Board of Education Meeting 10/18/16

001minutes for the purpose of discussing personnel, student matters, negotiations, and matters of attorney client privilege. The executive session minutes will not be released until such time as the privilege or confidentiality is no longer applicable. I'll second it. Okay, you can second it then, Terry. Thank you. Um, all in favor? I. Any opposed? Okay. Uh, Dr. Anamoon, the superintendent report. Good evening, everybody. uh very briefly would like to report to the board we do we did have two high school students uh suspended between last meeting and this meeting one day each uh for fighting so it's been taken care of uh and I have one item to update the board on it's our monthly uh progress towards our district goals as you remember in uh I guess it was August we voted on the district goals

002we settled on them a little bit earlier maybe May or June uh but the three district goals uh district goal number one was differenti iated instruction and we've making a lot of progress. Some of the highlights um that we've done so far is the Fontis and Panel benchmark reading assessment. It's in the area of literacy. Um all of our students in grades one through six will have completed their benchmark, in other words, their pre-EST already. So, they do a follow-up test later on the school year, and we measure the growth. So, we're using that first test to set reading groups to see who can be pushed at what level. And this establishes where they are now. Our kindergarten students will also take their benchmark uh preassessment for fonts and panel a little bit later in

003the school year. We give them a few months to acclimate themselves to full day kindergarten in a public school. Um, also we discussed uh or I've discussed briefly the concept of creating a data dashboard for our students and with such a large district we're going to pilot it this year at one school and it's going to be actual school. So Mr. Novak and I will be meeting um next week with Miss Prima to discuss how this endeavor can move forward. So we're real excited about it. We don't have anything more to report, but I know uh Mr. you asked last month we could have a school and we were that close to being ready to announce and now we're we're ready. So it will be actually a school so that school community can look forward

004to um some additional communications in this regard as the year progresses. Um our district goal number two was to increase communications across the district between schools from the schools to the family etc. Um we produced last month an arts department newsletter which is wonderful. It's posted on our website. I think I shared it with the board already and I left that for the community at our last board meeting in September. Just this week, we had a Highlander News which is the high school newsletter. U it was also posted on the website and it's up on a table over there if anybody wants to grab a copy. Um but that's also in the website. It's a wonderful document and as you all know I've created a superintendent's blog that I've been using to communicate with the

005uh West Milford Township community and since uh I started that in July we have uh almost 20,000 hits already. So we have 20,000 people visit the website. Um not necessarily different people could be the same person visiting more than once but um that's been a very uh popular item so far and also uh Mr. Novak, myself, uh, Mr. El Tai reviewed last week, went on our website to do we audited our own website and we found some information that was a little bit dated. So, we're trying to update that. We met for about three or four hours last week and we made it through about a third of the website. So, we have a lot more tabs to go through. We're trying to fix some broken links. Um, not necessarily on our end, but some

006of the state departments uh links where they tend to get the 404 message. So, we're just if there's not a new message posted, a new link posted, we'll just take down our link. Um, so we're trying to clean that up as well. And lastly, for the third district goal, um, we're trying to create partnerships with families, with with the community, with outside agencies. Uh, we met, we were meeting at the high school to implement or plan to implement the AP Capstone program for the 1718 school year at West Milford High School. that would make us one of about 15 districts in the state that would even offer this program. So, we had our meeting with somebody from the college board maybe two weeks ago to discuss some of the planning and we did apply for

007the program. We're still waiting to hear back whether we've been accepted. It's a very rigorous program involves a lot of hard work for teachers in particular training teachers who teach these courses u but also for students if they elect to enroll in there's two AP courses that they would need to complete to earn the AP capstone diploma so again we're looking forward to next year we did apply we're confident in our application we just haven't heard yet. And lastly, we do have a wonderful character education program here in the district at all our schools. I know Mr. Novak can probably touch briefly on that in a little bit, but we had character.org had their national um conference last week and West Milford Public Schools was the most decorated district in the entire country at this.

008So all of our schools are again applying for awards through that organization either a promising practice award or applying to be a state school of character or even a national school of character. So um we're very happy about that and that's the update on our progress toward the district goals. Okay. Thank you Dr. Anamon. Mr. Novak, I see that you have a assessment report due. I do. Yeah. I guess we're going to have to get out of the way too, right? Get out of the way. Uh before I ask everyone to move, I just want to comment on um Dr. Adamone's statement on uh the National Forum of Character Education. Uh we were n most recognized district meeting. We have the most in in the promising practices category. We had the most promising practices from

009a single district and it's a national forum. across the nation which we we didn't we didn't know walking in. We were able to capture a corner of the room instead of all of our display boards and it really was a really nice moment to see you know all all the success from West Morford showing each of the individual structures that we have in place in in our various settings and I've invited those people to come to our next board meeting. Uh so at around 6:30 the November board meeting um they're going to come. They're going to set up their displays in the back of the room here so that um you know the board and and members in attendance can come and and see what we presented down in Washington. So it'll be good. It

010was it was a really uh feelood moment for the district and and real proud moment for everyone involved in that. So uh in November we'll have we'll have some of the group here and all those displays set up so you can see them see them firsthand. Great. Um, following up, I do have the uh district assessment uh report this year. We are also going to um we are going to wrap the SAT report into our uh assess assessment report and I'm going to invite u Mrs. Heidi Gdau and Mrs. Dana Lambert from our guidance department to present on the SAT scores. Hello everybody. So, we just wanted to um share some of the SAT and PSAT results uh from West Milford and kind of give some insight onto how they stack up against the national

011average. Um clicker. Oh, that's good. That's fine. All right. Thank you. Okay. Um so, as you know, we have a new SAT and the SAT um the new SAT, it really resembles Park in a lot of ways. It reflects a lot of the common core goals. The evidence-based reading section, um, it asks students to site specific evidence in the text to support their answers. Um, it includes a wide variety of academic disciplines, um, science, history, social studies, and usually, um, always includes an an historical or founding um, document text for students to analyze. um and includes a lot of academic words, those analogies and um the words that are make that words that used to make the SAT more coachable, they've removed them. So instead, they're using more academic vocabulary, vocabulary that students should know

012and will be using um in their future and certainly in college and beyond. And the essay also um asks students not just to write a persuasive essay or an opinion essay. It asks them to analyze evidence that's um presented and write write about that. So it does um you know um tap into a lot of the skills that students need to be successful beyond high school and certainly in high school. Um the math is also um it's less tricky. there are fewer puzzles. So, it relies less on logic, more on skill and application and practical skills. There's more um more depth um really focusing on the heart of algebra which is a little over 50% of the content. Um there is um some data analysis and um again application of information which often includes science

013uh science related data uh and also um passport to advanced math. So there are options for students to demonstrate advanced math but it is mostly really focused on algebra and algebra 1 and geometry. Um there's a no calculator section as well which you know encouraged students to use their problem solving skills and demonstrate it without you know without relying on that. Do you have anything to add to that? The other thing that we all remember from when we took the SATs is we were penalized for guessing. So we had to decide should we answer should we not answer. That's been removed. So now our students can do as we've always taught them to do on tests. look at an answer, analyze the four choices, and pick the best choice. And they will not be penalized

014for making a wrong answer. They are simply scored on what they answered. The test is really much more what we're used to, what the kids are used to, feedback from the students who took it in May and October. They were much more comfortable. It was familiar things that they do in class, reading passages, pulling out data, extrapolating data, analyzing, and spitting it back both in the math section and the reading section. no calculator was a little less popular, but they're getting used to that. So again, the the graphs show a greater discrepancy than there actually is when you look at the, you know, the numbers and the score differences. Um, and just keep in mind this is um this is based on only three administrations of the new SAT. The new SAT uh was Oh,

015this is the old one. Oh, yeah, this is the old one. Okay. Um so the um well you you can see how we spiked a little in 2013 and it's kind of hard to know why how to attribute that but in 2014 15 and 16 is when we started testing all the students right as I understand what was when did you start doing that the SAT from 2013 is a little misleading that was our lowest number of test takers that year so when you look at the data it seems like there's a bubble in 2013 but when you have a smaller sample of students taking the test. It certainly gives you a different picture across the board. We're stable. You're talking about a test that has a mean score of 500. We're just about there

