001for a silent prayer. Um, please remember the people in North Carolina and South Carolina who have been devastated by the floods from the hurricane. And I also would like you to remember those that are survivors of breast cancer and those that are battling at this time as we're in breast cancer awareness month. Please rise for the flag salute. I pledge algiance to the flag of the United States of America and to the republic for which it stands, one nation under God, indivisible, with liberty and justice for all. In accordance with the provisions of the open public meeting act, 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
002vision of Warwick and posted with the administr in the administration building. Copies of the board meeting calendar resolution were provided to all local media, town hall, township library, and all district employees. I mean at school, sorry. Mrs. Francisco, roll call. >> Mr. Bailey >> here. >> Mr. Sidtoitz. Mr. Drew >> here. >> Mrs. Dwire >> here. >> Mr. Gino. >> Mrs. Fritz >> here. >> Mr. U >> here. >> Miss O'Brien >> here. >> Miss Vander >> here. We're we're going to need a uh motion for executive session. I'd >> like to make a motion to approve the following resolution resolved that the board immediately goes into executive session for approximately 30 minutes for the purpose of discussing discussing contract negotiations. The executive session minutes will not be released until such time as the privilege
003or confidentiality is no longer applicable. >> I'll second that. >> All those in favor? Any opposed? So, we'll be we'll be in executive session for a half an hour. Oh, >> Mrs. Francisco, if you can do roll call, please. >> Mr. Daily, >> here. >> Mr. Drew, >> here. >> Mrs. Dwire, >> here. >> Mr. Mrs. Fritz >> here. >> Mr. Yubert >> here. >> Mr. Silver >> here. Mind >> here. Dr. >> Right. Good evening everybody. Welcome to the I guess the October meeting though it's really postponed from September. Uh I'm going to go a little bit out of order here at the uh for the superintendent report. I want to do the second bullet point first. This is our semianual HIV ITB report. So this is a statemandated harassment, intimidation, bullying investigations, trainings,
004and protocols report. So we report this out twice a year. So these numbers are from last year reporting period 2, which would have been January 1 to June 30th. So at Aptuous School, we had one HIV investigation, zero incidents affirmed. That just means that there was one investigation found to be not bullying. Maple Road, we had four investigations completed, zero affirmed as HIV. Marshall Hill, we had six investigations initiated, one was HI. Paradise Null, we had zero investigations. Upper Greenwood Lake, we had three investigations. Zero were HIV. Westbrook school, we had three three investigations completed. One was HIB. At McAppin School, we had four investigations. Three were affirmed as HIV. And at West Milford High School, we had 13 investigations and nine were affirmed as HIV. Okay. Uh next up, uh we have our annual
005teacher of the year. Uh this is for this year 2018-19. We do have a resolution on the agenda tonight. Typically, we have our teacher is Mrs. Catcher from Max Middle School. She is here tonight. You might remember last year we had M Mrs. Petraillo and she came here and she did her speech to the board of ed. The same speech that she did at our first day back uh the day after Labor Day. We bring all of our staff from all eight schools to the high school auditorium for a presentation. The keynote speaker is not Dan. It's our teacher of the year every year. So this year, Mrs. Catcher did a wonderful job. It was I'll say it was involved, but she's a music teacher, so that must come naturally. So rather than repeat the
006speech because there's no repeating this speech, uh we do have a video of it from Joe Jordan, one of our TV sc our TV science teacher. So I'm going to replay the speech here and then we're going to go right into our HIV or into our park presentation. Wait to see my lord. And now relax your school year. teaching students Get your classroom set up for the rest of All right. Be your best. Oh jeez. Everybody Heat. the earth will see you around. Heat. Heat. Heat. for you. Heat. Heat. Heat. The Tony goes to >> best director, producer, creative design. >> Where does she teach? >> She was definitely well received. >> You brought everyone in the room way up. Standing obeying I don't want to be next year. >> We do have a resolution
007in just a few moments. We can do it now. I suppose I know. >> Okay. >> Let me read this for you now. >> Whereas the West Milford Board of Education encourages recognition of the contributions of their teachers and leaders. And whereas the West Milton Board of Education annually participates in the Governor's Educator of the Year program. And whereas the Governor's Educator of the Year program seeks to highlight educational innovation, student achievement, the rewards of teaching, and important services outside the classroom that lead to student success. And whereas this regulation brings public attention to the positive aspects of our educational system. And whereas Susan Catcher has been recognized as the West Mford School District teacher of the year for 2018-19 be resolved that the West Mford Board of Education on behalf of the community publicly
008acknowledges and its sincere appreciation to Susan Catcher for her contributions to the students of M school. And be it further resolved that this resolution be spread upon the official minutes of board of education meeting held on October 3rd, 2018 and presented to Susan C. So, move right along to our annual park presentation. Uh, this is for the spring of 2018 park exam. will be given to all of our students in grades 3 through 8 in math and language arts and also 9, 10, 11 at the high school in English as well as algebra 1, geometry, algebra 2 typically in that order. So this is the fourth year of the park administration 15 16 17 18 we believe this is the first year we really have some longitudinal data that is actionable. So we have some
009long-term trends. Uh the first year obviously was our baseline. We're using that for a four-year trend. So overall in ELA, this is English language arts. This is the percent of students scoring four or five. Those are the two highest categories. Exceeding expectations being five. That's what you want the most though that's very challenging. So our numbers, we put them on a graph line. They're trending upward. And mind you, this is a very rigorous test. Um you can see mostly a line of best fit opposite this 11th grade number which is going down. Our line of best fit is some sort of lower left to upper right. Perhaps not as steep as we would like but clearly some sort of increases are happening across the board ELA on our part. So we're happy about that. Obviously
010when we look at one individual school which uh Mr. Novak has some slides. In particular, at the elementary level, you notice a school that has maybe 30 students in one grade, one or two students fail or pass, the numbers spike by 6% in a given year. So, um, in the smaller schools, it's very the numbers will bounce up a little more. When we look district-wide, um, 250 to 300 students per grade, it's a much more flat than slow level increase. So for math again our four-year data points for each year these are by grades and then here in high school by subject matter. Uh it's important to note that our eighth grade park scores in math not just here but uh statewide are lower than all these other grades because between seventh and eighth grade
011some of the students go from math seven which is seventh grade math to math eight which is eighth grade math. Some of the seventh graders skip right ahead to algebra. So this number is never typically going to be equal to your other numbers. So while they're not as high as we want in some grades, we are still seeing some positive change longitudinally across the board in our fouryear trend. >> And again these numbers look these lines are a little bit flatter than ELA, but there is still some increase from lower left to top right. Uh, Mr. Novak. >> So, uh, following Dr. Edimone's overview, I'm going to, uh, get a little more detail with some of the, uh, slides that break down our our information by grade level. Uh, in the slides that Dr. Adamone
012just shared, he, um, highlighted the, uh, scoring categories of four and five, which is our, uh, our target score for all students, uh, and some of the success that we had in moving our students into those categories. These slides demonstrate two key points that um that we use to indicate success in a variety of ways. Uh one is the if you look at the just the pointer button sorry there we go. If you this column indicates a change in students in the levels of one and two which are the um the lowest levels of of scoring on the assessment. uh our hope and our goal is that we decrease the number of students scoring in the categories with a score of one and two and we are increasing our numbers of students in four and
013five. Um one of the uh attempts that I always try to make when we highlight is our our scores is talking about um areas that we can celebrate and areas that we need need to work on. So, um, we are given that opportunity with our with our scores this year. Um, in our growth o, uh, since the beginning of park, we've done a great job in moving students into the category of four and five. But if you break it, if you take a look and break it down a little bit closer, we've done a great job really in moving our students into the three and four category. Um, we are um moving them out of those those scores of one and two and and really getting into the the three and the four. So uh
014this is the first uh part of the process of reporting scores. We present here tonight are you can expect that our principles will be um sharing their school data at PTA meetings coming up where they'll get into things such as cohort analysis where they take a look at their third grade in their building, their fourth grade in their building, etc. They take this data and they sit with their staff and they talk about this on an individual student level so that we know we're not just presenting this as a as a large number to hope that we're moving the numbers that we also take this down to the individual student and and really try and move those kids across the continuum. Um when we look at four and five, we're doing a great job in
015in collecting our students in the categories of three and four and we are still um looking to see a big boost in um getting those students into that category of of a five. This is our uh data in English language arts. The next slide shows the same uh the same information but in uh mathematics. So again if we take a look at the column we have a decrease um for the most part in our scores of one and two which is our goal and we see a rise in our students scoring in the categories of four and five. Coming back to my earlier point, uh if you take a look at our um percentages in the level before, we are really growing that number of students who are meeting that um that proficiency level. And
016we are um again really looking to get those kids out of that category of four and into the five that in in the old days when when we talked about NJS, we would call that the category of advanced proficient. We're always trying to move kids across that continuum. Uh, and that's a an area of growth that we uh that we need to point out and and continue to work on with our with our staff. This slide uh demonstrates the growth that we've had as a school district in terms of um students who've participated in the park. This is our information for uh English language arts. We all know the um I guess the rocky start that it got off to uh off to across the state and possibly the nation. U but we have had
017um a significant rise in our uh especially in our upper upper grades and our high school uh students taking the assessment is our data for English language arts and this is that same data but for uh mathematics assessment. Interesting to also point out as Dr. Enimmon mentioned earlier that the um numbers sometimes seem off in the U mathematics assessment for grade 8 uh because some of our students are um rather than taking the grade 8 mathematics assessment, they're also taking uh the the algebra one uh algebra one assessment. This is a slide that breaks down um the comparison between how our uh district performed against our against our peers in the state. So again, areas to highlight and and areas that we need to uh work on and and demonstrate growth. Uh and you can
018see that in um English language arts, we're doing a a great job in um really putting our kids in that in that category of uh of level four, which is that meeting expectations and on the path to college and career readiness. Um and we are hoping to continue that growth and make sure that we're starting to get our students across that continuum into level five. We currently have a uh district goal in place to really focus on writing across the curriculum. When we look at the data and we look at possible areas um holding our kids back from moving on from levels three to a four or level four to a five, you can almost always pinpoint it to um essay writing and and response to those uh to those writing tasks. So, uh we've
019selected that as a district goal, not only to be successful on park, but to also um you know prepare our students better for life and and the challenges that they face. in um in a world that's you know doesn't appreciate the the uh process of writing like like it used to. Um so this is our this is our data for uh language arts and this is our data for uh math uh using the same uh using the same u information. This is our I'll just highlight our level four performance district against the level four performance of the state. Um we are seeing growth and I know that as you um this is a conversation we've had in this room probably I guess year over year for the last two or three. Um but we are
020seeing growth and that there was a moment in our um in our history where the trend was officers get >> not performing well against the state at a lower grade level. Um we've been working hard as you know in the in the discussions that we've had for um preparing students better >> at an earlier level with some of the targeted training initiatives that we've had. Um and we've been really hoping that that is um something that's going to show up in the data and we we believe it is. we are um continuing to outperform the state in the area of level four uh up to and approaching grade seven. Um, again, not just focusing on that area, but we're also doing a great job with our students coming out of levels one and two, moving
021closer to three, which again supports um our administrators and teachers and taking a look at this data on a on a student by student level so that we know exactly which students and uh who scored in those areas that we can really focus on and target specific skills. Uh last year was our um we had a a district goal for uh the auditing of the math program. It was our first year implementation with STAR math which gives us a uh localized series of data that compares our students nationally uh also against the state and against ourselves in the district. And we were able to compare those results and the performance on the star math to our expected outcomes on uh on the park. and we were able to um see that we saw a a
022correlation. So, we have that data. We're going into year two now with Star Math and we've got a a number of exciting programs that we're implementing to complement our our work with Star Math. One of them is on the um agenda for approval tonight and that is the math facts in a flash that I've spoken about at the uh education committee which is a uh replacement of the dreaded in grades uh K through three uh which really focuses on mastery of basic facts in those levels. And the uh research supporting that um really pinpoints that students who master basic facts in these grade levels have a greater trajectory down the road in their performance in mathematics across the board. So we're excited to be implementing that. We we uh once approved tonight we will have
023this in place uh and our students our our teachers will be um sharing that with our families uh probably within with uh within the next week or so. We'll have that in place and ready to go. So we're excited about that. um we had a replacement of um with our Alex program that complements our new uh math program and we're already getting some um some pretty decent feedback about that. Um, so we've got a lot of a number of exciting things that will um, in my opinion lead to a greater trend as we see that we're doing a great job um, in in grades three through six with uh, with our students meeting college and career readiness that I believe that those students who are better prepared in an earlier level will only support our
