001I'd like to call this meeting to order. Please stand for the pledge. Public notice of this meeting was advertised in Asbury Park Press on January 14th, 2025. A notice was provided to central jersey.com on January 9th, 2025. 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 their 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
002citizens for the purpose of addressing agenda and non-aggenda items. Issue raised by the members of the public may require 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 a response will be forthcoming if and when appropriate. The board asks that members of the public be courteous and mindful of the rights of 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 legal specific legal rights afforded to by the laws of New Jersey. The board 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 the purpose of board
003review 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. Liier, roll call, please. Here. Here. Thank you. Uh this evening we will have one presentation with our goal updates. Dr. Seavoya let me turn on though. Hold on so I do it correctly. Oh it's on already. Great. Look at I just can bring it up. There you go. Perfect. So this is a workshop meeting. What I'm going to do board um as we traditionally do I'm going to present the information the goal update admin teams here if there are any questions from uh the board and or the audience because it is a workshop meeting we do we will allow that to occur but if there's something we can't answer
004we'll write that down and we'll contact members of the public tomorrow to let them know what that answer is okay so with such let me do my clicker myself too because Mr. Rapa did such a good job last time. Okay. Good evening everyone. We are pleased to provide this comprehensive overview of the Keport public school district's performance and initiatives. This presentation underscores our commitment to academic excellent and community engagement. We thank all of you for being here. Okay. The team is here as I introduced before and I'm very thankful because they are extremely strong and committed to every each and every child. So let's begin with our vision and mission statement. They're displayed at a variety of locations throughout the district in the buildings. Um and then I would like to say to look at
005the goals. Okay. So let's begin with our Parammont strategic goal. Goal one, student success. Our core mission here is simple but profound to improve student academic success for all prek to 12 students in the entire district. Okay. our objectives. What you'll see throughout the presentation is each objective is at the top of each slide. Okay. Uh regarding our objective to create more professional development opportunities, we had a very busy year. We're dedicated specific professional development days to targeted training and just today Miss White held AAPD in her office, a voluntary one for CKLA. But most recently prior to that on the 22nd we had a jam-packed day with multiple training sessions including McLass dibbles which is trained to address our new literacy legislation specialized grade three to five math training a focus on early childhood
006with the pyramid model the big five CPI which is crisis prevention institute training for all of our teachers who are needed in training of such for our special education population uh cutting edge AI training for our 6 to2 educators and important secretary training within Google uh aptagy a variety of uh topics which was very very successful this the administrator support is very appreciative such beyond these full day sessions we also launched the red raider teacher academy and continued our participation in mammoth county regional professional development academy offering uh ongoing learning from February through June to embed seal our school climate and culture teams review data and plan programs We partner with the Tiger Dola Foundation and our Red Raider teacher academy focuses on responsive classroom practices. We hold grade level meetings, conduct lessons and are
007expanding our KH KHS peer leadership program to the middle school next year. Let's see. Make sure I'm doing this all correctly. Sorry. Okay. We ensure consistent professional personalized learning through regular data and instructional discussions in PLC's focusing on state and district data. Our intervention programs include two tier three two and three Wilson gifted pror programming and NJSLA testing boot camps. We conduct dyslexia training midyear as required by the NJ DOE. We do do it for every student which is not required but we do it midyear every year for all students and we hold quarterly ESL and intervention meetings and utilize IE and link it for assessments that are formative assessments followed by data chats with our counselors. this slide this slide and it's a little hard to see so I'm hoping that on the copies
008are out there it's it's a little more legible and I apologize for such uh here's a review of our district ELA language arts and mathematics proficiency trends from or federal accountability over the last three years this is the school performance report and when I look at the top of the school performance performance report that's hyperl on the website tomorrow but in addition this report has been on the website with a supplemental slideshow that explains everything on every page. So, that's been up there for some time, but I want to make sure that we're drawing attention to that student performance report. Uh, the state set scores of proficiency, 750 for NJSLA, which is your uh New Jersey student learning assessment, and 725 for the NJ GPA. That's the this uh test that students take in high
009school and 11th grade. But these percentages indicate the number of students who are meeting the standard proficiency districtwide. In ELA, our proficiency rate has shown consistent growth from 39.7 in 21 and 22. We reached 42.3 and 22 23 and are and are now at an excellent and now I'm going to put my glasses back on. Um 49.6 in in 2023 24. This is a 10% increase over three years in academic achievement. We meet we met our annual ta target which is fantastic. Far four far more work still to to be done but we met our target with our literacy initiatives across the district. And for mathematics we also show positive movement starting at 20.2 and 2122 32.5 um and 2324. This is a 12% increase over those over those three years. Importantly, we met our
010annual target for math this year as well. These trends demonstrate our commitment to continuous academic improvement across both subjects aligning with our federal accountability goals. Okay. Some celebratory highlights from the school performance reports because it is very often unfortunately that we hear negative. It is great to celebrate as well. In grades three in ELA, if you see, we hit 63% proficiency, significantly surpassing the state's 44% requirement. That that is too low, but we exceeded it nonetheless. Remarkably, three of our grade three students even scored a perfect score of 100%. Grade three math proficiency was 59%, well above the state average of 48%. Our grade five ELA reached 56% proficiency, topping the state's 52. Grade five, 43, higher than the state's 40%. Grade 6 ELA matched the state average at 53%. Grade 7 math 37 and
011um 37%. And in grade nine ELA, we saw 58.3 proficiency, well above the state average of 52.2%. And for our seniors, grade 11 ELA proficiency soared to 86.7%. Significantly above the state's 82.5%. These accomplishments truly reflect the dedication of our students, teachers, and staff and the keyboard families of the of this entire community. Okay. So, a lot of uh I don't want to say legislation, but a lot of uh information is pulled from this school performance reports and different sources of media will put different information out um depending on what it is they're trying to demonstrate. But what we did as an admin team and I remember the car ride specifically of all of us saying the scores came in and we're on the car ride, you know, um each going somewhere different because we
012were closed that day, but principles spoiled everybody on the phone saying, "Wow, how do we do?" And then we started to compare across other districts. So I wanted to bring that to your attention as well. The state provides context for our 232 24 NJSLA proficiency by comparing Keyport's data with other districts. Keyport serves a total population of 973 students with approximately 58 59% identified as economically disadvantaged. A figure that surpasses that of our comparison districts. While we recognize that students from economically disadvantaged backgrounds often encounter additional barriers to academic success, Keeport maintains the same high expectations for all students, ensuring that every learner is held to rigorous academic standards. Our district ELA proficiency is 49.6%. This rate outperforms many listed districts. For example, in school B, you'll see 24.1% and school D, you'll see 36.8%
0138% with comparable demographic situations. District in district math proficiency, Kport stands at 32.5%. Again, we are seeing stronger outcomes compared to schools like B at 13.5 and D 23.8 with a decreased population of economically disadvantaged. This data proves the dedication of our keyboard staff and resilience of our students demonstrating that our efforts are driving strong academic results and our trajectory is treading in the right in the right direction. this chart. This chart displays our link ELA proficiency rate and remember linkit is one of our um benchmark assessments and it rates over three years because some of the the conversations we've had as a board has been that um longitudinal data is obviously important as well with whereas the New Jersey student learning uh school performance report is yearly. It is important for us to diagnostically
014look at uh years worth of that longitudinal data. So, um, to look in the 2023 and let me look at here. Okay, good. The purple came right up. Miss Capruzi is a rockstar. So, looking at this one, we're looking at the 22 23 year, grade three students had a 12.5. Then in 23 24, they had 21.8% increase. And then grade five in 2425, 55.5. So, you're seeing it longitudinally. This demonstrates how we track the significant growth of the same group of students. The next line across the blue um because again you can find curricular concerns. You can find personnel decisions you need to make in certain circumstances. You'll see an end size of less than 20 and we can't report those that data because it would identify a child. Same thing with personnel um as
015well. There could be a change we need to make there. But in addition, we'll look at curricular trends and things that we adjustments we need to make. Um, understanding these cohort trends helps us pinpoint the areas of our students where they're thriving and where we need to identify instructional support and interventions as they move through the grades. And remember, link it again to me, I I remember it as such standardsbased and I ready when you see that information is the skills. Okay? And again, we want those to connect. Now, let's look at um our high school ELA standards proficiency rates. You'll notice a powerful upward trajectory all across the three the three courses. These courses reflect the hard work of our students and the impactful strategies. We're on the we're on the right. If you
016even look going down diagonally from English one and 223. I don't know if I did a thing there. No, I didn't. Okay. U didn't be lying. Um I don't have the squares going diagonally, but you'd see the 43 48 52. So those do demonstrate the trends. This next one is analyzing our link linkit benchmark assessments um the math data tracking system proficiency across three years just as we did for ELA. Using the highlighted example we can track the progress there we go we can track the progress of specific student cohort over time in 2223 you see that group. Then grade five achieved 25% proficiency and the sixth graders 28.8 and in grade seven 35.2. too. We recognize that grade grade 8 math remains a challenge across districts countywide, particularly as one-third of our students are
