Board of Education Meeting 11/14/17

001Good evening everyone and welcome to the November 14th workshop regular meeting of the West Co. I would ask you that you please silence your cell phones and notice the location of all the emergency exits. Um, we shall uh be going into executive session uh right away and be back for an HIV appeal. So, I'll just let you know that we'll be doing that right away. um like to have a moment of silence for it seems almost a monthly thing now the uh shooting victims down in Texas. Um really tragic [Applause] please. 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 meetings act, public notice of this meeting

002has been sent to board members, all district schools, the Herald News, the trends, the record, the messenger, West Milford town hall, the county superintendent, the board attorney and cable vision of Warwick and it has been posted in in the administration building. Copies of the board meeting calendar resolution were provided to all local media, town hall, township, library, and all district schools. Roll call, please. Mr. Francis, >> Mr. Sidowitz >> here. >> Mr. Bailey, Mr. Drew >> here. >> Mrs. Stwer >> here. >> Mr. Robbins >> here. >> Mrs. Fritz >> here. >> Mr. Yuber >> here. >> Mrs. O'Brien >> here. >> Mr. Pudy >> here. Uh, would you take the honor of reading the executive session resolution, please. >> Okay. I'll move to approve the following resolution. resolved that the board go into exe

003executive session at 7 p.m. for up to 30 minutes for the purposes of discussing an HIV uh parent appeal and again at approximately 900 p.m. or as soon thereafter as possible for approximately 30 minutes for the purpose of discussing personnel personnel appointments, resignations, current litigation matters, special education matters, negotiations, HIVs, and matters of attorney client privilege. The matters discussed in executive session shall be made public as soon as the need for confidentiality no longer exists. >> Second. >> Thank you, Debbie. All in favor? >> I. >> Any opposed? Okay, we will be going right into executive session now um for the HIV appeal. [Applause] You get down towards I got the holes. You get down. I got the holes. Got the strap over there. Sorry, butt dial [Laughter] points for that. Mr. Lee >> she's

004my best friend. >> Listening to an HIV appeal. Um Alex, we're going to move on to superintendent report. All right, yours. >> Good evening everybody. Um, earlier this year we were doing our goal setting and we discussed that one of the new indicators in the in the ESSA school and district accountability profiles is going to be student attendance and that's why we have a strong focus a strong emphasis this year on getting our children to school. Uh the indicator specifically counts children who are chronically absent, which is students who are absent 18 or more days during the school year. So 10%. Um that is a real big focus. I'm collecting data from our principles every quarter. So our first quarter just ended. We're now tallying the data and we're going to try to go backwards

005and compare to last year to see how we stack up. Um, but parents, uh, families, uh, of children who are projected to be chronically absent this year will most likely be getting a phone call from the the principal or the counselor depending on the school level, the grade level. So, what we're trying to do is really stay on top of this early. And while we understand children get sick, uh, and it may just be a a random illness, uh, we're really pushing our children, our families to come to school as often as they can. If they're not with us, they can't learn. But uh also in addition to that they do get marked as chronically absent which is uh now a federal indicator uh at the state level. Um I'm going to skip over the

006next >> we are doing like an early intervention if we see something >> phone calls letters home uh facetoface contact meetings. We're trying to get people into our schools to discuss um and it may just be a simple explanation as to why somebody's been absent a lot. They had a surgery or whatever. And uh you know we certainly understand there's nothing you can do about that. But we're really targeting the students who are just absent a day here, a day there, a Friday, a Monday. Uh that sort of thing. So um yes, early interventions are key in this regard. If you wake up in May and you start focusing on it, it's too late. Somebody already has 17 days and it's, you know, it's just about too late. Um so we're looking at this early.

007Um I'm going to skip over Dr. McQuade for a second. She's going to give us a dyslexia training in a moment, but our monthly progress towards district goals. Um the I mentioned ESSA before um the state just released they embargoed and they released the school and district accountability plans um that will be embargoed until January. So, uh we have the data now which is our accountability profiles for each school as well as the district. It takes a look at our park participation rates, make sure they meet a certain level, our standardized test scores on the park, math and English at the high school level, high school graduation, chronic absenteeism, things of that nature. So, we are reviewing the data now. We just got it from the state and we shall have a report for the

008board uh just as soon as we're allowed to make it public. We've been asked to not release the data until the new year. So, uh that'll be coming around January. Um next up, we have last year we started a big initiative towards uh continuing to improve the culture and climate in our in our schools and in our district. We started a new survey last year with character.org or and we administered it in November and we are going to administer it again this November starting on Friday this uh this week the 17th and all through next week. This Friday is our parent visitation day and next week is our parent conference week. So we are going to be asking our children, our students, our parents, our staff to take the second year of the climate and

009culture survey and this will be an opportunity for us to compare look at our growth from year to year. Last year was our baseline year. We had nothing to compare to. Now we'll at least have two data points to look at uh to get a year-over-year growth in certain areas. >> Uh will those results be made public to the parents this year? >> Uh yeah, there were last year as well. We we had a presentation I don't know maybe January >> one of the reports. >> Yeah, one of the education reports January maybe February of last year in December. >> Yeah. Um so we should be starting that on Friday. So, be on the lookout for an email. And the survey is just a few moments. So, if you could take a few moments out

010of your day to take the survey, we'd really appreciate it. All right. Uh, next up, Dr. Mcuade. Uh, the board asked a few weeks ago to some questions about our dyslexia training, interventions, and programs. So, it was, uh, rather than do it in committee when only a couple board members would be there, we thought it'd be important enough to bring it to the full board. So, I've asked Dr. McQuay to comment on that. uh very briefly. >> Okay. So, the board had some questions regarding dyslexia, so I figured it'd be best to address it. Oh, this one's probably better as a group. The first question was about how and when does our district diagnose dyslexia. So just so that everybody's aware, according to the International Dyslexia Association, this is current as of 2017, dyslexia is

011really a type of specific learning disability that's really categorized, as many of you know, with difficulties with um accurate fluency in reading and decoding abilities. But when we speak in school terms and educational terms, then we are speaking in New Jersey special education law and code which then refers to a dyslexia diagnosis under specific learning disability in the area of reading. So that's sometimes where there's different experts define dyslexia in different ways. But when we speak in school terms, we are referring to it as a specific learning disability in the area of reading. That's not to say we don't say it's dyslexic, but but we will comment on dyslexia, but that's the category in special education services that we use to do that. Um, I think the important thing is that it's not a problem

012of in of intellect in any way. There are many very bright um individuals and successful entrepreneurs and business people that have, you know, have dyslexia. Even if you just take someone like Barbara Corkran on, you know, Shark Tank, she has dyslexia. Um Richard Branson from Virgin the Virgin Group also has dyslexia. So there's many people out there. Um parents may present information on dyslexia to our child study teams to our schools from either a neurologist or somewhere other doctor and we will absolutely review and consider that information. It's not that we're saying that child's not dyslexic. But like I said, the the discrepancy is usually when we define a specific learning disability as what we would define as dyslexia in school and needing intervention for that dyslexia. So when we talk about that discrepancy, we're

013talking about two tests that are used for that because there was a question about well how do we actually diagnose this? So, our educational consultants or our learning disabilities teacher consultants and our school psychologists are the ones on the child study team that actually assist in diagnosing dyslexia. What they do is the psychologists do IQ testing that gives us their IQ through a test called the Wesler Individual Achievement Test and the educational testing is done by the LDTC's through the Woodcock Johnson test. Then they compare the IQ testing to the educational testing and they look to see if there is a discrepancy. Our particular committee about 3 years ago formed and this is in alignment with our school policy or our district policy and we use um a 22point discrepancy. So they're looking for that

014discrepancy spread in one of these different areas. So what are the different areas? Basic reading skills, reading comprehension. Um we also look at reading fluency and written expression. Those are really the main areas that we're looking for. But that's not to say that we don't also look to see if there's a math disability. So then we're doing the same thing and we're looking at mathematical problem solving, oral expression, listening comprehension. These are all the areas and you can go in the special ed code if anybody wants to read it and I you know and the link is right on the state website to do that. So that gives you the answer to that question. um the code states that it does not apply just so you know to learning in other areas like motor um

015general cognitive deficits and things like that. So another question that came up and um was about do we diagnose for discalcula and disgraphia. So the main thing to think of that is the word dis right comes from a Latin origin meaning abnormal. It also says bad but I don't like that part. So if we talk about abnormal then it means an abnormal ability or a learning issue for disgraphia that has to do with writing. That's the OT's and you know my background is OT. So that would mean that we have difficulties in forming the letters and numbers in writing. You may see this in an ill illeible handwriting, labored writing, difficulty with spacing and things like that. Discalcula because that was another question which do we look at dcalcula is more of an inability for

016math concepts or numbers. um this may be child doesn't automatically recall math facts um something to that effect but again those terms dyslexia disgraphia dcalcula those are mostly medical terms when we talk about those terms that's not to say we don't like look into that and consider it but we have different words for that in the education system so do we address dcalcula and disgraphia yes disgraphia an inability to write is addressed through OT services dcalcula learning issues with math is addressed through our math intervention and our different math programs. So that that gives you those answers to those two questions. Another question was do we currently have a program for early intervention? The answer to that is yes. We are in complete compliance with what the state put out on dyslexia to make sure

017that we are screening students. Fortunately, Mr. Novc and I have worked together now, you know, for for my time here where that was back in 20145 where we actually made sure we were in compliance with that with screening the screening instrument. It's required by law that we screen students for dyslexia by the first um semester of their second grade year. We do that in kindergarten and we use um you can the state allows you to choose the type of screening tool that you want to use. We have selected a more standardized tool which we find to be pretty pretty efficient. Our reading specialists are trained in it. Our speech and language therapists assisted with that and that's called the TOPA. So again sometimes Mr. If you say I speak too, you know, I'm talking too

018fast or in my lang in the special ed language, but that's the test of phonological awareness. That's the actual test and it can be given to students in um that are ages 5 to 8. Also, as far as the screening tool goes, we also make sure that we do train everybody in dyslexia. So, the state requirement is that we do a minimum of three hours annually every year. We do that through our GCN training, but we also send teachers for additional training or our specialists for additional training to basically supplement on top of that. I know all our speech therapists actually every year watch the annual webinar that the state puts out on it as well just to make sure that we're not missing something in that area that might be new and current. So,

019next question was what resources do students receive to manage this disability? Um, there's a whole bunch of things. The positive thing and Mr. Novak and I were talking about this and Dr. We are proud of all the things that we we are doing. Do we still have room to grow? Yes, we always do. So, we will continue to do that. But some of the things we're doing is universal design for learning. Basically, you know, designing our instruction to meet the needs of all learning. How do we also do that? Through a differentiation goal, a differentiated instruction goal. There's been a focus on all of the trainings that go along with that. We do um we now do progress monitoring through Fontis and Padell. We use other benchmarks to make sure that we're monitoring reading for

020special services. Starting last year, I started a spreadsheet to look at all students that are in a resource room setting and with their fontis and panel um benchmark so that we make sure that we're closing the gap for them in reading and not expanding it. So things like that and what are other things that you as a board have supported? Multiensory reading groups. We have people in training this week for Orton Gillingham. We use assist of technology that you approve. We have resource room programming, individual instruction, basic skills, uh reading specialists. So, those are all the ways that we do it. Obviously, it's unique to that child's disability and what they need. And there's also students that have other disabilities that sometimes come into play, like a student with with dyslexia may also have um

021ADHD or may also have another type of like a learning processing disorder. So, we we we take all of that into account. Another question you guys asked which is a little more difficult to answer was about what percentage of students receiving the park score a park a certain park score that maybe had dyslexia. We are looking at the park scores and our educational testing but I don't yet have that information for you guys. But I'm hoping you know within the next few months with our teams that we will have more of that available to really determine where where are kids where are students scoring on the park and how does that relate to that educational testing that I that I talked about earlier. Another question that you asked was just how are there any further

022courses the board can do to help out with dyslexia? And what I can suggest is that you just continue to support the things that we are putting in place. I think as we continue to professionally, you know, develop our teachers in multiensory reading programs in Gillingham. We have some teachers that are FD fully FDU or in trained. They're running those afterchool groups. We are sending teachers to training. Um we are continuing to support differentiated instruction. We also have on Mr. Novak's side of of education, we also have a phonics committee to uh that's formed together to look into phonics programs. So, as long as we just keep looking at this and not and and and addressing it as we need to at an early age, I think we are doing everything that we need to

023do. I know I think it was you, Mr. Drew, that presented to us the the dyslexia handbook that the state put out. Um, and what I'm happy to report when you review that, and this is in the hands of all of our special education child study team members and also our reading specialists, what I'm happy to report in here is if you actually go through all the suggestions of what they say is, you know, best practices for dyslexia intervention, we are doing it. We are implementing those things. We may be we may be at the beginning of those stages with training teachers and and such, but we are addressing everything that they suggest in this manual, which which I'm happy about. Um, but I'd be happy to take any questions if anyone has it. But

024that's that's pretty much the answers to the questions. >> Thank you, Dr. McQuade. And now our student council representative, Miss McIntyre. This month at the high school was a particularly giving one. Many of the high school staff members are participating in No Shave November, which will donate money to the local food pantry. Our high school student council had an extremely successful Halloween spooktacular, raising almost $4,000 to donate to Hurricane Relief. 61 students have been trained to mentor and are going to are and will be going to elementary schools this upcoming week to help with the Heroes and Cool Kids program. Also, um I lost my place. Also, our football team raised $2,000 for the Susan G. Kman Foundation and they also won their game against Tennifly 4500. Our Highlander band won states with all caption

