to do that again. But, um, we'll we'll wait maybe a week. >> Dan, just to correct that, somebody's going to get back to him. It might not be but somebody will reach out to them if they on from the help desk. Correct. >> Yes. Yes. So it's usually um it usually co goes to the building principal and then the building principal will find you know the person in the building who can who can help it out. So that's simply our our bell schedules middle school and high

054school. Uh virtual and hybrid learners six 6 through 12. So, our 100% virtual learning students are going to maintain what they're doing now as a 100% we're all 100% virtual learning students right now. Those students will just keep on keeping on with uh what we're what we're currently doing. And then our hybrid students will follow their schedule on on the uh AB time period. Um so follow existing bell remaining current class structure as I mentioned earlier synchronous and asynchronous [Applause] and then you know I like to throw in continue to benefit from our staff gaining experience in these models. I mean, they've grown tremendously in the virtual climate, and I know once we have them, you know, after they get their feet wet, um, in the hybrid model, it's only going to get it's only

055going to get better as we become, um, more practiced at at what we're doing. You know, we don't anticipate changes to the hybrid model going forward. You know, the state of the world, I don't want to get into all that kind of stuff. Um, but right now of the foreseeable future is that we're going to be in a hybrid model. So, we're going to do the best we can to make sure that it works for our students and our staff and our and our families. That's it. Questions from the board? Sorry, I might back to you the whole time. >> Does anybody have any questions? Courtney, >> I'm a little confused about the max and full schedule because um you said you're going to follow exactly what you're doing now, but aren't they live in

056the classroom? >> Yes. >> Okay. So, that's a little different than what they're doing now. Now, they have a teacher in front of them >> schedulewise things will be the same, right? the kids who are in different cohorts like if my child is in cohort B and she's in person Thursday and Friday on cohort A day she's live stream into that class I just want to clarify yes continuous instruction >> okay thank you >> Kate was the same question but for virtual students they're watching also >> yes >> in their schedule >> right >> but now for the virtual students in K to 5 they have a virtual ual teacher. Correct. >> The 100% virtual students K5 will have a district distance learning teacher that is um potentially different than the teacher that they have

057right now. >> Anyone else? Courtney >> and the K1 you said am. They're not full day anymore. >> Well, so they're AM PM. They are right. So right now they're full day in this model. They're going to be they're still going to be full day, but it's going to be a mix of synchronous and asynchronous. So, they may have a abbreviated time with their teacher compared to what they're doing now. But they may also have um after they're done with the district kindergarten teacher, they may get a meeting with the reading specialist. They may have their special area, those types of things. So, they're going to have a they're going to have a longer day than the teacher than the assigned kindergarten teacher has with them. um you know it's just a m matter of

058us for scheduling and and staff to be able to do that. So this those students will have a longer it'll be closer to a the early dismissal schedule that they that they're following now without the afternoon um add-on. >> Okay. And then the specialist you mentioned the kids are going to be moving in the halls. Is there a way that the specialist can go to the classrooms? >> So right now we don't have that um we don't have that process set up. we have it um that the kids are going to go to and it's it's different. It really is different building to building depending on the space that we have available, the type of special that it is. Um however, we are in the process and Dr. McUade, you can jump in as well.

059Um wink wink wink. um that we are advising all of our special area teachers to maintain, you know, the the 6 ft with every kid so that if we have a potential um you know, positive test that it's not a situation that that could, you know, be problematic for everyone else, uh you know, in the area. So, you're not going to see the media, you're not going to see the librarian sitting on the floor with a um you know, with a crowd of students around them that we're going to advise that our specialists, you know, our classroom teachers may have to um you know, with their with their class, they're going to you know, they may have to be within the six feet. Um but we wholeheartedly intend that our specialists are going to maintain

060that socially dist process in the classroom. That's just one of one of our I guess our measures to make sure that we're not crossmingling cohorts and and that sort of thing. >> And in line with that, I'm just curious about how you're planning on keeping that social distance and dismissal procedures with a car par car of parents coming to pick up. >> Well, that I mean that's that's the that's the process that our um that our principles and and building admin are are working through and have been working through, you know, in these in these hypotheticals. I think our um and I know it's it's a lot more kids to consider than what we did our kindergarten open house, but our kindergarten open house went um you know went really uh well in terms of

061being able to do that the spacing, the time to get in and that's what I referred to earlier. Another reason why I think it's important for us to go from the early dismissal to the full day because that all takes time and that all takes time to get in the building takes time to um you know to move in in that in that format at the at you know I think on a on any given AB day our largest school is probably this thing is like just under 100 kids. I mean these schools are built for 350 maybe more. I mean I know schools that have been been much higher than that. Um, so to be at 100 students or less, we feel very confident that our admin, our teachers, our aids, we got a

062lot of hands- on deck to make sure that this all all works out. So, we're confident that we can do that. >> And then my last question, I'm sorry, is about substitutes for teachers. Teachers are going to be absent. So, what's going to happen with um like we're not expecting substitutes to do live stream? >> Yep, that's my question. Like I I hope that we're instructing our substitutes to be in person with our in-person students and our teachers maybe are able to post work for the children who are virtual because that's an awful lot to ask for a substitute. >> Yeah. >> Um but they're not volunteering. >> But they're not either. >> Well, they haven't. That's my question. >> So So we we have um um Barbara and and Alex have approved Oh my

063gosh. >> What's that? >> Sorry. >> So, Barbara and Alex have approved our ability to get um what we call permanent subs for each building. So, we are working to fill those roles for a permanent sub on hand to help out with movement, to help out with safety and if need be to go into a class. And if it's a permanent sub, we may have a little bit higher expectation for them for being able to jump on and and work with those uh and work with those kids. A lot of the permanent subs that we have, the people that we're reaching out to, they're not strangers to our schools. They're people who've been here. They know our kids. They know our they know our community. And I know there's people at home watching who know

064who they are. So, get ready. Where's the camera? You're going live. >> Yeah. Well, they're family, their parents right now who are, you know, living it and loving it. >> The other thing I just want to mention because we've had a couple situations where we've needed to have us up right now and that's where I think you really have to like, we're all in this together. So you have to utilize the resources that are within the building. So it might be someone that you know maybe a special class A that has a that also has subsert that has already been familiar with the class. Maybe it's the co-teer that's already in class resource that's now going to pick up the class. Like so there's there's different ways. I think we have to be a little

