Board of Education Meeting 6/23/20

001court. >> Okay. >> Make sure >> you You have all three. >> Oh, wow. [Music] >> It's a good look. You're good. Have you ever watch That's good. I'd like to call the meeting to order. And if we could have a moment of silence. Please rise for the flag. >> I pledge to the flag of the United States of America and to the stands one nation indivisibley andice for all. [Music] 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's office, the board attorney, and cable vision of Warwick and posted in the administration building. Copies of the board meeting calendar resolution were

002provided to all local media, town hall, township, library, and all district schools. Mrs. Francisco, roll call. >> Mrs. Romeo here. >> Mrs. Stevenson here. Mr. >> Here. Mrs. Wer here. Mr. Mrs. here. Thank you. Dr. Anamone, your report. >> Yes. >> Good to >> everybody. Welcome to our meeting final 2019 2020 school year. Got question school year I've ever been involved in. This is my 26th year. So, uh, probably won't ever forget this this school year for a lot of you, but I'm sure you won't. So, thank you for bearing with us. We have a little different setup. This is our first meeting in person since March the 10th. So, we're looking at about three and a half months since we last met in person. Um, since then, we've been meeting via Zoom. And there's

003always a little something off when you're online. It's uh, you know, two people talk at the same time and nobody talks and two people talk. never to be back here with you all. Thank you for me for our public for maintaining our social disting app. Now we have a report packet. This is the department self assessment grades awareness district report for last school year 2018. You know, first of all, apologies to the board members for um the font here very very small. This is a print out we get from the department of red. Um about two weeks ago, we got this. So, how this process works is every fall we are asked to probably in September October review our self review our program for the year before. So, our principles and our anti specialists review

004this in the fall September October. It is uploaded to the Department of Ed website in I think October and we give ourselves a certain number of points in every category. It's a pretty big packet per school. It's about 40 pages per school, 35 to 40 pages per school that they upload to the department. The department between October and June reviews each school and then they sent them to us. I'm actually stated here June 34, but we now have to post this on our website and have to read this out at this board meeting or a board meeting. So, the max school score is 78 points per school. Um, we always talk about this about Kevin meetings and share why 78 is a perfect score. are such a random number. I wanted to make a 50

005or 100 make more sense. But um West High School scored a 71 out of 78. Asha Elementary 76 out of 78 Middle School 72 out of 78. Maple Road 76, Marshall Hill 75, Paradise 72, Upper Greenwood Lake 75, and Westbrook School 76 out of 78 points. So our principal and their team look at these numbers. They see where they didn't gain points from last year and they try to move on those boards for next year. Second, we have the end of the year review. It was pretty hectic couple weeks there and the end of May to the end. We had a lot of guidance from the department regarding end of year activities, graduations at the high school, promotions and moving up ceremonies at the elementary middle school level and the guidance we were getting was

006changing every week or every two weeks. So we had uh plan A that we were going to do and then kind of shifted. So we came up with a plan B and a plan C and by the time we finished we were on a plan I think double C. I think we went through the alphabet once one time already. So um the elementary school did not settle on doing something called a wave parade. I know some of you were there either as parents or or board members. Um you know guys were pretty nice split up. We did the elementary schools on Friday uh where the graduating classes each came at an assigned time frame from the fifth and sixth grade got their own time window and they would drive by the school wave the teachers

007wave back etc. Um the high school had we reserved the war drivein in early May as a backup plan in case could not graduate in person and it turns out we could not graduate in person. So, we held the uh we booked the drive in on May 5th and we held that date for June 18th and we had can be described as probably the best graduation we ever had. >> Best turnout. >> The best one I've ever been to in any school district. It was uh it was fun. It was exciting. The kids had a great time. Um, we don't I was telling Trusty CR that there's not a lot of things we do that you could say 100% of people agree with. There's a lot of things that are 50/50 or if we're lucky

00875 of the people are happy with 25% aren't. 100% of the people I spoke with had a great time. I see one student every student was smiling ear to ear smiling ear to ear. All the staff members who showed up voluntary appreciate that. So, it was a great evening. uh who the night we'll never forget that wrapped up the uh 1920 school. So now we take our next point, the restart committee. Um we are waiting on guidance from Governor Murphy. It's indicated we're get some guidance during the middle of this week with the phrase we're using we were told. So that's my mind Thursday of this week. So we should have some more concrete guidelines from the Department of Ed from Governor Murphy's office telling us what we have to do to September. Um, we

009have some plans right now in place to move forward with this. Uh, but before we finalize everything, we really want to wait out some guidance and spread when we do this. We could be looking at some sort of alter alternating day schedule in the fall where half the students show up on Monday and half show up on Tuesday. Um, we could be looking at some uh personal protective equipment, PPE, whether it's mask, other hair, or other things you would need to wear. We could be looking at some different instructional technologies. You know, the kindergarten teacher sitting on the rug with all the students around her is probably something we won't be doing in the fall. So, there's going to be a lot about our schools that's the same, but there's going to be a lot

010that changes between now and September. So, we hope that once we get this guidance this week, we can really continue into next year and finalize our plan. So, we do have one final meeting with the restart committee. I believe it's next week. Um, and we hope to have some more concrete ideas for the board and for the community moving forward. Um, for parents to then plan for the road issues for the fall, whether it's daycare or or whatnot. Okay. >> That's all for me. >> Thank you, Mr. Nova. >> Thank you. Um, I'm going to jump in where uh Dr. Anamone left off with the discussion of the restart committee. Um we have uh been meeting um over the last uh month to discuss those possibilities that Dr. Anamone just referred to. Um one aspect

011of the committee that that I've been involved in is the um distance learning committee and um I just wanted to um I guess make an announcement to anybody who's logging in or watching that we did present a community survey. Uh it went out um went out yesterday and we already have close to 900 responses. So um you know we definitely have some interested people who want to who want to um fill out the survey and and share their thoughts and and I read through all of it today. Um, and I'm, you know, happy to say that there's, uh, you know, there's a lot of positive feedback and there's a lot of, uh, a lot of suggestions for how this, um, you know, affected individual families and and, you know, their different situations. And that's something

012we've been talking about all along is we can't account for, you know, what's going on in in all the individual homes, but we're trying to trying to do our best. So, um, you know, with that tone, I believe we um, we did our best and now we have, um, some great information in case we have to use that model. uh model once again. So, we're at about 900. Um the previous um highest response survey we had was the homework survey, which had just over a thousand. So, um uh I'd like to see this one uh you know, kind of kind of beat that number. Um but we'll see. So, a lot of good responses and I'll be sharing that with the restart committee when we meet again. Yes. >> Um will you um share the

013results of this survey with the board? >> Yeah. Yeah. Uh it'll especially the suggestions. I'd like to see what the community is um suggesting. >> Yeah, that's that's part of it. And we'll you'll go through it as uh probably as part of the restart committee before we talk about it at ed committee. Um so I'll have it at the July 14th education committee meeting and then our um our next restart committee will be meeting will be before that. Um so yes uh moving on to my you know the actual item on my report is uh summer initiative. So, Dr. Mcuade and I are just going to give a little overview of where we are at with um summer programming. Uh so, you know, transitioning from restart, uh we were able to take some feedback from

014the restart committee and apply that to our goals for what we're doing with the summer reading program, which is um a program that that I'm deeply involved with and um also to Dr. Mcuade's extended school year for uh special ed programming. Uh so we're very excited in what that that is um looking like. We have um tremendous turnout and and my I'll I'll let you speak to yours but um for summer reading program we have reached our um you know current maximum capacity which is something we haven't um haven't done in probably um you know last last five or six years from what I've seen we haven't had this many students turn out. Um, so we are getting we are getting a few um students who still want to enroll that we had to put

015on a wait list. Um, but I don't anticipate that they'll stay on a wait list. We're just kind of waiting for um, you know, people to finalize their plans and see if they if they no longer want to participate. When we first uh, put this program out, um, there were no summer camps. You know, we were the only show in town when we uh, when we launched this uh, invitation. Since then, there's been a few summer camps that have opened up. So, uh we'll see first if we have some students withdraw, then we can add in those those students who are on the wait list. And there is a potential. So, tonight on the agenda, you have a hand carry for me to add additional staff uh to the summer reading program. Um that's uh

016we've been running it with about eight eight teachers for for many years. um you're you're going to vote tonight to put it up to 14, which will keep our um class sizes small and and appropriate. And I think that's something we've been talking about over the year uh over the last few months is that um in a distance learning environment, we need to have smaller numbers. Um so that that hand carry is is going to make it so that our class sizes are about 10 uh 10 or less per per staff member. We got a tremendous turnout. We're about 140 kids. Um, which is uh which is perfect. Um, >> well, Dan, that that you it's funded through through the gr uh through the uh title, right? >> Yeah. All the all the funding for

