Board of Education Meeting 10/29/19

001[Music] [Applause] No, no. >> I'd like to call the meeting to order. A moment of silence, please. Please rise for the flag salute. >> I pledge algiance 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, the public notice of this meeting has been sent to board members, all district schools, the Herald news, the trends, the record, the messenger, West Miler 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 uh meeting calendar resolution were provided to all local media, town hall, township, library, and all district schools. Roll call, Mr. Franciscus. >>

002Mrs. Romeo >> here. >> Mr. Sidowitz >> here. >> Mr. Drew >> here. >> Mrs. Dwire >> here. >> Mr. Gino >> here. >> Mrs. Fritz >> here. >> Mr. Oshinsky >> here. >> Miss O'Brien >> here. >> Mrs. Van Djk >> here. Dr. Anamo. >> Uh, yes. Good evening everybody. Welcome to our October meeting. We do have our standardized testing report, but we are going to go slightly out of order on the agenda. I'm going to ask our student representative, Brian Rena, to give his his report. So, in case he has to leave early tonight, he can uh get his work done now. >> Thank you. Good evening. Uh, lots of events are happening in our district. Just to name a few, we had our district-wide pin wheels for peace event where students created

003pinw wheels and planted them into the ground to symbolize peace. Um, the district also had a digital citizenship day where students learned how to be honorable citizens while online. Um the district also had a digital citizen oh uh in the beginning of October the district had a week of respect where students in the high school stuck positive and motivational postits on the lockers and dressed in specific outfits each day of the week. The high school also had their second annual expo night where tables were set up all around the high school gym and cafeteria for younger uh students to be able to see the clubs and sports that they could join in the high school. The expo night had a great turnout and it was great to see the young the younger Highlanders feel excited

004and excited to come to the high school. On October 10th, Melissa Stro visited the high school where she talked to the students about cyber bullying and online safety. She also gave a presentation at night. In mid-occtober, Mackaban students went to the city to go see Wicked on Broadway and the seventh graders will be going to Fairview early in November during that long weekend for the teachers convention. The high school uh guidance department has been working greatly with our senior class to help them as much as possible with our college applications with fast with the fastful workshop night and the financial aid information session which took place this month. The high school will also be having a career day in early November. The month of October is breast cancer awareness month and today students and staff

005were asked to wear pink in order to raise awareness for breast cancer. As we approach Halloween, many schools will be having their annual trunk or treat. Uh this the high school spooktacular happened this weekend and we had a fantastic turnout as well, raising lots of money to uh with the help of Mackammen's haunted hallway for Cheryl's den animal rescue organization. As the season continues, so do our fall sports. Our fall ath athletes are doing amazing in their season with teams such as boys and girls cross country, girls field hockey, gymnastics, and boys and girls soccer. The Highlander marching band is doing great as well in their season. Uh they will be going to states and marching or states and nationals this week. In addition, on October 25th, we honored our greatest alumni in the first

006West Milford Hall of Excellence induction dinner. Are there any questions? No, >> sir. Thank you. All [Applause] right. Now, board uh at least the board on this side want to get more comfortable. We're going to start our report now. We have no back and Dr. Matlo helping out as well. [Music] >> Yeah. Yeah. >> All right. Good evening everybody. Welcome to our annual testing report. A lot of data in this packet. Uh the board members have it all. Members of the public have copies as well. Uh we'll be going over most of what's in the board members packet. We did miss a few slides from the hard copy that didn't make it onto the PowerPoint. Um just to speed up the evening. uh 80 slides or so. So, we tried to condense it just a

007little bit. Um but if you have any questions at any time, just stop us or flag us a question at the end. So, tons of good news here and we're happy to uh Okay, so testing highlights right away. Our math scores went up 7.9% and our English scores went up 8%. [Applause] This is uh tremendous growth year-over-year growth. Uh in a nutshell, if you look at the third bullet point, we used to be lower than the state average in almost all grades, and now we're higher than the state average in almost all grades. Not every grade, but almost all grades. Okay? And our five-year trend is higher in every grade in every subject for both subjects. We have to include terms. So we'll be sharing with this with the community tomorrow in a in a

008in a broadcast email. We're very proud of the work our administrators did, our teachers, our students, our parents, everybody working together. Um this is very atypical. This is not what you see on the state statewide in New Jersey last year. So um couple new slides this year. You used to see in these slides the the chart which show the five-year growth. Uh this first four years here are going to be the park and year five last year is something called the SLA, New Jersey SLA. So we removed ourselves from the park consortium which is multi-state and now we go back to doing our own statewide only test which is very similar to the park. And we added some other slides this year to give you a sense of the history of our five-year average in

009our subject. So, it's a lot of grades here at the bottom in English, but you can generally see a line of best fit from lower left to upper right, which shows you how much we're growing. Um, then we broke it down by grades, a line graph, and you can see how much we did. So, we went up in third grade ELA last year. The state average went down. So, you can see how we were better than them, and now we're still better, but by a wider margin. You're going to see some s some version of that on every slide today. Yes. >> Quick question. Okay. So, we're the the 15 16 17 18 part. Correct. >> Correct. >> And then 19 is NJSLA. Correct. >> And that's for both the state and the and for

010us as well. Right. >> It's just New Jersey 2019. >> Yeah. >> 2018 to 15 that was multi-state. >> New Jersey. >> All right. Okay. >> So, if you uh had a chance to look at your last year's slides, you might see us open compared to New Jersey and also the national average of the multi-state consortium. We don't have that anymore. All right. Grade four English. As you can see, the state went down, Wester went up. Grade five, we were below the state average and now we're moving above it. Grade six, same exact story. Grade seven, we were way below the state back here and we slowly narrowed the gap and this year we led up by a significant amount. Great grade eight jump. Grade eight, same thing. We're right about equal to state average

011over four years and now we're made that steep leap. Uh grade nine, we're just below the state average, but again we're narrowing the gap. We went up by a greater percentage than the state did last year. So at this rate, we should be able to move ahead of this line by 2020. Grade 10 still below the state average, but again narrowing the gap considerably this year. This is our 5year passing rate in math. Again, four years of park, one year of SLA. And you can see we're significantly up in all grades in all subjects. >> Again, this is our five-year average. >> You see the one steep leap, that's algebra 2 at the high school. >> Wow. >> So that's dramatic improvement. These other lines are again showing some improvement. Not as steep as ELA,

012but still improvement. All right, math. As you can see, we're above the state average. Third grade, fourth grade, same thing. We jumped significantly this past year. Fifth grade, we finally got ahead of the state average this past year. Sixth grade, we moved considerably up in a year when the state moved considerably down. So, if you look at the gap here, it was negative a couple points and now it's posit. It's a it's a pretty significant jump year-over-year. Uh, grade seven, we're just quite there catching the the state average. We should hopefully catch them this year. >> Grade eight, we did catch them and they seated them this year for the first time in five years. >> And Alex, when you say grade eight, that's this year's freshman, >> correct? >> Thank you. >> These are

013the current ninth graders. >> Y Okay. >> All right. Our algebra is still below state average, but again, it's rising at a much more steep rate than the state is. The state is relatively flat these past couple years. >> We're improving. We should be passing them this year. Same with geometry. We're narrowing the gap. And as you saw before, algebra 2 uh skyrocketed this year from 20% to about 60%. >> Amazing. Wow. >> All right. Now, we also have these next few slides. We broke it down by school. There's five levels that you can score on this test. There's no partial credit. You're either a one or two or three or four or five. Four and five is passing. Three, two, and one is not passing. Okay. Three. And there's only it could be one

014or two questions that really move you from one category to the other. But you see this is English language arts third grade. The sample sizes for all these schools are pretty small. You have 28 or 29, 30 students in a whole grade at say PK. It could shift the scores. one or two students could shift it five or six%. So um these numbers do tend to jump from different grades three four five six you get to seventh grade that you see the sample size get larger when you're looking at the whole seventh Wait, wait. [Applause] High school. Again, the first year we're seeing us below state average, but barely. In grade 10, same thing. below state average but fairly. >> All right, it says math by school and by grade. Most significant to see the

015number of zeros down at this end of the spectrum. 0% here 0% 2% which is only one student. This is as you know we offer different wide algebra scores. You notice the difference in al in algebra offered at MACPIN versus the high school. They're really mirror images of one another. We had 86% passing at MACPIN with 14% of students on the bubble. So it's not inconceivable that we could be at 100%. Just a couple more questions because we had zero students at this end of the academic spectrum. Right? So, as you see, we're trying to push more and more students into math at McPin or algebra at Mackin because we know the test scores success rates are higher there. >> I'm just wondering, do you have a sense? You probably do. Uh, many of park

016sort of didn't really it's parked with a couple of things to say, well, it's New Jersey, not Park. >> So, they're fairly comparable. Are New Jersey scores? Uh the New Jersey Student Learning Assessment SLA is the park had a bad brand name I think. >> Yeah. >> New Coke or Ed or something like that. So they they opted out of the consortium but they didn't want to get rid of the test entirely. So >> we did the same thing a few years ago with the common core if you remember had a bad brand so we changed it to the New Jersey student learning standards but it's really the same just doesn't have a toxic name. So, this is a a new look to the department. It's a fresh acronym and probably a very comparable test.