024middle school and high school staff by getting students ready to be at that level that they're going to be instructing them at in in the in a middle school and the high school ready for those pre-alggebra and algebra uh, type of concepts as they come their way. This is a school by school breakdown. I'm not going to um I'm not going to spend um too much time on these on these individual slides. Again, these will be presented for the individual schools at the uh at each PTA meeting uh throughout the month of October for uh for those um for those communities. uh our uh principles do work together and and talk about best practice. Uh they also take this data and sit with their staff and point out like I said get down to the
025individual uh student by student level. Uh this is in the board packets also posted uh it's also posted on our uh on our website for uh for the community to review. So we have a breakdown of each level uh in each grade level by school. This is just the absu Again we have Maple Road School and on uh any individual um schools uh data report you can identify a particular cohort who may have done um better than their peers in the district. The same could also be said for a particular cohort that may have underperformed um their peers in the district. And those are uh that's data that we use to as I said earlier to uh engage um those administrators and teachers with uh with these discussions and see what we can do to
026make sure that we are u moving them forward. Those were the uh six schools in comparison for English language arts. And now this begins those same slides for um those schools of mathematics. We spoke in the past about again I'm going to come back to the uh what I've referred to as the controlled abandonment abandonment of of EXL. Uh we presented that to our parent group um last week at the superintendent round table. Um I want to say that don't want to say that there was applause in the room but there there was um so we're we're excited to be looking for for bigger and better things that are um might reflect the um you know the the culture and the and the feedback from the community a little bit better. That's the That's the
027final slide for the presentation. If there's any questions about any particular slides, be happy to um happy to answer them if Yes. Well, I appreciate your projection for kids um through grade six. I'm concerned about now what's happening in grade seven through the high school. We're considerably lower than the state. And then I look at level five and compare it to the state and I don't understand why we're so low. >> Those are, you know, to point out areas of uh areas of growth. Those are those are things that we're working on. uh over the last two years in the middle school and high school and we have um I've spoken about our work with Dr. Milo. Um he comes and works with our staff. He'll he's scheduled to be with our middle school and
028high school staff for three separate occasions this school year working on uh student engagement. Um a break from the traditional approach to the teaching of mathematics, greater use of technology tools and those types of things. Um and we believe that those are are going to have an impact. We've replaced our um math program in grades uh six and seven. We have um really worked to bring that uh pre-alggebra discussion and pre-alggebra uh process to an earlier age group. We have a pilot in place in grades five and six in a in a number of schools that are looking to truly differentiate and and address those students needs. So again uh so again the question is um what are we doing now for those kids and I think that goes directly to the work with those
029specific teachers and in student engagement and trying to get the most out of the students they have in their classrooms now currently but I think that also works hand inand with what we're doing to um build a uh more able group of students coming up and I we've seen the success in in that growth. So, how do you identify what the weakness is from the kids that come to sixth grade to seventh grade? There's got to be some kind. >> That's a great great question. Great question. So, um so to uh coming back to board goals, uh one of our our board goal last year was um to audit the math program. We are implementing um changes in that. Uh this year the board has approved the goal of to continue with differentiated instruction but
030we took a specific and closer look at what was called targeted intervention. Um from that discussion we're able to again talk about students in an individual capacity and talk about their strengths and weaknesses and and process that we have in place. So we have a few um structures going in now with our um administrator and our um departments for the collection of information in terms of um student strategies and modifications and and things that really go directly to the individual student and how we can get the most out of a student and and teach them the way that they need to be taught on a on an individual level. So that's something we're doing now. It was a big tone of the uh work we did over the summer and has been presented to our
031staff and and faculty and department meetings. um this school year. So again, it's a it takes that differentiated instruction goal that we've been working on and now quantifies it with what are we actually doing? You know, does this student need to be closer to the board? Does that student need to have directions rewarded uh differently? Does a particular student need to have um keywords highlighted on their uh on their paper? That's not just for students with IEPs or 504s. That's for every student. um you know for for um you know targeted intervention. So uh we believe that we're going to see um you know tremendous growth and a and a different focus on on what a staff member sees as uh differentiated instruction through that uh through that process. >> Thank you. >> Yes. Um
032for those of us who aren't on the education committee, we don't get quite probably so as much information. Uh I think it would be really useful. I mean this is a great format that you put together. I think it would be really useful if Could you possibly work up the 7th to 11th grade numbers that we got from for one through six? Uh one through six. >> What do you mean describe work up? >> Well, your charts this this um you know the way you have it set up here. >> Same chart except for >> 7 through 11. >> Yeah, >> exactly. If >> they don't get park tests, they'll do >> for math. That's here. It's right here. >> So, we only have one school. So, these never mind. So, these these other these
033are just a breakdown school by school. So, all of our students >> all of our students are represented on this slide. >> Math are not graded. They're >> Sorry, I didn't I couldn't click from here. >> Algebra 1 is mostly ninth graders with some eighth graders. >> Geometry is mostly 10th graders with some nth graders. You take the uh the park math test and you finish the course not necessarily with your grade students in your grade. >> English you do. So English should say 9 10 11 there. If you want back to slide >> go back to English. >> Yeah. So English. >> Yeah. >> There's no school by school comparison on those. Well, no. Yeah. >> Sixth and seventh grade is the same textbook, same curriculum, >> mathematics. >> Yeah. >> Same publisher, different
034material in the books. >> Yeah. Right. >> The sixth grade program, >> but it's a single year or or single provider, >> right? >> Yes. >> We're still having and that was put in this year. >> New this year. Teachers were trained last uh we started training in February. Um we followed up on that training at the end of last year. Our welcome back training was again to be ready to uh implement that tech series. Sure. I mean >> this we're and we're a month into that uh exactly correct. We've got this >> falling off a cliff in seventh grade. So we're hoping that with the >> but two years ago that falling off a cliff was in fifth grade. So we're we're on the right track. >> They're in seventh grade now. They're still
035falling off. >> It's the same problem. Thank you, Mrs. Blair. >> Although when I looked at the cohorts from a couple of slides earlier on your math scores, if we look take those same kids going through the grades, >> they are declining. The level fours are declining at earlier grades also where the top axis is year. But again, that's >> 15, 16, 17, 18. And then we look at the level fours from 15, 16, 17 through the grades. As they go from third to fourth to fifth to sixth, they're still lower and lower percentiles. This was a couple of slides back near the beginning. >> Cohort analysis. >> Yeah, you I mean, you guys might know this. I'm not telling you something you didn't see. >> That that's something we look at also. Cohort analysis.
036When you look at fourth grade year over year over year, it's four different groups of students. When you look at fourth grade and fifth grade, sixth grade, it's that's called cohort analysis. And the cohort's never perfect. It's never the same students every year. >> Mostly it is. So that's something we're also looking >> right. And that's that's what I referred to at the beginning of the presentation of the work we're doing at the building level with the administrators. That's what why this is a valuable process of breaking it down by school. you can see exactly where those where those particular cohorts cohorts are and then um taking a look at that the individual student um process with >> so I'm still getting comments from parents that they don't understand it and can't help their kids
037but you're saying we've now with the math facts and K to3 and what you've done in 6 to 7 that maybe that's going to go away the parents are going to understand this >> uh I I can't guarantee that the parents are going to understand um the math program and some of the new approaches to solving the old algorithms that we grew up with. Um, but what I can um I want to use the word guarantee, but I'm not going to say it. It's a camera. Um, you should see a better overall experience by the family at home and how the student comes home prepared for the work that they're expected to do at home. Um, and I think that is um, one of the things you hear about at the barber shop is the
038student at EXL who spent an hour and just kept getting knocked down because they got one wrong and that causes a level of frustration. Um, the new uh, tech tools that we've implemented don't have that sort of barrier within them. So it um it rewards momentum rather than um creating that moment of you know I was almost there and now I I got to spend another half hour cuz it knocked me down. So that is the flaw I I suppose in uh in EXL and what you've heard about and what we've and what I've experienced at home as well in in in that program. So the new tools don't don't do that. >> One of the things that I've heard from parents repeatedly and I've experienced is that sometimes you know classes don't have a
039textbook and they don't have any materials. So the parents can't actually even look at them, refresh their brain from when they were in school, and then help their child. There there's no way to do it because there's no materials to use. >> So all of our programs now are are online. We have an online companion for all of our uh all of our mathematics materials. Um so at back to night I've witnessed it and you've witnessed it at back to school nights the the teacher refu um refers to refers to that um and they send a letter home in the beginning of the year and there's always the opportunity for the um for the parent to to see those materials online so that they're not sending the the big book back and forth but the
040parent has access and and again if you know for those listening at home and for anyone who's going to share that information out um all all a parent has to do is let us know if if internet connect connectivity or having a device is a is an issue. We work with uh we work with everyone in that regard. Um you know and and uh send books if if necessary. We have you have the ability to do that. >> There are consumables that go home. So what you might refer as a workbook that goes home >> where the kids are doing their schoolwork in the consumable. So that does go home. There are materials that go home and there is online component too. How >> how are they accessing that? >> How are they accessing the
041online component? There's a they have a login uh by grade by grade and um series number. So if you're a seventh grade student, you have a login for that uh for that particular class >> and the parents are aware of that. >> Yeah, it comes home at the beginning of the year in a in a letter format and they do it uh they do it at back to school night. >> Now the star the star math part that should be helping in showing those weaknesses. So yes, Starmath Starmath is an assessment tool and it helps us identify these patterns earlier throughout the year so we don't have to wait until the end of the year or the summer uh end of summer for park results. So we uh our first assessment is um I believe
042we're uh in progress um with getting that first assessment in place. uh that will go home to parents and then we are anticipating having our second assessment at around uh early November time period so that when a parent comes for the November teacher parent teacher conference they will have two points of data they'll have the beginning of the year assessment which we're administering now and we'll have a second assessment to take a look at not only for the parent to have information but again it's for us to be actionable on >> right so they can identify and show parents where they don't We we we take those results and we sit with um you know we sit with our administrators and and our expectations that they're sitting with the staff members to again look at
043those kids on the on that individual level. Um we are um hoping to and I'm I don't know if I'm getting ahead of myself. I'm going to be presenting at the next ed committee meeting um our goals in Makipin. We're piloting the we've talked about the um companion to star math which is something called accelerated math. um it's a recommended series of of um concepts that go along with the star math data that we get. So it takes the star math data and um gives some um targeted practice work for those students based on the data. So that's a tool we haven't had. We are um again I'll talk about it more at ed committee and can share for the board as a whole um at the following meeting if if uh if that's something
044you'd like to hear. But um we're excited about that and we'll see how that uh see how that goes. So we could have that implemented uh soon as well >> this year. >> Yep. >> In time for um the results of the first assessment. >> Questions. >> Thank you. That's it for the superintendent and director of ed report. Thank you very much. >> Thank you, Mr. Novas. >> Mrs. Francisco, we have two sets of minutes. >> Yes, we do. We need a motion and a second to accept. I'd like to make a motion to approve the following board of education meeting minutes. August 28, 2018 public hearing board meeting August 28th, 2018. Second. Any um discussion? If not, all those in favor? >> I oppose. I'm going to abstain on the minutes because I would
045like to I have to abstain from executive s >> I also abstain. >> Is that enough to approve a roll call? Why don't you do a roll call on it? >> I got it. >> Okay. Um under my president's report. Um I I have a um I have two young men here, seniors from the high school that are going to do a short presentation on a wonderful uh service project that they're working on in the district and it's actually across the country. Um I was very happy with Mrs. Dwire to meet with them in the spring and um looking forward to the presentation. I'd like to welcome Matt Hoffman and Evan Lame for the program tonight. Thank you. Uh so good evening members of the board of education. Uh thank you for allow allowing us
046to speak tonight. We appreciate your time. Uh so again I'm Evan Lame and then this is Matt Hoffman and we're here to talk to you about Reese Across America. So, wreaths across America started back in 1992 when moral warster the owner of moral oh sorry wreath company had an abundance of wreaths and he didn't know what to do to them do with them so he thought back of his experience back when he was a little boy in Arlington National Cemetery and thought the best way he can do with those wreaths is to honor our veterans so he donated his wreaths down to Arlington and laid them on the veterans graves that was back in 1992 so now we're 2018 18 and we're trying to carry on this whole event that that's all around the nation.
