001I'd like to call this meeting to order. Please stand for the pledge. I aliance 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. >> Public notice of this meeting was advertised in Asbury Park Press on January 4th, 2026, and notice was provided to central jersey.com on January 15th, 2026. Notice has been posted in accordance with the open public meetings act of 1975 chapter 231 effective January 16th 1976 in the board office 370 Broad Street. A copy of this notice is also on file in the office of the burough clerk. Members of the public wishing to address the board of education on both agenda and non-aggenda items must state their name, address, and are requested to limit
002their comments to five minutes when it appears the public comment portion of the meeting may exceed 30 minutes in duration. The public participation portion of the meeting is open to citizens for the purpose of addressing agenda and non-aggenda items. Issues raised by members of the public might require a review and investigation and may or may not be responded to by the board or superintendent during the meeting. All comments will be considered and the response will be forthcoming if and when appropriate. The board asks that members of the public be courteous and mindful of the rights of the individuals when speaking. Specifically, comments regarding students and employees of the board are discouraged and will not be responded to by the board. Students and staff have specific legal rights afforded by the laws of New Jersey. The
003board bears no responsibility, nor will it be liable for any comments made by any member of the public. This meeting is being tape recorded for a purpose of board review and future reference and to assist in the preparation of minutes. QR codes are available at each board meeting to access the agenda. Uh, Mr. Latte Bier, roll call, please. M >> here. Mr. >> Here >> Mrs. Gowski >> here. >> Mr. Stall >> here. >> Mr. Hub >> here. >> Mr. Staley >> here. >> Mhm. >> Mrs. Ste >> here. >> Thank you. Uh we do not have a student representative this evening. Um we do have one presentation will be the state of the district. Dr. Seavoya for you. Okay, let's do it. turn this thing on. Okay, so we're ending the school year. It
004is hard to believe that it is what is I don't even know what day today is June 3rd. Um it is beyond that we're ending another school year. Um we're hard at work but we want to make sure we sum up the school year for you. I know that all of you need to do my evaluation by Sunday and you guys have the timeline for that. Um so we will go through okay our mission and vision our goals remember everything's hyperl on here and next year we will be creating our new strategic plan for three to five years okay um our first goal with all of our objectives as such okay um I want to speak to this part okay let's see as part of goal one we recognize that strong student outcomes begin with
005strong instruction throughout the year we continue invest in meaningful professional development opportunities that support both academic growth and relationship building. Our staff participated in learning experiences focused on creating inclusive learning environments, strengthening social emotional supports, implementing new instructional practices such as school AI and dibbles and enhancing preschool programming. our Red Raider Academy as you can see on the slide I think there was 11 uh Red Raider teachermies that were well attended and it's all done to ensure that our students remain uh that our educators remain learners as well at Keeper we believe student success extends beyond academics and begins with ensuring that every student feels connected, supported and recognized as well as valued. I think some of that was evident even in the past couple of weeks with our um spring concert and things to
006that degree. But on top of on this slide, you'll see our continued partnerships with communitywide. You'll see um our AP rule. I don't know if anybody was at the presentation last night for the athletic awards, which was excellent that students got their AP shirts. That was really, really cool. Um but they were sporting them last night. This year we uh continued to strengthen our relationships though with what communitywide integrated care hazel health mental health and wellness supports for all students. And at the same time we intentionally created opportunity to celebrate student accomplishments. Our AP wall, our senior commitment day, student of the month recognition caught being kind not just on a particular day but any day. Our mental health assemblies our therapy dogs. Uh we are definitively all-incclusive. This year we continued checking our systems
007to support to instru uh to ensure instruction was responsive to student needs through reg our grade levels and our PLC conversations to used district and state data to guide instructional decisions and personalized learning experiences. Not one size does not fit all here in keyboard as it should in any district. Students benefited from targeted support, tier 2 and three interventions, Wilson gift instruction, gifted programming, AP, ELL, literacy support, screening through I Ready, Dibbles, link it. Um, if I'm not incorrect, we're going to extend our Dibbles testing further up the chain next year in order to be more diagnostic. What you see here is the school performance report for 2024-25. that's linked to my report as well and it's hyperl in this presentation. It's a pretty robust platform that they developed uh the DOE. I have to
