Board of Education Meeting 1/22/19

001Moment of silence, please. >> Please rise for the flag. >> 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. takes a late break. 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 in the administration building. Copies of the board meeting calendar resolution were provided to all local media town hall township library and all district schools. >> Mrs. Romeo >> here Mr. Sidowitz Mr. Drew >> here >> Mrs. Dwire >> here

002Mr. Gino >> here >> Mrs. Fritz >> here >> Mr. Oinski Mrs. O'Brien >> here Mrs. Van Djk >> here Mr. our offices. He said he would be late. Dr. >> Yes. Good evening everybody. Welcome to our January meeting. I'd like to update the board on a few items. We are ready to announce our teacher of the years and education service professionals of the years of the year for each school. Uh just to give you a brief re review of the process. Each school has a process where they select one from each category. And then each school winner goes to the county level where they compete for the county teacher of the year and the county educational search professional of the year. So as of today, we do not have a district teacher of the

003year, but we do have eight, one from each school. So I'll just read their names and congratulations to everybody at the high school. Allison Scully, special education, and the education service professional of the year, Dave Gerald, instructional aid. Makipin, Robert Kalamari, social studies. Tracy Jenkerelli, LDTC on our child study team. Aptua school. Katherine Clinton, special education. And Rosemary Jansen, instructional aid. Marshall Hill, Tara Garino, third grade, and Christine Jennardi Fischer, our encore teacher. Maple Road, Kristen Rosamini, second grade, and Joanne Ayes, instructional aid. Paradise Null. Melissa Kyle, grade five, and Dana McConnell, instructional aid. Upper Greenwood Lake, Dina Accarti, grade three, and Jennifer Wallen, speech therapist. Westbrook School, Lind Dardy, special education, and our very own Megan Donigan, our reading specialist. So, congratulations to everybody. Good luck when you go to the county level. Next

004up, science Olympiad and robotics. We've had a a recent push last couple, at least since I've been here, last three years. Uh we're pushing the the STEM C the STEM subject area, science, technology, engineering, and math. One of these areas that we're really growing is a science olympiad. Um it's a national tournament where students make up teams at each school and they compete in intercolastic competitions simil similar to athletics. Um, our team, our science Olympiad team, we wore t-shirts which were designed by one of our seniors, Connor Pardington, and they were printed by Mr. Weedman and his graphic arts 2 and graphic arts three classes. Our Makaban team ranked 13th in in the competition, and they were coached by Mary Bosen, Dina Pazino, and Joe Petrosce. And our high school division, we ranked 19th place.

005We finished in 19th place, and they were coached by Dena Pazino and Joe Petrosce. Again, some of our students at Makipin won individual awards as well. Lyn Leakis won Bumal first place. Zaniah Melor and Violet Willows won mystery architecture third place. And Kapper Ziller and Wyatt Space finished in third place in the Write It, Do It competition. Also, last year we had a robotics presentation right here in the middle of the board meeting. We're planning on doing that again later this year. the first opportunity that we have. Something else not planned at our board meeting, but we just had a competition at Sparta High School on January 12th. Our high school team is coached by Karen Flare. She was a teacher that was here last year, and we finished in 44th place in the tournament,

006which doesn't sound high, but there's hundreds of teams competing from all over the state. So, uh, and it's only our second year competing. So, they, uh, finished much better than they did last year. So, they're showing tremendous improvement. and congratulations to all the students and teachers involved. Next up, we have our monthly progress toward district goals. Uh right, we're finishing up marking period 2, which is the end of our first semester here at the elementary level. All of our students took the Font Panel benchmark reading assessment in the fall for their benchmark exam. That was grades one to six. Our kindergartens, we don't test in the fall. We wait till the winter to give them a couple months to acclimate to school. They finish their Fontis and Panel baseline. So all of our students have

007the first baseline assessment for their reading. They'll take a second follow-up one in the spring. And we're going to measure the growth in reading. Our star math is very similar. We use that in math for students uh from second grade up through 8th grade and select students in high school. We did two administrations in the fall. We're going to do a third administration at some point in February. Uh we again we're going to measure the data, measure that growth throughout the year. Our math committee uh we spent a lot of time discussing math at our board meetings. We have a meeting next week I believe with a few publishing companies to look at new materials for next year in our math in our math grades probably elementary potentially K and one starting out with a

008couple of grades at the primary grades and then moving it up through the system. But um we're not quite there yet, but we are meeting next week and we are finishing up planning for our professional development day in February. This is a day after President's Day. It's a Tuesday. We have a couple of big uh projects going on that day. We have a co-eing uh instruction and co-eing for all of our teachers in math, science, social studies, English, and special education grades 7 to 12 at the high school. Uh that's how the te the generalist the subject matter teacher can learn to work with the special education teacher to teach uh to co-e their classes. Uh we have uh IEP training how to write IEPs coming in for all of our case managers and we

009are partnering with CASA to provide mental health first aid training for select staff members. So it's a busy day and there's a couple other similar assemblies going on that day as well but we're really looking forward to it. Right, Kelsey? Okay. So, I have I have a few announcements that I'm just gonna make real quick. Uh, in the past January 8th, we hosted alumni day in which seniors that graduated last year came in the all different grades and just tell us about what they've accomplished so far in their first semester of college. We also have the pep rally January 10th to get all of our sports picked up. Uh National Honor Societ Society is currently partnering with Got Sneakers to collect sneakers for underprivileged children who don't even own a single pair. I'm also heading

010another relief project in partnership with varsity club and we're connect we're collecting donations for California wildfire >> uh specific schools called Paradise High in Paradise California and we're just collecting donations for their athletics. So, and then we've also had a lot of individual athletic accomplishments this past month and they're all highlighted on the Twitter pages probably saw. And lastly, we have the DUI reenactment coming up this June. Uh it'll be June 4th. We sent a letter to the board of ed inviting you guys all. So, see it? >> I did get it. I plan on coming. I don't know if the other board members are available. I've seen it once before and I Right. Good timing. Perfect timing. >> Yeah. Juniors and the seniors right before prom. >> Perfect. >> That's all I have. >>

011Thank you. >> No. >> Right. Uh thank you. Uh before I uh introduce tonight's presentation, I just wanted to um comment on uh one topic from education committee that I thought was important to discuss here uh as a group. Um a number of years ago, I believe it was in Dr. Anamon's first year, we had a um district goal or or a um pilot that took place in a single school called a student data dashboard. We have recently begun talks with a company called Linkit that is essentially uh that idea evolved into a um a much bigger picture. So we have a company now who does it well uh in link. We've um seen some of their sample products and we're in the process of uploading and connecting our um our student information with our

012student data into this uh data warehousing. And um it's going to create an opportunity for us to um really really dig deep into all the sources of uh information that we that we use to take a look at our students. Dr. Brandon just mentioned a few including STAR math farel benchmark assessment obviously park or what is now going to be called the student learning assessment um we're about to hear about AP SAT those types of assessments we're going to be able to include all of these data points in one location and be able to really uh dig deep and look close at what that tells us areas of growth areas of success uh and really help guide uh guide where we're going so I thought it was uh um important to to mention here and

013also a good opportunity to segue into um one of those sources of data that we're going to present here tonight which is uh Mrs. Heidi Gdau who's going to um present about our college admission college admission assessment report. Uh in the past typically we've combined this with our park presentation that always becomes such a lengthy thing. We believe that this um this information deserves its own night. Um so here to uh present is Mrs. Mrs. Gadal and I'm going to play the role of the clicker this evening. Good evening everyone. >> So tonight is just to provide some insight on our students progress and how they stack up to other students in the state, globally and also neighboring towns. >> I can't do lights in quick. Sorry. You deal with the lights. >> That'll work.

