001I'd like to call this meeting to order. Mrs. Genchi, would you lead us in the flag salute? >> Sure. >> I pledge allegiance to the flag of the United States of America and to the Republic for which it stands, one nation under God, indivisible, with liberty and justice for all. >> Sunshine Law, all requirements of the Open Public Meetings Act have been met for this meeting of the Board of Education of the Borough of Oradell. Notice of this meeting was filed with the record and all persons requesting such notice. Mr. Darian, would you read the mission statement? >> The Oradell Public School District is dedicated to the ongoing pursuit of educational excellence through comprehensive, innovative curriculum, and instruction. The district is committed to providing opportunities for social, emotional, and academic discovery to foster curiosity, courage,
002and character. Our goal is to prepare our students to become lifelong learners who are self-directed, resilient, productive, responsible citizens. >> Thank you. Roll call. >> Mr. Don Breckenridge. >> Here. >> Mrs. Downey. >> Here. >> Mrs. Kennedy. >> Here. >> Mrs. Morell. >> Here. >> Mrs. Nolan. >> Here. >> Mr. Nutley. >> Here. >> Mrs. Walker. >> Here. >> Mr. Darian. >> Here. >> Mrs. Nichols. >> Here. At this time, we'll open to the public for agenda items only. Not seeing any, we'll we we will move to the superintendent's report. >> Oh, that's me. Okay. I have several parts to my report today. However, I am going to start by asking Dr. Roth to present the 2026 um ACCESS testing results. As a reminder, this is mandatory um that we do a public presentation each
003year, and this is testing specifically done with our English as a second language uh students, or as we call them now, multilingual learners. Dr. Roth, it's all yours. >> Okay. Good evening, everybody. Um there's a PowerPoint behind you or to the side of you, depending on where you're sitting, um and hopefully in front of you, too. Um we're going to be reviewing the ACCESS testing that our multilingual learners had uh taken uh towards the end of the school year. It It was uh I believe in February and March. And uh the ACCESS is similar to like an NJ SLA type test, um but for our multilingual learners to talk about and assess how uh their English language is developing in a number of areas. So, if you look at the first slide, you'll see that
004during February and March of 2026, all of the students who are eligible and part of our multilingual learner program took the ACCESS and it looked at listening, speaking, reading, and writing. And then taking different percentages of basically weighing the four areas in different combinations, they create areas including oral language, literacy, comprehension, and then it gives them an overall score. And looking at how the ACCESS is scored, it's used to determine what level our students that are acquiring English as a tool for learning are working at. And you can see it begins at an entering level and then reaching all the way at level six. When you take the ACCESS testing, the overall score of a 4.5 allows us to exit a student from the multilingual learner program. And students that come very close to a
0054.5, we put them on what we consider like a monitoring list and depending on how they return to school in the fall and their early performance in the classroom, if we feel that their language is really strongly developed, we have the opportunity to look at them a little bit more closely and potentially exit them sometime in October. So, looking at how these scores come about, this is just an example of listening and writing. There are six different levels. Again, the most basic being level one going all the way to level six. And these are just the kinds of things that we're looking for our students as they acquire English as a tool for learning. They're going to be going typically when students come into the country, they're at like a level one, level two. And
006then when we're looking to exit them again, we're looking for scores overall that are going to be 4.5 or higher cuz it's showing that they're able to use English as a tool for learning, not just listening and and giving basic responses back, but they're actually able to use it as a a substantial tool for learning. When we look at our scores, um again, we need to make sure that the cohorts that we're reporting on are greater than 10. So, we combined kindergarten and first grade uh into a total of 18 students and then grades two through six into a total of 17 students. And to the right is their overall proficiency score. We had 36 students that were eligible to be assessed using the ACCESS and 35 families agreed to give us permission to go
007forward with the ACCESS testing, which gave us a 97% participation rate. Uh which is higher than it has been, which is great. Um and then looking at their performance, you could see the different clusters of scores. When we talk about core element, for example, oral language is based on 50% of their listening score and 50% of their speaking score. And you could see the different areas that are combined to lead to the different scores that we're seeing. Um and just in summary, these are the the key areas that we're looking at and the total proficiency scores. Our K1s, we had a number of students who came in as uh complete uh novice speakers. Um so, um our scores in a couple of areas under K1 was a little bit lower. Um our grades two through
008six are usually students that have been in the program for a year or two. Um and you can see that their scores were a little bit uh stronger being that they've had more opportunities to use language and learn at OPS. Um moving forward, some of the results that I just wanted to share was were um our ESL teachers use this data to help form instruction and inform instruction. The administrators, we also use this when we're developing our class list. We try to put some um English language learners together so that the teacher can work with more than one when possible and to kind of create a smaller community where students are helping each other. Um based on the ACCESS testing that was done during 2026, we were able to exit 10 students from our program,