017If you see the scores statewide, they're really flat, which should tell you that with a large sample size of 1.3 million students, it's not going to jump. If it's the same test, it really won't jump. And it didn't. So, our numbers did jump. And that's why we're really moving so highly is that the state was really flat this year. We were up eight points in both English and math. >> And aside from the scores um being relatively the same, the items on the test themselves are virtually identical. Standards being assessed, the items analysis are the same. Great. Channel three and algebra 2. >> Okay. So this we've talked a lot of bit uh Mr. Nov talked about link on a number of occasions. So, link it is uh we use it for some benchmark assessments

018in the classroom. We can administer a brief 30 minute assessment to a classroom in September and then do a comparable assessment later in year and measure the growth. Link also does data disagregation. So, if you look at the previous slide, they compare Aptua to PK to Maple Road to etc. And you see scores. Some schools are higher than others, but each school isn't really built the same. Some schools have higher levels of poverty, other schools have higher level of um special education students, they have programs that are housed there. So if you pull with LinkedIn allows us to disagregate data and pull out certain groups that we want to. So we can pull out any group we want to. We can add two different variables to see how our our kids are doing. And we

019did that just fooling around with Lincoln and they they sent us back a whole bunch of slides. So these are our students who are not economically disadvantaged and also general education. Uh and you can see the percent passing for each school is slightly different um depending on the school. This is uh by grade of course. So you start seeing some different trends here um which really helpful. So in addition to helping us in the classroom, I think Lincoln has also helped us with some of this data disagregation and it's pointed out some areas that we're, you know, we have some concerns with, you know, so we're here in the 40s and here, you know, we shouldn't be we shouldn't be under 50% in any category up on this board here for any reason. 37 here,

020here, these are some areas we need to really focus on much more intensely this year. All right? Because these are students with no learning disabilities. These are students who typically come from affluent homes. And next up, we have some intervention strategy. This is sort of we know we did last year. What are we doing this next year to keep this growth moving forward? So, in your packet, I see some of you flipping ahead to take a look at it. That's on page 33 in your packet. Um, there. So, one one of the things and Alex Dr. Dr. mentioned um link I was going to jump out with link it right away because I say it you know probably once every five sentences now it seems um the district-wide commitment to standardsbased instruction is is really

021um what our what our goal has been and what we see as the ability to keep this trend going. We had a great year. Our staff really um really nail it this year with with all the the work they've been doing and and moving our kids forward. But we're not going to stop and and rest on on this past year's success. we're going to continue going and moving forward. And I I believe we're just getting started in in how we're looking at uh how we're looking at this assessment, how we're looking at the things that we do. Um so talking more about standardsbased instruction. Um teaching to so one of the things that has always been um not a great term to use is teaching to the test. And that's not what I believe we've

022been doing. And I don't believe that's what we are planning to do going forward. But if we are able to focus more on the standardsbased instruction and the things that we do, then we're going to naturally prepare those kids uh for for the state assessment as it comes up, regardless what they call it from one year to the next. As long as we're focusing on those standards, it's going to prepare those kids better. um the standardsbased benchmark assessment where link comes in. It's the first time we have a tool that lets us know periodically throughout throughout the year how our students are doing on the state standards that they're supposed to accomplish at that point particular point in time. So all of our students who are taking the standardsbased benchmark this year have already taken

023it for the fall. Uh we're working with the our schoolbased data teams and professional learning communities. our our staff are really digging deep and and looking at the uh information they're getting not just from the NJSLA but also from this link assessment and taking a look at the standards that kids are doing really well and standards where our students need um need growth. We take another benchmark around um in uh December January time period. So, we're anticipating at the January board meeting to give you an update on how we've been doing from what we call benchmark A to benchmark B just to see what we've we've done and which standards we've really moved, which standards we're still doing a good job with, and which standards we need to work on prior to the uh assessment

024for the for the state exam. Um, so a commitment to standards is really u what this is all about. Moving down, we've been looking closely at uh something called evidence statement tables. So within the information that we get from the NJSLA, we get a document called the evidence statement table which tells us exactly how our students uh compared by standard to their district and state and school peers. So we have it on we have it from the school level, we have it on the district level and we have it on the state level to see what those uh what our performance is by standard. we also get which I think is interesting um you also see how many students took that particular question. So if we have a standard that's way above the norm we

025can see that 250 kids took it we know that's a valuable a valid assessment. We have a student that's we have a number that's way below the norm we see that two two students took it u we know it's not not a valid uh evidence evidence statement table. So we're able to take a look at those. we're able to pinpoint on a planning level what standards we have to address as a district and as a school. Uh we also are able to pinpoint that for for individuals children. So being able to to take a look at that has been really helpful from that. You know you talk about standards uh standards based instruction. Um we have to arm our staff better for being able to do what just what we said. So that comes with

026our curriculum alignment taking a look at what standards we're teaching at which what time. Um during the school, one of some of the feedback we got from district data team over the summer when we were looking at evidence statement tables was that um some of our our math teachers were horrified that we did horrible in a particular set of standards and we're not teaching those until after the test. So um those are the things that come out of really looking and and and digging deeper uh into this work is that when you listen to the staff and you listen to the data that that we're receiving kind of fills the fills the big picture. um pace and guide review is pretty similar to what I just uh what I just described about making sure we're

027teaching the the standards at the at the right time in the school year. uh we have to be careful from is uh not trying to pack it all in and trying to find those creative ways to you know get some of those 10 minutes whether it's the you know 10 minutes during cal calendar time in the in the elementary school or um you know in the in the support periods at at another level to try and get some of those standards in get exposure to those standards if if they're not making them you know if they're not getting that direct teaching until after um you know until after the assessment. So, those are the things we're working on. That's going to be this year and reviewing all of our um all of our curriculum. Uh

028material enhancement, supports, and supplements. Those are the those are the things that we're going to have to add. Yes. >> Quick question. We I believe have discussed increasing the amount of time spent in the classroom on mathematics at the lower level. Did that start this year or >> that started? No, that's that starts that started this year. >> Okay. So, as of September, we now have uh 90 minutes of math instruction. >> Prior to that, it was 60. >> So, we may see another big jump. Will >> you're a stock guy, right? You're buying. Let's know for stock. Buying or selling right now. >> Buy a question. >> Who sets the time >> the date? >> Who sets the date? >> Because you said we're not We're doing is it the state test >> for

029the NJSLA or for the >> for the ones that you're saying we're taking the test prior to teaching >> the NJSLA is the window is provided by the state. >> So we're looking at that window now >> right >> to make sure that we don't have that happen. >> Yeah. Well, we've actually we that's one of the things I think we have done well over the years is try to um give you know for actually last year we made a decision to let the um the math class take their test. >> Oh, I never gave the job >> based on the idea that you know test every class >> you get those skills in prior to the assessment. >> But we we've been making we've been trying to make those assessments but now Dr. some

030things maybe we'll talk about later. I'm sure he can do a good job. >> Do we have a schedule for that now? So that >> for this current school >> yeah it's on schedule. We can share >> Dr. M. Sorry. >> Will you be in the building during testing for the whole time? >> Sorry. Um you know I think the the beauty of what I have this year especially is our testing team um utilizing u several you know administration too myself yeah I'm constantly floating around we have our elementary schools our building testing coordinators as well that I work with our district our district testing coordinator wouldn't be on site that's why we have a site based testing coordinator for each that makes sense >> what about the high school >> we have a we

031have a coordinator >> we Who it is? >> Oh, it's the principal. Okay. Yeah. >> Oh, I thought it was you. I thought it was Dr. Districtwide and he'll meet with eight school representatives. >> So, you do not have to be in the school >> like other districts. Um they have, you know, they have a test coordinator districtwide that's handling from you from the district and especially communication piece. Uh but also looking at making sure the uploads are you know correct to the state working with you know the Winston inspect with those uploads >> being at the school to make sure it goes off. >> He has everything on it. >> Oh really? >> Oh wow. >> Is there is there like you said there's a committ there's a group >> Well there's one for

032school for >> Okay. And then do they meet with you after the testing? Is that >> I'll give you an example. So we just recently in the elementary um did our coat testing. Um so afterwards yeah especially being my first year as district testing coordinator I'm a big believer in actually meeting with our staff afterwards just to make sure what did we do right? What do you we do wrong? How do we fix that? Obviously making it a much smoother transition for next year. >> Okay. >> Yeah. just like bring along. >> Um, all right. So, moving on. Um, digging uh digging deeper into the data. Um, so one of the things we've been um focusing on for the last two years and it really um took a step up last year was the idea

033of taking a look at the individual students. So, one of the phrases we've been we've been working on this year is that we need to know administrators, teachers, all staff, we need to know each student by name and by need. So, every student needs something differently. That's been the real goal of the differentiated instruction goal that we've been talking about for for three or four years now is that we are able to target those kids and and take a deep look. Bringing in a tool like Blinket has allowed us to really take that to the take that to the next level. um and underneath and it doesn't it doesn't really sound like the best uh way to label um but we we're taking a very close look at what we call um bubble kids. We're

034certainly not calling them a bubble kid to their face. It's just what we when we look at the data we take a look at we call bubble kids I will describe bubble kids and you can vote gay or nay that phrase ever again we didn't make it up a bubble kid is and Dr. Someone pointed out earlier the >> we know someone on the line >> Dr. pointed out earlier in one of these and this this is a perfect example slide. Um so we have students at approaching level three and students at a at meeting expectations at a level four at the the level of passing is 750. So we have so many of these kids collecting in at three and four and a lot of them are 746 or a lot of them are

035756 which could be the difference of one or two questions on the test. that one or two questions is the difference between us showing you sharp spikes up or possibly sharp spikes down. So, um, in the old days, you would call this like the middle. These are the kids that, um, you know, they do their work, they come to school and and often they're, you know, cuz they're not, you know, maybe the top of the class or the kid who needs intensive support. They're just doing what they're supposed to do. So now we are taking a closer look at those those students um in the similar way as we would a student who qualifies for our basic skills or our encore program through that standardsbased instruction. Being able to take a look at those bubble

036kids and see what standards they are exceeding at, what standards they are doing a great job with and what standards they need help. Those standards that need help could be the difference between us showing you a sharp spike up or or a sharp spike down. So I think we're on the on the right track with the with things that we're doing and that uh to me is a big a big difference in what we're doing. I know that the PLC's and our >> standard I just have a question about these bubble students once they're identified you said you talked about resource or you talk about encore whatever how do you make sure that you um meet the needs of that bubble kit? So in our >> what do you do? >> So our work with

037our principles and supervisors is >> tells you go ahead. >> Yeah. But once they're identified, what do you do with them? >> Once they're identified, >> I mean these poor bubble kids, they got a box >> once they're right. We pull the data. >> We have uh PLC meetings monthly. We have grade level uh we have grade level common planning in a lot of places where our fifth grade teams and our third grade teams etc. We have now clustered meetings this for the first time at Mackaban where they can come together and talk about those kids and talk about those particular standards. So once you've talked about them and you've talked about the standards, how how do you help that student? >> You're coming up with a plan. >> You come up with a plan.