014>> That's good. Close enough. There we go. >> Okay. So, the AP program um is a uh two-week program where students take to an exam in the morning and the afternoon. Um it is administered over two weeks. You can see there's an overview of our school's participation in the assessments um across the board. All of the assessments that we do that are related to college board. um there's not much data for um 2000 prior to 20 2016 because there uh um new benchmarks were created. So essentially we're we're looking at um comparing our students uh with the new to the new benchmarks. Okay. But there is a strong positive trajectory in participation in the 2018 AP uh despite enrollment declines. Okay. And the next one linked in there is our AP program overview. This will

015be on the website. So if you care to look at that, it goes into a little bit more depth about our some of our advanced programs. Okay, this is our five years uh summary. Um and this is um it shows our five years of data with the compared to the school, state, and global level. It reflects um the yearover-year changes in the percentage of AP students with a score of three or better. Success on the AP is often defined as having a score of three or higher. And these findings um show that students who have um a three or better do better in college level courses. The percentage of students with an AP score or higher consistently outperforms the state and global percentages. Okay. See the five-year AP score summary. Um we increased our number

016of students um by n um our number of ex let me see here hang on sorry we increased our total number of students by 19 the exams taken um and those with a score of three or better by 12 and total AP students by 21. Okay the next slide. Okay. Last year it was requested that we uh look at how our AP participation compares with other districts. So I selected a few here. Um you can see that consistently um we are on par or exceed those of similar schools. Um West Milford is also more inclusive of students and we support student and parents request to register for the AP course. Um and percent growth of AP scores is consistent and exceeds that of other districts. Okay. And there's a graph with that. Okay, next one.

017So, the AP overview. Um, this compares the number of, um, the percentage of students with a score of three to five. Um, West Milford scores are 4% higher than New Jersey for students receiving a score of 3 to 5 on all AP exams and 15% higher than all test takers globally. This year we have exams and 165 exam takers. Okay. Again, last year it was requested to look at the breakdown of our scores per um per subject. So I kind of highlighted some of the areas and that that we're doing really well in. Um we have I also have the um total number of students enrolled in the AP course and the total number of students who took an exam. Um we always wonder why not every student enrolled in an AP course takes you

018know takes the exam. This year we did budget so we could offset the cost of the exam um from about 95 to uh 61. So, we're hoping that that will help students who are in multiple, you know, multiple AP courses be able to afford, you know, to take all the exams and we'll have that data, you know, later on in the year. You can look at the next slide which has the remaining um uh courses. Okay. Okay. Okay. SAT and PSAT. The College Board developed college and career readiness benchmarks which help us help students and educate educators assess the students progress uh toward um toward college readiness from year to year. So you're comparing apples to apples. Uh 2017 was a level setting year. Scores prior to 217 2017 cannot be compared to those um

019after that. So educators can use you can go to the next one. Yeah. Educators can use the benchmark information available um in the new online school reporting platform to identify and accelerate students who are ahead to support those who are behind and to provide guidance in the academic areas where students need support. Okay. The college board has dis uh developed a color-coded system for reporting scores, test scores, and subcores to make it more easy for parents and students to understand the reports. Next one. Okay, let's see. Um so the new SAT and college readiness benchmarks and grade level benchmarks um are based on actual students success in entry- level college courses. Specifically, the benchmark score represents a 75% likelihood of a student receiving at least a C grade in um the first semester. All right.

020The grade level benchmarks are also based on expected student growth toward the benchmark. So, you can take a student's bet uh um score in PSAT 8 and hopefully see improvement over the years as they progress through the PSAT and then eventually the SAT. Students are considered college ready when their SAT section scores meet both the math and evidence-based reading, writing benchmarks. Students who fall below can still be successful um with additional preparation and perseverance. Okay. SAT Okay. So, um the students take the SAT um most months starting in August through June. So, this is the data from 2017 to 18. Um the West Milford evidence, the West Milford evidence-based reading and writing mean scores exceeded the benchmark by 65 points. They fell below the mean for New Jersey and they exceeded the mean globally by

021nine points. For math, they fell one point below the benchmark. For math, fell 18 points below the mean in New Jersey and fell two points below the mean globally. The SAT is administered on a Saturday. Okay. The PSAT, we give the PSAT through um to all students grades 8 through 11 um including, you know, general and special education students. The state data that I'm going to be comparing our scores to includes many Saturday administrations and that would be for students who are uh typically four-year collegebound students. But we test all of our students because the resources that um students have access to uh by participating in it I think you know is very adv advantageous to them. Okay. So um making progress toward meeting and exceeding the benchmark is a shared goal. Um but it

022is just a snapshot. There are a lot of many there are other many data points that colleges use to predict student success. Um but participation in this PSAT provides many resources access to many college and career readiness resources. Um one of them is um free personalized PSAT um SAT and PSAT practice on Khan Academy. Um, Khan Academy, you can pull in your scores from your assessment and it will customize practice uh activities and uh assessments based on your strengths and weaknesses. So, it won't have you practice things that you did well in. Um, it'll just help you uh focus on where your weak areas of weakness are. So, it's very um it's a very smart um test prep. The uh students also have access to online college and career planning tools through the College Board

023um financial aid. uh they begin to receive um information from colleges and uh financial aid information and that starts getting them thinking about college. There's careers and major explorations with the college board and a lot of different um areas of college board that can help predict where they might be successful, where it might be a good fit. Okay. Also um certain scores may be used to demonstrate proficiency in lie of the park. Students who aren't unable to uh achieve a demonstrate proficiency on the park have been able to use the PSAT and the SAT as an alternate assessment. We're still waiting for the state to decide if they're going to continue to allow that. So for 11th grade students in 2017, West Milford matched the state in meeting the benchmarks for um um reading uh

024English reading and writing and fell 9% below the state in meeting the benchmarks for math. The next one, so the mean score um for English, the West Milford 11th graders exceeded the benchmark by 28 points, fell below the state by 12. for math fell below the benchmark by 33 points and fell below by 22 points. Grade 10 PSAT uh percent of students meeting the benchmarks for the 10th grade we exceeded slightly the benchmark for English reading writing and fell 9% below the state of those meeting the benchmark for math. Okay, grade 10 mean scores. Um, for grade 10, we met the benchmark, but fell slightly compared to the state by 14 for English, reading, and writing. For math, we fell short of the benchmark by 39 points in the state by 32 points. Grade nine%

025of students meeting the benchmarks. Um, students exceeded the students exceeded the state in meeting the English, reading, and writing benchmark by 13% and fell 2% for math. And for the grade nine PSAT mean score for English reading writing, we exceeded the mean score by 45 points and the state by 17. For math, we fell below the benchmark by 22 and the state by seven points. For grade eight, the percentage of students meeting the benchmark, we exceeded the percentage of students meeting the benchmark in each subject and by 19% in English, reading, writing and 36 for math. So that's that's good. Okay. The mean for the PSAT 8, grade 8, um, we exceeded the benchmark by 39 points for English and the state by 29 points for math, but we fell below the benchmark by seven

026points and exceeded the state by 10. Okay, this is um this is a way to um sort of track students progress through, you know, by cohort. So, first we're going to look at the class of 2019. Um the class of 2019 had a slight negative trend from grade uh 10 uh to 11th. And the next slide for the class of 2020 um there is a slight negative trajectory from 2016 to 2018 for English and um and for math. For the class of 2001 uh 21 there is a positive trajectory for math and for the class of 2020 it's a positive trajectory in over two years in math um and a slightly negative trajectory for um English. The PSAT uh cohort for the class of 2023 we just have their first year's data. So we'll be

027looking at that again next year. Okay. One of the things um many of the things that we do to try to support the students, there's a lot of student uh parent and student outreach to educate them prior to the assessment. Um we do in-class guidance lessons to go over the assessment. Um we distribute the PSAT details. We provide books. We provide um opportunities to participate in um a catalyst boot camp was which is a test prep company. And um we do um specific PSAT and SAT inclass o overviews prior to the assessment in 10th grade. After the assessment, we um go into the classrooms and we deliver um score, you know, how to read the score report and how to use it in uh 8th and 11th grade. Um, we actually have the students go

