Board of Education Meeting 3/12/19

001Please 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. Doesn't sound like it. Sorry. In accordance with the provisions of the open public meeting act, a public notice of this meeting has been sent to board members, all district schools, the Herald news, the trends, the record, the messenger, West Milford town hall, the county superintendent's office, the board attorney, and cable vision of Warwick and posted on the district's website. Copies of the board meeting calendar resolution were also were all uh were provided to all local media town hall township library and all district schools. Roll call please. >> Mrs. Romeo here. >> Mr. Sidowitz >> here. >> Mr. Drew

002>> here. >> Mrs. Dwyer. >> Mrs. Dwer has to be excused please. >> Mr. Gino >> here. >> Mrs. Fritz >> here. >> Mr. Oshinsky here. >> Mrs. O'Brien >> here. Mrs. Van Djk >> here. Okay. Superintendence report. Dr. the budget. >> Okay. Have a presentation for us here tonight. >> Get to the side maybe. >> Yeah. Low. I won't encroach your space too much. >> That's all right. I was encroaching on this whole table, so it wasn't very fair. Okay, everybody, members of the public, the board of education, we have our preliminary budget presentation tonight. This is for budget year 1920. Uh we have a brief PowerPoint tonight. Uh thank you all board members for their input throughout this whole process. Uh I know it's not it's a lot of hard work. Uh it's

003not always easy and we really appreciate that. So on behalf of the children, the student, our parents, our staff, thank you very much for everything. Uh so this budget that we have in front of you now is a very conservative budget. The whole budget increases only by 2.45%. And our general fund just by a little bit more than that. It puts almost put a lot of money into the classrooms and not administrative overhead costs. As you can see, we are well below the northern region limit of uh $2,300 per pupil. We're at 1949. And it doesn't seem like much. $350, but that's per pupil times over 3,000 students. So, we're very low admin costs in West M. Highlights, Mr. Novak. Yeah, I'm just going to give a brief overview of um some of the projects

004we have in place and some of the things we're looking forward to with uh with next year's budget. Uh readers and writers workshop is a I'm sorry is an area of uh professional development and growth that we've been talking about probably in this room many times, almost every meeting we've seen. It's really a presentation all into itself. Um, we are currently in year three of a five-year plan and obviously as we move forward into years four and five, we're looking to uh improve on on some of the things that we're doing. We are uh almost complete with initial training for every grade level uh K through eight. So, the few grade levels that that are first going to re uh receive their initial training and a number of our grade levels are in what we

005call maintenance period. And we're looking forward to um in years four and five a uh process of a coaching model. Uh coaching models often um have mixed reviews with with staff and presenters and that sort of thing. We've worked with this trainer now for for quite a few years and um the relationship is is in a good place between our our staff and our professional developers. So that professional developer so they are at a place where a coaching model can can be effective. Uh we are continuing with our phonics training. We implemented a new phonics program um this year uh in K through two and we have training going forward to sustain the program and also uh be available for new teachers, teachers who may have been you know every once in a while you

006have you know teachers on attorney leave and that sort of thing who didn't receive the training during this year. So we have budgeted costs for the people who had not been um adequately trained for one reason or another. We also have our uh encore staff which is our basic skills teachers across the district who are also uh going to be trained and and whoever is remaining from our special education staff who was not was not trained initially. So that will be in that uh word work is uh the discussion of spelling and vocabulary at the elementary level. We recently met in a um uh an initial committee to uh take a look at the programs that are available, take a look at what other districts are doing in this regard and we've met with a

007few vendors and we see next year as the year to um pilot a few different programs and and see what's going to be right for um right for West Milford. um that a lot of these both of these relate back to that uh readers and writers workshop goal from from number one uh in terms of you know trying to create the best language arts program that we that we can uh that we can uh K through8. So word work is a big part of that. Um our teachers have felt the need for a little bit more of a a tangible um presence in terms of vocabulary instruction. So, uh, we got a great group of volunteers who who came in and worked with our, uh, language arts supervisor and and, um, our other administrators to,

008uh, take a look at those programs. Redec, no red is a is a continuation, um, relatively, uh, along some of the same lines. It's the old, uh, mechanics usage and and grammar process, but it's in a uh, more engaging process. We are currently using that at our um seventh and eighth grade levels and we're looking to expand that usage uh throughout the district. Um another highlight uh looking forward we are currently um piloting for the first year all fifth uh fifth through sixth grade students will be engaged in something called uh science and Olympiad and this year's um title for their end of year event is called STEM showdown where they'll be um almost in a call science fair because it's quite different but it's a STEMbased competition at the at the building level. The

009future of this uh could lead to uh the point where we have a district competition where we are able to have students who you know meet criteria and move up levels and then and then compete for a um school-based or or district title. And you know those are the those are the discussions we're have as as it's rolling out. Uh we are piloting uh elementary robotics program currently in fifth grade and the um goal for that going forward is that next year we'll have an established fifth and sixth grade program that will feed into our um into our Makipin and and high school programs uh across the board. And that's one of the goals we've been talking about for a number of years is you know how do we have a bigger uh bigger footprint

010with uh with robotics in our schools. And this is the the next step next step in that process. Um, a couple meetings ago, we had um our science supervisor come in talk about um changes to our um our high school program where where we're going to have the opportunity for all students to uh get phonics uh not sorry physics uh uh physics course, not phonics. That's that's cutting edge. We're not there yet. Um uh physics instruction for all at the high school level. uh that would um that's going to require uh training of additional physics staff with the certifications that are required uh for that course as well as the development of uh a conceptual physics course that would be a differentiated program for um you know for a variety of different student abilities across

011the building. Uh we are currently again a lot of piloting um terms going to come up but we are we're trying out a lot of new things to see what uh see what the data gives us. Another one is uh Albert IO which is a uh interactive for increasing students ability to interact with items that could be on the AP placement uh AP uh placement exam. So um that is currently in in place for a majority of our AP courses. I think there's just a um one or two courses that don't interact with the content that's on there. But as for right now, the the teachers are are assigning and and using in their courses to to give students this exposure. >> Elaborate a little more on that. I'm confused as to what that is.

012>> It's a online to online program that is we hear us talk about star math and those types of things. So it's a it's an assessment based program. >> Oh, okay. >> That um it's smart. it adapts to the student. So, students get test items and then those test items change based on the on the content and their ability to pass uh to pass the different rigors of the uh of the contest. Our teachers are enjoying it because it it offers a um a variety of content that might not necessarily be covered in their syllabus or in their coursework. So, it's exposing kids to a wider range of of APIs. Thank you. >> The creation of an algebra one course for grade seven students. This is a um this is a major shift in in

013our um program of studies for our MAC students and eventually uh down hopefully uh in our high school. Uh last year we presented the um the decision to pilot schools. We have uh three elementary schools that are piloting a enriched math program in the fifth and sixth grades while three of our schools are remaining in a uh in the traditional model here where we have a math teacher and a language arts teacher in fifth and sixth grade. So um the from that pilot we were able to um you know in order to fairly determine which students would be placed into an enriched or accelerated program we've developed an entry criteria uh multiple multiple measures assessments basics basic flexibility those types of things. Um from that we glean um great information about all of our kids

014not just the kids who go to the three schools who are within the pilot. So, we believe that we're going to be able to identify um hopefully uh a single course of students who are who could be that advanced who that uh we would be able to offer an algebra one course in in seventh grade. So, we're in the process of of looking at those assessments and um and determining, you know, if if we have those students, which we which we know we do. We have that we have that feedback already. It's just a m um a matter of determining the size and the and and the um course that goes along with it, the materials, the training for the for the staff, etc. So, we're we're in a good place. We've had um honors

015algebra 1 and eighth grade for for a number of years. Uh last year we offered last year and this year we offered the six uh seventh grade pre-alggebra course that our sixth graders take an assessment and get into. Um, so that has been uh it's been a really uh really fun uh growth process to see in place and um you know a lot of the things we've talked about over time we hope translates to a um a more differentiated approach to teaching mathematics across the board. So we're we're really excited about it. Uh the last bullet point um refers to Renaissance Learning. That's the company who we we talk about they provide Star Math. We are um we engage with a number of their products. Now, Star Math being the assessment tool where we can

016um determine, you know, our students benchmark level, where they're at in their uh in their math growth at at a particular snapshot in time throughout the school year. Math facts in a flash was something I presented to the ED committee a few months ago. It is a um it is a process that allows our staff and our families to determine do our kids know their basic facts or not. Um, in the past we've had, you know, sort of been dependent on the great teacher in the classroom or the parent at home to do the flash cards and all that type of thing. This, um, makes learning your facts as tangible to assess as our benchmark assessments as it does for not letting a student get to the next level without knowing how to read. So,