008say for the most part I I enjoy it. Um you can click down and drill. Miss White probably is better at it than myself and could give the screencast for them. But when I went through it all, we noticed a couple of things that we needed to to report. You might see like something like drama um was inaccurate on the high school. So, there's a couple of kinks that we're working through with sleds, but the transition to NJ sleds was not as horrific as I thought um it would be from NJSmart, but again, I think this gives us a little bit more of a robust platform for people to look at. And if you look at keyport's results, we were placed within typical growth ranges in both ELA and um a MSGP 44 and a
009math MSGP at 53. Uh we we when we look at more closely at grade level performance, we see several areas where we need where students exceeded growth demonstrating that instructional supports, targeted interventions, and ongoing focus of data informed decision-m is occurring. We definitely know where our peaks and valleys are. Okay. In regards to central school performance highlights, I think this slide is intentionally designed uh and I actually I don't think it I know it because we did it, but the slide intentionally highlights performance across student groups because we believe it's important to recognize growth and achievement of all learners. We are especially proud of these results because they reflect the hard work of our students, the strength of our literacy programming, and the collective efforts of administration and staff in implementing and analyzing screening practices
010and the comm continued partnership with our families. Together, all of these efforts um are demonstrate our commitment to providing equitable equitable access to all learners. uh timely supports and meaningful opportunities across multiple student groups, including our economically diff disadvantaged students, Hispanic, Latino, black, African-American, and students with disabilities. They met or exceeded state performance levels. So, tier 1, two, and three, and one, two, and three instruction is occurring, and our subops are demonstrating the rigor that they're exposed to as well. Uh we while we celebrate these accomplishments, this work continues to reinforce our belief that excellence and equity should exist together for every student. At the high school level, our uh one of our most uh exciting accomplishments is the growth in AP participation from 5.7% to 31.1%. Again, I mentioned the AP shirts today and
011the AP recognition in the high school. the whole um the the uh stickers for lack of a better phrase, the t-shirts with show that what each student performed with on their scores last year. Was it last year? >> Jersey. Sorry, I'm saying shirts. Okay, that's better. Sorry. Jerseys. Um it's good. But it was really cute to see some of the kids that were here. If you saw on you follow us on social media, you could see them. They were really proud of themselves and and we just had a very robust conversation about um extending it into art and history for next year and exposing every learner to it. You know, it is it is not to uh it's to challenge everyone and and not your traditional students who you think would always go to AP.
012Um so just making sure that we offer significant opportunities for our students. >> Okay. Sure. >> Just the first Go back. >> Go back. >> Yeah. >> Okay. Go ahead. >> That first one over time, what's that time? Do we know? >> Three years. Um, yeah, three years. And next year it should be even higher because we're offering more. So that's that's good. And you know what? One one thing I want to highlight there as well is remember we have the early college academy. We squeeze a lot of things into a small bucket here. So for that percentage rate to be where it's at, that's exposing the students that are here that may not even be in dual enrollment or in rising stars. So it could be all learners. Um Joe Staley and I, we
013went over this yesterday. We had a conversation about this slide. Okay, why did we show this slide? Now I know which schools these are because why do we show this? We show this because we want to see how we're doing across other districts. Okay, it's not just analyzing the data for the students, but we we're pretty um competitive people. We want to make sure that we're uh on point. So there's several schools here and you can see just where we fall in all of that. Um we compared uh surrounding districts in Mammoth Ocean and Middle Sex and our district achieved ELA proficiency rate of 45.7 and math of 40.1 outperforming several neighborhood districts. So with while this comparative data helps us better understand our progress and identify areas of growth, it is not used to