065more creative than we have in the past. >> So right and so to answer it um without being silly, there are certain subs that we know we can do this with >> and there are certain subs that we know we shouldn't. And we're gonna do what's best for kids. >> Okay. Nicole Kate Kate or Nicole, you're N Kate asked you go. Nicole Kate >> Nicole. Nicole go. It's hard when I when you are over here. I can't see you. That's >> spot. Thank you. This is really uh very thorough and detailed. Um, my first question was I was wondering if you can elaborate a little bit on why the decision was made not to also have the K5 synchronous. I understand some of the logistics. I just for the public's benefit, can you share anything

066from what you've heard from other districts just so people understand why we're not doing it that way? So we we have the luxury now of um now that we we started in a completely virtual climate that has given us um the ability to hear from districts who started in a hybrid model and um some of that feedback has been um less than less than great in terms of people who teach you know districts that put second grade fourth grade teachers and students live from a camera feed for the for that that age group to try and you know teach to both groups and and the the um phrase that I've been hearing loud and clear is that it's a disservice to both and that the teacher cannot focus on those kids at home and focus

067on those kids in the classroom. We feel we and the the feedback seems to differ greatly from a middle school high school setting to K3. Um, you know, I don't know if our fourth and fifth grade teachers evolve over time. We're starting with what we and I and when I work with staff and I work with our admin, I refer to what is sustainable and we want to start off with a with a sustainable goal. We don't know how long this hybrid model is going to go, but we do know we're going to get better at it as we go. So, we're going to start with a sustainable plan. And if our work with our grade levels where we have fifth grade teachers who decide, you know what, maybe we can do a synchronous math

068lesson, you know, that that's an evolution that I'd like them to get to. We might never get to it, but it's a conversation that we will have to to try and see where those things lie. Um, so I I just don't in my opinion and from the opinions that I've been hearing, it's just not good for kids to, you know, I mentioned in the first slide. Second slide. No, there it is. Ambitious district commitment to capitalize on in-person instruction. And I mean a a elementary student, an elementary teacher can't focus on the inperson. If we really want to make the in-person experience what we what we want to hang our hat on in terms of West Milford is moving forward with a great education for their students, even in this environment, it has to come

069from the the in-person uh in-person experience that we can, you know, capitalize on. Sorry, long long answer. >> Thank you. Thank you. >> Any other questions? Kate, you had something? >> Mine was a question. It's now kind of more of a statement. I'm very upset about what I just heard about substitutes and I think that we need to support our substitutes in this district being that there's going to probably be a lot of them. I'm not okay to hear that many of them are parents at home, so they're going to know what to do in the classroom because that is not the case. And I would hope that there's going to be some type of uh either volunteer training if they'd like to come to or something offered. >> We have paid substitutes in the

070past for training. So I you know we we have >> it's not for synchronous and a certain kind learning. I'm just saying I like >> we're not going to get a sub off the street and put them in front of the Chromebook and say go. Um we we have been working with people that we know. The people we have already contacted as our permanent subs. those people have been already, you know, they they sort of know the deal. Um, we have a few, uh, not a few, we have a lot of staff, uh, substitutes that we're hiring as a long-term sub. So, a long-term sub comes with an expectation that you're going to deliver instruction. >> Yes. >> You know, so our day-to-day subs, which I think was what started the question, was that, well,

071no, we have to be, you know, we have to be reasonable for what's good for kids. Um, but if it's one of these district, if it's one of our permanent subs in the building, well, they're going to be ready to jump in and take the spot of the second grade teacher, the fifth grade teacher here or there because they're going to be in the building every day. They're going to have access to the plans. They're going to have the exposure to the grade level discussions. They'll be at the faculty meeting, you know, those types. >> And prior to October 1st, then I can assume they'd have class list and a G Suite like hooked up already, >> right? >> Okay. Right. >> Ray, you had something. >> So, a couple things. One, you know, we're

072kind of elaborating itself, but also something that Nicole did. Two, you I know in the past you mentioned your role with the county and what you do as a education instructor in the county. So question is like what if maybe you learned some things from some of your the folks that you talked to in the county about how they're handling these stuffs and also how they're handling. >> Yeah. So, I mean, um, that's been a tremendous role for me is the working with, um, you know, working with the the county curriculum consortium to, you know, to have a a a group to find, you know, people who are doing what I do and what we do in other districts to be able to get that feedback and to find out, you know, exactly, you know,

073I have instant access to every district in the county to find out exactly what they're doing. So, a lot of the feedback about um extended day, full day versus um abbreviated day comes directly from that feedback. Um the discussion of subs is one that that nobody really has a good answer for um across the across the county and I'm sure beyond beyond the county. Um but yeah, that's exactly where you know that's kind of where we get get our information from. That's always been a I mean a process that I followed. I know a lot of us follow it. The answers aren't always within the borders of West Milford. Sometimes you have to find who's doing something really good or you have to find somebody who who is open with the fact that they wish

074they did it differently. And that's all the information that we've been been using to create these plans. And and then for the 6 through 12 did I guess uh you had conversations with administration and teachers about how that was going to work and they felt like the half in class and the other group that was going to be all virtual there was there was some good buy from the teachers on that and how that was going to work. >> Yeah. Yeah. that that was the um you know when we started talking about this a few weeks ago um we asked our administrators to go back and and talk to staff and and get their feedback and um I think the choice of having those students at home having to plan for those students to try

075and learn algebra 2 on their own at home um and then and then have access to them in the afternoon at some point uh seem more daunting than um than having them all live at at that particular time. I think if we asked them on August 26th um what they would have chosen. I think it may have been different. I think now uh a lot of hills have been sort of conquered in in terms of understanding what virtual learning looks like and using the technology and and you know and getting through getting through those types of things. >> Two more things. So one is >> got the answers >> hybrid schedule for Macin and the high school ready. Students are going to go they've got their 3 minutes in Macin to get to class. They've

076got four minutes in high school. Uh trust me we know if you receive emails you may not have responded to emails from parents but you receive those emails. It may take longer for the virtual learner to actually get off in one class and get into the next class. being sure that over time. >> Yeah. And like I said, technology is not working. >> Like I said in the in the beginning, similar to us, uh the first couple days of virtual learning, we had to learn how we're going to do virtual learning. And I and I think we we're going to be accounting for that beginning on October 1st. When we get through probably the first rotation or two in the hybrid model, we're going to be, you know, seeing those things as well. And teachers

077will will be, you know, they've been great so far in terms of it. they're going to start to get to understand how that how that works. You know, will those kids be able to log in and log out? Will, you know, the first peri kind of like being in person, did the first period teacher keep a student online a little bit longer to then have a chat or, you know, before they send them over? Is there a technology issue? You know, there's a number of there's a number of things we've been discussing in terms of what it means to be teaching to those kids in the room and and the kids at home. um in terms of setting up students for what the expectation is, you know. So what we want to make sure that