038Is the child taken out of a class or is there a special >> This is tier this is tier one stuff. This is this is classroom instruction. That is now it might be because chances are that standard >> could be beneficial for the whole class. So now the teacher is a little bit more tuned in for maybe there's six kids here who are weak in that standard and they can incorporate that standard into their lesson planning for uh for the upcoming weeks or or months. So it's not a intensive policy can be if you're doing guided reading and you're doing small group instruction you can work those things into what you're doing. So those are things we're talking about. Those are things our principles are working on with our with our teams and our INRS

039our INRS teams and everything we have in place. >> I'm going to throw in something real quick. Sorry. So sorry is that since the focus is on language arts and math only. >> No it's not >> tonight. >> Good answer. >> The focus right now is language arts and math. Correct. >> Tonight for the testing >> for the testing. Yes. They only test No, they don't. So we also have a science assessment. Okay. >> That we're not presenting on yet because we don't have the score. >> Go on. Finish. I apologize. >> All right. Interesting qualification in the high school and the middle school. Do they take language arts and history and kind of you you know kind of combine lessons lessons along those lines where you know the kids are getting a little bit

040of language arts but the history and then the science and the math is that >> I think those have been topics of discussion that I've heard coming out of the mid and cluster planning that they have the high school it's a that's a more difficult task but I know our history department for example prides themselves on incorporating as much writing and reading into into the content as they can. I think the I would I would say I don't we don't have you here that our history department is as um particular about how children are writing and their improvement in writing as they are as the content that they're >> sorry I didn't know that I looked and I didn't Yes. Yeah. So I would I would say they would they take this they take that

041pride >> right because I figure if you're if you're exposing the if you're educating a child I mean there's more than one way to educate a child and it you could use different modalities different topics subjects and then educate cross trainin exactly so that's why I wanted to bring >> and actually that was something bringing that up that was one of the things that we got marked highly on discussion when we had a QAC review was about our crosscurricular connection that are actually in our in our curriculum guides. We pinpoint those things and we've identified those things in our curriculum >> which was not common in P County >> both elementary middle school or district middle school >> across the board K12. Okay. >> Thank you sir. >> So that's actually a great question because

042it's not always that the history department is looking at these scores though you know it works you know to that they know the scores too and what we need to work on and stuff. So in departments that's a great idea. Um >> so all of our uh all of our teachers have access to we have a couple glitches going on still with link of getting um resource center teachers access to everything. Um but our all of our departments have access to link so they can see if they have a student on their roster they can see all of their testing data so they can start to judge patterns and they can look at those things. So a you know those are things we're also talking about not just for not just for testing but for

043the over overall welfare of the student. >> Absolutely >> to see if there's a pattern in attendance if there's like it shows attendance like it shows tardy link it shows everything. So when a teacher logs in to see a student they just don't see how they did on the NJSLA last year they see everything about that about that student. >> Um I wanted to ask one other question. It's kind of going along with I think what Terry was asking. Um, and I want to also ask this as a board member and a parent, like for parents that, you know, if their child didn't meet expectations, I heard you say that these are level one interventions, encore, and things like that. >> So, if a child doesn't meet expectations, um, how do they get to level

044two interventions? >> I don't know if that's a question for tonight. >> Okay, that's fine. However, um we do have >> I think that that that's kind of what Terry was asking. It doesn't need to be reviewed tonight. >> But I guess then to just ask it smaller is are just these test scores enough for level two >> scores to give it to do do that hour in in one two sentences. We use those test scores to help uh not evaluate to help identify students needs. >> Thank you. >> So the students needs >> more more discussion. We have processes in place through intervention referral service. We have um section 504. We have a number of processes in place where um we can do that and link it is a tool that helps us identify

045more skills. Linket what parents will see um this fall is the um process through link called fingertip reports which gives you it's like a report card for data. So every parent will be able to see their students performance over time. in terms of in terms of data uh and when we look at the like benchmark assessments will be on there they'll also be able to see how they've done uh standards wise. >> Thank you. observation. Do you recognize bubble kids? An awful term. Um, if I told you you're on the bubble for not recognizing your history teacher, you immediately feel bad. Uh, a potential word frontier. Somebody's pressing the frontier. They're exploring the frontier. They're about to cross the frontier much more. You know, you may think of other words. >> I didn't think of

046other words. And uh Lincoln wicket provides that information and they identify them for they do the work. I was trying I was trying to cover up for definitely not me. >> I like that. >> All right, moving on. [Music] All right, as I mentioned, it's not all about the test. So, a lot of our work and a lot of our success on the test this past year was about our overall approach to to the things that we're doing uh each student by name and by needs, not just DLA and math. It's the it's the big picture. Uh so, we brought in some tools. We have a tremendous um professional uh development process. We, you know, I keep keep saying link it. Link it is what we have now. We're using this tool. we brought in

047um a um link or a data expert to come in and help us interpret uh some of those uh some of the things that we've been finding. She's sort of been launching our you know opening our eyes and and some of the things we can do with with data. Uh we are in the process of um rekindling our relationship with William University for something called the professors and residence program. Uh we are in the middle of we're year four coming up in our our ELA plan. So, if you take a look at some of our testing results and if you look at the trends you see in ELA, you can look at some of the things that we've done within the ELA 4-year plan that um Mrs. West and I sat down to develop back

048in 2015, and you can see those things playing out. I am I just I've mentioned it to our new math supervisor probably 30 times since she started interviewing about the ability to sit down and take a look at what a 5-year uh math plan uh math plan looks like. So it's a very uh very exciting process. So um we're also able to target um PD. So if we see that our curriculum or our pacing guides are falling short on particular standards then or even that evidence statement tables if we are not armed to teach certain standards then we have to we have to provide that and make sure that everyone's comfortable teaching that teaching those things. Um, and we also have a a a wide range of evidence-based student and staff resources. And that's just

049to name a few of the things that we we've talked about in here a few times. One of them I probably haven't spoken about a lot in here is Albert IO. >> And that's a good segue into Dr. Matlo's presentation, we started talking about AP scores. Um, Albert IO um gives our AP teachers the ability to practice AP items. And that is something we started last year and we are um looking at now actually just one of those moments of visiting a um department meeting and hearing our ELA AP teachers talking about yeah link's great but it doesn't really do enough for us. We said well let's let's take a look at it. Let's see what link it can do. So now we're meeting with them to see how they can load their Albert IO

050data into link so that they can have a better way of um of creating that analysis. So make a little little work later for that. Uh if there's any more questions on this I can introduce Dr. Metropol to start with AB >> before we just one question on link. link is going to be a tool that we are going to be using during conference times to show the the parents >> because this this >> that's what the finger tip report. >> Okay. So parents are going to get a look at what has been going on. I mean we're talking about >> bubble kids, but I mean they're going to get a look at what this is going to be. I I don't mean I I mean for for real so that those parents can know

051what we're doing to identity. similar similar to Star Math which we've started two years ago. Star Math provides a parent document link gives us what I called for the fingertip. >> So they'll they'll have access to that conference time >> and and then from from that point on will they have access to reading that like other than at the conference are they going to be able to see that in their parent portal somewhere? They won't be able to see that in their parent portal, but they're they're they're welcome to to contact our staff or our or our building principles or our reading specialists, student specialists at any time >> because I'm I'm thinking about the about after conference how that parent wants to see how how their child's trending if they were on their bubble

052and where they're moving, you know, how they're moving before the end. >> Sure. And I also I also think that's a that's a good product of what we talked about day by day. Those are the things that our staff are doing now with making sure that parents are, you know, full range of communication. We're carrying concern uh phone calls, emails, that type of thing. >> Okay. I'm I'm not sure if I asked you this before and I don't recall if I did or not. using but I wanted to know if supervisors are using the link as part of the evaluation pro um process for their team are they using I guess >> no I'm talking about you know as part of the teacher observation do they go in and look at the link and look

053at what the kids are doing in that particular class is to know that there I can't take it anywhere. Good >> luck, Dr. >> All right. >> Thank you very much for having me tonight. Um, so actually, so piggy back off what you said in terms of the old child. I think all of us went to high school. you're under the impression that was all about SATs got really well on the SATs got a score a great score not so much today you're now seeing more and more uh university/colges actually kind of downgrading from the SAT they're actually looking sort of that optional testing kind of procedure of now actually it's not the actual AC SAT test but it's more more importantly let's look at your curriculum actual writing within that curriculum so then also

054what are you doing in terms of volunteerism um the clubs activities that you're participating in school and so on So you really are looking now at that whole child. So although I'm presenting SAT scores, at least a summary of it tonight, you know, the fact is more and more of our students are kind of really looking at, well, what college fits me now and what can I talk to my counselor about in terms of fitting into that school versus just a number to get into, of course, that college. First, let's start with AP. Uh, if you're not familiar with the advanced placement program, I think the first thing that pops into your head is that is the two words, advanced placement. This has to be for smart kids unthro. Uh the AP program honestly is

055really about your passion in that content area. So for example, US history um that of course is something I I wish I actually had the opportunity to of course partake in my high school did not have it. We are very lucky as a school district that have several uh AP programs. I believe it is 25 in total across all of our departments which is incredible versus other school districts towards in the state of New Jersey that barely have five or six AP programs. All right. So, just kind of looking at our five-year school score summary for uh again our scores. And again, if you're not familiar with the program itself, the AP exam takes place within the first two weeks of May. Actually, the first exam usually, I believe, is AP government politics. Once we

056move that, uh the scores now, it's a little strange. You're wondering, all right, where's the 70% where what does all this mean? If you score a three or higher on an AP exam, you have the possibility of gaining the thing you really want out of it, and that is college credit. >> Are all schools taking three for college credit? The answer to that is no. For example, if you are in a local area, if you're going to William Patterson University, they're they're taking a three. If you're going to Rutgers University, they're going to take on average a four from an AP exam. If you're going to Montlair State University, they're taking a three. Now, in terms of the actual three score, that's kind of like your minimum in terms of success. If you score a

057four or a five, you're kind of almost guaranteed to get college credit. You're thinking now, what does that mean? I can knock out a few college classes here at high school before I actually even make it to my freshman year of college. So, it's a wonderful thing. uh $94 per exam versus the thousands of dollars you're paying again for for that course. All right. Uh if you look at our data 2015 to 2019, 80% 8579, what does that all this mean? It just kind of shows you really that our high school, especially the teachers teaching our uh AP exams and just really from experience as well. Um you have a dedicated staff, but also just students that are very passionate about these courses. Um, and you have a staff that's constantly, and you know, credit

058to our district, uh, training, uh, for obviously the AP course. This isn't a September to kind of a June situation where you're taking a final exam at the end of the year. You are at a faster pace in the sense of you are starting day one in September. Keep in mind your AP exam is in May and of course the, you know, the course will continue after that exam is over, but you are truly um, kind of in that college base uh, that, you know, that entire time. All right, breaking down the numbers from there. Yes, >> quick question. There was a decline in the number of uh degrees and higher. Is that a result of more kids taking the class? Because obviously the more kids you you have doing Frank breaking down year, Mr.