014justify a reduction in rigor or expectations. It's just for us as administration to make sure that we're challenging ourselves as well. This slide Oh, go ahead. >> We're at 60% economically disadvantaged. >> We are >> up from 54. >> Yes. >> Okay. >> And that could change. Remember October 15th is where they do that count. So that's as per every October 15th. And so if some of the people Mr. did not um bring their applications back and it expired then that could reduce the rate but not not substantially I don't believe and they can all speak to the fact of how we literally bring applications to houses to backpacks to because parents you know it's a struggle so it's it's a good thing that they're filling that out and first of all because they're eating
015let's start with that uh this slide highlights how local benchmark data is used to monitor progress by comparing student performance from form A See, we're able to identify areas of growth and adjust supports where needed. These benchmark assessments continue to provide valuable information um that supports data datadriven decision-m um with the improve continuous improvement at the high school. I will tell you that this team and it probably says it somewhere else and they love when I go off uh script if you will. Uh what I noticed is it's really hard to get students to buy in at the high school, middle school and high school level testing. They have to know why they're testing. We we're building that intrinsic motivation in them. I can see somebody like um you know Mr. Water speaking to the
016whole class. Hey, yes, this is a snapshot, but I want to see you know you should challenge yourself. Mrs. White says things like hey your name you're signing your name to this. You know what? Put your best foot forward. Trying to really work with them because this new test this year being adaptive the way it was it we're curious to see what that data is going to look like. They're saying that um it's adaptive and we're going to get the scores but we're not getting them till October. So, that's a little bit of a struggle, but you still want everybody to do the best that they can do. Okay, let's see what I did. Oh, here's my I didn't think I printed out my superintendent report. It landed in the middle. There you go. Sorry.
017Okay, this particular slide. Um, and thanks again to the input from board members on this one. This slide highlights both growth growth and achievement in ELA from fall to spring using IRA. As you review the chart, I want to draw your attention to the final column which represents overall grade level achievement and you can see the cute the lovely line there too. Okay, from with the students of grade level, ongrade level or exceeding. Okay. Um anyway, I want to draw your attention to the final column which represents overall grade level achievement. The combined percentage of students performing either on grade level or exceeding is clear. Across many grade levels, we saw a decrease in the percentage of students performing below grade level and corresponding increases in students moving into ongrade level and exceeding categories. Several
018grade levels demonstrated notable growth reflecting the impact of targeted instruction interventions, strong classroom instruction, and ongoing progress monitoring. While our work continues, these result results show meaningful progress for us. This slides provides a snapshot of mathematics performance from fall to spring. As you review the chart, I'm going to highlight the following column again, which again looks at overall grade level achievement. Uh, one of the most encouraging trends in this data is the movement out of the lowest performing bands into the grade level achievement categories across multiple grade levels. We saw students accelerate learning and close gaps through targeted instruction, intervention, supports, and intentional use of data throughout the year. While ma ma mathematics remains an area of continued focus, the data demonstrates meaningful momentum and reflects the ongoing work taking place in classrooms every day.
019Okay. Attendance. Attendance continues to be an area of focus for us. I don't know that that's going anywhere and I I expect during strategic planning that to be something that continues. Over the past three years, we have seen chronic absent absenteeism rates remain stable or improve with notable decreases in several area. These improvement improvements reflect the intentional work of our staff and families. The action plan that was designed is being implemented. We know that consistent attendance directly impacts student achievement and remain committed to supporting students and families so that every student has the opportunity to be present and successful. At the high school, the same uh action steps or similar action steps have been taken over the past three years. It has decreased from 19 to if I'm not incorrect I see up there to
02012 no 24 yeah to 17. Right now we had an up the 19 to 12 to 17. Um that is because we matched it up with the student report. You might see um if you have last year's presentation, you might see where it was a little bit lower. The state of New Jersey only recognizes certain absences. We do have excused absences at the local level of policy, but at the state level, that's why some of those modifications were made. So we know that we went back up next this year at the high school level. So we have more work to do there and we will address that accordingly. >> That that's pretty significant. Do you have any idea why? >> Do I have any idea why? Um, you know what to be very honest with