047So, um when this happened when uh Moral Worster donated his re many other organizations wanted to help in and like support the veterans and what they do. So, there's many uh individuals that helped volunteer to put the wreaths on the graves. uh one individual of a local truck company was uh helped out and and gave basically drove the reefs of Maine all the way down to Virginia to to help out um to this day that there's still that convoy and it's one of the biggest convoys in in America that happens. So they go all the way from Maine down to Arlington National Cemetery and stopping along the way to other cemeteries that are taking part in um Reese Cross America has a mission and we're here to basically bring that mission to West Milford. Uh
048last year Matt and I we helped uh fund raise for a cemetery in Sparta and we raised 436 wreaths in just a matter of 3 weeks. But uh this year we're bringing it to West Milford and we're kind of have high hopes for this year. So I'm gonna turn it over down to Matt. >> So as Evan mentioned, Ruth Cross America does have a mission that they try to fulfill annually. It's to remember, honor, and teach. Remember the fallen, honor those who served, and teach the younger generation about their sacrifices. Along with that, each year they have a different theme they go along with. And this year's theme is uh be their witness. It's from the movie Taking Chance. I don't know if anyone's seen it. It's basically a movie about a Marine officer who
049took the job to escort a fallen uh soldier back to his family. In the movie, at one point, a man comes up to the officer and he says, "You're his witness." Without a witness, they the veterans just disappear. And with that, without laying these wreaths and remembering the sacrifices, excuse me, sorry, of the veterans, their their legacies disappear. So, we're here to bring that to life. Um, so last year, as Evan said, we did raise around $6,500 for reads for a uh cemetery in Sparta. We also volunteered there to lay them. Uh this year we bring it to West Milford. We got three cemeteries here approved. Cedar Heights, uh Presbyterian Church, and St. Joe's. In total, there's a little over 700 veterans in those cemeteries combined. So that's 700 plus wreaths that we need need
050to raise money for and then further lay. Um, on top of that, we need as much help as we can get with volunteering cuz 700 wreaths, that's definitely going to be a lot of work. So, we're here trying to spread awareness. Um, also, there is a ceremony that's required through Wreaths Across America that we'll be holding in um, Veterans Park right outside the police station. Um, prior to that, we're going to have like refreshments, hot chocolate, coffee, donuts around the same area. So, we're going around to businesses looking for donations. So, if anyone has any connections, be very helpful. Um, also, we will have a lunchon at company for the Macben Firehouse right by the school. Um, and with that, we're also going around to other businesses, getting like a lunch donations. Again, any connections
051would be very uh helpful. Uh, so Evan is going to talk about what we plan on doing with getting other schools involved. So far, we've gotten Macin involved. We're getting donation buckets around school, like the cafeteria, gym. Same with the high school. and we've been at both back to school nights with a booth and we're gonna be at parent teacher conferences with booths as well. So, >> so um on October 12th I believe we're me and Matt Matt and I are leaving the high school a little early in the morning to come to Westbrook and give a presentation to the kids here. So, we have a pallet point all set up for the kids and it's going to be a little interactives to get the awareness. So, if the kids would like to help uh
052volunteer for this wonderful event, then we'd get their awareness out to it as well. Um, so the town Jordan Transportation has donated a bus cuz we're hoping to get a bunch of volunteers, so it kind of would be cluttered up with all the cars going to each cemetery. So, the town uh would donate a bus as well, but it only holds 16. So, we're asking if you guys would it be possible to get a bus donated to us to haul the veteran um haul the volunteers to the the cemeteries. Um uh William Patterson is also uh interested in helping out. So, they're willing to send a a bus full of their kids to help volunteer as well. So, we're not just getting in the district of West Milford, we're also getting the whole county trying
053to get involved as well. So, um Matt's going to tell tell you guys about the media that we're trying to get involved with and also the um where the where the re go after we all filled up. So, we have reached out to some media. Uh we haven't done the town paper yet, but we haven't heard anything back and it's really just to spread awareness. So, if anyone knows anything or can help us out, that'd also be greatly appreciated. Um help you look at and >> lastly um we mentioned that we need a little over 700 reads for our three cemeteries if we get an overflow as in we get more than what we need. We have the overflow set to go to a cemetery that's in Virginia that has a little over 20,000 uh
054graves. So last year they got the most they've ever gotten, which was only 8,000. So we definitely want to help them out and try to fill that cemetery up. Usually the overflow goes down to Arlington cuz that's the largest, but we we want to try to get this cemetery filled up as well. Um I believe we've covered everything. We do have forms over on that table there. We're going to leave them here, pick them up when we come here to pres present for Westbrook. Uh there's donation forms, there's an information sheet with dates on it. The wreath laying does happen on December 15th. I don't know if I mentioned that. Um and also business donation forms. So if a business like we have straight Java donating coffee, so if a business any of you guys
055have connections or anything, it help us out a lot. And there's also a board with information and business cards with our phone numbers on it. So, are there any questions from anyone on the board or in the audience? >> And if there is a form in the brochure for you to fill out to do your wreaths, you can also do them online. I think you showed us how to do them online. >> Yeah. So, our card does have our link to our website. If you go on it, there's a donate button. You just self-explanatory at that point. >> Will go to you. >> Yes, it goes right to these. No, none of that stuff. >> Nope. Goes right to Reese's Cross America. So, >> okay. >> I want to thank you too. You are both
056very Your parents should be extremely proud of you. You should be proud of yourself. You're doing a wonderful job. You presented yourself wonderful. Uh Mrs. Dwire and I were so impressed when we came >> when we came this spring and and we're so glad that you're here tonight. We're glad that you're part of our West Milford High School family. We're sorry you're seniors because we're we're glad to have you as part of everything, but um I'm sure you're going to get some help from the group here and I'm sure anybody that's listening will be reaching out to you. >> Awesome. >> Great job, boys. I love >> I'll follow with Mr. Stryand and we'll get a meeting together to discuss some of the particulars. But I took some notes, but I think another meeting will
057be helpful. So, thank you. A great job. >> Thank you. Thank you. >> Thank you. >> Um, also under my um president's report tonight, I just want to say how wonderful the opening school went and how impressive uh our teacher of the year was. As everyone saw it, this the the video truly didn't do justice to the day because it really brought everyone in the room up and started the school year off on on a very good note. So, I I I want to say thank you to Susan. Um, I have one other thing under my president's report that I wanted to just take a note of. We receive a lot of emails from different people and unfortunately as board members we don't respond because we're not able to respond. We really shouldn't be responding
058uh legally. But please understand that emails that we receive, every one of us take seriously and we do pass them on to the people that should be getting back to you and we also stay on top of those things asking to make sure that they were followed up on. Um, I I appreciate them. I think every board member appreciates anyone that reaches out to us and I just want to make sure that no one thinks that we're disregarding what we're hearing from them. We are definitely passing it on to the people that need to get back to you. So, I just want I just wanted to take a little note so that everyone knows about that. And that's ends my uh president's report. Uh now we need to uh go into public comment right now.