059Yeah. No, absolutely. Um so looking at 2015 you have 132 and then by 2019 156. But a couple things have changed. What what the College Board does with um especially our advanced placement exams. They don't, you know, it's not the same exam you're getting in 2015 and 2019. For example, take the US history exam back in 2015. This was a uh what was it? 60 multiple choice questions followed by just two formal essay responses done. Now you're looking at a US history exam in 2019 that has bumped it down to about 30 multiple choice questions, a document based question on top of that. Two formal essays as well. So they're looking at your writing, your content knowledge, your skills in writing versus just memorizing content, filling in a bubble and calling it a day. >>

060Uh so a completely different test today than obviously prior to 2015. But again, you're looking at that 71.8% that is still uh you know dominant in the sense of how West Mul is doing um on the AP exam um you know overall. >> Good. >> Absolutely. >> Uh I think everyone's familiar with our offerings. We have several again those 25 from art history, psychology, statistics, computer science, um ELA of course with two there and they do only have two um within the A program but other content areas and you again history actually would be the the winner in terms of the actual amount of courses that are offered um which again government policy, US history and world history as well. Okay. Any questions on AP before I go on to ACT? All right. Awesome. ACT.

061So, it's still around. Um the again it was yeah a a Midwestern sort of a you know admissions kind of exam. Um still in competition of course with the ACT both are battling it out especially with the uh written essay portion that is optional at the end um of this test. uh difference between ACT SAT. This is more kind of your content knowledge based skills versus the SAT which is really more of kind of if you're really into strategy and puzzle that's for you. But regardless is just another option for for our students obviously to take for that admissions process. 5-year trend on this as well from 2015 to 2019 uh 2015. So again just kind of going down uh the lines here 82 uh 67 again not too many take the SAT. And you're

062probably asking yourself why. Answer to that simply is it's more of an admission says for those that are really into either mathematics or science, right? You're going more kind of the uh ELA social science route, you're going to take the SAT. Um and that's that's really why and let me just jump to the slide. I'll come right back to this. But in terms of there's believe it or not, there's actually no such thing as a good score on the ACT. But in terms of like a minimum score of what kind of colleges expect uh English conferences an 18, algebra 22, science 22, biology 23 and again there's uh scale is on a 1 to the 36. So in terms of our district here we are meeting those you know minimum kind of score requirements along

063with the state right there with the state of New Jersey but the ACT again with obviously the amounts taking this uh the high school does offer. So, for example, December 14th of this year, we are offering at the high school. Of course, you can take it in other school districts as well. All right. PSAT, NMSQT, the National Merit Scholarship Corporation. So, we actually just recently October the 16th and the PSATs at the high school. And just to kind of break this down as well for you in October of 2017. All right. Uh 224, 237, 272. So again, the beauty of the PSAT in October is that all students are taking this this uh this assessment. You're asking yourselves why PSAT, why not practicing for of course the actual SAT, but also to give them that

064big shot to try to get the National Merit Scholarship, which again awards them, you know, up to $2,500 towards again a college of their choice. Uh breaking down the data, of course, especially for our 10th and 11th graders. uh mean score of 9019 962 for the English reading and writing 460 to 488 and then 441 474 for the math score uh 30% meeting the benchmarks in the uh English sorry 63 meeting in the English reading and writing and for math 10th grade and 33% and 61% uh meeting and of course all summarizes yes Um, is this PSAT given grades 9 through >> in 2017? Yes. >> Okay. >> So, it's 12th grade though, keep in mind they're >> How many um tests are these kids actually taking every year? >> Do they also take the

065state test in addition to this test? >> So, I'm going to fast forward the answer to >> back in 2017. Yes. What we did though as a team, kind of going back to your question, S Van Dyke, in terms of do we actually need to see kind of what happened last year, we did. So the answer to that is this year ninth graders did not take the PSA >> because looking at that, we had those kids took the test four times. >> Well, three 12th graders only took it if they didn't pass it by 11th grade. Right. >> Correct. >> So really ninth, 10th, and 11th graders are taking the test every year. Supposing I have >> um a student in high school and I come in and I say to you, >> my my

066child is required to take a state test. >> Why does he have to take that PSAT test? Why does he have to pass that? >> No. >> If he's not in line for to be um like a national merit or a scholarship, why isn't he just taking this in 11th grade? the hypothesis when we administered this test to so many it was going to increase student involvement in the SAT and better prepare students for the SAT leading to more students taking the SAT. >> Did you see that? >> We don't know if that is conclusive. So we did take away a year of the test this year's administration. It was administered to one less grade level this year. So, we're still looking at the data, but that was the hypothesis when this um program was

067put in place. >> How many tests are these kids taking every year >> right now? In 2019, excuse me, in 2019, 2020, how many tests are our students taking this year? >> Tests. Standardized tests. >> Standardized tests. How many? >> It's kind of hard to >> Well, no, it's not. PSA high school. >> It's a little bit of an evidence. Every year something gets added, deleted. So, last year the department of removed the 11th grade test at the high school, the SLA. >> So, you did this. >> So, it was this last spring we did 9th grade and 10th grade. We used to do 9, 10, 11. >> They removed 11. It used to go 3 through 11. Now it's 3 through 10. >> This is awesome. >> So we used to do PSATs 9

06810 11. Now we do it 1011. >> But here's my question. I have a 10th grader, which I don't. Thank God. God bless all of you. >> I have a 10th grader and how many tests is he going to take this year? >> Standing. You talking about stand. >> So besides the PSAT, she's saying is there any other standardized test? PSAT, >> which we hope would prepare him or her for college. >> Uh they would take the New Jersey SLA in math. >> Mhm. >> And the New Jersey SLA in English. >> All right. But that's one that's one state. >> So if you include math and English separate, it's >> I know, but I'm talking about type test because PSAT is divided into language arts. >> Okay. So then >> but my point is

069my point is in a question. >> Are we overesting our children? Are we taking away time in order to satisfy numbers? >> Uh I don't believe so. >> I I don't I don't think so. We actually we actually were able to add some time in math this year. >> Yeah. >> At the elementary K to >> I'm talking about high school. I mean, if I could just comment I I think and obviously my population like the population that I service is sometimes the population that some would argue maybe should not be exposed to multiple tests, >> but what I can tell you is that I think that it it does a disservice to some of our students that >> with by not allowing them the opportunity to practice and to actually like take a test

070and see how they perform on those tests because sometimes then we're cutting short students that maybe they never saw themselves as a student that could potentially go to college or never would have taken it. But what we have found is that at least in my for special needs for some special needs students they by by repeating the test it actually better prepares them to then when they're taking a test that they can go on to or even if they were going to take a test for for the ar for the service the services and I'm I'm blanking on the name of it the ASVAB these type of tests prepare them >> test >> but it does prepare them because otherwise how how are they taking those tests again just just my professional opinion >> wait

071a second because Ray has with his hand. >> So, >> if I'm if I'm a 10th grader, which I am not right now, >> I have to take that test. >> Yeah. >> I know I'm not going to go to college. I know I'm not going to move forward at this point in time. >> PSAT had always been an optional test. I have to take that now. >> Yep. >> I can't opt to say I don't want to take that now. >> It's our curriculum for that day. >> That's what we're teaching. >> And stay home. They do have the congratulations. Did >> you hear what I just said? >> That's just their decision, but we we don't want to see them in a position where they haven't taken a PSAT. They haven't taken SAT.

072Now they have no option but to not go to college, >> but they don't have no opt. So instead of taking that test, could I be in the auto shop? Could I be doing something different instead of taking that test because I know that I have a different path that I want to take. >> You take a risk. I don't believe so. >> And is it that just our school system that does this or is it >> No, I'm about to comment on that. >> So, I was just quoting a radio show recently for you know bragging. You know, we don't often find the answers within the walls of West. We look at >> um we look throughout the the district and throughout the county um throughout the state for examples of good things that

073are going on. We talk about it even today at our math meetings today about what are other successful places doing. I'm the president of the P County Curriculum Consortium. I talk to the whole county every time I hold a meeting and these are the conversations that I foster. What are we doing? What are you guys doing? This district is really is really doing a great job. Tell me what you're doing. We're happy to learn from you. This was one of those things that I said earlier began with a hypothesis. As any good thing, you know, any any learning any any growth begins with an idea and you test it, you see what happens. So, we we're in test mode. Um I to be honest with you at my office and and and I don't shy

074away from phone calls. I haven't heard a single complaint >> um from the parent community about about this particular assessment. Uh we did identify that we were now administering the NJ sorry the link benchmark assessment uh to the freshman class in ELA. So we pulled back on the offerings of the PSAT. So we are in that process of trying to judge the right balance of preparing kids for the tests that affect our property values and the students future and um preserving that um classroom instruction. >> So I think we I think we've done a done a good job with with making those judgments as as we go year to year. So at this point in time that's those are the classes that is being offered to them. We're still looking at that data and what

075it what it means. >> Will and Kate both have their hands up. I don't know who >> I fully agree. I think this is amazing. This is done in high schools all over the state. Um, and parents are then not needing to take on the, you know, getting the practice test for the SAT because they've practiced with the PSAT at school maybe three times. Okay. Um, it is a graduation requirement that they have to pass one of those tests to graduate. And the other thing I I absolutely agree with Liz too and I've seen it in my own career is that kids that have practiced these tests are then able to go and do better the next time they take the ASVAB and they they've said well I also did that other test remember and

076it's the PSAT. Um I'm also in full support of not testing the ninth graders and I think that goes to like possibly Terry's you know are we over testing? Well, no. We have to figure out the exact right amount, you know. Um I know this last test this October where I work, we tested 9th and 10th graders. I mean 10th and 11th graders. And I'm not sure. I think we only just just test 11th this October this month. >> You just said we tested 10th and 11th. >> We only leave. >> Okay. So I was curious about that change. um because I thought we always tested them together. Um, but that this is amazing and it's really what works. And I would even jump to say that I think some of this could be because

077how our scores are are raised too because kids are getting the practice. They are understanding. You know, we're not having parents complain like we did when Park was rolled out and you know, do they have to do it? Well, it's the curriculum that is happening in their classrooms that day, you know. Um, so I'm in full support of this. I think this is awesome and I'm glad that you didn't test the nth graders this I think that was a smart decision. I just wanted to share that. >> You had something. >> I'm actually disappointed that the ninth graders aren't getting aren't getting tested. Um, when this was unveiled in 2016, this initiative, is that correct? >> I thought it was great at the time. I wasn't on the board. 2017, this came out and is

078producing data points for the board. I'm in full support of of having this structure because then we can see if we are having shortcomings and having a PSAT in 9th, 10th, and 11th grade, you allow the opportunity to safely fail. I mean, if a student doesn't really want to take it, does it really harm them? No. But if a student is trying to see where they measure up in the PSAT level, guess what? our board has provided that. So, let's keep going with this. In my opinion, >> real quickly, it helps the kid that that is where they are. They can develop some expectations what they might be able to do. I I do agree with Rey. If there if if you if you have a child because we're a comprehensive high school and we're