016with a standard deviation of 100. So, anything between 400 and 600 puts them in what the SAT would consider an average range. Our kids are right there. We certainly would want to see their improvement come up, especially in the critical reading and writing. But again, this is based on the old SAT. So this is based on the old format which was vocabulary heavy and is very different than they're doing now. So when you look at the trends for critical reading again our performance is favorable. Um again we did spike there in 2013. Um but the average score of you know the average score for most students is in in around 500. So we're right there. Same thing with math. um slightly um you know we did dip down a little bit by only just a

017few points. Again it's it's not statistically significant. Similar thing with writing looking at a couple of points there. Um again colleges are not using writing. They have not really used writing and that's why it's one of the reasons why the SAT has gone optional. So in terms of the college did you want to add Okay. Um so in terms of the west smford so if you look the national mean the first uh two bars is national uh mean for critical reading the second two from 15 2015 2016 and the second bar is the west mofford. So you can see we're pretty much on par with the national average for um the um uh the the re uh the critical reading math and the writing. Just to point out the numbers because it's a little hard

018to see I think on that slide. In 2015 the critical reading national average was 497 and so was West Milford's. The following year we were at 496. So statistically we're in the same range. Math national average was 512 and 509. We were at 508 and 506. Writing national average was 497 and 488. We were at 487 and 485. So statistically we are at the national average. I see over on the right hand side you have the blue is 2015 and the orange is 2016. We couldn't get the same year. Why is it that we're comparing it? Well, we're looking at to the mean average of of of a of a different year, you know. Well, I guess there's different ways to represent data. Okay. So, this is sort of just what we put together from

019the data that we had. Okay. But something that we can include next time. Okay. Thank you. Sure. And just before the question is raised, why don't we have the new SAT data? There have been three administrations of the new SAT. It was first administered in March and then it was administered in May and for the first time again it was administered this year in October. October data is not in. So you're looking at two testings worth of data. College Board hasn't released the means yet because they're still extrapolating. Again the data is really a small insignificant number. When you ask the colleges to give you numbers on the new SAT for our seniors who are looking to apply, they're giving you roundabout numbers because the data is just not established at this point. So, it

020wasn't that we're not reporting this year's. It just didn't mesh with giving you a timeline, right? Because there's there's still the October the Dece uh November and December tests that are still going to be coming in. So, that will change some of the data. So, then will you do um in February? I think we hope to come in and and um present the AP scores from last year and we could update this as well. Good. Y Thank you. When you're taking the scores for the SATs, is that for all the SATs that were taken throughout the year by West Milford students for the year? Yeah. Well, from you know, uh, January on. So, it's not a complete picture of the students for this for this year. Thank you. Yeah, sure. We have a chart if

021that would be helpful to the board that we can give you with the numbers for 11th and 12th grade that we made these charts out of. If that would help you on the board, we certainly can give it to Mr. Novak to give to you. I would like to see that. Is there a question? Yes. How do we compare in terms of percentage participation to national average? Above or below? where I think New Jersey is above the the states that have low particip um I don't have that data but we could I could I could get that kind of important participation has a real impact on whether you're likely to be above or below the number of do the data set you know historically you've always said that SAT was east coast and AC, right?

022You know, it's it's changing a little bit now, but the participation rates in the East Coast, Northeast in particular, typically higher than national average because in other states, the ACT is a primary entrance exam. Here, it's sort of the reverse. We have higher we have more students taking the SAT than we do the ACT. So you'll typically see in the Midwest students who are applying for colleges in the Northeast, which are some very highly competitive colleges, will take the SAT if you're in Kansas and you want to apply to an average school. So you're looking at participation rates that are very low in the Midwest, but it's high in that in those states. So it's not necessar. Overall, we'd like to see more of our students taking the SAT. And some students that have sort

023of historically not taken SAT, we'd like to encourage them to take it. And that might have a might skew our numbers a little bit. Might screw our numbers a little bit. If we increase our participation, it might skew our mean score down if we reach those previously unreached children. Right. I think, you know, I've been the SAT and ACT coordinator here for about 13 years. So we definitely have seen an increase in our students that take it for a few reasons. One, our publishing of the dates for SAT and ACT with our social media, with our use of Nomian, with our use of the website has encouraged more students to take it. We've increased reaching out to our students who qualify for fee wavers. So we are not letting price be a barrier. So we're

024seeing more students take it that way. While it is true historically the SAT was East Coast, the ACT was West Coast, it's kind of marched across. So we are seeing students that don't take the SAT that opt to take the ACT because it's a more comfortable test for them for whatever reason. So I have very high level students applying to the IVS with ACT scores. You also have a trend in college admission to be more holistic. So you have schools like Rowan University, Montlair, Drew that are test optional and students can apply without submitting test scores. So for some of our students, not that I would suggest they take nothing, there's a few of them that we have to really coax to take tests because they hear test optional and they're saying this is more

025comfortable for me as a person to not take a Saturday snapshot and have be judged on a Saturday snapshot and the states that have low participation in I mean referring back to they have higher scores because of um that's why the participation rate matters to say are we lower than national averages because we have higher participation rates or just because we're lower to look at with that is SAT never released to us scores until the past two or three years. So a student could sit for a test in Kennelon or Vernon or somewhere other than West Milford. We if they didn't release their scores to us the scores weren't reported if the student didn't indicate us as their school code us. Yeah. Now as a school we get a it's much more accurate report. So

026we have that. We can get that. Yeah. Um and you know to your point um we recently started testing all 10th graders. Now I just arrived but in the prior years um all 10th graders were tested. This year we're testing over 1100 well 1100 students. That that includes the eighth grade but you'll see for the PSAT that our numbers went down a little bit when we started testing all 11th graders. Um, but we're expos there's a lot of advantages and it's you know right now we're just looking at scores but you know in our department we really we scores are important and we really definitely want to have students work on those but you know participating in these tests uh sort of fosters and encourages a you know college win culture and it gives them

027access to a lot of um a lot of resources and tools that they wouldn't have had they not tested um or or sat for a test. Um so did you want to make any more comments on that? Okay. So, um what are we doing right now? Okay. So, we are um having all of our students 8 through 11 and selected seniors take the PSAT. Um the students in um 8th and 9th grade are taking the PSAT 89 and that um is based on really where the students are. they they don't want we don't want to test kids on on material that they haven't covered. So, that's a really appropriate uh test for the students. They um when they receive their scores, they are able to uh pull their scores into College Board accounts or um

028and and actually use those scores with Khan Academy. Khan Academy, you've probably heard of them. They've partnered with the SAT and College Board to provide customized um test preparation. So the um the 89 students will prepare for the next test if they you know choose to uh to to do that for the um the PSAT 10 and then beyond that they can you know prepare for the PSAT and then the SAT. So it's customized based on the students weaknesses and uh strengths. Yes. Um you said that this test would be given to kids in grades 8 through 11 and selected seniors. Mhm. Why are we selecting seniors to take a test that is a junior test? Certain scores are used to demonstrate proficiency if they have not met the um park. Okay. So, we we

029have a few students that will be sitting for that. Um we always like to emphasize that colleges do not have access to students scores. Students have a choice to send their scores. They can send all their scores or one of their scores or two of their scores. And um scores before eighth grade don't before 9th grade don't colleges don't you know aren't aren't going to be requesting those um when they do sign up and they um you know we we gave parents an option and to to discuss with their child whether or not they wanted to include their email in their um on their uh sheet their answer sheet because you do get a lot of you get bombarded with college emails which is a wonderful thing but if it's in your primary email it

030can be sort of overwhelming. Um I think it's a great thing. Colleges do track um um student if if you get an email from a college and you click on it the colleges know if you click again the colleges know if you click on a major they know. So all that data and then that will you know generate more emails to you know and the kids and and oftentimes kids feel really good that they think that they're being pursued by a college. They'll say, "Based on your interest and your score, we want to offer you a um priority application status where we'll wave the fee." And kids feel really excited about that. So, that just gets them thinking. Um, College Board has a lot of great uh resources for um researching colleges and careers and

031college um I mean personal inventories to take that can lead you to the lead you to the career uh lead you to colleges that offer that career and uh and beyond. Our Naviance also is extremely um um has wonderful wonderful tools. We um there's um well we could talk about we'll talk about how we're going to use that in a minute. Um and again certain scores may uh demonstrate proficiency. Yes, I do I do I'm sorry but I do have a question. Um, you said in the beginning of your presentation that the math focus was on algebra for this test. A little over 50%. I Okay. All right. Our curriculum calls for algebra 1, geometry, algebra 2, and then it goes on. I know that some school districts are doing algebra 1 and then algebra