078that the students are prepared for is that at any given time this Google meet feed could be um muted or shut down etc. whether it's a fire drill, a um safety drill, um uncert unforeseen circumstance, student crisis, you know, there's things that teacher uh our teachers are going to be um able to mute and turn off cameras in a in a quick manner just to preserve a lot of, you know, whe there's confidentiality, whether it's because of a fire drill, those types of things. So part of this process in transitioning to a hybrid model is training the kids on what to do when the you're at home and the class disappears. You know to sit tight to you know it's not going to be like college 15 minutes I'm out of here. You know it's

079it's you know I'm going to um you know wait and and and be part of it. So those those are just that's just one example of some of the training and the discussions that we have to have prior to October 1st, you know, for our kids to be ready to do this. So the last one uh Liz about special services. So I know offering a full virtual we also have where they can go for five full days. I think I heard you say one, but I think I heard say that because it's an individ so they could potentially have a choice to stay with one particular cohort if parent doesn't feel comfortable with them going back and forth as long as they're working towards working towards that 5 day week. We don't know whether that'll

080happen and that could always be about >> well I explain so the what happens with the elementary is that your the elementary so prek to grade five resource center programming is if your child has resource center whether it's in class or pull out it's a 5day a week program that's the program or if you're in a specialized program so if a parent wants to modify that in any way they would have to go through their IEP process to do that, but they be then at that point talking with their team about reducing services in some way, right? >> Um, and or modifying services or coming up with a transition plan to start 2 days, 3 days towards 5 days. But that would be then individually, but they couldn't pick a a cohort or B cohort

081because you're the programming is offering 5 days a week for those programs because we believe in order to meet the IP goals and the IEP needs in those programs that it has to be the five days a week. >> Okay. So, so if a if a parent feels that they're they're the best thing for the child and for them as a family is for them to just stay with one cohort, that is is an option or is it is it an option? >> They they can't choose a cohort the same way that the general education student can't say I want to only go to school 2 days of the three days that we're offering. like that's the that's the recommended recommendation for the gened and the recommendation for the special ed based on the input

082from teachers child study team um you know the OSP guidance similar at the county level is that we're maximizing our student contact we believe that's best so that's the 5day we cohort the same way that there's other programs and other students that are going to be attending 5 days as well that's the programming for resource center and specialized but if a child has speech just a speech IEP or modifications in in an IEP, then they they could be in an A day or Bday cohort at the elementary level. >> I I think it's important that if somebody has an IEP that they should be contacting their team and working with them to to address the issues rather than because not one size is going to fit all. >> Exactly. and and and so far I

083mean I don't obviously for confidentiality purpose I can't explain the situations but so far the families that that either I know that I've gotten involved with or been able to work with we've kind of come up with a plan to still get the outcome as parents and works for their family and their child but it just has to be then in a legal binding agreement which is the idea >> that is true Nicole you had a question >> just one more um maybe a little bit of a tougher one and you know I recognize that a lot of the reason we didn't been previously was a staffing issue and I know we've been working really hard to fill that and my my question my cons my one concern is at the high school level but

084the subs that will be covering those very specific content areas how are like physics and some of the maths and how are we preparing them to make sure that they're able to provide a quality learning experience for those very specialized content areas. So, um, you know, difficult to fill, you know, some of these specialized positions. However, we've been fortunate, um, again, you know, you referred to county groups and, etc. I'm not the only one who's part of a county group. Dr. Mcuade's president of hers, our supervisors participate in county roundts, state roundts, etc. So, in that process, everyone has the same problems. Every district's sort of in the same boat, so to speak. um and there's a lot of creative solutions out there. So, what we've been able to do is um contact um a

085couple of vendors who provide specific lesson planning and specific resources for these challenging content that we can work with that our supervisors and and um uh high school and McAppen building administrators can work with our subs and give them the proper materials for them to be able to teach some of these uh some of these high-end Not I don't say high-end some of these more um challenging courses with with limited students. >> Do we have numbers? Um you say that K to five, our largest building is about 100. Um do we have Mapin cohort and high school cohort numbers? >> I don't have exact numbers. >> Could you repeat that, Kate? I I couldn't hear you exactly. >> I'm curious if you have the numbers for the cohorts at Makipin in the high school. the

0868day be bday cohort. I can get you that tomorrow. Uh at the end of August it was about 300 for mccapen on each day and the high school might have been closer to 400 maybe but I'll have to see what the updated numbers are. We've had some parents inform us this week that they no longer want it or last week rather that they they initially signed up for the virtual cohort and now they want to come to school on October 1st. So that has changed the numbers somewhat but I'll get the uh board a final uh count probably uh uh Wednesday Thursday this week. >> Thank you. >> Does anybody else have any questions? >> Oh, sure. So if a student is in cohort A and like teachers are absent, students will be absent too,

087but if they don't want to go into school because they're not feeling well, are they able to still be present in school and go virtual even if they're cohort like if it's cohort in person day? >> It's an outstanding question. >> And I'm going to I'm going to let you look at her >> for that one. actually. Yeah, let's look at him. >> All right, that is a great question, Miss Gerald. Um, students always have the ability to uh call I don't want to say call out sick, but be absent from school if you're ill. Uh, we have a host of symptoms that if you're feeling one or more of those, you should stay home from school. I would probably recommend you uh see seek, you know, a physician and take the advice of your

088medical provider. If he or she says to stay on bed rest, you know, you should probably do that. We don't want people dragging their sick selves to their desks at home to log into school. It's important, but your health is more important. And if your physician is telling you, you know, drink a lot of fluids, stay home, rest up, that's what we're going to ask you to do. So, you should probably speak to mom or dad and they'll speak to a physician. Um, we don't want to turn this into something where uh sick teachers are logging in from home or sick students are logging in. Um, this is very important what we do here, school work, education. However, your health is more important and uh >> student is not feeling well enough to go into

089school that you prefer them to just go to a doctor and not log on for that day. >> You you you could be absent for the day. You know, uh there's certainly, you know, there's a lot of we know there's we're heading into flu seasons shortly. So, even if you don't catch CO, hopefully um you could catch the flu or the common cold. So, uh, we have, uh, as you know, 16 absences for a student to lose credit. So, you know, we're a long way away from that. So, I would not risk your own health by stressing your body by logging in at home. Um, parents can always call the school, report their child absent because if we're expecting you in school and we don't have a phone call, we will call home to make