028on create a College Board account if they have not created one yet, link their uh, scores, pull them into Khan Academy and show them the resources to um, to help use that uh, resource to improve their scores. Um, we do send the score reports home. We have books, PSAT books available for the staff to integrate into the curriculum if they choose to. Um and again we do send a lot of information for parents to access these resources for the ACT which is becoming more and more popular with students. Um they also have college college readiness benchmarks. Um, and they are the minimum score needed on an ACT subject area to indicate a 50% chance of earning a B or higher and a 75% chance of earning a C or higher in a corresponding freshman um,

029credit bearing course. Okay, for the ACT, we consistently exceeded the benchmarks and the state in terms of the percentage of students meeting or exceeding benchmarks. We do have a fewer fewer number of students participating in the ACT. Um but uh those students that do participate in the ACT like the SAT are students you know intending to attend a four-year uh program. So if we look at the next slide, this is the five-year trend for composite scores. We are making good progress for the with a positive trajectory and with more students uh off you taking the ACT. The catalyst test prep which was typically only SAT now is inclusive of the ACT. they have some combination um courses for that. All right. Um it was also asked last year to provide this information. We have uh

030more information about our um on our profile, our 2018 2019 profile which is linked into the presentation which again you can access once it's posted. Um and you can see the numbers. 40 for 2000 the class of 2018 46 almost 47% of the students went to four-year colleges uh 31 to a two-year college 2.9 in military 5.8 eight to career and tech college and then uh 13% to other um keep in mind that although 46% um that number does not um does not reflect the number of students who are accepted to a 4-year university. We have are much higher acceptance of students accepted but um oftentimes they choose to attend a four year a two-year rather uh for economic reasons. Okay, any questions? Um, I appreciate all this data. Um, but I would like to

031know what conclusions you come to as a result of the data you found >> in terms of what? in terms of scores, um, in terms of student outcomes, in terms of students going to four and two-year colleges, what conclusions, um, and weaknesses and strengths? Well, having just accessed the data recently, I really would probably need a little bit more time to really synthesize it. Um, I know that, um, it's hard to tell. I mean, you know, we we test the students uh you know, in uh you know, park, formerly known as the park, we test them with the PSAT. We uh they take the SAT. So, there is a lot of testing going on. I do sometimes think that um there's more that we can do in terms of emphasizing the importance of it and

032really getting them to look at taking the uh taking it as an opportunity. But when you look at the scores um when you look at the weak math scores and it looks like the falling language arts scores, >> what conclusions do you reach about that? What something needs to be done? >> Yeah, I think we need to look at where our weaknesses are and try to incorporate, you know, address that and and link look at the data and have more data driven instruction. >> Absolutely, >> Steve. Oh, I'm sorry. >> Um you pointed out I wasn't aware of this, but we can relate the PSAT scores directly to units that can help them improve in the Khan Academy. >> Are we doing anything to point them in that direction or to track whether they've done

033that or to encourage that to see if there's any improvement? >> Yeah, we cons I consistently reach out to parents with very specific um steps for them to help. I do, you know, when I send >> Do they have to come to you? No, it's very it's very simple to do. Um, you know, it's it's just a matter of um getting the students to do it, getting them to create the College Board account. We are doing more in terms of programming like the the all the 11th grade students have a College Board account. The uh eighth grade students have a College Board account. they are going to be pulling a after as a result of the scores when we distribute the scores to the um to the eighth grade they will create a collegeboard account

034and look and so we're making progress in that area to have them have more access to it but once we're now we're getting more into the classroom to do that because they need to you can tell them to do it but you really need to sit them down and have them do it. I think that's the change that we've seen now that we've implemented PSAT for all that we're able to have those conversations now at a much younger age or with students that we wouldn't have had access to uh in the past. >> This is exactly the kind of thing that the SAT prep classes do. You take the SAP, they see where your weaknesses are, you go back, you study that area, they then perform better in their regular coursework and on the future

035takings of the SAT and so on and so forth. So, I highly I mean, if we've already got something, we need to be more proactive about letting them know it's there, telling them the results, what they have to do, so on and so forth, instead of just having it out there that we hope they go look at. >> This year is the first year we're actually um implementing a 10 um in-class program, developmental counseling program in the classroom. So, we're delivering 10 lessons over the course of a year to all the students. and um and I and I'm hopeful that that will um help the students move toward making more progress on these assessments. >> Yes. >> Yeah, >> this is great information. Thank you so much for presenting. Um I have questions just specific

036to AP courses. >> It says there's 26 courses offered. It looks like there was only 20 exams given. Is that true? >> Yeah, they um they alternate. We don't offer all courses every year. So, there's a couple of them that alternate every every other year. Okay. And are we talking about adding more courses in the future? >> Um I you know there may be an um an art course offered another AP art course but at this point I don't I don't you know sometimes you have too many and it it spreads them out so there's only four in one four in another four in you know so we want to keep our numbers you know reasonable. >> I'm interested not to necessarily know right now but maybe in the future too. um which grades these

037are all offered to I don't see any freshman AP courses. Um >> the world history is history. Okay, that's the only one. >> The geography, right? That's >> world history. >> Not yet. >> World history. We don't offer AP. >> We don't offer the geography. Got it. Thank you. >> You're welcome. >> I I want to piggyback on what Mr. Drew said in in re looking at the results from those tests. Are we bringing the students into the guidance office and are we sitting down with them and showing them, look, this is what this is the area. I I mean, it's one thing to tell them as a group, but and once we start we we really have to start individualizing to each student that this is the avenue that you have to take and

038this this resource is there for you. Is that something that's up? >> We've done it a few different ways. Um we have um you know done it in a whole classroom where we've distributed the scores to the students. I found that that was maybe not the best best way to do it because some kids are uncomfortable with their high score and some students are uncomfortable with their low score. Um last year we did it individually with the students. We discussed their AP potential um and and we will be doing that again through scheduling. So um that's still going to happen um at some point but we did decide to mail them home this year um because when we give them to the students they don't always go home. So, we mailed them home with a

039score report followed by a Honeywell and um Naviance emails with the resources and links to access them, >> but we will be having those conversations with the students, but in their scheduling meeting. So there there there's something in there that being sent to the parent so that the parent knows that this is being offered and that we're not ju we're not just having this conversation one-on-one with the student but that we're having this conversation also with the par that there's a parent component in here because I think that the parents would be driving >> that train to get them to be taking the other the con academy and the areas >> absolutely to address. Yeah. >> Terry, >> is there a way of putting the um what we're talking about on the parent portal so

040the parent knows what his child's scores are just instead of only sending them home or bringing the child into the guidance office, >> but the parent could get into the >> scores the scores are in Navvian. So we do upload the scores in an AViance and that can help um students and parents uh create uh scatteragramgrams where they're applying and look at trends and where they will be accepted and and maybe reach schools and safety schools. So we do really push that as well. Um and again our comprehensive guidance program is doing more much more of that this year than h we had in the past. >> Thank you. >> Sure. Anything else? Okay. Thank you very much. >> Thank you. [Applause] >> Slow progress. >> Uh Mrs. U Francisco the um minutes for we

041need a motion for the minutes for the December 18th uh workshop regular meeting and executive session. May I need a motion? >> Like to make a motion to approve the following board of education meeting minutes. December 18th, 2018 workshop regular meeting. December 18th, 2018. Any discussion? Anyone have a comment on the minutes? If not, um, all those in favor? >> Any opposed? >> All righty. President's report. Um I just want to go over that starting the new year um next next week's meeting the 29th we will have Kathy Hawa here from New Jersey school boards. Um we had set it up and with the start of the new year so that we can go and do our ethics presentation so that all board members will be aware of what their responsibilities are as board members