017enrolled in algebra as eighth graders. This is an area we continue to monitor closely monitor closely and are committed to addressing this in the upcoming school year. Similarly, if you wish to um if you wish to see how different groups of students performed at the same grade level across the years, you can review the blue boxes going across as well. The link math data is virtual is is vital, sorry, for our instructional planning, helping us pinpoint specific areas of strength and areas of immediate focus in order to ensure the continued growth. The same thing. Next, we have our three-year comparison for link mathematics. For our high school course, algebra 1, geometry, and algebra 2, we see proficiency rates that are low across all three areas. This indicates a significant area of challenge. As I spoke
018to on the last um slide, mathematics with the eighth grade and moving into the high school for students who don't take algebra uh is a critical focus for us. These link math scores highlight areas of significant academic priority at the high school. This year we had math concept was what offers for students in grade nine. They did not test in algebra this year. Um I can speak to the fact that we had an individual portfolio for each child intervention was provided as well on top of such. So we're really optimistic about what those algebra 1 scores are going to look like. Students progress was well documented and we'll carry that into their algebra 1 coursework. We're actively reviewing curriculum, enhancing professional development for our math teachers, and implementing targeted intervention. Specifically, this academic year, as
019I did just briefly say, we understood the fundamental improvements and with a fund with a smaller group of population of 22 students, we implemented a dedicated co-eing model. I actually forgot that part out when I first spoke, but in addition to the portfolios, we did the co-eing model. And again, Miss Pruzie uh would or Mrs. gross now would push into those classes and do cycles of modeling for the teachers as well. So much so that I think that a few students mentioned that they saw uh administration in their testing locations just so that they knew that it was important to all of us. It's one measure um when it comes to something like the NJSLA, but it's still important. Anything you put your name to, I think that's what Mrs. Wade had said, anything you
020put your name to, you should be proud to submit. That being said, looking at this next slide, the I Ready Diagnostic, let's examine that data for English language arts compared to student performance from the fall to the spring of this year. You look at the last two rows, those are the ones that I uh would draw my eyes to immediately. There's a lot of data there. This detailed look shows us how students are progressing relative to their grade level. Our goal is always to move students from below grade level categories into an exceeding grade level category. On this chart, you'll also see uh exceeding rates highlighted in purple and blue. The purple shows the percentage of students exceeding in the fall when the blue is the percentage of students exceeding in the spring. Positive change
021was seen across all grade levels. This I rated data is essential for our teachers to differentiate instruction and provide targeted support ensuring every student makes meaningful growth in English language arts. The next one is lang is uh mathematics. Now let's look at it for math. As I just said previously, just like with ELA, our goal is to move the students from exceed from um on or exceeding forward. On the chart, you'll see exceeding rates highlighted in purple. I'll do the same thing as I did before and the blue showing the percentage of students exceeding in the fall and students exceeding in the spring. Um again, a positive change was seen across all grade levels. This I Ready math data is invaluable as it guides our teachers in providing targeted math interventions. And again, just like
022ELA, uh, differentiated instruction, ensuring we're meeting the needs of each and every learner. Now, moving to attendance, this has been something that I'm extremely passionate about as as most of most everything. I I guess I demonstrate a lot of it. But that being said, um, coming to school makes things really more effective for us with students. If they're not here, they're not learning. Um, tardies, same thing. If students are at late and they and at the elementary school we don't have the drop rotating schedule, they're missing that same thing. So again, late and absences are important. So I'm going to focus on attendance and we're going to compare the rates from 23 24 to the current year for each grade. Kindergarten through grade 8 is up there. And you'll see a positive trend almost in
023all grade levels. These reductions across the the board are a testament to the positive measures taken by our central school staff, our counselors, and our strong partnerships with families to engage them. Some people were not pleased. There were some uncomfortable conversations to have to be had. But again, it's here to support a parent, not to, you know, nothing's punitive. We want to engage families in resources and support them through this process. Our attendance initiatives this year included classroom instruction by grades K to2 presentations or preschool parents, family conferences, personalized student attendance plans, and unfortunately, as I said, you know, uh sometimes legal action did have to be taken. Um and and that's unfortunate, but that is a part of what we need to do for the safety of all children. We thank the community businesses
024for their financial contributions to the attendance incentives, Kanas, Pine Belt, there's a variety of different uh organizations that donated for that. Okay, moving from the central school, let's now look at the attendance at the high school. This table shows the chronic absenteeism rate for the high school grade comparing 2324 to 2425. Remember, chronic absenteeism refers to students missing 10% or more of instructional days. The only technical literal um excused absences are take your child to work day, religious, and a I think a college visit, something such as that. It is very minimal as to what the DOE or the state of New Jersey counts as an excused absence. The data here is encouraging as well as it demonstrates a significant wide uh district effort. The remarkable improvement across the high school grades is a direct
025result of the proactive engagement strategy, strong communication with families, and the collaborative commitment to ensuring all families are in school learning and thriving. Looking forward, a central pillar of our student success goal is strong commitment to early childhood education. We aim to build on success in delivering highquality preschool instruction for our three and four year olds, expanding access, enhancing quality, increasing programming. Our efforts in this area remain active and evolving. Most recently demonstrated by bringing the preK3 students into our extended care program and a few years ago, if the board remembers, we also modified when afterare was provided because that was an access thing for some parents as well. A major focus has been on a transition plan to ensure that students are transitioning from pre-K to kindergarten. Um we created a comprehensive ready set
026go kindergarten handbook where parents offering valuable guidance and resources. We held where we held a moving update to celebrate our preschool's journey to kindergarten. We've aligned our prek and kindergarten articulation with CKLA, our core knowledge of language arts curriculum, ensuring a cohesive learning path. And finally, our staff has received extensive pyramid train model training to foster positive social emotional development, have we implemented reflective cycles in our teaching practices. We take great pride in our preschool program. In fact, I believe Rumson uh was expanding and they came to visit us this year as well and this the department of education has given us many accolades. Okay, that being said, we're going to move on to goal two. Our second strategic goal focuses on community partnerships. This is about ensuring strong relationships with our community and families
027through meaningful engagement and clear communication. Our objective for goal two is to maximize our robust school and community partnerships, fostering open communication to support our students, parents and educators. How we do that? Some of the ways we do that is our relationships with the key port uh business KBBC, the public library, the ministerium, Kuanas, United Way, the garden club, heling raider night or KF or VNA providing um medical services to our children during the academic school day. So they do not need to go to a doctor for some of the uh prescriptions and and care they need. And the Lions Club um they helped us out with eyeglasses. In fact, you know, I I this is my opportunity to say it, but it was beautiful that we our relationship with them, we had a student
028who could not get glasses and that was done for that child. And you know what? That's a beautiful thing out of something like that. That that's a basic necessity and it was great that we could provide that. I skipped a whole slide, I think, too. So, I'm going to appear forwarding it, so I apologize. Let me go back to it. That was just all of the things that I spoke to, but I did actually not do a good banner job um and skipped it. Okay. Next one. And to continue our objective for community partnerships, we aim to maximize opportunities and maintain open communication to support students, parents, and educators. We utilize a comprehensive communication approach. We maintain our district website, including Thrillshare, where events are posted as planned and celebrated as they occur. We leverage
029social media platforms like Twitter, Facebook, and Instagram. We utilize various digital tools for direct communication, including Class Dojo, Google Classroom, Remind, Seesaw. We have school messenger. Um we've made strides with that titling the names of the uh text messages things to that capacity making sure that it was um clear for parents and incorporating the content of a letter into an email so that we're not clicking through variety of ways. So those are all strides that we've made this year. But these platforms ensure our community stays informed. Um we did even add a dedicated communication form for feedback um from people who do not have students in the school district. Our objective here is to promote student-driven community engagement, providing experiential learning uh opportunities for our students. Some highlights from the high school. Our student government
030held a successful screen spring cleanup, beautifying the campus. Our baseball team visited Central School to read during read across America. Our honor society members were incredibly active with the freshman orientation, open house, lead graduation, Central School Field Day, all of those initiatives. And it's great to see all of those students go back into the other building and and just even setting up the serial challenge was just watching them do that was was just it was just heartwarming. Um that being said, teaching them to how to be good role models. Continuing the focus on student driven um oh sorry student community engagement at the high school or key club members have been active. They did the fish fry. I think we had two fish fries this year. Ronald McDonald House walking trip to the pantry. uh
031planned a project where uh they created cards for hospitalized children at Ronald McDonald House. Um crossing guards, they made sure you know they they were thanked. Just those things and even seeing them come to the board meeting and thanking everybody there. It's always good good to give thanks. Beyond these, our National Honor Society members also continued commitment to assist at various events throughout the wider community. You saw them down there at the um you might see them this weekend at the gardenwalk, but you saw them at I Love Keyport Day. Different initiatives. Um, it just again makes a very positive impact for a school community. Okay, the next one. Am I going too fast here? I might have gone too fast. No, I'm I'm good. Okay, so our objective for student driven community engagement continues