090sure the student is accounted for. So, we would ask parents just like they would normally to call the school, report a child sick and absent, and then we'll mark it as uh sick and absent, and we'll give you as much time as you need to make up the miss work. So, it's nothing to stress out about. We have a lot other things to take care about. So, take care of your body, your health first, and then uh the school work will it'll take care of itself somehow. Kate, >> amazing questions, Amanda. Thank you. Um, I would hope that the administration would rethink that and discuss an absentee policy as other districts and go back to your organizations and ask them what they're doing because other districts are allowing students to stay home and then sign

091in virtually if let's say they have a fever but no other symptoms. Um and obviously yes the recommendation would be check in with their doctor or whatever it is but to have students absent then and missing the curriculum as we want education first. So if they are able to do so, I would hope that we could look at an absentee policy different from anything that we've ever had before, if possible, you know, if they can be >> Yeah, I agree. And that's a needs to be discussed >> and and um you know, districts that have already implemented a hybrid model. You know what we want to prevent, you know, there's the student who's ill, but then there's also the student who decides that morning, ah >> Amanda just said lazy. I want to stay home

092today and I'm you know I'm an A kid but I'm going to be a B kid today. So I think that we have to um you know talk to our staff and make sure that that we have that >> it's a discussion. I mean some some districts are are absent uh present and VA virtually absent. So the student is supposed to be in person. You know there's all different things happening in all different districts but it hasn't fully been discussed to my knowledge. So that's a great question and I would ask that you still revisit that. >> Dan, maybe we could discuss it in committee. Maybe you could get some of the information that other districts are doing and maybe you can have a recommendation for what you want to for something that you and

093Alex can work on it and figure out if there's a way. You know, I I truly don't want to see anybody go on if they're sick. But, you know, if it is like that, a case where there's a fever, I think it might be something that we should discuss, but we don't want to encourage them not coming or not logging on on the days that they're supposed to be there. Yeah. >> Uh, any other questions? Okay. Well, thank you, Dan. >> All right. >> I'll fix it. Thank you, Rey. It sounded like thunder. Um, moving on to special reports and correspondence. Uh, Mrs. Francisco, we have the minutes from the August uh 22nd meeting. >> 25th. And the executive >> 25th meeting. >> I I need a motion. Romeo will make a motion to approve

094the following board of education meeting minutes from August 25th, the workshop regular meeting and executive session minutes. I need a second. >> I'll second. >> Dave, all those in favor? >> I. >> Any oppose? Okay, moving on to my president's report. Um I just wanted to speak tonight and just say I realize how very difficult um times are for each and everyone. I also know that there is no good solution for every single person. Um the situations are different and everybody's trying as hard as they can to do what they can until we're all back to normal wherever whenever that is. I don't think anybody's there's always going to be issues. The district is trying its hardest to do what it can. I commend the administration and the staff and the parents for working so

095hard. This has been a difficult time. The internet issues, the frustration, everybody is in the same boat, but everybody's boat is different. So, please know that as a board we we are not taking anything lightly. We do receive emails from everyone. Please understand, we read them. We've forward them on to the administration, but the board does not answer your emails because legally we can't speak for the district. Dr. Anamone is the head of our district and he is the one who is in charge. So, please don't think if you don't get a response from one of us that we don't care or that we're not paying any attention. It's just that we cannot respond. We're hoping that, you know, things get better and hopefully the next step that we're taking now as far as the

096hybrid plan will be another step back to normaly. We just hope that everybody understands every every board member takes this very seriously. sitting here and we put our time in and and we truly do care about our kids, about the parents, about the staff, and we're hoping to do what's right for each person. Now, we'll move on to 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 of the public who have requested to speak prior to the meeting will be recognized by the chair first. Each speaker will be given five minutes for a period of 30 minutes and then time permitting other public comment limited to five minutes per speaker will be allowed until the 30 minute time period

097transpires. All members of the public speaking during the public comment period are asked to address topics listed in the agenda. All speakers are asked to sign the register provided and to give their full name, spell their last name, group affiliation if appropriate, and provide their address. Issues raised by members of the public may or may not be responded to by the board. All comments will be considered and a response will be forthcoming if and when appropriate. The board asks that members of the public be courteous and respectful of the rights of other individuals when speaking. Specifically, comments regarding students, employees of the the board and students and employees of the board are discouraged. The board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the

098laws 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? Can you clarify what subjects we're allowed to speak about right now? >> Anything that's listed on the agenda? >> They can talk. Yeah, you can come up and speak about the hybrid if that's what you're wondering. If you somebody has a question about the plan. >> If not. >> Okay. Seeing none, I make a motion to close public comment. Oh, come on up. [Music] >> Okay, Gary Dam, uh, Bridge Road, 144

099Bridge Road. Um, I'm just hoping, really hoping that you're sincere in the October 1st opening because what I fear is that one person's going to come test positive and you're going to panic, the teachers union will come down hard on you and things will be shut down and we'll be back where we were. I hope that I'm wrong, but I just see that happening because I've seen it in other schools. I think it was Sparta or Newton or something like that did that same thing. Um but just remember one person uh testing positive and it's going to happen. It's inevitable. It has to happen is kind of meaningless because people right now like for example my wife works in the hospital. People come in for uh procedures surgeries elective or what have you and they

100test them and they say well by the way you're positive. Did you know that? No idea. they do the procedures, send homes the medications and that's that the virus has become much less viralent and uh it's it's not a problem if one person uh test positive. So if you look back in January, February, remember when we were uh we had the nurses were saying there's a lot of kids with snipples and so on and so forth. We disinfected the school three times. Uh where you had that virus was probably going around back then. we just didn't know about it and it wasn't a problem. It was a problem but the kids were not spreading it. So I just hope that you keep that in mind and and keep a level head when that when that

101first person does test positive which will happen. Thank you. >> Thank you. Anyone else wishing to speak? Hi there. Uh I'm a church 42 years old. Uh my kids are third generation for students. Um most of us understand the risk of sending our kids back. I think none of us are going in thinking there's elimination. It's supposed to be mitigation of risk. Um the majority of parents and teachers, especially at elementary level, want to go back. We're willing to try and since the majority of us are willing, I think we should be given that opportunity. Um, to the teachers, I want to say if we do go back, I hope you keep your voices heard. You teach speak to your PCOS, your PCAs. As parents, I know we want to know if you do not