009which is great. Um and there were a number of students that came very, very close to exiting. So we are again going to look at their performance during September and early October to see if we want to consider exiting them based on um you know, doing an updated measure for their performance. Um similar to last year, we reported that we were looking to increase the SIOP, the sheltered English instruction observation protocol. I'm sorry, it's a little bit of a tongue twister, but the SIOP program is a research-based uh best practice that helps uh you know, teachers present information in ways that uh assist ELL learners uh while they support their language development and it's a lot of great practices that a lot of teachers benefit from and we just look to continue rolling out SIOP
010opportunities for a variety of teachers to take part in. And lastly, the ESL team will continue to analyze the students' uh individual performances on the uh ACCESS testing and they'll look at each grade level to determine actionable trends. So one of the things that we've been looking at um is the difference between what their true skill level is and how they're responding to a computerized test because some of these students, this is one of their first opportunities to take a computer-based test or sometimes they have to record themselves. Um and these are things that are novel to the students. So we're talking about embedding this practice throughout the year so that there isn't um a confounding variable that we're really looking at what they can do and that the test isn't underestimating what they truly
011can do. So, we want to get them more familiar with that, but we also want to look at, you know, how are we communicating information to kids with different levels of English acquisition. And I feel like we've made a lot of progress in that area, but we're going to continue looking at how we can maximize the time we have with the students during their ESL time with the teachers. And that's basically everything unless there are any, you know, questions or concerns about the results. >> Any questions from the board? Mr. Del Greco. >> How often do they have class? Is it like once a week, once or twice a week, every day? >> Um they they typically meet daily with with their kids, yeah. >> And then on these scores, right, you know, it's great
012to have the rubric and everything. Is there any comparison with like do we compare to other districts on like how their programs are, where they score? Is it all public information or >> Um well, as Ms. Bozzella said, we have to present the results of the ACCESS testing publicly, so there they are publicly available. What's interesting though is different towns, you know, we're going to have a different number of students, so when you're looking at your end population, which is like the number of the students, we have K and 1 we're only like 17 or 18 students and our 2 through 6 we're only about 17 or 18 as well. So, when you have students that are moving in mid-year who are non-English speakers at all, they have the potential when you're looking at a
013summary or an average score and there's only, you know, a handful of kids going into that that there could be a bigger pull on the score to bring you down. Similarly, you could have somebody who's part of an ML ML program who moves in who has very strong English skills and they can similarly move you up. So, there's such strong power in each individual performance that it's really hard to compare us with 17 or 18 to another uh town that might have 40 or 50 or 100 kids. What I think is more powerful is looking at each student's performance and comparing that to some of the other measures that we use within the district, whether it's, you know, a DIBELS or a Linkit, depending on their age, and also their classroom performance because we want
014to see what they're truly capable of doing and how well they're utilizing English and what supports they're using. And it also helps us to determine whether the needs that we're seeing are going to be better served as a pull-out model or a push-in model and like how that would work. So, those are some of the things that we try to use the data for rather than compare ourselves to towns that might be harder to get a real true comparison with. >> There is, however, an accountability measure with it. So, when we get our school performance report cards, our progress towards ELL proficiency is one of the pieces that is measured. So, they're not necessarily looking at scores, they're looking at growth. And how much growth a student should have made. So, even as Mrs. Norian
015will tell you, we're hitting Q sacks season, so I think about it a lot. That is actually what will also impact our Q sacks score. I was happy to see that in our latest school performance report, our ELL progress has actually increased. >> Thank you. >> Any other questions from the board? Mrs. Walker? >> You said we meet you meet what the average of once a week, these students? >> Daily. >> Oh, daily. Oh, Jacob. >> I'm sorry I >> And that no, I think I misunderstood. Right. Because otherwise I was going to say, how could that really work? But that's great. >> Right. Right. And one of the things that we're working on as a department is determining again when to push in, when to pull out, what's most effective and for, you know,
016what level of learner, and the subject matter, and the content, and how much language is embedded, and how do you put those scaffolds in place so that the learning becomes more meaningful while they grow their understanding and their use of English. So, it's really kind of art and science. Um but bringing in Tracy Kennedy and Jean Cleary is amazing, who'll, you know, be leaving us soon, and and Grace who's our new hire. They're all very familiar with data, and they've been using it really well. I've been really impressed with all the things that they're working on. I think we've been really progressive in, you know, how we're using data, and how we're using that to shape what we're doing on like a daily basis, and and looking at progress. >> I have a question. >>
017Sure. >> Um I just didn't hear what you said. Um I know you mentioned 4.5. Is that the total proficiency score at 4.5 that you like to see? >> Right. So, the overall uh performance on the individual basis, anything above a 4.5 or higher, you have the option of exiting somebody out from the program where they're no longer formally um uh ML student. Um and then if you're very close to a 4.5, you know, you're a 4.4 or 4.3, you have the opportunity to see how their language has developed over the summer, how they're coming in in September, and then you can revisit giving them a measure and getting some um observational data and feedback in order to determine whether you want to do uh an exit around, you know, beginning to mid of October.