032with central school. Uh, the environmental commission creating uh native plants, flyers for local homes in the water bill as Miss Manelli uh talks spoke to last time. Amazing. Kane University made the getting the water bill a little easier. um Kane University where students learned about beach erosion firsthand, literal society, the garden club planting flowers at at Central School, the ministerium, that elective is still growing extremely strong and it has been very beneficial. And within Central School itself, our students help young peers mentoring, reading and recycling initiatives. Yes. Oh, okay. Please. Oh, it's on the superport. I didn't put it in here. Yes, pizzas. Yeah. Yeah. Just another thing when we No, no worries at all. It's on the superintendent report, but just to see that the kids were and and thank you to uh the
033owner because he's been he's been very very supportive of the district as well. Okay. Uh goal three, finance. Fi, this is this is a big one. Okay, finance. Um we turn our attention to goal three for that because our our goal here is to in our strategic plan is to aim to be clear maintain a fiscally responsible budget that supports positive student learning experience and well-maintained facilities. This is about ensuring we have the resource for the environment that students need to work within. Okay. Some of the ways that we do that um we have uh you know I I think Mrs. White makes me proud too. all of them do because guess what? Um when we when we're negotiating something on a PD day and it doesn't go to our liking um you know we'll
034shake them down and get another day. Mrs. White has uh you know I give her lots of credit in that um link um I still can't speak publicly about the lease special there but other districts have tried to get what we have and they can't because it is our relationships with these people. These may not be uh you know $100,000 or a million dollars but there's still initiatives to keep other things going and every dollar counts. Um the education foundation is sponsoring the band camp and the teacher appreciation week. I'm very excited for band camp. Um we've received contributions again from like Pine Belt, Apollo, Coach Cares, Stop and Shop. Um again, I speak to the cereal box challenge. Mr. Waters gave me an idea to do one for uh dogs. Um and maybe his
035building will do the uh biscuit challenge and we'll knock those over. Um so that being said, he he mentioned it. Too bad so the efforts are crucial for providing additional enrichment and support for our students and staff. Okay. Um I'm pleased to speak to the significant increases in securing district grants the applications for the 2425 school year. This district has received 378,349 grants that we applied for. One of them being the AI grant that I've spoken to numerous times. And we were one of 10 districts in New Jersey. And that is something we're very proud of. In fact, I'm dragging Mrs. Way with me tomorrow. I was asked to speak on a panel and um she's coming along because you know what? This is something that you know I I have to give credit where
036credit is due. There's a lot of credit that's due because the whole staff is coming together, but I want her to join me on this event. Additionally, we have our ESSA funds. Okay, we haven't gotten those allocated. They have not been received yet. Um we're ready to write that. We have our schoolwide plan. All the funds will be directly aligned to that. Um but we don't have uh those numbers yet. um attendance. It allows us to strengthen prevent all of this allows us to strengthen preventional uh parental engagement events, enhance PD, our bilingual council advisory efforts. All of these grants are vital in providing all of such. Okay. Our final objective under finance and facilities um reassesses and investigates interior and exterior upkeep and establishes upgrades to curriculum-driven facilities. We made significant progress in this
037area as well. We celebrated the installation of our new inclusive prek playground. Um the cameras going up momentarily because unfortunately when we're not present some people will go in there which we don't necessarily mind but we need them to be respectful. Um at Keeper High School we installed innovative living wall in the district outdoor classroom at central school. We also prior maintenance and upkeep of interior lighting to ensure optimal learning conditions throughout our buildings. We continue uh we're continuing our expansion and implementation of newline interactive panels in classrooms throughout the district providing cutting edge technology for teaching and learning and our landscaping efforts uh contribute to a welcoming and aesthetically pleasing environment. Mr. Fablo mentioned this evening that he drove you know coming into the campus how great it looks and some of that you
038know is definitely needs to be recognized because if you're proud about where you are you're going to make you're going to have better strides. That being said, that does conclude what I have to say share with you. If the board has any questions andor the community, as I said previous, we will try to answer them, but if we can't, we'll email you them. Any questions? Thank you, Madam President. Thank you, Dr. Seavoya, for the presentation, and thank you to the admin staff for putting it together. Uh, I am seeing the trend of success that I was hoping to see when I ran for uh school board. Um, can you explain co-eing? Yes, co-eing is when you have two people in the room. So, I can I can equate it and and Miss Pruy can jump
039in if she so chooses. Um, special education, Mr. uh, Mimo in my previous field. You can have a co-eing model where you have a student who needs uh, services. It's in their IEP. So, you can have a a regular education teacher, a special education teacher. So, co-eing that would happen. You know, conversely, at the same time, you could be addressing students needs intervention. We provide that to our students. That can happen in in any classroom where they're co-eing the teacher and the interventionist. Uh we've had co-eing where one of Miss Bakaboli and Mr. Pruzie have gone in and co-taught with the teacher to model lessons. So, there's a variety of ways in which that can occur. Do you have the microphone mic? Sorry, that's okay. It was crazy to see how much we were able
040to accomplish as compared to last year, how far we got in the curriculum because you were actually slowing down and and meeting the kids needs. You had that ability to do so. And that for instance in in in in uh co-eing Dennis Mr. tops as well is there a variety of levels of co-eing that to me was parallel but in special education there's there's three or four different variations of what of how you can do such so I have some more questions sure okay um so so at time so are there dedicated code teachers in other words are there teachers that only co-e or do they share there are some that are dedicated just to that and it it depends because intervention is like it depends on the scenarios in special education specifically mandated in
041an IEP for those situations, but best practice at certain times, as I said previously, would be um us doing such. Okay, let's talk about interventionist. Okay. Um first, are interventionists more needed, do you find in economically disadvantaged districts or is there not really a I think I think that's true, but I also think after COVID, and again, Miss White can jump in at any time. Um I think that to be honest with you, every district needs them. And that was why one of the reasons why we put that in the application for the tax incentive program which we still don't have the answer to. The department of education did not give us those answers yet. Okay. So inter so interventionists have uh traditionally um proven that they were yes you talk a little bit about
042the benefits. Well, the benefit I can I can tell you and she again they can embellish um I can tell you that when we had the money through um co I'm forgetting the acronym now. Oh my goodness gra esser. Oh goodness gracious esser we committed we had four and a half and Mr. Flynn could at the elementary school he could commit to that and say wow he feels the distinct difference with the students with the two going from four and a half to two. Um, but the advantages to me, tier two, tier three, um, you need tier one instructions, the whole classroom, but you need to be strong at that, but you also need students don't all learn in the same way. So those tier two and tier three needs are met with support from
043intervention. If you would like to jump on in, too, Mr. Flynn, you could. Real quick, that tier two and tier three are the lower achieving, right? Tier three is the lowest of of the three. Yes. Flynn, make sure it's on. Put it next. Thank you. I needed a co- teacher for just turning this on. I'm sorry. Um, the one thing I want to add, and I think I've mentioned to you before, the intervention, there are a million reasons why they're great, but if you could just imagine, I'm a classroom teacher with 25 students. I have all these different needs that I need to meet. and you try and really good teachers go home and try to figure out which grouping they're going to put together so they could attack their needs individually. But when you
044have a teacher who's specifically there to actually help me with that if I'm the lead teacher and someone has that extra time, it's really about time where they can really get into the data even deeper than I can because I have 25 students and now they're working with five of my 25 and they can just do so much more and target them more appropriately than a lead teacher that has 25 different students with different needs. So that's kind of why it's so important. How many interventionists do we have in each school right now? Two. We have at the elementary school two and a quarter. Maybe two and a half. Two and a half central school. And at the high school we only have a a period or two. I have we have a half a
045person. Yes. I yield. Think just for one second. I thought we were focusing on the tier structure. Has that stopped lost in or still? Yeah, we we still have tier one, tier two, and tier three. It's just that you have less people to help support tier three students and to uh beef up our or for IPD for the tier 2 teacher like for the co-eing model. So, no, we still have it. We just have less of it. I could jump in on that, too, because I kind of understand your question. We did lose some interventionists from the past year. Um the interventionists are still helping the teachers. It's just maybe the teachers are going to have to do more of that where I can't push in, but I'm still helping you support and gathering the
046data for you to make sure, you know, to make it easier for you to kind of target what you need to target. Um, it's just it's better if you had the extra body as well to help assist. Well, it's more beneficial to the student if we had that absolutely extra interventional. Absolutely. Yes. Yes. Right. If we're striving for if we're striving for positive student outcomes, interventionists have long been proven to help us toward that goal. Absolutely. And so if uh when the time c if if we are able to in the future um you know probably I I I don't remember what the discussion was when we were talking about the tax levy incentive but a half a dozen is probably where we wanted to be. Yes. Somewhere in that 12.5 I think. Okay. And
047then finally uh for the benefit of those that that uh members of the public And quite frankly me. Okay. What is the what is a portfolio? A portfolio for students. Okay. Minister Staley has had a lot of input on that throughout the years. An individual portfolio for that child. We're breaking down and Nicole can um embellish. But we're breaking down every standard for each child. We're doing a cycle of addressing that skill post testing it and then going to the next skill so that we're working with them individually. But you can absolutely jump in. What we did at the high school was we took the I Ready diagnostic the three times a year after we looked at each individual student score and I Ready provides a next steps and it shows us shows us which