059>> Yes sir. >> Okay. Uh 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. Then time permitting other public comment limited to five minutes per minute per speaker will be allowed until the 30 minute time period transpire. All members of the public speaking 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 the public comment. Is anyone signed up to speak? Um, >> no, but I believe Mrs. Schuber wants to speak. >> Okay. >> Thank you. Tracy Huber, West Milford. I just want to take a minute to give a
060huge public kudo to Miss Catcher, teacher of the year. It is such a welldeserved honor. She's an amazing teacher and a positive role model for her peers as well as her students. Her infectious enthusiasm, her humor, her passion, her kindness, her dedication, and the respect that she always shows to students and parents alike is just unparalleled. She inspires students to be their very best and who want to succeed, not only for themselves, but also to make her proud. That is a true gift that she possesses. Our district is extremely lucky to have her. She is, in my humble opinion, the best of the best. Congratulations to her on being recognized as an amazing teacher and the best of the year. She's terrific. Thank you. >> Anyone else like to speak? Mr. Foody. >> Good evening
061everyone. Jim Foody Huitt. Um, I'll address I guess this to not only Mrs. Van Djk but to uh Mr. Novak. Um, in looking at your four-year park data on math, the percent of his students scoring four or five. I look at the third grade for 2015 and it's 51.8. I then go to 2016 in the fourth grade which is third graders from 2015 we go up to 52.3 and then 17 go to the fifth grade now we begin to fall off it goes to 47.3 go to the sixth grade and it drops off to 41.5 so when I when I see that I see that it's kind of more of a steady decline than any upward trend. Um, and I mean that's just that's just one of of a couple of things. I wouldn't mind
062seeing you do comparisons of all the elementary schools, but you do it to the district. I would almost like to see that what you did for four-year park data. I'd like to see that per elementary school because it would give us an idea of where we're heading in the elementary schools, whether we're actually getting better. When you're comparing it to the district, you know, you can compare one one school or every school to the district, but it doesn't give us an idea of what's going on at each elementary school level. Um, that's just my thoughts. Um I see in here that we have um on item 10 out of budget and finance 386,000 um being withdrawn from capital reserve account and it says in an amount up to and not to exceed $386,000 in the
063201819 school year to cover additional costs for a previously approved project. Um, that's a considerable amount of money and thinking that we could have done this and bonded for it and gotten money back from the state. I mean, I I don't know what the board was thinking when Mr. Drew suggested it till he was blew in the face that you bond and get money from the state, especially in the climate that we're we're in and going to be in for the next, you know, few years that we're going to be losing state aid. So, um hopefully in the future, uh it's addressed, but I mean this is just, you know, we're getting taxed to death in this town. when you look at West Milford compared to other towns in the district or I mean other
064towns in the county um we're getting killed and you know it's it's got to stop somewhere. We got to start looking at our expenses and and being a little bit more proactive where we just don't keep reaching into the pockets of the taxpayers every year. It's it's insane. So, thank you very much. >> Would anyone else like to speak Hello, Gary. Dan, >> I wanted to knock it over. >> I just have a simple question on the park for the mathematics >> address. >> Excuse. Oh, for uh I guess uh your >> name and address >> Gary Dan and West Milford. Um, how do the grades that the students are given, for example, A, B, and C, compared to the levels that they're comparing on the on the statewide? I'm just wondering how we cons
065how how we're grading our kids. Uh, do we think they're really great or average compared and compare those grades to what the state what we compare against the state? Does that make sense? >> Yes. >> Okay. We don't respond during this part of the meeting. >> Would anyone else like to speak? If not, seeing none, I'd like to close public comments. Motion by Mrs. O'Brien. >> Second, >> Mr. Huber. All those in favor? I. >> Any oppose? >> All right. And just uh we can jump in here. have to make. We have two edits to the agenda. Page six, this is going to be education number 13. We had two HIBs come in this week since the agenda was printed. We have 2019/H2 that is unsubstantiated and we have 2019 H3 that is substantiated. What
066was that? What was that? >> H3. >> And on the next page, page seven, personnel student affairs resolution number four. The start date effective October 4th. Should read October 19th through June 30. The rest of it stays the same. >> That's it. So we need a motion to make a motion to adopt the presented with the two changes. >> Second discussion. >> Okay. I'm sorry. >> I thought it made some sense to move the item that's currently on the end of the agenda right after the public comments. >> The negotiations. >> I'm sorry. >> The negotiation resolution. >> Yes. Okay, we can move that. >> You want to move that first? >> I would like to move that first. >> Okay. >> Um partly if if I'm having some health issues. I'm not sure I'm
067going to be here for the whole meeting and I want to make sure that we get that done if nothing else. >> But we still need to do a voice vote on the motion for the agenda. Correct. >> Uh yes. If you'd like to There's currently a motion right now that's passed. Um and we need to have a vote on if you'd like to postpone that bill that motion goes. Otherwise, just do video >> or can I modify her motion or how do you want to do >> at this point? The motion's been seconded, so there needs to be a roll call, but afterwards, >> no, we're having discussion about her motion at the moment, and I'm saying that I want to amend it. >> There was a second. >> Yeah. >> Right. >> Um,
068question. >> Yes. >> Is it not possible that the president can just determine that they'll take the vote? So, there's no need to do a motion for Mr. Drew's thing. She can just say, "We're going to move that first." >> Absolutely. >> Yes. Right. Okay. >> I will move it on the agenda. >> All right. Okay. But I still need a voice vote in favor of accepting the agenda. >> Right. I just was clarify clarifying question. >> Any oppose? >> I I would like to move negotiations first. Uh Mr. Drew, your committee. >> Oh, really? >> Yes. >> All right. Mr. Guerino was I'd like to move items 1 to 12. >> Oh, I'm sorry. No, no. is moving just like move the negotiation. >> You're trying to confuse us on purpose. >> No, I'm
069I'm clearly confused. >> It's my >> So negotiations which is currently on um >> page 23. Uh I'd like to move that motion, please. >> Second. >> Okay. Any discussion? >> Uh I would just like to thank the committee for their efforts. So, I don't know if the public realizes, but there's a lot of long hours that go into negotiating these contracts. I want to thank you all. >> Thanks, Glenn. >> And I I do I also want to say thank you because over my history, this is the fastest this has ever happened. So, I would say whatever you did, you did extremely well. So, thank you, Mr. Drew, and your entire committee. If you don't mind my saying, I think it was very largely our employees who >> worked with there wasn't something we
070did. They they >> seems like everybody was on the same page. >> Well, I don't know about that, but we got that. We got that. >> So, any other questions, comments? If not, Mrs. Francisco, >> Mrs. Dwer, >> yes. Mr. Mr. Huber. >> Yes. >> Mr. Drew, >> yes. >> Mr. Gino, >> Mr. Bailey, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Van Djk, >> I abstain. Motion carries. Thank you very much. And again, thank you to the committee and to the staff. Thank you. Now, if we could go to education. Mrs. Dwire, I'd like to move items 1 through 12 for approval. >> Second, any discussion? If not, >> don't go so fast. >> Not so fast. >> Um, >> no discussion. >> Uh, hold on. >> Items
0711 through 12 under education. the um number 10. Can I get a little bit of explanation? >> I have the same question. >> Oh, okay. >> So, um it is a course um course offering that we'd like to approve for the Highlander Academy. It is a um exper uh experiential um sort of course. It's um providing credit for service learning uh where students will be provided uh 1.2 25 credits for 25 25 hours completed um service learning uh for our students at the Highlander Academy. So, it's um fostering involvement in the community. Um it's um you know having a um we have a lot of students. I'm not >> Is it community service? >> It's community service. >> Yeah. So, I like I would love to describe it. Um but there's some >> there's an
072educational component that goes with community service. >> Correct. >> Yes. Okay. >> Any other discussion? If not, Mrs. Francisco, >> I believe you have a course description in the board members. >> Maybe you could have a discussion privately with Mr. >> I would like. It's a real good thing. >> I have one other question about number five. Um, the aids that we're adding. Um, do we pay benefits on those people or is that is that outsourced? >> This is uh in an outsourced school. This is a Per County Special Services. >> Thank you. >> Any other questions? >> Mrs. Francisco, please. >> Miss O'Brien. >> Yes. >> Mr. Drew. >> Yes. >> Mr. Bailey. >> Yes. >> Mrs. Dwire. >> Yes. >> Mr. Gino. >> Yes. >> Mrs. Fritz. >> Mr. Yuber. >> Yes. >>
073Mrs. Van Djk. >> Yes, >> Mrs. Dwire. Um, that that number 13 is after executive session. >> Yes. >> So, we'll go on to personnel. Mrs. O'Brien. >> Okay. Okay. I'd like to move items 1 through 40 under personnel student affairs. >> Yes. >> Second. Okay. Uh, any discussion? >> I have a question to start as well. >> Sure. >> It seems like we're adding a lot of uh aids. >> Mhm. Um is that because we have an increase in um students that old special needs students or >> Yes. The answer to that is that we had about 25 new students move in with IEPs >> um this year and some that required um quite a quite a ratio of uh paraprofessional help. Um the other would be that we did not have some positions
074filled over the summer. We were looking for um Paris that had um ABA experience and that took a little bit of time and the lag between the Dr. Mcuade's interviewing and my interviewing um took us really until the beginning of school to have all those positions filled. >> Okay. Thank you. >> Any any other questions? Mr. Dwire, >> it's not a question. I just want to make a statement about Mr. Madura. Um, I'm very sorry that he's retiring. He's probably one of the kindest, gentlest people you could meet. He, the kids love him. His knowledge is um, unbelievable and he's going to be a sincere loss to the district, but I do wish him well. I >> I agree. He will be. Thank you for bringing that up, Mrs. Dwire. >> Any other discussion? I'd
075like to say kudos to the administration of finding some more uh mathematics home uh instructors. >> Good. >> Thank you very much. At number 28. >> Thank you. >> And um that's it. Anything else? Okay. Mrs. Francisco, >> Mr. Gino? >> Yes. >> Mr. Bailey? >> Yes. >> Mr. Drew? >> Yes. >> Mrs. O'Brien? >> Yes. >> Mrs. Fritz? >> Yes. >> Mrs. Dwire? >> Yes. Mr. Huber. >> Yes. >> Mrs. Van Dyke. >> Uh, I abstain on number 33 and yes to the rest. >> Now you on the next motion 41. >> Second. Any discussion? Mrs. Francisco. >> Mr. Gino. >> Yes. >> Mr. Bailey. >> Yes. >> Mr. Drew. >> Yes. >> M. O'Brien. >> Yes. Mrs. Fritz, >> yes. >> Mrs. Mrs. Dwire, >> yes. >> Mr. Yuber, >> yes. >> Mrs.