021you >> to 25 and 13 to 20. >> It could be some of the reasons could are are certain students like if you have we had a situation where a student went on vacation for 10 days that makes them chronic right there. We had probably several that were in that position at the high school level. Um, it could be students who have been suspended. It could be um illnesses. We had some students who had some severe illnesses, serious illnesses this year. In fact, we're out of school without the elevator um for a little bit. Actually, that has no connection because they we moved the classes. So, we did have some illnesses as well. Am I missing any of other reasons why, Mr. Waters, that you could jump in on? >> Yeah, please. Please. >> Do
022we have the other microphone? >> As Dr. Sevoya was saying we definitely have uh some unique cases that do uh you know involve students being out for prolonged periods of time. Um but I we're trying our hardest and uh we'll continue to get that back down. Uh 19 was pretty high. We went down to 12 and we're you know at 17. It's a es and flows but uh we'll get there. >> What uh what is 20? >> Can you just turn your microphone on? What is what? >> What is 28 by 11? What does that mean? >> Oh, >> that are chronically absent. Okay. So, we're actually we're not we're not counting absences. We're just looking at chronic absenteeism by a student. >> Yes. >> So, there's >> because that matches up with the school
023performance report. the way that is laid out. We made a little bit of a modification from last year's data because of the data data we got back. As I said previously, internally we were looking at things a little differently. >> Thank you. >> Okay. Our commitment to student success begins with our youngest learners and we continue to build a preschool program that emphasizes quality access and strong early foundations. This year, our preschool program for focused on early literacy. And if you're all around on Saturday morning, come out to Books by the Bay um during the Garden Walk. Um but this year, our preschool program focused on early literacy, social emotional development, and meaningful family engagement through the high school curriculum and the pyramid model framework. Through intentional instruction, play-based learning, parent advisory opportunities, and ongoing
024reflection, and coaching practices, we're helping students develop academic, social, and emotional skills needed for successful transition into kindergarten and beyond. The pigment model is is the in particular works with students on how to de um deescalate themselves, deregulate themselves. The having the three-year-olds in the building is definitely an asset. But working with all of those students and um just having that expectation of being in a school versus being home, you can definitely see some of that and we've worked with our BCBA as well to support that. So that we see some really good changes in there. Okay. Okay, let's see. Okay, let's see. Our partnership extended learning beyond the classroom and strengthened connection between our schools and the keyport community. Throughout the year, we continue to work alongside local organizations, businesses, and community groups to
025create meaningful opportunities for our students and our families. Whether through wellness supports, service opportunities, grants, family events, food collections, educational programming, our partnerships help us provide experiences that enrich student learning while enforcing student access is a shared community effort. That is one of the many strong things about Kport. Our kids know how to receive and they know how to give. That's what life is truly about. Strong communication remains one of the most important ways we build trust and partnerships with our families and community. We continue to expand multiple communication platforms through our website, wheelshare, social media, class dojo, Google classrooms, school messenger, s'more via our uh shared services with um Miss Pllo and additional outreach tools as we work to communicate proactively sharing events that are planned and celebrated accomplishments as they happen. I really
026do hope everybody's enjoying the week this morning weekly from the central school and by weekly I think from the high school. Our goal is to ensure that students are not only learning in the classroom but developing active engaged members of the community. At Keyport High School, students participated in a variety of service and leadership opportunities that allowed them to apply their learning in meaningful ways. Through community outreach, tutoring, service projects, school events, partnerships organizations such as honor society, the key club, art honor study, our students demonstrated compassion, leadership, and a commitment to giving back. One of my most favorite recent memories is uh is uh field day. watching all of the the older kids with the younger kids. It was just it was it was very meaningful that I I get all kind of flumped