017we're at the beginning stages of that. It's being um um starting to be implemented K through uh K through three at the moment. this week. Expect a letter coming home from me as well as a honey uh from Mrs. Retina and myself from uh um on behalf of the math department to present the at home loins and a honey well to go home with from me to to explain how we're going to open up something called home connect which is the ability for the parent to uh practice this takes um it's about 3 minutes or less for the student to interact and complete uh an evening assessment. So, um, we're hoping to get math facts, uh, and the, you know, the solid solidify student knowledge at a very, very early age. Um, one of the

018things I referred to when we first talking about it was the research that says students who master the basic facts start in third grade have a greater trajectory in terms of math building. So, we're trying to to approach uh, our our development on math at every every third product from Renaissance Learning, it's not on the slide. uh it's called accelerated math. That is the um library of associated skill work that goes along with our work in star math. So we take an assessment in star math. our teachers, our parents can see um areas of weakness, areas of uh areas of strength and through the accelerated math component of of Renaissance learning, we're able to take a look at those areas that need work and we're able to assign a library of skills that directly match

019the the area of weakness and the teachers and uh uh and students can interact with that and see see the growth. Um uh we are currently piloting that with our uh basic skills students at Makabet and the feedback from the teachers has just been tremendous in terms of the um you know the the things that are at their fingertips and disposal for for our students. So it's uh again very uh very exciting for for the things we have going on. >> Um Renaissance the math facts in a flash. >> It's not curriculum and instruction. It's just assessment at home. >> No no it's it's done during the school day. So we have >> uh it's it's sort of uh right now we're >> digital flash cards. >> Digital flash. Right. We do it on iPads,

020Chromebooks. Um but what it does is it allows a student to log in. Typically the the practice is 20 questions and the test is 40 and they're timed. We've been tweaking with the timing to make sure it's appropriate for our kids. Um but it tracks it digitally so the teacher doesn't have to, you know, get bogged down in all of the the data work. it's provided for them and they know that this student mastered their twos, their threes, and their sixes in in multiplication and they still have to work on on this one. Then they can assign, you know, two minutes of practice at home per night. That's sort of the uh in in the honeymoon letter, it goes home >> and it'll explain the difference between that and also >> well so I we're

021pulling back on on those grade levels um because we we want our students to focus more on the basic facts so we can build on on those uh foundational uh foundational skills. >> Okay. >> And it sorry I have a lot and it incorp it it goes with the go math curriculum that they're doing in the classroom. >> So this is this is not um >> it doesn't align with that just facts. This is this is not uh skills on top of it. This is just their basic facts. >> Okay. >> Um and the uh student work at home doesn't impact what they do during the day. So the kids can work at home during the school day with with the teacher supervision and then achieve and pass their levels. The at home connect is

022a separate login but it connects to what the teacher can see. So practice time should equate to greater success and better mastery of the of those basic facts. >> Thank you. you had um on the other pilot the accelerated math with the library school you're piloting it with the basic skills math at max now what is the plan like is that to roll out at in all the math classes and is it middle school like what are the grade levels is that going to trickle down >> so right now it's it's piloted at um the Macin school in in those basic skills areas because I'm I'm using title um federal funds >> um and when I use federal funds I can only service students who are eligible for those federal funds so that's what we're

023at the Mac School at this time. Um feedback from the teachers that that they absolutely love it. Um so we are looking to it's not included in next year's budget. So um I'm looking next year to work with our encore basic skills students at Makipin and then to continue using entitle funds to also branch out to our um elementary schools for our um students who match that that criteria. Um, as we look going forward, then we'll then we'll look to uh, you know, build it into the budget to see if it's sustainable long term. >> I think kids that are just in standard math that are struggling and, you know, need some of that reinforce work. A >> little early to tell how well it's working now, but we'll have a lot better idea by

024end. >> Great. Thank you, Dan. Our budget timeline here, you know, we're about halfway through here. We started this in the fall. We met we developed some sort of budget guidelines and what we're looking to do with this budget. Uh we had meetings with our principles and department supervisors in the fall. We did have a budget meeting a few months ago. It was canceled with snowstorm. Last Thursday we got our state a figures. I'll come back to that in a few minutes. And tonight we have our preliminary budget. So after the budget passed tonight, we'll send it to the county office for approval. And then April 30th will be our public hearing on the budget. So we have about six or seven weeks between now and April 30th to review, amend, adjust the budget. We'll

025have a couple committee meetings in that time period as well as some more board meetings. Okay. So our budget basics and I know for some of you uh this is probably a review for others it may be brand new. So I'll start at the beginning. Our budget two parts revenues and expenses. Money coming in and money coming out. The problem with our budget is our revenues are declining. most uh most most notably state aid and our expenses are rising and they're not rising any greater than they are anywhere else. It's just healthcare costs lost every year. Salaries go up, transportation costs go up, things of that nature. Um so our revenues, we have a local tax revenue which is about 75% of our budget this year. That's cap by the state at 2%. Our state

026aid is declining dramatically now and our federal aid is declining. Probably not at as large a rate at large pace, but it is declining and our expenses are going up at a faster rate than our revenues right now. So just a brief 10 year history or 11 year history of our state aid. You can see where we are where we were when our budget was $64 million. We were getting 16 million. Basically a quarter of our budget was covered by state aid. And now all the way down here, we're under 18%. So it's about 7% 7 and a half% of our budget disappeared real estate aid. And that puts a lot of pressure on the local taxes. Okay, it's in graph form and you'll see this again. This is not a long period of time.

027This is just 11 years. Our federal aid the same the same story. It's a smaller number to begin with. So when we lose here, you don't lose as much. You know the percentage is declining. And we lost in 11 years we lost a full percent of our budget. So at 7 and a half% on the previous slide and 1% here. Now you're up to 8 and a half% of our budget just disappeared. And that's where the cuts come in. That's where the pressure on local taxes comes in as well. For our local tax levy u this is on our the cap is 2% but it's not on the overall budget. It's not 2% of 75 million. It's 2% on the tax levy. for 2% of $55. Okay, so you're allowed to go over 2% if

028you have allowable exemptions such as health benefits or bank cap. Bank cap we're going to touch on in a little while. This is when you don't increase your budget by 2% in any year. You can use that 2% in the next three any of the next three years. So if you increase your budget by 1.5% one year, you can use that extra 0.5 in any of the next three years. So that's why the budget you see in front of you is greater than 2%. Right? So in our budget again, approximately 75% of our revenues come from taxes. So when we go 2% on that, it doesn't increase our budget by 2%. It only increases our budget by 1 and a.5%. In other words, 2% of 75%. Okay? So it's a little bit of a tricky

029kind of misnomer when people say the 2% cap. It's not the whole budget. Okay? So over the past eight years, this board of ed has done a great job of holding taxes to a very low increase. The 8-year average is 1.48% less than one and a half% over those eight years, which is probably the lowest in the county, if not the state. Our preliminary budget that we see in front of you, it has a local tax levy increasing by 2.9%. And our general front increasing by 2.49%. The reason these numbers don't match is because there are other revenues that are declining last year this year. Most notably. Okay. Our revenues, as you can see, the first line, this is a number that came out last Thursday. So, the the budget that we've been working on,

030we were looking at a 560,000 cut in state aid this year. So, that's what we put into our budget as late as last Wednesday. Then on Thursday, we were notified that the cut was 950,000. So, it's about a $390,000 difference that we had to cut out on Friday before getting this budget out to you Friday afternoon. Right? So, it's a 6.7% drop this year over year uh with more to come over the next five to seven budget years. So, we think we will lose approximately $7 million in state aid over the next budget next few years, next five years, but those numbers could be as low as 6 million in a couple years because again, this puts pressure on local taxes. So these other numbers are relatively static. And this is our tax levy increase

031right here. Now the fund balance here is another number. This went up by 450,000. This is money that we saved last year by not spending it at the end of the year. We had some positions that we left unfilled and we basically stopped spending about mid by this time last year just so we could save up. So this number went up this year by 450,000. We're looking at a decline next year in that spike a little bit. We're going to try to save as much money as we can. We've already stopped spending for this year. We told our administrators there's no more spending this year unless it's an emergency. >> So last year when you stopped spending, you did that anticipating the 500,000 that was going to come this year. >> So we're doing the