017this program is is uh title one. Um and unfortunately we have enough um funding to to be able to um add more staff. >> That's great. >> Dr. McQuade. And then for and then for um extended school year services, we did get some guidance from the state that we could open up our extended school year um on the onsite, but after talking through with administration and then also bringing it to committee, we did decide to continue with our program virtually. I can tell you that right now both the out of district schools and the in district schools, I've only heard of one private school um that is opening. So, it seems that the majority of the state is in agreement with that for students with disabilities for the summer. That being said, we did want

018to open it up for feedback with the parents, talk through how we can help to strengthen or make sure we're meeting our students needs. So, I did offer a CPAC open session on the 19th and I also have another one on June the 30th at 7:00 p.m. So, if any parents out there are interested, they can sign up through Helen Frank or send me an email and we'll add them to the Google Meet. It will be held virtually. Um our plan you'll see on the agenda is that we are approving teachers and we are approving related services because we do plan to still support the programs for the BCBA occupational therapists, physical therapists um and speech therapists. We plan to focus on rec recruitment and regression which is really the heart of extended school year.

019Um and our program right now we have about 73 students that are signed up. So, we did get a few students that, you know, decided not to come to extended school year. Um, but it was not maybe it was like a handful at this point, maybe 10 families, but the rest are are participating. So, we we probably won't, Mr. Roach and I will have another update for you at the July board meeting to be able to let you know kind of how how it's going. But that is our plan so far. >> This program starts July >> July 6th. >> Okay. We usually coordinate um to have the same same length of time for both programs. >> Good. >> Well, thank you. >> All right. And I just want to I don't want to steal

020too much of your thunder, so I'll be brief. I'm sure you're going to talk about graduation as well. Um I just want to say just taking off the director of head hat for a minute. Um as a West Milford kid, uh was probably one of the um greatest things I've seen in in my life for for community. to watch my neighbors who don't have kids in the school uh in any schools um grabbing a lawn chair and heading out like they were coming to the town fireworks was um was a a pretty special event. So I'll I'll I'll stop there because I'm sure you want to elaborate. >> Mrs. Francisco, special correspondence. >> We have the main >> I need a motion. >> I'll move the May 25th [Music] Nicole. Okay. Any discussion on the

021minutes? If not, um all those in favor? >> Any opposed? Okay. Well, thank you. Now, my report, yes, I was I'm going to talk about graduation. I I have to say I drove to the drive-in and I was in tears before I even got there because seeing so many of the town people out with the signs holding up for the kids of support and it it just was a great community effort and we have to say thank you to all those that came out to support our kids because it I if you got to see it and you definitely were I didn't have any kids graduating or anything but I was emotional. My husband's like, "Stop crying. This is crazy." But, uh, I I want to say I want to say that thank you to

022the community for all the support because it really really I I think I think it lifted the kids up before they even came through into the drive-in that when they pulled in, you know, we were standing saying hi, seeing the kids in the car, their families, everybody was pumped up and sp I I mean, usually we see kids at graduation and they're standing there and they look like, you know, you know, they're kind of deer in headlights and they're a little afraid. It was wonderful. Um, I want to thank uh Matt Stryans and his team at the high school. They put together a great a great night for these kids. And I have to say if I had a choice, I would want that graduation. I loved the video. I seeing the seeing the students

023uh like it must have been their yearbook pictures that were up there. It was just so they were so handsome and every everything was it was a it was a perfect night. And of course the weather held out and it was a beautiful night to sit there too. So I have to say and on a on the next note I would like to thank all the staff, the students and the parents for all their hard work over the last few months. This has been a trying time for so many and I think that we we've uh the group of uh staff and students and parents have earned the time off this summer and if anything I think that's why you might see some people not in the programs because they're just looking for that downtime

024of not being on every day. So I just want to thank everyone. I greatly appreciate the support for the district. And that's about it for tonight. Now, time for public comment. This portion of the meeting is open, excuse me, open to members of the public for the purpose of addressing resolutions on the agenda only. Members of the public who have requested to speak prior to this meeting will be recognized by the chair first. Each speaker will be given five minutes for a period of 30 minutes and then time permitting other public comment limited to five minutes per speaker will be allowed until the 30 minute time period transpires. All members of the public speaking during the public comment period are asked to address the address topics listed in the agenda. All speakers are asked to

025sign the register, provide 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 re 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 and employees of the board are discouraged, and the board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider their comments in

026light of the legal rights of th 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 on the agenda items? >> Is is the uh petition on the agenda item for the curriculum change? No, >> no, that's gonna that's not when >> we when we say agenda items, we mean agenda items that are being voted on, personnel, education. So, we do have a second public comment portion in just a few minutes. >> Okay. Thank you. >> Anyone else? If if not, >> I'll in favor. >> Any opposed? Okay. >> All right. just saw one uh actually two edits on the agenda um that we can make before we go on. On page number 10, personnel student affairs number

02716, this is a recommendation to approve compliance officers. There's going to be one name deleted under anti-bullying specialist for Mccapin. The name is Lauren Ginty. That name is deleted. Where was that? >> Personnel student affairs number 16. There's a few approvals there. We're going to take off one name. Okay. >> And the a the anti-bullying specialist for Mackupin. So Lauren Ginty's name will be deleted. >> Mhm. >> And under operations and finance, you have a we're going to pull the agenda item number 11 >> on page 15. And we have a replacement motion for number 11 on green. Barbara, could you just explain that very briefly while we're change swapping it out? >> Sure. Uh you recall that number of months ago we entered into a solar and um since that time you also approved

028a stople because they um sold to finance it to another company and um the parent company is actually having a subsidiary finance it. So that's the latest can carry and replacement. So um where easy energy was doing the initial finance thing then it went to um to clear and now it's going to clear something or >> clear focus please. So, um it's like probably but um we had to um you know we had to do some [Music] individuals for each location. We have any locations that are receiving solar power. So, um, each one of the hours. So, that's what that's all about. >> That's all. >> Okay. I need a motion um to adopt the agenda. >> To adopt the agenda after the two changes >> and second. >> Second. >> All those in favor?

029I. >> Any oppose? Okay. Education. Mrs. Drier. >> I move to approve one through six items. >> Okay. >> Do you want to add the other ones or >> Oh. Oh, yes. Yes. That's right. >> I have a question on um number one. >> Wait, I need a second. >> Was that gonna Okay. I'm sorry. Go ahead, Joe. >> I have a question on number one on the uh where was it? The link. Are we getting I don't remember this conversation, but >> number two is link. >> Oh, I'm sorry. Number two. Are we getting any money back because they weren't able to do the final assessment? >> So, we the price that we um currently have was with a reduction of uh $17,700. Okay. >> Right. >> Okay. Thank you. >> And and a

030portion of this um bill that you're voting on is paid through um title two. Not entirely. It's not entirely local local funds. About um 35% of it is paid through uh title 2. >> I I do have I'm sorry and then I'm done after this. On number six, I see that there's one student who's going to Con Lakes High School and um it's a one to one aid and we're paying $100,000 for that. >> Wait a minute. That what number is that? >> Six about it says one a 59827 >> and then 41133. That's $100,000. Why? Well, some of them are more. >> So, I can't speak to specific needs, but I can tell the board that that is the accurate pricing for the autism program with the one to one support to the student

031ratio that they have in place. I thought the amount was high myself. The student left um new beginnings and now is placed at that school and the pricing is accurate. Barbara and I both actually reached out earlier in the year to check on the prices. Why can't we take that student into our district? So you know that over the years I have taken back students that I feel we can leave their needs in district. That particular child I know very well. I do not feel we could we could meet her needs appropriately in district. >> Okay. >> And is it because the course is it because it's the high school? Is that >> it's it is a high school program and her needs require a much more intensive program than what we >> any >>

032all right Kate my question it's just a comment um when you do look at these numbers or you know sometimes it's learning but I just wanted to say um I've heard the education committee um how the numbers have improved drastically in the past on all of our out of district students students and I saw a lot about that this and reading over this agenda and I just wanted to thank Liz and her department because that is humongous and I appreciate Terry's comment because you look at every one of these and say why can't we service these students you know and we couldn't know all the stories and all the things but the numbers compared to what they used to be and what they are now are um amazing so I wanted to comment on that