0322, and then geometry. Would such a sequence benefit our kids and raise those math scores? I don't think I don't think so. Um because I I think the the geometry and the algebra 2 is you know like I said it's over 50% for the algebra and then the geometry and algebra 2 and then the advanced math comprises the other. So I don't I don't I don't think so. But I think algebra 2 is not part of the 50%. it it's not part of the first. Yeah, it's no algebra one is part of the first, but I could research that and get back to you. There's still an emphasis on the geometry and they still need to have the basic geometry skills, especially with when they come to the analysis section. So, they're analyzing graphs. They're

033analyzing data. They do need that a little bit of statistical background. They do need that geometric fra focus. So, to not give them geometry at all and test them in the beginning of 11th grade would really put them at a little bit of a disadvantage. The other thing we do with PSAT, and those of you who had kids go through know we do this. When the test comes home from PSAT, it actually has an answer analysis. So the kids are able to see the answer that they made, whether it was correct, if it was incorrect, what the correct answer was, and then a rating from College Board as to whether it was an easy question, a medium question, or a hard question. So when we counselors go over it with the students, we tell them

034to focus prep and practice on the easy and the medium ones they missed and go back to their teachers if they don't remember how to do something. We also tell them to try and do some self analysis. Is this one you just rush through? Because a lot of times they'll look at us and say, "This was really long and I just capped out at the end." So it really can be very individualized. Our teachers also can have the PSAT back books back to them in December once we release them back to the students to use for instruction. I know our resource room teachers have taken advantage of that and use that in their classrooms to instruct their kids again on some of the higher level skills that maybe they're not covering in their curriculum, but

035they're getting to being exposed to. So, how are we supporting the PSAT and SAT program? Um, prior to this PSAT, we did a lot of parent outreach. um via email and um letters home to just inform parents and educate them and let them know um the test and details about the test. We've uh had in-class programs meeting with every single English class um to distribute PSAT materials and practice tests and discuss you know some of the features of the PSAT. We have offered Catalyst test prep. It's fee based. Um but we do it is a a reasonable um fee for a um you know sort of a boot camp. It's a two-day um uh program and we've offered that at the high school. We're going to be offering that again. And one thing I didn't

036add on there was we are also working with um a test prep company to um provide students with an opportunity to take a hybrid PSA um hybrid PSAT preac test on a Saturday because there are differences between the ACT and the PSAT uh PSAT and the well the SAT and the ACT. Um there are differences between the two and sometime some students do better on one over the other. So, we want to encourage students to to try both and see which one they do better on. Um, so they would do that in this, excuse me, they would do this in this testing. We're going to be doing that on a Saturday. We may do it December 3rd. Um, we're toying with the idea because it it's a little close to just taking the PSAT, but

037sometimes kids are looking for opportunities and with sports and activities, I think maybe if we can offer it twice, I think it might be better. So, we're probably going to do it December 3rd and then again in maybe March. Sure. Dana, you did um SAT boot camp. I don't do SAT boot camp. The PTSO sponsors SAT boot camp. That's the countless test program. Okay. I don't do it because I coordinate. That's it. Okay. All right. I just thought it all right. Yeah. No, ask ask any question. Thank you. So, the scores are released in December electronically if the students included their email. Um, and they're also given a score report sent to the school. On the score report, there is a code and this is a school report that Dana referred to. Um, there's a

038code um on the on the actual score report, it's very comprehensive. It has subcores of um of because embedded even in the reading is math is some math interpretation. So, there's some subc scores that are pulled out. Um, and you can look at each question and look at the correct answer and the level of difficulty and it gives you advice on what to do. But beyond that, once you go to College Board and put in that unique 10-digit code, um, it pulls in your scores and you can actually click on the questions you got incorrect and get the explanation of the correct answer. And again, uh, College Board will customize test prep for you. So, you're focusing on the skills that you really need to work on and not, you know, what you've already mastered.

039Um when we do receive the scores reports, we are going back into the classrooms to show students how to read the report, how to um how to use the the um the data that we Navian Navian's family connection is sort of a data a student data management um system that keep that tracks trends in college acceptances and also um keeps track of their scores and GPA. So you can look at scatteragramgrams to see where your student might fall in terms of getting accepted. So it kind of gives them if they're interested in a certain college, if they're interested in, you know, Boston College and their score is here, they can actually see where they need to be to get to achieve that goal because they how do they know how to get there if they

040don't if they don't, you know, can't see where they how they compare. So it's a really use the scatteragramgrams I think are very useful for kids. Um the um we're also um going to have an evening program for parents to help them understand the scores and um as we said we'll release the PSAT uh books to teachers if they want to use it. Just a few more things to add about the benefits of the PSAT. One thing that we do do is we also sit down with the supervisors. So they also get data analysis for their departments to see where the areas were that we fell a little short, where the areas where we were strong. Um it also helped us see where our kids were skipping things. I know Deborah Gina is in the

041audience and she pointed out one year how many questions our kids skipped. So that was something to kind of reinforce with them. And then on the positive side of why, you know, we're talking about the mistakes and the things that are not going right for them. If we look at our students who are doing well, there are things that they can get in addition to the National Merit Scholarship. One of the qualifiers for Governor's School is a PSAT score. So years past when this test was given on a Saturday, we would have students that qualified academically for Governor's School, but we're not eligible because we didn't have test scores for them. So we've kind of closed that gap. The other thing that College Board gives us is an AP predictor. So students who qualify based

042looking at their PSAT performance that may do well in an AP class are given a letter by college board that we send to the parent and send to the students to say these are AP courses you may do well in. So it's helped us identify a few things. One are kids who are doing what they're supposed to be doing taking the courses that they want to. It's encouraged a kid who may be waffling about should I go into an AP class to take the chance. It's also helped us find our I don't want to call them underachievers, but I will our kids who really we need to push a little bit more that are academically capable and for whatever reason are getting in their own way to say again look at what you did and

043look what you're capable of and how can we get you to that point. So there's a lot of benefits to this. Okay. So, we are scheduled to um have the uh the PSAT administration tomorrow bright and early at 7:18. So, I want to thank you for your support of that and um I'm really excited. So, we have [Music] Good evening everybody. Welcome to the second half of our assessment presentation at SAT. By second half I mean second three quarters of it. Uh so this is our park presentation coming up next. Uh you recall we finished the second round the second administration of the park last spring. Year one was 2015. Year two was 2016. So year one is the baseline. Year two 2016. This is the first year we have yearover-year comparisons and the park

044was administered in grades 3 through 11 for math and and uh English. So we have third grade math, third grade English, fourth grade math, fourth grade English all the way up to grade 11. So that's nine grades, two subjects. We have 18 tested, I guess you could say, categories. The highlight of our testing uh presentation is of those 18 separate distinct categories, West Milford students went up in 15 of those categories. So that's good. We would have loved to see 18 for 18, but we'll take 15 for 18. Uh in addition to our participation rate went up in every grade, in every subject. So we had more students taking the math test in every grade and more students taking the English test in every grade. and our test scores went up across the board or

045almost across the board in 15 of 18 categories. So overall, we took over a thousand extra tests in 2016 compared to 2015. So it wasn't just a small increase in participation, it was a dramatic increase. So with that, I'll pass you off to Mr. Novak and he can take it through the presentation. All right. Thank you, Dr. Anamone. You stole everything, all the good stuff. But uh before I just want to back up a minute. I just want to make sure I say thank you to Miss Scadell and Miss Lambert for coming here. I know that um we had an SAT presentation at the end of last school year and the board requested something a little bit more in-depth and elaborate and I believe uh I believe the two of you put that together. So

046thank you. I I really appreciate that. Um I'm just going to go through uh this year's results. Um I'm going to get a little bit more specific. Um referring back to Dr. Random's overall um you know overall analysis of of the things that we were very proud of this year. Um before we before we get into our our participation rates, I just want to point out our levels because they're going to be very important as we point out the um the numbers throughout the presentation so that you're aware. Um you know, when we had NJS a few years back, you had three levels of indicator, a level one, a level three, and a level five, so to speak. the not yet approaching or or above or not yet on and above. Now we have three

047levels that are below proficient. Uh so when we talk about levels one, two and three, those are areas that we are targeting and those are areas that we want to see improvement. We want to get our students to be level fours and fives. So that's that's something to keep in mind as we go through the presentation. These first two graphics are comparisons to our um refusal refusal rate comparison. I just want to point out, let me use my little lighter. Um, just for example, in in the last presentation, the 2015 scores were listed first that we have it reversed here. We're using the state template. So, they had our current data first. So, 2016 is in blue. I know it's small there. And 2015 is in uh is in the red. Um, taking a look