048domain they are the lowest in. So we look at that domain look at their next steps and it populates a lesson. So our interventionist was sitting with that student and he was meticulous with his notekeeping would upload a copy of the work show the score show the feedback so we could visually see the progression of the student. So that was done for every concept student. Um in algebra one we what's the concept student the course before algebra one for our students that still need to build their fundamentals right uh the grade nine student the students who didn't take algebra as eighth graders so that Mr. Waters when they come up because that that's a tough call and and again excuses are not what's relevant but it is tough call for many districts because if those
049kids test in eighth grade that algebra proficiency is higher there but then as freshmen are they really ready to jump right into algebra so we decided to do freshman class we have about Don't quote me, but it's close. About 24 students take the algebra 1 and JSLA. So, something to keep in mind, those 24 kids are a lot of percentage points when we see those results. Um, so next year our population will be much larger because the concept students will then take the algebra 1 and JSLA next year in hopes that we were able to build that foundation and then they're ready for algebra one. Anything else? Eric, do you have anything, guys? No. Microphone there. Go ahead. Oh, the actual portfolio itself for the NJ GPA. Okay, that's something. So, so that's a different
050portfolio. So, if a child does not pass the NJ GPA, they have alternate ways in which the NJ GPA. That's the 11th grade. That's the graduation proficiency uh exam. Oh, the graduation proficiency assessment. Thank you. Holy good goodness. So, they take that. If they don't pass that, they can do there's ultimate measures whether it's the PSAT, SAT, uh it used to be the ASVAB, I don't know, is that still the ASBAB and it's not so much anymore. There's other measures, ACT, SAT, all of those tests that they could measure, they could uh demonstrate proficiency. If they don't, then there's a portfolio that the DOE allows us to create for them and show them through their work. And in that case, do they also would a is it an a level of interventionist? Yeah. Yeah, I
051absolutely would be supportive of that. Was designated for ELA and math to support those students. Um, and I believe for math we did it in batches. So like you had your first small group go work with the teacher, create their portfolio, right? So and that's because we only have one in the high school at the moment or we have a half is going to better answer this. It's a little different with the 11th grade portfolios because the state wants to see what you have done to help them meet that proficiency that for whatever reason they didn't make when they took the assessment or any other pathway. So these teachers that you know we find are not necessarily our interventionists. It's sometimes our strong ELA or math teacher that we are able to find time in
052their schedule uh to support these students and then the paperwork that is involved is what standard was remediated to they look at their scores their other data. They have to put fill out all this paperwork about what standard they did what they did in terms of small you know group teaching or individualized teaching to help that student remediate. and then they have a a source of evidence essentially whether that's an essay or different types of problems that they that's what gets submitted to the state to prove that they are graduation ready and that's similar in special education Mr. Mano deals with that with students who cannot take the test. Their disability prevents them. There's maybe one or two children in the entire district at a district, but it's the same process for that. They have
053to demonstrate. Last question, I promise. So, the uh what you just described, Miss Pearson, is under state oversight. Yes. Correct. But the interventionist programs that you all have imp implemented as an administration just with how long have we been doing it? just within the past few years. Yeah, we've shifted. So, it's it was really when we transitioned to the new curriculum administration. Am I correct? Yes. Yes. Okay. We always had basic skills instruction as you would call it in in the grant, but this is a whole different model. So, well, first of all, thank you for that because because that's what that's what we need. But the interventionist system that you've put into place as a team is not under state oversight and it's simply um a situation where you saw the tools that were
054available, you asked for them and we'll always do our best to try and provide that. Thank you everyone. Absolutely. Um I have one question tying off of that. So with the less interventionists that we have, are we worrying that we might see like people regressing where they are or do we think that we have laid a foundation and skill set that we will be able to still see the trajectory that we're seeing or do we think that we could go backwards? I don't want to go backwards, but I'd say that I wouldn't be surprised if we had a little regression in certain areas without that set two and two body two other additional positions. Um we work hard to pivot every year with the budget. Um 2% is 2% every year. We're we're not re
055renewing somebody who retires something like that. So we've been right sizing throughout this whole experience. So yes, I'd say to you I hope not. But if it happened, I I'd have to we'd have to diagnose it as to was any intervention, you know, provided was how much prevent intervention was provided. So yes, I do think it could have an impact. Sure. turn it on. I hope not to regress, but what I could say matter of fact is if we did have that whatever our scores are, they would be better. Absolutely. That that's just that would definitely happen because we would utilize them effectively and we would definitely be improved. We hope to do what we did last year or improve on that. Mhm. Um but to answer your question, we definitely would be better on
056whatever we put up this year from proficiency from a proficiency perspective and a growth perspective that might impact that and make us take a longer time. But I'd hope to think we don't regress at all. I I please I hope not. And I'm only asking that question because if you look on the three-year trajectory, we've seen positive increase year-over-year. So you guys have put in so much work and laid a foundation that it would be terrible to see us go backwards the other way when we've worked so hard to get where we are now. Staley. Yeah, I have two. Um uh one Dr. Seavoya and administrative staff, could you talk about the impact of the music program this year in our school? I can speak to it slightly. Um maybe not as good as Mr.
057Waters and Mr. Flynn, but I see from an SEAL or even Miss Pierce, anybody. We we all see it started with the first day of school playing music in the hallway when the kids walked in. We can all see it. It's a vibe. It's it's some of it is is what not quantitative data, but some of it is. You can see the the participation in band. You can see the participation um in instrumental. You can see the shows that we had, although short, deliverable, amazing, kids singing. Um we're going to do two speakers. We're changing out something in the in the in the central school so that everybody can be heard. But um anyway, I would say to you from anal perspective, the KF, everybody's pitched in. We used title four funds that we could
058use for SEAL to purchase some of those instruments so that students didn't have to purchase them. So I feel the impact is immense. Um, but then if you have anything I'd left out. The thing I will add is that I'm happy about is we always wondered there wasn't much we we didn't see much interest in the music program. Um and we wondered was it because it's not being delivered uh the best way it could uh generally for the whole district or our students not as interested in playing instruments or joining the course. We found out with the participation levels um with the commitment from the board of education from Dr. Seavoya um it's growing. I'm certain it's going to get even bigger next year. We're very proud of this first year and I can just
059only imagine I know at Central School building if you just get that third grader in time then that's where you're going to start developing so that when they do go to the high school we actually have um many people that can play instruments and are interested in chorus. So I'm excited about the future with that. I had the honor of uh Mr. who won a free uh period somebody won a free period and I was in music with them and just watching uh Mr. sheets at the central school adapting to some of the needs of the special needs students in there was amazing too. So those are just things from my craft that I noticed. But as far as statistics, you can see who's joining and who's doing what. I believe that was Mrs. K's
060free period for perfect attendance. Yes, it was. As a drummer, I can say too that uh music is math. Music is math. Um I I had a question about math concepts. I know this is the first year correct second. So what specifically have we seen from that? What kind of improvements have we seen from that and do we expect to see that create more improvement? Um so what we work on is but closer is the fundamental I'm just kidding are the fundamental skills. So we have seen and it's also effort that we're battling as well. So we're trying to self-motivate these kids, these students to want to participate, want to take these assessments seriously. And what Mr. Waters actually did is he met with every grade nine student before they took their spring correct their
061spring and uh I ready and asked them what what's our goal and set goals with all of them. Um so you know the concepts class is always evolving. it's really based on what we see those students need as a group. Um, so it's something that we're going to look at over the summer as well to kind of kind of put in a a more guided direction. Uh, but it's really just about building the fundamental skills. It's it starts at multiplication and we're hoping to get them to solve onestep equations by the time we're we're done with the year so that they're ready and ready to go when they get to algebra 1 the following year. And even looking at eighth grade, we have conversation about the middle school delivery of mathematics. So, we're looking at
062some programmatic things and some curricular changes, too, because again, you know, you have these are the students. We have to meet them where they're at. And if they didn't take algebra, there's a reason why they didn't, as Mr. Puzzie stated. And we need to address that. And it's in the eighth grade, too. You know, you have to realize that it's a third of the population is in that algebra 1 class. So, those same students that would be lifting their peers in an ELA class are no longer in that math class. So, it's finding that sweet spot with your math class, finding those self-motivated students to pull the class up. Um, and like I said, just motivate them to do better. Mr. Staley, you had another question. Sorry. Yeah. No, no, it's good. Um yeah, I
063wanted to um the prek3 program and um I think just at first as a comment like I think in a way we've kind of under under we have not waved the flag enough but u I would like to just hear from staff from Dr. uh just on what they see the impact on the students, okay, and are their and their families and the pro and what you project the impact will be as those children move into, you know, you know, K through eight. So there's there's a variety of things and and a list can can jump in as well, but there's a lot of developmental things as well as academic. It's routine. We just talked even this week about building a picture schedule for the three-year-olds, doing a make and take so that when the
064parents go home, just teaching them. Some parents don't know and and that's okay, but if they're receptive to us working with them, I think that that's beneficial. one of the excellent uh many excellent things she's done but she built up the ECAT committee and that's a group of stakeholders from the community provide services for families making those accessible making them not I don't want to say embarrassing but making them just accessible and and people not being uh uncomfortable asking them our relationships with like VNA a lot of its resources things like that providing that for them um from an academic p perspective absolutely exposure to early literacy is important I think that that's going to really really show an impact Um, for some parents, it could be that they selected uh the three-year-old program for