033and then just just for the board to understand I'm speaking more in general terms not about specific students but I I can tell you that traditionally when a student doesn't work out in a private placement and needs another type of placement like let's say that placement gets terminated right traditionally if a private school can't also work with with a student you know and and meet their needs and an industry program is not usually like the next option the private school >> okay I mean could the state >> silly question could the state come in and help us with these out of district kit I mean especially especially one like this that's that's so needy apparently. Um is there any way to get help from from the state for this child? >> Yes. So we do

034you know how um the board is is made aware of the um x8 applications that we put in the extraordinary. So I can tell you that this particular student quant like the application is submitted. >> So for all of these amounts that are very high for the private school they they do qualify for extraordinary aid. But then Barbara would better explain kind of the funding that we get back on that. But they their applications will begin. So, uh you've heard me talk about extraordinary name a number of times and it appears that um for the 1920 school year, which is the current school year, um it does not appear that we're going to we're going to receive any funding for extraordinary aid. So extraordinary aid uh recumbentes uh costs over $40,000 for district placements and

035uh they don't pay the entire cost. So in this situation they will be giving us 60,000 back but they might be giving us a percentage of it. It might be 50%, it might be 70% depending on the number of applications the state gets and how much uh money they get pot with the budget. But we're pretty clear that based on the shortfall that the state of New Jersey has, this extraordinary aid, which we normally get in the 2021 fiscal year, is not going to materialize. Maybe it will, but we're not counting on it. >> And that that's a considerable amount of money, isn't it? >> $725,000. Yeah. >> Okay. Thank you. You're welcome. >> Any other discussion on under education questions? >> If not, Barbara Roll. >> Mrs. Yes. >> Mrs. Stevenson. >> Yes. >>

036Mr. Stoneman. >> Yes. >> Minsky. >> Yes. >> Mrs. Romeo. >> Yes. >> Mr. Conlin. >> Yes. >> Mrs. Mrs. Van. >> Yes. Okay. Um move to uh approve item number eight under education. >> Second. Any discussion? If not, Mrs. Francisco. >> Yes. >> Mrs. Con. Yes, >> Mr. Romeo. >> Yes, >> Mr. Stone. >> yes. Thank you, Mrs. Dwire. >> Um, we'll be doing the Hib after executive session, Personnel, Student Affairs. Mrs. Fritz, >> I I think you could we could do the hand carrier with it, right? [Music] >> Yes. >> I'd like to move it through 26 and then on the hand carry 27. >> I need a second. Any discussion? >> I'm sorry, >> Mrs. Dwyer. >> Okay. Um, I know that we are um moving media specialists around and I said

037that the elementary schools are going to have one day a week where they don't have media specialists. But I wanted to know why they're um why they're not listed on this agenda, the media specialist. there because some of them are moving from school to school. So, I just want to know why they're not here. >> Yeah, if they're going to be in different buildings, right? Kind of >> um I'll have to check the position control number on them to see if they're just hired as elementary media specialist or for a school. I have to double check, but we do have to share five media specialists for six schools next year. So, there is going to be some >> discomfort. No, there's going to be a day where each school does not have a uh a

038meeting special. So, the teacher preps will have to be covered with art or music or phys. And same for phys be a day at every school that there's no phys. So, teacher coverages will have to be spread out by art, music and and media. So, we have a schedule that makes sure that the days that there's no there's no media in a school, they have fizzed and vice versa. So, they're not missing both on the same day. they have access to spread out their teacher prep. So part of the jobs of these elementary specialists, they have their own curriculum, their own standards, but they also provide what we call a prep for the classroom teacher. So that teacher gets a period off while her his or her students are in phys or art or music.

039So we do have to spread out all of our specialists. So every teacher, every master schedule can kind of sort of fit. But let me check I'll check the position control numbers on those. Maybe we could see the ones for the um fizzed teachers too to know like where everybody's going. >> Something called a position control roster which is every number. You can see some of the numbers in here. It might say PC and other number. So we can check up on those to see how they're coded. If they're coded elementary um they really get shared amongst the buildings which we do every year every year. Dart music they share buildings. if they're coded for let's say a high school position and they move to match they need a new number but I'll take that

040>> any other discussion Terry >> number 19 the uh summer curriculum development Dan um we as a board have asked this of you in the past um and we'd like to see again we'd like to see a summary or an agenda of what's being accomplished this summer and Um, you know, I I think we need to look at that carefully if you don't mind. >> Yeah. I I talked about it last meeting that >> I wasn't at education, but um >> No, at the um whatever. >> Oh, right. >> On July 14th, um I'll be able to have a um at the July 14th education committee meeting, I'll be able to give you a um glimpse of what we're doing over the summer. And then once it is completed, >> I'd like more than a

041glimpse. Well, once it's once it's completed, I'll be able to to give you uh to give you detail. Uh also, uh in that same um vein, we have a few um sixth grade curriculums up for approval tonight. The remainder of the Makipin sixth grade transition curriculum will be presented at the July 14th education committee as well. So for your voting at the July board meeting, we will have completed um the transition transitional curriculums for our sixth grade going from elementary schools into into MAC. >> Okay. >> Uh >> Courtney also wanted to just talk about number 19urriculum development as well. I think you know in grade six you talk so much about the sixth grade curriculum being different and in high school I think we can all understand that there's different curriculum writing being taking

042place but in the elementary grades too I think we just want to know what subjects the curriculum writing is happening for you know does that like what exactly is it entailing just all want a little bit more information on how Okay. >> Especially if we're paying >> right >> Kate. >> Um last question about 19. I hope uh would that documentation be provided to all board members or just those in education? >> So I believe in your information tonight you have you have all that information in um in your >> meetings. See the >> no the >> yeah not necessarily >> the names of who's working on which curriculums is all up for approval >> being yeah I'm not on education but I still be able to have that information. >> Yeah we can get

043that in the board members page so everybody can have it >> um any do you have another question? >> I do I have a few other questions. >> Okay. Um number 14 on personnel and then number 12 and seven on operations are two different doctors and I'm wondering I guess specifically the title of chief medical officer Alex. >> Yes. Uh they're both on number 14 now. These are professional service fees um for Dr. McCannernney. One is the athletic program physician that's up for renewal as $15,000 5,500 and uh this is the person who reviews our athletes uh medical um they get their physicals from their private doctor. They will submit their forms to our school and Dr. Mcernney would review them to see that um this student is eligible to play sports or not. Um,

044the chief medical officer is also a position that's uh we're required to have statutoily and I'm not sure the exact phrase we used before Barbara. What do you call that position? Chief medical officer is essentially the concerns. If we have somebody on leave, we have concerns whether or not they can come back, we will refer them and have to get clearance or chief medical officer before work. office also on football games. So there's always a position at our home football games. Um and I can tell you too that has only increased for us in 10 years. >> And Kate, it was another one you said. >> I guess the confusion in having we're paying another doctor under operations and finance uh number 27. Well, we're not >> do our physical for the bus driver. >>

045Okay. We're not there yet. >> For their CDLs. >> Okay. So, that's that's my question is that's something I chief medical. >> Okay. >> Completely different. >> Yeah. This has to do with >> the chief medical officer only does like work with things or what? >> Well, no. They wouldn't get involved with work with comp. But, if we have somebody that's leave absence because they had surgery, and whether you you're concerned about whether or not they're coming back too early, whether or not they're going to be able to perform the duties depending on what their job responsibilities are. In order to protect the district, you get clearance from the chief medical officer. He would examine the person, but he would determine whether or not they're actually able to come back. They would confer with the

046doctor. I just an incident a few weeks ago where someone was going to come back from extended medical leave and it raised some concerns because of the ongoing treatment and I spoke to Dr. directly and he spoke to the physician and he cleared the individual to come back to work but you know we have the services and that's what his role and responsibility is. He does his office cover our physicals also >> our athletic physicals when the kids come out. >> Oh, okay. Students have to have their physical but then they go down to Dr. >> Oh, >> who does the >> Dr. Mc Okay. Okay. >> I didn't know that. >> That was really my confusion is that I thought that the chief medical officer did all of the our medical things, but then

047when I saw it on the another physical, >> right? So that has to do with our driver's license. Kate, our drivers getting their CDLs every year. >> Yeah. Okay. And the doctor that performs that service has to be approved by the state of Yes. Okay. >> Thank you for the clarification that >> any other discussion under personnel. [Applause] >> Can I ask a question? >> Yes. >> Sorry. Coming back to your question for me. Do you not have the um list of people who are being approved for which course >> being what? >> This the staff members who are approved for summer curriculum vision revisions and which courses. >> I don't have a problem with that. I you know I have that. I just want to see what's being accomplished. I'd like to >> All