032same thing now. I just I just think it's it's going to be lower than that. Yeah. >> The number is going to be down. So the difference between 2.499 499 and whatever it is next year will be this number will most likely be in red next year. So we could be looking at a reduction in this line and then in this line as well. So next year's budget this year's budget's bad but next year is going to be significantly worse. Okay. Our expenses again pretty tight broken that across various categories. The general education drop reflects reduction in staff tax levy impact uh year to year it's 100 this is last year this year $143 on the median assessed household obviously some people pay more live in bigger houses who live in smaller houses they pay

033less but the average person is going to pay $143 extra in school taxes this year which comes out to just under $12 a month capital projects uh we have four of them in there or three of them really. Um we have paving the transportation lot which is in dire need of uh to be paved. We have a lot of slips and falls down there lately. Paving the Min lot which is the upper lot on the way to the football field on the right hand side to the gravel lot. Um we're going to replace the Min gym floor. It's got that rubberized surface which is very very smooth now. Doesn't have much left to it. And we're going to continue with our ESA next year. Can >> you slow down just one second? Thank you. Okay,

034I'm ready. >> Uh for proposed staffing cuts this year. The next one administrator, five elementary, two mipin, and three at the high school. That's as of right now in the budget what you're looking at. >> Uh good question. Um let me see. >> Let me see. I can probably Both parties >> roughly 250 >> salary and benefit >> maybe a million >> close to it >> less than 800 to a million >> I would say yeah somewhere around 800 or so >> what does the future look like we've got here again >> how many of those future >> be >> there might be some other categories in there. Not only teachers, but there could be uh another category. >> I hope we're not only cutting teachers. >> We're cutting admins. We're cutting teachers. Um it

035could be a some other spots as well >> and support staff as well. >> And only one administrative staff, >> correct? Couple minutes look like long term. >> Sharply declining state aid and increasing staffing cuts each year. Declining fund balance. I think I just mentioned that. Our federal aid although it's not a lot of money is something that will go down as well. Our expenses continue to go up. Salaries, benefits, uh building maintenance, transportation, etc. lots of pressure on local taxes and a limited ability to fund our capital reserve, our maintenance reserve accounts and so on. So that's the money at the end of the year we try to store away our maintenance reserve that we can put into a net budget to help the proposed cost. Any questions? >> How were the um proposed

036staff cuts determined? Wherever we can absorb a cut, whatever is going to do the least amount of damage to our program, to our schools, to our district, that's where we're cut >> retirements too, right? >> Uh the people may be a retirement or may not. It depends. But the position is a couple of sections at the elementary level where there's a relatively small grade, which may have been bigger in kindergarten. You know, it may have been 58 and now it's down to 45. So that's three sections will become two sections next year. Um, so it's not that dramatic of a an impact in those areas. Um, next year is going to be much more difficult cuts to make, but we felt we can cut in those areas without doing a whole heck of a lot

037of damage. Upper elementary now, I think they're mostly going to fifth grade. Um, so the class size pretty much got a lot more work to do on it, but any questions? What do you think of the state funding cuts um right now? But I'd like a better idea of a formula. How do they figure that out? The only thing I is based on a town's ability to pay and I see like Wayne is getting a big increase and they got mega shopping malls and so forth. I think got one of the biggest dollars if not the biggest cutbacks of funding stuff. >> You know, just personally like some more information to figure it out. I don't know how the way state works. It's political. Some of it has to do with enrollment >> with part

038of enrollment. The towns that have gained enrollment over the past the funding formula came out around 08 I think. >> Yeah, that was the last time they ran it and they held harmless. So for the last 10 years up until last year, whatever our enrollment numbers were in 2008 were what they were basing our funding formula on. So last year when they had the political issues down in Trenton, they decided they were going to rerun the formulas based upon current um enrollment levels, but they also take it into consideration, like you say, the district's ability to pay. Yeah. And they change that on the annual basis. >> Any information? >> It's a little bit of a mystery. It's not something they released to us. Um, you can kind of look at our own state aid

039forms and kind of try to piece this together, but there's some missing variables that I can't put through by myself, but I'll get it and and there's no special like there there's nothing that we can apply for saying that we have a unique situation because I know everybody in the state probably feels that way. However, West Milford being unique in the fact that we cannot add any more to our property roles and the fact that we're in the Highlands, is there any kind of, you know, special funding we can look for? You know, >> um, at this point it's fallen on deaf ears. I've reached out uh to Trenton a couple of times and, um, haven't really gotten any feedback, um, positive feedback. um had a long conversation with um Senator Sweeny's aid one day

040um and he's been avoiding my phone calls ever since. >> Wonderful. I I also think that maybe we need to reach out to the members of the Highlands uh committee because the Highlands Act is one of the things that have put us partly in this situation and I'm wondering as a because they are a state um formulated group. >> Rich, former president is the chairman now. I think we invited him here. He's he's a great guy and he's very deeply. I think that the speaking does about >> I think we need his help. I think we need them to because they they know the constraints of the Highlands Act probably better than anyone else and and they've created part of it. So I think we need that >> part of it. There's a lot of

041broken promises with uh tax dollars and funding for the communities that that never lived up to. Right now I'm economic development commission. were ready to ask the uh township, you know, council. I I drafted a memo for them to approach the legislature say, "Look, we need, you know, these things done. This might just be another area to throw in there because there's a lot of money that was promised that never really came through. This happened, you know, we're still doing our part, but the rest of it was, you know, came from the state to do their part for the communities. It just did not happen financially." In many ways, there's a double-edged sword because if you go to lower Pay County and Essex and Union and and and Morris, um they've created so many, you

042know, the Mount Laurel thing is affecting so many of those places and that's why they're getting such dense housing down there and they're they're growing their populations because of that dense housing. You have your retail on the bottom, you have transit villages, you know, you can't compete with that because you can't grow anything. So, um, you know, that and that's another problem. And >> supposed to be compensated for that >> and and and you're not being compensated for that and I I totally understand that and and it's a frustration on my part. Um, I don't live here, but I I don't want to see people have to pay more than what they are. You know, if the state says that your ability to pay is is higher and that if you want to fund programs

043that are more than thorough and efficient, then you're going to have to pay up. Meanwhile, they'll give it to the Abbotts and they'll give it to the formerly known as Abbotts. And for anyone else that knows how to manipulate the system like you know comp you know districts that have send their kids to private schools but need transportation or you know only use the local school system for special education s you know situations. So you have a lot of people that know how to manipulate the system. I I think I think you touched on something that really needs to be put out there is what the state describes as a thorough and efficient education because I don't know that if the public truly understands that in that in that formula of thorough and efficient art

044and music and busing are not there. >> so basically when what you're trying to say is when more cuts are made next year, the year after these things we can't cut. Yeah. >> And there's things we may be able to cut, you know, that's falls into those categories, art, music, etc. >> So, it's not part of a TNA education. >> You know, courtesy busing is like a big hot button. >> Yeah. >> So, I think what we'll do is if everybody's agreeable, maybe we could work our way around the table for questions so that this way everybody gets one chance to, you know, get at it and then we can get back to something if there there's more questions. So, I I think Mr. Drew has something because he spoke to me before the meeting.

045So, why don't we let Mr. Drew have his 10 minutes and see where he's going with this? >> Give him five and five. >> Oh, five. I'm sorry. Five and five minutes are five. Five minutes here on the air. >> You're on the air. >> That is not what Robert's rule says. That's fine. >> Well, we'll revisit that. Let's go. >> I hope that stand up so the people can fundamental problem as everybody knows is that we have an enrollment that's probably for a lot of reasons at least partly is the Highlands actually just can't grow. The only way we're going to grow students is if we have families move in or the families who are here have more kids. Um the problem is here if we have a 2% tax increase that's about a

046million dollars, right? A little bit more. And all that covers is the loss in state funding for the next six years. We have other obligations. We have to pay our contracted employees their raises. We're going to have capital expenditures. So, we're in frankly in a terrible situation. This year is not so bad. We can handle it. But as we go on in the next six years, frankly, the train is going down the tracks and the bridge is out. We have a train wreck on its way. And with the 2% caps, uh I don't know. The only uh uh only thing I think we can do is is we got to look at um adjustments to the budget. Uh now part of the problem is as we pointed out, they developed the state formula back here

047in 2008. They took assessment of all the districts in New Jersey and said, "This is what we're going to do." In 2008 we had 400 uh I'm sorry for 4 4,400 kids. Now we have 3289. There some difference based on whether you use beginning of the year, end of the year, PCTI students, so on and so forth. It's roughly correct. We've had a 25% decline in enrollment. Now, if you just said, "Okay, let's apply the money we spent at our high water mark in 2008 and the cost per student. It would be down here at a 34 million, $34.7 million tax rate. Of course, you should imply inflation and it should be here." So, we've actually had this huge decline in our district. And what's happened during that period of time, and I think everybody

048kind of knows this, but here it really is. We've had this decline down here in what we should have been spending, and the taxes themselves have actually gone up a lot. The difference between there is this huge gap. Now, the state of New Jersey is saying, "Oh, we've been giving you the same amount of money. We want our money back. You had a decline in population. All these other districts didn't." So, they're taking it from us and giving it to other districts. But we ought to be asking the same question. Why on earth were we going up so much in tax rate during this decline? I will point out and by the way I sort of know Carl. Carl was former board of ed member. >> He was the mayor of the town. >> Mhm.