079not strictly looking at sending every child to college, I if you're testing that child that isn't going to college and you're testing them multiple years, are you deterring them from staying in our school and pushing them to another school because they're they're not on that track? But you could see 12th graders, at least 10 of them didn't pass a test by the time they got to 12th grade, >> right? >> And we provided them at least these kids ninth grade test, 10th grade test, 11th grade test. >> So I I I think I I I don't I don't know that that's answers that same question. >> I got you. >> You know, I I'm I I get I I get both sides of it. I'm just expressing I I understand where Ray is coming from

080because we have a portion of our population who are not going are not collegebound and probably are not good test takers to begin with. But if we're we're forcing them to take a test that they don't want to take, you know, are are we then overesting them and forcing them out? That's what I That's what I >> Well, and trying to keep our kids here, I think, is a great valid thing. But if we find out, and I don't know the answer to this, but I would be shocked if our technical schools are not giving the PSAT during school right now. And we could find that out. >> I would be shocked if they're not. >> Good question. >> I know Sussex Tech is, but I don't know about >> Pay Education. BCGI does attend

081our meetings. I don't know. Everybody's doing itirectly for >> I don't know the answer for that, but I would like to comment on just the I I would like to comment on one thing. I just want to say that even for students that you're preparing and again I'm very involved in students that are not collegebound, those students still have to be able to perform certain tasks because they're still going to go to a trade type school most likely unless they're going to go into the workforce which then ironically at the November meeting we're going to be talking about transition planning for students. So, we're going to touch on what we do for those students, but I think I have not and also similar to Mr. Novak, I have not received calls from any parents or

082anybody ever reaching out that they're concerned about their student that's not a collegebound student taking this test. The concerns that I get from the public and the parents are that we maybe said a child would not have gone a certain direction and that we didn't. And we had this come up at the board level with a parent this, you know, past summer about a child that identified themselves as going not the college route and then changed their minds in the spring of their senior year. So that's I mean again it's only my professional opinion but I just want to do put that out there because the parents that I've talked to are like wanting us to push their kids higher you know that's one final thing. The reason I'm so concerned about the overtesting is

083that if you look at statistics and Kate, you should know this, you know, from from your job. We have so many kids who are anxious and depressed and and I think that putting these kind of tests on them gives them undue undue pressure. you know, one test a year, I could see that, you know, standardized test, but to test them over and over again and and to have an anxious child, I think that's a potential problem. And if we can um identify those anxious children, you know, maybe I would accept the number of tests that we do, but that's what I'm really concerned about, the stress that it puts on. >> Well, and I'm always, you know, Yeah. I'm always concerned about the anxious child, which is why we need to have support, support, support,

084but teaching them how to do the testing and getting through so that they can have a future career and, you know, possible education if that's what they want. You know, I I agree with you, but this is this is very standard and we're doing it and it really I I think we're doing great. I do. >> I think it's been a good discussion. >> I think it's worthy of additional >> I think we need more discussions. education committee said. >> I'm sorry. >> No, that's fine. >> Thank you very much. All right. >> Yeah, with with the uh the additional data obviously in October 2018, a year later um which again look at from from the data piece especially going back to 2017 if you look at her scores especially for again English reading and

085writing. Um again focusing on grades 101 460 441 480 474 you can see that obviously the scores do you know go off. So I mean um the beauty of that data is just again just to at least get sort of that picture of you know where where are we with the PSATs again just to have the extra database the SAT uh again so little little different here we do offer it of course at the high school as well um but again these are of course these take place on Saturday so um not during the school day just to give you again some data points national average the total 10 to 59 in English 531 on mathematics 528 major state average in 1819 was 1089 544 English 545 >> where's how many tests we gave >>

086test that's the >> I'm curious how many SAT tests we gave thank you defining uh PSAT SAT and SAT just kind of give you that participation rate as well 10th and 11th graders taking PSAT got 94.8% % in West Mford, New Jersey is 85%. Uh 12th graders taking the SAT or in or prior years again you can take it multiple times 71.3% West Mford 72.2 in New Jersey and again 12th graders taking the ACT or prior years 19% 24.6 six again at the ACT just being a test that is not taken at all. >> All right. Of course, and that's summary as well in terms of the participation with each test as well. Uh the average is of course in ter and as well as your college readiness benchmarks uh at or above benchmark and

087of course New Jersey where do they stand? So in terms of Westport 62% uh 32% 79% SAT and 43% of course in maths you'll get your scanning of that. Try again going upwards. Oh, sorry. Um, all right. So, to answer So, the to answer your question in terms of the SAT, the the largest number of students that take the SAT are actually in October, and that's followed by November. And again, you do have students that take it multiple times, not just in the 11th grade, but for the most part, the 11th graders are taking the SAT. They usually do it right away in October because they still have the energy to do it. Um, especially getting themselves ready for college. But the number of test takers in October was 115. state of New Jersey. Obviously,

088much more 23,000, but uh the mean total score 1040, reading writing score 526, 513. The really cool part is especially the college board is in the process of redoing their kind of uh data on their site, their their K to 12 assessment site. Um and we just got the October 2019 scores that just came in. That number 59 may change especially as more results come in, but 59 October 2019. the total score 1079 556 523 of course going up. So again these are tests they're taking on a Saturday but again in terms of that 59 very curious to see uh next month when I do check in if that number does go up. >> All right. >> Okay. Now just in case you were wondering our upcoming uh testing dates of the SAT recently of

089course October 5th again really cool that they were able to have the data immediately. Uh the next date, May 2nd, 2020. Again, there'll be a Saturday here at the high school. And again, if you're looking to take the SAT uh in another district, you can on a Saturday. Just check collegeboard.org for that. The PSAT for grade 10 again was course, sorry, was course on the 16th. Uh February 25th, but that date most likely will be moved to March 3rd. uh for yeah do not test but uh the ACT should be actually 2019 but we probably will have in 2020 as well uh December 14th. >> One last question. >> Sure. >> Um this is an easy one. >> Is the SAT boot camp going to be offered before that February or March? Oh, okay. Good.

090Good. Thank you. Thanks. >> So, uh again, of course, big thank you to our guidance department of the high school. Again, I just wanted everyone to be aware that prior to our assessments, there is current outreach of course is inform and educate. Distribution of those PSA details are always given out. We do have a test at Barbara High School the weekend prior to our administration of the SAT, ACT in the spring and fall. Uh after the assessment, those reports just don't get thrown away. They are shared with of course our content area supervisors, uh counselors of course are speaking with their students, with parents and so forth. Um and it is utilized. We do actually have extra booklets as well from the PSATs that are utilized in the classroom um from the score integration piece.

091So yes, >> you probably have data on some of some kid who took it in the fall and then takes it the boot camp and then takes it in the spring. Yes. >> What's our average improvement from taking >> We definitely get that for you. >> Yeah. with the uh with the College Board's revamp of their site, you actually can go into the roster to see that student where they were for that SAT test, their results, and then looking at right now, unfortunately, they're only showing data which was from 2017 and on because of that revamp. Uh but you can request older tests through them, which of course they have to hard copy. All right. Um, demonstration to pull scores into existing college board accounts, create your new one, demonstration test, demonstration of syncing the

092score report, demonstration PS scores and SC once again of course like to universities and colleges and of course any resources that you need. The guidance department is of course here for you as well for that. Uh, to fee waver is obviously their website of course having several options to test prep academy wherever it may be. um the explanation of what exactly the Navian program you know does for you especially as a parent and so on. That's a very long board meeting so I will stop here. Any questions, comments, concerns? >> So fee waiver I saw that we can do that for the AP test if need Yeah. We have a we have a budget line to offset costs. We also have the ability for students with certain needs to >> there's a process through there's

093a process through college board there's also a local process >> um just a comment I'm not sure why you changed this year to um test in October and March and I don't need to know but what I do what I would ask is that moving forward being a high school staff member I know that there is some disruption to your building and that there So, if you could please check in with our high school staff and see if it works better and look at the scorers because I personally think it might be better to do it all on one day, you know. Um, so if you can just check into that, I think that would be a good thing moving forward if 10th and 11th graders all tested in October might be best for us.

094Maybe it is better to have it on two. I'm not sure the answer, but please, you know, check into that. Thank you very much. >> Thank you. [Applause] >> That's really good. >> Yeah, that's good. God, we're still on the first page. >> This is fantastic. >> Snuck out. >> I know. It's just that >> I just got to say that's that's absolutely outstanding. You should be really proud. >> Yeah. In fact, all of us and our teachers. >> Yeah, it's it was a great presentation. It was a little long, but I think uh >> you know, the data was very very positive this year. So, we had a great year academically uh in a year when a lot of districts did not. So, you you notice, you know, when you go up five percentage

095point and the state average goes down three percentage points, it's it's a pretty large gap. So, and in some grades, we had a double digit, you know, growth compared to the state. So, uh, we're very proud of our our students, our teachers, our administrators, >> uh, pulling together. And thank you, of course, to the board for all the support over, uh, the past year. You know, there's a lot of money we spend. I'll just say, I don't want to say link it again, but there's a lot of money we spend on programs, link it, professional development, textbooks, Chromebooks, you name it. And you can't do all of this without money. I know money is not everything, but it is something. And, uh, this doesn't happen without the support of of the board. So on behalf

096of our our students, parents, taxpayers, thank you very much. >> Thank you, Dr. Anamone. Thank you, uh, Mr. Novak. Thank you for sitting through the presentation. I'm sorry it was a little lengthy. Special reports and correspondence. Mrs. Francisco, >> uh, the September 17th minutes are available for review and consideration. >> I need a I need a motion. Move to approve the September 17th workshop regular meeting minutes and the September 17th executive session. >> Um all those in favor. >> I anybody opposed? My motion carries. >> All right. My president's report I will be short. Um the board uh multiple board members I believe uh Mr. Ofinsky, Mrs. Fritz, Mrs. Dwire, myself and Mr. Gorino attended workshop with Dr. Anamone and um Mr. Novak and Mr. Schultz. Uh it was a very good workshop this year.