076Van Dyke, >> yes. >> Like to move item 42 on personnel, student affairs. >> Any discussion? >> Is that the town? >> No. >> CFO, it is not. >> We did not do it that way. >> No. Um, the law was changed in 2010 so that we went to someone who works in the education field. >> Okay. So, is this somebody who's um kind of does this for a number of different schools? >> Um, >> and that's that's basically their job. >> Yeah, they they they do it in a in a school district and basically then they they do the treasurer's money in uh for school monies in other districts. >> Any other questions? >> This was recommended by our auditors. Is that right? Is that why we're doing it? >> Um, we were looking
077at it. It was eliminated. The position was eliminated a number of years ago and Dr. um Anamone took a look at it and he's thought that it would be a good idea for the district to bring it back because it would be more oversight. >> I think it's a very good idea to have somebody double check. You know, that's >> sort of standard accounting always. >> Not that we've had any concerns, but it's just >> avoids it entirely. >> Another set of eyes. >> Oh, good idea. Any other questions? >> Mrs. Francisco, >> Mr. Reno, >> yes. >> Mr. Bailey, >> yes. >> Mr. Drew, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Yuber, >> yes. >> Mrs. Van Dyke, >> yes. >> That
078concludes personal students. >> Thank you, Mrs. O'Brien. >> Mr. Bailey, like to move items 1 through 10 finance, please. >> Second. >> Any discussion? Mr. Drew, >> I clearly haven't made my point, so I'm going to try again. I don't think there's anything that we shouldn't do, but on item 10, taking that money out of the capital account, we're taking $386,000. We're going to spend a total of almost $1.2 million out of current funds this year for this. There's no question the roof has got to be done. If we had looked at doing this as a um uh bond and financed it over time, we would have received $480 thou,000 from the state of New Jersey as reimbursement for the capital outlay. We would have received about another $100,000 from the state of New Jersey
079as reimbursement for the interest rather than spending 1.2 million this year out of cash. Now, in in a year where we've got budget issues, uh we would only spend something in the neighborhood of $160 to $170,000 over a million difference. That's money that we could have used for employees, for math programs to when you think about what you could do with a million dollars, it's a lot. It's money that from the state of New Jersey that we have foregone completely. I'm sorry I didn't explain this. Well, some of the objections that I heard was that we don't like the temporary solution. We don't like the systems. Well, you can replace those. The pipes might burst. They're not under pressure. They won't burst. We said we couldn't do it in winter because they're in school, but
080we didn't want to wait another summer. And yet, we're doing it during the school year anyhow. We said we didn't want to move kids. And yet we're doing it during the school year and we're moving kids. So all of the things that I thought were, you know, objections were really are not. We're we're just purely throwing money away. Now, there's some possibility that the voters might not approve it if we did it as a referendum. On the other hand, I'm kind of a firm believer, even though I disagree with the voters many, many times, I think it's a good idea to ask the citizens and voters what you want. And I think if we obviously it was a difficult subject to explain because I couldn't explain it to eight other board members but uh so
081maybe maybe it might not have been done but I just hate the thought that we have thrown away $600,000 from the state of New Jersey to do this now instead of a few months from now. And so anyhow, I'm going to be voting no on item 10. I don't think we ought to take that money out. >> Any other discussion, >> Mr. Huber? I have discussion on seven, six, and five. Just >> Well, I'm going I'm just going to tag >> I'm going to do one at a time. >> Okay. I I'll get to you. I'm just going to I I'm just going to tag on the Mr. Drew for a moment. Mr. Drew, I understand exactly what you're saying about the taxpayer money and probably if it had been handled the right way by
082previous boards, we would not be in this position. I don't like to see money thrown away either. I just think that unfortunately for this board, we're in a position where we need to do what we need to do. I respect your opinion. I understand exactly what you're saying and please understand that I agree to disagree with you on this one, but I I clearly got your message. Anyone else? Mr. Yuber, this is about different items, correct? >> Yes. >> Go ahead. >> Okay. Um, number seven, we're voting to grant an easement um over school property for Sue has water. And I took a low look over the easement and first of all, I I think that we should table this until we have the entire easement. um it doesn't have the area over which the
083easement attached. You know where exactly they're going to have an easement to go down. This easement allows um grantee the Suez employees at any and all times to enter in upon the said property or any part thereof without notice. Okay. I think we need to reserve to ourselves some rights in this easement to object to interference with education. uh if there's uh noise or other problems or safety issues that are created by Suez for students whether it be um uh attractive nuisances of ditches or holes or anything like that because there it gives them the right to put um piping and everything underneath uh underneath the ground. um we need to reserve ourselves um some some basis for objection if there's something going on that's not safe or or objectionable in some way that's interfering
084with education. Uh on top of that, we need to know where the heck they they're they get the crossover. Uh as a board, I don't see how we can vote on this. So, I'm going to make a motion to table this until such time as we can go back and and look at those issues. >> I could just jump in on this. Um, I myself didn't look at the easement length, but Joe Rosselli from my firm did, and he said that for all intents and purposes, this easement is proper and necessary. Also, within the resolution, you see that it has the subject of attorney approval of the language. If there's something that's improper, um, illegal, then we will certainly bring that back to them, make this known. But they certainly can't just come on to
085our property and just disrupt education. That would go against our policies and the law. So, just would like to add that. But if you want to make that motion, you were certainly free to do so. >> Mrs. Francisco, >> um, it's my understanding, too, that this has been ongoing for many, many years. Uh, the MUA had access and it's off of Makaban Road, so it's really not on our school property here. It just so happens as somewhere near the treatment plant. It crosses over, the driveway crosses over part of our property, >> the boundary. At the moment, what's been provided to the board is a blanket easement for 46 Highlander. >> Mhm. >> Okay. There there is no limitation here. So, if we vote on this, we're voting on something we don't know because the
086description of the actual easement area isn't here. There's no diagram. There's no description. So, we're voting on a on on a blanket thing here. And with all due respect, I I am a real estate attorney. Joe isn't. Joe's a school attorney. Um, this is legal. Absolutely. It just doesn't reserve anything to us. It's all benefiting Suez and there's no reason why we shouldn't reserve something to us to protect ourselves and gives give ourselves some more legal uh uh ability should something come up. >> Um, Mrs. Francisco, this easement has existed from the day that MUA um incorporated itself. Am I correct? To my knowledge, yes. And I do believe that um when I forwarded >> there already. >> Yes. And I I believe that this was um reviewed by the land use attorney at um
087Shank Price. >> From what I understand, you know, Joe said that he had reviewed it. I'm not sure, but I would imagine that Joe will do his due diligence and talk to the many attorneys we have at SC. >> Yeah. >> So, uh it's up to the board if we don't know that. >> Any other discussion? I can certainly call Joe and ask him just to confirm, but I don't want to speak to >> I do know that he did speak to the land use attorney because I did have some questions. >> And one last thing to point out is that we're not extending an easement to the MUA in town that we can we know and trust. We're g we're giving a new easement to a private corporation. >> All right. There's a big
088difference. If you want to table it to the October 16th meeting. >> Yeah, we need a roll call on on tableabling. Correct. >> One meeting should be sufficient to clear up this stuff. >> Yeah. >> For a roll call for the tableabling of the motion. >> Mr. Bailey. >> Mr. Drew. >> Yes. >> Mrs. Dwire. >> No. >> Mrs. Fritz. >> Yes. >> Mr. Greeno. >> Yes. >> Mr. Yuber. >> Yes. >> Mr. O'Brien. >> Yes. >> Miss Van Djk. >> Yes. >> So, it's table correct. >> Yes. >> Thank you. >> You're welcome. >> Any other discussion under budget and finance? Mr. Huber. >> All right. Number six. I have questions. um the land associates um involvement with changing from um wellwater to public water for Makipin. Um my question is is there something
089wrong with the well? Is it underproducing? Is there are there portability >> problems? We we're having problem. We're going to have to replace it. We have um the holding tank is um in disrepair. um it's getting to the point where we can't can't repair the holding tank any longer. So um that we have been trying for the last few years to get on the stake valley. This way we can run pipes directly to the school >> as opposed to having a pumping it in a well and having a holding tank that way. Um, so we just feel that it's the easiest way to do this and the least expensive without having to drill a second well is to go to the U P Valley and try to um to um have our allocation given to
090Pake Valley. >> Okay. So So the well is insufficient to supply the school without a large holding tank. >> No, it has a holding tank though. It it doesn't go directly to the school. The water doesn't go directly to school. It goes into a holding tank. All of our schools do. >> Right. But what I'm asking you is is is the reason we need to replace the wells because it's underproducing. >> No. in order from what I understand this is we have to we wouldn't be able they would have they would have to put a new well in in order to put in to I'm not very familiar with this stuff obviously >> I'm a little >> but I'm a little little gray on here >> I deal with this stuff sometimes >> but you
091know there is Pak Valley is the water commission that we're in that area according to the state water use plan. We have to go to Pake Valley water. >> Well, I guess the reason I and the reason I'm asking, okay, is because if it's a matter of replacing a piece of equipment, even if it might be expensive, in the long run, it might be cheaper because wellwater doesn't cost anything except for maintenance of the of the equipment. Whereas public water can, you know, if you use enough, can be very expensive. So, I'm just wondering what the costbenefit analysis is. >> We've gotten some prices on on re repairing or replacing what needs to be done, and it's upwards of almost $100,000 so far. >> Okay. And do we know how much, say, per month, the
092public water is going to cost? >> No, we do know that the the high school and transportation are already on public water. Mhm. >> So, we do already have them and we would just be tagging on to that. >> Do you have an idea what the high school uses? >> I don't have that information. I can get it for you. >> Okay. Does anybody else want to know? >> No. >> It's like our MUA bills. >> If anybody else wants to table the next meeting, I'll second it. >> There was a reason though that we moved this. I thought >> well because we're if we have a problem with the holding tank again we had an issue in August we were able to stop the leak but if we have an issue this winter >>
093there there was a read because we we need to have them find out if we can get on >> we may not be able to do it >> they might not even take us >> all right now >> we've been trying for two years it's a Right. Having having gone past that and really not gotten the answer, I have two more follow-up questions. One of them is um it seems to be that um the the water company's already at at maximum capacity. So this fee would be actually to make applications to the D to allow them to is are they at maximum capacity or is just that they're only allowed to do 50,000 gallons? They said that they they they've had their water allocations reduced. >> So they need a license a license to expand
094their out their water distribution. >> So there has to be we would allocate our our water to them in order for them to bring us on. >> Okay. So basically we're giving away our our well license so to speak. We're putting our well license over to them so they can provide us the water. Sort of oversimplified. >> Yeah. >> I guess in layman's terms. >> Okay. Well, I trying to Simplify it. >> Yeah. >> Oh, Mr. Drew has a question. >> Real quick question. We've got another meeting >> in October. >> Could we get costs of what they would propose within before that next meeting? >> We could try. We could try. >> Then I move to table it until the next meeting. >> Need a second. >> I'll second it. Unless Unless you would
095want to do it as chair. You can do that, >> I believe. >> No, that's okay. I'll let you second. >> All right. I second it. Um, we need roll call on that also. >> Okay. Mr. Bailey, >> no. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Greeno, >> no. >> Mr. Yuber, >> yes. >> Mrs. O'Brien, >> yes. >> Miss Van Djk, >> yes. >> All right. >> Thank you. I have one more question that we're going to need to find. you give her a list of the questions that you have about and then you get the right answer. >> It's one last thing. It was in the letter. I don't know if anybody else read it, but it says land will provide a separate
096proposal for decommissioning of the portable well at the middle school, which does that mean that after they're done with this, they're going to char they're going to do a proposal that charters more. >> Mhm. >> Right. Okay. So, this is 6,400's not the only cost. Just wanted to point that out. Mhm. >> Um >> do we have any other questions under budget and fun? >> The the last thing was that under number five, I had sent uh Barbara and Dr. Anamone a um uh an email asking them to give specifics on this because I think the public would like to know what in in security measures are being installed at all the schools. This is something that's been a lot of discussion in the past and I think it would be good for the public
097to know about that. >> I think Dr. Annam has the answer. >> Well, we discussed this in committee. Uh I'm not too inclined to give too many specifics at a board meeting about school security plans and initiatives. >> Um I >> I don't see I don't see an upside. Yeah, we discussed it in committee >> and you know I explained this at PTA meetings last spring and I told the the PTAs and whoever was there that we'll give them as much information as we feel as though it's necessary to share. though not every bit of our school security plan or district plan will be made public. So >> now you could have just emailed that back to me. >> It's been a busy week. Any other discussion under budget and finance? If not, Mrs. Francisco,
098roll call, please. >> Miss O'Brien. >> Okay, so this is I just want to clarify this is 1 through 5 through 10, correct? >> Yes. >> Okay, the answer is yes. >> Mr. Drew. >> Uh, yes on one through five, eight and nine, and no on 10. >> Mr. Bailey, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> no. On 10, yes to the rest. Miss Van Djk. >> No. On I mean abstain on number eight and yes to the rest. Do you move item number 11 under budget and finance please? >> Second >> discussion. If not Francisco O'Brien >> yes >> Mr. Drew >> yes >> Mr. Bailey. Yes, >> Mrs. Dwer. >> Yes, >> Mr. Greeno. >> Yes, >> M. Mrs.