102feel safe because if the majority of you didn't want to go back, I would fully support you. I need for the teachers who to leave. I understand that decision is probably very difficult. Um comment was made last week last month the board that the board does not oversee a district. Uh if you're not run the district, you oversee it. But when you make a decision that impacts hundreds of kids, special district, you don't just oversee it. Lastly, I take this virus seriously. Back in February, February 27th was the last inerson SRT meeting we had. And I asked that day I was the first one member to say I'd heard about this corona virus. Japan closed all their schools and comments were made to me that you know the media is blowing out of proportion. We

103won't shut down. 2 weeks from that meeting we had a shutdown. I was not at the last board meeting cuz I had been in South Carolina and I was within the two week quarantine for governor Murphy and I did not want to take a risk of being indoors. So, I'm a parent who, yes, I know the risks. I wear masks when I travel down south and nobody was really wearing masks all summer. Um, but most of us parents, I think I can speak for most of us, we grappled with the risks sending our kids back and not sending our kids back and vice versa. We had a choice and last month that choice was kind of taken away from us. So, again, if the teachers in the staff are willing, then and parents are willing,

104we should move forward. But again, teachers, please speak up in the coming months if you do not feel you've not done something right because you're in there with our kids. I'm not I get to work from home. Not very well lately with my kids. But that's all I have to say. Thank you. >> Thank you. >> Anyone else [Music] drive, New Jersey? I believe that was put on the agenda at the second open call section, but I think it is more appropriate now to speak as opposed to the second session. I just want to address what happened at the board of education meeting the last time we were here. The board left this public completely confused as to why we were being shut down. No reason was given to us as to what was being

105provided to the state as for the reason for the shutdown as was required. I sent an email to the board on September 3rd that did not elicit response that was also copied to the administration. The only way I could obtain that information to figure out why we were not going back was to submit an over request. Based upon the submission of his over request, despite multiple comments that there are concerns about the safety of the building, it was specifically stated to the state by Avenue that there were no concerns for the safety of our building. And in fact, for the edification of the public, the information that was sent to the state was specifically as follows. When informed that there was no option on the forms to be submitted to the state for a lack

106of staffing, the state tried to inform Dr. that he had to pick some other safety option such as no social distancing. His response to the state was social distancing is not a concern in West Milberg. We have reduced our student population dramatically in all our buildings. The reason we cannot limit staffing, for example, 55% of our high school education department is on leave. I'm not trying to be difficult, but could you see if there's a special place on the form for a comment or explanation? I think content matters and filling out the form would be disingenuous on my part. Once we have enough substitute teachers to fill our open positions, we can open for inperson instruction. This information was not provided to the public. The only thing that was provided to the public is no

107reason. The public had a right to know. The failure to produce that information to the public, to tell the public why, leaves the public at a lack of trust, a loss of community confidence. And I can tell you a large percentage of the population in this community felt that way after the last four weeks. I continue to feel that they still need to be back full time to school, especially our youngest learners. And I am going with this board and the administration to get especially our youngest learners back in 5 days a week. I can tell you as a kindergarten parent, virtual does not work. It is not working. He does not know what he's doing. and I had to send my child to daycare to get this done. Most disturbing in all of this

108is that last week I received an email from a staff member shaming me for having my child in daycare from her jewelry. That's not okay. And quite frankly, the response I received back after responding to him was a non apology apology. That is not okay. These little kids need to be in school 5 days a week. He has a class total of eight kids currently. There is no reason that eight kids cannot be in the classroom. I thank the board. >> Thank you. Anyone else wishing to speak? >> I was supposed to speak on the second half, but want to speak in the first half. >> Please give your name first, sir. >> Jeffrey Denver. Live at 46 last. and uh I'm here to make some comments on the agenda and the time schedule should

109have went forward when it was supposed to just as uh ch mentioned if we follow protocol and we were safe it's the board not to vote to say you can you are losing your choice and whe your child should go to school or not they should be able they should have been able to go into the highway it was disappointing to hear that the board had taken a hand carry that was allowed and they stopped physical school. That's my choice as a parent, not your choice. Uh I can only imagine if you were a parent with a child that has special needs. It's it's a disaster. It's a total disaster the virtual thing. I don't think a permanent substitute or a substitute that wants to work will work over the virtual thing any day of

110the week. And I think the majority of people here, second of all, um, what I want to say is PCTI, it's a county school. We pay for high schoolers to apply and go to that school. They've gone to that school since September. Hybrid. So, our students are leaving our district and we're paying for it and they're going to hybrid schools in September. That's unacceptable. The vote should never happen. It's really disappointing. Um 55% of teachers, they want to show up to work. I get it. We have medical medical reasons not to come. It would be most interesting to find out if this virus continues and pass that 12 week according to the FFC that they don't get paid and they show up to work. Then we should have another discussion figuring out how come they

111you know coming in now. Oh, they must want to get paid. Um what if the large percentage the doctors and nurses didn't show up to work? What would happen then? What happened to your family? Right? essential workers. The computer virtual learning is a disaster. I know they're trying to plug up bandage bandage a horrible sink and ship, but the constant watching my child logging off, logging on, restarting, the teachers on a different inter internet connection. They could be at home, their internet connection could be slow. they can be at school. You know, it's it's it's crazy. It's crazy. The kids need to go back to school. That's that's what I have to say. Thank you. >> Thank you. Anyone else? >> Anyone else? >> Hi everyone. My name is Rob. I live in Boston on

112board road. I have two children in the high school right now and um I know a lot of people are upset. They're not going back. I'm upset as well. I just want to give you a warning. I'm a teacher at all high school. We're rated very high. We've been in there for 3 weeks now and we're very similar to West Milford in terms of how many schools we have in our district. Uh four of the schools have already been shut down because of CO problems. Um, as a teacher, it's been very hard to do the online, the hybrid, kids home, kids in front of you, kids that are fully remote. It's a it's a it's a daunting task. And I just want to warn the board that you really need to prepare your teachers because

113they're not prepared right now. I can guarantee you need to prepare themselves because I guarantee they're not prepared for this. It's a lot of work. So I just want them to have the training so they can do this safely and they can do this in a matter of that the students are going to understand it and get some education on it. Very very Thank you. >> Thank you. Anyone else wishing to speak? >> My name is approval and I am a 270 laser driving. I just want you guys to know that this online is not worthy especially for the special needs students especially for the kids that needed a little extra help that do not have IEP that are now being set back because they're not getting that that extra help that they need. Online