048across the board, our um refusal rate went down considerably. So, I want to thank the board. want to thank the community for, you know, for buying in and and really uh and really supporting the park. Last year, we we hypothesized early in the year when we first reviewed our scores that if we had more of our students participate that we should see a rise in our test scores and we we saw that in um in the the work that was done last year. And I believe this gives us a true indicator of of where we're at. This is for ELA. This is also for math. So, our rate of refusal uh overall district-wide last year, we were probably at around the an overall of about 9% with some outliers in certain areas, some really low,

049some really high. Uh for example, I can point out the algebra 2. We still had 32.2% of students um opting out or refusing from the algebra 2 assessment. That could be for a variety of reasons. Uh students taking the algebra 2 assessment for the most part are uh primarily students who may have already passed uh graduation criteria with another assessment like PSAT, SAT or the previous year's park assessment. Um this was a state and you'll see when we get into the next few slides the um the state participation rate in algebra 2 was pretty low. Ours was lower than the state average. Um but we've seen that was uh you know from talking with people at a county meeting the incentive for students at that level to take the algebra 2 park didn't seem to

050exist as it did in um previous end of year courses or were in the lower levels. Is there anything we could do about that? Is anybody because these kids are going to do well. We want them taking the test. Agreed. Uh you know we get to the when we get to the end of the um presentation you'll see some of the things we're doing but at the end of the day um can't can't force them, you know, and if uh if they've met graduation requirement, it's a day where they don't have to sit and take the take the assessment. Um you know, that's that's what we're going to get. And we tried and and I know through through the guidance department and at the high school level, we talked to tests. We did, you know,

051the honey wells and and all those all those good things that go along with it. But at the end of the day, it's a it's a young adult there who's making a decision for themsel and um you know, a decision at home is to not take it. some kind of incent. We could put it in the the idea box. Here we go. All right. So, math refusal went down quite a bit just as our just as our ELA. Uh the next set of slides, so just sort of explain these up front. The left side where it says percent change in level one and two, the arrows indicate the um percent increase or decrease of uh students scoring proficient or scoring levels one and two in that category. our idea or our goal and the arrows

052on the left is to have them going down. Um you can see in you know our comparison West Milford Township to the state uh grade three our um our percentage of level one and two students went up while our percentage of students level four also went up. Level four and five also went up. So we had a significant increase in our students who were leaving that level one through three category and moving into the four and five. But then we also had some students who um who trended down from the level three to to the to the level one or two. So those are those are areas that we have to work on. Uh as you can see we have uh more down arrows than than up in the um levels one and two and

053students that were moving out of level one and two and closer to proficiency in level three, four or five. This is the ELA. Yes. I have a question. Since our kids are taking the PSAT in grades 8 through 11, do they still have to take this park test? Yes. Yeah. Oh, yes. There's very few there's very few um exempt when it comes to when it comes to uh taking the park. So the the refusal is is the is the tool that has been used for for students and families who are um choosing not to take it. But uh on our end it's a it's a requirement. There are many ways that we have to in order for kids to graduate they got to pass a certain benchmark. So it could be a park score could

054be an ACT test. passed it in say 11th grade or 12th, you know, 11th grade, would they necessarily have to take the park? No. If they get a qualifying score, if they get a qualifying score, they which reduces some of the incentive in some of the especially the algebra 2 that we saw and some of those um ELA uh grade 11. Okay, next slide is uh the similar slide but with our math scores. You can see we have um more more down arrows than up in our um you know our percentage of students scoring in levels one and two. Our our numbers went down um you know quite a bit in that category as well as our students scoring in levels four and five rising uh you know by by some pretty good numbers. Fourth

055grade, for example, nice one to point out. Uh the state got in levels four or five, the state increase was 5.9%. In our district, our grade four was 17.1%. Uh grade five 16.4%. So those are those are some significant numbers to highlight. Uh obviously there's also areas that we need to work on. Um and I'll talk about that to as we get towards the end. The next two slides uh is the same type of graphic where it talks about the percentage increase decrease levels one and two or levels four and five. But this targets two of our uh two of our subgroups uh economically disadvantaged and students with disabilities. Um this one's important to point out is this represented the largest percentage of our students who refused the test um two years prior not last

056year but the year before the the 2014 2015 assessment. So we had a sharp rise in students in these sub in these subgroups who who took the assessment last year. This is the English language arts. And this is the same graphic but with math. Once again, we're looking at to reduce the number of students who are in levels one and two, aiming for that target of three for those groups. And then those students in the level of three aiming for that that level of proficiency. All right, the next series of slides is a grade bygrade breakdown of uh all park states. Park represents all states across the nation who who take the park exam. We have the middle representing New Jersey and then obviously our our scores at the end. Uh before we get into

057this series, are there any questions to this point that haven't already been addressed? All right. All right. All right. So level uh in grade three our English language arts we see a a rise um you know 57.6% versus 50.9. Grade four we see a rise 61.6 to 48.8 8 and grade five48. Yes. Which starts to show the trend. You may or may not have an answer. I have an answer. Third and fourth grade, we're doing better in the state of New Jersey. No longer they stay in the West Milford schools. the worst they do compared to the rest of the space. Skip to the end. All right, I'll leave you in suspense then. We got a plan. We got a plan and you know the trend is there. You know, we're not hiding the trend.

058You know, we're here publicly putting it on camera. It'll be on the website. Put it in your hands a week ago so you could prepare that very question. So, we're we're very excited about, you know, we're very excited about, you know, the plans that we have going forward to target some of the specifics that you just referenced. So I don't I'm joking around a little bit, but uh I'm very confident in some of the plans we have going forward. Okay. Um but as you see in grade 5, 53, 48, we still and regardless of um you know, comparison to the state, we did see some sharp um rises in uh and our students improving from one year to the next. Uh grade six was not one of them. However, if you take a look at

059um our students in um in the West Milford 48%, that's the grade five uh grade five assessment. Um, you can take a look at that. You know, when they were a I'm sorry, grade five, when they were a went up to 53 48, they they had a rise. So, when you when you take a look at the cohort cohort analysis, you're seeing that that group of kids and this in this presentation, we're comparing grade to grade. This isn't cohort analysis. Okay. grade six, grade seven. What happened? Oh, no. That's good. Yeah. Again, again, the the blue on the left is 2016. Compared to the previous grade, grade eight, ELA, and we had a rise from one year to the next. grade 11. Next series slides. Now we're going over to math. Same same type of

060graphics. I'm just going to um give you a minute to take a look at the numbers as I go through them. Rate three. Again, our 45.7 slightly below the state, however, significantly higher than than the previous year. Previous year Baby steps. Yeah. Geometry. Can you go back a few steps? Which one? And run. Just go back four or five steps and run through them again. Uh, a couple things that coming to one of Mr. Drew's questions. How will we use park data to identify strengths and gaps that exist in our curriculum? We've had work going on uh since the release of this these scores. So, know Mr. Patine isn't here. We have uh we've had departments taking their taking scores, looking at item analysis, breaking down the cohort analysis, and really looking to target um

061areas of weakness through the item analysis and and coming up with a plan for for putting those things into place. We will have our um our principles and district administration coming back at a future board meeting to talk about some of the things that they've been working on. So, you can see exactly the plans have been put in place and then and then what we've been doing to to address it. Do we get any information? I know we get it by school and by grade and by subject and blah blah blah. Do we get anything? You know, English actually consists of many different areas. Vocabulary, adverbs, blah blah blah grammar. Not anymore. Grammar. Okay. Sorry. Conventions. I guess we do get we do get conventions. So, we get we get item analysis where you can

062see what what subsections of the test a student performed. more poorly than than others basis or on a school basis on a student student by student basis. We had that's the information that I was referring to to our supervisors and our principles doing doing that good work is taking a look at those areas targeting those those things. you might see, you know, so you've seen um some of the work that I was involved in in the past with, you know, our third and fourth grade, third, fourth, and fifth grade, for example, was really targeting some of those reading skills. And we've seen over time, you know, over the last 5 years, we've seen a sharp rise in, you know, comparing NJS to now park, we've seen a rise in in those areas. Um, if I