042and any questions that they might have. She'll be here also to address those. And then um next week's meeting, we'll also be having our pictures taken. So everybody come with a smile and >> and wear black. >> And I I I would say probably 7:15. >> Yes. >> Yeah. There'll be a reminder sent out. >> Uh yeah. And there will be remain. >> Okay. >> Um also, um Madame President, there will be a budget discussion. The budget books will be released tomorrow. >> Yes. Um the budget preliminary come tomorrow. So >> great >> preliminary budget to your homes. >> I can't wait. >> Public comment. Members of the public who have requested to speak prior to the meeting will defer five minutes for each speaker for a period of 30 minutes. Then time permitting other

043public comment limited to 5 minutes per speaker will be allowed until the 30 minute time period transpires. 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 names of students during public comment. Anyone wishing to speak? >> Good evening, trustees and administrators. U first I'd like to say kudos to the administration for working with CASA to get mental health um training for the staff. I think it's a a really great initiative. Um second and these aren't part of my what I came up to originally speak about. So one thing that concerned me uh that Mrs. Gdau brought up is there was a statistic of 13

044and a half% of our students that appear to be at loose ends at the end of high school. I think that that's an important factor to see if you can get an um a planned future going for those students and reduce that number as much as possible. So, if you guys could look into that, I would, you know, I'm sure it would be appreciated by many parents. >> Um I'm sorry, I'm not sure if I said my name and everything. >> No, >> Glenn Huber. Uh West Milford resident and middle school parent. Um, I looked at the agenda this evening and um, I noticed that there were some policies uh, up for uh, discussion and vote tonight and then I went to the website and I didn't find them. Uh so uh my concern is

045this is that uh I don't believe since the public has been provided the proposed changes since public comment is therefore denied I don't think they can be brought to a vote tonight. I imagine you could discuss them but I don't believe they can be brought to a vote. >> Um as it would be probably a violation of the sunshine law. Um, I'm particularly interested in seeing the um the organizational flowchart uh that's up for revision uh as that could have ongoing implications on the operation of the district and I think the public should be aware of that. Um, I looked into some of the bylaws that were listed just to kind of try and get an idea of what what's under consideration anyway because I do know that, you know, last year some things were

046kind of like went full steam ahead even maybe they shouldn't have. So, I'm going to throw out a little speculation. Um, one of the bylaws 0164 um concerns um something that I might concern something I predicted last year and that's something that's happened before in the history of our our school board. Um that particular bylaw has to do with conduct of board meetings. It begins Robert's rules of order newly revised shall govern the board of education in its deliberations and acts. Now, I don't know if it was four or 5 years ago. Um, this was actually brought up and the board uh I don't know if they were successful or whether it was just tried, but the board uh uh tried to get rid of Robert's rules of order uh because uh there were certain

047outspoken board members that certain people didn't want to hear from. Okay. Historically, it's been a bad idea. So, if that I hope I'm wrong, but if that's the case, um I I hope you consider it very seriously because without that structure, board members who are elected officials um can be denied equal time for discussion uh discussion can be minimized to the detriment of the public. I can see no public good that comes from not having proper structure to board meetings and discussion. Um, I'm going to leave you with one last thought, and it's unrelated to that. Um, I'd like to suggest that the board be careful of less experienced uh, legal advice. While Mr. Donahghue I'm sure has a very bright future. I don't think his two years of experience and I'm not considering the

048clerkship. >> Excuse me. Is it the agenda >> because that's what public >> sufficient for the challenges of this board. Thank you. >> Anyone else wishing to speak? Hi, I'm Aaron Han. I'm a junior at West Milford High School. Hi, I'm Jordan Gerald. I'm a senior at West Milford High School. Um, so I have been on the golf team uh since my freshman year and and I've been on it since my freshman year, too. So, first of all, we would just like to thank the board for giving us the opportunity to participate in um the county conference and state tournaments. We would also like to thank you for giving us your time tonight. Being part of the golf team has been one of the best parts of our high school career. However, there are some

049things we have missed out on because we're on a co-ed team. So, we don't get to participate in as many matches as the boys team simply because we don't have transportation on short notice and we don't have a consistent coach. Um, we'd also like to thank Mr. McClur for uh the last two years being a volunteer coach for the girls. Um, the only way we can consistently play is if we are in the boys matches and that's because they're set and scheduled from the beginning of the season. There's lots of girls that miss out on practices due to not enough tea time, which gives them discouragement and they do not return the next year. We also are only able to play as long as we buy all of our own equipment, including balls and TE's.

050So, as um we're in our junior and senior years, we're looking at colleges, especially ones with girls golf teams, and we would be happy to be taking advantage of all of the scholarships that are put to waste by uh people that don't play golf as it's not as popular. So, we would like to have as much opportunity to access these as the boys do. >> We would be so grateful to be able to put those scholarships to use and have the same opportunity to give to continue our golf career as the boys do. Again, thank you for your time and taking the funding of the girls golf team into consideration. >> Thank you. [Applause] >> Anyone else wishing to speak? >> See none like to first comments. >> All those in favor? Any [Music] >>

051continue the motion um >> to accept the agenda. >> Accept the agenda. >> I move to accept the agenda as presented. >> Second. >> All those in favor? >> I opposed. Mrs. Dwer, Education. >> I'd like to move items one through five. >> Second. >> Any discussion? Um I forgot is the is the uh golf team on here? No >> somewhere else on the agenda. >> The end. It's at the end budget. Yeah. >> Any other discussion? If not >> Mrs. Dwer. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Drew. >> Yes. >> Mr. Off Shinski get his name right. >> M O'Brien. >> Yes. >> You have to teach me how to say that. >> Mr. Romeo. >> Yes. >> Mr. Sidowitz. >> Yes. >> Mr. Garino. >> Yes. >> Mrs. Van Dyke.

052>> Yes. We're going to have to take it after the executive session. Personnel. Mr. Chris. Second. discussion. >> Mr. Drew, >> could I ask that we wait until after executive session to discuss item seven? >> So, there's a motion postpone uh Mr. Drew. Uh there's a second discussion if there is any. >> Okay. Anyone have a problem? >> Nope. >> Okay, that's great. >> We'll leave that. >> Oh, we'll go. Um, sorry. I just pointed up a word. Barbara, can you just call um >> roll call that? >> Sure. Is this to postpone number seven to >> number seven uh until after we meet the executive and then we'll take action on it at that point. >> Okay. So, Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mrs.

053Fritz, >> yes. >> Mr. Gino, >> yes. >> Mrs. O'Brien, >> no. >> Mr. Mr. Oshinsky. >> Yes. >> Mrs. Romeo. >> Yes. >> Mrs. Van Dyk. >> Yes. >> Okay. So, that'll be after uh any other discussion under personnel. I just want to uh mention the three names that are on here that are retiring. All three have given years to our district and we want to thank them for their service and their time. Um, we we wish them well in their retirement, Mrs. Francisco. Oh, I'm sorry. I did want to mention one other thing. Under item 23, we have two people volunteering, one under backpipe and the other under boys with blood. Um, we need to thank them because they're giving hours back to the district that are, you know, greatly appreciated. >> Um,

054Mrs. Dwer, >> yes. Mrs. Fritz, >> yes. >> Mr. Drew, >> yes. >> Mr. Ofinsky, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Romeo, >> yes. Mr. Sidowitz, >> yes. >> Mr. Gino, >> yes. >> Mrs. Van Dyk, >> yes. >> All right, if I could just uh pause for a moment just to welcome Miss Pierol. She's our new supervisor of special services. >> Miss Pear comes to us most recently from Pquanic Township School District, but prior to that, she was a Maple Road backup in West Milford High School. >> That's right. Absolutely. And I'd like to take this opportunity to thank the board. Um, like Dr. Anne said, I am a West Milford graduate myself, so I have a lot of Highlander pride and um, I'm very excited to be coming back home