097We I think it was very insightful. We got quite a lot of information. One of the strong things that we took from uh workshop is we did a workshop on strategic planning which our um excuse me our strategic plan is coming to an end at the end of this year. So we're going to be starting the next next one. We will have Kathy Hela here come November 19th our next meeting to discuss what our next steps are for strategic planning for the next five years. Um, and basically that's, you know, there there were different trainings for leadership there. There was a funding one that we really wanted to get into. However, everybody in the state of New Jersey wanted to get into that one >> and they only offered it once. >> Yes. No, we

098unfortunately we did not. But I I did speak with our rep representative today and I expressed my concern that maybe it should have been offered multiple for multiple times. And that ends my record. Uh public comment. This portion of the meeting is open to members of the public for the purpose of addressing resolutions on this agenda only. Members 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. Then time permitting other public comment limited to 5 minutes per speaker will be allowed until the 30 minute time period transpires. All members of the public speaking during this public comment period are asked to address topics listed in the agenda. All speakers are asked to

099sign the register provided and to give their full name, spell their last name, group affiliation if appropriate, and provide their address. Issued 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 others individuals when speaking specifically commenting 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 offered to them by the law of New Jersey. The new the board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider

100their comments in light of the legal rights of those affected or identified in their comments. Members of the public are reminded that they are legally responsible and liable for their comments. Anyone wishing to speak? >> Seeing none, move to close. >> Second. [Music] All those in favor? I >> oppose. >> All right. And I just have uh two quick edits to the agenda before we accept it. Uh the first one is on page 10. Personnel student affairs resolution number 21. We're going to add one name. It is Alexandra Heferon. H E FF E R O N. The position is Chaperon Spring from Marshall Hill. And the second item is going to be at you on page 14, operations and finance resolution number four. I'm going to uh adjust that paragraph um in the middle where

101it says in the amount of 251,000 and you're going to cross out upon approval and we're going to add the following statement subject to the preparation of a contract. act of sale approved by board council. So the sentence again is going to read uh in the amount of 251,000 and subject to the preparation of a contract of sale approved by board counsel authorizes the board president dot dot dot. >> Okay, that's all. Thank you. Okay. So, we need a motion. >> Move to adopt the agenda as presented and amended. >> Second. Second. Oh, sorry. >> Third. >> Yeah. Thank you. All those in favor? >> Any opposed? If not, um, Mrs. Dwire, education. >> All right. Move to approve items 1 through eight. Uh, for Yeah. To approve items 1 through eight. Second. Any discussion?

102If not, Mrs. Francisco, >> Mrs. Dwer, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Drew, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Sidowitz, >> yes. >> Mr. Garino, >> yes. >> Mrs. Van Dyke, >> yes. >> We're the um motion non that's after executive after executive session. Okay. Personnel. Mrs. Fritz. I would like to move items 1 through 30 under personnel and student affairs. >> Second. Any discussion? >> I do. I would um I have a question um on number 28. I would like to table that until after executive session, please. Okay. No. >> Do we need a second for that? >> Sorry. >> Got it. >> Okay. Thank you. >> Uh Kate, >> um I would like to ask to table

103number 20 till after executive session. >> Second. >> Okay. Any other discussion? Okay. So, uh, parliamentary inquiry then, um, should we just voice carry >> the the essentially the motions that we had because we did second them >> and since we have a motion. >> Okay. >> Well, on Tererry's motion for number 28, >> I >> All those in favor? >> Opposed >> for Kate's motion on number 20? I >> I >> Okay. >> I I >> So 20 and 28 will be separate. >> Okay. So we're going right now we're moving items one through >> 20 and 28. Any discussion? I do. I just want to thank um the first three John use Kenneth Ballo I'm not sure if I'm saying that right. and Linda Cortez for the Cortez for their years of service

104to the district. Thank you and I hope you enjoy your retirement. And that was all I had real quick motion. Uh any other discussion? Mrs. Francisco. >> Mrs. Fritz. >> Yes. >> Mrs. O'Brien. >> Yes. >> Mr. Greeno. >> Yes. >> Mr. Ostinsky. >> Yes. >> Mrs. Romeo. >> Yes. on all I've seen from 27. Yes. On the others, >> Mr. Drew. >> Yes. >> Mrs. Dwire. >> Um, I just want to say yes. >> Mr. Sidawith, >> yes. >> Mrs. Van Dyke, >> yes. >> Operations and finance. Mr. Guerino. >> Uh, I'd like to move items 1 through 10 under operations and finance. >> Second. discussion. Um number that tabled uh until after executive session also in case there's any questions about that. >> Second >> I all those in favor >> both I

105>> okay so four will be second >> so you're moving items >> one through 10 table four >> okay all any other discussion all u Mrs. Francisco >> Mr. Gina. >> Uh, yes to all abstain from nine. >> Miss O'Brien. >> Can I say I or yes? >> Yes. >> Mr. Oshinsky? >> Yes. >> Mrs. Fritz? >> Yes. >> Mr. Drew? >> Yes. >> Mrs. Dwire? >> Yes. >> Mrs. Romeo? >> Yes. >> Mr. Sidowitz? >> Yes. >> Mrs. Van Dyke? >> Uh, I abstain on number eight. And yes to the rest. >> No. like to move uh item 11 under operations finance. >> Second. Discussion. If not, roll call, please. >> Mrs. Fritz, >> yes. >> Mr. Greeno, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mrs. O'Brien, >>

106yes. >> Mr. Oshinsky, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Slidowitz, >> yes. >> Mrs. Van Dyke, >> I abstain. I'd like to move item 12 under operations and finance. >> Second. Any discussion? >> Mrs. Francisco. >> M. O'Brien. >> Yes. >> Mrs. Romeo. >> Yes. >> Mr. Gino. >> Yes. >> Mrs. Dwire. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Oshinsky. >> Yes. >> Mr. Drew. >> Yes. >> Mr. Sidowitz. >> Yes. >> Mrs. Van Djk. >> Yes. >> Move item 13. Second >> discussion Mrs. Francisco >> Mrs. Romeo >> I'm seeing >> Ms. O'Brien >> yes >> Mr. Greeno >> abstain >> Mr. Shinsky >> yes >> Mrs. Fritz >> yes >> Mr. Drew >> yes >> Mrs. Dwire >> yes >> Mr. Sawitz >> yes >> Mrs. Van Djk

107>> I abstain >> I move item 14 >> second discussion Mrs. Francisco. >> Mrs. Dwire, >> yes. >> Mr. Greeno, >> yes. >> Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Dyke, >> yes. >> And move item 15. Second. >> Any discussion? >> Mrs. Francisco. >> Mr. Garino. >> Yes. >> Mrs. Romeo. >> Yes. Mr. Drew, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Ber, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Van Dyke. >> Thank you. Policy. Uh, Mrs. O'Brien like to move items 1 through 19 under policy. >> Second. >> Discussion. [Music] All right. Uh, will >>

108I move that we strike the following paragraph from item 19, policy 94000, media relations. The board of education reserves its right to regulate the exercise of school district staff, members, first amendment rights of the United States Constitution in such situations to the extent that such exercise may interfere with safe and orderly operation of the schools and learning environment. Second >> all those uh any discussion on the motion >> did you call Mr. uh Dr. I'm sorry just >> we had um talked about that be before and under you know this is an employment arrangement and I believe you know employer does have a right to um kind of restrict comments by employees or direct things through a spokesperson and so forth. I I did I was sorry that you weren't able to attend policy. >>

109I wasn't. I was on vacation. >> I I know. I I'm sorry that you missed it. No, no, but I'm saying I I didn't know if you had a discussion with Dr. Anamone after the meeting to after the committee meeting about this because we did bring it up through the committee and there was no one that felt to change it. But go ahead. I think the rest of the policy I clearly I think I was pretty clear with the last meeting with this. But the fact that it's specifically says restrict first amendment rights of the United States Constitution. No way. No how. Not doing it. I'm voting no. >> Okay. >> Otherwise, >> anyone else discussion? >> This is a difficult one. I see both sides. I don't like the wording, but I absolutely understand

110for the safety of our students and our, you know, that we do have to limit what's allowed to be said to the media. >> So, I but I do understand Will's point and I respect it. Like, no one should be limiting the constitutional rights of any American, no matter where they work, right? So, it's the wording that I struggle with and I agree with them. However, the purpose of this wording in this policy is that we can't have staff members reporting to the media inappropriately. So, I really >> see both sides. >> Uh Nicole, >> I basically agree. I remember we had this other discussion. I originally was on the one side and after kind of talking it through, understanding it's as the employer and the safety element that it does make sense. The wording

111is a little squirly, but overall the concept makes a lot of sense. >> Well, we we didn't word it, but >> I know I know. Um, did you have your hand up, De? >> Yeah, I sure did. I, you know, it's I don't like the way it's worded either. Um, I I it just is, you know, it reminds me of the bubble kit. I just, you know, kind of really doesn't sit well with me. I'd rather have it called something else. >> I didn't name it. >> Okay. I didn't say you did. >> You took Bobby on other stuff, Mr. Novak, but I'm not You're not getting credit for that. >> But the the fact remains is that we have to protect her. No, it's not the hotel. He gives some more employees. >> You

112could go home now if you want. >> It's good. >> Um, all all joking aside, we have to protect the rights of our kids. We have to protect the privacy of our kids. We have to protect the privacy of our faculty and staff >> and we have to protect it's it especially in the climate that we're in today. And I and that's where I I feel that this is an extremely important thing to to pass. Well, >> my final push, the rest of the policy literally says that paragraph after paragraph does that protection. >> This paragraph, I don't know in who in their infinite wisdom decide to say let's say first amendment rights of the United States Constitution. >> If we remove that paragraph, the rest of the policy is fine. It says that it

113>> the fact that it >> uh it restricts the exercise that would be disrupted to safe and orderly operations of the school. The rest of the policy does that. Why does it need to say restrict the first amendment rights of the United States Constitution? >> Really? I mean that's a policy. The policy was an update from ESBank which does the policy. >> Well, I think I think they're wrong. They might change it again. >> They might >> based on some of the um Okay. >> Um so I definitely heard other people around the table say, "I don't like the wording." Um we didn't word it. We didn't word it, but it's our job to change the wording of the things that we don't like. And it is our job to change those policies. And it

114is our job to read those words and say, "This isn't the way we want this worded." So I came in here honestly thinking I was going to vote for this policy. And now I'm feeling like just in hearing my colleagues around the table too is that we didn't word it but we don't like the wording but it's our responsibility to change it when we don't like it. So now I'm leaning >> yes >> that's within our right to change wording on a policy. >> Yeah. This is not wait let's go around the table before everybody gets >> can be turned. Let me go to Debbie cuz you're you're here and I and then Will and then I'll come to the So I I I my question to the board is what are our options at

115this time? >> We have a motion >> a motion to delete that one paragraph. >> Excuse me, Mr. Jo. There's one there's other people that have to speak. Yeah. >> No problem. >> Mrs. Dwire, go ahead. Um I I don't see why we couldn't um eliminate this policy. I mean, not the policy, the paragraph. >> It doesn't because we don't want to um regulate a person's first amendment rights. We're not doing that. We're talking about restricting a person who is um employed by the district of going out and and and hurting our kids or hurting our faculty and staff or anybody um on ba basically just hurting them verbally and and it's been done before. I mean we've had board you know I'm not going to go there anyway. >> Um it's I can see