018>> When you break um down the scores for grades two to six internally, I'm assuming you look at it by grade, do you see that the scores are trending higher, or I guess it could change depending if the kids just came into the district or not, but do you the ones that have been with about, do you see them trending higher than the >> Um >> Like getting close there? Do we get there? >> Um I do feel like there is um a function in Ordel where students um typically enter ESL in the lower grades, and they stay with us until they're ready to exit out. So, I do feel that there is a trend in that way. However, you can have somebody, you know, for example, within a year or two ago, we had
019some sixth graders move in who were beginners, and then that really changed the trend line. So, you know, when you're dealing with such small numbers on each grade level, um the data could be influenced by a lot of different things, but typically someone who's been with us, we do see, you know, an upward trend. >> see them exit the program? >> Yeah, we we usually see them exit, you know, relatively quickly. Sometimes we have students who are multilingual learners and part of special education, and then there are multiple variables there that sometimes keep somebody in a little bit longer, um just because there's a communication issue on top of that where they're not testing, um you know, them themselves out uh based on the access, and then we have to look at some other things.
020>> Any other questions on this segment? Okay. Thank you. >> All right, thank you. >> Okay. Before we move on to our second presentation, um I'm sure you're aware at this point that the school's theme for this year is life is a journey, make every step count. And when the school-based administrative team was discussing a theme for this year, they start talking about it. And I always say to them, this is a school theme, you have the power to pick your theme. And then I start giving feedback. Um so, they love that, but I love this theme because life is a journey, and we have made very positive strides forward every single year. And one of [snorts] my jobs as superintendent is to look for that data. And I look for that data in terms
021of is the building clean? I look for that data in terms of how are test scores? Are they increasing in areas? Um and I also look for that data in a very qualitative way, and it's by what I hear. So, I'd like to share a few comments that I heard in the past 5 days of school. First of all, we had our first fire drill of the year, and Mrs. Holly immediately got on the loudspeaker to comment about how amazing our fire drill behavior was. If you want to see a model for how a fire drill should happen, come to O'Rielly Public School. The fire department comments on on it every single year. Um a second piece is I am one of the few administrators that loves the lunch room. I love lunch duty. I
022can hang out in the lunch room all day long. I I The noise doesn't bother me, the smells don't bother me, the behaviors don't bother me, and I actually find it to be one of the best ways to talk to kids when they're just comfortable. Knowing that lunch is not everybody's favorite, I was so excited to hear an announcement made after one of our first lunches commenting students on how amazing their behavior was and how it transitioned right from the start from last year. That is part of our journey, also a continuation from last year to this year and what and what continues moving forward versus what do we have to teach again. And that's, you know, of course, it it's our principal complimenting students. So, is that really objective feedback? She wants them to
023be doing well. And then we had a new lunch aide start today. And I have been referencing referring to her as our experienced lunch aide because she has worked for as a lunch aide in another district for a very long time. And she had her first She was finally um cleared to begin today, and she had her first day of lunch duty, and the first thing she said is, "Wow, this place is organized." Okay. That is part of our journey, too. And I always want to make sure that we remember as a district and and as a school and that our administrators remember, that our teachers remember, our job is to be get to get incrementally a little bit better every single year. But I never want us to forget about the part of the
024journey we've already taken. Um that lunch behavior wasn't like that 2 years ago. We've made growth in those areas. We've made growth in our routines. We've made growth in our operations. So, um I want to say thank you to the admin team for starting this year strongly. And that is not why I made them come present today, but they're going to share a little bit with me about the work that we've accomplished this summer. >> Always love speaking right after Ms. Bozicevic says something eloquent and well-spoken. So, we want to talk to you a little bit about summer because learning at OPS and running OPS does not stop on the last day of school. We typically take a little bit of a breath on and have one day, and then we launch into summer. And
025it was a very exciting summer this year. Schafer Explorations summer program had another very successful summer. Like Ms. Bozicevic said, along the journey of explorations, when I was an assistant principal, I didn't really know what went into the planning of explorations and how much work it takes because the principal typically does most of it with the co-director. And we start planning for Schafer Explorations in January, and we look at what we want to add, what we want to keep, and what teachers will be available to teach, and you know, how that will work, and any changes that we we to make. So, it was another successful year. We had 42 students who participated in Kinder Camp and 154 students in grades 1 through 6. The students in grades 1 through 6 could choose from 33