025awards except for best guard and our field hockey team are county champs. On a more academic note, education week is approaching with parent teacher conferences on the 20th. And one student, Audrey Leebig, is one in less than 3,000 of the 2 million to take the ACTs and get a perfect score. Nice. [Applause] Thank you, Miss McIntyre. Uh, and I forgot to add, uh, BR, we have our video queued up. About two weeks ago, a little bit less than two weeks ago, we had our first annual or hopefully annual substance awareness and family empowerment night over at Macapin School. This was an event that we partnered with Kasa for and it involves children and parents in grades five to eight where we brought them to Makapin school. They met with uh Mr. No, they had a

026vendor affair first where they spoke with representatives from different organizations, the police department, different substance abuse groups. U we had a dinner catered by Shopright. We had a with family device free family dinner. We had breakout sessions where parents and children would go to learn from uh experts about in this field and then at the end we had a wonderful keynote speaker Dr. Matt Bellis. Uh we were hoping for 200 people. We got over 400 423 to be exact. So it was a wonderful turnout. Our TV science students led by their teacher Mr. Jordan created a brief video which highlights evening. Uh, and and I forgot to mention, we gave out about a half a year's worth of free weeks of camp for Bubbling Springs or baseball camp or football camp or or different things

027to do, natural high things to do in the summer for our children. I know Mrs. Dwire donated a week. Many other uh educators in our district donated uh one or more weeks uh to the program as well. So, uh, sit back and enjoy our video. [Music] I can give you up. I can show you what you want to see. I take you where you want to be. You could be in my love. Even if the sky is falling down, I know that we'll be safe and sound. [Music] I can feel your way. [Music] You make me sound [Music] away the mystery. be yourself. You can be my sister. [Music] I could live you up. I could show you what you want to see and take you where you want to be. You could be my

028look. Even if the sky is falling out, I know that we'll be safe and sound. I can lift you up. I can show you what you want to see and take you where you want to be. [Music] Heat. Heat. [Music] Heat. [Music] [Applause] [Music] [Applause] Once again, thank you to everyone involved. Uh, and thank you, Mr. Jordan, our TV science students, for creating this video. That's all, Mr. President. >> That's it. Thank you, Dr. Mr. Educational Report. >> Thank you, Mr. Foody. My favorite education report is the kind where I get to introduce other people to speak on my behalf. Um, so without further ado, I'm going to introduce Mr. John Barnell, our supervisor of music, art, and family consumer sciences, and he's here tonight to um follow along with our um >> regular frequent

029um presentations from our supervisors on our programs. And tonight, we're going to hear about um Mr. Barnell's uh program as well as see a student performance at the at the end. So, Mr. Barnell, all yours. >> All right. Thank you very much. Uh thank you for inviting us to be here tonight. It's a pleasure to be here and to share with you all some of the successes of our arts department even just since August and that's really what we're going to focus on tonight. So, uh without further ado, it's already been mentioned, but you can't start without looking at the marching band. Uh we had one of our most successful seasons ever. Uh these are from the national uh championship last weekend in Allentown. They had uh they're in the big three class 5A. They

030were the Yamaha Cup champions at uh Metife Stadium and on in October they were the New Jersey state champions class 5A at Rucker Stadium and third play place nationals in Allentown. Really outstanding season. Locally they won every competition they went to. Wayne Valley, Vernon, Pekquanic, Randolph, Mount Olive, and uh the percussion had a clean sweep of the big three. They were the best percussion for Yamaha Cup, uh the state championship and the national championships. and the color guard kind of got pushed out on all of those captions, but they came up big in the nationals where they finally won best guard this past weekend, which was one of their biggest fundraisers for the band parents and for the band association. Um, but more importantly is always a celebration of a tremendous season. And so their

031annual military concert and tattoo was held this past weekend and I know many of you were able to attend that. Uh at the same time last weekend in uh Atlantic City as part of the teachers New Jersey Education Association convention, we had performance of the New Jersey Allstate Choir and this year we had five students but there were only 18 in the group. So we had a very very large representation from West Milford in the New Jersey Allstate Jazz Choir. These have been some of the MCAPIN events that have either occurred or will occur this fall. We had a Halloween concert on October 27th. Those are the directors in the top right corner. It's Mr. Pacion on the right as Princess Leia and uh Miss McPartland as Darth Vader. Um I think there's some personality

032issues there, but that's a whole another story. Uh in the bottom right hand corner is a picture of Makipin eighth grade day where the eighth grade band uh comes and and spends the day with the uh high school marching band. Uh and they went to Mount Olive. Maddie helped me. Was it Mount Olive? Do you know? I think it was Mount Olive. And that's a group that's a group of the students in the stands cheering on the band. Uh they also have some events coming up including a live performance WSUS on December 13th and their holiday concert on December 19th. And in September 21st, our art department sponsors a pin wheels for peace and we have a 30 secondond video here for this. Mrs. Pno [Music] One of the nice things about Pinwheels for Peace

033is it gives us a chance to uh do a K12 art installation. And so those pin wheels were all over West Milford on September 21st as a part of their representation. Uh we also have uh Veteran Day's decorations uh from the the the last week. I think that has to go back to presentation mode. Will it move? Oh, there it goes. We're good. Uh we these are some of the decorations that the art department helped out with for Westbrook school. I don't have pictures of all the schools. Uh by the time I was sort of done with this, I got more pictures. uh you know how that goes. Um and uh but Westbrook had a lot of uh good decorations. Mrs. Vanickle did a couple of songs with the younger one song with the younger

034children, another song with the up upper grades. Uh Upper Greenwood Lake had a nice presentation. Mr. Russo led the fifth and sixth grade students and a song for the veterans. It was really a successful day. And then the Highlander Pipes and Drums really started us off back in September. They uh marched in the Rockland County Firefighter Parade and won a first place musical ensemble in that parade. So, what's to come? Well, I just listed a few of the things that I could think of off the top of my head and I'm sure I missed something, but we have a busy year still ahead of us. Sussex County Chorus is this week. I know that sounds kind of funny. Sussex County, we're in state county. Um, but we don't have a state county chorus and they

035invited us to participate last year and so this is our second year of participation. Um we have December concerts region and all state and I should mention area band those auditions are in December and January with concerts in January and February. The uh band uh the jazz band and the jazz choirs hope to go up to Boston to do the Berkeley Jazz Festival again. We participate in the Walko Valley Art Show next month. Empty Bowls is in March. We have musicals in the spring. Little Mermaid at the High School, Beauty and the Beast Makipin. And if you look down at the bottom, the high school music trip to Disney. It's an all Disney year here. District Arts Festival, music in our schools month, youth art month of celebrations, high school jazz festival hosted by West

036Milford. Last year we had 10 bands from across the state. Spring concerts, one of my personal favorites, Cupcake Wars and the culinary arts, state county film festival, Mr. Jordan was mentioned already. This is the TV science program. Makapen music trip to Dorney and possibly more. So, we've got a busy year still ahead of us. So now it is my pleasure to introduce Mrs. Pno and she has a really wonderful thing to share with you. We have been using for the last couple of years uh a program called Smart Music which the board of education has funded for us and this is our second year of being able to offer it to all of our students and Mrs. Pno has invited some of her wonderful Maple Road students which she will introduce and they're going to

037come and show you how to use smart music. [Applause] John, we want you guys want the lights on or >> Yeah. >> Um, the back lights, we still need to use that, but if we get some back, that would be great. better with it >> on. >> Yeah, that's okay. That looks good. >> Thank you. As Mr. Boro said, my name is Christine Pno and I'm a teacher at Aptua Maple Road School and I teach instrumental music for the fifth and sixth graders. Thank you for allowing me to give a presentation tonight on smart music program that we use in West Milford. I asked some students from Maple Road to join me for the presentation and I want to give them a moment to introduce themselves. >> Hi, my name is Sophia. I go to

038Maple Road. I'm in sixth grade at >> Hi, I'm also from Maple Road. I'm in sixth grade and I also >> Hi, my name is Brennan. I'm in sixth grade. So, what is Smart Music, you might ask? Smart music is an interactive computer program that can be accessible on any device. Smart music gives students access to literally thousands of songs and exercises right at their fingertips. It also can serve as an online textbook that allow the students to play along with the exercises in their own method book and help prepare their concert music. It gives students instant feedback, suggestions, and help on how to improve. It serves as a gradebook for the students and throughout the year they were asked to record their smart music assignments. They enjoy using smart music at home and in

039the classroom. I can list a hundred of things that smart music does, but the best way for you to learn about smart music is by showing you what it can do. Let's start by asking the students to play a scale without smart music. Here we one two and [Music] [Applause] Now, when we add smart music to our scale, it makes the music notes on the page come to life. [Music] Next, we're going to talk you through how smart music is helpful for students learning a new exercise. The first thing we did when we got onto our new exercise was we clicked the metronome to slow down the tempo in order to give them a chance to learn their notes. If a student's unsure of a note, that's no problem. If you click on it, Smart

040Music will show them the fingering chart to remind them how to play it. For example, up there. Excellent. Let's do this. Heat. Heat. [Music] A new concept that we also learned in this exercise was to play the repeats using the first and second ending. This is a tough lessons for the students to grasp, but no worries. Smart music will help us navigate. Now, we're going to play this at a much faster tempo. And I encourage you to follow along with the cursor in the blue boxes to keep track of where the students are. >> Sorry. >> The beginning. >> You have to click on the beginning. Yeah. >> You're right. Sorry. [Music] Give you another chance. >> Operator error. >> She was right on that. >> Now they're ready. [Music] Smart music is really great

041for differentiated instruction as it allows students to work at their own pace. I told you why I like smart music as an educator, but let's ask our students why they like smart music. >> I like smart music because you can play at your own pace and if you don't know a note, you can click on it and it can tell you how to play it. >> I like smart music because if you don't know where you are, you can start from the you can start from the beginning of the measure and if you really don't know where you are, you can start from the beginning of the song. I like smart views because you can go however fast you want and you can access it at any time. >> Now, we're going to ask the

042students to play one of their concert songs that they're preparing for December. But before they do that, I just want to thank Sophia, Jordan, and Brennan for being here tonight. Believe it or not, they've only been playing their instruments for a little over a year, and I think they're fantastic. [Applause] Oh my god. [Music] Where are you? [Music] Heat. Heat. [Music] 3. [Music] So on behalf of myself and all the West Milford music teachers, I just want to not only thank you for purchasing Smart Music for our students and our classrooms, but I want to thank you for always being so proud of our music program. As you know, West Milford Music is one of the best programs in the nation, and that would not be possible without supportive administrators and board of education members.

043Thank you. [Applause] Thank you everyone. That was a uh great performance. Um we're going to move on um to our group from Maple Road in a moment to talk about their trip to National Schools of Character. But before we do that, I just wanted to uh come back to something that Dr. Randomone referenced in regard to our um climate and culture survey which is going to be released Thursday night and will be um sent out via Honeywell for our parents to participate in. Just wanted to highlight a few of the things that we did with last year's survey that you may not be aware of. um at our building level. Each principal took that survey, presented it to their uh to their PTA and to their um faculty and they identified patterns that were specific

044to the information that came from the survey from their building. From that um we were able to initiate two major district initiatives that came directly from that survey. One was the harassment, intimidation, and bullying training that our bus drivers all received. And second was project adventure training that our cafeteria aids and our sac before and after school workers um were able to work with. So last year's survey was uh tremendously useful data and we did a lot of good good work with that. Um this year we're using that survey again. Same questions, but we're um since of our our safe night collaboration with CASA, we are going to add some of the substance awareness questions that our CASA uh facilitator has been having difficulty getting uh accomplished through town and through the random surveys that

045they're able to put out. So, we're going to attach those um to our climate and culture survey with a very clear explanation of what they are. It'll be part of my honey well that I send out. We're trying to do a lot of good with this with this survey. um from that um we also use for our application and our process for through promising practice awards and through our work with character.org and who we have with us today is Mr. Bill Kane and some staff members from the Maple Road School to present. Thank you. Uh to present um one how we um how we performed at our at the national form of character education and talk about a little little of the things that we're doing here in the district. Before you leave um make

046sure you visit the tables in the back of the room that displays some of the few of our most recent awards for promising practices. Mr. Okay, >> thank you, Mr. Novak. Uh, just a shameless Maple Road plug. I wear this uh button every day that's says can't hide that Maple Road PL pride, and I am just brimming with it. Um, I'm just so proud of the students that just came out and performed for you uh today. Let's give them one more round of applause. They're just hanging out back there. Takes takes a lot of courage for sixth graders come out and perform for you. Maddie McIntyre. She was a sixth grader at Maple Road one day. Just so thrilled that she's up here with all of you. Um uh the staff and I are just

047so thrilled to have her up here. And we have a we have a burgeoning Eagle Scout, Connor Parington, who's going to be talking to you in a little bit. Um who's a former Maple Roer today, uh was a former Maple Rotor. We're just really really uh proud of our our Maple Road students. Um we're just really proud of of West Milford as as well um in the area of character education. Um, I just want to thank the board of education, Dr. Anamon and Mr. Novak for giving myself and Miss Trisha Grainy, Kristen Rosamini, and Christy Cleave. You want to stand up? Uh, the opportunity the opportunity to attend the National Forum on Character Education. And that title of this slide presentation is no joke. West uh West Milford shined down at the National Forum on