049>> He was a West Milford teacher and he has made the uh very sound observation that one of the problems with public board of education like this is you get business people like me who think they know what they're doing and want to tell the educators what to do. And it's a very good point. What I would do in business is different than what you need to do in education. Those decisions about education should be made by educators. But I can certainly look at purely the financial situation and say that's a mess. That's mismanagement. Um an example is uh General Motors and Forest. Both of them had declines in in auto manufacturing. As the number of Tauruses went down, they continued to make quality code. They gave all their employees raises. They uh uh continued

050to make capital investments and they made money. General Motors went bankrupt. We all had to bail them out. And that's about the only TARP money we never got back. We got all that money back from banks. We didn't get our money back from General Motors. Um and and it wasn't the workers. I tell you right now, the workers at GM before quality workers, it was the customer, wasn't the cause, it was management. And I think that this gap here is management. All right. >> Okay. We're going to come back to >> Thank you. Uh, I was just going to go around. Do you have anything that you that you would like to ask or any questions? Um, Kate, >> I figured I'd just go one by one if that's okay. >> Yeah. Yeah. >> Thank

051you. >> Come back to me though. >> I'm coming to you. Yeah. >> Come back to me last. >> Oh, okay. >> I'm figuring some out here. >> Okay. Hey, do you have anything? >> No. I've asked many questions throughout the presentation and just you know it's sad when we're talking about staff cuts and you know we haven't talked about how that affects our kids or it's hard to know exactly what the cuts are from our end you know sitting in this seat but it's a difficult spot to be in and you know these are tough times so I'd love to talk about solutions and look at ways that we can bring in money you know but I don't have any questions I think this was a great presentation and um good explaining. Thank you.

052Um >> if anybody has any questions, call me tomorrow, the next day, you know, >> and that's the other thing I really do encourage even if even if I I think you'd be open to somebody coming in to talk to you rather than having to do it on the phone, but we we are going to have committee next week, you know, next week. And in discussion that I've had with both Barbara and Alex, we've talked that this is something that's going to have to be talked about in each committee so that everyone has a good understanding of where the cuts are coming from and any input that's out there. Barbara, please. >> I just want to comment on one thing. Um, you know, the tax rate is based upon the community's valuation. The valuation has

053declined significantly over the last 10 years. So that has an impact on the the increase >> the evaluation of the schools >> value property value of the community >> because the more valuation you have the the the the taxes are spread over more more people or more more entities. So as uh the valuation gets smaller, you have to pay more money and that's why you have um a a spike in in your tax rate, >> less homes that are >> people are coming off the rolls that >> and you have less commercial >> to to offset a lot of your your your your taxes >> which is making that pie smaller. >> So are are you ready Mr. Gina? >> No. >> Okay. Okay, I'll go to Mr. Sidowitz then. >> Okay. Um, typically this

054would happen under the motion, so I guess I'm just going to get it all out now considering the surplus that we did receive from our 0% increase here. It concerns me to go out with a 2.9% increase to the taxpayer despite the fact that we are facing these these severe state aid cuts. We have to think differently. I don't I can't in my good conscience look for anything that's above 2% for a preliminary budget, but that's me personally in terms of thinking differently. my personal opinion and not to rehash the argument. I agreed with Mr. Drew at the time that the Maple Road roof should have been bonded for. It was a missed opportunity, but that doesn't mean we can't learn from that. If you have an inclination to feeling that way, we should package

055certain infrastructure projects together, really critical infrastructure projects that may otherwise be ignored and either move them from the budget or come up with a creative solution like we did with uh the bleachers and lease for it and space out things and just finance differently. So I hope that that we are creative and the board can have a little bit of a stronger input not in terms of micromanaging but in terms of offering suggestions because in essence the mccipin and high school roofs was a creation of the board and administration working together and that allowed for projects I hope I'm not stealing your thunder down the line but that allowed for green houses to get done and bleachers to be put in and field houses to be erected down the line. And it it seems to

056me that when I look through the book and I see things like the Macan floor, the squeaky wheel is coming out of me again. Three years of sitting at this table and or almost three years of sitting at this table and that came out of nowhere and it could be justified. Don't get me wrong, I get it. There's a new roof on the building and now it's not going to get wet from any sort of rainy damage. However, how come this wasn't in there? How come? Well, I knew about the transportation yard being paved. Great. That's a safety issue and that's something that I have heard about for year upon year upon year. But the Mac pin gym floor is something I didn't uh a almost $40,000 tennis court and these are big ticket items

057and holy moly I just sure there's safety issues. However, it should be a part of a broader plan that the board should be fully aware of. If we're questioned about something from the public, hey, how about that transportation yard? we should be able to confidently say, well, there are damages and it is a safety concern and I happen to agree with it and so on and so forth to kind of solidify our opinion, but I don't feel like this board is knowledgeable. >> I think that's the point of the committee now. I I exact I think some of the questions that you just raised have been raised by other people that are sitting around the table and I think that that's where we're we're looking for some of the answers and you're correct on that.

058>> Fantastic. Um in terms of looking forward down the line, there were things that popped into my head and when the generators went out in Apua, was it recently? the most recent generator had to be put put on because they lost power. >> Okay. >> The power outage for the fall >> or morning. >> Well, with something like that, it led me to thinking about, all right, what about how powerful is that generator? Are we able to fully run the water while school's going on? Is there an impact to the school? And I look at the long range facilities plan >> and there are generators in there that are if I pull it out I think some of them were slated to be projected to be worked on in 2015. Obviously nature takes its course.

059We have constraints and things can't get done. However, generators seem to me to be a bigger priority than other things. And that's just an example. Whether or not the generators are fantastic and are in tip-top shape isn't the real issue. The real issue is I I and I don't know if everybody else would would love to see the order of capital project being done just to have an idea whether or not it changes. That can happen. That's life. But we need to have an idea as a board of where things are going to go. And I'm glad that the operations and finance committee are going to go down that road. I think all the committees are going to have discussion. >> Yeah, >> it's not going to just be one. >> Excellent. Um >> I

060think you got about another minute >> and I guess I'll hold tight with that. >> I didn't come with prepared statements, but uh there's there's definitely a uh huge part of me that says 2% is about as high as I can go. I can't agree to anything more than that. Thank you. >> Thank you, >> Mrs. Vandai. Can I make another comment? >> Sure. >> Um, one of the reasons why um there was discussion about the Maple Road roof being put out to referendum was because then we would get 40% back from um the state if it if passed. Not quite sure given the condition of the SDA um that you've been reading about in the local newspapers whether that's actually going to happen anymore. Um because now they're supposed to be taken over, you

061know, they're trying there's a power play going on. They want to be taken over by the state um devel you know economic development authority which is going to inflate costs and I think they've run out of the bonds the original bonds. So they don't have any they have to bond more money in order to be able to provide us with that reimbursement. So >> it may be a non-issue. It may be something that's not even going to be >> yeah feasible anymore. So you know we have to see where the dust settles on that. I mean, we were fortunate that we were able to do it um for Macken and the high school and you know, we have about $190,000 in debt service aid, which is going to offset our debt service payment uh in

062this budget, but going forward, I'm not quite sure if that's still going to hold true. >> Mrs. Fritz, >> um couple comments, probably more than questions, I guess. Um, first, I I appreciate all the work that's gone into this because I I think the further reduction in aid really kind of took everybody by surprise and, you know, not to undercut that that's, you know, huge dollars that, you know, we don't want to make hazy decisions on. So, I appreciate all the effort that that you're all putting into that and I've had conversations with Linda and um I think what seems so far and understanding that there's more work to be done is the balance to Mr. Novak's points about programs as well as the capital projects. I think what I do see here and I