026different classes that ran throughout our three periods a day. We had some really wonderful new classes this year. We had a Project Runway class um and you'll see that that's one of the the bottom photo up on our slide. And the Project Runway class was just like the TV show where students designed, created their own designs, and they wrote about them, and advertised them, and just like the show they found ways to make it work. We had a guest teacher come in from another district. This was her second year with us. She is a science teacher at a middle school. She drives almost an hour to come to OPS to teach some science classes in Explorations and she brought to us this year a new class called Wizarding um science and we're not fully Hogwarts
027but it was close and the students got to do work on chemical changes and designing wands and um it was very engaging and very exciting. So, we're very glad that Renee was with us for that. And then we had Miss Lessinger finally had a moment to be able to teach and pull out the throwing wheels this summer. So, she taught three classes that were um ceramics, working with clay. Students took home I think at least three each in each class. They took home at least three finalized fired pieces of ceramics. Um and there was clay everywhere. When you run three classes a day and the custodial staff is very busy working on other areas of the building. Students are walking through clay, so there was clay on our front uh mat that we had to
028keep cleaning up. We had to remind everyone to get up there and do some clean up. Kids were coming out of the ceramics classes with clay on their faces like the clay dust on their faces and they were so excited and engaged. Those new classes that we were able to incorporate did not overshadow some of our favorites. We know that Model Magic Maker Studio where they use Crayola Model Magic to create their own um sculptures based on stories that they read and activities that they do with Miss Hook. And another favorite that we always run in our gym that as you know can get very warm very worth it for the first two periods of explorations. I like to Move It Move It with Mr. Kelly and Miss Mayala is always a hit and they
029had the best student come back um who requested to work with them this summer as an intern from the middle school. And he said he couldn't wait to get to the summer not because he wouldn't be going to the middle school anymore but because he could get come back to OPS and help out where he enjoyed spending so much time with two of his favorite teachers in that Move It Move It class. Another way that students could keep the learning going this summer was is our summer engagement. We have always done some type of summer learning or put out some type of summer um learning activities to help decrease summer slide. We know that summer slide is kind of creating a gap by not having school throughout the summer. And the number one thing that
030we worry about is reading and keeping our students reading throughout the summer because that's the number one thing that you can do to prevent learning loss when students are not in school. We also do think about our math and our problem-solving, so there's always components of that as well. So, we leveled up our summer learning adventure this year and each grade level um teams, the teachers came together to create assignments for the summer. So, they created things that would relate to the students as they kind of were being launched into their new grade. So, some of the sample activities, we had our first graders read Flat Stanley books and we created a flat panther that they could decorate and take throughout their travels through Oradell and other places in the world that they went on.
031And if you're back tomorrow night and next week for back-to-school night, they will be our flat panthers will be up on our welcome board in the front hallway. We um our fourth graders got to read Frindle, which is all about a student who decides that he wants to impact his the culture of his school by creating a new word and seeing if he can get that word not just to be used in his school but in the dictionary. And a frindle is a pen or a pencil and the students who participated in the frindle reading um looked for 10 new words. So, you can see the word cloud that's there, etymological, profound, embodies, beaming, abruptly. So, some great language and vocab was learned this summer. And those fourth graders who participated got their own gold
032frindle when they came back last week. Our second graders read fairy tales and there was a bingo board that went along with their fairy tales. So, there was activities that they could do based on the fairy tale or fairy tales that they read. We also had our third graders working on chalk math activities, and the upper grades we really encouraged them to prac- practice and strengthen their multiplication skills because we know that when you understand your multiplication facts and you have them memorized, it does make learning in and working in math in fourth, fifth, and sixth grade a lot more fluent and easier. We learned that we need to increase summer learning engagement. So, we've already debriefed and will um have these activities revised by the teachers beginning in March, April, so that we have
033everything ready to launch on step up day, so teachers can share this as an activity for the summer on step up day, and then we'll be able to blast it out right as June transitions to summer. So, we're very excited to continue on our learning path over the summers as we continue to grow at OPS. >> I don't know if you've realized by now, but my real dream is to be the supervisor of buildings and grounds. I think what I love about facilities is of everything that we do, it is the most tangible. It's the most that you can see. So, these are some of the summer projects that have occurred and or will occur within the next few weeks. You will notice that if you're up in the third grade wing, we have completed
034the second floor. The entire second floor has received new lights. The third grade wing was the last wing. We continue to use a professional cleaning service for this room and for the library, mainly because the ceilings are so high and we do not have the capacity to clean that well, and we learned that a few years ago. I think the highlight of the summer was the playground restoration. If you're ever looking for a side gig, Mr. Nuttall, this is the one you want. The company that did this seems to be one of the few around that does this. They travel to Rhode Island, they go to Indiana. Um and they were out there, these two men. They took all the rust off all the equipment, they sprayed all the equip- all the equipment with a