048Character Education and I'm going to explain to you why um in in the slides just ahead. So uh the first reason is um we received 19 promising practice awards from character.org. Um and how that was displayed at the national forum is they had a poster session and many of the poster posters as Mr. Novak just mentioned are in the back of of the of the library and I encourage you to check them out later on today. Um, and we were fortunate to display all those posters down at the national forum and you can see from these images that we commandeered an entire wing of the poster session. Um, and we we stood there and and we we had comments from from the gallery and people would come up and I don't know how many people

049would walk by and then they would do a double take and they would look and say, "Is this all in the same district?" and we would say, "Yes, this is this is all from West Milford." And they would they would shake their heads in amazement how many promising practices we were awarded and from how many schools and and across how many different activities and departments uh um from Special Olympics to um to our athletic department, from our elementary schools to our high school, and it just covered all parts of our district. And we were just really proud to present those present those posters, and we thank all of the teachers and administrators who helped uh put those together. Uh next up, because we had such a large presence in the area of promising practices, during

050the promising practice recognition ceremony, um our teachers were asked to present during the um they had they had categories for each promising practice um for all the promising practices and uh Kristen Rosamini along with her colleagues were were asked to stand up and present all of the promising practices under the creating a caring community category. Um, and she explained our promising practice at Maple Road um, for the first responders assembly. Um, and she talked a little bit about that promising practice and then introduced all the other promising practices in that category to the entire national forum assembly. So, that was a great honor um, that we're able to uh, to achieve. Our athletic department also uh received a great distinction and uh Joe Trenicosta, our athletic director, was asked to present down at the national

051forum and since I attended, Joe asked if I could present in his honor. Um and I was glad to do so. Uh West Milford was one of two districts to receive a distinction for character in sports. Um and I presented uh about both of those districts. Um, and afterwards I was having a side conversation with the president and executive director of character.org and he made special mention about uh Joe Treniccasta and our entire athletic department being models for athlet uh for character and athletics for the entire nation. Um, and said that we really could be a model for districts throughout the nation in infusing character education in athletics. So that's something that we really can be proud of. We also can be proud of the three schools that received national schools of character. Maple Road

052along with Paradise Null and Upper Grimid Lake School received National Schools of Character in 2017. Um and there was a uh recognition lunchon uh where um the staff members and I were able to get up with our banner um and uh be recognized in front of the assembly. Uh they also um recognized Paradise Null and upper Grimwood Lake School as well and we gave them a big rahrah. Um, and what was also nice throughout all the centerpieces on all the tables in the entire gallery, they had pictures that we submitted with our application throughout all throughout on the tables um, uh, of of the individual schools that got National School of Character. And our staff members, particularly Trisha Grainy, was very adept at scouting out the West Milford pictures um, and and she was able

053to get uh, take home all of our West Milford pictures. And there's a couple for Upper Grim Lake and Paradise Null. and there's a couple for for Maple Road as well. Um so we were proud to to bring those home as artifacts from our time in um at the national forum. We were also able to attend uh breakout sessions and keynote addresses um and learn uh you know the latest news, the latest trends in character education um things like mindfulness and restorative practices and human connections. um all good things that we can bring back to our district. But one of the the major thing that resonated to me was the fact that many of the things that in in districts throughout the nation are cutting edge and our recent trends are activities and topics and

054that we have been doing in West Milford for years. And thanks to to Mr. Novak and our administrative team and our our amazing staff and our supportive board of education, we have really been um ahead of the curve in character education. And this this my time at at the National Forum this year really affirmed um affirmed that. And lastly, the the time down at the national forum just affirmed for all of us um the staff and I um what it means to be allin in character edit in West Milford. Um when I said that that we really resonated as a district, I I I'm I'm not stretching the truth. Uh I don't know how many times people would come up to me, people from character.org or or people from other districts and being like, "Wow,

055West Milford, you guys really got it going on." And and you've got so much going on and people wanted to learn from us and connect with us. And we had um um staff members of character.org tweeting out um um you know uh about West Milford. We we had uh presenters uh connecting with us on social media because they were interested in what we were doing here in West Milford in mindfulness or restorative practices or in our athletics. um because we have so much so many good things going on in character ed and it's something that we really need to be proud of and we really need to shout from the mountain tops about um and I thank you um for all your support in the area of character education because we're all about educating the

056whole child and we it's important to continue to to build the social emotional growth of our students. So thank you for the time and thank you for the opportunity to attend the national forum. Thank you, Mr. Kane. And also want to thank the Maple Road staff who represented us down at the national forum. You guys did a great job tonight. Appreciate it. And I'm finished. Mr. F. Um, Miss Francisco, special reports and correspondence, please. >> Uh, yes. We have the board minutes from the joint meeting with the township council and the October 17th workshop and executive session minutes. I move to approve the October 11th special meeting, joint meeting with the township council, October 17th workshop, regular meeting in the October 17th executive session. >> Any discussion? >> All in favor? >> I oppose >>

057have to excuse myself on the 17th meetings otherwise I Um, Joe, legal report. >> Uh, we will discuss the legal report executive session. One thing I did want to mention to the board, you may have noticed we added a line to the executive session resolution that um, Glenn read earlier where it says we go into executive session at approximately 9:00 p.m. or as soon thereafter as is possible. And I we did that so that we don't have to continually interrupt our discussions as we go forward. So now, thank you. >> We know eventually we're going to go into executive session, but we don't need to have new motions to do it. So, just wanted to bring that to everybody's attention. [Laughter] >> Thank you. >> President's report. I uh I'm going to hold off and

058allow myself time at our last meeting to uh proply thank people. So, um we'll move on to petitions and requests. Um, petitioners who request to speak prior to the meeting will be first with five minutes for each petitioner for a period of 30 minutes and then time permitting other petitions and requests limited to 5 minutes per petitioner will be allowed until the 30 minute period transpires. Petitioners speaking during petitions and requests are asked to address topics listed in the agenda. All speakers are asked to give their full names, spell their last name, and provide their address. Speakers may not use the names of during petitions have been requested. Does anybody >> uh not for this one? >> Not for this one. Okay. Is there anybody who would like to speak? >> Seeing none like to

059>> Oh, I'm so sorry, sweetie. >> Come on up, bud. [Applause] I I I will say that um really doesn't have anything to do with what's listed on the agenda, but he's got schools, so >> thank you. My name is Connor Pardington. Um P A R T I N G T O N. Um I'm currently uh working on my Eagle Scout project. Um, I was uh going to do it for the town recreation department, but they backed out on me. So, um, now I'm doing it for the marching band. Um, which I am the drum major of one of, you know, with Maddie. Um, so now I'm, uh, going to be building a 10x 20 foot sports equipment shed. Uh, so that, you know, the band can house any equipment that they might need, you

060know, because, you know, they're a little pressed for space. And this will, you know, really help alleviate the problem of storage that the high school has. Um, so like I I already started uh working on my project and raising funds. Um, I'm like 80% of the way done. Um, until the town said I needed like they like kicked me off the project. Like that's really what happened. So now I'm here and you know I'm here to like make the band better. So any questions. >> Are you looking for approval or have you already gotten? >> Um, yes. So, I'm seeking approval um for a location on the campus grounds of the high school so that it could be easily accessible. Um does that answer your question? >> Just so the board knows, um Alex has

061got a set of the plans. He was given a set of plans and he's in discussions with Chris as to >> I spoke with uh father I guess about a week ago. So, I do have copies of the plans in my office. Uh Mr. Kelly, our buildings and ground supervisor also has a copy or he's looking at the same copy actually. So, we're trying to find a place where we can fit the shed uh where it's going to be accessible for our band kids and our band uh program. So, we haven't found a spot yet, but we are going to find a spot at some point. >> Is um it suggested a spot between the high school and the senior parking lot. There's that little section of lawn where we would have to flatten out

062a little area so that this thing could go on it because they practice in that parking lot. It to them it made the most sense. Well, to to Connor it made the most sense that that's where >> we could put it. So, if you can >> we'll take a look at it. >> Yeah. All right. >> Thank you, Connor. Thank you. >> Thank you very much. >> Um I know you had a question. Um, so yes, I am still seeking donations. Um, out of the 20 out of the $2,150 that I estimated that my project would cost, I've approximately raised $640. Um, so I still have a little ways to go, but I do have a GoFundMe set up um online and that's where I've been collecting u my donations. So um Connor, we do

063have a camera here. So if you want to turn face the camera and tell us your GoFundMe address. >> Yeah. I have it right here. So, my GoFundMe account, um, it's at www.gofundme.com/conor n o r--partington p a r t i n g t o n-agle- project. >> Repeat that one more time. >> Yeah, please. Will fast people and pencils and pens here. >> All right. Again, that's www.gofundme.com/conor n-partington p a r t i n g t o n- eagle dash project. Did you get that? Or I I'm more than happy to repeat it. If >> you don't get it, we'll just watch the film and we'll rewind it to this moment. Thank you. >> Oh, that' be great. >> That'd be awesome. >> Connor, are you done with all your Eagle required badges? >> I

064have four left. >> Oh, which ones? >> Um, citizenship in the community, communications. >> Don't say cooking. >> Family life. No, I did cooking. >> Okay, thank God. >> And I think citizenship in the world. >> All right. Excellent. Well, congratulations. >> Thank you. >> Looking forward to helping. >> Thank you for your time. >> I knew I should have brought my checkbook tonight. Um >> now just we we what we answered with Connor was a little bit out of the norm but any questions that you don't get an answer to >> you can speak to Liz and >> she'll answer all your questions. >> Okay. >> Uh my name is Carrie Neiosi. K E R I N I O S I. Um I have two students at um Marshall Hill School. My daughter was

065diagnosed in third grade with dyslexia and ADD. Um I actually have questions because you had said that the child study team is the one who does the diagnosing along with the teachers. Um, I have an issue with that because my daughter was not diagnosed by the child study team. When they evaluated her, they said that her um, >> just addressed the whole meeting. >> Oh, okay. >> Okay. All right. No problem. >> Okay. Okay. So, >> we'll probably get back to you uh, I would say one someday this week, whatever questions you have. We probably don't have the answers right here right now, but we will get them for you. Okay. Well, she was diagnosed and uh actually they the child study team tested her and they said that her IQ was too high to

066continue on with Encore and they dismissed her from all extra help. Um going into the third grade, it didn't sit well well with me. So, I actually went to the other superintendent we had um I can't remember his name, Rashika, and he um was able to have my daughter sent out to be tested and she was diagnosed with through Morristown Hospital um a I'm sorry, I'm not good at public speaking. So, um she was diagnosed by a developmental neurologist and um we came back and then they put her in special ed. Um she is now in sixth grade and she has not I I my understanding is that there are five teachers in the district that are Orton Gillingham trained and I'm curious as to why there is not one that we can share between

067all of our elementary schools because my daughter has yet to be taught and she is going to be starting at Makapin in September and she spells laughing L A F I N G and she's still she's a straight a student. So, I feel like our kids are just being thrown into a special ed class for reading and then later she was put into special ed math as well because with common core all of our math is pretty much reading. Um, and I just think that there's a disconnect here and now next year she's going to go on to middle school and I don't feel that she's educated enough. I mean, a sixth grader shouldn't be spelling laughing with an F. I mean, there's more, but I I'm I am truly worried about the education here

068for dyslexic students. >> Thank you. >> Oh, one more question. I'm sorry. Are the teachers going are they being trained in the class or are they just getting PD hours? Like, are are they going out and being trained or are they just getting hours? Do you want to answer? >> No, we'll talk tomorrow and then we'll get back. >> Okay. >> Thank you. >> Is there anybody else who'd like to speak? >> Is it safe now? >> I make a motion to close petitions and requests. >> Second. >> Thank you. >> All in favor? >> Any opposed? >> Okay. Um uh would like to make a few typographical corrections to our agenda before we approve it. Page page number nine, personnel student affairs resolution number five, the recommendation of the superintendent to approve the appointment

069of Anne Ro. That should be in parentheses instead of step one it should be ma step one. Then also in student affairs page 11 personnel student affairs resolution number 15. These are sack contracts. We're going to add a name. So there's two names there. We're going to add a third. It's morine. M A U R E N last name PI P I C O L I not to exceed 13,350. >> This is the budget. >> Was that is that was that salary in the budget? >> It's not a budget is >> it's a sack is a tuition. >> Oh yes, but it's it's covered. >> Yeah. By tuition tuition. Yeah. And resolution number 16, right underneath it, the employees name is the the last name is Schwarz, not Schwarz. So there should be no T

070in her last name. Stephanie Schwarz. The rest of the resolution is correct. Thank you. >> Okay. I need someone to adopt the agenda as presented. We have some hands here. >> Like to make a motion to adopt the agenda as presented with the changes just made and the hand carries presented. >> Second. >> Um all in favor? >> I have to make an amendment motion. >> Any opposed? >> Okay. Mrs. Dwire, education, please >> like to move items one through nine for approval. >> Second. Any discussion about item number? >> Quick question. Uh what are the professional services that uh for Renaissance and number one? >> Math. >> Thank you. And the integr and number eight, the integrated nursing associates. Um >> what what do they provide? >> My answer now. >> Yeah. So number