065a child care perspective, and that's okay, too, as long as those students are here. One of the struggles we do have, and on the school performance report, it does incorporate prek attendance. And I'm going to think I'm going to say this correctly, it does incorporate it. The state doesn't require us to do any action plans for it. But that's where we struggle a lot is the attendance in those programs and trying to, you know, uh, Miss Benonico's worked with Miss Bakavoli. will do things over the orientation things just to tell them how important it is for their schedule and for their early foundational skills to come. So I I'm probably leaving out a whole bunch of things um that I think everything you said was great. Um another thing I just wanted to add is
066we have support staff. Our preschool instructional coach as well as our relief teacher all have kindergarten experience so they're able to bring those skills into the preschool classroom and support those teachers um to prepare them. Um, I also think we've been working really hard to get the parents in the building in prek because if we can get them in now, chances are they're going to continue being involved um, as years go on. And we're excited about teaching parents from the bottom up, if you will, just like you're coming into this. We know at the high school level I had my own child show me her her portal but at the elementary level getting them involved in the PTO getting them learning the portal letting them know how they can engage looking even at at whatever
067conduit of communication works for them just getting them engaged that is a a big challenge and we're hoping to really uh achieve that and Miss Romanets as she spoke to I mean she's the master teacher or the instructional preschool instructional coach preschool instructional coach and there's a new a new language for that her experience as a pres as a kindergarten teacher teacher instrumental and she actually even went to get her special education served because she wanted to make sure that she could help support that transition. So, she knows she's seen the kids come in from prek. Now, she knows and she can articulate and communicate that to those people as well. I saw you bringing peer leadership to the middle school. So, I want to know what does that look like and what were the
068outcomes you were looking to get from that? Well, what we're looking to do is to work with students and provide again some of those, you know, we we talked as a board at the middle school level. Miss Melanchico has done a great job um being in addition to the to the central school and being very very visible in the middle school. That's always been something where the board has said we'd like to see them have the again we need to build bottom up responsive classroom but focusing on this on the middle school and teaching their children how to how to use their words just like a prechool student doesn't necessarily know always know how to use their words. A middle schooler seems to forget these things sometimes. So, that being said, we're we're formulating it
069all over the summer, but we want to use a high school students to help do that peer mediation because there's also the uh the concept of bullying and what people believe bullying is and what it is or what it isn't. And maybe some of these kids can work with those and build those mentoring relationships and partnerships. So, we're going to roll it all out. We'll communicate what it's all going to look like, when it's going to happen, but it's definitely something that we've started the uh dates in the calendar to plan for. Sure. I got it on. I think this is just simple. This you don't have to be in education to understand this. Middle school is a very difficult time for all of us, right? So, you really don't know your place in this
070world. You're kind of struggling as you become a young adult and they don't like listening to adults at that age, right? Generally. So, if we can get more mature students who have walked through the same halls that can give them advice that they the mistakes they made, maybe they'll listen to them a little bit better. Um, so yeah, just adding that as well. One thing, one of the very positive things, there's many positive things, but a very good positive thing that we have in this community is everybody helps each other. And thick and thin, they all help each other. And I do believe some of these kids will benefit from that. And when they see it from somebody else and it's not just like you as parents if you're a parent, you know, I didn't
071know anything. I still don't know anything actually. But you know, that being said, sometimes your peer does. Miss Tus, buckle up. Uh oh. Oh man. Um I have a lot more comments than questions. I'll start with my comments. Okay. Um I would like in the if you kind of emphasize more on what Miss Maganelli does. Okay. in our classship. I think it's just so impressive. You know, we're one of the only schools in the state that offers a class on how to be a good community member. Absolutely. And do community service and um you know, like you said, Mr. Manoa, about Italian touch. They're phenomenal. Yeah. But um you know the fact that we have so many students doing volunteer jobs on their personal time because of that class um with our as test scores
072here I think it'd be beneficial if you put the state average because although we all know we're not happy with a 40% proficiency but when the state average is 38% or 42% it looks a lot better than look thinking it's out 100 well that is out of 100% but but they determine provisions you're saying we're actually above at that number that we don't like okay um the grants I say it all the time the administration you guys are phenomenal miss you what we get for free all your hard work we're shaking it down um I wanted to touch on the music most people know my sweet spot is the bad kids and trying to help them and music doesn't really mean anything to me. I'm an academic and athletic person. Um, but I understand the
073value of music and everybody deserves their own thing. And I have had at least five kids who are not so great kids say how much it's changed their experience and made them want to come to school. So, shout out to the KF for getting us those instruments because it really is huge and every kid deserves something. And the band camp. Yeah, it's going to be great. The band camp. Yeah. Um the reading. I had a question on our reading. I know we switched back to, you know, when we went back to the basics with math and reading, science of reading and we went back to phonics. Is this three years of our data? Has it been three years on the phonics or only two? So this is year two, correct? Am I right? The adoption
074process last year for our new literacy series CLA. And this is our first year of implementation. And as Dr. Zavoya said, we had a meeting this afternoon with some of the teachers, all voluntary. Six of them showed up. Mr. Mano, Mr. Flynn, Malamo, Miss Bakavoli. We sat, we talked with the teachers. Um what we're seeing the growth that we're seeing with this new literacy series is far exceeding our expectations and we're really excited. Um as I mentioned at the meeting, you know, it's going to take a couple years to see that growth continue, but what we're seeing coming out of our kindergarten all green is really impressive and exciting for all of us. Um so we look forward to continue scores. Um our teachers are excited. We're excited as administrators. Excellent. Um, and math question.
075What happens between seventh grade to eighth grade for the math? Like I know half the third of it goes to the students go to that's what happens. So they're not in that sorry they're not in that all of your high achieving students out of the class. You put them all in one class and now who's lifting the kids that are in pre-alggebra, right? there's no there's no competition there. It's they're all mostly on the same playing field. So that that drive to to push yourself, the self motivation, it's where we're lacking. It's not something that we don't know. Um it's we're trying different strategies to kind of get those scores up. Um but again it's the onethird of the class is separated and separated from the same from pulling onethird of our eighth grade into
076the high school unless we offer rising stars. You said it not me. Okay. I'm just making sure. I think she's No. Do you want to say something? Pre-alggebra or algebra? Is that what you're talking about? Yeah. saying in seventh grade they're proficient but in eighth grade the dip in eighth grade it it's false in this way meaning uh the students doing well are pushed into the algebra those scores which we did phenomenal in last year I believe 50% of our eighth grade was in that class that did phenomenal at a more advanced class with a more advanced class 33 kids in that class last year my was in it. Yeah, we put and we will do that again. We will push students in that class because you could that is the one class I believe
077that you could put more students in um because they have proven that they are committed to that. Um so half of our class did really well in this really advanced class. Well, now the other half of the class have shown in previous years that they have struggled and it's good because now we can give them a little bit more attention to get them where they are. But automatically it's going to be hard for them to just produce scores in that eighth grade um class because now you know the bottom half of students and not bottom half in that way but just their progress in in previous years um you know we have to get them up. So, you'll see this in most It's weird this algebra class. You'll see it in all different districts, but
078um you know, we still have to improve and um maybe with those smaller classes, maybe we have to be more creative to find what I was speaking to you about before and targeting their needs. We did even just say Kev, Mr. Flynn, a few minutes ago that we're looking at that curriculum. We're looking at personnel as well. We're gonna we're gonna try something different and we'll communicate it out. But we have to pivot. Sometimes if it doesn't work, you know, you don't just there's not, you know, you think we have a plan to address that to improve there. Well, Mr. Waters, come on. I think you were picking up on this, but obviously those kids do not test in the high school then. Yes. Okay. So, that is the major uphill battle that we have
079at the high school. Yes. Okay. as many districts do. That's the way it's designed in I only know because I have a daughter who was in algebra one last year in eighth grade. So she didn't test that. She took geometry this year. So she's in geometry this year. Correct. Again, not an excuse, but something that is is a challenge for you know every district in New Jersey. Anyway, what? Oh, okay. I need to if you Nicole her husband's getting out of the hospital. Can she go? Sorry. Completely forgot. So sorry. Go. Sorry. And I have two more quick statements. Um, I told you I just want to tell the administration I was at the delegate assembly. And I was sitting next to another school in Mammoth County and one in Bergen County who both said
080the state uses our prek program as a guide. Yep. So, congratulations to you guys because that is what they're setting their prek programs up is to mimic ours. That's good. And um Miss M, I tell you all the time, but not publicly. What you have done in that upstairs hallway for the middle school is phenomenal. I told you I walked in there and I thought there was a drill and I was the only one in there because it was so quiet. So, great job. That's all I have. Mrs. Growski, um it just came to me talking about challenges. really nothing to do with in here, but we need to acknowledge that one of our biggest challenges is the I'm I'm going to say it nicely, the extremely poor parent participation. We have changed meeting times.