035plastic rubber coating, and then painted it all again. You will also notice, if you are out there, there has been a new table added to the playground, and also a new bench. That table was at the request of Mrs. Broncado, Miss Houston, and Miss Mason as part of the third grade mediation um the lunchtime peer mediators They needed some place to sit, so we replaced one of the benches that needed to be replaced with a table instead. We've added um three more AEDs to the building. We have our new basketball hoops in the never-ending basketball court project. Our gym floor has been waxed, and we did switch vendors this year. We had a little bit of a problem last year. It was a newer vendor, and our our PE teachers were concerned about how tape
036was adhering to the floor, so we're going to see if this um does a better job. Our parking lot, this was the staff's highlight. I I It's such a little project, but it made them so happy that they can see their numbers and their parking lines again. Uh we did some internal painting, so that is the world language room. That was one of the classrooms that was painted this summer. We do have the next stage of our camera deployment that will happen this month, and that is adding the external cameras, as we know. Um we looked at every blind spot outside, and we have a vendor coming in to put seven new internal external cameras in. That will make it so that none of our exterior property has any blind spots at all. And finally,
037what we thought we were going to be waiting till teachers convention to do, we at first thought we might be able to put the new kindergarten HVAC unit in the last week of August. It was then confirmed the unit wouldn't be in place, so we changed the calendar so we could do it over November, and we just got word that it will happen in September, um Friday the 18th. Um we will send the staff home at 3:00. They will mobilize in the parking lot. They will work on Saturday. They will work on Monday since we are closed for Yom Kippur, and they say that they will be ready to go. So, we'll hope that's the case. >> Good evening. The curriculum team was quite busy doing some much-needed science updates because as it has been
038shared, the science standards were updated this past year by the state. So, with that, um we were looking at all of our curriculum guides to see what we needed to do in order to bring them up in alignment with the New Jersey students learning standards for science. But, what we found out was as we had minor revisions that needed to be made. Um as a result of it, um we had three standards that we had to actually look at and to make revisions. Two were in kindergarten and one was in third grade, and they all were around climate change. Um while we're still going to be addressing climate change with our kindergarteners and our third graders, it's not going to be to the rigors that were in the original standards back in 2020. What they
039want students to really do is to understand what climate change really is and to actually come up with everyday realistic um solutions to how they can actually um impact climate change. Whether it be, let's just to for example, with uh kindergarteners learning how to recycle, taking maybe some of the scrap papers that they may have when they're doing some cutting or things like that and actually placing it into a recycling bin. So, they're coming up with real everyday world solutions rather than to get into the nuts and bolts of what climate change is really going to be and what it really looks like overall. That will be addressed in the later grades in high school. And then that would also be the same as well as in in third grade as well. Um as far
040as for our sixth grade students, they're going to go into a band um progression where it will be six six to eighth grade where it'll actually really address certain things that they would have to meet across those band levels as well. Some of the other things that we've done with our science curriculum to make lesson planning um more uh I e I would say easier for our teachers is we actually incorporated more of our National Geographic Science as well as Generation Genius Genius lessons, excuse me, into our curriculum guides, which would makes all of our teachers be able to utilize our curriculum guides um more interactively and so that they would be able to utilize more hands-on exploration for our lessons on a weekly basis. Another one of our updates is is that as far
041as through K to 6 science, we've integrated all of our standard We've actually, excuse me, updated some of our STEM projects so that they are aligned to the updated standards as well as we are now incorporating new digital citizenship lessons to now cover in grades K to 2 for safe internet use and then responsible AI application in grades 3 through 6. So, to take a look, we've had some major revisions over the past two years for math as well as in the next slide for ELA. But, we've done some revisions because we had to look at them to see what we needed to do in order to continue our teaching our strength to strengthen our teaching and learning. So, what we've done in our grades across grades K through five, we've introduced a unit zero
042at the beginning of the school year to establish our norms and math classroom expectations so that all of our students know what to expect with amplified decimals math so that they know what to expect when they have those sporadic digital lessons, what to do when that happens, and especially for our kindergarten students when they're coming into a new math program, what to expect, how they're going to do our collaborative pieces, how to do the turn and talks, what's going to happen throughout our math classroom lessons. Also, with grade one, we actually had some realignment of our unit lessons. Um we wanted to make sure that we are addressing money appropriately as it aligns to the New Jersey student learning standards. So, we want to ensure that we were providing our supplemental instruction in alignment with