071one, Renaissance that is um that is the company who owns Star Math which is our assessment that we've been using. We are adding the success of it initially um has been contagious and we wanted to add this same assessment for our geometry and algebra 1 students which was not something we originally planned for. We were originally laid it out for grades 2 through 8. Now we want to use it for our geometry and our uh algebra 1 students. >> Great. I was actually actually about number eight at that point. So you're good on one then? >> Yeah, I'm good on one. >> Okay, thanks. But thank you. That was good. Everybody now knows what it is. So it's perfect. >> Integrated nursing services. >> Yes. >> Is that the question? Um we have to approve

072that vendor on the November agenda and then in December you will see a contract that's for a particular student that requires onetoone nursing services. >> Okay. >> This is onetoone nursing. Okay. >> Yeah. The vendor does provide other services such as like other nursing care and you know substitute but that's how we plan to intend to use the vendor. >> Okay. >> Thank you. >> You're welcome. >> Any other discussion on item 9ation? >> Mrs. O'Brien. >> Yes. >> Mr. Sidowitz. >> Yes. >> Mr. Drew. >> Yes. >> Mrs. Dwire. Yes, >> Mr. Robbins. >> Yes, >> Mrs. Fritz. >> Yes, >> Mr. Yuber. >> Yes, >> Mr. Food. >> Yes. >> Item 10 under [Applause] education. We will be doing that after our second session. Um, Mr. Drew, budget comments, please. I would like

073to move items one, three, >> eight. >> Second. >> Um, number one, on number one, I thought we were going to switch over to New Jersey school boards and have them No, I'm wrong. We were discussing it. >> Oh, we discussed it. >> We discussed it, but we never made any conclusion to do that. Okay. >> And it would actually create quite a bit of extra work for the administration and the and the committee. >> All right. >> So, we're it's still out there as a possibility, but not right now. >> Okay. Thank you. >> That's my only question. >> You're welcome. Um on on item three, um I know we approved our minutes for the meeting on October 11th and the 17th. The 17th was the meeting with The 11th was the meeting with

074the town. The 17th was our workshop meeting for October. Correct. Okay. All right, never mind. Then we had a couple of reports um that were done on the 17th and you're supposed to you're supposed to do that at the next uh meeting. Um but a little bit close. Never mind. >> Oh, and >> I'm sorry. Go ahead. >> No, go ahead. >> Number four. I just want to see. Am I just reading it wrong or It looks like the the addition the math doesn't work. Looks like the total should be 51472660. >> I'm sorry. I should have pointed it out when we were doing the agenda, but I forgot I had the notes in here. >> On this number four. >> Number four. >> Oh, you got to add both 19. >> Oh, you add

075both 19s. Looks like it because they're different. >> Okay. >> Yeah, >> that would make more sense. Okay. >> And then >> All right. Thank you. >> And then it comes up. >> Go ahead, Debbie. >> Terry had her hand up first. Thank you. On number six, uh there's a spelling of uh Samantha Schwarz's name again. >> Oh, yeah. It's spelled wrong on page >> eight number six. >> Take the T out. >> Yep. >> All right. >> I believe it's a different person. >> Oh, don't confuse me. Okay. >> Oh, Stephanie and Samantha. Okay. All right. What is that dyslexic train? >> Yeah, that's right. On number eight, I'd like to thank Harbor Freight Tools for their donation. That's fantastic. Always nice to have that help. And on number one, I just would like

076if I could get a little bit of explanation from you, Barbara, about what's going on with the Arthur Jordan, the 22 roots, what they're what they are for. Are they in town? Um, or are they for other services? >> Number two. >> There's two. Number two. >> Number two. Sorry. I'm sorry. Number two. >> Number two. >> They do the bus down at uh for Abua. >> Okay. What happened was uh it was a rounding error because when the calculation was done, all the roots were off by a penny. So, we had to make the correction. when when you have a a formula in in a spreadsheet and you you round up um it rounds up but sometimes it carries over. I think Mr. Drew understands what I'm saying. Sometimes it'll round up instead of

077rounding down because you come out so many decimal places. >> So we had to make the correction >> for a penny. >> Okay. I think. Go ahead, Debbie. Go ahead. >> I just want to on number five, I just want to thank the um the staff members for supporting their >> the um >> person who was out on medical leave. I think that's very kind of them to offer that opportunity to help out when it's necessary and needed. And I want to say thank you. >> Thank you, Debbie. >> You're welcome. Um, and what Glenn brought up about item number eight, if you first point out if that was Mr. Be. >> Yes, it was. >> It was okay. >> I had uh Do you remember last year I had given uh Alex an email?

078They were Harbor Freight was willing to I think it was a $100,000 prize to the grand winner. 30 30 went to the teacher and then 70 went to the school. He didn't place first, but he placed. So, uh, nice nice to see that. >> Great. From what I remember, um, they were so impressed with this program >> that they gave him the donation. >> Yeah, >> that's great. >> Good. Thanks. >> God bless. >> Okay. Okay. Any other discussion on any of the items 1 through eight? Roll call, please. >> Miss O'Brien, >> yes. >> Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Robbins, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> yes. >> Mr. Foody, >> yes. >> Like to move item number

079nine. >> Second. Any discussion? >> Roll call, please. Barbara. >> Mrs. O'Brien. >> Yes. >> Mr. Sidowitz? >> Yes. >> Mr. Drew? >> Yes. >> Mrs. Stwer? >> Yes. >> Mr. Robbins? >> Yes. >> Mrs. Fritz? >> Yes. >> Mr. Yubert? >> Yes. To payroll and utilities abstain to the remainder. Mr. Foody. >> Um, yes. >> I'd like to move item number 10. >> Second. >> Discussion. >> Barber. One of the items was, I think, um, $30,000 for >> Mhm. >> engines, >> the buses, right? >> How do you know how many that is? Two. >> Two. >> One for a bus and one for an SUV. >> That's a lot of money. >> That seems really hot. >> They were damaged by the oil that had been purchased. >> Wow. >> That's what I

080was told by the chief mechanic. >> So, the one engine is about 25,000. The other one's a little over four. >> Yeah, the SUV engine. I could see that. Okay. >> And the and the bus is still has still has a high value, so it's worth repairing. >> Okay. Yeah. I figured it had to have had a good value or we wouldn't be doing it, >> right? >> Well, how bad I just out of curiosity, how bad was the uh I mean, we're replacing the engine. Obviously, you know, there's some compression issues and things like that from bad oil. Would it be would it have been more prudent to one of the buses that we'll be getting rid of to take the engine out of that and >> put I don't think we've gotten rid

081of any of these 54 passengers or they're already gone. The ones that we were selling. >> I thought I thought it might be just the little ones I think that we got rid of. Right. I thought that we were Yeah, because we have some spares on the 54 passengers. We didn't purchase any this year. >> Okay. >> All right. >> Any other discussions on item number 10? >> Okay. Roll call, please. Barber. >> Miss O'Brien. >> Yes. >> Mr. Sidowitz. >> Yes. >> Mr. Drew. >> Yes. >> Mr. uh Mrs. Twire. >> Yes. >> Mr. Robbins. >> Yes. Miss Fritz, >> yes. >> Mr. Yuber, Miss Mr. Foody, >> yes. >> Um, Debbie, personnel student affairs, please. >> I'd like to move items 1 through 29 and personnel student affairs. >> Thank you. [Music] Any

082discussion? >> Uh just one came in late. >> Uh yeah. Can can um can you explain learning on the move in number 22? I'm not familiar with that one. >> Uh learning on the move is a uh it's a basic skills club where it incorporates some physical activity into some of the basic facts for math, some of the algorithms and and the types of things they're doing in that course. >> Thank you. Any other discussion? >> Mr. Robbins? >> Yes. >> Mr. Drew? >> Yes. >> M O'Brien? >> Yes. >> Mrs. Fritz? >> Yes. >> Mr. Sidowitz? >> Yes. >> Miss Dwire? >> Yes. >> Mr. Yuber? >> Yes. >> Mr. Food? >> Yes. >> That concludes personal student Thank you, Debbie. >> Uh, one policy, please. >> All right, I'll move items 1 through

08313. >> Second. >> Any discussion? [Applause] Okay, see, please. >> What about the hand carry? >> I do. >> Okay. Yeah, >> Miss O'Brien. >> I have to abstain at this time. >> Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Robbins, >> yes. >> Mrs. Fritz, >> yes. >> Mr. Yuber, >> yes. >> Mr. F. >> Yes. >> Okay. I'll move item number 14. >> Let me get that out. Let me get it out. >> Yeah, it's working. We do one more time. >> Oh, okay. >> Okay. >> I'd like to provide a little explanation on this. >> All right. So, we have a little background. Um, this was brought up last meeting for those in the public don't know. Um, there were some objections that was

084withdrawn for additional consideration. Uh some of the things that you know one of the the main things that was brought up um was that people were concerned that just because somebody was a family member of somebody in the district that they wouldn't we wouldn't have the opportunity of getting them into the district if we wanted them. It was too absolute. So the committee just took this back. We discussed it thanks to Mr. Drew who had a very good idea. the committee came back and um added some additional language that allows even though we want to make a restriction because we do we the whole committee you know unanimously agrees that there's a nepotism issue in in the district um we want to add the language that does do restrictions on employees but we do want

085to give the freedom and flexibility to the administration should there be some exceptional candidate or a critical need to bring that person to the board to approve. And in order to provide a little bit more of a safeguard, we added that it would need to be a 2/3 vote instead of a majority vote. Really, it's not as big a difference as it sounds because right now by law, we have to have five out of nine. That'll make it six out of nine. >> Okay. So, >> very similar to what we have to do for transfers. >> Yeah. It it just provides a little bit more protection. it does give the administration the ability to bring it to us and I thought you know Steve come up with a really nice compromise on this. Um we

086just you took his original idea and tweaked it just a little bit. >> Um I just I just have a question. >> May I ask a question? No, >> um this because it was discussed at the last meeting. Why wasn't this part of our regular agenda? Why is this being handed as a submitted as a hand carry? I thought hand carries were like for emergencies and things. Am I wrong? >> Things that come up between the agenda being printed and the new the just with the days off Thursday, Friday off last week. >> The committee meeting was Wednesday. Normally we'd send a packet home on Friday, but we sent it home >> earlier Wednesday. >> Okay. >> So, thank you. >> And I just want to add in the discussion. It's hard to talk about

087nepotism without naming names, which we can't do. So, you know, publicly we can't discuss any of that, >> but it is a good compromise. It gives Alex the flexibility he needs >> and but you have to have a six. So, you know, it it it all works. >> Was Excuse me. Was there a second to this? >> I second. >> Yeah. The only um comment that I'll make and and I I I appreciate that you went back and reworked it. I think this is it's a better compromise. I think still looking at some of the other districts and the language that that most other districts use, we are still being a little bit restrictive by including the current district employees. I think almost all the other policies are just related to the board members and

088the superintendent. So I I see where you're going with trying, you know, to to make it a little bit more flexible, but it still feels a little subjective and restrictive. >> Subjective. >> Well, I mean, it's it's if if you know, somebody feels that, you know, you think somebody's worthwhile to bring forward, you know, and somebody else doesn't, that's >> it's not up to anybody on the board. It's up to Alex and and Dan. So they'd be bringing those board people forward, not us. >> So >> I think the one thing is we we'd know instead of just having a name on a page, we'd know this is a relative >> and that they've looked at it enough to make a recommendation, which you know, in general is going to be good enough for me,

089but we know. >> Yeah, there was something that didn't make it into this. It was discussed later and uh but it was also discussed. I don't know if we already have a question on our application that asks a candidate if they are a um if they have any relatives in the district already um and if so what relationship what >> department you know >> few we have a few standard questions um I think one of them is are do you have any relatives in the district >> yeah on Apple track >> on the apple track yeah >> they do have most applications have that >> you know Especially if you're working for a government, don't they want to know if there's >> All right. Any other discussion? Seeing none, we'll call Barbara on item 14

090under policy. >> Mr. Sidowitz, >> yes. >> Mr. Drew, >> yes. Mrs. Stwire, >> no. >> Mr. Foody, >> yes. >> Mrs. Fritz, >> no. >> Mr. Yuber, >> yes. >> Miss O'Brien, >> no. >> Mr. Robins, >> yes. >> Okay. >> Motion carries. >> Okay. Dwan, you've got what? 15. >> Okay. Yes. I'll move number 15. >> Second. And I also have to uh at the suggestion of council, I'm going to make a a motion to amend that to remove legal report from the agenda because every single meeting Joe simply says we'll talk about it in executive session. >> That's good. So discuss it. So >> okay. >> So do I have a second to that at the motion for amendment? >> Yes. >> Oh, sorry. >> Oh, you did. >> Okay. Oh, she

091seconded the >> 14 the original. >> But now there's an intervening motion to >> second again. I'll second it again. >> So we will remove legal report. >> Well, no, we have to vote on the amendment. That's >> it wasn't discussed in committee. That's why we're doing it this way. >> Yep. >> Okay. So, call the vote on the amendment. >> I would have a question. Now, by making it part of the agenda, we at least make sure we discuss it whether it's in executive session or not. If we remove it, then we won't legal report. >> No, I mean, >> it's never >> we always have a discussion in executive session about any legal issues. It has nothing to do whether it's on the actual agenda >> as long as it's in the resolution