063realize we're not exactly where we need to be, but it's looking at how do we spread this pain across, you know, all the groups, right? It's not just cutting, you know, 20 staff. It's not just, you know, pulling out a program. It's not closing the school. I think it's really um being looked at very smartly. And I think, yes, there's still work to be done, but I think I appreciate the approach and and also not um doing it to the detriment of our students. I mean, the fact that we are still charging ahead with more of the STEM and the robotics and the young I mean, it's where where the future is going and we need to stay on top of making sure the kids are prepared and and putting in the tools and things

064that that we need to to make sure that our district is attractive to people coming in and that our our kids can be successful and that competitive. So, um I'm glad that we're not just, you know, blissfully cutting big programs and new efforts and initiatives. Uh, and I also I had Linda and I talked um Kate to your point about the staff and you know I think really we're trying not to impact the elementary kids too much. You know I think yes we might have some pinches in classrooms but I think that that was a concern that a lot of people had. So I think they are looking at that and taking that which I think is valued by by everyone too. Um, we also had talked a while back about doing a demographic study

065and I I think that we still I don't know where that is, but I think that's something that we still need to do. Um, you know, whether to close the school or not close the school, that that's a that's a big decision and that's not something that we just throw out there thinking we're going to save money because it might not save us a whole lot of money at the end of the day and it's hard to say whether enrollment will come back and what will change. So, um, not overly supportive of that, but I do think doing that study and trying to understand that better is something that we really should do. Um, that's pretty much my main point. >> Am I allowed to comment just on something she said to me? Um, I'm

066not just talking about elementary. Um, I am definitely also very concerned about middle school and high school. And all studies and all research shows that when students have adults that they can build relationships with that their mental health is better. And if you look at any statistics across our country, our state, our town, mental health in all our students is not great. So keeping the people that are with our kids that build relationships with them, that are there for them at all levels is what I'm really concerned about. you know, so seeing only one administrative staff and cuts with people that have daily interactions with kids across the entire district is what I'm really, you know, >> those are probably conversations from our committee, right? Understand what those are and >> and I don't that's

067what I mean by I don't know what the cuts are. So from this large programs, it might not just be, you know, >> but just some because you said just elementary like my concerns are >> well I think in general we tend to hear a lot of people speak out about the size of the elementary classrooms that that you know that gets to be a sticking point of you know at a younger age it is harder for them. So that's kind of where >> Thank you >> Dave. >> Yeah. Um a bunch of comments. Um again I do appreciate the work put into this. done this kind of work for committee. There's no one that, you know, really appealing to that. Um the issue with the state aid, you know, it really gets me. There's

068not a lack of state dollars there. You know, they're saying we're putting more money into it. You know, we're not getting any of it. We're losing it. And these costs are are not linear. You know, uh you have a classroom with 20 kids in it, you have a classroom with 15 kids in it, it's going to cost you the same. You got the teacher cost, you got all the tips. It's really a lot of fixed costs. They're not really variable costs that much with the um school enrollment. Um trying to see if we can argue that some way. I saw a letter from Assemblywoman approach. >> Uh it's it's kind of ridiculous. We're in a tough spot. We can't expand because the islands and I believe in islands. That's right. We do not have enough

069water to support the town to support everything. and it it's basically a good thing but basically we have got our fair share a lot of broken promises uh with that um I would like I would like to see more of a capital plan and maybe we look more into bonding which might be more power go up to a vote we tell the voters well if you approve this bond your taxes are going to go up this much if you don't and it's got to come out of somewhere either this stuff doesn't get done or it's going to cost you a lot more So, you know, we still have far part to do. And I think district's done a good job when you look at our our pupil thoughts based on uh you know, the the

070general. Uh but again, I I'm I'm getting this feeling we're not really getting a fair shake from the state and I'd like to see what we can do about that. >> Thank you, Mrs. O'Brien. >> Um saving the best to last, I think, in a way. Um a lot of people [Laughter] Second to last. >> That's how neighbors talk. >> The last email. >> Okay. Um Joe from the side. Um a little bright light in this crazy situation that the district's in article today's paper saying for county taxes there's going to be a 0% increase. Um, we don't get a lot from from county anyway, but but I will I will keep my comments uh close to heart here. Um, first of all, I don't think we have an issue with mismanaged money here in

071our district. I think we've done the best we could under the circumstances. I've been in the district 30 years and the issues that we're bringing up tonight have been here for all that time. Really, nothing has changed too much. Um, for those new on the board, this is a preliminary budget. This is our starting point. So, we prove it tonight. This is not set in stone. We have to start somewhere. Okay. So I I personally would like to start with more and then cut down and and in through committees make a decision an educated decision what would be best under the circumstances that we're in. I think we've done a lot um a lot more than I've seen when my children were in school and I you know they're in their 20s now but we're

072doing so much more with what we have. The staff has been phenomenal all this time and I'm I'm very very proud to be on the board. I'm very proud to be part of this lovely town, but because of the Highlands Act, because of the enrollment, because of lack of of businesses, there's this is something that hasn't changed and and I'm I'm wishing we could get some answers. And unfortunately, the state doesn't really give a concern about our town for whatever reason. And I I just wish we had some sort of concrete answer to that. >> Thank you. >> You're welcome. >> Now it's well after what he says. I don't >> we have a president. So uh with regard to the Highlands Act, you look at many of the school districts that are losing money,

073not just West Milford, right? We have to remember there are an awful lot of school districts across the state that are losing money. And when you look at school district after school district, where do they sit? They sit right in that Highlands Act territory. A Pacon and I'm just naming Apachon and Jefferson and Ringwood and Vernon and like you could go on and on. >> Yes. um New Jersey uh school code 18A 1224 conflicts of interest. I think we have two people on this board who meet the de definition under New Jersey statute conflict of interest and I think that given that we need to be very careful about discussing in public or private or voting on uh the issues which are conflicted >> I I don't know what you're talking about >> point what's

074your point >> New Jersey statute was again 18. >> What's the >> 18 12 to 2? >> Um, two of our board members have immediate family members who are employees of the district and affected by our budget discussion. >> Every board member is able to vote on the budget. Every board member >> and every board member is affected by >> by the budget. Everybody here is conflicted because we all pay taxes, >> right? Yeah. There's no specific there's no specific exclusion or conflict when it comes to >> I did contact New Jersey school boards about this. >> I learned that last year in my first year of doing the school board's training >> with I contacted New Jersey school boards for >> if you if you'd like to you can contact contact them too >>

075but I did because this had come up before >> it's not a conflict. No >> Mr. Garino continue please. >> So the one thing I'd like to say I just want to direct address you directly I didn't interrupt you during the conversation right and I want to make sure that >> I I get a chance to talk. You could have brought that up afterwards or you could have done it immediately before I started to talk. So I'd appreciate that next time. Thanks to you. So, um, like I mentioned, right, a lot of these, uh, towns sit right in the Highlands Act area. A and unfortunately, right, and I agree. I I I love the environment. You know, I want to do what I can for the environment. We provide water to the city of Newark.

076And it just rubs me the wrong way when I see that they're getting $812 million in state aid, and then we're going to get almost a million dollars cut from our aid. uh and we get zero from that. Zero. Um the cost per student, you know, Steve brought up a point uh earlier um about declining enrollment. You know, when you when you look if I take Steve's numbers or I took your numbers, $64 million. Our cost per student was roughly, you know, $14,000 and change. And now if I look at our budget today with the 3,200 students, our cost per student is roughly $23,000. So, you look at that and you say, "Well, how does that, you know, how does that shake out over that 10-year period?" Um, if you look, it really is it's

077about a 5% increase every year. Um, so that's more than 2%. So, I I don't disagree with what some people were saying. However, uh, we also have buildings that are aging. um we have emergencies that unfortunately we have to address uh because they weren't addressed sooner and I think it starts to become difficult if we don't wrap our hands around hey what's our threeyear and 5year and 10year capital projects what do they look like I think that that is something that through committee I we can probably start to shape that uh and maybe we can find some cost savings in in future years if we do some preventive ma preventative maintenance. Um Stephen I sat through a great EIP um couple great EIP presentations which is going to help our school district um over time,

078right? It's that's what I'm talking about. That's going to help us and it's not going to cost us anything. So yeah, there aren't too many of those unfortunately there aren't too many of those things out there. So, we need to grab those when we can. And and I'm and I'm thrilled that we're we're working on that. Uh the bond for the roof, I don't know how many times we said this. I mean, if if that would have happened two or three years ago, we wouldn't have been having this conversation this year. Um the uh demographic study, I again completely I was going to bring that up. So, thank you for bringing that up. I think that is uh something that we need to do. It was 10 years ago. We need to just jump on