027on it, but it was definitely meaningful. At Central School, we believe some of the most meaningful and look that learning experiences happen when students connect what they learn to the world around them. Throughout the year, students participate in service projects, community events, awareness campaigns, touring opportunities, and schoolwide celebration that encouraged their leadership, empathy, and civic responsibility. It allowed the students to engage in their community while developing important skills such as collaboration and compassion. >> Maintaining high quality opportunities for students requires both responsive responsible budgeting and strong community support. This year we continue to expand resources beyond traditional state and federal funding through partnerships, donations, sponsorship, and community supported initiatives. contribution from local businesses helped enhance student experiences, support staff appreciation efforts, providing structural resources, and strengthening program across the district. These partnerships reflect the generosity
028of our community, and allow us to continue investing in students while being thoughtful stewards of district resources. I think I might have said something to the degree of whether it's uh a thousand or a million, we're on our way. Anywhere we can save, we work on that. A continued priority for our district is to ensure the financial decisions directly expand opportunities. Through strategic grant writing and intentional resource allocation, the district secured more than 1.5 million in additional funding to support innovation innovative programs and student experiences. These funds expanded opportunities in AP, AI, computer science, dual enrollment, tutoring, literacy, climate education, career readiness, while also supporting professional development and family engagement. These investments allow us to provide high quality programming while remaining fiscally responsible and focused on equitable access for all students. Okay, don't laugh about
029the pictures up here. Uh, creating high quality learning environments also means ensuring that our facilities reflect the needs of our students. Actually, you see some of the pictures on my notes. It's not there. The refrigerator. Okay. Everybody who's been at Central School for a show knows, and Miss Miss Gross teased me a little bit, a bottom of the refrigerator. I said, "No, I'm serious." Because you can hear everything in there. And that sounds silly, but I How many people when we're at a show turn around and look at me because I I single-handedly made it make that noise and I would go up and unplug it and plug it back in again. So just our commitment in totality to improving facilities is there. The carpets, you know, even when people notice those big carpets coming
030in versus three that aesthetically, I mean again, safety first, but it still makes us have pride in what we're doing. Scrubbing the bottom of the doors, things, all sorts of things. And inclusive of that is if you see on the side of the fire lane where we had the grass, now mind you, how how we could put cones up and try to get students not to walk through the It's hard. It's hard, you know. Um, but you can see that grass all growing underneath the cafeteria windows at the central school and then we replaced some of the concrete there and made cleaned that up. Um, in addition, just recently we had um Hector Herrera, who the administrators, he came out and walked with Matt uh the engineer and Steve Odwire, I think it was from
031DPW and went through all of the things that we uh need to improve on like sidewalks and things to that capacity. So, I dev I digress. Um, but anyway, throughout the year, the district continue to make intentional improvements. While many of these projects may happen behind the scenes, each envelopment supports safe, welcoming, and functional environments that contribute to student learning and school pride. As we conclude tonight's presentation, we are proud of the progress made this year, but we're equally excited about the work ahead. Looking toward next year, the district will continue to build on the momentum through several important initiatives, including the review and adoption of a new 8 to2 mathematics series, the development of a new districtwide strategic plan, and the implementation of a new literacy series for grades 6 to 12, while continuing
032the successful implementation of our K5 literacy program. We're also excited to expand literacy coaching to reach additional grade levels, continue leveraging opportunities through the DOE grants, and further grow our AC academic opportunities through the continued expansion of AP with AP Art and AP World History. These initiatives reflect our ongoing commitment to continuous improvement, innovation, and equity. Thank you to the board of education for your leadership and support, and to our administrators, teachers, and support staff and their families for their partnership. Together we'll continue ensuring that our learners today become the leaders of tomorrow. Questions? Miss Tus, >> who's we when you said we're going to fix the sidewalks and >> Oh, the burrow. >> Okay. >> If it Okay, so let me clarify there. We walked them around and uh if you notice on Union
033that whole length that goes to where the prek kids cross literally it's it's crumbling. Um, I really I have to say the the burough articulation is I feel more positive about some of the outcomes. I think I could honestly say I'm looking Oh, I'm looking at you. I'm going to look up here now. I feel that they're hearing us. Some of the things we've talked about are things like parking. We've talked about curbing. We talked about the ginormous hole on Jackson Street over there. Um, and I'm not being facitious at all, like you could fish in it. Yes. Um, yes, the ginormous one there. And, and we do have established that we own from the corner of the basketball court to back. They did say, if I'm not incorrect, um, that they will be taking