092for executive session that we can discuss legal issues. >> My understanding is that just means that the president doesn't have to bring it up, >> correct? correct and ask him the question. >> Got it. >> Can I can I ask for clarification, please? Um, this one line is tripping me. Under board member participation, the very last line be considered an attendance at any particular meeting, a board member must be present for 75% of the meeting from the call to Oh, I'm now I'm reading it. Okay, I understand. Okay, but wait. Okay, so no, I do have joking aside, I do have a question. Who makes a determination for 75% of the time? Who's doing this? >> Barbara keeps track of that. >> Barbara keeps track of times when who who's here when we start the

093meeting and then who leaves >> and she tracks the time when they when they come in late or leave early, right? >> Yeah. they shield. >> So, so forgive me for asking and this is probably going to sound very silly, but if somebody needs to excuse themselves for a few minutes, this is not part and parcel of the 75%, right? >> No, if you need to go to use the ladies room or the men's room, >> that doesn't count. >> That I just want to know >> if you need to stand up and stretch your back. >> Thank you. >> You don't doesn't in include it in the time. >> All right. What what there is no the reason we we we did this >> and >> just so everybody's clear there's nothing in the

094statutes or in our policy that defines what attendance at a meeting is. This is clarifying what why we did this is to clarify what is considered attendance at a meeting. So if there is a meeting, you know, and or you're there 50% and you leave, >> your votes would still >> count, but your attendance wouldn't count. >> Who came up with the 75%. >> Well, Joe originally, I think you threw out as 50%. >> Yeah, I didn't have 75%. >> Yeah. And then we we moved it up to 75% in the committee >> and this and and you know there was the the claims that uh it was directed at uh >> are our distinguished uh distinguished board and it's not you know it's just in general >> it's you know >> is it possible

095>> is it impossible to to define what attendance is without without a definition of >> without a definition. >> And the state of New Jersey doesn't even have something that's easily found. >> Oh, there's nothing in the statute. >> So, but I think we need to go back and vote on the amendment. >> Mhm. >> Yes. >> And then we can go back to discussion on the main >> right. >> Yep. >> The main uh policy change. So the uh the amendment just to take out >> legal report >> the legal report from Yep. >> from the from the agenda >> that can just be >> what's that? >> That could just be a consent like favor. >> All is that all in favor? >> I have to do a roll call on that or

096no? >> Any any opposed? >> We don't have to. >> No. Okay. >> No. >> Mr. Mr. Roselli says that >> not on that. on on the approval of the >> policy we would >> on the approval of the policy. Yes. >> All right. So um the amendment taken care of. Is there any other discussion on >> on >> Yeah, I think you explained already we last year last week meeting there was a lot of discussion about various things in here. There's a lot of objections to various things. We basically took out everything anybody really objected to and left this in >> so that we have something as a benchmark to use um to determine what attendance is >> because it's important that all board members attend the meetings. I mean Terry, let's look back

097at our our goal setting meeting. >> We had four people, >> right? >> You know, we did it as a committee. You're right. We did it as a committee and and that that is the most in one of the most important things that we can do as a board is is >> a question on that. I mean a little I guess but >> so I I couldn't make it to that I mean things or something but you know is that the kind of meeting that you can say listen if we need more people there can we reschedule I mean I felt like it was like not flexible to >> that we set that up 5 months in advance and I set that up because and and you weren't you weren't on the board when we

098set that meeting up anyway Nicole I I understand that but we set that up >> with New Jersey school for and she has got like no windows. I had to pick from a couple of dates 5 months in advance to get her here to assist us. And I would I would I would hope um and maybe I'll do it beforehand that I'll set that meeting up before I leave for next May because I it's it's really working well, Alex. Um I think you'd agree with having these goal setting meetings done earlier so that they can have a plan for opening day of school. I mean that we just previous five years >> we weren't we weren't having any we were going through the motions making goals and then we'd never discuss them or make a

099plan. So it's really important to keep the district moving forward. So maybe I'll reach out to uh Kathy Hela and and set that and I'll give the information to uh Alex. But I think it's I think it's prudent for this board to continue doing that. Um you know there there's an old saying when you don't know where you're going, you're going to end up somewhere else. And we never knew where we were going and we weren't we weren't improving. At least now we're seeing we're seeing action and movement. Go ahead, Debbie. >> All right. Um I'm bothering my sidekick in crime over here because I noticed um to Mr. Novak's dismay that I noticed that education report is not part and parcel of the list here. So I don't know if you want to consider

100that under staff comments and recognitions. Um because if you normally pull the underneath >> should we add that? >> It could be under special reports if you Yeah, I'm fine with putting it there. >> Okay. >> I mean normally what we have I mean >> if you know special reports >> we're just going to peek over and I also >> I also if you want to you can do it >> amendment and add that in. >> No, I'm just asking what what what you guys are thinking. We I think we should >> I was just going to say, you know, >> you bring up a very good point. >> That's true. I just want to say that the the superintendent and board president are supposed to set the agenda as well. So even though this

101is in the bylaw, if something else needs to be added, they can do so >> at any time down the >> Yeah. >> Okay. >> And that's right out of the law. So >> I just want to make sure. >> So let me ask you, >> Alex, would you like us to add education report on to this? >> No. >> All right. >> Okay. >> All right. Now, one one other thing I wanted to mention, uh, and I do, by the way, I do have a little bit of a prepared thing to kind of, uh, uh, address and comment on some of the stuff that was said last week, >> but, um, in the the discussion about 75%. The policy committee looked at that and said, well, we are elected officials and we are supposed

102to attend if the people elect us. So that's one of the reasons why we made it 75% because we know people have to come late from work or leave early because they're going to work early in the morning. But that shouldn't we didn't really feel that that should take 50% of the meeting to do. Um so if you're going to come, you come. If you're not going to come, you know, then then you're not attending. So that's that's how the committee kind of looked at that. and uh to give it kind of a little bit more perspective. >> Okay. >> Any other discussion? >> If there's no other discussion, I'm going to read this little little statement here. Um and just says >> is it >> it has to do with board conduct. >> Okay.

103>> Yeah. Um um at our last meeting, focus was put on walking around the room and targeting of an individual board member. Uh the code of conduct is about addressing issues like being present to be fully informed of the operation of the district before voting. uh performing the duties of a trustee, voting and speaking from the deis where you can be seen and heard clearly by the public, refraining from disre disrespecting each other at at meetings, observing a sense of decorum that will give the public a sense of confidence in the board, listening attentively and respectfully to the members of the public as they speak to the board, whether it be publicly or privately, and not least of all, maintaining a sense of ethics. It's a set of expectations to which all of us should

104be held. We need to move away from the discord that has arisen this year. The value that any one of us brings to the table as a board member has everything to do with our willingness to set aside differences. Remain open-minded to find worthwhile ideas regardless of the source. Listen to each other's opinions even if we disagree. And have open adult discussions without anger or ranker. We need to seek to understand each other's reasoning to find the best ideas for the students, staff, and the district as a whole. I have changed my stance on issues several times after listening to a different perspective at meetings. If we're unwilling to communicate, collaborate, and think flexibly, we bring no value or worth to the table. Not as human being, but as a trustee. Likewise, if there are

105problems or concerns we have about one another that detract from the work we need to do, we should be willing to talk them out like adults one- on-one. We don't have to like one another, but we do have to be civil, have two-way discussions, and collaborate for the kids, the staff, the taxpayers, and the betterment of the district. This means acknowledging and discussing the problems as well as championing all the good things that are happening here. As our kids are taught in the West Milford schools, we need to let go and move on. We're we're not always going to agree and we may never like one another in some instances, but the time we put in here, this time away from our families is valuable and is far better spent focusing on the students, the

106staff, and the good management of the schools. If we are going to be allin for our students and staff, all nine of us need to remember that and work together. Thank you, Glenn. Go ahead, Debbie. >> Uh, so you >> No, you Oh, I Are we going to vote on number 15? I'm sorry, but >> that's what Okay. >> Oh, that was the discussion. Okay. Thank you. I thought that was conduct and we're talking about the order of the meeting. Okay. Thank you. >> Okay. Um, maybe it's a day late dollar short possibly down the line. Maybe we should talk about electronics during meetings. That's a different policy that endowed in policy. >> That's a different policy. That would not be part and parcel of this then is what you're saying conduct. >> That's a

107separate policy that we would have to discuss and implement. >> And there there is one. So we if you want um if you look on the the index, >> okay, >> that's online, you can see it. >> All right. >> Bring it up to the next meeting. >> I will. >> All right. Better yet, send it to everybody on the the >> policy committee. I'm on enough committees, but I think >> Okay, we'll definitely >> All right. >> Yes, sir. >> Thank you, Debbie. >> Any other discussion? >> No. Okay. Roll call, please. Barbara, on 15. >> Mr. Sidowitz. >> No. >> Mr. Drew? >> Yes. >> Mrs. Dwire? >> Yes. >> Mr. Foody? Yes, >> Mrs. Fritz. >> Yes, >> Mr. Yuber. >> Yes, >> Miss O'Brien. >> Yes, >> Mr. Robbins. >> Yes.

108>> Okay, we are moving on to I believe it's you, Will. >> Okay, >> if I'm not mistaken, parks and recreation, it is So, at the October meeting, I just wanted to commend the two gentlemen that came and spoke about possibly putting a skate park at the Noenzo Pond Pavilion. It was a very good presentation and good luck in your endeavors. Uh to all you youngsters out there, you can call Santa on December 12th from 6:00 to 8:30 p.m. and read your Christmas list to Santa at 9737282862. And in the discussion about fields, we spoke about fields that the elementary schools have. And I asked the question of which field do you think is the best option to work on if given the choice? And they decided that Marshall Hill is the best field because

109it already has lights. And the problem that they currently have at Marshall Hill Field is that the fence is a little out of repair and a little bit of a safety concern. >> So, we fixed that. >> I asked the question. I mean, they gave the answer. >> No, we >> I could bring that up to them on the November 16th meeting at 7:30 p.m. at the township library. And that concludes my parks and recreation report. >> Yeah, we we we replaced the fence and and did a whole bunch of work up there. I mean, it does need probably soil and things like that. Correct. >> A year ago in spring. >> Yeah. Because the men's soccer league was complaining about it. >> I thought it was the men's soccer league that was complaining. >>

110Soccer. Softball. Men's softball league. >> One of those. >> But it was the men. They said it was really dangerous. >> Yeah. >> And so we had it repaired. >> Yeah, we redid all of that. >> I will report that to the recreation committee. >> Well, obviously they haven't used it. >> Okay. Uh safety. Um I was unable to attend, but maybe next year we can get somebody to to take that. Uh Mr. Dwire, superintendent's round table. >> Okay. There was um concern with the LL program. It continues to be a hassle. Um teachers are still grading it as quizzes. Um but Dr. Animal will address that. The high school geometry lab math classes um there's hassles between the kids and the grades. They're not supposed to be graded and some of them are getting

111graded and their GPA are getting lower. the student journals in grades two to six has become a concern because the kids write personal things in them and um they're concerned that the principles and the supervisors are reading them and it's only supposed to be for the kids. Um why weren't the the flags lowered to half staff after the Las Vegas shooting? Um that was a concern. Uh there was a question about random drug testing and um they would like a monthly report. I don't know Dr. Anamone if that's legal to give them a a monthly report on the uh >> Okay. Yeah. Oh yeah, that's right. It'll be your job. >> Okay. Um questions about the bleachers on the turf field, a safety issue. They wanted to know if they were up to code. Um

112there are going to be parents coming before us and speaking about it. Notification about events in the district need to be made sooner. There's not enough time. And finally, uh the CPAC meetings need to be put on the master calendar. And that's really all. Um Upper Greenwood Lakes water issue. They would like a timeline for remediation. Okay. And that's that. Thank you. >> I I would just like to to point out, Terry, I know people have said about the bleachers and and are they up to code? Um, you know, if if if that's a concern, then I guess we should knock down every building in the district because they're not up to code. Well, this is just >> I'm just I'm just saying, you know, um we can we can do an easy fix, I

113think, on those bleachers without going crazy. >> So, um uh but I'll leave it at that. That's your you guys are going to have to um discuss that with the members, the new members of >> Is okay an okay time to make a mention about bleachers >> or should I do it in old? >> It's in old business. So, >> um Mrs. So, Brian, I'm going to ask for you to do both. You have the S County School Boards and the Education Foundation. >> Sure. >> So, if you don't mind, we'll >> I'll let you do both of them. >> All right. >> Okay. No problem. Um, S County School Board Association meeting. The next meeting is on December 4th at the Brownstone, 6:45 p.m. 900 p.m. Um, they don't have a agenda posted yet.