055to West Milford uh, and work with our students, our staff, and our families. Um, so again, thank you for this opportunity and I look forward to working with everyone. >> Thank you. >> Budget and finance. Mr. Corin. Yes. So I'd like to move items uh 1 through 11 in budget and finance >> second >> and Terry number nine is the >> I [Music] should be >> um we had discussed looking into whether a uh lower level of Ford for item number three might be appropriate. Do we have an answer to that? And if we approve one, can we still go get the other one? >> I I believe that I put a pretty uh long discussion into the finance minutes um for the um and basically what happened is uh our supervisor of operations and

056our transportation chief mechanic uh got together and they decided that they could swap vehicles. So, we have a vehicle that we're already using that is going to go over to the transportation yard and we're going to buy one new vehicle for operations. Um, so we'll be saving about $40,000 by only buying one vehicle instead of buying the two. >> Okay. Thank you. >> You're welcome. Um, is that Mrs. Did you have a question about the golf team? >> Um, I don't have a question about the golf team, but I do want to point out that um I think it's a good thing that we are going to have a girls um golf team because there's a lot of events that the boys participate in and because they are part of the boys team, they're not

057eligible. They have to have their own team. So, they miss out on a lot. They miss out on a lot of scholarship opportunities. Um, and it's a lifetime sport. It's a wonderful sport and I'm glad to see that we're um going to support this. So, thank you. I I I did I also wanted to piggyback on that also because I had no idea that that there were um events that the the girls were missing and that they were lacking because of that. I'm almost surprised that it's never really come up to our attention because of this, but We of course never want to see any of our our students um shortch changed and we surely do not want to see girls put in that position because of a co-ed team. Uh I didn't understand until

058I read that rationale that they have to start at a different tea and all of that. So we we're I will be sort support supporting that uh going forward too and I think that once the board and the committee heard exactly the rationale behind it we had no problem with it. So um anybody else have anything Mrs. Francisco? >> Mrs. Romeo >> yes >> Mrs. O'Brien >> yes >> Mr. Gino >> yes >> Mr. Ochinsky >> yes >> Mrs. Fritz >> yes >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Sidowitz, >> no to three. Yes. For the remainder. >> Mrs. Van Dyk, >> yes. >> I'd like to I'd like to move item 12 on the budget finance. >> Second. >> Discussion. >> Mr. Francis. >> Mrs. Fritz. >> Yes. >>

059Mr. Green. >> Yes. >> Mr. Drew. Yes, >> Mrs. Dwire. >> Yes, >> Mrs. O'Brien. >> Yes, >> Mr. Oshinsky. >> Yes, >> Mrs. Romeo. >> Yes, >> Mr. Sidowitz. >> Yes, >> Mrs. Van Dyke. >> Yes. I'd >> like to move number 13 under budget finance. >> Second. >> Discussion. Mrs. >> M. O'Brien. >> Yes. >> Mrs. Romeo. >> Yes. >> Mr. Gino. >> Yes. >> Mrs. Dwire. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Oshinsky. Mr. Drew, >> yes. >> Mr. Sidowitz, yes. >> Mrs. Van Dyk, >> yes. >> Like to move item 14 under budget finance. >> Second. >> Discussion. >> Mrs. Francisco. >> Mrs. Dwire. >> Yes. >> Mr. Greeno. >> Mr. Sidowitz. >> Yes. >> Mr. Drew. >> Yes. >> Mrs. Mr. Oshinski. >> Yes. >> Mrs. Fritz. Mrs.

060O'Brien, >> yes. >> Mrs. Romeo, >> yes. >> Mrs. Van Djk, >> abstain. >> I like to move item 15 under budget and finance. >> Any discussion? >> Yes, Mr. Joe. Um gosh, I've had rather testy couple of weeks because I'm trying to close the books on my corporation for the year, which is something I have to have done within a month. And here we are 7 months into it and we still don't know how we finished up last year and don't have final numbers. I'm uh I'm just unhappy about that. I have to say, >> well, you can write your complaints to the state of New Jersey cuz they're the ones that delayed everything. But we have to upload everything by February 13th. So, at the next board meeting, you will have um we're

061we're anticipating the audit presentation at the next board meeting. >> The next regular meeting or >> Yes, in February >> after February 13th. >> Seven months. They were waiting for information from the state and the state just provided it last week. >> It's going to be like your funding. >> Any other discussion? >> Mrs. Francisco. >> Mrs. Dwer. >> Yes. >> Mr. Greeno. >> Yes. >> Mr. Sidowitz. Yes. >> Mr. Drew. >> Yes. >> Mr. Ofinsky? >> Yes. >> Mrs. Fritz? >> Yes. >> Mr. O'Brien? >> Yes. >> Mrs. Romeo? >> Yes. >> Mrs. Van Dyke? >> Yes. like to move item 16 under budget and comments. >> Mr. San Francisco, >> Mrs. Dwire, >> yes. >> Mrs. Romeo, >> yes. >> Mr. Drew, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >>

062yes. >> Mr. Oshinsky, >> yes. >> Mr. Gino, >> yes. >> Mr. Sidowitz, >> yes. >> Mrs. Van Djk, >> yes. policy. Mrs. O'Brien, >> no problem with being gone through the motions. Correct. >> I don't know. Is there a problem? >> What would be the problem? >> Mr. You were raised about it not >> being No. So, uh, yeah, just in regards to the Sunshine Act. Um, since these policies are first reading, uh, it's completely fine that we just don't they don't aren't released to the public because we have to go to a next meeting, which would be when they go into effect. Public comment should be at that time the policy should be released so they can see what's changing. But the purpose of the first session is really to kind of work

063out the kinks of whatever the policy might be. >> Okay. Thank you, sir. >> So, we need a motion >> without knowing what they >> Okay. Like the policy >> discussion. We'll jump on the >> Do you have something miss? >> Oh, okay. Are you second? >> Mr. side. >> This is in regards to item number two regarding bylaw 0164. The bylaws of the board of education are similar to the constitution of the United States. The change to those foundational governing documents has a high threshold to change because of their importance. Our bylaws strictly organize the board with specific methods of how we operate, conduct the board's affairs, and maintain consistency from board to board. There are specific ways in which we govern ourselves, and any change to our bylaws should require very deliberate and

064thoughtful discussion regarding a change. Tonight, we decide upon the changing of one word in bylaw 0164, conduct of board meeting. The change would be from Robert's rules of order newly revised shall govern the board of education to Robert's rules of order newly revised may govern the board of education. Perhaps there is an argument befitting the change. However, I'd like to explain why we should not entertain this change and vote against this first reading. Robert's rules of order has been developed over time to protect the rights of the majority, the minority, individual members, and absentees. By changing wording, those protections may fall to the wayside. If the operative word may is enacted in our bylaws, certain results shall occur. This change will indicate that not only may the board use portions of Robert's rules, but we

065also may not use portions of Robert's rules. Where does the line get drawn as to what rules of order we choose to use and which we will not use? Will we the board have a say in what rules we choose? Or will a single presiding officer dictate where those lines are drawn? And perhaps those lines will be redrawn again depending on the purpose of the time or who is presiding. So which rules may govern our meeting and which rules may not govern our meeting? Essentially, we have never exercised fundamentals of debate or exercise motions that allow members to firmly oppose main motions. We have a presiding officer that cuts off debate by calling the question when closing debate is fundamentally a decision of the board and not a single presiding officer. We have dialogue where

066questions of one member are being answered by many members at one time and members cutting off one another to make their point. We have enough disorder now that changing this bylaw's wording will create further disorder and will make certain the opportunity for discord. Am I requesting a scholarship study by all members of the board? Absolutely not. However, our level of competence and confidence should always require continued study of the fundamentals of Robert's rules. A professional decorum shall never be acquired if we may or may not be using the rules as they are fairly laid out. When a presiding officer is uncertain of the rules and the enforcement of the rules, the word may becomes more inviting of meeting instability, abuse of the minorities rights, and subject the assembly to great confusion over debate. This logical

067set of rules should govern our meetings to the fullest extent to our collective understanding. Will our understanding be perfect? No. But will our rules be implemented fairly? Absolutely. I am not comfortable with any presiding officer that has a poor understanding of the rules making the decisions of which rules we may or may not use. By changing the wording of Robert's rules of order shall govern to Robert's rules of order may govern the board of education. We make certain one fact. We may change our bylaws now, but we shall regret this decision in the future. And I submit this to the record. >> Thank you. Any other discussion, Mr. Thank you. Um, it seems minor, but it's not really. Difference between shall and may means that there are some rules that we're not going to use.