043what we have with amplified decimals math as well. And then, as far as for we restructured some of our lessons to address perimeter and area together because in cooperation with amplified decimals math, they had perimeter in one unit and then they had area in another. So, it was starting to confuse some of our students based off of the conversations that our grade three teachers um had with myself, and they felt that it would be better to teach both perimeter and area together. And then for our sixth grade math, we actually decided that we were going to transition away from Legends of Learning and bring in a new digital program to supplement Big Ideas Math, which is called Albert.io. It's going to be a digital program to supplement and will provide students targeted standard alignment so
044that during our WIN period, they would have additional practice with all of the math that they would experience during the school year. As far as for language arts, I'm happy to announce that we will continue working with Wilson's Foundations. However, we are changing from the second edition framework, but we are going to be using the third edition, which is going to provide our teachers with additional resources, um, which is going to be a streamlined teachers manual. Um, some of the teachers would walk around would have this big cumbersome teachers edition, but this one provides them with ease so that they're able to move around more freely as well as it provides them with additional resources and differentiations within the manual to provide more targeted assistance to an instruction to all of our students. In addition,
045um, they will have enhanced digital learning where they would have additional interactive slides as well as additional lessons that students can engage in during the WIN period. The framework, however, I just wanted to preference that it is going to be the same framework that is actually in the second edition. Everything is the same except for it's just more updated. Um, as far as for our cursive handwriting, it is now back in grades three through five. The beautiful thing is we're also going to be including it a half year into grade two. That way, students in grade two are going to be introduced to it a little sooner. Um we're going to utilize Zaner-Bloser so that we can have continuity from grades two through five. This will also be able to satisfy our New Jersey Department
046of Education mandate, which went into effect in 2025, and we had to actually go ahead on and implement it for this school year. For grades two through three, we are going to ensure that students are going to be instructed on explicit letter formation. And then for grades four through five, we're going to have fluent application across the great content areas so that they'll be able to fluently read and be able to write all cursive letters. Then as far as for the revisions in grades four through six, what we wanted to do is we wanted to just make sure that we had vertical articulation as it relates to our grammar skills. So, we took the curriculum writers, we sat down, we looked at the New Jersey state standards to make sure that there wasn't any over
047teaching or under or under teaching as it relates to our grammar skills across the grade levels. So, this is one is this is an example of our grade six curriculum guides. As you can see, this is our 2025-2026 curriculum curriculum guide pacing guide. And we have actually broken down a lot of our grammar and our our grammar skills and that how we're going to actually break this down, and we've done this for grades four, five, and six. So, we can just make sure that we're in alignment with the standards. >> Okay, so part of our reflection was also looking at our master schedule to see how we can make sure that we meet any mandates that the state is giving to us um as as far as the handwriting and also making sure that we're
048addressing the student learning standards. So, we took a look at our WIN period and we made a change from last year. We will have two math WIN periods a week and two ELA will work on a weekly cycle rather than an A through F. And then one day is to keep with our theme our a choose your own adventure, which will be based on individual student need. So, if I was a classroom teacher, I might see that some of my students need additional math support while some need ELA and they're not tied on that day to either one. It's really addressing the needs of the children and creating groups within their classroom. It'll [clears throat] also free up our intervention staff to kind of make their work more um optimal. They, during that, typically it'll
049be on a Friday, could push into classrooms and provide additional tier two support for students, pulling a small group. They could also go into classrooms and observe students that are in the IRS process or the pause process before IRS to be able to provide strategies for the teacher in a hands-on, you know, really looking at the children in um the way that they're working. So, we're excited about that. Um handwriting and keyboarding is something that we put into a dedicated time in each teacher's schedule. Handwriting will be in grades K to five and keyboarding will start in grade three and continue through grade six. The next couple things I'm very excited about. Um we've revamped our play center period in kindergarten. We intentionally positioned it after the read aloud so that often times the story
050that they do in the read aloud could serve as um, a vehicle really to springboard into imaginative play. And it could be based on the story, the characters in the story, it could be something, maybe a story about um, a restaurant and they could create a restaurant and play in a restaurant where they have some literacy based menus and um, taking someone's order and giving it to the cook and things like that, but really uh, intentional. And when we think about play, there's so much learning that can happen through play and we like to have the time to slow that down a little bit and have children problem solve in their play, um, work with peers to just engage in oral language development and be able to articulate their thoughts in uh, fashion that doesn't