114Right now, that's considered just a quote unquote general meeting. They usually have um presenters, but like I said, at this time there's nothing. Um >> what date was that? >> Um December that's okay. December 4th, which I want to say that's a Monday. >> Monday. >> Okay, that's good. That's a Monday. >> Um I will be there. Um I also I wasn't at the last meeting, but I want to uh mention the meeting that I went to Wayne Hills High School with with my partner over here, Mr. Drew, was phenomenal with the STEM programs and the presentations. Um, it just blew both of us away. >> Robotics. >> The robotics. Oh my gosh. Just amazing what these kids can do. So, um, I'm hoping it'll be just as exciting, but something tells me it won't

115be. Um, the, uh, West Milford Education Foundation, they're having PJ and Hat Day fundraiser districtwide on the 22nd of this month, which is next Wednesday. Um, that's what I have right now. Uh, meeting forthcoming. I don't have a date for that at this time. >> Okay. >> PJ and hat day. Hat days for the older kids. PJs for the >> Oh, I thought they were a joint. >> Uh, >> wardrobe effort. >> Well, no, it's interesting. >> Yeah. >> Okay. Thank you, >> Mr. Sidewitz. New Jersey school boards. So, in October, there were four members that went to the workshop down in Atlantic City, and it was chock full of great information for school board members. And it was there that we did our mandatory governance training also. Well, some of us and uh I

116do suggest that if you have the opportunity to go in next year's edition, please do. It will only make you a better board member. Um, this Saturday is the delegate assembly which I will be attending and I will report back as to what resolutions they will be voting on at the delegate assembly. And that's my report. Thank you. >> Thank you. >> Um, Mr. Drew, >> uh, nothing to report on either >> on on either one. Okay. Um nothing to report on the joint committee and Mr. Yuber Kasa. >> Okay, we had a meeting last night. I have quite a lot so bear with me. Um the CASA committee um of course uh combined with our district uh to do the the safe night which kudos gentlemen, fantastic job putting it together. Um, I want

117to thank Casa for footing half the bill for the speaker and um really uh actively for both of you, both the administration and CASA for for actively going after things that will help uh prevent drug abuse in our community, especially with the youth. Um, CASA is looking to schedule a hidden in plain sight for both the middle middle and high schools uh come spring. Uh, obviously they'll coordinate with uh Dr. Anamone. They're also looking to do um a presentation prior to the prom for the seniors uh with regard to various things. Um they're talking about poss the possibility of doing a panel discussion with with teens um that may be interested in doing it. Uh it would be completely confidential, private, kind of like a group session. Nobody would have to uh participate. Um that's

118not a decided thing yet. They still have to work on that with Dr. Anamon and see if it's even a possibility. Um, let me see. Uh, I have a few announcements on different organizations in town. So, I just like to get these out publicly. Uh, there is one called Hope. It's for families with addicts. It's like a support type of thing. Um, um, out of the Living Word Church at 93 Lakeshore Drive in, um, South in Hwitt. Um, >> it's up on the mountain, right? >> Mhm. >> What's that? >> I think that's up on the mountain. >> Mhm. >> Yeah, it's in here. Yeah. >> Make sure >> Yep. And, um, they're having, uh, an event on November 23rd. I'm sure that if you were to Google it, you would find it. If not,

119uh, anybody can contact me. And I have the phone numbers for the folks. >> Did you say November 23rd? >> Yeah. >> It's Thanksgiving. >> Isn't this Thanksgiving? >> Oh, that's what it says on the flyer. Um, okay. So, you're right. It is. I don't know. I don't Maybe that's a typo. Um, in any case, you know, I might as well. They the the phone number to contact them is 845988-7325 for Laura and 845-9887658 for Joe. Um, I'm going to pass these around so other board members have this information. It's a little the flyer is a little outdated, but it has the contact information for the um the monthly meetings which are the second and fourth Thursdays of the month at 7:30 again at the Living Word Church in Huitt. Okay. Um there is another

120organization uh a Narinon family group organization. This is for >> um family members with um uh families with with family members that have a um narcotics problem. >> Okay. Um they meet at the Journey Church at 184 Marshall Hill Road in West Milford uh downstairs back behind the playground Mondays from 7:30 to 9:00. And if you have questions, you can contact uh Norinon MainHQ at 1 800477-6291. And last announcement is uh there's going to be a uh stand up to stigma uh event. It's let's talk about mental health and it's okay to talk about mental illness. This is being presented by the United for Prevention in Pay County on Friday, December 15th from 9 to 12:00 p.m. 9:00 a.m. to 12:00 p.m. at William Patterson University. I suspect you can get any information you want

121off the the William Patterson website. And that's what I have for CASA. Um, Dr. Anamone and Janice Garish have been attending the CASA meetings. I want to thank them for doing that. Uh they've had some really great input and been able to provide information as Kasa has questions about important issues within the schools. Um is there anything I missed, Alex? >> Okay. All right. Thank you. >> Okay. Um we're going to move on to old business. Um the first on the list is flags at district schools. I >> uh we have um the latest report we still have two >> lights that have to >> um be put in, >> but we need a lift in order to do it. So, at this time, um we're not going to be renting a lift to um

122to do it. We're waiting until something else needs a lift. >> Okay. Um there is um one light currently at the turf field, but we're going to add a second and Kilgallon has no light, but um we can't get there until we have the lift. >> Okay. Um bleachers at McCormick Field. Go ahead. >> Okay. I'd like to ask the budget and finance committee and maybe um the administration, the grounds um building and grounds manager to look into the idea and feasibility of instead of conventional bleachers doing a landscaped bleacher on the opposite side of on the hill. Uh I've seen other schools that have similar things. They're they're absolutely amazing looking. They look great. Um, it might provide more shade during hot games for the audience and it might cost the price point might

123be a lot less and uh in the short term and the long term for maintenance and you know not having to replace them if we simply maintain them. So, it's an idea I wanted to throw it out there and see if it's even feasible. Um, but uh, you know, I've seen some of these things um, in various places. cuz I saw one type of thing in Lake George. It was kind of an amphitheater sort of arrangement. It really is amazing looking and we could we could do something that is a lot easier uh to use. And if we wanted to, we could even still then maybe afford a small bleacher near the um the tower uh with like a a sun cover for uh the elderly or handicapped or something like that that's a little

124bit closer to the gate. So there's just my thoughts on it. >> Do we ever get cost, Barber, for putting in um a series of stairs and filling in what people were complaining about? >> We had we had gotten a proposal uh we had a study done a number of years ago >> uh when the board was talking about uh doing a rehabilitation on the bleachers. Um, but Quanic was brought up as a as a model uh in order to do that. And um the it was pretty costly. It was over $400,000 as I recall >> to to retrofit what we have. >> Yeah. >> Was that just stairs and railings or stairs and railings and backs? >> Uh that was to bring it into um up to code by retrofitting it. Um, and as

125I said, they were using Pquanic as a model because Bquantonic had done it quite a number of years ago, but Bquanic has since um gotten rid of those bleachers and put in a new set of bleachers. >> Wow. >> So, we do have a study that was done about three years ago, two or three years ago. >> I know that I think it's Mount Olive just redid theirs recently. >> Yeah, they just did theirs. I mean probably more than we need >> the cover and the light >> covered and they have a lot of storage which I think would benefit the storage. I mean they were probably >> Yeah. And it would make sense to if you elevate to to put um storage underneath because you know that's what I have in my town when

126they place we had concrete rooms at one time that were done with the World War II projects. >> Yeah. And you know, they were they were great until they had water infiltration and then they had they were compromised and they had to be removed. >> But with the elevated bleachers, at least then you can use you could put a storage or even a concession stand underneath. >> Do we have a price on just replacing what's already there just to get an idea >> about 500,000 about 500 >> and and it is possible to lease purchase them so that you wouldn't have to take that whole thing out at once. Do we have any sense? Um I'm sorry that I don't know this, but do we when you say not to code, is that for ADA

127guidelines? Do do our bleachers meet for ADA? Are they out of code for that? >> Um yeah, for ADA um of safety purposes. um our insurance carrier has come out a number of times and and um pointed out um things to us and that's why we had the engineering company come in and do a structural survey a few years ago. If board members would like to review that um I could certainly provide that information to them. >> I could put that on the board members page. Mhm. >> I have another question. Um, a little unrelated, but I had heard and again I don't know all the detail around it, but that there was something around, you know, with everything that our band is doing about being able to host competitions and things here, a revenue

128generator, but I think there's something about the the bleachers that prohibits us from that is it what what is it the what prohibits us from the bleachers? >> There's no stairs. >> So, it's just it's a safety issue that >> there's just no stairs. It's just seating areas. So, you step from seat to seat. railings for people to walk up >> and those are specifically in there if you're the problem. >> There's no elevation either. >> The first level of bleachers is underground. So really can't see over. You have to be four feet up tip to the first level so you could see over the players or whoever. >> I've gone to a lot of the competitions and they don't really fill up the bleachers so to speak. Most of the people are right up

129in there and they want to >> they want to get as close as they can >> coast somewhere like that though. >> It's quite dangerous. We spent a lot of time there this this year >> little kids, you know, near that back area. It's very very open and it's >> and it's scary. >> Scary. Yeah. >> I mentioned about a year and a half ago that we should put up some chain link fence behind there just as a a stop cap, >> you know, safety measure and nothing else. >> You're right. Okay. Uh, bus to town library. We're in the works on that, right? >> We started already. Yeah. >> We opened up uh we have uh Joe helped us out with getting a permission slip to our students in grades 7 through 12. So

130now we do have a bus one way to the township library after school uh for students who have a permission slip returned already. So, >> um, >> oh, I'm sorry. >> Actually, a statement I had a young guitar student of mine say that it was the greatest thing that ever happened to their after school. So, thank you for uh thinking of it administratively and implementing it. Now, I had um I think it's great that we're doing this. I was a little surprised. Um they said there's a possibility of two buses to do this with. And on one of the big buses, there was 35 vacant seats, something like that. Um which is surprising to say the least. I I mean to look at some efficiencies here. I mean we could have done that with a

131smaller bus. >> Not really. No, it's very efficient >> because you have your high school kids going out. >> It is efficient. You have your high school kids that are going out and there might only be 19 kids on that bus, but it's going to an elementary school where you're picking up 30 or 35. >> So there is a two-tier efficiency there. >> No, I understood. I understand. We're we're but we're we're we're not putting elementary school the elementary school the high school kids are dropped off then the buses go >> to their elementary school >> after they've dropped off the kids from the high school. >> No, if you have a stu a a bus that's going to Marshall Hill school. >> Y >> the high school kids and the middle school kids are

132on that bus in the Marshall Hill area. They get dropped off dropped off and then they >> and then they go to Marshall Hill School, right? >> No, what I'm saying is if we're leaving if we got a bus that's going to the high school, I mean to leaving the high school and the middle school and we're picking up kids from the high school and middle school because that's all can go to the library. Correct. >> Right. Then if we have 35 vacant seats, we should be looking at why are we sending a bus that's less than half full out if if all of a sudden now we're saying, "Well, we'll use that bus to drop kids off the library." >> No, the the whole rationale was not to have additional buses. The rationale was

133to look at the space that was available. So that bus has to pass the library in order to do its run. And it had the seats available. And there's other buses that would also have the seats available because they have high school and middle school students for those individual elementary schools where they're they're designed to go. You have a two-tier system. So it's really only one route. So the efficiency is there. >> And if you if you you can't have a separate bus just dropping those students off. >> What I'm what I'm saying is we need to look at if we got buses and I you know that are going out with 10 11 kids. Um it it just doesn't make a whole lot of sense. What I'm what I'm saying is I'm I'm just

134saying we should look if we can uh create any efficiencies by looking at what we're doing with the transport, you know, transport. >> You're not really talking about the library. >> I'm not talking about the library. Not at all. I'm just saying that when we should be looking at any efficiencies. >> Well, our efficiency rating currently is a over 100%. So, we're I think we're doing a pretty good job. We do have a two-tier system so that the big buses are picking up your elementary students and your high school students, which is considered one run. You also have situations in the wintertime, you have high school kids that might be driving to school at this point in time, but come wintertime, you have to have seats available for them on the bus in case they

135take the bus and they're not allowed to drive. So, you have other things that might come into play and you have to be able to anticipate that you can't send a 24 passenger bus out because you only have 19 high school kids to then do a m a Marshall Hill or a UGL run where there's 35 or 40 kids. So, and and if and if you try to compress those runs into fewer buses, then the students are going to be on the bus for a longer period of time because the neighborhoods are so far apart. So, I think it's important that everybody recognizes that the transportation department when they do the routes are trying to consolidate the runs as much as they possibly can. But you do have a large area to cover and the

136more you consolidate, the more time it's going to take. >> Yeah. All I was saying and and all I meant is if if we've got buses that are going out with a little from from the high school middle school, we should also look at what's going on at the elementary school, you know, because if we got buses going, it just doesn't make a lot of sense to me to be sending a bus out with with so few kids on it. That's all I'm saying, Barbara. And and I know there's a lot to look at. I know that there the woman who is now uh heading up the transportation department. Um she's new to our town. It's a big town. I I don't know everything. I'm just I'm making a blanket statement. I'm not saying that

137we have to. I'm just making a blanket statement. That's all. >> Well, I'm just trying to explain it. >> Well, and and I I understand >> I'm just trying to explain the fact that that's only part of the run. >> Yep. And you're still picking up 30 or 35 kids on the other end. >> Yep. >> Okay. >> Yep. >> Oh, go ahead. >> All right. I'm going to bite. I'm going to ask you one more question, but only if you can do it quickly and if in and short otherwise tell me later. I'm going to bite and ask you how we can have an efficiency that's more than 100%. >> Because um that's the way the state does it. If you had a single tier, if you had single tier busing, which means that