068I would like to know which rules those are in writing before I could even consider voting yes to throw the rules aside. The advantage of Robert's rules and there are many but at least one of them is anybody can go read them and go understand the rules. I think in general whenever you talk about the rules something's wrong. If we're invoking the rules on a regular basis something's wrong and I'd rather we didn't. But if we need to I certainly want to know what the rules are. Thank you. Um, I'd like could we request that number two be either voted on after executive session or I'd like to hear more information or look through it a little more. It's a first reading. Okay. >> And I'm sorry it also needs to be in public. It's

069not something that can be discussed in executive. >> Okay. Mhm. >> Mhm. >> Maybe a question for Matt, but >> this seems like it's pretty general language that most boards have a bylaw around this. Is this language consistent to what other districts use or is what we had previously consist? >> In my experience, which I know has been called in question, but uh in my experience usually been a may. Uh usually what the boards are concerned with is their policies, which strangely enough only takes a simple majority to change. It's not a super majority. It's not a full majority of the board. If there was five board members here tonight, three of you could vote yes on this policy. Two could vote no. The change would take effect. So just to give you an idea

070of how malleable these policies and bylaws can be. Um in terms of Robert's rules, I I believe there are other rules of order that are out there that are adopted. they were, you know, Robert's rules was modified based off of Congress. Um, which, you know, is imperfect. There's no public comment in Congress. Um, as we know now, we're on our 32nd day of shutdown. Congress also has its issues. But, um, generally it's in May. It's usually policies, statutes, the administrative code, title 6A is the law because you can't break that. There's penalties. Um, with policies, you certainly could uh break the policies. Not saying you should. Um, but like the school ethics code is our policy, but it's also the law. Many of our policies are grounded in the law and they're written. So, so

071in terms of the may or shell, it's usually May. I believe it was adopted five or six years ago for Shell because this became an issue back then. Um, but I hope that answers your question. >> Discussion. >> So, I was I was going to ask that. This was adopted 25 April 2012. >> I don't know. I wasn't on the board then. What did it read then? I believe it was May. It was May. >> Went from May to shout. >> I mean, I don't know if there was another one. Okay. >> Any other discussion? >> If I could make a brief comment, I went and looked this up on New Jersey school boards. They recommend re using uh Robert's rules. Um if you don't use Robert's rules, you pretty much need to have something,

072whatever it is. I would not recommend using the rules of the Senate. that takes a supermajority to cut off discussion and goes on forever. Um the choice of shall versus may is certainly up to the board what what we want to do, but uh uh they don't necessarily make a recommendation other than it's a good idea to use Robert's rules of order. Well, in talking to a number of board presidents and different boards, I did talk to them about some of these bylaws and the majority of them used the word may and they use it because they feel it conducts a freer flow of conversation. Um, they did feel that that that their meetings ran fine and that they weren't running just that's exactly what they kind of gave me. in the last two leadership

073conferences that I went to that I I did talk to them about bylaws because bylaws seem to have been a sticking item for us last year. So I thought that this would be an an idea and looking at it seemed to be what came out of smeay too that that the word may should be >> so it really is a discussion. >> Is that the recommendation from strame? >> Yes. I'd have to double check, but um I'm not sure what you know. >> I mean, I could certainly double check and see what Tra est's recommendation is, but I don't have in front of me. >> Is there a particular problem that brought about the change? I I I just think that we were having some meetings where we were having some confrontational issues and I

074thought that the word may and and discussion with other board members that may would be more in line with what we were looking for and you know the discussion and that's why we're having this this anyone else if not Mrs. Francisco Mr. Oshinski. Uh, >> no to two. >> Mrs. Dwer, >> yes. >> Mr. Drew, >> yes to 1345. No to number two. >> Mr. Gino, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Romeo, I wish I knew Strauss's definite recommendation for two. Um, but being that it's the first reading, I'm going to say yes. >> Mr. Sidawitz, >> no. Two remaining. >> Mrs. Van Dyk. >> Yes. >> Makes perfect sense. >> Mr. Guino, parks and reccks. Any meeting? >> No meeting. >> On schedule. >> How do

075you like that? No. So they uh they're still um through the obviously through the town council we are >> they've got new members that will be on the parks and recck committee. So >> they do not have a meeting date yet. I would think by like end of February they'll get one again >> safety we are we don't have a meeting. So uh superintendent round table Mrs. Dwire >> we have a meeting on Thursday. uh state county school board. Um his daughter and I will be attending the state county school boards on February 4th. Uh New Jersey school boards, we will be having the ethics presentation here for all the board members. Uh legislative Mr. Sidowitz. So, the governor's state of the state was issued last week and spoke about the legalization of marijuana, $15

076minimum wage, the inability of the state to pay for its pensions, and regionalization. Same topics that were have been spoken of by Senate President Steve Sweeney. The next Assembly Education Committee meeting is Thursday, January 24th. One of the issues that they will be discussing is a joint resolution about the anti-bullying bill of rights act. What they will speak about I will >> thank you technology. So, no technology uh meeting, but we do have a new uh technology supervisor >> that will set up as soon as he gets on here soon. And he'll be arriving. >> We're hoping next week. >> Hope it's February 1st. >> Beginning of February. >> It's depend contract. It's up to 60 days. He's going to be February. >> I think they're we're going to try to release him next week,

077the end of next week. >> So, we're waiting to for confirmation. Good. Excited for him to come on board. uh township. I'm sure it's the same, right, Mrs. Brier? Nothing. >> Nothing's new, but there is a meeting with Wallish on uh February 7th. >> Uh Casa, um Dr. Anmoon, Mrs. Fritz, and I attended the Casa meeting um on the 14th of January. And uh the calendar of future meetings is posted on the westford.org website under com the committees tab. Um, but generally meetings are held on the second Monday of each month at 7 o'clock in the library. The committee discussed several items including a review of their bylaws and their membership. Um, they created a subcommittee for grant proposals. They also discussed and approved um some funding to support the Girls on the Run organization

078for this school year. Um, the group discussed upcoming programs and events for 2019. They're all still being finalized. um and we will update you um each month. But as of right now, February, um there will be a vaping awareness seminar tenatively scheduled for the 26th at 7:00 p.m. location to be determined. Um also discussion about um the professional day and some of our staff um doing the mental health first aid awareness um or mental health first aid in March. Um there's a youth mental health first aid training to be held um on a Saturday. They're looking at either the 1st or the 3rd Saturday of March. Location also again to be determined in April. Um something new for CASSA is the teen summit. Um and they're partner partnering um with some of our guard guidance

079department at the high school. Um one of our guidance counselors is the moderator uh for the teen summit project. Um, and there is a link and some information on the teen summit pic county info page, but basically projects are awarded points for presenting when students present them to the community. Um, and in the past they've presented directly to the CASSA committee. Um, this year they're looking for a bigger space and um, some more community members to be involved. Um, discussion about hidden in plain sight also to be held in April. Um there was a lot of discussion about this event and looking to um kind of brought in the um audience talked about maybe looking in the future um to putting it with safe night or something else so that um more parents and community

080members could see that great event. Um in May they have their uh community awareness dinner. Um so they talked about topics and um information on that and last um was the DUI reenactment to take place on June 4th um partnering up with that. So it was a great meeting um a lot in attendance and uh the next meeting is on February 11th. >> Cool. Yeah. One update that um the bathing awareness seminar is going to be February 27th I think. Okay. Change to that still. >> Thank you. >> Old business. Anyone have old business? >> Seeing none like to close old business. >> Second. >> All those in favor? >> I. >> New business. Um, I need someone to read the motion under new. >> You want me to do that? >> Sure. [Music] Whereas

081New Jersey School Board Association has declared January 2019 to be school board recognition month, a time where all residents can acknowledge the contributions made by our local school board members. And whereas the West Milford Board of Education is one of more than 581 local school boards in New Jersey which sets policies and overseas operations for public school districts. And whereas the Wester Court of Education embraces the goal of highquality education for all New Jersey public school students. And whereas New Jersey New Jerseys local school boards help determine the educational goals for approximately 1.4 4 million children in pre kindergarten through 12th grade. And whereas New Jersey's 5,000 local school board members who receive no >> thank you. I'll take it for their services. Um and no, we're going to have college words in this today.