081We your superintendent coffees. I didn't go to the last one, but the one before that one parent showed up. How many kids are in the school? Exactly. Um surveys when I asked the question at the last meeting about the AI survey. The reason I asked the question was because the survey before that and I don't remember which one it was. I think there were maybe maybe and I'm being generous 30 people responded to that survey out of how many parents in this district. I think it's really sad that the AI survey when I got the numbers today was 54 students um excuse me parents. It's abominable. Um we need help. We we need to find a way to get the parents involved because if the parents are not involved with their ch children and the
082school, they are not going to succeed. They're a part of the puzzle. Absolutely. Mr. Cus, I 100% agree with Ruth. I just want to say with a 59% um economically disadvantaged rate and doing my research, which we all know Oh. our home ownership and rentals in this town is pretty much even 5050. It might be like 50 53 somewhere around there. Um I think a lot of the parents too just don't have the time. They're working not not maybe not necessarily nine toive jobs, night jobs or working multiple jobs. Um but I think no I agree and I mean and for every comment in the past few months when people were saying you know the people in this town are hardworking and build jobs. I work I have three jobs and you know I'm a
083resident and you make it work. You have to make the time for your children and with all the opportunities that we've given them to accommodate them when they had complaints about why they were not here. They still have not shown up. We continue to be um creative and approachable and accessible um in many variety of ways. We've offered in the morning, you know, we'll do surveys for that. Miss Miss Boyd is a survey queen, you know, PD getting in input. We want their input. If there's something if there, and I say this again publicly, if there's something somebody needs and it doesn't fit into a working schedule, then contact us and we will make some kind of accommodation to give them the information. We would never not do that. We would never not do that.
084I wasn't being negative about you. I'm just bringing up a point that is an obvious problem. There are and and sometimes, again, I think I said it earlier, sometimes people don't know what they don't know. You know, there's no, you know, parenting is a tough gig and and and they don't know what they don't know and they're sometimes embarrassed. So, I hope we're breaking down some of those barriers because everybody in this group here and even looking at, you know, Miss Melanago, former board member and now an administrator in the district, she knows what it's like to sit in your chair and to sit with those parents and get them in. And a parent telling her there's no way I'm coming in is not appropriate, but maybe we we could she did a Zoom with
085that person. Okay. Like, we're very Jack and James of all trades, but it does really really help if we're in this together. That's all. and we're working towards we're always looking for solution. That's been that's been a perennial kind of issue that we've had. So, you know, even now we're we're trying to find solutions. Yeah. Any other questions? Um, any from the public? Can you pass a microphone, please? Hi, Trish Burns, 12 Main Street. I just wanted to know what your population headcount is per grade. I just didn't know how it broke down for each grade. That's all. Miss, I don't need it like right now, but if you have a chance, that would be great. She gave us It averages 24 a class. Not per grade. A class. Okay. So, how many classes? It's
086different per grade, right? Yeah. I Yeah. So, I don't need it right now. I just Okay. I said, "Do we have an additional microphone?" I can give But the the hard is the issue is going to be at the elementary level. It's going to be a little easier to do. But understand also if a teacher is an in-class support teacher, they're not going to have a class like you're it's not going to be as easy as as it looks. Okay. And at the high school level, I can tell you that overall per per grade, but course per course is a little bit more complex because of different variations. I appreciate it. Just it puts the statistics in perspective for me. No problem. Thanks. No worries. Any other question? Yes. John Merilla, 34 Broad Street, Keyport.
087Um, just a few questions and a few comments. If that can't be answered, it's fine. You can get back to me soon as possible. I appreciate it. First, the comment. I I couldn't agree more with uh Mrs. Grubbowski's comment regarding uh parents, not only even parents, just residents not being more involved. Honestly, if if the school could this report should go to every parent in the district and maybe it'll open their eyes a little bit. It does of what's going It does it in the we have it on the website every year and we put it out and Mrs. Aallo gives a every Tuesday update and it's linked in there. It'll be linked in there for parents. Well, I don't know if the website is the best. Well, no, but the parents get the update
088each week as well. Do they get a copy of this? They will get a copy of that. Yeah. Well, that should encourage them to come to meetings. You'd hope to think so. Yes. You know, there's three people here tonight out of four in the audience that don't even have children in the district. Understood. Yeah. And you know, we're here because we're concerned, but we're also here because we're part of the community. Understood. Um, how does the team go about critiquing the previous goals? Like the previous goals that were set for the last past three years that you know are on the agenda for the last three years saying the goals they're a part of our strategic plan. Our strategic plan is a five-year plan. So those goals will stay the same for those five years.
089In year four of those goals, we'll get a committee back together and we'll put just like we built the first one. It'll involve different stakeholders. We'll invite different people to participate and people can join that. Even when we did this strategic plan, the amount of people that showed up from meeting number one, two, and three down to meeting 10 was not not not a lot. Let's put it that way. Um that being said, what we do is each goal we have um our strategies and our pieces of evidence and then it what we do is we re-evaluate them daily. If not daily, that would be that that's not correct. we evaluate them and then in the summer we'll adjust them because they're working. So some of the strategies just say I'm I'm going to use
090um you know a crayon um to increase parental participation but I change that and I'm going to do a pencil instead. We'll make those edits to our action plans and the board has them. They know what we're going to do. All of our administrator goals and our professional development plans are tied to that. My evaluation's tied to that. So everything is all connected. everything that we build for the teachers as far as their their goals and their um well they have PDPs the professional development plans that it's all it's all looped together. It would make sense for that to be the case. So we do do it for we have what one more year after this is this year what year is this? This is the four I don't know. Can I just jump in
091and say that we have the goals and I've heard you say before that you know it's still there. Why are we why aren't we meeting them? There may be significant improvement, but we don't feel that's enough. So, we want to continue that goal to meet that. We may not meet it. Doesn't mean that we went backwards or we're not doing anything. There's absolutely advancement and improvement, but not enough to satisfy us to move on to a new goal. Well, I understand that a goal could be forever as long as it's achieved at the end. Um, that was brings up my next followup question. Um, how do we develop what basis do we use for new goals? Well, what we'll do again is we'll plan for the probably the early fall of building another team to
092create a new strategic plan and that came out of it was a whole lengthy process. Well, that's all on our website too. Our strategic plan that and and if it needs to be printed, I can do such too. But it told you what happened at each meeting, all the minutes, all the uh Yeah, please go ahead Mr. just the community partnership class that Miss Tus mentioned came from strategic goal. It amazed me at the strategic plan of all community members, not just parents. It was just all community members, including yourself, I'm sure. If you're welcome, anyone. There were about seven tables. It was in here. There were all different groups. Um, and each group was supposed to come up with ideas for our goals. Surprisingly to me, everybody's goal, regardless of whether they have a
093uh if they work in education, outside of education, it was all of this community said, "We want more partnership with our community from the school." And that's how that class kind of started. When you get seven or eight groups of table, there were probably 50 people here at least in the beginning and everybody not knowing what they what any other group wanted, they all wanted that same thing. But that's how that class came and it was just all from the community saying this is what we want. And I just heard that at each table I was shocked and I was we could do this and that's how that class came where our kids are working with community and businesses. So that's it's coming up soon. Definitely, we want input. It was a variety of stakeholders
094that were there and again the uh school boards, New Jersey school boards associations work with us to create that plan because there's somebody specialty in that area and it's better that I'm not leading that. I've led the first one we did, but it was better that I didn't and that we brought somebody in so that we could all participate. I think Mr. Fopoulos has a comment on that. Yeah, I just want to I just want to add to it. I'm gonna address uh Madame President, but I'm going to look at uh the audience if that's okay. Madame President, I just wanted to add to that. Um as a as a member of the community, and I don't have we don't have children in the community. We don't have children. Um when when they were talking
095about uh developing a strategic plan, I had no idea what it was and I didn't know what the go what the task was but um friends of mine who were involved asked me to come along and participate and it was an eye openener and I think and and I've also heard Mr. Mera speak a couple of times asking I'm not quoting and I'm not disparaging I'm just saying asking if we can change goals and and certain things like that the answer is I I believe the answer is yes but it's every five years and within those goals and and the goals are generic enough I believe where we can we can adjust the action plans that you find within uh each goal and these actions plans. Are they public? Yeah, they're right. So, the action
096So, the action plans are on the website. So, we're not going to see the goals change until What was that? Well, we're not going to see the goals change until they change. And that's going to happen after the next strategic planning session. The strategic planning session was what, four? It was three or four sessions that three or four sessions that we had to spread out because of co if I remember. No, it just takes that long because each step of the process is a different task that we do in each meeting. I just remember I just remember us all sitting in this room with masks on. That's all. That's why. Yeah. And I I you know, but anyway, so um community members, stakeholders are welcome, right? The only thing I would ask of any community
097member because yes, there was some attrition as as the meetings went along. I would ask that if people are going to commit that they stay committed and they come the whole process, right? They keep coming to the meetings. I hope that answers the question. I've been meaning to kind of address that for a while. The goals themselves are not going to change until we do it again, but they did change four and a half years ago from the previous goals. And I agree with Dr. Seavoy. I think it's great that our it's Dr. Tian that's that is probably Yes. We have a representative from the student uh from the New Jersey school boards that is sort of our our mentor, our liaison, our our you know doctor, jack of of all trades, right? I mean