034care of that. Probably not for September, but it will be addressed by early fall. >> Uh, Labor Day. >> Labor Day. Okay. I I I backed it up in my head because I'm hopeful. Um, they also spoke to us about drainage where we Miss Kowski right in front of her house. We've talked about that. We showed them the drainage leading to the prek class to the prek playground. Um, where else did we show them? There was a bunch of things that they went over and they and he did. Mr. Herrera showed up at my at the board office, announced himself, asked let asked me if he could walk on campus with the those friends and off they went. So, I do feel positive about it. Um, one of the things we also did talk about
035was parking. there's some uh determination that possibly they'll do a note parking on division in Osborne which would be really tough for our teachers um for the residents. So we're working on a solution for that as well. Um >> they've been very collaborative. >> They have been very collaborative. >> Yeah. Compared to previously absolutely so we we've got some weed the campus and we might have some places for some spots but we all do know here in keeper parking is a premium. Um you know and the central school has a whole 10 spots. I mean I don't even know how many are in there. So, uh, we'll work with them, but they were all very receptive, I believe, in the end. So, are there any questions about the presentation to me or my fine friends,
036my paid friends? Go ahead, Mr. Huer. >> No questions, just a statement. Slides 14 and 15, um, of any presentation we've ever had is actually my favorite, which is the fall to spring comparison. Mhm. >> Um because sometimes percentage numbers can hide things but when you look at >> 8 to 25% uh 4 to 30% that's huge. >> Um now it does take some time to understand as the numbers go down and then up in a positive way all around. >> Uh the other one being for the chronic absenteeism we just need to remember that's also on a axis. So it's no it's >> it's tough you know >> you follow the student levels through through the year though. So >> fair enough. >> This is where the percentage points also change because you have
037a class of 82 that goes to 86 and then goes to 80. >> Mhm. >> Two extra kids changes the whole math >> and it's very interesting on that without divulging confidentiality. We have a couple of children who every year their parents go into court and it's not changing. I I I just just the sheer more to you know I I understand everybody has challenges. There are no judgments but getting that student to school and this district will help you get to school. So we're not saying you know you have some kind of a challenge that you can't avoid or some medical diagnosis but we've even gone as far as at the middle school level working with Miss Melanchogore delays. So this way when they get to the high school they're not having like a
038meltdown that what do you mean type of thing being here getting them here is what's going to you know improve in uh performance if they're here they can learn >> anybody else >> just a comment you know this is a connected to what Sean mentioned um you know on the chart um I I had a chance to had a little preview and I was with Miss Voy Dr. Zavoya and Nikki uh yesterday and what I I commented was you know if we think about our board two years ago our thoughts were well let's balance out discussion of growth and achievement right this was part of our 2024 evaluation I wrote the stuff so I remember So >> we believe you >> and you all agreed to it and you all agreed to it, right? >>
039Was that the Lost and Louise? No. >> No, no, no, no. So no. So now then in the next year 2025, oh yeah, I saw and what I told them yesterday, I says, you know what I observe this year is that there was even a little bit more tilt towards achievement. And now like in this chart it shows us both the growth and but I think there's something about the achievement part and I said and I believe it's a an expression of confidence that we're on the right path even when you show where we haven't met the state level yet we're like open about it like we're saying yeah we're good here we still have great and I thought that that trans to me it's very subtle right but not subtle to me right uh
040because I think it speaks to a level of confidence and the the the work that uh the administration is doing to bring our kids along and I think uh and and then the other part is I think these um other comment when we look at these grant opportunities and the opportunities these are giving to our students these are benefits to our students that are not in rising stars. Uh may not be going to a Mammoth County voca and it's really expanding those opportunities uh for those students, the AP stuff, the dual enrollment stuff. So, it's really expanding those opportunities for students, which is what we want. We want to see that. So, Any other additional questions? Okay. Um, do we want to let these friends go home tonight or do we want them to stay?