082act as advocates for public school students as they work with administrators, teachers, parents for the betterment of public education. And whereas school boards strive to provide the resources necessary to meet the needs of all students, including those with special needs. And whereas school whereas board of education provides accountability to the public, they communicate the needs of the school district to the public and they convey to school administrators the public's expectation for schools. page two. Whereas New Jersey can take pride in the schools which rank among the nation's best in key achievement indicators such as the National Assessment of Educational Progress scores and the Preparation for College through advanced placement offerings and SAT assessments. Now, therefore, be it resolved that the West Milford Board of Education does hereby recognize the services of local school board members

083throughout New Jersey as we join community statewide in observing January 2019 as school board recognition month. And be it further resolved that the West Mo board of education urges all New Jersey citizens to work with their local boards of education and public school staff towards the advancement of our children's education. We need a second on the motion. >> All those in favor. >> Any oppose? >> Abstain. >> I just don't think I ought to pat myself on the back. And on behalf of all of our students, our parents, and our staff members, thank you to each of our board members for all your hard work. We really appreciate it. >> Any other side? >> Made a motion. >> I move that the administration prepare request for information for a demographic study within 60 calendar days

084of passing the resolution. The criteria of the study shall be determined by the administration and presented to a committee as a whole prior to the official RFI for a demographic study. >> Second >> discussion >> Mr. Side >> why do we need a demographic study? >> Thank you. >> We need to provide this board and infuse the board with data. Our board has been faced with declining enrollment, a declining tax base that will become flat because of growth restrictions imposed by the powers that be, and by our township's anti-growth culture, and the eventual $7 million total reduction in state aid. Should the board rest assured that raising taxes to will fill a $7 million gap in state aid? We can't. High taxes have already driven our residents out of West Milford. The public will demand

085cuts before the egregious tax increases needed to fill this gap. Where does the board cut? How will those cuts affect students? And the most important question of all, how many students are we preparing to cut teachers and programs for? We need to fairly assess the realistic needs of the district for the here and now and for our district's future. When a board of the near future has to deal with the $7 million elimination of state aid, how will that board of the future handle this deficit with no information to guide them? If we neglect our stewardship responsibilities by by voting against data gathering such as a demographic study who will blindly continue along a path that will certainly lead to large layoffs, loss of academic programs, a degraded and forcefully ignored infrastructure and finan financial

086breaking points that when a lack of proper planning occurs will create desperate, drastic and uncalculated cuts. It is my understanding that we sit at this day is because of the public's hope that our leadership will wisely make difficult choices when they are necessary because we are informed. Should the question of a school closing be asked? Yes, it's a possibility just like the question of do I need to move out of West Milford crossed the minds and became a reality for a multitude of West Milford residents. However, this demographic study is not an endorsement of closing a school. Adding to this, a decision so great should be decided by a public referendum if, god forbid, such a difficult decision must be made for the benefit of our student population. I ask that you support this data

087gathering for the benefit of our future students. >> Any discussion, Mr. >> Just do we know that there are less people that many less people living in West Milford now than in 2010? >> Okay. >> No, there are not. The Census Bureau says no, >> it's the same number. We do have our own student enrollment numbers. >> But total number of people is almost exactly the same. >> I mean, I was listening and I was it sounded as if people have moved out of town and new people have moved back in. So that's what I I just want to make sure. >> Okay. >> Mr. Drew, did you Oh, >> yeah. I just have a quick question. Do we know how much this would cost or how much we paid the last time we did

088this? Well, my my question is is that we keep doing this during um new business and really new business is a discussion time. It's really not a time to put out a motion on the floor and the person who's supposed to handle putting the motions on the agenda are the superintendent. Um we keep getting caught in this cycle to get things out there. It's one thing to discuss it. It's another thing to put a me motion or a resolution up that no one sitting around this table has heard heard before and we have no idea how much the cost is going to be. >> But that's a discussion for each board member here and if they're that's what they're looking for there. They can always contact the superintendent, get it through committee and have people

089discuss it in committee so that we can put a motion on the agenda and have an informative discussion. But right at this moment, since this is the first time I've heard it, I I really can't give you a quote. >> And sorry, just a point of clarification. Yeah. Was this a motion to explore this or just that you were making a motion, Mr. Cidtoitz, to just is there someone you have in mind as a consultant? Do you know the cost or is this just like a motion to bring the discussion to a forefront? >> Well, we did this in 2010. Well, I wasn't a part of the board and it came up with numbers of a future decline in enrollment and future population loss which the reality was our township did exceed the number that

090was predicted but Havers and associates were fairly close to the realistic number. I think that there's a possibility that we may have an increase in student enrollment and if we don't prepare for an increase in student enrollment, it has as much a detriment to our budget, the taxpayer at large as would a loss of student. >> I understand your concern, but my question >> in terms of the cost, I believe it's somewhere was it 14,000? I'm just trying to remember, but If the board is willing to do this again, I suppose after discussing our points, we table this and bring it up under old business for our next. >> That's my suggestion. >> Mrs. Dwire and then Mrs. Fred. >> Okay. Um, first of all, um, I think that 60 days is unrealistic. I think

091that if you're going to do a demographic study, by the time you hire a consultant, by the time you put the necessary surveys in place, you're you're just the 60 days is just not realistic. The second thing is um the statement about people people moving out of West Milford, I I don't think is also realistic. I think you'd have to go and do a study of how many people are actually moving out, but you also have to look at how many parents are bringing their children back to the district. You have to look at how many young families are coming into the district. Um, there's a lot of factors here that have to be considered and I don't believe that a discussion at this time or a motion at this time is appropriate. Mrs. Fritz,

092>> my comments were along those lines. Um, and you answered my question if 2010 was the last time it was done. So, from a time standpoint, I it could be possible that it wouldn't be harmful in doing something like that, but I agree that it's something that should be discussed in committee to get more information and understand the cost. I think it's not only about whether or not to do it, but you know, we're looking at sports and programs and, you know, if we can find, you know, three, four, $5,000 for a coach or a teacher. And you know, if this was $20,000, if it was 14 that many years ago, it's a tough budget year. So, I think we have to just be realistic and and have a conversation and not be hasty about

093I'm not saying you should not do it or do it. And then I think the other piece of it is with the the enrollment piece. You know, people are moving in and out of town all the time. You keep hearing like enrollment is down, enrollment is down, we should close the school. I mean, enrollment could peak over the next two years. I mean, the town center is beautiful now. You get people that come up here. You hear so many young families looking up here. in the same fashion to your point. Enrollment could go up and then if you close the school then where are you putting everybody? So if they are things that should be looked at but they're thrown out on the table so hastily they need a little bit more discussion around them.