048right. So I mean I could I could go one by one if you wanted to or you want to wait till ed committee. >> Y >> okay >> July 14th. Any other discussion? >> Oh, okay. Courtney, >> I didn't know we were doing all the >> Yeah, it is a lot of paper. >> I just wanted to talk a little bit about number 16 and the anti-bullying specialist. >> I'm just curious. Um I know that we've gone down with who the HIV um specialist is in the building. Are do we have more HIV this year compared to previous years or would you say the amount being reported is >> I I'll get I can get that information for you. Both the reports and the confirmed versus unconfirmed. I can get that off. >> I have

049that in my office. >> I think that that would um prove if what we have going on with the number of specialists that we have per building is working. If the number of hips are going down and you know these specialists are not being overworked and are um you know really giving the children the programs that they need to um learn empathy in school and learn how to have a growth mindset. I think that that would prove that we you know that it's working great. Do do you want them to bring that to educa to we I mean it could come to education because you're on education. It could come to all the committees I would think would be fine. >> Something that we constantly talk about >> so I think you know it could

050go >> now I feel like I'm going back Kate. Did you have something? >> Um well it was really discussed very thoroughly in last week's committee meetings. Um I'm going to ask the table 16 um and vote on it after executive session um because it was discussed early and um so I'm going to ask to talk about it and exec I'd like to make a motion to table 16 to be voted on until after executive session. I'll second that. >> Okay. Uh so we're we're tableabling number 16. Uh, roll call for tableabling. We're not Are we actually tableabling it? No, cuz we're going to discuss it. Bring it back. [Music] >> Yeah. Yeah. I think we have to I I don't think we're we want to table because we that would go away for >>

051what's the >> I I think I maybe postpone. >> I'd like to make a motion to postpone number 16 voted on until after executive session. >> And you second that. Okay. um do a roll call for that or or I can do voice. >> All those in favor? >> Any opposed? Okay, so number 16 is tabled. >> Any other discussion? >> Yeah, postponed. I'm sorry. Yes, after I just did that. Uh any other discussion under Yes. Go ahead, Mrs. Fritz. >> Mr. retirement. >> Thank you. >> I'm sure he will say thank you. >> Lucky me. >> I also want to want to say congratulations to uh Ellen Dory who's leaving from Paradise No School. She I know her. She's very nice person and I I wish her well in her retirement. I also um

052wish Dana adopt well. I I I don't know exactly why Dana's leaving or Kathy Beavers, but I wish them all well in the future. Any other discussion? If not, Mrs. Francisco, this is including the hand. >> Hand carry number 16 is separate for after >> hand carry up to 31. This is Fritz. Yeah. Mrs. Stevenson. Yeah. Mr. >> Mrs. Romeo, >> yes. >> Mr. Con? >> Yes. >> Mrs. >> Yes. >> Mr. Still? >> Yes. >> Okay. Um Dave, would you be willing to do operations and finance for me this evening? And we the hand carry we should we do we have >> Oh, it's a replacement. That's right. I'm sorry. >> Okay, perfect. Uh, I need a second. >> Any discussion? >> I do have a question and I can't find where I put

053it. Oh, yeah. Here it is. Number 27. Um, we're paying $175 for exams. Um, is that I mean I know um some districts are paying 9500 bus driver the CDL exam >> under doc. Yeah. Dr. >> Gri, >> that's what it is. Yes. >> Yeah. Is that okay? This for the CDL exam. Okay. Okay. I saw 175 for exam. I'm thinking physical. >> No. Okay. All right. Thank you. >> That's a set rate, isn't it? Because >> Well, this a negotiated rate, but it's it's in the >> Okay. I was just Thank you. >> Any other discussion? Barbara, I just want to say I don't know if you were behind getting the credit back from Jordan on the bus or if that was them, but You know, I there was legislation about the contracts that

054we had entered into >> and the um Sussex cooperative and Jordan, they took a look at um the federal funding that they were getting and um they created the proposal. >> Uh so we just waited until they made that proposal. So I think that we've done pretty well. uh the insurance um our our risk manager actually went back to the insurance carrier for our bus fleet. >> So we get a credit there. Um I talked to our risk manager also about our students. So we'll get credit there. So, um, Delta Dent, [Music] >> so there'll be some credits coming down the pipe over the next few months. It's not going to reach, you know, a million dollars, but it'll it's it's a fair trade for their business and they want to keep our business. So,

055>> thank you. I I I appreciate that. >> The numbers on the It's 12 and 13 on here. We got uh our transportation costs reduced >> for the last third. >> Oh, that's great. >> So, we had to revive all the contracts for transportation in order to >> No, I appreci I'm I'm the board appreciates the fact that we're able to at least get a little something back. >> Any other questions, discussions? Uh Kate. >> Um number two, writer consultant. >> Number two. >> Wow. What do we get for that contract? I did I did um I know it's a fifth year of your plan. >> Correct. Um so um >> we get 50 days of her coming in district and working with the staff that we assign her to at the time that she

056comes in. >> 50 days each school year >> of staff training of staff training >> approximately. Sometimes it goes up. Obviously this year she was approved for a certain amount of days that we didn't use. So we won't be you know we won't be paying for those days that she wasn't in district working with our staff. um >> just elementary or >> uh no also makapin as well. Uh most recent project she completed with our staff and and Mrs. West was the uh working with our sixth grade teachers who are moving any teachers who are moving to sixth grade um ELA at Makipin. She worked with them to um take what they've been doing in a 90minute language arts block and adjust it to the scope and sequence of a full year at Makipin with

057a class period of 42 minutes. So it's a big um it's a big shift pedagogically. It's a it's a big shift. I mean we can you know switch around where the um you know which skill and which topic and strategy we want to do on which day. Um the the other part of it's two it's two st um two trainers that come in. It's not just one person. Um her uh partner um Sandy Stern is the one who works with our middle school staff um with her background in middle school teaching readers and writers workshop. >> Um I have a question. So >> I I don't know if she's done yet. >> Go ahead. So if we're paying her not to receive 615 and it's 50 days, we're paying her $1,200 a day to come

058in and do this >> approximately over 12. >> Yep. That's relatively cheap. That is relatively >> that's I know even $600 each $615 each seems to me a little bit um >> for the outrageous considering >> for the for the work that they >> for the work that they do it is um comparable or even even cheaper. Um I know that they've keep kept their rate um for us the same over the last few years and I know what they're getting in other districts is quite a bit higher and I hope that's not I don't want to ruin their work in other districts but >> this >> uh with their skill set. No >> Nicole >> it also says on there that it's partially funded through how much about >> more than half. >> What?

059>> More than half. Okay. for >> Kate then you Kate had her hand up before. >> So reading this one I just I've seen like it's hard for me to vote yes on this one and really the reason being is because a math supervisor. So I'm trying to like figure out where we're receiving how we're and what's the best possible education for our kids. So, I'm torn on whether I'm voting on a reader or writers workshop one strictly because that's a really big price that could be a salary of another employee, you know, um >> not for what the local um not for what the local portion is, >> not for what we pay, >> right? So, it's about half and half, give or take. So, >> and if you're adding if you're adding salaries

060and benefits, I'm not the money guy, but but I think you're looking at a lot more money for an actual staff member >> on on guide. I I I will come right to you. Just one question. Where are we with them as far as Alice? I told >> this is the year five. Next year will be we're finishing year four. We're going into year five of a five-year plan. >> Okay. So, this is the last year of this. Okay. Go ahead, Courtney. I think I mean knowing and feeling passionately about readers and writers workshop and having experienced it for 17 years and taught it for 17 years. There's no question that it's needed here. I think it goes back to what we want to see with summer committee and summer curriculum writing. We want to

061see how this is affecting the children. We want to know how it's helping them. We want to see how it's helping connect the elementary schools across the district. We we just want more of how it's working. Um you know 62,000 dollars is a lot when we are cutting so many millions from our district. you can prove that, you know, we now have consistency across the elementary schools and they're all doing opinion writing in kindergarten and first grade and second grade and that's boosting their NJLA scores in fourth grade. More power to you. >> We just want to see the proof. >> So, we've presented those um scores over the last few years that we have seen a rise. the um cohort of students that um so which I think it's our current seventh grade um