063go to go to the next slide, we we're now in the process of doing those same things as we move up. Um, I'll just skip to the bottom because it's the one we're talking about. We're in in the middle now based on our item analysis significant professional development in the area of readers writers workshop. Uh grades three and four working on the writing process while grade seven is involved in uh readers workshop. They're at the stage now where our where our elementary schools began uh a number of years ago. A couple of our groups who started this are now moving into the middle school. So, our sixth graders can be expecting some of the um some of those good practices that are um going on in the elementary schools to continue on through Mackaban. We've

064also um connected with a um math math consulting group who's going to come in and work with significant amount of time with our fifth and sixth grade teachers on best practices in the teaching of mathematics. Um and I'll just go you guys like seeing that. you got a kick out of the trend. But um I'd like to point out that you know seventh grade scores are not a result of the seventh grade teacher. You know seventh grade score is a collection over time you know so we have um a process of a group over time fourth fifth and sixth grade you know that whether we have gaps in curriculum whether we have um strategies that we can improve upon. Those are the things that we're working on now in our fifth and sixth grade to

065support our seventh grade teachers as well. And that's a that's a process that's going to continue. We we've um entered into a five-year plan for these consultants. Next year they're starting with fifth and sixth grade because we see that as a direct area of need. And over time that group of people is going over the five years they're going to work with our um complete group K through 8 to you know I don't use the word revolutionize but revolutionize our um our you know impact in math. we talk about math workshop um best practices in mathematics. That's what we're going to be working on over the next uh over the next five years. This is year one of that of that um that big process. Uh a couple other things we're working on, as Dr.

066Adam mentioned in the beginning, we have a district-wide commitment to embrace differentiation of instruction. Uh we started this this work this year. Uh we had a nice um launch as a group to get to to get our staff uh involved. You may have seen the you matter um slogan all over the district. We've really been trying to embrace the idea that every kid matters to to all of us. Um now we're now we're in the process of applying those specific strategies in the classroom so that it's not a wholesale approach to the class, but it's targeting the kids where they at where they're at and and what skills they're in need of, you know, at that particular time. So differentiated approach will will help not just not just the test, but but for what we're

067doing as a whole. Uh we've also through item analysis we are able to uh target specific um subgroups within our title one schools you know through title one funding. I was able to take um a majority of our funds and we have um you've approved the process of of including intervention specialists in our in our title one school. So in November we're going to post for these positions and we're going to be able to put um two intervention specialists at Makipin. one for language arts, one for math, and one at each of the title elementary schools to target our students who are one, you know, I put a couple multiple measures there. One, the students who are who are consistently showing scores of one or two on the park, you know, and that in that

068not meeting expectations, who are significantly below the grade level and our fontel benchmark assessment, as Dr. Analone mentioned earlier, is one of one of our district goals. Uh, and also students who are performing below in our math benchmark. So, we currently have a process in all of our buildings now for basic skills instruction, which we call our Encore program. The intervention specialist is going to come in and work with a more targeted group based on that um item analysis that we were talking about. So, we're going to see those students who who who have a deficiency in a in a particular area of skills and we're going to go at it with these with these individuals. We have we're going to be hiring them for about 10 to 12 weeks prior to the uh to

069the park assessment to work on uh work on basic skills and try and get them as close to grade level as as we can. Uh so we're that's that's something that'll be starting um you know we're looking to interview in November and they'll be in place for December and then take us take us all the way through to May. Um and and again the the idea of unifying and coordinating our elementary school practices. uh looking at our seventh grade, you know, a lot of the work of our seventh grade teachers is is taking a look at, you know, this group of students who who come from, you know, all of our little subcultures in in our in our six elementary school. So, the more work we do to make sure that we're all on the

070same page with the same level of expectations um in our fifth and sixth grades in all the elementary schools really helps uh our middle school get off to a good start. And then this will be um not that you need to look at this now, but this will be on the this this presentation will be posted on our web page tomorrow on the uh four families uh testing link. So if you have any more questions, I'll be happy to answer them now if I can. Yeah, the on the SAT scores, there's a clear downward trend in uh writing scores. Uh what what strategies are you putting in place to deal with that in the upper grades? Well, I think, you know, I I see things as systemic, and I don't think you can just, you

071know, obviously there's good work that that our language arts supervisor can do in those in those upper grades, but there's so many writing skills that have to be developed at a very young level. And that's what we're doing now. So, when I pointed out third and fourth grade, we've spent many years now talking about readers and writers workshop. In the reality, we've worked on readers workshop. We're now implementing, you know, significant writing um writing training. our third and fourth grade teachers have been, you know, they've already had three sessions this school year um to really to really um you know, one work with teachers on how to teach writing. It's an elusive sort of um task for a teacher to be able to really teach the writing process. So, that's what we're that's what we're

072working on. Again, that's a five-year plan. We have this is year one, and by the end of that five-year period, we're going to have uh a group of K8 teachers really trained in how to teach the writing process K through eight. And that should help without question will help our secondary students. Absolutely. Great that we're making sure that in the future this is not going to be a problem. But what are we doing for the students right now in the upper grades that are not they're they're going downward. Not they're not even staying stable. Okay. What are we doing for them in the short term so that when they walk out of the high school they can go get a job and write something decent? Well, I think that, you know, not to not to

073argue, um, that's a generalization made on standardized test scores and, you know, I don't know if that is the direct feedback we get from the, um, from the classroom teachers daily that they're that that that's what's um, you know, that's what's taking place. With all due respect, the colleges are conducting remedial English classes so that students coming out of New Jersey high schools learn the stuff we didn't teach them. So, one, it can be done and two, there's a need for it. Correct. And and the and the research that I've that I've been involved in for combat combating that is to work on it at a young age and to build it as a systemic approach, which is what we've which is what we've begun. Well, this is absolutely right approach. But what else can

074you do to, you know, help those those kids that are only going to be in the system for a few more years catch up with? Well, and and you know, if you take a look at our um you know, not to point out, a lot of the um a lot of the students that you're referring to um fall into some of our subgroup categories. It's SAT, so it's obviously 8 through 11, right? So, our our students in our subgroup categories, we, you know, and that's something that Dr. Mcuade and I have been working on quite a bit this year in not just for students with disabilities, but for for many of our subgroups in the area of co-eing. So, we have classrooms that have dual personnel. We'll have a general ed classroom teacher in class

075support teacher who comes in. We are working on training for for that process to you know to be a little bit more collaborative and a little bit more um a little bit more successful going forward. That's just one example of things we're doing. And just to kind of piggyback on that in in the area of reading when you're talking about a high school level student if if they're have deficits in the area of writing those teachers that are in that classroom at that level are working specifically with them on their writing skills. I see that just in observations of of a classroom in a resource center or if I go in the class and I'm sure Mrs. Wyer can comment as well that if you have students that they're they have skills that are lacking

076in the area of writing, you're not going to let them just go by as as the teachers in the high school, they're they're going to specifically give them spec specific direct feedback on their written work to then have them improve on those skills. So, some of those students, I could just speak to special needs. We do have some students that are taking a transition to post-secary education class and in that class they work on their writing skills. They're preparing their resumes and they're working on those specific skills to then get into college or help to better remediate those skills. The classes are taught by a highly qualified English teacher also who's special ed certified. So, we are I I don't want you to think that we're not doing things for those that cohort of kids

077at the high school, but specifically we would have to get Mrs. West to answer like what's happening in each of the classrooms. Are these new strategies? Some for a while. No, I would say I mean I I could let you know that from and again I can only speak about my department but they are new strategies or new ideas that they get from conferences or workshops that they're in or what's you know the latest out there to specifically remediate the the level of reading. Miss Dwire, do you want to comment? Yeah. Um I I know that when I was in the high school, which is two and a half years ago, and it's still going on, teachers either kept the writing portfolios electronically or in a folder and those those folders are reviewed periodically and

078teachers have conferences with students and they work onetoone and kids can come in anytime they want after school. every single English teacher that I know will sit with students and work on writing. Um, and it's just, you know, he was amazed that it's not grammar anymore, but it's not. It's it the grammar is taught as as a whole, as part of the whole. And um, yes, there are many strategies in place. There's um they use the on the computer on the Google doc they use they use tracking they they do the parent they do the um teacher student conference they do peer critiquing they do group critique um critiquing so it is being addressed um the students at that age need to take advantage of it they can't you know they can't just say I