099Fritz, >> Mr. Yuber, >> Mrs. Van Dyk, >> yes. >> I like to move item number 12 under budget and finance, please. >> Second, discussion. Mrs. Franc, >> Miss O'Brien, >> yes. >> Mr. Drew, >> yes. >> Mr. Bailey, >> yes. M Mrs. Dwire, >> yes. >> Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> yes. >> Mrs. Van Dyk, >> yes. >> I can move item number 13 under budget and finance, please. >> Second. >> Discussion. >> Mrs. Francisco. >> Mrs. Dwire? >> Yes. >> Mr. Yuber? >> Yes. >> Mr. Drew? >> Yes. >> Mr. Gino? abstain. >> Mr. Bailey, >> yes. >> Miss O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Van Dyke, >> I'd like to move item number 14 under budget and finance, please. >>
100Second. >> Um, question. >> Sure. 14 and 16 have the same date but different amounts as one's as of June and one's as of July. Never mind, I just answered my own question. Okay. Sorry. >> Yeah, we when the audit is completed, we can finally do the final report for June 30th. We did a um a preliminary one uh last month. Okay, >> Mrs. Francisco on item number 14. >> Miss O'Brien, >> yes. >> Mr. Drew, >> yes. >> Mr. Bailey, >> yes. >> Mrs. Mr. Dwire, >> yes. >> Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> abstain. >> Mrs. Van Dyk, >> yes. >> To move item number 15 under budget and finance, please. >> Second. >> Surprise. >> Any discussion? >> If not, Mrs. Francis, >> Mrs. O'Brien,
101>> yes. >> Mr. Drew, >> yes. >> Mr. Bailey, >> yes. >> Mrs. Dwire, >> yes. Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> abstain. >> Mrs. Van Dyk, >> yes. >> Like to move item number 16 under budget finance, please. >> Second. >> I'm I apologize. That last vote should have been a yes. >> Okay. >> This is item number 16, correct? >> Yes. >> Any discussion? MRA. >> Miss O'Brien. >> Yes. >> Mr. Drew. >> Yes. >> Mr. Bailey. >> Yes. >> Mrs. Dwire. >> Yes. >> Mr. Gino. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Yuber. >> Abstain. >> Mrs. Van Dyke. >> Yes. >> Like to move item number 17 under budget and finance. Please. >> Second. >> Any discussion? >> Mrs. Francisco. >> Miss
102O'Brien. >> Yes. >> Mr. Drew. >> Yes. Mr. Bailey, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> yes. >> Mrs. Van Dyke, >> yes. >> To move item number 18 under budget and finance, please. >> Discussion. >> Mrs. Francisco, >> was a second. We need a second. I'll second it. I'm sorry. It's okay. I'm ahead of myself. I know. I feel like Groundhog Day. >> Yeah. Wow. That's it. >> Yes. >> Um, >> Miss O'Brien, >> yes. >> Mr. Drew, >> yes. >> Mr. Bailey, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Gino, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> Mrs. Van Dyke, >> yes. >> Like to move item number 19 under budget and finance, please.
103>> Second. >> Any discussion? >> Mrs. Francisco. >> Mr. Bailey? >> Yes. >> Mrs. Dwyer? >> Yes. Mr. Garino. >> Yes. >> Mrs. Fritz. >> Yes. >> Mr. Yuber. >> Yes. >> Mrs. O'Brien. >> Yes. >> Mr. Drew. >> Yes. >> Mrs. Van Dyk. >> Yes. >> Thank you. Mr. Bailey. >> Mr. Guino. >> I'd like to move items 1 through 23 under policy. Second, please. I'd >> like to ask that number 18 be a separate vote. We need to How did we do that? >> Um, no one. >> Yeah, I was going to say you could just clarify your vote, but as of right now, there was uh, you know, >> second. >> Well, there was already a second that that motion would be um, voted on. So, I mean, if you'd like just
104make people to clarify their vote. Otherwise, if they're going to get the universal vote, that would be the same vote. So you just say you're voting around this for the >> Okay. >> Any other discuss any discussion? >> Number 18, >> of course. >> Um I'd like to pass these around. These are copies of the pertinent pages uh of the uh HIV policy change. >> This is second reading, right? >> Yeah. Okay. This I thought it was, but I want to make sure that I okay with that. Okay. Um the adjustment to the HIV policy, one of the things that's adjusted aside from a lot of uh um there's some uh housekeeping so to speak to clean it up to uh conform it to current uh terminology and so on and so forth. However, there
105was an option that um was put in that has to do with giving uh the school principal discretion to decide whether something's in HIV or not and whether or not to have an investigation. Um and while I think that we're making some pretty good progress with getting um people into positions that would would be able to do that. Well, I don't think we're there yet. Um, and I would like to make a motion to remove that option from this policy uh second reading. >> Can you do that? >> I don't know if that's proper. Uh, Mr. Huber, um, since this is the second reading, that would have had to have happened first. Otherwise, you would just have to any amendments would have had to be done at that point. At this point, just whether or
106not we're voting on it, >> it would be a second. >> Yeah. I mean, you could I mean, >> well, if if we made the change, we could put it on for yet another reading. >> Sorry, what were you saying, Barbara? >> Said it would go back to committee. >> Yeah, I mean, it could also just go back to committee. There could be a motion to, you know, send it back to committee to remove. Just just to clarify for the for the whole board, um the changes were made statewide, recommended to be made statewide in all districts. We have a lot of incidents at the primary in the primary grades, kindergarten for example, where two children trip over each other playing soccer at recess and one mom calls up and says, "My son was bullied."
107and we'll commence an bullying investigation where we'll interview all 40 students on the recess field, the four lunch aids, the two teachers, and it's, you know, in to in total man hours, it's anywhere from it could be 10 man hours. So, we know it's really at that age, children really don't, you know, to be a bullying case, there has to be a protected category, race, uh, religion, gender, sexual orientation. We know children at that age don't really have the capacity for those types of actions. We know there's conflicts and we look at it. Was the trip intentional or not or was it incidental? But this would protect that school from having the entire day spent interviewing kindergarteners about who tripped who at recess. So that's how we look at this. That's how the state recommends
108looking at this. It's a little bit, it helps us out a little bit with our time because these case these cases can suck up a lot of our days. You heard last year people want more social workers added to the schools and that's a great idea. A big part of their day is following up on two 5-year-olds who were trying to argue to get who's first in the lunch line. And the next thing you know, the social workers pulled for 6 hours to interview every kid on the lunch line to see who was there first and who cut in front of who first. So, uh, this would be be a big help for us in redirecting our staff towards things that are going to be more helpful, more meaningful to our students. >> And just
109to add to that, Alex, sorry, I mean, this was not just done um out of the blue. There was new regulation that was passed that permitted this uh to be included in the policy. So, um, legislators thought about this and that's why it's been passed. Again, it's not mandatory, hence why it's optional policy, but that's where the language comes from. >> Can I let Mr. >> Oh, yeah, please. I didn't realize. >> Mr. >> Well, I'm sure the New Jersey legislature would almost never make a mistake. I understand your point about spending way too much time on this at the primary level, but I know that we've seen we our small little school district have seen at least one complete error in a hip that uh uh had we not had this kind of thing
110coming forward. So I think while I mostly would defer to the legislature regarding this, I don't think we need to have that kind of option at the either the middle school or high school level where sometimes you could have the situation that an administrator might want to bury something or might just make a mistake. Uh might not have enough information not having made an effort to gather the information. So I'd rather review this give you the difference that you're asking for with regard to the primary schools, but not include that sentence in in uh for the purpose of of middle school and high school. >> We need to change. >> So, I guess for that reason, no, we're saying we can't change it. For that reason, I'm going to vote against it. I'd like and
111I'd like to refer this back to the committee >> to do something that way. There may be other things that you would think of. I like the idea of not making that principles chase around a whole bunch of little kids you may not even remember. But at the high school level where we know hibs occur and and sometimes just awful things, I don't know that I necessarily want that kind of discussion. >> And just to answer your question, Madam President, again, um it can certainly be sent, but this point is just a vote whether or not it passes as it was first presented. >> Okay. So that that we can just vote on it and however it goes then goes down then it can go back. >> If it goes down then yes it's it's
112failed and then that policy doesn't get implemented then it would just go back. >> So we're voting on number 18 separately. >> No no you can choose everything else. >> You can separate it out. I one more comment go ahead >> is that um I'm going to suggest that we we vote it down send it back to committee and maybe the committee polls the rest of the board to see at what age level it would be appropriate because I agree 100% with Dr. animal. It's kind of silly to do full HIV investigations for kindergarteners. Um, but maybe like fourth and fourth and up or fifth and up or something like that. Depends upon, you know, we have to see what's reasonable. I know that at fifth grade they have they they should know what they're
113doing. Okay. But, um, so if we can do that, I think it would be more reasonable we can come back with something that's workable for both the the district and safeguards these things. And one last thing is that keep in mind that with on HIV there's a structured uh investigation that's documented so that things get done in a a a more uh thorough formal manner whereas uh code of conduct items they're handled however the administrator wants to handle them. They're not it's not the same uh formality. So that's all I have to say. Well, just remember I I I don't want the public to think that we're not following the hip. We're following the characteristics and different things. They're just they're just leaving it at at discretion in the in the schools by the principal
114so they're not going through a wasted process. In other words, they're not wasting 5 hours on a kid not being first online. That's and I I don't want you I don't want anybody to think that we're not following the the HIP procedures because that's not correct. So, any other discussion? >> Mrs. Fritz, >> I was just going to say I read something a while back that across I I believe it was New Jersey based that said 70 75% of all HIPS filed today are unsubstantiated. 75%. So, and each one of those takes six hours on average. I think Alex just said 10. I mean we I think if I added quickly before you said we had 34 from from a short period it was like half a year >> that's 200 hours of of very
115limited time that we all agreed was very critical that we don't have enough social workers I think at all levels there are people who still don't understand the policy understand that there it is based on certain characteristics that there are certain things and that our administrators especially at the principal level know at a baseline line if that piece of it has has occurred and and can make those decisions. So I I definitely agree that we are wasting a lot of staff time on on things that could be resolved at around a table on a conversation. >> Mr. >> Dr. Ammon, you gave us HIB statistics early. Would you repeat repeat the uh one for high school? How many hibs and how many were substantiated? >> 13 and nine were substantiated. So >> at least at
116the high school level, it seems like a good use of time. >> Substantiated not too substantiated in the elementary, >> right? >> Overall, >> so that makes sense. >> I mean, I think you're right. At the high school level, they they there are things that are happening. I'm not denying that at all, but I think when you look at the big picture, >> I think it's reasonable. It's reasonable, but at this at this point, it's a blanket for all the schools. I think that maybe we can come up with something that's more that works better. >> Any other discussion? Mrs. Uh, Francisco, please. >> Mrs. Dwer, >> yes. >> Mr. Yuber, >> no to 18. Yes to the rest. >> Mr. Drew, >> no to 18. Yes to the rest. >> Mr. Gino, >> yes.