062they were the first students who had full day kindergarten and that is the first group of students who has who began on a um readers and writers workshop track starting starting in kindergarten. Um, so I think we saw that in our data and we presented that and commented on it when we um when we presented that data back in um back in the fall. >> If you're spending this much money on a consultant, there should be more. There should be rubrics that PK is doing that's the same as West. There should be portfolios that's being tracked throughout the >> We have we have all that. We have that. Um that's been some of the work we've done with um administration over the last few years. um you could probably walk in all these rooms and

063find the um writing portfolio box that we put in place. So we put in a um K6 writing portfolio um with unified pieces. We also implemented the same >> we also implemented common writing assessments with the same rubric. We have sample you know there's a sample writing piece that go with each that that goes with each rubric. So we we have everything that you um are asking for. I've been in my son's classroom and I can poke my eyes out of a work. Like, if you're paying this much money for somebody, writing and reading should be the excitement of their day. It should be so exciting. The kids should be more than excited and that should be proven throughout the years. >> So, I think we just want to see more written with, you know,

064what this what is she teaching the the teachers? What's what's happening? That's what we would like to >> Nicole then I'll come back to you Kate >> just double again I think we're only when you look at the value that's what we are paying you're looking at 30 something thousand sh I feel like the value is there but I don't think it's fair to say the consultant that's a teacher delivery versus you know like consultants that's distracting I The more important thing is is there consistency? Is there >> So just an idea. I know we kind of got away from this the last few months because we were meeting virtually. Everything was bare bones. Let's just do our quick voting and move on, but we can invite uh Mrs. west to a a board meeting

065sooner rather than later to maybe present some of this stuff to the board and to the community as well that we could, you know, once we feel comfortable having a guest here. Um I think if we had one person in the middle of the room right here, it wouldn't be any less crowded. So maybe, you know, the board would uh is that sound like something the board would want to see? And and >> I I think that might answer something. >> Yeah, I think because you know, we could do a peace meal, but I think Mrs. West can give us the full the full picture. So, >> Kate, >> two things. Um, one, not you don't have to talk about it tonight, but could you think about polling our staff? Are they seeing that this

066$61,000 is worth it in their readers writers workshop? Are they, you know, um, because it's true, it might be a staff thing. Maybe the presenters aren't exciting to them. Maybe they haven't learned anything in the last four years that they didn't already know. What is our staff saying? That would be really important. Uh and my sec my second thing is a question which is what if we were to table number two? Could this get voted on in July? Would that make a difference? >> That would make a huge difference. Um they're they are a very um busy consultant firm and if we table it um tonight then we will have um some of the worst days for you know you don't we don't want a consultant come in you know that on Halloween and and

067those types of days. So in the past we used to use um this used to be solely based on uh waiting for title funds and when we were scheduling in August um our dates were you know at the end of their list after other districts have booked them. Now because we've had that relationship we're able to pencil in our dates um you know you know pending pending approval. Um but I you know I would urge you know that we continue with you know continue with our plan. Um she they've formed tremendous relationships with our staff over the years. Um you know they they know our staff as well as our as well as our staff and our administrators do. Um you know there's there's a there's something to be said for that that a trusted

068consultant who can come in and shoot you straight without any fear of you know um you know evaluation or or you know non you know um you know a non uh collegial sort of sort of um repertoire. So, um, you know, to me, it's, you know, it's been our plan all along. We've seen we've seen growth in in our, uh, ELA scores, and to pull the pull the rug out from it under it now, I think would be irresponsible to be perfectly honest with you. >> I do have to just support Mr. Novc on that because I do want to just say that I believe that our special education teachers have also benefited because they are a part of all of the training and have been really a part of everything that you've been doing

069on the Jed side. So, I mean, I I do have to agree. I feel like even if the board wants more information, you know, invite Mrs. Weston to hear it, but I would I would also agree with Mr. Novak. I wouldn't I wouldn't not vote for these consultants. I think we're lucky to have them here once more. >> I I think I have a question on the fact that we're in year five. >> Going into year five. >> You're going into year five. Is are we looking at a transit? Are we looking at a change coming after year five? >> That's what we have to figure out, >> right? Because we're going to be evaluating that and >> sure. >> So, this probably would be the last year of that consulting >> beyond that point.

070As far as right now, >> it's a lot of maintenance at that point because you might have somebody who retires next June and then there, you know, so all the teachers are fully trained and then September starts, you have one teacher with no training because they're brand new. you have to then train that person, turn key it, they mentor. It's probably not the same as having five years of training to have a mentor go over some odds and ends. So, you do lose a little something every time somebody retires off your training, whether it's whether it's math training, uh, readers, writers, workshops, you know, people get trained, but they move on. New people come in and you you just can't end the training. It's kind of you may want to refresh your course for newer

071people. shared 911, you know, whatever the little thing is that the new person didn't get the full training, they need a they may need a smaller version of it. So, it's what we have to figure out over the next 12 months what we want to do moving forward. >> I I think what I'm hearing though is if we could have if some of our staff could could even if we could do it on a smaller level, be able to get them to be able to be the trainers for the transition that it might be a money-saving thing. >> Sure. Go ahead, Courtney. >> Um, I I don't question like they should finish the fiveyear cycle. After that, could we look at a program for teachers, a reading program in the elementary schools, um, a specific

072writing program? Because then they, the teachers would have the program, they would take all of that that they've learned, they then have a program to implement. You'll tell me that you have programs. I'm sure you do, right? >> But there's new programs now that that we can look at, you know, that would then take that information and excel it even further. >> So, one of the Sorry to cut you off. One of one of the things that our consultants also do is they um support us in writing um writing our units of study. Um so, we have a program, it's uh you know, K through six. It's from schoolwide. It's called reading and writing fundamentals. It's based on the Lucy Caukins uh framework. Um when we adopted this a number of years ago, there's been

073a number of revisions that have that have occurred and we've updated and that's some of you know the your questions about um what are we doing in elementary schools or or for for summer um summer curriculum writing. Um I know that this summer we are working on ELA units based on the work that they did with Shelley and Sandy during the school year. So we they they assist us in talking about how the world has evolved in terms of what where we go with readers and writers workshop. What are the cutting edge what are the new new research you know the brainbased research that now is is playing a part of it. We also get to hear um how they're working in other school districts and the things that they're doing with with other towns

074that that have been successful. Um so they're able to support that. So our units aren't you know that was one of the problems that we had prior to the process of uh moving towards readers and writers workshop. We had a a basil basil reader program and that's something you know it's one story every student reads that same story etc. Now, we have this um I guess I in my opinion a a wonderful um process in West Milford where students are reading at their independent reading levels and and the teachers are able to use that in the classroom and you know I don't have to go into it with with you know how all that that works. Um but we're on the we're on the right track and that's what they've done over the years is

075they've helped us supplement the program. As you know any any program is dated pretty much the the moment after it's printed. Um so we've been able to add to those units. So that unit I handed you earlier um includes the most recent updates that our staff and the consultants have worked on and that has been the fluid process throughout this four years is that we work to the staff works together with the consultant to see how this works for works for West Milford. Um, these consultants, by the way, were were trained TC um, you know, w with Lucy Caukins in the, you know, in the early 90s and and, you know, kind of all grew up together and then and then they've they've launched their own um, they launched their own program. Um, we have

076two two structures in place um, for this that I think have been really successful in West Milford. One is the balanced literacy support team which is all staff members led by led by Sharon West. It's the actual teachers who are involved in the training. I think we have about 12 to 15 staff members who are on the balance literacy support team. So they come back and and Kate earlier you asked about do we do we hear from our teachers. That's our sounding board. They get to speak at faculty meetings. They get to take the feedback from the staff. They how things how things are going and then they share it with the English language arts supervisor and myself to talk about the state of the the training. Uh after each meeting that we work with

077Shelley or Sandy, um Sharon West employs I don't know if you're familiar with the feedback loop. It's a it's a tremendous professional development structure for having a you know circular sort of process for here's the training. Um here's the staff members ability to share what did I get out of the training, what would I like to see next time. Shel's part, Shel and Sandy are part of those feedback loops. It's a shared Google doc that um that you know Sharon West puts out the staff replies to hey we got this today next time can we look more at um close reading for etc. So uh and then next time those consultants will come back and they'll and they'll respond to what they got out of the feedback loop. So, I mean, it's a we have