094>> No, I do want to go back to to the is there a motion on the floor because somebody did second it. Correct. >> Yeah, there was a motion and it was second. No. So and like I said Mr. Sways, it seems like you would like to take action but you don't have a consultant in mind and you're not sure what the cost is. Is that correct? I'm not the professional that would seek the RFI. I'm only the board member that kind of directs the administration to do so with the help of other board members. So that wouldn't be my choice. >> I I understand. What my question though is just really what is it the motion going to accomplish? So if it passes, >> so the motion that's the what's being accomplished right now

095is that we are actually talking about probably a very touchy subject in this township and I'm glad we're talking about this. And the thing with motions and the beauty about motions, Mr. Donnu, is that any one of our board members can alter that motion and any one of our members can also send it to a committee to be discussed further. much. >> So my purpose is to raise this point of this is something that we need for data gathering and it shouldn't be scrutinized from the outside looking in as this is a a motion to close down a school. And the reason why there's a time on it is because there was a motion about two years ago where there wasn't a time put on it. And because there wasn't a time put on it,

096it was swept under the rug. H. >> So I have a problem not putting times on that. >> So Mr. Ser was just a point of clarification. The issue though is that if we just have this blank motion essentially where that we're agreeing to spend some x amount of dollars and have some consultant take place. There is a concern under the sunshine law because you're essentially taking action on an unknown amount of money that you said you guess was $14,000 10 years ago. And that could cause problems with the local public contracts law. Um it could cause problems for the board. So again, that's why I'm just trying to clarify with you. If this is just a discussion, it's just a motion to consider it a motion to ask Barbara to look at a consultant

097to possibly do this. That's different from saying we are going to have this be done by 60 days and use x amount of dollars, which we're unsure of right now. >> Well, Mr. Johnny, that's why it's a request for information as opposed to a request for proposal. >> But it was a motion and and we have to take action. Correct. I I you know >> it sounded like it was a motion to be done within 60 days to have a demographic study. That's what it sounded like. You said >> the demographic study would not be done by that point at all. It it would be the criteria for which the board would like to investigate certain data points would be developed by 60 days. I don't expect a 60-day turnaround for >> So that's part

098of I think the shock here. It definitely sounded like you just asked us to vote on, you know, >> call the question. >> Let's do No, Mr. Gorino did want to make it. Did you want to say something? >> I again, I was I think I was confused. Is this a motion because we want to look at our school system because it sounded like we have less people in town and less students. But that was in your prepare statement. And then you said, you know, I I think we're going to have increased enrollment. So, you know, I want to be prepared for that. Yeah, I'm just confused about where you're trying to go with this. And I guess that's >> the ultimate goal as per the statement was we have a lot of things that

099are confronting us. It would be great to have numbers. Maybe we should request information regarding what we could look at as a board with a any number of professionals that are demographers that would come to us and say well let's say our administration went to haver and two other different companies and come back and say these are the criteria at at which we look at it and Then our judgment would say, well, you know, let's also take a look at this data point and this data point because we want to know what's been happening and how should we prepare for the future. >> So, Mr. Sidowitz, do you want us to take it? I I think what we're what we're trying to figure out here. Do you want us to I I don't think you

100need a motion for us to have a discussion during new business. We could just have the discussion without the motion and refer it to committee if that's what you're looking to do. We no one here is going to make a decision on a motion that we don't have any idea about. Maybe we will. I I shouldn't say that. I shouldn't speak for anyone, but I I think if you wanted to move to a committee discussion where there can be a discussion to look into it to find out how much it's going to cost, what the impact will be to our district, that can be done in 60 days. It could be put on the next committee agenda for budget and finance >> easily. >> Is that what you're looking for? >> Table this motion till

101next meeting. >> I would need a second for that. >> Okay. >> That you can vote on. >> Do we have to close out the motion that was second on to it? >> Well, again, so he can make a motion uh to table. But the issue I just want to clarify is that if you table this motion, it dies. You could make the motion again if you want to at the next meeting. But >> I could take it from the table. How does it die? >> Because you have to take action. Actually, in most cases with Robert's rules of water, when you table a motion, it's not like postponed. That's why I'm always very careful to say we're postponing it until after >> depends on how you table. >> Uh, excuse me, Mr. Drew. >>

102Depends on how you table. >> True. But what I'm saying though is unless we're going to take action on this meeting, any motion that doesn't get passed tonight dies and then you could bring it up again, there's nothing preventing you from having this exact same conversation and motion at the next meeting. But you there's nothing there's no like picking up from, you know, last time. It would just be you would make a motion to for a request for information um or to go to committee. If it gets seconded, we discuss it. Simple majority after the discussion is done would pass the motion. Otherwise, it would fail. >> You could withdraw the motion. So rather than table it, you can just withdraw it >> then I move to refer this to operations and or >> finance

103and finance. >> Well, okay. Okay. >> Mhm. >> Mr. Drew, >> I think we have a motion on the floor. I need to take it. Are you are you got a second? >> Well, he isn't amending the motion. So considering a different motion while we're discussing one that's already an active motion is out of order, frankly, but that's my personal opinion. >> Okay. >> I wanted to make the comment that I'm interested in knowing how much it costs, how long it would take, so on and so forth. And so I think we ought to consider that, but I'm vote against taking immediate action on the original motion. But I would like to see somebody say, "We could do this. It would cost this much. it would take this long and then maybe reconsider it again.

104So, >> so do we need do we need >> So, at this point, >> we have to dispense with the original motion one way or another. >> That's fine. Afterwards, Mr. Drew, it seems like would like to make a motion just for this board and potentially I guess the board administrator to look into this, collect information, go to committee, and then we'll go through our normal procedures. Is that correct, Mr. Drew? >> Um, all of that except I'm not going to make a motion. I'm just going to ask Barbara to look at it. under. So, um, >> so we have a roll call on this. It's to accept >> it's to just take Mr. Sitz's motion as it was presented. Okay, >> that's what we're roll. Mrs. Francis >> on the on the original request

105request by Mr. >> The original request. >> Mr. Yes. >> Mr. Drew, >> no. >> Mrs. Dwire, >> no. >> Mrs. Fritz, >> no. >> Mr. Gino, >> no. >> Mr. Mr. O'Brien, >> no. >> Mr. Oshinski, >> no. >> Mrs. Romeo, >> no. >> Mrs. Van Dyk, >> Now, you can have discussion under under new business for what you want. It doesn't need to be. It just needs to be discussion. Mr. >> I would like, and I'm I'm not making a motion, right? But I would like somebody to go look at the records and say this is how much it cost and this is how long it took and present that to either the finance or education committee for potential future considerations. >> Actually go to both committees >> just you know >> I

106just decided which raises some very valid points of things we need to look at in order to plan for the future. >> I I I'm I'm I understand where he was going with it. I think one of one of the things that we haven't been doing as a board is we need to remember that new business and old business is a discussion time and we've been people we've been making motions and resolutions during that and the reason that board members may be voting no on them is because they're being thrown at them at that moment. The discussion is a great time. It it's really important for discussion and that's what we need. We need the discussion, not the motion. We need to have the discussion on the floor so that then more discussion can happen

107in committee and we can come to a consensus. And I think that that's where we've been lacking a little in the in the old business and new business area. So I thank you Mr. Drew and I thank you Mr. Sidowitz for the discussion and we will move forward. Is there something else under new business? >> Seeing none like to close new business. All those in favor. I >> We need a motion for executive session. >> Public comment. >> I'm sorry. Public comments. I mean, I hope completely >> members of the public who have requested to speak prior to the meeting will be first with five minutes with each speaker for a period of 30 minutes and then time permitting other public comment limited to five minutes per speaker will be allowed until the 30 minute

108time period transpires. All speakers are asked to give their full name, spell their last name, and provide their address. Speakers may not use the names of students during public comment. Anyone wishing to speak? >> Okay. If not, >> see like to close public comment. >> Second. >> Okay. All those in favor. >> All right. Executive session. We need a motion. at 9:05. I'd like to make a motion to executive session for the purpose of discussing personnel appointments, presentations, educ litigation matters, special education matters, picks, bill press, and matters of attorney client. The executive session minutes will not be released until such time as the privilege for confidentiality is no longer eligible. We will return. You're >> right. And then it was seconded. >> Okay. Return for action. We will be coming back. All All those

109in favor >> I [Music]