117>> Mr. Bailey, >> yes. >> Mrs. O'Brien, >> yes. >> Mrs. Fritz, >> yes. >> Mrs. Van Dyk, >> yes. Okay. Committee report. Mr. Corino had a meeting. >> We finally did. We did have a meeting after our uh summer off. Pull up my notes. Uh for those of you that know this, the uh rec center got a new gym floor over the summer. So, if you haven't been there, go check it out. It looks really nice. Um, wood floor is a little bit different, much like you see in the the high school. Um, they do they did put up some temp pads on the walls. Maybe they're uh permanent soon. uh there are also in uh the little league made a request uh to um the town to see if they could put some
118batting cages in similar to what they have in the high school where they have those batting cages that go up into uh >> what happened to the machines >> the ceiling. So there were we mentioned that there were machines in the uh auxiliary gym many years ago and they had a batting cage that they actually generated revenue from. So, John, again, new here. He's uh he's finding that out uh for the first time. So, we did bring that up. >> Uh we're also getting they're getting quotes to replace uh the video games in the uh teen center. So, they have some older video games. They're going to put some new games in there. So, I think that' be great for uh some of the students and the children that are going there. And the Zenzo
119Pond Field. So if you haven't again if you haven't been over there they've done a lot of work over at the Zenzo pond parking um the field down talking musc musco about putting lights up there. So uh >> we think that probably by fall so they want to really get grass to take by uh the fall of 19 they want to try and keep everybody off of it for the next year or so. They'll be they'll be able to use that. Good luck. Uh there was also some mention of having some handicap accessibility to get to the field. So if you've ever been to No Enzo Pond Field, you could come across uh the little road, but to get down to the field, it's a pretty steep uh drop. So uh they were looking into
120looking into some handicap accessibility. >> That would be nice. >> Um they're also working on the the Zenzo Pond uh pavilion. They want to do some things to to work on the pavilion, keep that area as a as a skate park area. the kids do a real good job at um you taking care of the skate area. So uh but they do have to uh take care of the building. So >> that's it. >> The town owns that town. >> The town owns the Zenzopon field rights. Not Cy. >> Do they own the tennis courts too that are >> tennis courts? There's two basketball courts there also. So yeah, >> but we maintain those tennis courts. Am I correct? >> Correct. >> Okay. uh safety. Um we have our first safety meeting October 16th. Dr.
121>> U superintendent's round table. >> I was unable to attend the September meeting, so I'll defer to Mrs. Van Djk. >> The meeting went well. Um the there were different items that were brought up um from the parents, but I overall I feel like everyone was happy with the opening of school. you know, some kind of glitches, normal start of school, buses, uh, you know, getting pick picking kids up, but, uh, I think everything pretty much was, you know, the parents were the question came up about the voting at PK and I I think I gave the answer. We we have November yet in the building and then the county is supposed to do the visitation and let the primary start next year and that's what the parents are meeting. Our our next uh superintendent's
122round table is October 18th >> and uh state county school boards there were no meetings over the summer. However, the first meeting is October and I'll be going to that. I don't know if anybody's interested. >> What's the subject? Um, it's a good question. >> I thought it was school funding. >> I think it's finance. Yeah, I thought it was something with finance. Um, if you are, please, you know, you can sign up or whatever. Just let me know. I wouldn't mind writing somebody. Um, New Jersey school boards, uh, workshop is October 22nd down in Atlantic City and there's many things offered there. I actually think I'm probably going to try to do the next year governance while I'm down there on Thursday. So that saves us from paying for that for next year. And
123if anybody else is going and has to do next year, maybe they want to do it, too. It looks like there's many things that are offered down there. And it's always a good one way to get all your workshops and really get some good, you know, inter, you know, networking with other. >> I've I've gone the last two years and the it's absolutely worth >> your time if you can make it. uh the the education and learning down there is fantastic. >> You get if you >> hard work, >> you you do a lot in the in the days that you're there, but it it is definitely especially for the district too. We pay a lot of money for dues and that and this is this is a resource that if we can use it,
124we should >> um legislative Mr. Yuber. >> Okay. Um, there was a legislation that was uh signed into law, but it seems I'm not really clear on it, but it looks like it's still open for public confirmation, maybe on the ballot in November. Um, it's the Securing Our Children's Future Act. It was originally introduced as a $1 billion um funding act that included $400 million uh to go toward vacational schools, county vacational schools. >> On the ballot, >> what's that? on the balance, right? Um, but I'm just giving you a little background. It was $400 million uh for county vocational schools, $450,000 for school security enhancements, $50 million for college county colleges, and 100 million for water infrastructure projects. >> Um, >> now that was what it was originally. Governor Murphy cut it down. He
125took the school security stuff out entirely and he reduced um the vocational uh county vocational school amount to 350. So um that's what's on the ballot. Okay. So he took out entirely school security. Um so just making everybody aware of that. Um another law was signed uh signed in where all new school buses have to have threepoint uh seat belts. Um it's only newly manufactured stuff and it would not require us to retrofit our other buses. So it's really not going to affect us that much. Um another policy is going into effect that has to do with uh opioid overdose prevention in which uh it would require high schools to have personnel to uh have uh training and maintain supplies of opioid antidotes. Right now that would be Naron. Maybe later it would be something
126else. um and be able to administer them uh by a school nurse or other trained employee. Um it permits any other school to have it as well. So it could be done in middle schools or or whatever. And it's optional uh you you also have to have that accessible uh for school functions on school grounds and it's optional for school functions off school grounds. So if there was a trip to Washington and some of the teachers had it and wanted to take it, that could be done. Um, and it also asks the the school to develop a policy along those lines. So policy committee needs to start thinking about it. And there's some other things, but they're they're not certain yet. So I'm not going to waste the board's time until they are. >> Thank
127you. >> Technology, Mrs. >> Yes, we had a meeting. Um we met on September 17th. Uh we're the district is continuing efforts towards building a faster, more reliable network across the entire district. Um some of the things that they're doing uh new switches which is what connects the network across the schools. Um we've got some initial switching in place, edge switches in place um with Moroi as the vendor. There's still some programming to be done around that, but um letting the school district settle in before they start making some changes um within the schools and disrupting anything. They will continue to expand the network to update remaining switches and the direction from there will be to expand our our capabilities which we've talked about before to a VoIP network um which is digital phone system.
128Servers um there's new servers have been purchased, installed and updated with the latest VMware which is virtual servers. Um it allows us to share more resources across the district. We currently have one in the high school which also supports Westbrook and Makipin and then one in each of the outer schools after Marshall Hill, Maple Road, PK and UGL. Uh Chromebooks, uh 300 Chromebooks have been ordered for this year's deployment and we'll be working on getting those configured and rolled out around mid-occtober and BARS will be working with um the administrators and and student and others to coordinate that distribution. uh clear touch boards um pilot around that. Um if you don't know what that is, it's kind of like a big tablet that goes up on the wall in the classrooms. We have three installed
129so far, two in Makain, one in Westbrook. Um teachers are thrilled and seem really excited to be able to have access and using these in the classroom. And then we have three more planned for Maple Road, two in the new autism classrooms and one um that was donated by the PTO that school. And then lastly, desktops. uh desktops have been ordered for and will replace the PCs in the upper media center of the library in the high school. The ETA will is still being determined um as the new operating system um is being kind of worked out for that and testing um is being done. Uh we've I think talked about this before older desktops um have been pulled uh for disposal inventory which u we're looking at different options around that. Um one idea
130I think might have been Mr. Drews was um making them available to students. Um they wouldn't have a hard drive included in them. it would have to be um stripped from that and wiped and then they would have to be they'd have to be responsible for getting their own um hard drive for that. But the you know downside of that is just manh hours and resources to to do that. Another option that they're looking at or we're looking at is um to use um upcycle like 503c to dispose of them. I >> miss anything two clear from the PTO Maple Road there. That's good. >> Oh, sorry. Okay. encrypted. >> My notes were wrong. >> Oh. Oh, I was going to say I thought I took it down. >> New Chromebooks. >> You're welcome. >>
131Uh Township Board of Education Committee. Mr. Sage is the after today. Um West Milford uh Education Foundation. Mrs. O'Brien. >> Nothing completed before. >> Mr. Huber, CASA. >> Okay. We've had a couple of CASA meetings. Um, CASA continues to move in a in a positive direction for um becoming more and more effective in um uh working toward preventing uh substance abuse uh particularly in youth. And um one of the things that's uh come up that may come up uh to our administration and on the agenda sometime later uh depending upon how things develop is that um the high school uh PTO is looking to uh take over uh the semiformal >> and add the nth grade to it >> and um uh pro perhaps put whatever profits they make from that toward project graduation. Um,
132so I if they haven't already approached you, I imagine they will be. >> Okay. >> Um, uh, there's a number of different things that they're they're going to be doing coming up. Um, there's a, uh, the spooktacular. I don't know if Dan was going to talk about that. That's the trunk or treat that's at McMan parking lot, I believe. >> Um, big success last year. >> That's on October 27th. if anybody in the public wants to donate to CASA candy for them to give out on at their car. Um, Highlander Success Center is uh accepting it for for CASA. Um, uh, Dan probably wants to talk about Safe Night, right? >> All right. You want to take a minute out of my report? >> Sure. >> Go ahead. >> Can we do it now? >>
133Yeah. >> Okay. So, so back again is our um collaboration with the schools and CASA which was um our safe night, substance awareness and family empowerment night. Uh tremendously successful. We had um uh right around 450 participants with uh uh parents and and children um combined. We had a great keynote speaker named Matt Bellis who uh talked about the um you know natural high was the the name of his uh program talking about the things that kids could do to stay drug-free and still um you know and make a big positive impact in in the community. We offered um programs from our health and physical education staff as well as our social workers for um you know the the types of uh awareness and things that uh our community needs to help stay away from
134from the uh substance abuse and and the lifestyle that leads to that. Our date for this year's event is December 4th. Um we decided to stay away from this time period where everything is uh you know all the back to school nights. We have our um Highlander uh showcase and expo tomorrow night. Um so we are looking to promote that event and and try and get as much community interaction with um tomorrow night's event as possible. So, Safe Night in collaboration again with Casa will be December 4th and there'll be an awful lot of um advertisement and uh and awareness brought to that event as we get a little bit closer. Probably um early November we'll start um looking for um you know RSVP and and uh all that type of type of thing that
135goes with it. We offer a uh family dinner you know for the participants who who come to the event. Um, we like to highlight the importance of the family dinner table and and try and uh connect to the research about those families who do things together that those uh children tend to uh engage in less riskier behavior. So, uh thank you for that opportunity to to highlight the event. >> Very welcome. Thank you. And um do we have a a projected date for that yet? >> December 4th. Thank you. >> Super. Okay. Uh going back one step, the um the trunk or treat is from 4:00 to 8 uh p.m. All right. Um there is a um uh United Prevention Narcan training at William Patterson College on uh November 16th. Uh there is a soberfest
136at Spring Lake Day Camp in Ringwood on Conklin Town Road on October 20th from 12:00 to 4:00. Actually looks really fun. There's fishing, boating, ziplining, um obstacle courses, you know, it looks great. Um so it's a kind of a family thing. >> When is it? >> Uh that's October 20th, Saturday. >> Oh. Okay. Um, there's a a spotlight on special needs. I don't know. This is something that you might >> Yes, I think I think Dr. Mcuade is >> I believe she's speaking. >> Yeah, she's speaking. >> All right. So, this is a spotlight on special needs. It's open to all county residents on also on October 20th uh from 10 to 3 um at the West Milford High School cafeteria. And um you call the register uh it's 973-5066575. It's going to cover all