078a tremendous um we have a tremendous process here in place right now and uh I'd hate to um I hate to look at a number and and decide that it's not that it doesn't have value. >> Any other discussion? >> If not, Barbara rolls. >> Yes. >> Mr. Mrs. Mr. Yes, >> Mrs. Yes, Mrs. Romeo. >> Yes, >> Mr. Conley. >> Yes, >> Mrs. >> Yes, >> number 51. Dave, [Music] >> Nicole. Okay, discussion. If not, Barber, >> Mr. >> Yes, >> Mrs. Stevenson. Yes, Mrs. Fritz. Yes, Mr. Yes, >> Mrs. Romeo. >> Yes, >> Mrs. >> Yes, >> Mr. Con. >> Yes, >> Mrs. >> Yes. Motion for item number 15. >> Second Mike. Okay. Any discussion? If not, Barbara. >> Mr. M. Stevenson. >> Yes. >> Mr. >> Yes. >> Mr. Mrs. >>

079Yes. Mrs. >> Yes. >> Mr. Con? >> Yes. >> Second. >> Jason. Okay. Discussion. Roll call. >> Mrs. Mr. >> Yes. >> Mrs. Mr. Mr. Stone, >> Mr. Con? >> Yes, >> Mrs. Romeo. Mrs. >> I abain. >> I'd like to make the motion number >> discussion. If not, mobile [Music] Yes, >> Mrs. >> Yes. 56 and 57, I think. Yeah. Oh, we still got a >> Hey, any discussion? >> Roll call. >> Mrs. Stevenson, >> yes. >> Mr. Mr. >> Mrs. Mrs. Romeo, >> yes. >> Mrs. Yes. >> Yes. Number 58 and 59. Nicole. >> Any discussion? Roll call. >> Yes. >> Mrs. Stevens. Yes. Mrs. Prince. >> Yes. Mr. Stman. >> Mrs. Mrs. Romeo. >> Yes. >> Mr. M. >> Yes. Thank you, Dave. Um Kate, um policy, please. Um move 1 through

08013. I need a second discussion. These are all first readings. No discussion. If not, roll call. >> Mrs. Mrs. >> Yes. >> Mrs. Stevenson. >> Yes. >> Mr. Yes. >> Mr. Con? Yes, >> Mrs. >> Yes, this is >> Yes. >> committees. I I'm not really sure if any committees have met as anybody's >> anything. You met with Mrs. um Dale, Mayor Dale. >> Oh, yes, I did. I you know, thank you, Terry. I appreciate that. Uh, Mayor Dale and I have been in in conversation um via phone and uh she did attend our graduation the other night which she was you know she she loved the whole program and she was thank you know she was very thankful for the invitation. Um I think that we're we're working on a a good relationship between

081the school board and the mayor and council. something that has been long, you know, hasn't been there. And I we both, you know, we both see, you know, some of our strengths and some of our weaknesses, but we're going to continue to meet and I'm I'm very thankful for her support and uh she knows she has our support, too. So, yes, thank you. Um, yeah, I don't think we're having a a a superintendent roundt to end the year tomorrow via Zoom. So, Any old business? If not, we need a motion. >> All those in favor? >> I. >> Any opposed? New business. Kate. Um I just wanted to make a comment uh I guess really to the public that um as board of education members we take an oath. We bow to our ethics and

082part of that is that we refer all complaints to the chief administrative officer and who is to act on the complaints and write back to all the emails and respond to any parent concerns and only after failure of that do the board members then um talk about it publicly you know and that's kind of how I understand and I think in the last month I've received definitely more emails than I ever have from parents and it's an uncomfortable feeling to not write back. Um, but I feel like that's I've taken that oath to follow those, you know, and so therefore I believe all the board members would love to respond to us, you know, the public and all these things to say we trust, you know, that our superintendent, we're we're passing this on to

083the superintendent, but instead it just needs to be stated and understood. And I don't think that that is with the public. I just wanted to bring that up in new business because I've received more emails than ever before. Um, and I'm not responding to them and that feels uncomfortable and I wanted to make this statement about why >> I I I do think that I I when I receive an email usually I do respond to the email and state that I have forwarded on to Dr. Anamone and he would be the one that would answer it. >> Okay. You know, I try not >> I understood that in I think the training piece that we did that it was something that was not our job and I see a lot of other people. >> Well,

084it's not it's not our job to answer it. No, but I I do that's what I do. >> Thank you. I for this on Okay. And that's what I'll do. >> Yeah. I I think it's more than okay to just say thank you very much. I forwarded your concern to, you know, superintendent schools. But just to acknowledge that you've received the email, let them know you fed on. I think that's more I think that's good enough. >> I don't have a discussion with them now. you know, like even if they if somebody reaches out to me, usually if somebody reaches out to me and somehow got my phone number, I don't answer it and I usually don't reach out to them because then they really have my phone number. >> So, you know, Kate brings

085up a really good point. It is uncomfortable when we're so used to responding to emails in any aspect, our job aspect, our personal aspect. Thank you for saying that we can respond and thank you and forwarding it on. >> Yeah, I think it's important to let the parent know that you read the email. It didn't get deleted. You didn't ignore it. You're you're taking action by forwarding it to uh me and then I could speak with the principal, the director, you know, whoever it is that needs to be involved in solving the problem. >> And you're usually good about letting them know that we can't respond to it once you speak with them. >> Yeah. Well, we can get them usually we can usually solve the problem one way or the other. Uh I would

086I'm guessing most of the emails involved graduation over the past month. So we solved the problem. You know, it didn't not right away, but we we eventually solved the uh the issue. Uh we took our time. We we we waited uh as long as we could wait and then we made a decision. Uh like I said before, we had a great night. So uh >> we solved the problem. Best graduation ever. Mhm. >> Kate, >> um I'd also like to just add in new business um before public comment that um I have read the um petition online and I've read the five things um that I believe our community is asking for. U I'm not >> okay. You will be able if if you want to make a comment after that, you will be able

087to make a comment. Of course. Yes. after during public comment if we come you have an opport you will have an opportunity if >> I think that would be better >> set after >> no my own point any other discussion if not we need a motion to close >> motion business okay all those in favor >> I >> any opposed if not we're going on to public comment 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 and/or directly related to the operation 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

088given five minutes for a time period of 30 until five minutes for a period of 30 minutes and then time permitting other public comment limited to five minutes per speaker will be allowed until the 30 minute time period transpires. All speakers are asked to sign the register provided and give their full name, spell their last name and group affiliation if appropriate and when and I'm sorry and provide their address. Issues raised by the 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 the members of the public be courteous and respectful of the rights of others individuals when speaking. Specifically, comments regarding students and employees of the board are discouraged and the

089board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider their comments in the light of the legal rights of those affected or identified in their comments. Members of the public are reminded that they are legally responsible and liable for their comments. Mrs. Francisco, I think we have two people that sign. >> Yes. And then >> Nichollet was unable to attend. She was uh she's actually in school in Oxford. She was going to come in uh under the assumption that it was via Zoom, but I will be speaking. I have a prepared statement uh co-written. >> Okay.

090Well, Miss We do have a microphone to your right. >> All right. Take your mask down. >> Yeah, you could take your mask down to >> Thank you. All right. So, like I said, Nichollet is unable to attend. She's watching. We prepared a statement. Uh it might be a little bit longer than five minutes. If that's okay to dip into some of her time, uh I would greatly appreciate that. >> As long as it's not much longer than five minutes. >> All right. Great. Thank you. >> Because then I have to do it for other people, >> of course. All right. So, my name is Michael Galloto. My address is 10 Scoffield Road, West Milford. I'm also representing Nichollet D'Angelo and Allison Romer. I was born and raised in West Milford. After graduating at the

091top of my class and continuing on to Drew University, I graduated from graduate school with a 4.0 GPA and now hold a master's in the art of teaching with certifications in social studies and students with disabilities. I'm currently employed in a New Jersey high school in addition to working as a substitute teacher for this very district. I'm listing these accomplishments to demonstrate the power that our district has to facilitate the growth of their students into leaders, mentors, and active participants in the world. I owe a lot of my success to the teachers of this district, not just for providing me with the substantive knowledge, but honing my skills at critical thinking, analysis, and public speaking. And yet there was one area in which I was ignorant. A shortcoming I grapple with to this day. And

092that shortcoming is the inability to have conversations about race. The mere mention of the word race or racism creates tension in any room. Why is that? It is something that has been deeply embedded into the fiber of American society. It is pervasive in all problems plaguing black people and people of color. Yet communities like ours remain averse to addressing it. It is our goal, as well as our signitories, to bring about a shift to that mindset, to be unafraid to discuss race and its impact on our country. I'm here today with a proposal to rectify this immediately. Recent efforts to implement anti-racist education in New Jersey include the 2002 Amastad bill. As stated in the Amastad bill Charter, quote, "All people should know of and remember the human carnage and dehumanizing atrocities committed during the