051feel like, you know, it's a skill and drill type thing. Um, also in kindergarten and first grade, our math ex- we have the math explorations in all of our um, grade levels, but in K and 1, we really want to enhance that supplemental time. They'll still have their full math period where they're learning all of their standards, but the math explorations is really a time for them to engage in play with mathematics. Um, and with this, there's a workshop that's being offered by NJPSA that uh, I've signed I'm going to along with two teachers, one from kindergarten and one from first grade. And it really focuses on research based ways to uh, incorporate strategies that help to promote play while teaching the standards. So, quite excited about that because I think that that's something that
052our our early childhood, our young children really need, but we don't want to just say, "Well, we're just playing, right?" We're playing with intent to keep that foundational learning happening." So, more to report on that after uh the workshop, which is in October. Um So, I guess something else that we're quite excited about is opening up the LinkIt Parent Portal. During the summer, we worked on linking all of our parents and students. All of the emails of the parents are entered in, so that way when we go live with the parent portal, they're able to access the their students' information. We also, as an admin team, identified the data that we were going to be re- releasing to the families, and that includes LinkIt benchmarks, which would be math and ELA, DIBELS, the OPS reading
053assessments, CogAT, which is administered in third grade, and the NJSLAA information. Our next steps for that is we need to finalize a parent academy date, so that once we do go live with the portal, we have an opportunity for parents to come, you know, to here to learn more about what's all the data is in there. And we have to push out our passwords and logins, so that way when we are ready, parents are able to log right in and see the information for their students. >> Surveys are an interesting thing. I've done my share of surveys as principal and as superintendent, and sometimes all they make me do is get really sad, cuz sometimes the comments are just tough. We We know there's a lot of keyboard warriors out there, and and often in
054a survey, that comes out. This was the best survey data I've ever collected here. And whether that is because it was a very focused survey, and it only had one topic and, you know, eight questions, or whether it was because this is a topic that people really care about, I don't know, but I will share more with the board the full results about um parents' feelings about too much technology, too little technology, but I wanted to today give you some of the sample comments, because of this is where the real wealth of this survey was. That parents really took time to kind of share um details. And I wish I could be the superintendent that stands here and tells you I know everything happening at Ore Dell Public School at every moment. I'm never going
055to do that cuz I don't lie. But it gave me this data to act on. And I actually think that it's putting us on a really good path moving forward. So, I'm going to share some of them. One of the pieces that came out of this is the majority of our parents believe that technology is important to the learning process. Their concerns are not necessarily about technology for instruction. Their concerns are about technology being used, frankly, in a passive way as a babysitter. Technology, you know, uh a video on the board during snack instead of just having students talk to each other. Um indoor recess. Um brain breaks. Um early finisher time. You know, we've all had it It used to be in a classroom when you finish something early, if you think back to
056your own time in school, the teacher said, "Go read your book." Everybody had a book in the classroom, and that's what you did if you finished early. And now technology has become a little bit about that. So, parents frequently mentioned concerns about um some of our technology being too gamified. And they didn't They mentioned a lot of websites, and what was really important for that for me is that I know that at least one of them I had said, "This is not a website we use at Ore Dell Public School." So, we have the filtering in place that we can block that. And so, we have we've blocked some of those. Typing was mentioned repeatedly, and you will notice that we've already acted upon that. And parents really requested stronger They wanted to know what
057are we filtering? What are we monitoring? What are we blocking? Okay, so we have immediately taken steps because some stuff was really easy to act on, and I agree with it. So, we have blocked YouTube for all students growing grades K through 3. The reason we have not yet acted upon that in the upper grades is I do know it sometimes comes in place instructionally, and in grades 4 through 6 all of our teachers have GoGuardian that can block a platform or a website for a period of time. So, if a teacher needs to open up YouTube because they are in a non-fiction unit about something, and they need access, they have the power to do that. I have also I've been learning more about GoGuardian, and it's not an area of expertise for me,
058and it has a lot of features that I think we can use, and I really do believe that the next step for us as a district, as I've shared both with the curriculum committee and the public relations committee, is to go in a different direction from what I was trying to do last year. Last year I was trying to collect data on what was. What's happening in our classrooms? And frankly, I could not find an accurate way to do that. If the computer was saying GoGuardian was being used, it doesn't mean it the computer was being used. It was on on the child's desk. So, it was collecting that data as active student technology usage, but that wasn't. Then we tried to have staff complete surveys about how much technology they were using. And the