137kinds of things. They're going to have uh law, CPR skills, mindfulness. Um they're going to have all kinds of different organizations with resources for special needs. Uh they're going to have a law firm there, not to talk about litigation stuff, but to give information on um resources. And uh our own very own Dr. Mcclaid is going to be speaking uh as part of that. Uh so it looks like a fantastic resource for special needs folks and uh again that's October 20th 10 to 3:00 p.m. at the high school cafeteria and you can register by calling uh 9735066575. Oh and there's a free lunch. If anybody said there's no free lunch, there's a free lunch. Okay. And the la the last item I have, which is something that would might maybe be great for our own
138staff, is the there's a youth mental health first aid uh course. It's a full day course Thursday, November 8th from 9:30 to 5:30 at the West Milford Library. You can register by going to CASSA uh CASSA casa at westmillford.org. Um, it has to do it's an eight-hour public education program that helps people understand youth mental health problems, how to recognize it, and how to how to um in initiate help, I think. Um, so it's a really good thing. I I've talked to a couple people who have been to it. I'm going to try and make it, but I don't know if I can get off of work. Um, >> anybody attend? >> Yes, it's open to everybody. >> It's free. It's free, but it does >> um it's sponsored by JICATA, Governor's Council on Alcohol
139and Drug Abuse, and it's also sponsored by CASA and uh Highland Family Success Center. So, that's those are the three sponsors. And it's a gentleman who has given this twice before at town, I I think maybe three times. And uh it's but it's free, but it does have very limited um uh limited numbers. So once the once it's filled, it's filled. Okay. And that wraps up my report. >> Thank you, >> Mrs. Francisco. We have the correspondence. Everybody has their correspondence. The letter that we sent, you didn't get any kind of acknowledgement like they're going to send us a check or anything, right? Did we um >> I was helping I >> I would like to say that that was very well written letter. Thank you. >> I have a question. >> And this this
140is for anybody who doesn't know this. This is the letter to uh PCTI to ask them to reduce uh use their part of their grant money to reduce our tuition costs. >> This is >> Thank you. Um, we had spoken about contacting our freeholder who lives in town um and meeting with him about uh pushing our legislators to help us with funding. Have we done anything about that yet or >> I haven't reached out yet? >> I spoke with Mr. Duffy talking about >> and when are we going to meet? >> We don't have a date yet. We touched base uh Thursday, Friday last week. >> Okay. Good. Good. And anybody else have any mind? >> Two things. One, I just want to give uh um Dan some kudos. The family days for homework free,
141I think is a great idea. The kids do need some downtime to de-stress in between things. And I I think this is uh will actually end up uh making them more able to learn uh by giving them some downtime away from homework on holidays. Thank you very much. Uh, anybody else? Old business. >> All right. >> Mrs. Francisco wrote this. >> Yes, she did. >> Good job. >> It's good to know there are still people who English language. >> Thank you. >> Yeah. >> Woohoo. >> Anybody else? Anything under old business? >> Yep. >> Okay. All right. I I've been having some difficulty getting information lately. Um, I've asked for certain documentation. Uh, I I sent an email to Dr. and uh and Barbara about 10 days ago roughly and a reminder about 3 or
1424 days ago and haven't heard anything back. U, I'm not going to say what that document is because it might be sensitive. But, um, even if it were something that you didn't want to release, I certainly could have, uh, gotten a phone call or a email back um, giving me the information. That would have been pertinent. Okay. Second, the recently I I uh >> well, let me respond on the first one. I did speak with Mrs. Francisco about it because I got the email copy through >> and she'll be talking about she'll talk to you about it in the executive session. >> Okay. Super. >> Okay. >> All right. >> Maybe that's the answer. But go ahead. >> All right. But they could have just emailed back and said we'll be we'll be going over
143it and providing at that time or whatever. I think I might have dropped the ball on that. >> Okay. All right. Um, second, um, recently I had a couple parents contact me with regard to some physical altercations between students. >> Hold on a second. I'm asking why I couldn't get an answer back from the administration >> whether or not there was an investigation being done. >> When you you are aware that if it is handled by the administration, it's discussed executive. There's no reason to bring that up now. I am sure we'll go over an executive. Well, what I'm really bringing up is why I can't get answers to questions. >> L there because they're allowed to handle their administration the way they want. You are just an elected official. You don't get to dictate
144how they handle these things. You can certainly question them, but that's it. >> I asked if if the investigation would be done in accordance with state law and policy. That was my question. Understood. >> The answer would be yes or no. >> Understood. You're allowed to ask questions. They don't provide answers. >> They don't have to answer any questions to us. >> They don't. It depends on the question, Glenn. >> Okay. H >> uh respectfully I have to disagree with that one because I didn't couch it in a way that was directing them to do anything. I was simply asking a question. >> Glenn, you're saying generalities. >> All right. So, and the last thing is um since Dr. Anamone declined last meeting uh both publicly and privately, I still have not gotten an answer
145why he did not inform the board that there was a major lawsuit filed and served on the district. And I'm still waiting for an answer to that. Glenn, we talked about this last executive session. >> Yes. Yes. Yes, we did. And I was not asking about the lawsuit. I was asking why the fiduciary duty to inform the board was breached. >> I I think that's your opinion. >> So, let's move on. Any other uh old business? We need a motion to close all business. >> Move to close all business. >> Second. >> All those in favor? Any opposed? >> New business. Anybody have anything? >> I have something. >> Okay. Um, we do have an athletic hall of fame, but I think the community needs to know that we also have um an academic hall
146of fame referred to as the Hall of Excellence. And they are having an art auction on October 18th. And if you're interested and I hope people do support it because you know we're recognizing kids who have made contributions throughout the world and um the tickets are $10 and you can get them by calling Laura Oaks or emailing her or contacting Denise Drexler and I believe also Susan Neber um has tickets. So, it's it's it's it's not only art, it's sports memorabilia, and um it'll be a worthwhile cause. That's October 18th. >> And can I can I jump in on that as well, Mrs. Dwire? Um Laura Oaks, who you just referenced, and I are meeting tomorrow. We're composing a Honeywell that's going to go out tomorrow after school as we um we're going to tack
147on to our invitation to the um Highlander Showcase tomorrow night and we're going to include all the information for um how to contribute and be part of our um art auction and to support the Hall of Excellence. And uh there will be representation at tomorrow's event if you want to uh still pick up tickets, but all that information will be included in uh tomorrow afternoon's Honey Well. >> Okay. Thank you. >> When and where? >> October 18th. >> I got that. What time? >> Um, Makipin cafeteria at >> 4:00. >> No, no, no, no. >> High school. >> It's not at >> It is at the high school. Thank you. And what time is it? >> Tomorrow's money will will include all the >> Thank you. >> 6:30. I thought >> the preview is 6:30
148to 7:30 and the auction starts at 7:30. >> That's what I thought. 6:30. >> Two different things. >> No, we're talking about the art auction. >> Okay. We'll get that in the honey well with all the time location. >> Thank you. >> Any other news? >> Please support it. >> Mr. Drew, >> I'm not sure what the procedure is going to be, but I would like us to look into donating a bus for the purpose of kids who came in here. >> I agree. >> We give one to ALF. I don't know what the cost is, whether the correct procedure would be to get a cost and then we vote on it or at at a subsequent meeting or whether they need the bus before we can do that. But I I really want us
149to look at that. >> So, can we get a an answer about what it would be so that we can vote on it at the next meeting in the packet? Just let us know >> if we know how long. But normally we get those requests and we just >> Yeah. Yeah. I I I mean I think I think it I think it I think it's a a little bit of time in the day because it they they're doing all three. >> What they have to do is they have to let us know what they need because that's extra work that has to >> you have to know how much how much time >> I can set up a meeting with them. So is the board >> Well, they have to be able to sign up
150for it. So we have to know >> I'll know more before the next meeting. I think it's more of a I don't think it's before the next meeting. So I can follow it's December. >> Yeah. It's near the holiday. So I'll I'll reach out to the the young men because we need to know >> meeting with them. So maybe we need to know what the details are. >> I think that's a really worthwhile cause and I'd like >> I believe the wreaths are $15 each >> and then you get if you do you can actually do them in honor of somebody or in memory of someone if you have a military family member or whatever. It it it's this is a wonderful. >> It would be it would be nice if each of us donated
151a wreath. I would >> Don't you worry. It'll be nice. >> Um so anyhow, yeah, I I consensus I'm sure is we would like to everybody maybe is there anyone that would have a problem with the bus? >> No, absolutely not. >> Then we'll have that discussion. >> Thank you, Mr. D. Mr. Hers. Yeah, I'd like to uh well, first of all, I'll explain a little bit first. Um, a number of documents in on the agenda are provided electronically >> and a lot of times they're not provided electronically to the public. So, I'd like to make a motion that anything that's not confidential or otherwise classified information um be provided on the public a public tab so that the public can follow along on any any of those things. um you know that uh we
152can disclose. >> What what do you think isn't on? >> Well, most of the stuff is under the board member tab. >> I haven't I haven't been able to find some of the things that were. >> So, I mean, it seems to me that some of the materials we get that are are >> You haven't found stuff that you needed on? >> No, I have found it, but I find it under the board member tab that's extranet that that the public doesn't have access to. >> But it's because it's not the meeting hasn't happened, so it's not public yet. >> All right. But there I it seems to me that there are things like the land proposal, things like that, you know, that could be >> information that's that's that's for the board to deliberate.
153>> So there there is nothing provided electronically that the public would have the ability to look at. >> They get they get the bill list that that's part of the um agenda that gets put on. >> Technically, they don't need anything. >> They could also make an over request if there's something that's missing. It's a public document and then that could be >> Well, they get three days to do that. That wouldn't be sufficient to actually bring something up in a meeting. >> Say again. >> They can certainly open request it after and bring it up to the next meeting. I mean, there's nothing. >> Most of the time it's already voted on by then. >> Yeah. You have a tough luck attitude. >> I got it. >> We'll we'll we'll take that under consideration.
154>> Look at his face. >> I don't think we need to say anything about the attorney. Okay. Thank you. Uh let's be appropriate. Uh, anybody else have anything under new business? If not, we need a motion to close to close new business. Second anybody uh all in favor any public comment. Members of the public who have requested to speak prior to the meeting will be first with five minutes per speaker for a period of 30 minutes. Then the time permitting other public comment limited to 5 minutes per speaker will be allowed until the 30 minute time period expires. All speakers are asked to give their full name, spell their last name, and provide their address. Speakers may not use the name of students during public comment. Would anybody like to speak? If not, we need
155a motion to close. See like to close public comments. Second, >> all those in favor. >> Any opposed? Okay. So, now we need a motion for executive session and we will be coming back for action. Is that correct? correction >> and I'm at 9:40 p.m. I'd like to make a motion to go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, fibs, and a matter of attorney client privilege. The executive session minutes will not be released until such time as the privilege or confidentiality is no longer applicable. Uh, I need a second. >> Second. All those in favor. We will be back. >> Yeah. She's in there. >> U Mr. Bailey, Mr. Sidowitz, Mr. Drew >> here, >> Mrs. Dwer >> here, >> Mr. Gino >> here,
156>> Mrs. Fritz, Mr. Yuber >> here. >> Mrs. O'Brien >> here. >> Mrs. Van Djk >> here. >> Mrs. Dwire. >> Okay. Um move to approve the recommendation of the superintendent in the following hibs. 2019 H1 substantiated 2019 M1 unsubstantiated. 2019 H2 unsubstantiated 2019 H3 substantiated. >> Second. >> Any discussion? If not, Mrs. Francisco, please. >> Mrs. Dwire, >> yes. >> Ms. O'Brien, >> yes. >> Mr. Gino, >> yes. >> Mr. Yuber, >> yes. >> Mr. Drew, >> yes. >> Mrs. Van Dyk, >> yes. Motion to adjurnn. >> Second. All those in favor? >> I. Any opposed? >> Good night, everyone. Have a good night. >> You too. >> I miss Coops. >> Too bad the band's not playing. Too bad the band's done. >> They only play till 10:00. That's early.