093period of the African slave trade and slavery in America and of the vestigages of slavery in this country. And it is in fact vital to educate our citizens on these events, the legacy of slavery," unquote. Therefore, the bill calls on school districts quote to develop workshops, institutes, seminars, and other teacher training activities designed to educate teachers on this subject matter," unquote. While this at the time was great progress for educating New Jerseyians about racial oppression, it is unclear how these requirements are being implemented, and it is not enough to stop there. A major blind spot of the Amastad Commission is that it allows teachers and students to identify the end point of slavery without delving deeper into the systems put in place to keep black Americans oppressed in our nation. We all know that the

094history of black Americans is far more complex than the history of slavery. And we would all agree that racism was not solved in 1865, nor was it solved 100 years later with the Civil Rights Act. But how does our teaching reflect that? What are our blind spots? and how do they affect our students? How can a school establish a foundation where we are more aware of addressing our blind spots with respect and support? There are no simple solutions, but I would like to highlight the urgency of these questions by discussing community responses to our proposal. In it, signitories were encouraged to share reasons why they signed to support anti-racist education in our district. Some responses discussed specific racist incidents that happened in our district which are deplorable and hard to repeat. Other responses detail more

095subtle examples of racism which show that it is nonetheless deeply ingrained in our community. When racism is condoned or fostered in our classrooms, for example, when a white teacher says the Civil War was primarily about states rights, or when teachers and students try to pass off prejudice as a thing of the past or a matter of opinion, or when students are not reprimanded for doing racist things such as coming to school in blackface for a history presentation, a scenario which many students described in their responses. This kind of racism, which may seem less overt, is called institutional racism. As defined by Dayton University, quote, "Institutional racism involves policies, practices, and procedures of institutions that have a disproportionately negative effect on racial minorities, access to, and quality of goods, services, and opportunities." unquote. Here are two

096examples of institutional racism as documented by two white students at West Milford High School. First, an AP honors student who graduated in 2018 wrote to us, quote, "My freshman year, we had an in-class debate about whether or not racism still existed in the US." Second, >> are you almost to the end? >> Yes. >> Okay. Second, consider this testimony by a class of 2021 student who currently takes AP classes at the high school. Quote, I was asked in AP US history this year to evaluate the benefits of slavery. The truth is there were no benefits or advantages to slavery. Students are asked whether or not racism still exists. Please imagine these scenarios. A probably white teacher asks a classroom of predominantly but by no means exclusively white students to decide for the rest of the

097world if racism is a problem and to weigh the pros and cons as if there were any to what to the rest of the world enslaving black people for 400 years. Let me be clear. The existence of racism in our communities as well as the moral evil of slavery are not mere matters of opinion. Yet, even in advanced classrooms, racism and slavery are casually being debated as if there are morally neutral conversations. First, this sort of incident is unspeakably appalling for black students at West Milford Township Public Schools and students of color to experience as they then have to stand up and for a grade argue whether or not they have a different experience than the majority of their peers. They have to debate whether it was right for their ancestors to have been bought,

098sold, beaten, raped, dehumanized in every possible way. This is the first reason why the ways in which our curricula already approach issues of race and racism are insufficient. You may think that debate is the best way to get kids to think and enact a more just society, and often it is. Given the fact, however, that we would agree it is unacceptable to ask questions in our classroom like, "What were the pros and cons of the Holocaust?" an atrocity caused by white nationalist racism. I think we we can agree that not all questions are good questions and bad questions can hurt our students, especially our most vulnerable. My second point, as I have learned from reading these survey responses, is that we are also inhibiting white students' ability to think critically. I hope a large takeaway

099of this speech is that institutional racism and white centric curricula rob all of us of the full spectrum of humanity. As a white person, I think the fact that students in our classrooms are only engaging with race in so far as they debate whether or not black realities are valid is what is the problem. As activist Sonia Renee Taylor has instructed, quote, "When discussing racism, do not debate black people's humanity and whether they deserve to struggle. Talk about whiteness and white supremacy instead." Unquote. We need to center why whiteness let us feel entitled to judge whether racism is real, whether slavery was bad. We need to talk about how Westmiler teachers are writing to us fearing they will be fired if they sign this proposal or discuss race in their classroom in a meaningful way.

100If it is a political statement to teach black history thoroughly or to affirm that black lives matter, we are the ones who in the wrong. It doesn't matter if individual teachers or students openly identify as being not racist, though that is a welcome start. What matters is that this is not a that this is not a problem caused by or concerning individuals alone. On an institutional level, so long as our schools are not preparing students to have conversations about the prevalence of racism and white supremacy today and about how these systems are rooted in the history of this country to its very core, our education system has failed us all. If we do not understand the history of the belief systems of racism and white supremacy, we simply cannot understand the United States. Which is

101why some of our people may be turning on the news and be confused about what they see. From the brutal murder of George Floyd to the protests in West Milford itself. Don't believe me? Believe a fifth grader who wrote in her response, quote, I signed because I need to know about the history of racism and people need to know that this needs to stop. So, let's not let her down. Let's not let all of our entire community down and instead be frank about the world we live in today and how it came to be this way. And to those that are still shy to teach anti-racism in the classroom, consider this. If not in the safety of a classroom with the supervision of a knowledgeable and trained teacher, then where? Finally, I hope to receive

102a receipt of acknowledgement regarding this action plan from the West Milford Board of Education before the next Board of Education meeting as we are beholdened to our 540 plus signitories who expect real change to counteract the gaps in their education andor racism they experienced. We welcome the opportunity to meet with the board of ed or individual educators any time this summer in order to help aid this cause. These conversations need to be had and they need to be had now. The intolerance and miseducation must stop with each of us. Black lives matter. Thank you. >> Thank you. >> I have to see if anybody else wants to speak. We're still in comment. Come forward. You could need to give your name and your address at the podium. >> Any other speaker to go first or

103they're okay or >> Oh, you're okay. [Music] You do have five minutes. >> Well, hopefully I'm afforded uh similar courtesy as the gentleman that just spoke to finish my thoughts as well. Thank you. My name is uh Mike Hensley. Um I'm a resident, lifelong resident of this township. Um I'm also a former musician, so I'm comfortable with moving microphones around. Um I'm too very confident in my critical thinking skills. So, I'm a graduate of West Milford High School, majored in philosophy, minored in history, went on to get my my K to 6th grade uh teaching certification as well as my uh 6th to 12th grade social studies certification as well. Um, good evening. I wanted to speak to you as a lifelong resident of West Milford. I understand that there is a petition this evening

104encouraging the West Milford Board of Ed to adopt um this anti-racist curriculum as it is called. This will include substantive changes to the curriculum, including guest speakers um of all kinds that would come to uh speak to our children in the auditoriums, changes in English classes as well as history department classes um in added readings to our summer reading lists. On the surface, these all seem innocuous and harmless. They even seem and sound progressive for a school system to take on. And I understand and I empathize with all of you sitting here that you have that kind of a caring heart that you would like to maybe rushed to implement this curriculum um for good purposes and for good meanings. Um just like our children in in our school system also have good hearts and

105would be open to learning these things. However, the road to hell is often paved with good intentions. Words like white privilege is really just a form of white harassment. This anti-white philosophy and its radical ideology is really meant to inflict harm upon our children. child abuse, in fact, which would suffer their self-esteem, their outlook on themselves, and cause probably more strife and more systematic abuse to the children of the school district if it is rushed into and adopted prematurely. I would ask you to consider, is any of this anti-racist education being promoted within the inner city schools? Because if you take this gentleman's uh lesson, it sounds like only white people can be racist to me. That that seems problematic. Okay. Racism is a a human problem, and it has been for a long time.