079that again. And at the end of the day, we can't sacrifice our students, right? Our goal as a board is to help our students grow, learn, and grow in a safe environment, right? And our teachers are the ones that that help do that. So, uh, you know, I think somebody brought up, you know, our our class sizes. I know we need to take a look at those, but you know, the more students you put in a classroom, we do there's study after study that says that affects learning. Um, the more a student can sit with a uh teacher, right, and and and grow with the same teacher, we show that that helps a student grow as a person. So, I I just want to make sure that we are not doing things that are going

080to be to the detriment of our students. So, >> none of this is going to help our kids. >> Yeah. None of >> it. I know. >> But it cuts out to me. >> It's all going to hurt. >> Yeah. >> Well, the students come first. So, >> now everybody does get a second chance. So, Mr. Drew, I'm not going to speak until you're done. >> Okay. Thank you. >> You have five minutes. Um let me start by saying that the most important thing to me here frankly is is education. The US is not going to succeed in the modern world if we continue to decline in place compared to Finland, Germany, everybody in among the OECD nations. I care about education. That's the reason I'm here. If we're going to continue to innovate, invent

081products, create new companies, education is the key that not everybody is going to do that, but we need to continue to do a good job. That has to be done one district at a time. That's the way it works in the United States. Local control, that's the way it ought to work. I like the system, but we've got to make sure that we're paying attention to education. Um, I will say there are some things that we do just outstanding. And the one I want to point out is our music department. We really are just second and none. You do an absolutely outstanding job. I went to that play the other night. I was so pleased to see the performances by the kids, by the producers, by everybody involved. Um, and one of my biggest concerns

082here through this process, music isn't considered part of thorough and effective education. And I think we cannot cut music and sports and some of the other things that make West Milford uniquely West Milford. We have got to find ways to continue to include those things in our budget. We've got to find ways to um uh continue to fund education, do a good job. Uh I do know going back again to 2008, we have cut the number of teachers by 6%. even though we have a 25% decline in in students. I like that. But it does mean that we've got smaller class sizes now and we probably ought to look at that. Uh we have however increased the general and administrative services by 15%. Headcount by the way we have increased central services and admin and

083IT by 62%. We've got a number of places where we have increased over the last 10 years our administration. >> So where you get where you getting that from? >> Directly out of the reports and in fact Miss Francisco gave me these numbers. I didn't make them up. They came out of the annual reports uh by category. So I think we >> or from each year >> the audited book. >> Got it. >> Okay. Um, so I think we should look at that. Now, I'll be perfectly honest and here here's part of where I want to go with this. Education occurs between the teacher and the student. That is the key element of what we've got to do. The teachers got to engage the student, make them interested, and that is absolutely the last place

084that we ought to look at making cuts in my mind. Absolutely the last place. Now, there are some places where we can combine and I've suggested this kind of thing before. The honors and AP classes, same material. You know, we can have slightly larger classes. And frankly, by the time you get to middle school and high school, class size doesn't make as much difference. But again, that's I think completely up to educators. Not me. Here's what I do know. Absolutely 100% for sure. Just spending more money on education does not improve education. I know that based on my own experience at McKenzie and company where we did a study and we found you can spend money in some places it doesn't do any good. You spend directed money in other places to say I'm going

085to approve this specific program and yes you get a payback for that money and we need to look at targeted things. This is uh um kind of interesting. In the last week of the Obama administration the department of education put out a report about the effectiveness of the ESSA over the years and they concluded overall across all grades we found that implementing any SIG school improvement grant which is ESA U funded model had no significant impacts on math or reading test scores or high school graduation or college enrollment. It is very easy to spend money just to spend money because we're going to do the same thing we did last year and just add some more money to it. We've got to look very specifically at where we're spending and and my concern back to

086the train wreck. We're going to be able to handle next year. I'm not that worried about this budget. I'm worried about what happens six years from now. I don't want to cut music. I don't want to cut sports. I don't want to cut autoshop. the things that really really add to education. And I think we need a six-year plan of where we're going to get to. And if you will, if we can jump a gear, if we can move down that path one year sooner, we actually generate extra money to put into our education program so that we can do the things we need to to improve. >> So, I think we need more than just looking at this one year. And I think you need to come forward with that some of the the

087ideas too through committee. You are on operations uh finance and I'm sure >> you're asking me for ideas. You follow. >> Well, and is anyone else um want have any else that they'd like to add? Mrs. Fritz? Um just wanted to kind of follow up on some of the things that Steve said and um you know I think it's important to remember um you were saying the increase in the staff was over was it eight years or 10 years like over the past 10 years >> since 2008. >> Okay. >> This is a 10year series. >> I got this from Miss Francisco. If you want I'll copy it. >> No no that's I wanted to make sure. >> But we all should have that in our in our audit report. >> Yeah it's in here.

088Um, I guess I my point about that is think about 10 years ago like what things look like and that as business needs changed, we have to, you know, business as a school >> change, you have to really look at all the change in technology, you know, all the smartboards that were added into schools and Wi-Fi and, you know, to have it staffing. Obviously, you need people to install them, monitor them, repair them, you know, implement some of those things. Um, is this everyone's favorite topic? I mean, all the staff that we've had to train and bring on and do to support things like that. Um, you know, I think to your point, it's really important that we, you know, a lot of the things that Mr. Novak has put into place around STAR math

089and all these assessments that are allowing us to measure ROI on the investment that we're making in the the programs and things. So, to that point, I think, you know, as as things change, you have to assess what administrative support you need, you know, to cover that stuff. But, you know, we all we do need to measure the the ROI on that. And I know there's still so much that's being done around math and those programs and I agree with a lot of what your attention is around math program. So I just think it's important to look at, you know, you can't just say, "Oh, we've increased our administrative cost." A lot of times there's a business need that supports a lot of that. >> Kate, um, in this preliminary budget, we're looking to, you

090know, we're saying that we're going to redo the maximum floor. Um, so I'd like to know is the maximum floor an emergency situation at 128,000 it could save a staff rate. Is that I just don't know. >> And and we're getting more information. The floor needs to be replaced. It's worn. It's a rubberized floor now. And so we were looking at putting a wood floor back in. >> Yes. Um, we're waiting to get prices on what a rubberized floor replacement would be because once the surface wears, it become it's like it's like our track our track and our our our our field our turf field is going to have to be replaced within the next few years. I guess really I'd like to look at that and say if we could save a staff member

091and put off the gym floor and are there other ways to fund it. Are there other things to look outside the box rather than just say that this is definitely you know I don't know if that's even possible but if it is it would be >> anything's possible. It depends uh if you use those savings to lower the tax levy or to save to lower the cuts the staffing cuts. So it could be either way. So I'm not sure which way the board wants to go. really >> and it's going to come up at some point, but I wasn't here for the >> committee. We should have more information about what it requires to replace the floor >> with a rubberized floor. So then you have to decide whether you want to put 50 or

092$60,000 into the rubberized floor or 128 and have a wood floor and then you have another regulation gym. So, >> and if we put it on this year, are we just mandating it need to be done in two years or three years when we know that we're going to keep going down the trajectory of, you know, funding? So, >> so that was kind of exactly my question. Is it something we can band-aid and look to fund with I was not here for the roofing situation. However, it sounds to me like that could have maybe been different in funding ways or something. Are there things like that for budgeting? I think we need to we need to remember too with funding if if we do at some point put together a referendum if that's what we're

093talking about I I'm not correct I don't know if you would correct me if I'm wrong if there's items that are on there that were we put for a referendum and the referendum is defeated >> we cannot fund them >> correct >> that year it depends on if it's a separate proposal with your budget program or whether it's a referendum that goes out to the voters four times a year. It depends on how you present it >> and there is cost of course involved in doing that too. >> Yeah. If if you do it as a separate proposal to your brothers so that say we we did it you know to the people it would then um be a one-time deal and you'd have to raise the money all at once. So it's really not

094if you do a referendum you're selling bonds and you're financing the bonds over a period of time. >> So it's not the same kind of hit on your tax. >> It's it's different >> you know. Uh I I I totally agree with what you're what you're saying. Um this is there have there are a list of things that I myself went in and sat with Barbara and Alex to talk about and I do feel that as a comm as committees because unfortunately can't pull every one of them out here tonight. But I think we have to talk about it and and I I think they're very open to open and ready to give that discussion so that we can get to the point when we get to where we have to adopt the budget that