116eliminating that alto together. Me too. >> Okay. >> Yeah. I'd be interested to hear from our council if there's any reason. >> That's where I was going, but >> yeah. Uh why we should use constit, you know, throw a constitution in there or or not. Um >> is it okay if I I I know you're next, but would would you like to hear from the counselor first? >> Yes. >> I think I think what you said earlier is absolutely accurate. The board absolutely has the right to limit free speech if it interferes with the safe and orderly operation of the school and and requires staff members in the course of delivering instruction to identify what's theirs what's their opinion and what's part of the program. Um the question I for the board is yes you

117have the right to do it. Do you want to put it in a policy so everybody can read it or do you just want to let leave it unsaid and then when people ask well what gives you the right to do this what are you going to point to? Um, so I think that if if you're not happy with the language, but you're happy with the concept, which is what I think most of you are saying, um, hold off on approving this tonight and figure out what sentence what how you like to rewrite the sentence rather than throw the baby out with the bath water, which may appeal to some of you more than others. >> That's worse than bubble kiss. >> I deserve that. It's okay. Thank you, >> Mr. U. been in publicly

118traded corporations where there are certain kinds of information if you discuss it publicly you can actually go to jail doesn't have to be in the employment agreement it is illegal to disclose certain kinds of information whether you sign it or not >> I could sign a contract right now to be a slave of M Romeo it's unconstitutional Your child can be watching. >> So just because you agree to something does not mean that you supersede the Constitution. We can't do that. I swore to protect the Constitution. I'm not going to sign something that says I'm, you know, that I'm going to override the Constitution. So I'll vote for the amendment and I will vote to table the policy if that's what we choose to do. >> Mrs. O'Brien, >> I'd like to table uh policy

119number 19 for a revisit by the policy was a motion on the table. We already have wait for what >> motion to motion is already on the table. >> Okay. We're discussing his motion to vote. >> I'm sorry. >> So, we have to vote on his motion. >> But we were in discussion. That's why we're still here. So Kate, did you have something else before I just have a question? >> We vote on the >> um when I look at the policy, there are a lot of strikeouts. So are those things that our policy committee decided that they were going to take out of this or that's what came from Strauss? >> This was this came from Strauss, right? >> So there were no there were no edits here made by the committee. No. Thank

120you. Will >> the paragraph being removed doesn't take away from the spirit of the policy. It's still a strong policy. >> Your motion is to remove that paragraph. It is not the amendment. I don't want to table the motion because I think the uh the policy is good and I feel that removing the paragraph still allows for us to constitute a second reading and not change what the intent of the policy is. This is the second frame. >> I understand. But if I if I propose something that altered the spirit of the policy, then that would possibly bring us back to a first reading of that policy. And I don't think that removing this paragraph does. >> I don't think it would. >> Nicole, >> I agree with what Andy Mr. Brown said in terms

121of possibly tableabling it and revisiting the language because I think there's still a way to say what that paragraph is saying and you even kind of paraphrase it more softly than it was in there about limiting the freedom of speech due to the need to protect and and you know keep students and faculty safe. So I personally am supportive of revisiting the language and and possibly altering it but not removing it altogether. I think there is some value in what it's saying that to Steve's point, yeah, puts a strong message out there that this is within their right because there are things that you should not be doing. >> Okay. So, we're vote we will be vote is any more discussion on the motion that will has for changing the language with the paragraphs that

122you put forward. Can he just repeat his motion kind of strike to strike the paragraph of the board of education reserves its right to regulate the exercise of school district staff members first amendment rights of the United States Constitution in such situations to the extent that such exercise may interfere with safe and orderly operation of the schools and the learning environment. You know, >> does anybody have did you have more to that you >> Yeah, I I don't think I would not go for removing that whole paragraph. I would go for rewarding it. >> Okay. So, let's first vote on Will's motion. Roll. I do a roll call on this one, please. >> Mr. Cidowitz, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwer, >> no. >> Mrs. Fritz, >> no. >> Mr. Go.

123>> No. >> Miss O'Brien. >> No. >> Mr. Oshinsky. >> No. >> Mrs. Romeo. >> Sorry. Yes. Miss Van Dyke. >> No. >> Motion to table item number 19. >> Second. >> Okay. >> I only sit here. >> I wanted to go to Mrs. Mrs. O'Brien who already had put that in. That's okay. Go ahead. Go ahead. >> My voice that came out of Mr. Joe. It's all right. >> There's your slave. >> I'm sorry. Mrs. O'Brien, your your motion is your motion is to table 19 for further discuss >> to bring it back to committee for further discussion on that paragraph. >> The second was >> Mr. Oashinski. Discussion on that. Mrs. Romeo >> who on at this table tonight sees the Strauss estimate policies that come like is this what came from Strauss?

124>> Yes. >> Okay. >> This came. >> Yes. >> Thank you. >> So and then if you look at the minutes this would have been the >> So we all see >> this would have been the September policy committee meeting. If you look at the minutes it would have said uh what the edits were if any. >> Okay. Mr. Sidowitz, I'm going to encourage you to be at November's committee meeting because you are on policy and it will give you a chance to discuss this. Okay. >> Okay. >> I know. I know. I'm getting there. Sorry. >> I'm sorry. Um >> any other discussion on the motion that's on the the floor? >> If not, Mrs. Francisco, >> it's a motion to table. >> Motion to table. >> Mr. Sidowitz. Yes, >> Mr. Drew. >>

125Yes, >> Mrs. Dwire. >> Yes, >> Mrs. Fritz. >> Yes, >> Mr. Greeno. >> Yes, >> Miss O'Brien. >> Yes, >> Mr. Oshinsky. >> Yes, >> Mrs. Romeo. >> Yes, >> Mrs. Van Djk. >> Yes, >> now we're back to the motion that's here for the rest of the items under under uh policy, item 18. >> Any discussion on the rest of them? Mrs. Francisco, >> Mr. Oshinsky, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Drew, >> yes. >> Mr. Greeno, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Van Dyke, >> yes. That confirms policy. >> Thank you, Mrs. O'Brien. >> You are so welcome. >> Committees and report committee reports and liaison parks and recreation. Mr. where

126you know >> no report >> welcome safety >> are there I have a question are there meetings lined up >> there have not been a number of meetings there was one this past Thursday that I could not get to >> thank you >> I got a I got an email from uh >> it's always tough with that committee to get back after >> they have had a yeah they had I >> I think after next week it you'll probably have a better chance of doing that. Uh safety um there was a meeting on October 10th um it really consisted of an update uh on uh Stonegate the Stonegate review because they were here over the summer. Correct. >> Correct. >> And uh the next meeting is scheduled for January 7th of 2020 which seems hard

127to believe. Uh that ends that report. Uh superintendent roundt. Mrs. Dwer, I attended for you. >> Yeah, I am um you know, I won't be there until May, >> right? >> Um there were a few things discussed mostly um discussion on the PTA's. Uh mine was the move of the sixth graders to Makipin. if that happens, how we're going to how they can address the fifth graders that are there that will be the sixth graders that will be moving, you know, so they'll be losing two grade levels in a building for next year if that happens. So, there was a lot of discussion about that. Um, there were some comments about the upgrade of the website. Um and the next meeting is actually Thursday Halloween and the state county school boards. Uh I attended the

128meeting on um October I can't remember if it was the second it was a team building meeting and it was just the beginning of um they elected the new officers for Pay County. The next meeting is Monday the 4th. I don't know if anybody's interested in going. It's uh I'll be attending I believe Mrs. Dwyer is going to and it's in Pompton this this month. >> Uh New Jersey school boards we all I I gave that report. We attended New Jersey school board's workshop down in um AC >> AC and I told you when Mrs. Hel would come legislative Mr. Sidowitz. Uh this is mildly off topic from legislative but kind of in the same ballpark. Uh the NJSBA and mental health services uh have finished their mental health task force report. So that's a

129re a commissioned report that made 71 recommendations ranging from prevention to intervention to response and included topics like the role of families in social media. So, that's something that perhaps we could visit as a board. Uh, in standardized testing, in an almost unanimous vote, the New Jersey State Board of Education advanced a proposal that would reduce the number of standardized tests and graduation requirements for high school students. Uh, the measure, which still needs final board approval, is now up for a 60-day public comment period. If it passes a second vote, it would apply to the classes graduating after 2022. And lastly, there are assembly elections. So pay attention to who is running because that could change the constituency of the legislature itself. >> And that's my report. >> Thank you. >> And we are not

130voting at PK school this year. >> That's right. >> Ah, technology oversight. >> So uh we're working on scheduling a meeting for uh November. I will say down at uh the uh conference uh I attended uh something as it relates to esports. Couple superintendents, some tech people in there. Uh believe it or not, colleges uh now give scholarships for esports. It's become a varsity sport in um some of these high schools uh in New Jersey and around uh the country. It's also um club activity in a lot of uh high schools uh in New Jersey. So I thought it's something that we could look at and it's it's a great way to incorporate right gaming, esports, um health and you know what we do to promote good health when you're doing those things, the TV

131production, communication. So you can incorporate a lot of different things into that. Um it's really technology based. So cool stuff. >> Amazing. >> Right. What is that called place? Uh e so esports is actually a big thing uh now right not just throughout the US throughout the world. So interesting statistic uh the only thing watched more than the uh League of Legends which is a game the only thing watched more than League of Legends legitimately people sitting in front of computers and playing a game was the Super Bowl. Nothing else was watched more than that. Not the World Series, not match maybe, I don't know, but that was a long one time ago. >> Oh, I can relate to that. Everything else I'm like, >> so it is a big thing and colleges are offering

132scholarships for this now also. So, it's amazing to to see that and and uh >> talked about things and it is a billion dollar plus industry. You can make billions of dollars playing these games. >> Yeah. >> Wow. I also have But again, it's just that elite group that can make those million dollars >> just like football players and hockey players and baseball players. So, >> wow, that's that's big. >> When is your next meeting? Do you know? >> Uh, we're working on scheduling something for the first couple weeks of November. >> Email for your committee. There was discussion about the website. Y >> um you might want to >> So, we've got website and we've got media. uh you know we've got how we use social media uh some of the things so Nicole

133and I have talked about those things we also attended um how we can market our our school system >> through the website social media so I think there's some good stuff that we're talking >> and the mobile I think you were referring to the mobile the for some of the formatting things so formatting we Robert was working on >> okay yeahuning >> there was a few that came through u students uh superintend yeah so for those don't know if if you look on on your phone sometimes our website doesn't size right to a phone. You have to turn your phone >> landscape to really see things. So, >> we're working on that. >> And the way the drop downs happen that >> because it covers the whole screen, >> right? Yeah. So, >> um Township