041What do you think? >> We have lots of evenings hanging out with us a lot lately. >> We have lots of evenings and this and Darlene, you can go too. >> Thank you. >> Bye. It was nice meeting you. >> Good night. All right. Um, president's remarks. So, last night we went to the senior athletic awards ceremony. Um, it was very nice last night to see um how many student athletes we truly do have. One, two, and three sport athletes. They were they were very proud of themselves. They do a lot of really great things and um we should be proud of all of the hard work that they put in both academically and athletically. Um please make sure you get your superintendent evaluations completed by Sunday as we will be discussing them um 610
042in closed session. Um NJSBA has to put it together so that we can go through it. Um, I will also be adding board goals in so that we can complete the board evaluation because Ruth has already asked me because she's on a roll. >> Wow. All right, we'll get that going quickly. You want the board selfie doll already? Yeah. >> All right. I'll get to the poll and get that. >> Um, all of the uh field day as Dr. Seoya talked about the prek um three through fifth graders, they enjoyed it um last Friday. It was really nice to see all of them just getting to be kids and having a great day together. Um it was the first field day with the new PTO also. So it was nice. They did make some changes
043to it. Um and it was really good. Uh Dr. Seoya communication. >> There are no communication. There is none >> public participation on agenda and non-aggenda items. >> Dr. Sa superintendent. >> Okay. I will just go very briefly on that one. So sorry now my phone's ringing in the middle of the board meeting. Uh the state of the district you saw that was attached uh was one of we were one of 55 districts statewide awarded funding through the competitive New Jersey high impact tutoring grant. Originally that grant anticipated 100 awardees it went down making this recognition especially significant. Due to unsaved allocation, our districts were the districts that were not awarded the funding. We, one of the grant recipients received more supplemental funding, which is going to allow us to extend our summer program initiatives
044to accelerate student learning and growth 1 to 12. So, we are going to be doing some summer things like um and again, it's all high impact tutoring. So, working with students on essays, working on a bridge program for incoming freshmen. There are some initiatives that we're going to be able to extend it which I'm very pleased about. Second and fifth graders will be taking the KOAT assessment as a part of the G&T process. Um parent notification went home on May 28th, June 4th. We're tomorrow night the AP information night. Please come out. Come one, come all. Uh we've also received final acceptance on the Cleo grant. That's motions on on the agenda for approval. The school performance reports I spoke to in my superintendent report. I meant in the presentation. Um, you see, I point
045this out because I want to make sure that everybody understands. We're we're training our staff or all of our staff are trained on CPI, but we're going to be getting some training to get two people in the district, Miss White and Miss Gllesman, to be handled with care trainers. And this initiative replaces the the CPI program, but it focuses on deescalation techniques. And I think I briefly spoke to that in my presentation. Just working with students on how to calm themselves the handle with care selected for its suitability in meeting the specific needs of our early childhood learners. Um let's see. Congratulations to Miss Stump and Mr. Wild for their perfect attendance win. The Greece production, I know that we spoke about it, but it's linked there. Please take a look. Chicago is coming to
046the high school for next year. Uh, one of the things I was very proud of, additionally proud of this week was people from Greater Brunswick Charter School came to Keyport to see what we do with I Ready. They spent the day with us. In fact, they stayed longer. Um, what I continuously hear board is just how good your district is and what is being done here that people want to come and and have us model for them. So, that's really something to be commended upon. I wish they were sitting here to hear such because Miss Gross really facilitated that entire day. Uh we are proud to share the fifth grade student in Mrs. Styles class received an honorable mention in the Mammoth County Historical Commission essay contest. Out of 289 submissions, only six earned that
047distinction. That's pretty impressive. So proud of her. No new incidents at HIV at Central and one at KHS since we met. The case was founded and we have taken appropriate action according to policy 5512 and 556. Uh the keyboard education foundation is proud to be at stop and shop community partner. Buy a $2.50 community bag and $1 goes right to the KF this month. So please get out there and do that. I spoke to the articulation with the burrow already. The policy alert came out. We did have policy meeting. We'll go into detail on the 10th meeting as to some uh input from that committee if I'm not incorrect. >> Okay. And then on the 10th, we have a fun-filled night of recognizing our volunteers, athletic awards, things to that capacity. It's going to be
048a great night of retirees, all that fun stuff. So, um, additionally, all those dates are on here, and I think I put them all in your calendar, so please come to anything you'd like. >> Also, the um, senior awards are next Tuesday night, >> 9th, right? >> Yes. I don't know why somebody's trying to face >> uh Mr. Rapola isn't here this evening. He did send notes out to us on some of the motions. Um please feel free to reach out to him or you can follow up at the next meeting and ask questions to him. Absolutely. Um I did find it very helpful that he sent that attachment. It was able to just like go back and forth. Um >> yep. >> Dr. Seavoya curriculum personnel annual resolutions and policy. >> There's a lot.