114does not work. It does not work. My child sits at the at a table in his roller absolutely loves his first sheet of paper that he gets to do and then he sits there and ask what do I do? They are upset. They are depressed. They want to be back in school. They need to be back in school. Kids that don't have social skills need to be back in school to be able to get the social skills that they need. We can't do this at home. Mommy is not a teacher. Mommy is mommy and mommy being a teacher is not fun and the kids are not into it at all. So the kids need to be back in school for their sake, for our sake, for everybody's kids. We're just setting these kids back months

115and months and months and then we're not going to get we're not going to get the time back. They're not building their little relationship with their friends, their little different attitude that they have when they're in school. They're different kids when they're in school. And they don't get to build that right now because they're not in school. And we need to be thinking about the kids. That's where this is about. And this online does not help anyone. Thank you. >> Thank you. Anyone else? Jessica, 179 Paris Road. I have two ch two children 11 and 12 home alone. I am an essential worker. My husband's an essential worker and running business. I find out a week into school that my son hasn't been in class all week via email. So, where has he been? What

116if there's an emergency at home? What if how is the how are the teachers trained to react to that? Why would I find out a week later that he hasn't been in class? Where has he been? If he's logging in, is he logging into the wrong class? is he not turning on his microphone or his video. I'm not there. I can't take off and I can't put him in daycare. My options are send him to private school or I guess that's it. So, if this hybrid doesn't work and you decide to send my kid that we have to go full virtual, are we going to get noticed of this? Can I get like 2 weeks, 3 weeks, a month to prepare again? Um, you have to respect the families and these children that are now

117sitting home making lunch, cooking breakfast, everything. We leave at 6:30 in the morning. They're thinking for themselves. I don't know if they're going to pass. Um, I come home, we check over what they did in the day, and that's about all we can do. And um it's not working. It's not working at all. And I cry and it's just so upsetting that they're just coming home to a house a mess, an absolute mess. And and they're just sitting there. And so it doesn't work. I think we need to advise the parents when we're going to get back to in school full time. I see on these leaves of absences, a lot of them are through December. Is that what we're planning on doing this hybrid thing to when are we going to go back in

118full time? And if you decide to go 100% virtual again, we need notice. We can't you cannot be told in a week or weekend or whatever that you decide. You decide that we need to be 100% virtual. One person testing positive does not justify shutting down school. These kids don't get this. These kids get sicknesses all the time. We're going to set a precedent for the future. That's unacceptable. The whole we can't do this. What's the next disease? What's the next sickness? And then how does this affect these kids or these families that get sick? They had the whole business. Okay, it you have to think about this. You can't shut down schools. It can't just be virtual. They need to be in school. You need to take your precautions, but it it it's not

119for you then if you if you can't handle this and you can't shut down school. Thank you. >> Thank you. Anyone else? Hi, my name is Leslino. I live 27 Lakeside Road South. I have three children in the district, a junior, a freshman, and a sixth grader. Um, just from sort of pulling together a lot of these comments that I've heard from parents and actually from the board, I think the thing that was lacking last month and that parents are all striving for what I see on social media is communication. I think that um a lot of the parents were reaching out on social media because there was a lack of communication. The lack of communication for the reason for shutdown or the excuse me the delay of opening was very detrimental to our students

120and to our families. They had eight days to prepare for a virtual world which to our children was very stressful to the parents extremely stressful and I'm sure to the teachers stressful as well. So, number one, when you go on the website, there's no command on the website that actually talks about this. Um, superintendent's blog, I think it's from July or June. Um, just having more places that parents can find their resources besides social media, I think, is going to be very key. um the virtual plan should we need to pop back to that needs to be communicated very clearly and um in different ways relying just upon the honey wells as I've received from parents does not work um some parents don't belong they don't receive them they haven't updated for different reasons we

121just need to make sure that these things are getting out to parents not through social media but through the district through the website through other forms of communication And then also I was very pleased to hear from Mr. Novak that we do have different modes of learning that we're exploring for the classes such as physics such as some of the AP classes because some parents noted on a forum of social media that um their honor students some of their faculty will not be available to them should they come off virtual learning and go into hybrid mode. So that is concerning to parents in the high school especially for my child personally she's going to be um losing an AP physics teacher. So um carrying that that will there is a plan for replacement would be

122essential and again communicate. So if you took nothing else from what I've said it's make sure that you're communicating with the families. It will reduce the frustration that you care overall and doing it in multiple ways not just relying on time as well. Thank you. Thank you. Anyone else? [Applause] Hello, my name is Alex Mono 17 Drive. I'm a senior at West High School. This is the first uh I've been to um I would just like to say that virtual is not working. I go on 8 hours a day. I'm up there at 7:00 in the morning till 2:00 p.m. I go right to practice for soccer. Go home and I do my homework and then I go to bed. It's not working. It's going to burn me out. It's going to be my teachers

123out because I know they're trying the hardest and I really appreciate that. But it's just not going to work. And um thank you for your time. >> Thank you. Anyone else? >> If not, >> seeing none, I make a motion to close public comment. >> I need a second. >> All those in favor? >> I. >> Any opposed? Okay. >> All right. Just have to make two minor edits to the agenda. >> Mhm. Um, page number seven, personnel resolution number 35. There's going to be a date change. Instead of November 20th, 2020, that should read September 30th, 2020. And on page 8, resol personnel resolution number 42, there's going to be a date change. Instead of November 20th, it's going to say September 30th, 2020. And the total dollar amount will be not 3,000, it'll

124be 1,000. And that's it. >> Okay. So, I need a motion to adopt the agenda. I'll make a motion to adopt the agenda as amended. Second. >> All those in favor? >> Any oppose? Okay, we're going to go to personnel. Just one second. [Music] Yeah, that's fine. Sure. Um, yeah, before we we get to all our resolutions because we do have a lot to get through, I just want to, you know, reassure the board and the community, uh, you know, we we are going to open for inperson education on Thursday, October 1st. Um, if there's one COVID case, you [Applause] um, if there's one positive COVID case, which there will be at some point, that does not qualify as an outbreak. We have a matrix from the New Jersey Department of Health um which guides

125us in our decision- making. We work with our local Department of Health as well. So, it gives you a matrix of if there's one case, what do you do? If there's, you know, 10 cases, what do you do? There's a matrix on the Department of Health website. Um obviously, anybody can check it out. And, uh we do have our plan up on our website. Um it should be on the homepage as soon as you log in. I'd have to check it out first thing in the morning to make sure it's um you know maybe it's below the fold so to speak instead of above the fold as we used to say in the newspaper business. Um but we could certainly get that out multiple ways and get that information to the community. Um like I