095is the final budget that we have we can all feel comfortable with whatever cuts or whatever changes are made in the budget and where we are at at a percentage rate. I I do want to say that I feel I have felt very strongly and I feel that that's the direction that I've given both Barbara and Alex is that the elementary is our base and we're sitting here meeting after meeting talking about math and and our test scores and things. We cannot do something to put the base in trouble. You know we we have very good class sizes. I think if we even with some of the things that are coming that are changes our class sizes look very very good. So I feel that they have taken into account our our our learning needs

096in in the elementary buildings and I do believe that there are classes that are in both Makipin and the high school that we may be looking at that are at lower numbers where they could be brought up. So, I I I I don't feel I feel very comfortable that I don't believe that they would strip our district away, that we would be in jeopardy. But we do have to look at that and and I totally agree with you, Mr. Drew. It's not next year. It's 5 years from now. We we need we need to have a plan. I think there's multiple facets that we have to look at. We have to look at that partnering with the Highlands Act and partnering maybe with Vernon Jefferson those school districts looks over a million dollars. They're sitting

097looking today wondering what happened to us because they weren't expecting it either. So I I think that the northern part of the state had a got a big hit and for some reason we all are in a unique situation because of the Highlands Act. So I think we have to find a way to address that. That being said, I agree we have to look at an enrollment study. We have to look at seeing how we're going forward in the next five years, what our enrollment is going to look like. Um, I, you know, I I think a referendum is an idea, but I think we have to, we have to work at that. That's something that's going to take months to look at. And I totally agree with Mr. Sidowitz. I think we do need

098a plan of the next 5 years. What needs to be addressed? What is going to rise to the top? Our generators going to rise to the top. I agree about the floor. I I I question the floor myself. I thought to myself, gee, do we need a wood floor? Would it be better to I know when we put the rubberized floor in, but in the long range plan, is the rubberized floor not the answer because maybe, you know, a wood floor will last 25 years and the rubber floor will only last 10. I I don't I don't know. That's something that only the professionals are going to be able to tell us. So, I think that's all something that that we have to you and we can't do what's happened in the past. That's what

099happened with the roof. Uh we're the roof is a dead item, but that's what happened. It was put off, put off, put off, and then finally people felt like they were up against the wall and they had to do it. So, I I think I think that those are all things that we need to look at. And I feel that this board is is very willing to do the work that needs to be done to give the direction that we're looking at for for the next year and for the years to come. Um, I I want to thank everybody for their input and I I hope that, you know, we continue to do this and that we do it in a um very cohesive group because I I think the b the bottom line here

100is we all don't want to hurt the students of West Milford. We want to see the education move forward and we want to see our district move forward and and our kids get the education that they so rightly deserve. So, um, well, >> uh, just a a tangent thought for a minute about the, uh, gym floor. Correct me if I'm wrong, Mr. Gino, but they went down that line, and I know it's inevitable. Please, just my opinion is go with the wood floor. It lasts longer, a lot longer, and that'll save us money down the line. Just throwing it out there. Uh, in terms of the budget, this that's the worst part of the job. Voting on this budget, talking about this budget is the absolute worst part about this job. And I hope that

101any of the critiques, criticisms that come out of my mouth aren't seen as slants towards anybody in the administration or any of the staff because honestly, from the time the first light turns on to the time it goes off at the end of the night, it's an incredible job. It's amazing how it works. And the more I sit at this table, the more I appreciate it and the more it it just makes me appreciate all the hard work that goes into helping our students become great adults. So, thank you for what you do and thank you for allowing me to comment. >> Mr. Drew, I'm going to give you the third bite. >> I know you don't want to, but I just I I sort of I've been talking about math for four years. One

102of the things we're still doing is we're still doing and I think maybe it's just me but I don't think it takes a PhD in education to understand that if you're teaching one thing in the classroom the homework ought to correspond to so you know I mean it's up to you not me but I can also tell you that these are these are the numbers we present math scores by co cohort and what we can see they went up initially when we got more students to participate in the park. But when we look at what a third grader did the next year in fourth grade and the next year in fifth grade, >> Mr. Drew, why are we looking at the test for right now? >> Because I want something in this budget to improve

103math. >> I don't know how many times he I think you have agreement around the table. >> All right. Okay. So, I I need a motion, Mr. Greeno, to um under oper operations and finance. >> I think point of order. I don't think so. >> I'm sorry, Linda. Can I just have my last my third? Sorry. >> This But this book, Barbara, that I have >> is still all the same except for the two things which are the cuts and the tax increase. Right. Everything else in here is still >> there. There are things that have been taken out of it. >> Okay. in order to give you the budget today. So, um sorry, >> one of the things I did is I updated um the the tuitions because um you know, we we had

104gotten um tenative tuition rates, so we were able to update some of the tuitions. Um but for the most part, everything else is is intact. So, this preliminary budget and this binder for the most part are hand. >> If you find questions in there on some of the um expenditures, feel free to ask and then >> if they didn't carry forward, I'll let you know. >> Excuse me. I kind of went off track here. We're we're going to public comment. Yes. Okay. Uh members of the public who have requested to speak prior to the meeting will be first for five minutes for each speaker for a period of 30 minutes and then time permitting other public comment limited to 5 minutes per speaker will be allowed until the 30 minute time period transpires. All members

105of the public speaking during public comment are asked to sign in. Now we have a signin sheet. You're to sign in with your name, address, and phone number. I mean at name and address un uh we decided to ch uh we changed that through our bylaws because we felt people were uncomfortable giving their name and address over the TV over the live broadcast. Um all members of the public speaking during public comment are asked to address topics listed in the agenda. All speakers are asked to give their full name, spell their last name and provide their address. Speakers may not use the name of student during public comment. Is anyone uh signed up to speak there? >> Is anyone wishing to speak and sign in? >> Percentage decrease. >> Come forward, please. >> Please sign

106in there. >> Yes, we do. [Music] Oh, okay. We'll have to get a longer pen. >> We don't want anybody to take it home with them. >> Budget. >> All right. Glenn Huber was the res. I choose to say so anyway. Uh parent duty and uh trustee 2016 to 2018. Uh, I'm surprisingly encouraged by some of the discussion tonight. You guys sit on a lot more than I expected you to. Um, I did have a little presentation. I'm going to adjust it. So, apologize for being a little disjointed because I'm going to leave something out some things out that you guys covered and add some things in that I think I need to cover. First thing is politics. Okay. I heard a lot of talk about appealing to the state and the Highlands Committee and

107so on and so forth. The sad truth is this part of the state has lower voting power in the state. So therefore, it's less important. >> Exactly. >> You guys cannot count on changing anything with the state. That would be fatal. You must plan for the worst and hope for the best. Give it a shot with the state if you want to. I I think it's a great idea, but don't count on it doing any good. Plan for the worst, please. Um, I heard a lot of people skirting around issues kind of gently. That brings me to local politics. Simple fact of the matter is, and I don't blame you, everybody here is afraid of what people are going to get upset about, okay? But there's no way to fix this problem without making some

108hard decisions. People are going to get angry. Accept it. There's nothing you can do about it. You're not going to please everybody if you try to. Again, that's a path to disaster. Okay. You have $7 million a year cut coming. Okay. Pased in over five years. The $7 million per year, not just 7 million. I want to make sure the public understands that. >> No, >> it's not just 7 million. 7 million we could absorb. >> Excuse me. No million. >> That's not right. >> It's a million a year over that >> seven >> the reduction reduction will be 7 million less than total per year 7 million each year. >> So it's yeah they're they're phasing in roughly a million but >> at the end of that it's $7 million a year that we

109we don't have. So, your tax increases, staff cuts, these are unsophisticated solutions. All right. Um, what's going to happen here is you have a situation where the pro part of the problem is, as Barbara said, the valuation of the property. As you raise taxes, the value goes down. So, you make your problem worse. Okay. you have um staff cuts. Okay, what's that going to end with? Larger classes, lower education. Okay, I don't know. I don't agree with whoever said that, you know, some larger classes are easier in upper levels. I found all the way through through my lower education, all the way through uh graduate school that smaller classes benefited me in getting a better education. So, I don't agree with that statement at all. Um, I'm really happy that you guys are talking about

110a long-term plan and long-term capital the expenditure planning and so on and so forth, but what you're skiring around is cuts to overhead and nonhuman overhead. And this is something that's going to be unpopular, but if you can find another way to do it other than taxing the living hell out of people and cutting staff that we need to educate, I challenge you to find it. Okay? Um what will happen in five years? If you guys don't make a plan, what you do this year, maybe a little if next is going to determine what happens in five or six or seven years, it was said here tonight. And but it's predictable what'll happen. We'll have small class sizes. The music program will suffer. Sports will suffer. These are the things that the parents in our