049Um this is a robust agenda. It is a workshop agenda. So, please, as as Cunningham said, review it all. Do not ever hesitate to reach out to Mr. Rapola and I um don't do it with me on Monday because I will be out, but Mr. Rapola will field any questions on the day. So, call then. Um no, I'm just kidding. Um we have our HRB, we have our drills, we have additional um PD that staff members will be going on. Just want to make sure I'm highlighting some of the stuff. The SAT dates for 2627. We're going to do uh we'll use our Marshall instrument for the administrators again. Danielson 2022. It's funny because I was I'm in a educational group and they they were complaining that they went to the framework uh Danielson of
05020 2022. We've been doing it already. Um so it's again just points out that we're right on target. Our security statement assurance, our short conference, NJSIA, cooperative sports again for next year. see what we were doing with Hudson and um with cross country, winter track, boys country, all of those uh athletic events, athletic sports, sorry. Morrison to prove missality for steam, AP mentorship under personnel. We have uh Caroline Zoski is a mathematics teacher. If you guys recall, we reallocated some it was not an additional position. reallocated some class sizes and are bringing on a another math teacher at the high school level. Again, a commitment to increasing the rigor at the high school level. Mr. Wesley, yes, he does want to be a substitute custodian. He is one of our teachers. He's our dean of
051students and he he went through this district with me in closets like no other. So, I was you know what, everybody has that release. So that might be his uh ESY appointments, extracurricular positions. There are a few that are still outliers, but they will be uh decided by it'll be on the agenda when it goes out on Monday for you. Uh let's see, staff members. I'm just looking at the people on 12.7 meeting to amend the resolution. That was a modification. We had a teacher get a master's degree. uh let's see our office and 12.9 are we have to have all of these uh officers affirmative action high school um education leaison anti-bullying then there's Mr. Repole 12.10 10. A lot of annual resolutions in here. Uh, Asbury Park Press, you guys all know about
052that. Parliamentary uh, procedures, approval of depositories, banking, the TD Bank, that's all on there as well. Let's see. Accounts and who can, this is very 13.4 when we went through uh, Sandy, I learned that because I was signing paychecks. So, take a look at that. It comes back to you. Um, let's see. board policies with Strauss Esme just looking to see if there's anything or chart that we have add data services add data services if you recall helps us get all of our supplies at a lower rate through uh ESC um shore me being on the shore center for autism I don't know if I see Moesk yeah I do shore center and moisk is on there I am going to be the president of the shore center again next year let's see there's any
053okay uh extraordinary unspecif unspecified viable service rate. We all know what that is. Let's see. State contract purchasing. Just trying to go through enough of them. Uh flexible spending account FSA. I'm like one of four people that do it. I don't know why people don't, but that's not a lot. Custodian records. Mr. Rapola. Let me go through tax shelter annuity. I'm just looking through more to see if there's any that I want to draw any more attention to. Let's see. Applied contracts. No, let's keep going. Sorry, there's a lot here. Mr. Paul, where are you? Um, there we go. Um, policy. Let me go to policy. That's great. Okay. So, underneath policy, we do have our first reading. We'll take action for the first time on the 10th. We'll take the second action on the
05416th, and Miss Tivas will report out as to some of the things we talked about on that agenda on the June 10th meeting. >> Thank you. Um, old business, new business, uh, public participation on agenda and non-aggenda items. I need a motion to adjourn the meeting. >> Motion. >> No. Close session. Motion from Motion >> second. >> All in favor? I