126said before uh you on behalf of the whole district we're looking forward to seeing your children on next Thursday. So thank you. >> Thank you Dr. Henimo. The other thing that we need I want to say is that we have to follow what the health department says when it comes to cases. We can't go p we can't bypass that. Dr. uh McUade is in charge of all of that with the nurses. And if this if the county says to us we can't we have to close we have to do that. And it might not be you're not going to get 30 days notice. Honestly, you're it could be a day notice in because that's what's happening in other districts. That's just to keep you aware. It's not something that the board wants to do or

127anybody wants to do. We just have to we have to follow the guidelines and the protocols that are coming from the county and the state. So, um if that something like that was to happen, it was not it's not driven by us, but it's driven by protocol. Um Nicole personnel I'd like to move items 1 through 167. >> Okay, I need a second for that. >> Second. >> Any discussion? Okay, I just want to make sure there's any discussion by anyone. If not, this is Francisco Roa. Mrs. Fritz. >> Yes. >> Mrs. Stevenson. >> Yes. >> Mr. Greeno. >> Yes. >> Mr. Oshinsky. >> Yes. >> Mrs. Romeo. >> Oh, 63 and 67. Yes. 63 and 67. >> Hey, Barbara. I have to stay on 63 also. I'm sorry. What did >> Mr. Conklin? >>

128Yes, >> Mr. Stillman. >> Mrs. Van Dyke. >> Yes, Mrs. Fritz. The hand carry. >> There's a few. All right. All items through. I need a second. Okay. Any discussion? If not, roll call. Barbara. >> Mrs. Fritz. Yes. >> Mrs. Stevenson. >> Yes. >> Mr. Greeno. >> Yes. Mr. Ochinsky, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conklin, >> yes. >> Mr. Stillman, >> yes. >> Mrs. Van Dyke, >> yes. >> Education. Courtney, would you be willing to do education tonight? >> I knew you were going to ask me. Am I just reading this? >> You just have to move the items under there. Yeah. >> I motion to move items one through nine. Okay. Okay. Any discussion? If not local one, one thing I do have one thing, Liz, I want to say

129thank you. I see item number seven under education is an tuition coming to the district. So, thank you. And you know it's that's just a a it's just is that a limited program or something? >> So that program is limited in the numbers but we actually have some still availability at the local level. >> Oh good. >> Still make it work with the district most likely through to December and then going to be going to a different moving to a different place. >> Okay. Well that's still okay. Go ahead Barbara. >> Mr. Green. >> Yes. Mrs. Stevenson, >> yes. >> Mr. Stillman, >> yes. >> Mr. Oinski, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Van, >> yes. >> Mr. Gorino, >> I'd like

130to move items 1 through five under operations of finance. >> Second. >> Mike second. Discussion. Does anybody have any discussion? If not, [Music] >> Mr. Gita, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. >> Yes. >> Mrs. Fritz, >> yes. >> Mr. Stillman, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conklin, >> yes. >> Mrs. Van Dyke, >> yes. [Applause] >> Like to move item six under operations of finance. >> I'll second that. Thank you. Discussion. If not, roll call. >> Mr. Bino, >> yes. >> Mr. Stillman, >> yes. >> Mrs. Stevenson, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Van Dyke, >> yes. >> I'd like to move item seven under operation of finance. >> I'll

131second. Discussion Roa. >> Mr. Go. >> Yes. >> Mr. Oshinski. >> Yes. >> Mrs. Stevenson. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Stillman. >> Yes. >> Mrs. Romeo. >> Yes. >> Mr. Conklin. >> Yes. >> Mrs. Van Dyke. >> Yes. >> Move item eight under operations of finance. >> I'll second. >> Discussion. Roll call. >> Mr. abstain. >> Mrs. Stevenson, >> yes. >> Mr. Shinsuke, >> yes. >> Miss Mr. Stillman, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Dyke, >> I abstain. >> Like to move items 9 and 10 under operations of finance. Second >> discussion. If not, roll call. >> Mr. Greeno, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. Oshinsky, >> yes. >>

132Mr. Stillman, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Dyke, >> yes. I'd like to move items 11 and 12 under operations and finance. A second. >> Any discussion? Roll call. >> Mr. Garino. >> Yes. >> Mrs. Stevenson. >> Yes. >> Mr. Cofflin. >> Yes. >> Mr. Oshinski? >> Yes. >> Mrs. Romeo? >> Yes. >> Mrs. Fritz? Yes. >> Mr. Stillman? Yes. >> Mrs. Van Dyke? >> Yes. like to move items 13 and 14 under operation finance. I'll second >> discussion. Mr. Gino, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Stevenson, >> yes. >> Mr. Conlin, >> yes. >> Mrs. Mr. Stillman, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Dyke, >> yes. Thank you, Mr. arena parks and recck

133anything. >> Are they doing virtual? Is that what that is? >> They had Yeah, they had their first inerson meeting last uh Thursday, which was uh >> Oh, good. Okay, >> good. But >> maybe next meeting. Safety, we haven't had a meeting. Yeah. uh superintendence round table. We're having our first one on Thursday the 24th this week here, right? >> We'll be back. >> Okay. The state county school board. So that's going to be uh they're having a virtual meeting on October 5th. So I'll try and log on and sometimes it's the Zoom meeting, but I h I I haven't been able to up to now. uh New Jersey school boards. Um we're scheduled for October 20. Is it the 28th, Barbara? For the um goal setting? >> Yes. >> And that's all I have

134there. Um legislative. >> No report. >> Okay. Technology, Mr. Greeno. >> Yes. Uh so with technology the the meeting we had this past Friday I think that some people uh know that they those that have these computers I think it's grades one through five and the ninth graders uh we know there have been some issues with um those computers um Robert said that they are working through some of those things but uh again when they were tested and fully vetted they were tested under an environment where we were not at the time we ordered these many many months ago. This was not an idea that we would be, you know, having 3,000 students virtual. So, that does tax the system when you're you're trying to do virtual on those uh computers because they do have

135a little bit of a slower processor. Um, the other thing is uh Robert talked about the edte committee and and uh looking to maybe do some live hours for questions. Um we're working on um with Staples Advantage on those computers he had mentioned. So we're going to see what we can do there to to see if there's any help that we can get uh from them. Uh the other thing too is uh class link. So class link should be working now for everybody. But I think that um you know Robert was going to get something. I had suggested to Robert like I had suggested to some others in the past. it might be good just to do um you know a little video each week, maybe a maybe even a tips and tricks video. So,