106So, I don't I don't see these anti-racist educational initiatives being done in inner city schools. As far as 500 people or more uh signing a petition, I would like you to consider that how many of those people who signed are parents who live in this township? How many of those people that have signed have children that attend these schools? All right. And how many of these people have signed have a vested interest in this community currently? I would venture to say a fraction a mere fraction of those who have signed qualify with those parameters. I would venture to say, in fact, I'm very confident to say that if this curriculum is adopted, it won't be very long until the ramifications are seen in our households around the township as parents begin to learn the the

107radical ideology that is being pushed try to come up with the right thing. I love history. History has a lot of triumphant stories and a lot of tales of tragedy. We need to learn. never want this kind of education to be happening because he told us to judge not on the color of someone's skin but the content of their through that lens in a very very you know just really un children are innocent let them be children it's not the place of the school system to have this kind of indoctrination thingation because I've worked in school systems for a very long time and I never s thought of them as a place for that kind of indoctrination. But if you let this kind of curriculum come in, kiss it goodbye. It is indoctrination and it

108won't be appreciated by the people of this township. >> Thank you. Any other anybody else wishing to speak under public comment? Well, what I we have to close public and then I'll let you give you a chance. >> I have a question. We >> Well, we have once we're we're done. >> I I can't. >> Yeah. I'm >> I was going to ask a question. >> That Okay, >> we're we're going to close. Um >> Linda, doesn't he have five more minutes? One minute. >> Well, I gave him I gave him I gave him more than I gave him about 15 minutes. So, and then that puts me in a not it puts me in another position for the future. That's my >> Okay. >> Each speaker will be given five minutes for period of

10930 minutes and then time permitting. >> Okay. I just didn't think we were at 30 minutes yet. >> Well, but I g I gave him over five minutes in his initial speech. >> Okay. Dave, did you move? I need a second. All those in favor? >> Any opposed? If not, now I can go. Terry asks, then I'll come to you Dave. Go right down. >> Remember that you're speaking for yourselves and not for the board. >> Speaking for myself and not members of this board. But I do have to say I'm concerned about um I'm concerned about what Mr. Gallotto right said >> and I just want to address the fact that I believe that West Milford is doing its best to intellectually challenge people who were racist. By doing so they have chosen to

110teach slave narratives. Doris who's a Native American who has suffered tremendously. Alex Sherman, Ralph Ellison, Maya Angelou, Tony Morrison, Alice Walker, Tennessee Williams, who is a homosexual, um Langston Hughes, there's an extensive study of Native American poetry, Asian literature, Leroy Jones, also known as Mary Baraka, um even Shakespeare, we teach a fellow and the Tempest and Harper Lee. Those are all works that address racism. And from those works, I have sat in classrooms teaching these works where students have e intellectual conversations about racism and about appreciation for other cultures other than their own. So I truly believe that West Milford School District is on the right path. Maybe they need a little work to do and maybe we can find to find them something. But there is the literature of the minority in our curriculum

111and that is more than I can say about other white high schools. That's all I have to say. >> Dave, I'm going to go right down for you guys. >> Um, I appreciate coming out tonight. uh been around for a long time and from 60s on uh I think that like Ruby bridges is really a cure my age and from where we've gone in the 60s to now it's an improvement but we are nowhere near where we need to be. People in this town have no clue the white privilege they have. I've lived in Virginia. I've lived in Texas. I've Missouri. Uh, I would challenge any of you to spend a couple years like I have just taking the number two train from the port authority up to the south. The people in this town

112have no clue. They poo white. That's not true. It is so ingrained in here. It's incredible. And I do think we can do better. We're doing good. School of Character, one of seven in the whole country, but we can do better. >> Thank you. Courtney, did you have something? >> I just want to say being being a teacher myself, the curriculum does dictate that we are to teach the children. I'm an elementary teacher. Um, race in a way that is appropriate for elementary age children as well as the Holocaust. Um, in the community that I work in, they do a program throughout the whole community, which is called once in the town's name. And it's the whole community, um, showing support for every um, diversity, whether you're a gay or a lesbian, transgender. Um, and

113I think that's coming. I think that we could do more and I think that we can push for things here. Um, know that you you you were heard today for sure. Kate, did you have something? >> Yes, absolutely. Um, I think that the things asked for from what I've seen online um would be for a solid equality education. Um, I would never want to be considered um a white school and I have to call West a white high school. I want to be a high level of inclusion of all members of all groups. Um and the discussions do need to happen. It doesn't mean that um belief systems and morals and values would um you know be taken out of how to treat human beings. That's what needs to be taught and that's what needs

114to be discussed. Um, and history is history. And you know, um, I've had numerous discussions in my own home with elementary students who believe that, you know, um, race and all of that were problems of slavery of the past. And that's what the elementary school students in my home believe. And I had to teach them during this whole thing myth that that's not true. That there are some people that still carry through on those beliefs, not of slavery, but of racism today. and that they need to love and be kind to all human beings whether they agree with them or not. And I stand firmly uh that yes, we are a district of character. We're very proud of that. And um as a board member, I will continue to speak out along with my other

115board members in having character ed education in all of our classrooms so our students can treat each other equally. And that goes along with our hip conversations which we've talked about thoroughly and will continue to talk about tonight and probably every night until my face is is blue. Okay. Then you know um and goes with this stuff. You know tonight we also voted on uh a health curriculum adding in some LGBTQ and plus things for the community and speakers. It does not hurt any child to hear from speakers and successful loving people, good human beings that can educate them from any race or or group or any minority. So, I would be in support of a lot of the things that were there if they're bringing good character education to our children. Um, and I

116would hope that no matter where you stand on the line that you would want that for your children, too. Um, so I I also, you know, I I looked at the 540 signatures. There's numerous, you know, there's there's, you know, family members, a lot of people in power on that list. There are, you know, uh, Hall of Famers, there's, uh, neighbors, friends, current students, educators, staff members. So, they're not all afraid, you know. Um, and it was a good representation from what I can see of a community of a current community of people that know what's happening in West Milford right now. So, um, that's it. Thank you everyone that spoke to me. >> Did anyone else want to speak? >> I just want to board I only got this uh last week the uh

117the letter last week. So, I did go through it. I know there was a few bullet points on the second page. Um but we we do believe in we are a national district of character and we do believe in inequality. So we did hold last October of 2019 and January of 2020 we did conduct implicit bias training for our whole staff. We did the uh secondary in October secondary teachers and I believe the elementary in January. So we now have 100% of our staff you know except for people hired since January we have our 100% of our staff trained in implicit bias. So, um I don't believe there are a lot of districts in the state that can say that, but it does speak to this board's commitment to um to equality and to making

118our district better every day for all of our students. So, okay. Um I need um moving on. If any no one else has anything else, um we're going to go on to I need a motion, Terry. >> Yes. Thank you. >> Thank you both. [Music] Okay. Move to close public comment >> that I think we're closed. >> Oh, okay. Oh, that's right. We are closed. >> We We need executive session >> at um at 8:46. Um I move that we go into executive session for the purpose of discussing personnel appointments, current litigation matters, special education matters, negotiations. I need a second. >> Executive session minutes will not be released until such time as the privilege or confidentiality is no longer applicable. >> Second, Dave. >> All those in favor? >> I. >> Any opposed? If

119not, we are returning. We will be returning for a vote. >> We are going to have executive session here this evening. So, we're going to ask them for the public to leave um just so the board can maintain >> because we don't have it. >> Saying the conference room won't be big enough for all of us. >> It's probably going to be about >> 45 minutes. >> Yeah. >> I I I think the time period will be 45 minutes >> because we have to discuss three hips and that is that >> I got to like to call the meeting back to order. Uh Mrs. Francisco, could you do a roll call, please? >> Sure. >> Here Stevenson here. Mr. >> Here >> Mrs. uh Dwire >> move to approve the superintendent's recommendation to approve the

120following PI 220H15 as substantiated. I need a second, Dave. Okay. Any discussion? If not, roll call. >> Yes. Mrs. Stevenson. >> Yes. >> M. >> Yes. >> Mrs. Mr. >> Yes. >> Mrs. Romeo. Yes. Mr. Still. >> Yes. >> Mr. >> Yes. >> Mrs. Fritz. Personnel. >> I would like to move the hand number four items 32 through 36. Second any discussion if not this is Francisco roll call number >> oh did I not do we did 16 >> do 16 >> oh no I'm sorry I left 16 carry >> I'm sorry I moved I was on the hand carry 16 is the one that's stable Right. That was okay. I was on I've been on Zoom too long. >> I am too. Starving. >> I'm never hungry at these meetings. This is no food.

121>> Stevenson. Yes, >> this is on the sidebar agreement. >> Yeah. Okay. >> The coaches. >> Thank you. Um that's why I'm in headlights. I'm sorry. Yes, but I need to abstain from 36. >> Did you call them? >> Yes. Mrs. >> Yes. >> Mr. >> Yes. >> Mrs. Fritz 16. >> Yes. Item number 16 under personnel. All items. Okay, they're they're going to be tabled >> tabled to >> I need a second. >> Any discussion? If not, roll call. Should that a separate motion? >> Should Yes. I need uh a motion to adjurnn. >> Romeo. Motion to adjourn. >> I need a second. >> Second. >> All those in favor? >> Any opposed? Good night everybody. It was nice seeing everyone and being able to talk to you. This is Liz's pen.