134Board of Education Joint Committee. Um >> we have a uh we have a meeting on Monday morning. >> Yes, we do. at 9:00 a.m. and we had one last month that covered again discussion about Hillrest, discussion about YMCA, and hopefully we'll get some kind of resolution in the next couple of months. So, >> that would be nice. >> You have a question? >> Yes. >> Um, Mrs. Dwire, uh, would you be able to bring up open space funding and the possibility of using that for any board of education owned fields? I don't think are are we um >> I don't know if you can do that with board of education. >> It's worth a shot, isn't it? >> Open space funding because you have to open that up to everyone >> like >> and we're

135not um >> Mr. Oshinsky is knowledgeable about open space. >> Um well, this is the town's funds, I believe. So, and I'm not actually not quite sure what restrictions they may have. So, it's worth asking. Let them >> I will >> tell you yay or nay or >> sure >> I'll bring it up. Thank you. >> Well, they'll look into it and get back to you. >> Casa, >> we didn't have a meeting. >> No meeting. Okay. >> Okay. Old business. >> I'm going I'm going to Mrs. Fritz first. Go ahead. >> I don't know if it fully fits here, but I didn't want to interrupt after your president's report. I just wanted to um give a shout out. I know we had an email about it, but I also attended the trunk or treat

136and the math spectacular and Mr. Gerald and all of the staff that had a hand in it because I can't even believe what goes into putting that haunted hallway together. The kids absolutely loved it. Um, it was really well attended and I think it was really nice that it was open to the community and you know the middle schoolers got their preview day on Friday, but I know a lot of them that went back the next night. So, it was great job done by >> it. It actually probably was double the amount of people they had last year >> and it was very well organized. I mean I remember the first one they really you know worked very hard to kind of schedule people and work out the waiting and stuff. So it was run

137very well >> and the comm community info that the ambulance cores and the fire department was wonderful really was a good >> good job. >> Well just again putting it on the radar. I understand that the subcommittees for the sixth grade reorganization or the re the consolidation is taking up a lot of time, but the real estate brochure or the welcome to West Mford type of brochure. I just want to throw that on the radar again. M >> Mr. Novak has something on the back burner on that. >> Yeah. So, we've been talking >> I don't know if we talked about it at committee or um recent recent discussion about reaching out to some of the realtors and the feedback we're getting is that um a brochure sits in a drawer. It's dated. It it

138collects dust. They haven't really been handing them out. Um so, the feedback and kind of relates to what we're talking about with the technology and branding is that the people who are shopping for homes now are going to web resources. They're going to online things. They're going to the PTA Facebook pages. they're going to um the the district websites. They're they're going to those um to those places. So, we're in the process of we're putting a meeting together with um with a group of of local realtors um to hash that out and and look at that. The one of the initial goals is to create on our website possibly a um realer guided section that would have a collection of uh frequently asked questions, some FAQs for potential home buyer. A great year to launch

139this with uh you know, some of the some of the great things we've been doing. We've had some um you know great work with banners and things over the years, but now we've got the hard um the hard data with some significant test score improvements. So great opportunity now to to really show it. One of the quotes that came from your speech was uh from your session was that um why don't you say it? If if we're not telling the story for our district, someone else is. And I think that's the that's the message we hear from from the realers and what they want. So I get the the premise of the brochure right and I asked specifically about questions come up a few times. I reached out to the realtor and asked, "Do you

140guys really want a brochure? It doesn't seem, you know, the trifold thing." And there, we don't want a brochure. I got a picture of the one they had last time and the collection of it that just sit there. So, it's a it's an online resource now. They want it, you know, they want to be able to direct a c a potential home buyer to an online resource. And they also don't want to be put in a position to um they can't go on record that you know this is the best place for your kids. Yes or not? They could be you know >> they can just direct to a resource. So they don't want to although we would like them to say our schools are the best that they um you know that puts that

141puts realers in a position >> right. >> That's great. >> So yeah on it >> I mean the premise is still >> it's a digital brochure. >> I like it and maybe a video of Dr. grandma doing some let's go through the >> We haven't done coffee talk with the superintendent in quite some time. So >> throwing it out there maybe it's time >> guest star Mr. King >> Mr. Drew >> um I agree the brochure they're not going to pay much attention to and they'll throw it out just having an online resource still does not draw attention to the important things. Um, I my experience with realtors over the years, if you invite them to something where you feed them food, they'll come to it and they'll pay attention to what you have to

142say. Just having a house listed in the MLS that you can get to online doesn't sell the house. When they have an open house and they provide food, other realtors come and you sell the house. I think the story of how we're doing, for example, with our test scores is something that's worth inviting them in and saying, "We had a massive increase." So they're aware of it when it comes up and then they can point their customers to online resources, so on and so it's worth calling attention to the things that we do well, even if you don't put it in the fly. >> We are in the process of that. We've we've discussed we've spoken to a few realtors and they do want to come in and have a breakfast or you know have

143a coffee and discuss this um Mr. Novax on. That's part of telling them, you know, looking at the online. Thank you. >> Any other old business? Need a motion to close? >> Close all business. I'd like to make a motion to close all business. Second. >> All those in favor? >> I >> opposed. New business. >> No, just kidding. >> Oh god. >> I'd like to make a motion to close new business. >> All those in favor? I >> I Okay. So, we need a motion for executive comment. Not yet. Public comment. I'm sorry. That's okay. You good, but you >> by the time I'm done, I'll have it memorized. Uh, this portion of the meeting is open to members of the public having a legitimate interest in the actions of the board for the

144purpose of addressing any subject matter pertinent to and or directly related to 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. 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, 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 the members

145of the public be courteous and respectful of the rights of other individuals when speaking specifically commenting regarding students and employees of the board are discouraged. >> Thank you. >> And the board and the administration will not respond to them. Students and employees have specific legal rights afforded to them by the laws of New Jersey. The board is not responsible and is not liable for any comments made by members of the public. Members of the public should consider their comments in light of the legal rights and 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 during public comment? >> Seeing none, I make a motion to close public comment. >> Second. >> All those in

146favor? >> I. >> Any oppose? Okay. We need a motion for executive session. Okay. At 9:29 p.m., Tartha Dwire made a motion to go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, negotiations, hibs, and matters of attorney client privilege. The executive session minutes will not be released until such time as the privilege of where confidentiality is no longer applicable. second and we will be returning for action um from executive person. >> How long will we be? >> We how how long will we be? >> 30 minutes. >> I >> All those in favor I >> opposed. >> All right. I'm leaving my books on my briefcase. I'll figure this out later. I'd like to call the meeting back to order. And Mrs. Francisco, could you do

147a roll call, please? >> Sure. >> Mrs. Romeo >> here. >> Mr. Sidowitz >> here. >> Mr. Drew >> here. >> Mrs. Dwire here. Mrs. Fritz >> here. >> Mr. Greeno >> here. >> Mr. Oshinsky here. >> Mrs. O'Brien >> here. >> Mrs. Van Djk >> here. Okay, we're going to go into personnel um motion under personnel Nicole. >> Oh, are we Yeah. >> I table number 20. >> Mhm. >> Go ahead. K. I'm sorry. >> Um we're going to postpone under personnel item number 20. >> Second. >> All those that is that a roll call or is it a >> voice? call. >> Oh, do you want a roll call? >> Right. >> Yeah. If you want one, do >> roll call. >> Mr. Sidowitz? >> Yes. >> Mr. Drew? >> Yes. >> Mrs.

148Dwyer? >> Yes. Mrs. Fritz? >> Yes. >> Mr. Gino? >> Yes. >> Mrs. O'Brien? >> Yes. >> Mr. Oshinsky? >> Yes. >> Mrs. Romeo? >> Yes. >> Mrs. Van Dyke? >> Yes. >> Nicole, number 28. Pardon me. I'm sorry. >> 28. >> Moving it. >> I um I'd like to move number 28 under >> second. Discussion. >> You said remove, right? >> No. >> Discussion. Yep. >> No discussion. If not, Mrs. Francisco, roll call. >> Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> no. >> Mrs. Fritz, [Music] >> abstain. >> Mr. Gino, >> abstain. >> I'm sorry. >> Absane. >> Miss O'Brien. >> Get back to me, please. >> Mr. Oshinsky. Yes, >> Mrs. Romeo. >> Yes, >> Mrs. Van Dyk. >> Um, I'm going to vote yes, but I

149want to make it clear that we have done this for other employees and that after discussion with Dr. Anamone, it we would do it for all our employees. So I feel that it's important that we remember that it it is something that we have not denied anyone else before. >> Right. >> Miss O'Brien. >> Yes. >> Motion carries. >> Now we need um Mrs. Dwire. >> Okay. Um, I move to approve the recommendations of the superintendent on the following resolutions. 2020 M1 as unsubstantiated. 2020H1 as unsubstantiated. 2020H2 unsubstantiated. E2 substantiated. But now, how do I do this? Because the board rejects this. >> So, don't vote on that. >> Okay, we don't vote on that. >> We'll leave that. >> Okay. And H3 E3. >> Let me see. E3. >> Exactly. >> Uh, reject the

150substantiated and 2002 H3. Oh, wait a minute. I'm sorry. 2002 E3 accept is substantiated. 2002 that's E3. Screwing this up. 2002 H3 reject is substantiated. >> Reject. That was rejected. >> That was rejected. 2000 and the E2 was a rejected one, right? >> E2 and rejected E2. >> Yes. Okay. >> I need We need a second >> discussion. closer. >> Second that is okay. >> Roll call. >> Mrs. Dwer. >> Yes. >> Miss O'Brien. >> Okay. This is for all of them, correct? >> Yeah. Yes. >> Mr. Garina. >> Yes. >> Mr. Oshinsky. >> Yes. >> Mrs. Fritz. >> All of them in with the rejection. Yes. >> Mr. Sidowitz. >> Yes. >> M. Romeo. >> Yes. >> Mr. Drew. >> Yes. >> Mrs. Van Dyke. >> Yes. Now we have one more >> under

151operation finance. >> Mr. Gorino. Number four. >> We are going to move item number four >> which we did not discuss in executive session. which we did not discuss but with the uh amendment that Dr. Adam gave earlier. >> Second >> discussion. >> If not roll call >> um Mr. Sidowitz >> yes >> Mr. Drew >> yes as amended. >> Mrs. Dwire >> yes as amended. >> Mrs. Mr. Fritz, >> yes. >> Mr. Gino, >> yes. >> Miss O'Brien, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Dyk, >> yes. I never thought I would ever say yes on this motion ever. >> Second. >> All those in favor? >> Good evening. >> A hot dog. So most of our cafeteria $10,000 keep What?