138if you had a bus that went out to pick up individual kids and you had um right now our buses are picking up twice as many kids because it's doing two routes. It's doing one route that's ending at 7:40 and it's doing another route that's starting at >> 7840 or 7 7 >> It's ending at 720 and then they go out again. So it's really the same bus. You're only using one bus instead of two buses to do that >> to do two routes. Okay. >> So that's how your efficiency is more than 100%. >> I see. All right. >> It's a two-tier. So the explanation basically is the state has an interesting way of scoring it and that works >> well they they they I'm sure that they have a formula that they use

139but our efficiency rating is over 100%. >> Okay. Hillrest RFI are we do we have anything to >> Joe and I haven't >> talked about it. >> We we haven't talked about it because of the school board's convention and some other things that were in between. But I have an appointment tomorrow to talk to um one of the real estate public real estate attorneys in my firm to just make sure that there's nothing I'm missing before we put it together and put it out. So hopefully next, you know, couple weeks. >> Okay. We have on here Wallace property. >> I think that was well I think you had mentioned last week last board meeting about um >> something about the Wallish property and and we just picked up on it. Um they uh they are

140doing a complete reorg of the board. Um stemming from the emails that were sent to both the town council and the the school board. So they're reorganizing their board. There's some people stepping down and hopefully they can get some of the people that left back on. Um, and we'll probably know something more so by uh our December meeting. So, um, that's that. And Highlander Productions. Oh, that's >> Hey, Nate. Um we had some discussions in in personnel and um budget and finance and you know will you were you were part of that. Um so anybody go ahead. >> I just have a question. Is that something that has to be worked into the next budget? >> Yes. >> Mhm. >> Yes. And that's why we don't have anything going on right now. >> Yes. >>

141Okay. Um, any other thing under under old business? >> Yes. >> No. >> Yes. >> No. >> I am Yes. >> Okay. >> I am quick enough to point out issues that need need to be solved or fixed or whatever in the district. I want to point out a few things that are really going on great. I can't believe nobody mentioned the high school open house tonight. It was absolutely a ball hit out of the park. It was really great. It showcased that we have things at the high school that our local high schools uh other high schools locally don't have. Um it was packed with people. There was a a great vibe there. It was something that if if I hope we'll do it again next year. If so, I hope all the board

142members go and and see what there is to see. Uh because they had all of the the club and sports had tables out so people could visit them and talk to people. All of the um the specialty classrooms are open for photography, the graphic arts, the autoshop, all this stuff. There's a lot a lot of good things going on there and I thought it was a great idea to do that. That was an absolute home run. Um, I want to thank again the district for um, organizing the safe night, the substance uh, awareness family empowerment night. I thought that was absolutely fantastic. Again, another another home run on that one. The the turnout was great. The message was great. And, um, again, I hope we do that again every year. Um, as part of that,

143there's a new program that I wasn't aware of before, the heroes and cool kids. Um, I think Dan, you maybe you want to mention a little bit about that really quick so the public can hear about that because I think that's a fantastic program and again one of the initiatives that you guys are just great thing you did. >> We had Mr. Trancaster present Trancasta presented here at some point. Yeah. So, I'll just I'll just summarize it. Um I introduced them at Safe Night. Uh they were there and helped. We have about uh between 60 and 70 students who were signed up for it. Um the name of it is exactly what it says, heroes and cool kids. So our heroes are our high school mentors. Um they're students who applied and were vetted by

144our um staff in charge of the program. They were trained at uh Bergen County Community College um for the program and how to talk to younger students, how to be a role model, how to be a mentor. Uh the word in the title uh cool kids refers to our fifth and sixth graders. So, um, all of our fifth grade, fifth and sixth grade students across the district are going to be visited periodically throughout the year by the, um, group we're calling the heroes, which are our high school mentors. Um, and it's, uh, you know, one of its big primary focuses is on, uh, substance awareness and, you know, allowing our fifth and sixth grade students to have that opportunity to, to talk to a a mentor rather than, um, you know, an adult staff member

145that they might may or may not find comfortable and that sort of thing. So, every kid uh, needs something a little bit different. uh when we worked with CASA, some of the information that we received in terms of what are statistically significant um structures that prevent substance abuse and substance uh and and encourage substance awareness. And one of those um high factors on the list was mentoring. Um so this specifically fits that role in our district and and throughout the community. So uh thank you for bringing it up. Um it was nice and it was a lot of fun to introduce them that night. We had breakout sessions with fifth and sixth graders and we were able to put our heroes in there with them so they could get to know them and and get

146acquainted with them um before they actually see them in their classrooms. So great great initiative. >> That was great. And last thing on my list, I want to thank you again for getting the library busing together. I know there's a lot of families in town where they the parents work and they simply can't get their kids to the library early enough to take advantage of it and you guys have uh worked with the library to get uh Chromebooks over there and I just think it it was a fantastic initiative. Okay. And thank you very much. Um kudos to feedback off that I agree 110%. Um, I have a sixth grader and we were at a couple of those events and she's super excited to get to middle school, get to high school. She was thrown

147around to the tables. I think she's a future yearbook committee person. She must have been out at that table for a while. So, it was a fantastic event and, you know, nice to see someone, you know, participate, getting a lot out of it at that age because at first she didn't really want to go. Didn't want to, you know, wasn't sure what it was going to be about. So, she was pretty pretty energetic and excited about it. Um the other thing I wanted to just mention was how great it was um to hear the results of the spectacular fundraiser. Um $4,000. That's that's pretty impressive. It was a great event. Um and I have to give kudos to everyone that put that wanted halls together because it was a little bit of a line and

148you know it was a lot of just good. It meant there was a lot of interest but it was worth the wait and it was super creative and was hard to believe we were in the middle school you know walking through those hallways. It was you know all the staff and everyone that students that volunteered at it. It was it was pretty impressive. Yep. >> Since we're in a season of thanking people, um I just want to I I want to acknowledge um two of our elementary principles in the back of the room. They represent a um group of administrators who helped work with their staff to um advertise these events. Um you know, safe night isn't a success and open house isn't a success or spooktacular isn't a success without people coming. And um

149we really relied on our elementary principles, our elementary staff to get the word out and and try to give people a glimpse of what these events would be having never seen them before. And uh that group did a did a great job. Mrs. Vanz call you I don't know if it's politically correct to call you Vanna White in front of the crowd, but we may had a little jokes that she was really um highlighting um you know our our safe night event and drumming up business and and uh at the end of the day we had a lot of kids and families come out to these events. So, I want to say thank you to everyone who who supported us with building level incentives, kickball with the principal or however you got our kids out.

150Uh, I want to say thank you for that. [Applause] >> I have a point of privilege. Would you like it now or after new business? >> You can do it anytime you want. >> Anytime you want. >> Get it over with. >> Get it done with. All right. Um, there have been some comments made at meetings recently that demonstrate several misconceptions that need to be addressed and corrected. Um, first, there have been a couple of trustees who have alluded to conduct of texting a spouse during meetings as a problem and a potential violation of conduct. This is clearly aimed at me since my wife is the only spouse that attends board meetings. Um it's interested that it's interesting that these are the same folks that defended the right of trustees to do more disruptive things

151at meetings. Um most if not all of the trustees have their phones with them at the dis. Um most check the time periodically. Some have children or elderly parents that they want to be available for in case of emergency. Uh Mr. Foody has been known to look up policies to aid discussion. Uh while it may look like I am texting and I have text once or twice in the couple of years that I've been on the board, um I there are other things that can be done with a phone. That having been said, anyone who knows me knows that I'm not a texter. Uh in fact, um it's my least preferred means of communication. Uh it's actually a running joke with my family and friends how low tech I am and not very good at

152it. uh had either of these board members approached me and expressed concern about me texting from the deis or even asked me if I was texting and instead of making public accusations I would have been happy to explain. Having had two heart procedures in the last year and a half, I have an app on my phone prescribed by my cardiologist that measures heart rate and records a one lead EKG. This is how my second surgery was diagnosed. Um, it's called cardia with a K, K A R D I A. Um, for anybody in the public who has a family member or themselves that have a cardiac issue to monitor, I highly recommend it. It only cost about 100 bucks. And uh I did one earlier so that I could show it to you. Not very

153good heart rate, 103. Okay. This is what I'm generally doing if I hold my phone down below. Okay. Um anyone who who watches the meetings can probably imagine that they can be stressful. It's probably no surprise that I may need to check my heart rhythm occasionally, sometimes more than once during a meeting. Uh Tracy may see me doing that and text me to see if I'm okay. Uh if so, I usually just nod to her um instead of answering via text. So it may look like I'm communicating, which I am, just not about what you think. Um, it is this kind of ongoing pettiness, unprovoked verbal aggression, focus on biases, refusal to dis engage in discussions, preconceived notions, and cling to contentious histories between trustees that hampers our ability to move through meetings smoothly and

154lead the district in a more positive way. For instance, not every attempted banter or comment is intended as a personal affront or based on gender. Sometimes it's just in fun. Most aren't. Uh I find it disturbing that small jokes, comments, and feedback are lately taken too personally and much too seriously and since January casually chalked up to sexism. This was demonstrated by comments made at the last public meeting. I find it ironic at the same meeting that the trustee that cried sexism told me to control my wife. Um, >> as I said before, >> we all need to put aside our differences to let go and move on. I am willing to do that. I am willing to try and be better with all things on the board. We should try and start fresh, focus

155back to education and the well-being of our students. Next, certain trustees have made comments that make it seem that they believe that Tracy and I are the same person. I assure you that we are not. We do not share a brain. Tracy is a fully formed independent adult, a parent of a child in the district, a taxpayer, and an independent professional. She's a human uh director of human resources in a multinational company. >> How much longer? >> Not long. Not much. Um with her own opinions and priorities. I have my own. Sometimes we agree, other times not. Tracy administers a social media page that acts as something of a support group for parents of bullied children and children with vi uh with violated or poorly followed 504 plans and IEPs. She helps them navigate the

156proper procedures for resolving the is these issues within the district. She has unique and private information provided by parents that confide in her. I am not privy to that information. I have confidential information of a board member and she is not privy to that. These differences in information are often the basis for difference different different conclusions and approaches to solving problems in the district, which is what you often see when Tracy speaks in front of the district. Tracy does not speak for me, but she does speak on behalf of many parents. So, I do suggest you pay attention. Finally, our community members have the right to express their opinions regardless of who they're married to. For the time being, we still have our First Amendment rights. Nor is it a conflict of interest with my

157position as a trustee for my wife or any member of my family or any other trustees family member to express an opinion publicly. That's the American way. Thank you for listening. Now, let's please try to keep our eye on the ball and keep the students academic achievement and well-being our first priority. Thank you. >> Motion to close all business. >> Second. >> All in favor? >> Okay. >> All right. Um, new business and Mr. Drew, I know you had uh to speak. >> Uh I would like to make a motion regarding uh teacher of the year recognition. Uh B and I've talked to uh most of the other board members about this. Uh what I'd like to do is in December of this year, any uh teacher who received teacher of the year for their

158school would get $500. Any teacher who is teacher of the year for the district would get $1,000. Any teacher who is teacher of the year for the county would get $2,000. And any teacher who is teacher of the year for state would get $4,000. And they're mutually exclusive. They're not added if you're one or the other. Um >> just so you're clear, um if you get teacher of the year for your school, you get 500. You get teacher of the year for the district. You get that thousand. So you would get an additional 500. >> Yes. You get a total of a thousand. >> Yes. Yep. Okay. So I just wanted to make sure that everybody understood that. >> Um yeah, that's my motion. We'll discuss why >> we want to. >> I'll second the

159motion. So um any discussion? The thought on this on my part is I really would like to recognize outstanding performance. If you talk to any of our teachers of the year, they're just amazing people. They make learning fun. They're creative. They motivate kids. Um, and there's there's just no substitute for something like that. The reason to do it here, uh, one, I didn't want this to be confused with the political process at all. has nothing to do with that. Um, two, uh, this is a good time of year before or in December to give somebody some some extra chance. Um, I think uh, um, it in some small way to provide motivation to people who probably don't need additional motivation. These are outstanding individual in the first place and but maybe some of the other

160people look at that and say >> so that might be worth trying for so little bit of motivation and finally um it's just impossible to uh compensate really good teachers adequately uh I have have been told and I think it's true that a bad education costs way more than a good teacher and so I'd like to do a little bit of something recognize outstanding performance by >> because we've had >> this. >> Okay. >> I was just going to say, can we wait till after executive session? It's I like it's good idea, but I just want to talk about some things before we vote on this >> if that's possible. Sure. Okay. >> I not I may not be able to stay that. You're right. I'm running out of cough drop. No, >> don't me.