098and and he comes and he takes care he helps us through along with another person I think helps us through that process. Strategic planning is one of the best programs that NJSBA offers because you get everyone gets to be involved, but we're not making real decisions. We're sitting down, we're brainstorming, we're collecting and getting so many different opinions because everyone has a different skill set and strength. So, it really is great to be collaborative and then give you guys all of the information to put it together and formulate the goals that are going to help our students. Yeah, that that is exactly how it goes because again you know what you need input but we need to administer the district and provide that instruction and in order to do that and those opportunities we want
099to hear from everybody. Then the board approves those goals, they approve the um the action plans and we proceed and generally at least three times a year we do um presentations the state of the district and that's how we follow up with it. Gotcha. Just to piggy back off of that though, we need to make it clear next time around that it's not a oneanddone deal, right? because we ended we ended it with about a third of the people that started with it. Yes, that seems to be a important uh factor. Um Dr. Seavoya, where where do we get the data of the economically disadvantaged students? Does that come from a census? It Well, I comes No, to me it comes from the people who are filling out the lunch applications and maybe something from
100the census actually. Yeah, you might be correct. I'm not going to lie. All I know is I we fill out the free and reduced lunch applications. We do the percentage of the applications of kids that qualify and we did do a big push. You might see a decline in that for this 20 uh 32 24 25 data because we pushed everybody to apply because we felt as if we needed proper uh representation and some people um instead of saying that they didn't want it put that they made no money and that made them qualify. So, um, people were a little irritated with us because we were pushing that, but it's what drives title funding. So, I do believe something comes from the census because I know districts such as Rumson, for example, got a small
101amount of funding. So, it had to come from somewhere because those free and reduced lunch applications weren't there. So, I would say yes, I agree with you. But definitively, what we do is pay those lunch applications, the people who qualify free or reduced lunch at Mr. rewarders at his level. We convince the high schoolers to do it because they get a free ACT or SAT. If they do get free and reduced lunch, it's nothing to be embarrassed about. So, that's generally how it comes. The the last of two items I have is just a a comment. Um, one is regarding the chronic absenteeism rate in the high school. Mhm. Um if a parent chooses public education, public schools as their source of learning for their child. Um if their child does not attend school, they
102can't learn. But I would like to point out that this from last year is a dramatic turnaround. And I think whoever deser Well, you all deserve Dean Wesley's not here too. He deserves some out some shout out for that as well. I'll tell you what, I don't know what incentive was used, but it worked. And I will tell you, the golden ticket, Mr. Waters can speak to his spectacular. The golden ticket speak to that because I think that has done a lot. Yes. Your currency. I think they would appreciate knowing what he did. Listen, we could take credit on a gold card ticket system that we do, but the reality is is getting on top of every student. And um I won't take credit for it because I'm not that type of person. My dean
103of students, Mr. Wesley, he he knew what I wanted to get done and he really got on top of this this year. And um I told him I wanted constant phone calls. We had constant phone calls. We every three absences we're meeting with a kid. The guidance counselors are involved. We were more on top of this than we've ever been. And um ultimately, you know, thanks to Dr. Seavoya, we um started going to court a little bit more too. So there was a little bit of a threat out there. Uh but for the teenagers, one of the incentives that we did is we established a gold card system. So if they had perfect attendance for a month, the first day of the next month, they would get a gold ticket. That ticket allows them like
104a get out of detention for being late to school once a month. Um they could uh door dash a meal once a month. um the underclassmen can get out of their um academic support period and go down and enjoy the upper classmen in the gym for the first half of open lunch. So there was some incentive built into it and then all of a sudden by December it was became like a keyboard currency like the kids were like trading gold tickets because it was like but I I mean we're going to structure it a little better next year but we definitely we cut it by more than half and it was you know and the board of ed wanted to see that too. So their vision with the sported superintendent and putting a system in
105place, it definitely worked. So it was keyboard currency. And you know what? One of our students called it that. I didn't even come up with that. And the sorry at the middle elementary level, Mr. Flynn, we got some donations from different organizations and they're going to Urban Air, the class that won. You're stealing my thunder. That's in my super uh my president's remarks. Thank you, Mr. Gohead. We have people who want to No, it was it was great. No, they're going to Urban Air. Those kids are really excited and they compete, too. They do. The prek kids are the tougher ones, though. And my last item is that, you know, I've come to the um the board this year um very critical at budget time. And uh I just want to say I give credit
106where credit's due, too. I'm very impressed with this report. and all of you should be very proud because the data that's in this report compared to last year is almost a 360 and that's that's should be recognized and I would hope parents really read this report because it'd be an eye openener to some yeah we unfortunately we don't have the data at that time so and again with the tax levy thing just putting it out there they gave us those timelines and I will go on the record one more time saying the board should have never been put in that position. They should have never. Okay, that being said, we still don't have an answer from them. Mrs. Kahan has a question. It was more of just a statement. I just want to say I
107just so appreciate the time and effort that was put into this. Um it's just incredible and I can say as a parent and a new board member, it is eyeopening to see the investment and the engagement from the faculty and the administration into these students every day because that's not every district. I have two children, completely opposites, complete opposites, and they both have different needs. And they are met every day by different faculty, different administrators to really help them excel individually. And it's amazing because I've had experiences at other schools. I have a older daughter that went to a private school. It didn't even compare. So, I think it just the appreciation isn't there as much or it's not said as much, especially when you see not as many people coming to these meetings, but
108it really I mean it's just so impactful for these students every day. So, I know I appreciate I know everyone here on this board appreciates it. Um, and really it just it's amazing the investment from all of you. And to the credit of the board though, I will also say that our staff is extremely transparent because they feel supported there. We don't all agree. We don't all agree, but we all do agree that children come first. And the staff sees that. They see that. And and that's that these we make ourselves so open. If there's somebody that really wants to know something and when I made the example of the car ride with the test scores, that was 100% true. Lynn was on the phone with her. I'm on the phone with her. He's on
109the phone. And and we're all like, "Oh my god. Oh my god." You know, we have three perfect scores. Who are you on the phone with? I was on a boat. Oh, he was on a boat. All right. That's even better. yet. So those things are happening all the time and people just don't know it and and we'll admit where the work needs to be done. The excuses, you know, the the statements about algebra and mathematics, it's a challenge everywhere. We're not happy about it. It's not excuse doesn't matter, but we we still have to identify those challenges. They are what they are. Um but again, not excuses. Mr. um my god, Mr. I was just gonna say Mr. Peaches. I was just sorry. Sorry. Yeah. Elmer J. Graham. Yeah. Put it closer to your
110mouth, though. Elmer J. Graham Jr. 22 St. Peters Place. Uh, reading this report and everything like that, I am impressed with it. Dr. Seo Savvoya and while the while there's always room for improvement as far as the scores for the kids go and everything like that, scores are overall pretty good. And got to give credit to our teachers. They don't get enough credit. No, they work very hard credit period. And uh in my opinion, this report should be distributed to every burough resident in our beautiful burrow of Keepart. But even if even if you have to mail it to them or whatever because some people don't don't have the internet, but you know, every burough resident should see this in our beautiful burrow. And uh it's it's an impressive report. Thank you. Thank you, Mr.
111Grim. Anybody else? Any other questions? If there's no other questions, the the admins have been here every night. Can they go? Thank you. And Mr. Pruzie literally was picking her husband up from the hospital. So, yes. Completely forgot. Thank you. It's off. I can't believe. Okay. So, President's remarks, most of them were already talked about now, but I'll still say them. Uh, we were able to attend the chorus and band spring concert. Uh, the students did a great job, and we have so many students who are participating in this program. Um, I and I'm sure we all can't wait to see how it continues to devel uh to develop. Uh, last night, Mrs. Wesley and the high school students did a fantastic job with the National Honor Society inductions and chord ceremony for the graduating
112seniors. Um, thank ruining my thunder, but the congratulations to grade four for a perfect attendance award for this year. Uh, this is the second year that that grade won the award. They also won it last year when they were in third grade, and they will be going to Urban Air as a field trip for that. Um, and then my last thing is please make sure you complete your superintendent evaluations by Sunday, Monday, the latest, so Dr. Seihan can compile them. Um, we will be going into close session to do our review next week. Yep. Yes. Next week. Yep. No, not tonight. Next week. Um, and that's all I have. Dr. Seavoya, communications. Okay. Communicate. None. That's easy enough. Uh, public participation on agenda items. Oh, it's there. But I I just need to turn it
113on again. Turn it on again. Sorry, I turned it off. I could have Oh, you got it. There you go. Just one question. Um it's regarding resolution. Resolution um 10.7. Is that just the football field? Hold on one second. Oh. Uh yes. Yes. That's just for the uh athletic just for the football. So the maintenance of the two schools is separate separ Oh. Oh, you know what? Oh, I'm sorry. Yes, we did pay um but that's not on here. This is this $7,000 is for um the field football field next school year. So, the clean up in front of the both schools did that was a bill that was separate. Thank you so much. Any other public participation? Dr. Seavoya, superintendent report. Okay. Um, I only have four pages, Mr. Houseman. Um, there I did
114I did 99.9% of it. Let me just look through and see if there's anything else in there. Italian touches was on there. We talked about that. A lot of events um upcoming. So, I urge everybody to look at that. Tomorrow night, we're having the athletic banquet and there's the second reading for the AI policy. Uh Mr. Aola is at the BA conference this week. Uh he did send an email out to all of the board members. If you have questions, please contact him and he will give us a full update next week at the meeting for the resolutions. Um curriculum personnel policy. Dr. Seavoya. Sorry. Okay. My apologies. I was just making a note. No, this is a robust agenda, too, because it is um a lot of action items. So, hold on one moment.