136while we don't like this virtual environment, the reality is that some students are going to be in that environment full-time because they've chosen to do that. It might be good to have a tips and tricks uh video about clearing your browser history, clearing your cache, doing those things to help these computers uh run a a little more uh efficiently. So hopefully that comes to uh that comes to fruition uh sometime soon. Um so there was there's some good stuff with uh what they're doing with uh getting some uh programs for the robotics programs in the high school and grade seven. Um and I think that's uh that's all I have. I don't know if I missed anything Dan or Alex in particular. I wouldn't want to be in technology, right? Uh the township uh and

137board uh committee, the joint committee meeting, we're we're working on that. Barb, is that >> Yeah. Well, um a Zoom meeting. >> Yeah. The uh township would like to have a virtual meeting. So, um um I'll speak with Mrs. Van Dyke, get some dates and see if any of those work for us and then I'll give them to the township. Township and uh West Milford Municipal Alliance. >> There's no report at this time. >> No report. All right. Old business. Anybody have any old business? [Music] Okay. If not, we need a motion to close old business. >> I'll move to close old business. Okay. All those in favor? >> I new business. Anybody have new business? >> If not, >> I'll move to close new business. >> Second. >> All those in favor? >> Any

138opposed? >> Public comment. We're all there. >> You want someone else to read it? >> Huh? want someone else to read it. >> It's hard to read all this with this. You're breathing in your own air. >> Um, >> you can do it. >> This portion of the meeting is open to members of the public having a legitimate interest in the actions of the board for the purpose of addressing any subject matter pertinent to andor directly related to the operations of the West Milford Public School District. Members of the public who have requested to speak prior to the meeting will be recognized by the chair first. Each speaker will be given five minutes for a period of 30 minutes and then time permitting other public comment limited to 5 minutes per speaker will be allowed

139until the 30 minute time period transpires. All speakers are asked to sign the register provided and give their full name, spell their last name, group affiliation if appropriate, and provide their address. Issues raised by members of the public may or may not be responded to by the board. All comments will be considered, and a response will be forthcoming if and when appropriate. The board asked that members of the public be courteous and respectful of the rights of other individuals when speaking. Specifically, comments regarding students and employees of the board are discouraged, and the board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comment made by members of the

140public. Members of the public should consider their comments in lay of the legal rights of those affected and affected or identified in their comments. Members of the public are reminded that they are legally responsible and liable for their comments. Mr. De is signed up but he spoke under the other he spoke before. >> Right. Is anyone else wishing to speak? >> Barb, before the speaker comes, I have a quick question. Is there any way for the public to put in questions through the live stream right now? >> No, because they could come tonight. >> I just wanted that announced because a lot of people are asking looking for a place. >> We didn't we didn't open it up. >> We didn't do that. >> Okay. Thank you. >> Go ahead. [Music] >> So, I was

14117. I'm a senior at Westford. Um, this doesn't really pertain to CO or anything like that, but um, I will say last year I had major knee surgery. Um, I was not prepared for how long I was going to be out. Thought I was going to be 2 weeks. It was close to a month. Honestly, should have been longer. Um, I couldn't do that in my uh, not sure exactly how it works, but I believe it's about 10 days to require a certain amount of hours for your teacher to come to your house and teach you. I had about um probably 4 hours accumulated into that. I needed much more when I got back in school. I was very far behind uh very hard. I had to work really hard to get back up. Um

142and honestly, the material that I missed cuz it was early October. That's when we learned the basis for learning. So, it really struggled for me to come back to that after not being in school. It looked like nothing like for weeks. And I told my teachers prior that I was having that. And so I got minimal response from them. I got some emails. I got some teachers gave me work ahead of time, but it was only like for a few days or we'll see when you get back type of thing. Um it didn't work. It was a huge problem for me. I showed uh greatly with it and I worked really hard and I pride myself on how hard it works. Um, so I just think um once this co is over or whatever and

143the service is flat, I think that's something that you need to revisit as a district or set up um because kids who have cert. It's not a good system. I don't know how to fix that. I don't know how it comes into play, but any fixes for >> you're talking about home your home instruction. Is that what that was? >> Yeah. >> Okay. >> Yeah. >> Thank you. >> Anyone else? >> Good luck this season, >> huh? Anyone else wishing to speak? There is a couple of questions. I checked my email. So, >> Oh, there is. Okay. What are the questions? >> Okay. Um I have a question uh regarding MCPIN students. Uh how are the teachers expected to teach class and to in-person students as well as look for signs of engagement or struggles

144with distance learners students attending via via Google Meet? And how are the teachers going to engage the student the distance learners verbally in the daily lessons so they will not receive an absence from the class for cameras off etc. Was there a person attached to that? >> Yeah. And um the other question is uh why hasn't the district announced that kids who have special needs or are part of specialized classes are attending currently attending school in person. So um this is from Trish Tenhov. Uh Dr. Dr. McCoy, you might want to address um why the district hasn't announced that kids who have special needs or are part of specialized classes are currently attending school in person. >> So, I can definitely respond back to that individual if you're full tomorrow. Um but just for the

145purpose of the public, I I put down your name so that I can follow up with you tomorrow. But for the purpose of the public, what I'd like to say is that on the um what was Honeyweld out today to our families with special needs, a letter from me outlining the plan in more detail and highlighting the changes for October 1st going forward. There is a CPAC meeting tomorrow night. So I would encourage this person or anyone to come to our virtual CPAC meeting tomorrow night at 8:00 p.m. on Google Meet. You can RSVP to Helen Frank at her email address. It goes on to our website. Um, and then as far as any programs that are coming in, we only have supplemental support happening right now for our most specialized programs. And that's only

146bringing in any student in a building, only up to six students, one at a time, working with one with our aids, our special class aids. But we currently do not have any special ed programs open with our teachers, therapists, um, or anyone working directly. It's just with supplemental support with our aids. The letter that I did send out with the plan is also like the plan is outlined in Dr. Analone's post which is also on the main page of the website. So if someone needs to see that, is there anything else? Anyone else? If not, >> seeing none, I make a motion to close public comment. >> All those in favor? >> I >> Okay, we need a motion for executive session. And are are we returning for action? >> At >> no. Okay. All

147right. Um, so I need a motion for executive session. Someone >> at 9:07. I'd like to make a motion for executives to go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, 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 be we'll be adjourning from executive session. Well, okay. Uh, second was Dave. >> Yes. >> All those in favor? >> I. >> Any opposed? >> Yes. >> We'll be back. Yes. To adjourn. >> No action taken. >> Favor. >> I [Music] mean, thank you, sir.