079can't do this and walk away so the the the strategies are there the opportunities are in place and the student has to give, you know, of himself also. So that's all I have to say. And also you you referred directly to the SAT. Tomorrow we've got a perfect example of some of the things we're doing is we're we're implementing a massive PSAT administration and that is directly aimed at at taking a look at improving SAT scores. The more they take the test, the more they're going to be accustomed to the type of questioning, the more they're going to be able to have conversations with their teachers about it. So, it's exposure to that. And again, it relates directly to one of Mr. Drew's questions about participation. In order to increase participate or increase scores, we

080want to increase participation. And tomorrow's a perfect example of just one of the one of the few things that we're putting in place. It's a massive undertaking by our by our guidance team and and staff across the district to do it the way that we're doing it and and we're hoping that it's going to be um going to be successful. Okay. I'd just like to point out though, we want to look at it as much as real world skills as scores on a chart. We want to make sure that the kids are walking out the door with a real world skills regardless of what our our little charts say. Okay. So, that's that's where I'm focused and that's where I feel that our staff would be most proud is is real world skills. Um, and

081whether that translates to our to our standardized uh testing or not, that's that's the work that we're trying to do is find that balance. You don't want someone who just shuts down and is going to teach directly to park prep or or SAT prep. We're teaching and we've, you know, we talked about it a few times, teaching the whole student with with a lot of the things that we we've been working on. So, I I agree with you wholeheartedly and I think that's that's where our staff would be proud is that our students are um being pushed toward, you know, preparation for the real world. That's it. All right. Thank you. Yeah. Okay, we're going to take a two-minute recess while we wait for Mr. Drew to come back. You for uh that report. Um

082Barbara, special reports and correspondence. Uh the minutes will be available on Monday, next meeting, Monday the 24th. Also, I left at everybody's uh seat um the comprehensive maintenance plan. We discussed that that it would be available. It will be um there's a resolution on Monday's agenda for approval, but I I gave it to you so that you could take a look at it and ask any questions that you might have. tonight. Thank you. Uh Joe, legal report, please. Okay. Um ask you any um president's report. I have a a few things I'd like to real quickly during new business um discuss um our vision statement our mission statement slogan. Um this past uh Saturday night the marching band was in a competition at uh Metife Stadium. Uh it's called the Yamaha Cup. Um we had

083had got best for visual and percussion. We placed third overall in our division. Um and I mean it was really close. There was a 28 difference between third and first place. I mean it's like that's I mean it it was really phenomenal. Um, I know we haven't again talked about the uh the solar initiative, but I want to just put it in in everybody's thoughts for when we do talk about it. Um, and and I I'd like to if we could get an idea from from Kevin and and if he needs measurements of that field. Um, I I got a walker I can I can use. But, you know, we had people that uh Jamie was one wanted to see solar on the ground. Didn't really want to see it on the roofs. Um it's

084it's much more expensive for us to put it on stansions, but we have up in the woods behind Makipin um school a a big area that was cleared out for a soccer field years ago and we never we never put that field in. But that might be an alternative for us to put solar panels on the ground and utilize this those savings for Makipin schools since we can't put anything on the roofs there. I mean, we're looking at about a $95,000 a year savings give or take um at the high school. We could probably utilize close to that savings at at Mccapen as well. um if we can do something. So, um I would I would ask that Barbara, you know, contact him and and see what he would need from us to give us

085an idea. Um and if he needs me to measure out that field, I'll be more than happy to uh to do that. Um it's not that it's bad, but it's not that bad. I don't I think it's something that we can we can clean up, but it's going to have to Thank you. going to have to be done if we if we do it. And that's the decision that the board has to to come to. But if we can get close to $200,000 a year in savings on our electric, I think that uh that would be a good thing. Um, also real quick, um, we had the Al Festival two weeks ago, and I don't know about you guys, but we were kind of, I mean, I was, it was hard to get around town.

086It was hard to pull out a lakeside road. Um, if you wanted to get something at Shopright or any of the stores in the shopping center, good luck. Um, there wasn't a parking spot to be had there. and and I discussed this with the budget and finance committee um and I I think I mentioned it to Marilyn as well um the possibility of us instead of um it'd be a good way to work with the town have the ALF festival on Lenzo Pond Road from Highlander Drive down to the tennis courts. Um, the town could certainly utilize Nenzo Pond, the pavilion. They're in the process, I think, this year in the budget year of doing some work on that. So, it probably be ready for the AL festival next October, but it would be a

087good way for us to work with the the town council. um save everybody in town a a lot of aggravation of of trying to do shopping and it' be another good way that we could possibly showcase some of the things that the district is doing um at the AL festival. Um so I I'm going to I'm going to go to um the council tomorrow evening and make that suggestion. And I think it's something that if we can work together, uh, I think it would be a boon for all of us. Um, not only for the township, but for us. You know, one of the things about the Wallish property, the two brothers, they left half to the town and half to the school board, knowing that it was going to be, you know, not get

088anywhere real quick because we were always getting at each other's throats. I I think the time is now that we got to start looking at what's good for the community. Um and and that means that the school board and the township as uh stewards for the community have to really start working together. So I'm going to suggest that, you know, might maybe it doesn't happen, maybe it doesn't it does, but if it does, it could be great for for both of us. Um and it wouldn't need inconvenience everybody in the center of town. Um, so I I'm I'm going to make that suggestion um tomorrow night. There would be a lot of things that would have to be worked out, but um I think it I think it's a good a good proposal. We'll see

089what they say. Um do any of you people have anything any of the board members have anything to say about this? I don't know. There might be a certain attraction to having it in the center of town. Might want to bounce that off the committee first. Well, well, this it we're going to bounce it off them anyway. So, we make the the tenant council is going to have to ask the committee to to think about it and and make their recommendation anyway. So, we throw the idea out there. I think it's a you could have a much better um program doing it on Asenzo Pond. You're not going to inconvenience anybody in town. We got more parking between the transportation area, Mccapen, and the high school and parts of Highlander Drive than you'll ever get

090in the center of town. I think it's a Go ahead, Terry. I think the only problem you'd have with that is that there is alcohol at ALF and you can't do that. You're not on school property. Not on school property. So, yeah. Yes. Unless your policy. There's no alcohol at all. Yeah, there is at Valley View. Yeah, sure there is. Absolutely. They're outside giving out beer. Come on. I've been there. Well, yeah. But that's at Valley View. That's not really a part of AL. They're just set up. No, they are. They take advantage of ALS. They're very smart. They set up on the side. But it it wouldn't be it wouldn't be done on school property. We're talking about this being on the road and town property. if they want to do it over on

091those sense of pond, but certainly not on school property, although Joe has said it's a possibility that we could do that. It's not explicitly. So, we could have like beer vendors and Yeah, the superintendent would have to approve it if the request came in from the town or beer. Yeah. Maybe maybe we could maybe go ahead Marilyn. As I had mentioned the other night to you, there are pros and cons. One being promotes business within the what might be called the center of town if that's really the center of town. But having Autumn Lights Festival along the the roads where they are now promotes business within those like the Valley View and other areas that normally might not get as much business. So, I think that might be something you might be taking away from

092that area. I know there's restaurants in this area that would be utilized, but I'm just saying it might be something to bring to the committee. I Well, you know, well, there they would have to discuss that and we'd have to end up finally agreeing on it. But I know that um Shopright, for instance, loses a lot of money on that Saturday because nobody can go in. Can't nobody can nobody can shop. There's no parking spots. Well, there's pros and cons. Yeah. No, absolutely. And you know, we finally get a big box store in town. It's the only one. I know. I said one. I said we finally get a big box store and we kind of tie their hands. So, I mean, it's there's a lot of things that would have to be looked at

093and agreed upon, but you know, at least, you know, I think it's a discussion worth having. So, um, with that, um, I'm done. We'll go on to um petitions and requests. Um oh, hey, any we could do dunk tanks. I'm sure that they could raise some money for some worth worthwhile things or maybe that softball game we could do there as well. Um but petitions and request board vote on which board member to put in the Oh, absolutely. I'll go. I'll volunteer as long as it's heated water. Petitioners who have requested 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.

094Petitioners speaking during petitions and requests are asked to address topics listed in the agenda while speakers are asked to give their full name, spell their last name, provide their address. Speakers may not use the names of students during petitions and requests. Barbara, has anybody requested to speak? No. Would anybody like to speak? Seeing none, I'll second that. All in favor? I. Any opposed? Um, one would you make the motion to adopt the agenda as presented? Sure. I'll I'll move to adopt the agenda as presented. Second. Any discussion? We have a hand carry as well. That's not That's budget and finance. We didn't get there yet. Okay. So, so adopt the budget as presented with the hand with the hand carry. And since there's no discussion, all in favor? I I Any opposed? Okay. Um, Mrs.