111community care about. Okay? Your legal mandate is academic education. Okay, this is the most important thing that you do and it cannot be made to suffer in order to try and help save these other things. Yet, we want to save those other things, too. So, you have to, you know, dig deep, make the tough decisions, be a parent, and and make those decisions. Thank you. >> Thank you. >> Anyone else wishing to speak? [Music] If not, I need a motion to close public comments. >> Second. All those in favor? >> Okay. Now, we need a motion. >> Just want to make one quick amendment to the uh agenda under under education number two. There's going to be an additional HIV added. It's 2019/E-N7 and it's going to be unsubstantiated. >> I move to approve the

112agenda as amended. >> Second. >> All those in favor? >> I I >> opposed. Okay. Um, education. Um, let's see. >> Dave, will you do education? >> Um, yes. I um motion to move item one verification. >> Second. >> Any discussion? >> If not, Mrs. Francisco, >> Mrs. O'Brien, >> yes. >> Mr. Greeno, >> yes. >> Mr. Dr. Shinsky, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Drew, >> yes. >> Mrs. Van, >> yes. And I guess item sec item two will be after executive session. >> So, we will move on to operations and finance. Mr. Guino, do you have two replacements? >> Yes. So, uh, I make a motion to, uh, move a hand carry, uh, number one under operations and finance. >>

113Okay. >> Discussion. >> Point of inquiry. Uh, is that hand carry number two that goes first? Just trying to follow the previous carry. It's hand carry number two. Item one. >> Item one. Okay. >> Thank you. We're doing >> carry number two. Item number one. >> There was a revision. >> Yeah. >> And that continues on the back. [Applause] >> The the revisions are boldfaced. >> So you can see them in the tight bowl type >> discussion. Anyone Mr. Drew? I think we have uh time another meeting before the preliminary budget is due to the county superintendent >> and we ought to >> do the 20th. >> No, 20th. >> 20th. >> That's it was on that paperwork that you have in your presentation. >> Uh any other discussion? >> If not, Mrs. Francisco, roll

114call, please. This is item one. >> Mr. Greeno, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Oshinsky, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Drew, >> no. >> Mr. Sidowitz, >> no. >> Mrs. Van Dyke, >> yes. Oh, motion to move um hand carry number one. So, this is the first one in your list. >> Item number two. >> Okay. Discussion Dave. Oh, you're seconding or Okay. >> Thanks, Dave. >> Any discussion? If not, Mrs. Franciscoca. >> Mr. Greeno, >> yes. >> Mr. O'Brien, >> yes. >> Mr. Romeo, >> yes. >> Mr. Oshinsky, >> Mrs. Fritz, >> yes. >> Mr. Drew, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Van Dyke, >> yes. Okay, so that ends [Applause] operations and finance. >> You ready? Yeah, I

115got another one. >> Oh, number three. So motion. So, back to the original agenda. Motion to move item number three under operations of finance. [Applause] >> Discussion. >> Mrs. Francisco. >> Mr. Arena. >> Yes. >> Mrs. Romeo. >> Yes. >> Mrs. O'Brien. >> Yes. >> Mrs. Wyatt. Oh, sorry. Mrs. Fritz. >> Yes. >> Mr. Oshinsky? >> Yes. Mr. Drew, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Van, >> yes. >> Uh, under operations and finance, motion to move number four. >> Second. >> Discussion. >> Mrs. Francisco. >> Mr. Garino. >> Abstain. >> Mrs. O'Brien. >> Yes. >> Mrs. Romeo. >> Abstain. >> Mr. Oshinsky. >> Mrs. Fritz. >> Yes. >> Mr. Drew. >> Yeah. >> Mrs. Mr. Cidelitz. >> Yes. >> Mrs. Van Dyke. Yeah. Uh, abstain. I'm sorry. >> Okay. We'll move on

116to negotiations. Mr. Drew. >> Uh, I would like to move item number one. Uh the PSA the authorized execute contracts with the um >> principal supervisor association. >> Need a second. >> Second. >> Any discussion? >> Go ahead. >> Quickly. >> I really appreciate the hard work that was put into this by a number of people. uh including our employees. Um I personally think that they primarily do an absolute they have a standard job uh where we have successes. is uh to a very large degree as a result of what some of these people do and what I'm not very pleased that we were able to come to a resolution that they understood the difficult financial situation. >> Any other discussion? >> Amen. >> Mrs. Francisco, Mr. Drew? >> Yes. >> Mrs. M O'Brien. >>

117Yes. >> Mrs. Romeo, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Oshinsky, >> yes. >> Mr. Sidowitz, >> yes. >> Mr. Greeno, >> abstain. >> Mr. Van Dyes, >> abstain. Okay, we've gone on to public comment. Members of the public who have requested to speak prior to the meeting will be first with five minutes for each speaker for a period of 30 minutes and times permitting other public comment limited to 5 minutes. The speaker will be allowed until the 30 minute time transpires. All speakers are asked to give their full name and spell their last name and provide their address on the signin sheet. Speakers may not use the names of students during the uh public comments. Anyone wishing to speak? >> Which one? >> Come forward. >> I can hear you growing from

118there. >> No, I'm not growing. >> It's only 10 after nine. >> That's right. >> To be continued a little bit. >> Um I just want to impress on everybody work up. I want to impress on everybody that every single one of you on the board is personally responsible for what happens in this district for the next five, six, seven years. What you guys decide in the matter, you have to take the lead on this. You can't count on your administrator. Okay? Remember, these are the same people that did not advise us to um put the Maple Road roof in the uh bond the de uh I get to speak. >> Okay. >> Um we had a lot of discussion last year uh about the fact that the Maple Road roof had been having problems

119for years and years and years and years. Okay. Well, that works both ways. It has been happening for years and years and years and years and we've been relying on our professionals. How come they didn't give us some suggestions? I'm going to caution you at this point as far as um >> it was public >> in just I'm cautioning you >> so that you understand that individuals do have rights and you should not be um making comments >> in public session. I'm just advising you individuals have rights untrue that can't be proved by a video. Um, in any event, uh, I'm saying you should not rely on professionals 100% blindly. You guys need to give them input. Think creatively. Um, Dr. Anamone is not one to make waves. Okay? Uh, and none of these top

120administrators uh are married to the district. Neither one. either one live here and quite frankly they could leave >> very easily >> done >> if they wanted to. >> So I'm just making that >> just want to make sure you guys >> and finally I would just like to say that I'm I'm discouraged by the continuing attempt to minimize important discussion by some of the more sophisticated thinkers on the board. Thank you. Anyone else wishing to speak? >> Seeing no motion by you. >> Well, >> all those in favor? >> I. >> Any opposed? 14. >> I move that at 9:14 p.m. we go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, negotiations, HIVs, and matters of attorney client privilege. The executive session minutes will not

121not be released until such time as the privilege or confidentiality is no longer applicable. >> We also will be returning um for action. follow up on that. >> All those in favor? >> I. >> Any opposed? >> Okay. >> All right. I've got a >> we need them all. >> Oh, good. Okay, they're coming. >> Dave, I'm going to have you move it. Okay. Because >> once we get everybody in their seats, Yeah. >> Bye. >> I'd like to call the meeting back to order. Um, Mrs. Francisco, could you do roll call, please? >> Sure. Uh, Mrs. Romeo >> here. >> Mr. Sidowitz, >> here. >> Mr. Drew, >> here. >> Mr. Gino >> here. >> Mrs. Fritz >> here. >> Mr. O'Brien >> here. >> Mrs. Vand >> here, >> Mr. Ofinsky, could you

122do the >> I'd like to move uh under education item number two as amended um to agree with the superintendent's recommendation. >> Second. >> Any discussion? Not Mrs. uh Francisco. >> Um Mrs. O'Brien. >> Yes. >> Mr. Greeno. >> Yes. Mr. Oshinsky, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Drew, >> yes. >> Mrs. Van Dyke, >> yes. I need a motion to adjourn. Oh, wait. I'm sorry. >> If I could, I'd like to apologize to Mr. for interrupting him. Um, thank you for I'm very sorry about that. >> Motion to second. All those in favor? >> Any opposed? Good night. >> You're opposed to closing. Well, you'll be here alone. >> Turn the lights off. >> I will be the last one. >>

123You will be alone. >> Thank you, Joanna. Oh, no problem. Mercy.