161Thank you. >> I have some here. >> Is there is since we'll we'll wait and we'll discuss this in executive session, Steve. >> Okay. >> Um, is there anything else under new business? >> Seeing none, >> like to close new business. >> Thank you. Okay. All in favor? >> I. >> Any opposed? Um, but if we decide to do something, we can take action on that after executive session. >> Okay. We're going to move on to petitions and requests. Petitioners who requested to speak prior to the meeting will be first with five minutes per petitioner for a period of 30 minutes and then time permitting other petitions and requests limited to five minutes per petitioner will be allowed until the 30 minute period transpires. All speakers are asked to give their full name, spell or

162last name, provide their address. Speakers may not use the names of students during petitions and requests. We have one person Carolyn uh I'm not going to pronounce your name. >> Ricardi. Okay, >> it's all yours. >> Hello, my name is Carolyn Ricardi. It's R I C I A R D II and I live on Hancock Drive in West Milford. So, and I'm here tonight um to talk about more recess time for the children. Um sorry, I'm a little shaky. I've been sitting for a long time. Um but um I want to start off the meeting by saying that I've been a resident of West Milford for about 5 years and when we came to West Milford, my older daughter Sophia, she was actually playing the flute tonight. She was one over here. Thank you for

163letting me get her. Um she entered in first grade and every teacher we've had at Maple Road for the past 5 years has been great. I have not one complaint about any of the teachers. um they've all been um you know they've all communicated with me about my children. It's been very nice. Principal Kane also has been phenomenal. I actually came to him with this issue a couple years ago and he sat with me and he was receptive and we tried to think of ideas to help the kids moving. So I appreciated that even though the problem wasn't, you know, completely resolved. Um but um it started um I noticed that Sophia um when she was in third grade the jump to second to third grade is a really really big one as far as

164the you know the curriculum is concerned in my opinion. So um I started seeing her kind of zone out a little bit and um actually it was noticed by the teachers also. We went in we had a meeting and we talked about different exercises that we could do for her. Okay. So we practiced them at home. uh you know, some more time goes by and she's just forgetful. She's losing interest. Um and then she starts complaining about no break, no time. Um I'm like, "Okay, so that sparked something." So then I review her schedule and I'm like, "Wow, that's a pretty intense schedule sitting in a reading workshop for an hour and a half and having math for an hour." And um then I started doing um research and and that's when I you know

165went back to principal Kane and I had talked about more recess time for the kids. Um, I'm not in the clear. I'm not in the, you know, I try to, you know, my kids get off the bus, I try to get their sillies out and have them ride their bikes, you know, and things like that. But, um, my my Sophia had like a breakdown a couple of weeks ago and she came home with a bad with a not so great grade. And I said I said, you know, if you need help in this, it's okay. You know, like we'll get it for you. And she just cried. And she cried because she's like, "Mom, it's just there's so much at one time and we change subjects so fast and it's just and she just broke

166down." And I said I said, "Okay." So I was like, "I have to get myself I have to get myself on the agenda because I really think that this is a big issue. I'm concerned not about just my kids, but about all the kids in the district." Um, after doing um the research, there were three main things that were very, very consistent. It was it was almost like reading the same article over and over again. Um you know academically um you know the studies were showing that you know um you know students that are physically that I'm sorry that are more physically active improve their academic performance. They achieve higher test scores and they demonstrated better attitude towards school. In turn they have a better um you know behavior and more attention because they're more

167focused in their classroom after um a sufficient break. Um uh physically I'm not going to go over all of them. I just I kind of try to minimize this because I I only have five minutes. But um you know physically they um exercise obviously is healthy. There's a very um the numbers of of children with obesity obviously is going up and um they you know they show that you know children who are physically active and have the time to be physically active in school will in turn you know practice that more at home. Um, so that was that was a big thing. I'm really concerned about stress. I see it in my daughter who um was, you know, like you shouldn't be stressed at 11 years old. You know, you're you're able to, you know,

168come home and play, but it's it's just it's overwhelming. Um, so maybe if we give them more of a break, there'll be a reduction in stress, in anxiety, in depression, and and kids will have um and kids will be able to, you know, kind of let more of that out. Um, social skills. I am not mocking character education. I I understand how you want to teach your children how to um you know empathize and how you want to let go and move on and how you want to, you know, like teach them how to interact with each other and handle and handle problems. I get it. I think that's great. I don't think the children are actually given the opportunity to have a problem because I don't think they get enough time to socialize freely.

169So, um it's kind of like I'll tell you how to ride this bike, but I think you need to get on it to learn how to ride the bike, you know? So, um, so again, I'm not I'm not mocking character education at all. Uh, Principal Kane, I do think that it's important. Um, you know, this is not this is not, you know, 20 30 years ago. Sorry. Uh, you know, like when I was walking home from school, I go home, I called my mom, I'd say, "Hey, mom." You know, like, "I'm going to go to Ellen's house." You know, "Okay, fine, Caroline. No problem. Just be back by 6:00." Okay. And, uh, it's not like that now. You know, our kids are on a bus, they get off the bus, their socialization with their friends

170face to face is done, unless of course they're in an activity with their friend. Um, activities. My kids are in one activity a week because that's what we can afford. Um, I can't afford to have my kids in activities five, six days a week as some other parents can. That's great. Um, but my kids really don't get a chance to see their their friends a lot, you know. Um, so I really want them to develop those social skills. They need to, you know, have an argument outside. They need to be able to resolve it. They need to be able to play games. They need to be able to create games, you know, like open up this creative avenue. Um, and and really like, you know, learn those really really important skills, you know, so they

171can, you know, then take it to middle school and high school and as as an adult, you know, like I'm trying to teach my children those kind of things, you know, but I'm not with them most of the day. So, I really would um you know, I really would like more time not only in um recess, but also of course coinciding with lunch, I did do I know I'm running out of time. I did do a petition online. Um what I did because I know that some people are reluctant to uh go on to a website. I uh just um I told them that I would be speaking tonight and I asked them if they wouldn't mind uh just commenting yes and that would act as a petition. You know, I myself I don't like

172going on to websites because then I get a gazillion emails and it's like all crazy. So, um, >> how much gentlemen, how much longer are you going to be? You are past your >> two more minutes. Two more minutes. Not even not even, I don't think. >> Do we have anybody else who's going to be speaking? >> Somebody in the back. >> Right. If you if you could get it down to one minute. >> Just Yeah. >> Okay. Thank you very much. Um, so I did do a petition. I did this petition last Tuesday and I almost did it on purpose. I only I only gave it a week almost on purpose to see, you know, like how many I can get in a week. So, over a hundred have uh typed yes in the

173box and um I've I've been doing updates and people have been coming commenting yes on those two. So, between the comments and the yeses with all my um updates, it's probably it's probably closer to like 160 people. Well, yeah, you know, give give or take. Of course, I can give you a definite a definite, but it's definitely over a hundred people in one week. And in that, there have been a lot of comments, a lot of people sending me information that I can look at to help me tonight. And um a lot of concerns with lunch, too. So, um I I want to be able to to know that it's not just being, you know, oh, sorry, we can't fit that into our schedule. I I really want an effort to be made to fit

174it into the schedule. It's, you know, like even if it's, you know, 10 more minutes on lunch, 10 more minutes on recess, if all this research is saying the same thing, and if all of us want our kids to do better or do well, and the the scores to be high, I really think it's worth it to at least do a trial, to at least do a trial uh for a certain period of time, an agreed amount of time for for these kids because, you know, my first grader loves school. She loves it, and I don't want her to get to sixth grade and hate it. So that's so that's it. >> Thank you Carolyn. >> Thank you. >> I've read I've read a lot of that research as well. My son did his thesis

175in college on that. So it's I know exactly where what you're talking about. >> Okay. >> And and Carolyn, my master's thesis was on the benefit of uh recess and elementary schools and middle schools. >> Nice. Hopefully we're building a team here >> to get this done. >> I have to find my paper. So, I don't know what this next step would be, what the followup would be if you would, you know, let me know if this is going to be um addressed or considered. >> That's something that Alex and Dan, >> they'll they'll discuss and I guess they'll reach out. >> That's not something we can do as the board. That's the administration. So, >> Okay. All righty. Thank you very much. >> Thanks. Good evening. My name is Miko Alm. That's Al M

176A L Eh. I live on Cliffside Drive and I want to talk on the same issue. I'm not going to be redundant and mention the same u topics that she touched on. Um, I grew up in a different country, came from a different public school, and I remember having 10-minute breaks between each class, and that made a tremendous difference. I remember playing basketball three on three in 10 minutes time. I remember being quite active, having a 1h hour lunch and recess break. And I think maybe that's too much for our school system, but I strongly believe that our kids need at least a five minute break from subject to subject. Either to go outside the classroom, go talk to their buddy in the first or second grade that they're not in the same class this

177year, do something, just get out, maybe run around the hall, come back inside, do some kind of physical activity. I strongly believe that it's going to benefit the first, second, third, fourth graders. Uh I would plead the board to look into this either extending the school day maybe half an hour come to some solution somehow for the sake of our children. I cannot emphasize more on the benefit of having some physical activity. We all know that little kids they're not going to have more than 25 30 or 40 minutes of attention span. Even in college level classes are not more than 50 minutes. That should tell something. So if a 18year-old person can have a 50-minute attention, a six or a seven year old is not going to have more than 25 30 minutes. Having

178them a 2-hour class I think is way too much. Please find a way to look into having a fivem minute break that is not academic. Let the kids grow outside and run around. Thank you very much. >> Thank you. >> Anybody else want to speak? I lost it. >> Okay. Joan Fred, I'm sorry. Joe Marie Frederick's 38 West Shore Road, West Mford. I'm the president of the bus drivers union. Um, I just want to bring some things to the board to make you aware of what's been going on. Um, first of all, I want to thank you. It was wonderful to pull into the transportation lot one morning seeing lights behind the buses. We have lights behind the buses now so we can see them. Uh maintenance also cleared out the back of the buses.

179So there's no weeds or anything. The only thing that was a little disappointing was that when our buses pulled in from Allentown at like almost 1:00 in the morning between 12 and 1, the lights weren't on. And that was just the issue because of a programming problem and they fixed that. Okay. And also when you were talking about um the the buses with the engines swapping those two that bus is a flat nose bus and you can't switch a flat nose with a full nose bus. Okay. And um also I just wanted to tell you that we want to thank the elementary schools, the principles and the PTAs for allowing us to participate in the trunk or treats. Um we went to all the schools, the bus drivers, whatever school you were at that you

180drove, you went and participated. We had our cars all decorated. We dressed up. We had costumes on. and we handed out candy and bags to the children which were all nut-free because we weren't allowed to do that, you know. Um, we really appreciate it was it was so much fun. We got to interact with all the kids. Everybody, they come up, they were hugging you and everything. Um, also we're going to be having um we have some other things that we're going to be doing. We're going to be going in for uh the tree lighting. We're going to be participating in the tree lighting. you know, I just thought I'd let you know. And also on um the busing for the library that did start and there are three buses that do it, not just

181one, there's three. Uh it goes where the one bus if the one bus gets full it goes to the second bus and then it goes to the third bus. All the buses leave the high school and McAffin. Okay? And those buses are all mountain buses and we go past the library. So, we just drop them off as we're going up to start our high school runs. Okay, that's I thought you wanted to know about that and about them not being too full. The buses are full according to our agendas, our printouts, but we have to have a seat for every child on our bus. Okay, I just wanted to let you know and that's all I wanted to say. And thank you for the lights. We love it. And our new supervisor, she is very,

182very pleasant. It's the atmosphere is totally different. We come in, people are smiling, they're talking. We can sit and talk to supervisor. She's there all the time and she listens to everything you have to say. So, she's a very wonderful person. That's all I have to say. Thank you. >> Anybody else wish to speak? >> Second petition request. Oh, yeah. Right. >> We pass new business. >> Okay. >> All right. Will second it. Who second? One. >> All right. All All in favor? >> Any opposed? >> Yeah. >> Glenn, you want to uh read the resolution for executive? >> Yep. At 10:19 p.m., I'll make the motion uh to go into executive session for the purpose of discussing personnel appointments, resignations, current litigation matters, special education matters, negotiations, HIVs, and matters of attorney client privilege.

183>> Second. >> All in favor? >> Any opposed? >> Okay, we are going in at 10:18 session. Oh, Alex, we have his >> We have his and then my hip. The other h that's it, right? Motion on the floor. Motion on the floor that Steve brought up earlier. Um, with regards to bonuses, if you want to call it that, to our individual school teacher of the year, the district teacher of the year, and if they make it to the following steps of county, and then uh if they make it to the state level as well. Um any more discussion on that after um after exec? >> So the motion is to do what? >> The the motion is to award award >> to award a bonus to the teachers of the year. And Steve, correct

184me if I'm wrong. I just want to make sure we have this right. It's $500 for the school's uh teacher of the year. >> Another 500 for the um >> I think it's easier just say what the total is in there. mutually exclusive. >> No, I No. All right. Go ahead. >> It should be each each amount. So, it's another 500 for a total of a,000 for the district teacher. >> Then $1,000, >> an additional $1,000 for >> For the county, >> and then an additional 1,500 >> 2,000 >> or 2,000. >> No, yeah, an additional 2,000. >> 2,000 for state. >> Yep. >> Okay. >> National. >> All right. Any any discussion? Nicole. No. >> Okay. >> I only thing I'm going to say I think it's a good idea. I went over this

185with Steve and and although his original idea like him like with that we we tweaked it and played with it and came up with what Steve proposed. Um, and although I want to do it, I I will be uh voting not in favor of it and let you guys deal with it when uh comes time for the negotiations. So, I wish you luck with that and uh we'll take it from there. Any other discussion? Okay. Roll call, please. Barbara, >> Mr. Sits, >> yes. >> Mr. Drew, >> yes. >> Mrs. Dwire, >> yes. >> Mr. Foody, >> no. >> Mrs. Fritz, >> yes. >> Mrs. O'Brien, >> yes. >> Mr. Robins, >> yes. >> Okay, that's it. >> All right. Um that is the end. >> Second. >> Oh. >> All in favor? >> Any

186opposed? I don't think so. The meeting is officially adjourned at uh 10:50. >> Yeah. Yeah. Look at her.