115Yep. Almost there. Okay. We have our drills. We have um HIV numbers, our annual um appointments of um officers and specialists. Uh traditional uh resolutions, our yearly annual resolutions for the evaluation instruments. We use our security drill. Uh underneath uh 11.10 curriculum development. Very excited about all of that and what that's going to bring. Um again, that's it's long it's a long list. underneath personnel. Very very excited to say that we have a computer science teacher. Um that is very exciting because that uh is going to really support a lot of instruction. So I'm extremely pleased. Um you will see on the next uh the agenda just to let the public know as well this is a workshop meeting. There's no action being taken but next week you'll see a couple of bold items because
116those are things that have happened between last week and and the next week. So, um, we do have a school counselor recommendation, but you see some annual appointments on there. Just looking to say, um, yeah, that that's basically it and a new custodian, so that's a good thing. Thank you. Old business. Okay, ask it. I'm not sure when I'm allowed to ask it. You just rang in my head. It Let's just say it's old business. Just a general question. You talked about drills and my daughter had told me they did a drill in the high school, a bus drill. Yes. And what is that? I said, "Oh, was it like for an active shooter?" No, it's just requirement. And she was like, "No, get on the bus and get slide out of the bus or
117that's a normal drill." Yeah. We have to do that once a once a year. Really? Yes. So, we we borrowed we rented buses so that we could perform. We don't do that in the central school, do we? We did. Yes, we did. I've never really I was like, "Oh, what did you do?" And she said, "We we learned how to slide out the back of the bus." Okay. Um, was there any progress in connecting with uh Miss Pllo, the communication specialist? Uh, Dr. Seavoya reached out to Tim Than and asked if she provides the service because even though she works for them, she specifically might not provide the programming. Um, so they if she doesn't or can't, they will find somebody else that can. And we're we're focusing on the PD aspect, which I think
118is a great uh Yeah. What does PD stand for again? Professional development. Personal de Yeah. Professional development. So, we're focusing on the PD aspect of that as we Okay, perfect. Yeah. That's what most of our PD committee is going to be discussing. We are going to form our um When are we meeting again? I'm sorry. the 30th. We're meeting the 30 of this month. So, we'll be able to Also, the retreat is going to be a lot based around communication and all of those type of things and all different aspects of the school. Wonderful. We're definitely going to make progress. Thank you. Uh Mr. um just a couple people had asked me, so I'm just going to bring it up here. Um I was um about articulation with u the mayor. Um, we have been
119attempting to set that up and um, it has not happened yet and it is not for our lack of trying. I know a couple of you had have asked me that and I just wanted to make that public. Is May I ask a question, Madam President? Is it possible perhaps to um, uh, reach out to the council president and see if uh, that person was included in the corresponded in the emails? She's included in the emails as well. It's the VA, the council president, the mayor, myself, the vice president, and Dr. Seavoya who are all various attempts in the past few weeks have all been met with um radio silence or no the nothing is just conflict radio silence before that we the no date was good that's where we are right now just current
120coordinated date yeah Miss Chis isn't this an ongoing I'm sorry can you just clarify I know like um with the prior mayor She met with the board and Dr. Seavoya weekly, monthly. We did it. I'd say at least every other month, definitively quarterly. So, the communication that we can go back to is from last May is when we were trying to sit down to have an articulation meeting. When I went back through my emails the other day, since last May, we had a date on the calendar. Then last minute, the date was removed. Um, then there we was not communication. And there was a lack of communication on both parts being transparent and then there was communication again and we still have not been able to come across a date that has worked for everyone.
121So has there been communication prior to like in the last year or Yes. Okay. How many articulation meetings have there been in the last year? Done. We had at least two set up. And I only know this because I um had someone cover my hours. I changed my schedule at work, took hour, took you know the day off or you know part of my schedule off only to find out 10 minutes before the meeting that they were cancelling on. In fairness, are you providing opportunities for Zoom? Yes. Yes, virtual meetings have been an option. Okay. We do realize that the mayor is a working person during the day, too. So, we try to make it accommodating. So, we're waiting for her to give us another date. Um, I think I suggested Wednesdays. I tried to
122stick with for the board, but we did another day of the week because uh, Miss uh, Robowski said if it was a Monday or Tuesday, we could even do something remote because she's working, but she could log on. So, we'll we'll get a date on the books. Understood. Any other old business? Um, I'd just like to reiterate what people have said about the the band. The the concert was excellent. the amount of progress they made in in one year was remarkable. And speaking as someone who music was a big part of my that's the only reason I ran for the board was to try to get music into this district and um it is mathematics but the component of things is instrumental the social emotional and knowing how important music was to my life even
123though it's too late for my kids now and my last one's graduating but it it'll be good for the future. Um, may I add, um, it's funny because the last concert, uh, Mr. Stall, I I got there, uh, TW 15 minutes late and it was already over. Um, it was over in 15 minutes, but you did say deliverable. So, yeah. Right. So, I So, I did I did show up on time for this particular one. And uh I got to tell you, my heart was just warmed by the amount of students from was it was it first grade or third grade? Third grade on third grade on up. How I don't even know how many students were on the de on the on the chorus uh stage. It was a lot. And one of the
124most fun things was seeing the littles in the front and when they did that that clapping stomping song and they were all stomping their feet and I I was it was just so then another what was kind of funny is I didn't know what to ex there were so many horns and woodwwinds and the band and I honestly didn't know what to expect because when I was young that young in a band it was like you know stuff wasn't tuned and all of that But they were I I could I I couldn't believe it. And I'm just I'm praying that that's going to translate someday in the high school into a marching band again. That would be that would be outrageous. Yeah. So, new business. Yes. Uh I think this is new business. I uh
125on Friday I attended the uh NJSBA spring conference. is an online all day online conference. And I have to admit I I signed up for it because in order to get to level of Jack and and Drew, I I had I needed one more full day program. And uh so my attitude going into it was, okay, I'm checking a box, right? But uh I attended um six uh one-hour programs. And you know, you're doing it virtually. You could say I could take a walk, right? Uh but I didn't. And four of them were A+ quality. And I I'm going to write up some notes about it, but there I just wanted to say what the four were. One was changes uh in the open public meeting act and how it applies to school boards. I
126think this is something that I think Perry may have done. This is one of these things that oh uh we could use more of this. Uh it's just the presenters were attorneys really experienced and they really did a good job and in talking about the changes to the statute some of which are common sense some of fairly controversial. There was a woman who actually works it was a data presentation and I always go for the data presentations and I'm usually like uh is like horrid and you know when you get surprised the woman who did it she works for um uh the department of education and she's a she's a turnaround specialist uh who goes uh to districts that uh have low graduation rates but boy did she know her stuff and she the first
127thing one of the things she said at least 15 times she said data over time. Now you know that I like I said I thought I invented that but she was so good and I'll write up some notes about it and um just explaining and she would go to she'd talk about the news school performance report and she said the real gold is in the granuary level of that. It's like you dig down, you keep digging down and you find gold, right? And so it was really cool and I'll write up some notes about that. Uh Miss Pllo did one on communications. She was part of a team of that. I don't remember what she said, but I I was just thinking about Mr. Forel is like, "Oh, this is the person." And you know
128when you get a per like just like no I think what she does I think she probably gets farmed out and people pay her to do as a consultant. Right. So um but she was formidable and just really and I'll write up some notes about that. The other one that was super was a group of u I forget which school district they were um um curriculum directors and uh their session was called macro to micro and there it was be like this focus on individual students like they would have these district goals and and and then how it got its work down to individual events. A lot of the stuff we're doing differentiation is this right and how they are focus take that those thing and really work it down and they were they were
129just excellent. So I'll write up some notes on it because I'm going to get they're going to send us the the materials but I just wanted to say I did it. I'm glad I did it. And uh I also checked the box. If you have the slideshows too, Mr. Staley, email them to me. I'll put them in the board folder. If you have any of the slideshows, put that. Yeah. Can you forward those to us? I'll put them in the things. Any other new business? No. Uh, public participation on agenda and non-aggenda items. question. I'm not going to overstep my bounds, but hearing the discussion regard John Merilla 34 Broad Street, the discussion with uh trying to get together with um the mayor um when I was mayor in twice 90 through 94 and 2000
130to 2004 um I worked with uh Mr. Dunford, Mr. Fenning and uh I appointed uh a leazison from the council. They were responsible and back then we met four times a month not twice a month. Sometimes they meet once a month. The leazison that we appointed from the council their job was to attend every board meeting just like you have a student rep and a union beach rep. And after I left office that never came back into effect. It's just a suggestion. I believe it worked. Um, and the reason why I believe it worked was I couldn't be at every place all the time, but having a leazison come to the meeting listening, digesting what was needed, what could be of help, it worked. And we did that for eight years. Jun Atkins was my
131rep in the 90s and John Kofax uh in the 2000s. So, it's just a suggestion. Um, it might work for you. It's not a bad suggestion. Thank you. Any other public participation? So, we do not have close session. Uh, okay. So, we need a motion to adjurnn. Motion to adjurnn. Second. All in favor?