095O'Brien isn't here. Um, would you please take over from personnel student affairs? Sure. Uh, special action personnel student affairs like to move items one through nine. Any discussion? I need a second. Oh, yep. Thank you. I'll second. Any discussion? [Music] Okay. Roll, please. Mrs. Dwire. Yes. Mr. Drew. Yes. Mrs. Schultz. Yes, Mr. Hubert. Yes, Mr. Foody. No on F or abstain on five. Um, yes. On everything else. Number five doesn't pass. And then the majority of the forum not for personnel action. It has to be five affirmative votes. Okay. Everything else, right? So, does that motion fail? Yeah. So five only. Can we discuss this? Is this something we could discuss? Well, the motion is already failed. We could discuss it, but someone would have to make a motion to reconsider. Okay. All right. If

096you're changing your vote, correct? If I get it can be done. Yeah, it's possible to do it. Okay. All right. We'll address that then after executive session. Uh Terry, education, please. Yeah. Um I'd like to move items one through six. Special action. Second. Seven. I'm sorry. Seven. Six. One through six. We have no HIV. Second. Oh, second. You said seven. Okay. Okay. Any any discussion? Uh can I get can we get an explanation of number one the uh statement of assurance? Uh yes g uh the cusack is a quality single accountability continuum. It's an annual document that we submit to the state. Uh it's called the statement of assurances and every third year or every three years you have a full QAC review. In the years you don't have a full QAC review and this

097year we do not. We complete the statement of assurance in each of the five categories. Uh it has to be approved by the board and then uploaded to uh the department's website. Thank you. Any other discussion or questions? Seeing none, roll call, please. Barber, Mrs. Dwire, yes. Mr. Drew, yes. Mrs. Schultz, yes. Mr. Huber, yes. Mr. Foody, yes. Um, I'd like to um make a motion to extend executive session, let's say, to 9:25. Second. All in favor? I. Any opposed? Thank you. Uh, Mr. Drew, budget and finance. Like to move items one to four. Hand carry. We can throw the hand carry in that. Well, I've got separate voting blocks for one versus the hand. All right. Well, can we do them all yet together? Yes, you can. Yes, we can. All right. It would

098be one to five. Second. Okay. Thank you, Marilyn. Any uh discussion on number one? I presume we're being paid that amount of money as opposed to the something else it being a cost. We um Yeah, we provided the shuttles. They pay our cost. They pay our our costs, right? It's a break even basically. Yeah. It's a break even, right? Yes. All right. Whoops. That selfie creativity on on item number five. How much are we going to pay for that overpriced $75? $75. $75 bargain. Any further uh questions or discussion? Seeing none, roll quote, please. Mr. Yes. Well, abstain from number five. Wait, it won't pass then. Yes, it will. All right. He makes it. Mr. Yes. On all five. Mrs. Schultz. Yes. Mrs. Dwire, yes. Mr. Foody, yes. Um, Marilyn, I'll I'll turn to you

099back for the workshop discussion on personnel student affairs, please. Okay. On Monday the 24th, presently, there will be 16 items under personnel student affairs. Anybody have any questions? I do. Number seven. Um, are either of them math or anything? No. Um, Stephanie Hunger's art and teacher of the handicap and Candace Olman's is elementary and teacher with disabilities. Okay. You know, in the future, can we possibly on on the agendas just have a little par parenthetical notation of what these people do because it seems like every time they come up on the agenda, somebody or other asks what they do. If if we did that, we could maybe save a little time. I mean the only thing that I don't know if it affects another question I guess for you Joe is as they get other

100certifications then will we have to keep adding them or something that's something I could just email the board ahead of time. No you wouldn't you wouldn't have to reapprove it or anything like that. Okay. So just put like what they have right here. Right. Okay. Currently. Any other questions? No. Okay, Mr. Drew. Budget and finance workshop discussion items. I'm sorry. I did have a question. Too late. I'm gonna ask uh 1,400 personnel. What a family numeracy instructor. That is a It was at one time called family math night. Now it's called family numeracy night. It's a um it's an event at the elementary schools where we invite in families to work side by side with their student to go through some math activities, learn some um family math activities that they can bring home and

101do in the house. Example, you know, for for our younger students, KM1, you know, how to use Cheerios as counters or you know um play toys as counters to help them do arrays and math and multiplication, that sort of thing. So, it's a it's a fun event. uh takes place at at all all of our elementary schools throughout the school year. Sounds like a great idea. Is well attended. It's well well attended. Yeah. Good. Thank you. Okay, Steve. Now we'll go to budget finance. Um well, this is the the group of items. through eight. Um, no. We're just having discussion. We're not Okay. We're going to vote on these next week. Um, can I ask a question then? Yes, absolutely. Um, now's the time. On number nine, um, New Jersey teachertoteer methods and math consultant.

102Could you refresh my memory on that again? That's what I referred to earlier. That's um, this is the first step of our of our work with this with this group. We're working with our fifth and sixth grade teachers um for for best practices and mathematics workshop. So they're taking our existing programs. They're working with our teachers. Um they're coming in for um I don't know the exact amount of dates off hand. It's anywhere between it's up to not to exceed 28 visits this school year. It's elementary only. Right now it's grades five and six. Um over the course of a fiveyear period, we're we are planning to um train K8 And we're not voting on that today. We're voting on that next other question. We can bring them up. Um Okay. Is that a full-time

103position? And what what are the duties there? This the same one. Number nine. It's not a um it's not a full It's not a position. It's a consultant. Where are we? Budget and finance. We have to approve the amount. There's two there's two consultants. One of them is going to be working with our fifth grade. wanted to work with our sixth grade. Okay? They come in, you know, for example, they'll take two of our elementary schools on a particular day. They will um meet with that group of teachers and they will um you know, take a sample um series of lessons, a a sample content strand, um you know, New Jersey student learning standards for math and then they will lay out this is some best practice work in that. So we'll take a look

104at current practice and and you know give them some of the more um modern approaches to grouping kids really goes into our goal with differentiated instruction. It's really so essentially they mentor the teachers. They mentor the teachers. They'll do they'll do model lessons in our in our in the classrooms with our own students. They'll go into that classroom. They'll do a model lesson. Then they'll go back after the this group of teachers watch the model lesson and they'll come and they'll debrief it. They'll talk about it. They'll give them time to sit and and build this into their lesson plans. They'll give them a, you know, period of about four weeks to to practice it. Then they'll come back again and then ask them how's it going, do another model and and repeat. And uh,

105you know, I've seen tremendous success in other districts. Sounds absolutely great to keep us moving in the right direction. My question, I have one question with regards to item nine. Uh, was that a budgeted amount? I don't remember. I think it was budgeted. Okay. Yeah, I I just asked to be refreshed, but I thought it was okay. Any other um items for discussion? Go ahead, Mr. J. I just have a question. Is uh Barbara the A148 and A149? Boy, that would be useful if we could have those at the end of this week instead of Monday or Tuesday of next week. Yeah, they'll go out with the board packet this week. They always do. Okay. Friday posted. Sure. Okay. Yeah, it always is posted on the website. Okay. Make sure that you get it. Any

106other discussion? Okay. On on policy, we're going to have um 28 items. Um I think all of them are second reading. And we you guys did go over um in policy the student um policy tardiness. Yeah. Right. Did Joe get a Okay. I'll deny the agenda. I don't know that we'll Monday either because we'll review it. Okay. All right. Um and Terry education for workshop discussion. Okay. Items one through five are presented for anticipated action at the regular meeting on Monday the 24th. Any discussion? Uh on number four, what's Carefinders total care? They are a um a contracted agency that also provides sub nursing services. So that's what we would we that's what we would be using them. We currently use Delta T and Bayata, but for instance, even example for tomorrow, those two agencies

107don't have anybody to send to us after we already try our own subs. So then this is just another vendor that then we can try as a third option. Okay, thank you. You're welcome. Any other discussion? Okay, we are going to go on to old business. Um, we are revisiting um the Hall of Fame. Would you like me to read this guys or you don't have to read the record? We already did. Somebody just has to move it. Talk about you. So I'll move it into I'll second it. Okay. Um, can I say something? Um, I know Mr. Bailey went to Mr. Trancasta to talk about the Hall of Fame for athletes. So I took it upon myself to go to Mr. Borski and um he told me that he already had something that he

108was working on to recognize um our academians over the years. So I just want to say that I I'm happy about that. So I'll vote for both. I'm happy. Thank you. Was I do have a question. Was there who had the discussion with Mr. Trenost and the folks that were proposing the athletic wall of fame and what was the the result of that? It was originally done in committee, the education committee. And well, there has to be somebody behind the proposal. It was Mr. Trenosta, I believe, and Mr. Gillan. Yep. And Mr. Gillan was our former A. It's in our minutes, right? Um, it's it's it's it's a good thing. I mean, we just got to make sure that we, like Terry said, we make this all inclusive and get an academic side because I'm

109sure that there's No, I was just curious about the discussion because at the last meeting, we had said that we would just go to them and see if they'd be willing to expand, right? They're going to be they have to be separate discussion. They're they're fine with it, but they just, you know, they're going to do the athletics athletics. Correct. So, um, you know, I'm gonna I'm gonna put it on Mr. Novak's, uh, big shoulders to, uh, keep on top of Paul and see if you can nudge him a little bit to see if we can get We've been looking into it. There's a number of school districts out there that have alumni associations, right? Okay. That um sort of encompass, you know, within an alumni association, there's a athletics hall of fame and then

110excellence hall of fame that covers the arts and academics and that sort of thing. So like I think of the conversations this is a step one. Yeah. Towards some bigger and bigger and better things. Yep. Great. And then you're going to have a booth at at Foodie Fest on the road. under the tank. Triple arts, athletics, academics, okay, uh, Mr. Drew. Uh, we probably should have done this last month, but I'll I'll gladly vote for this. It's an opportunity to bring distinction to the district and some of our alum alums who've uh done such a great job. So, it's a fantastic idea. I'm glad they come together to do this. I do want to see recognition for academics, but I certainly don't want to delay recognition of other conserving um students in West Milford and

111I appreciate the people who put this together in the proposal. you know, and the effort that they put into getting so far and the effort they go into. We're voting on it, right? Yep. All right. Any other discussion? Okay. Roll call, please. Barber. Mrs. Dwire. Yes. Mr. Drew. Yes. Mr. Schultz. Yes. Mr. Yuber. Absolutely. Mr. Foody. Yes. Okay. Is there anything else in old business? See none. Closed. Thank you, Marilyn. I need a second. Second. Thank you, Terry. All in favor? I. Any opposed? Okay. Um, new business. Um, I passed out tonight um before the meeting started. um our copies of things that Steve, Terry, Glenn, myself have have come up with for as far as our mission statement, our slogan, and a vision statement. Um, you know, I'll I'll read I'll read Steve's. Um,

112he says, "This captures what I'm seeking. Our mission is to make students, employees, and the community proud to be associated with the excellence in academics, character, and extracurricular activities of the West Milford Township Public Schools." um Terry for a vision statement and I didn't get her other two so I I'll pull them up on my phone. Um West Milford Township School District seeks to promote excellence in academics, performing arts, athletics, and community relationships. Um I had jawed down just to get this conversation going. um preparing today's students for tomorrow's world. Um West Milford Township School District seeks to influence the entire community to instruct and inspire our students to be tomorrow's leaders. Um build a worldclass school district that includes all stakeholders and prepares today's students for tomorrow's globally connected world. Um I also threw

113out there uh two slogans, dreams start with an education. Um, also education is the doorway to your dreams. And then two, um, mission statements. West Milford School District realizes that each student is an individual. It is our responsibility to challenge each student to ascend to their full potential in a caring, nurturing, and safe environment. Our curriculum is is in line with the Common Core standards. although wasn't thinking when I wrote that. Um that's changed core curriculum content standards and the staff is dedicated and emphasizes the emotional, physical, social and intellectual maturity of each student. We encourage our students to our students to be lifelong learners with a desire and determination for discovery and knowledge. Um, West Milford Township Public Schools will provide a will provide a thorough and efficient education that is aligned with the

114common core and the New Jersey core curriculum content content standards. Our dedicated staff will nurture the mind in a respectful and safe environment. We encourage our students to be lifelong learners with a desire and determination for discovery and knowledge. Um Glenn had come up with a vision to build a topflight school district. One that will prepare West Milford youth to be productive citizens ready to make their local community better and to compete effectively in a globally in a global community. Um his mission statement, West Milford School District recognizes that each student is an individual with unique educational needs. The district is committed to helping each student maximize his or her potential, personal potential to promote academic excellence, good character, and physical fitness in a safe, supportive learning environment, and a positive school climate based upon

115mutual respect and responsibility. The district further recognizes the need to support and develop a dedicated, accountable staff that will partner with parents to foster the emotional, intellectual, social, and physical maturity of each student and to encourage a lifelong love of learning and discovery. um slogan he had uh education is the first step on the road to a successful future or education is the foundation on which to build your dreams or education paves the road to a successful future. Um anything there hit home with you guys? I think it's very wordy. I I Well, I was reading for a long time, so yeah, think you've got it got it down there. I um I like Terry's um for a vision statement. The West Milford Township School District seeks to promote excellent and academics, performing arts, athletics,

116and community relationships. I like that. I don't know how you guys are. That's her vision statement. Can we add the word citizenship to that just in the list? We can add whatever we want. I mean, well, that, you know, I'm just suggesting it's up to you. Okay. That that would that would round it out for me. I think the community relationships involves that citizenship aspect of it myself. Marilyn, what do you think of of that? I think you might want to wait till you behave the full board. No, I know, but I'm just I'm trying to get uh some opinions from you guys. I mean, this is one of our our board goals, and it's important that we uh we do this. I'll uh I would encourage, you know, people who haven't responded and I'll

117reach out to everybody again um to come up with some of their own or or default to one of these or modify one of these. But I it's something that we need to do. Um, okay. Anything else under new business? No. I'll move to extend the meeting time though to uh 10:30. Hopefully, we'll be earlier. So, but just because we have that requirement. We have to. Yeah. So, any anything else under new business then? Well, well, yeah. Make a motion. Make a motion on the new second. Second. This is to extend the meeting. All in favor if we need. If we need to. Hopefully not. All in favor? I I I. Thank you. Any opposed? You're opposed. Okay. Um, anything else under new business? Okay. Seeing none, um, I need a motion to close. Move

118to close. Thank you, Marilyn. Second. Thank you, Glenn. Uh, all in favor? I opposed. Okay. Petitions and requests. Petitioners have requested to speak prior to the meeting will be first with five minutes per for each 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 their last name, provide their address. Speakers may not use the names of students during petitions and requests. Would anybody like to speak? Mr. Sidowitz will 694 Lakesure Drive. I'm just here to express my absolute disappointment in the same trustees being absent over and over and over again. I don't know if anybody else is uh of that same opinion, but I

119think it does affect the board in terms of votes and god forbid ever a quorum. And uh thank you for your diligence in being here. Thank you. Would anybody else like to speak? No. Seeing none to close. Thank you, ma'am. Second. Thank you, Terry. All in favor? I. Any opposed? Blind. You're up. Okay. At uh 9:25, I'll make the motion to go into executive session for the purpose of discussing personnel, student matters, negotiations, and matters regarding client privilege. Second. All in favor? Any opposed? Thank you. We don't have any anticipated well as you might on the one item. Under personnel number nine. personnel number five it was right. Five. Yes. Five. Yep. That's only if you change your mind. Yes. All right. Yeah. Executive. Um, I would like to reconsider number five under personnel and

120student affairs. You have to make a motion to reconsider. Yeah. Um, so I'm going to make a motion to reconsider. Second. Thank you. Um, any discussion? Okay, Barbara, can we do roll call, please? Mr. Yuber? Yes. Mr. Drew? Yes. Mrs. Schultz? Yes. Mrs. Dwire? Yes. Mr. Foody? Yes. Anyone? What's that? Yeah. Um, motion to adjourn. No, no, no, no, no. Now we have to move it. We This is to reconsider. That was to re Now we got a vote. All right. Would one of now anybody anybody can I'll make the motion to revote on a re number five under under personnel. Thank you, Marilyn. Any discussion? Roll call. Mr. Huber. Yes. Mrs. Uh Mr. Drew. Yes. Mrs. Schulz, yes. Mrs. Dwire, yes. Mr. Foody, yes. Motion to adjourn. Second. All in favor at uh Yeah.

121100 I. All in favor? I. Any opposed? Nope. Okay. Motion meeting is journed. Good night everyone. I'm not ever voting for 10:30. We got a nice meeting.