059truth is, none of that matters. What matters is what we believe as a district should happen, not what is happening. So, our next step as a district that I've spoken to both board committees about and the administrative team is creating a document that says to our staff, these are our guardrails. This is what is okay. And to our parents and our families, this is our promise about how technology will be used. It's not that it's it's going away. It's stating as a district, this is what we believe. We believe that a student may need to be reading digitally when they're researching because there's a lot of information out there. However, students shouldn't be reading digitally when they're reading narrative text. It's being clear and concrete. We know how much monitoring software we have in place
060in this district. It's documenting that to also put our families at ease and say, "Trust us, there is stuff in place." So, that is actually a project I'm really excited about because I just couldn't figure out how to move forward last year and collect that data. And when I changed the mindset and said, "Who cares what is? Let's just decide what will be." It kind of gives us a much better focus area. So, do you have any questions or comments about um anything that was presented by any of the administrative team today? >> Um we're we're giving the CogAT to third graders, right? So, we're giving the CogAT to third graders. Have we considered giving it to fifth graders cuz they do have a fifth grade assessment, too. I find that the CogAT is actually
061a pretty handy tool for pointing in the direction of students' prowess and IQ areas. Um I'm just wondering >> Is your recommendation that we do it for the purpose of identifying strengths or for giving students another opportunity to qualify for the gifted and talented program? Cuz that is >> I I think of it that way. I just thought of it as as a it's an easy to implement assessment. Um I mean maybe it's not >> No, it is. It's actually it's not a hard we don't do the full year. >> gives I think pretty reliable data. Um it's not perfect cuz no assessment is, but I was just wondering have you considered it? It's it's not a gotcha question. It's a have we thought about it? >> I think part of why we've never moved
062forward on it and I'm not opposed to it. Um when I first started at Ore Dell public we did give the CogATs twice but we gave them in second grade and then again in an upper grade. When the state started to have concerns about giving standardized testing to anyone under third grade we moved it to third. >> Okay. >> Um however I the only thing I'm weighing right now is parental concern about how much testing we do. And fifth grade being also the science testing year. And if we don't if we really care about it more for a point of just what it tells us would sixth grade be better? When you're not the beginning of sixth grade when you're not also doing science. So I will actually consider uh do some talking with the
063admin team. >> with the fifth and the seventh so >> Yeah, but you can use that one. >> Yeah. >> In the other grade too. >> It was >> Yeah. >> It was just a thought. >> Um I you did mention um the portals. Um have we sent information to the parents at this point? Cuz I know that we were talking about doing that. I believe it was this week or might have been yeah. >> So we do have the date for the parent academy. I was waiting until we finalize that. The parent academy will be on the 30th. So at the beginning of next week we will send the letter and the and the information out. But the parent academy date was in the letter so I needed that first. >> Thank you. >>
064Um first of all, uh, it's just an accumulation of a lot of information, but a great job and very refreshing. Um, I have a question on the, I think it was the Lori that gave the, um, explanation, the curriculum updates. And in there on K-6, it says STEAM integration updates. And new digital citizenship. That stuck out in my mind as more social studies rather than So, is it because it's integrated? Is that what >> Well, the digital citizenship is how you use technology safely and as a good person, right? So, um, STEAM is science, technology, engineering, art, and math. So, we let Mrs. Cataldo kind of handle those standards within her meetings with students. >> So, the kids might not necessarily have formal >> Well, there's regular citizenship in social studies. So, regular citizenship, what's
065your voting, you know, the government, all of that is in social studies. >> In what grade? >> Uh, that I have to get back to you on cuz I'd have to look. I think there's something in every grade, but again, I'm not sure. Digital citizenship is specifically about technology usage. How do you use, um, technology in a way as a good digital citizen. You know, your your footprint in the world, if you will. >> Okay. >> I had a question about the science updates, too. Um, grade six band progressions, what is that? Is that actually banned? >> No, it's as Mrs. Miss Cummings said, and if I say this wrong, please interrupt me, that you have to remember grade six in most districts is in a middle school. So, it's grade six, seven, eight. So,
066anything we do in grade six, we have to talk to seventh and eighth grade to say, "What are you Where are you What are you teaching?" And typically, I'm not going to lie, seventh The middle school says, "We want this, you get this." >> Mhm. >> So, when new standards come out, we just have to address that with the middle school and make sure if there's something new, is it coming in at Riddle Middle School in seventh and eighth grade, or is it on us in sixth grade? So, when we talk about the band, it's that six through eight band. >> Thank you. >> Did I do a good job? >> Yeah. >> Okay. >> I had kind of a different one. Um as far as Shafer this year, I thought the course catalog was
067fantastic. And uh my daughter did do the wizarding science class, and that was a really interesting and like fun addition to it, where there was a lot of It was pretty heavily science-based. Um and she did a lot of learning in that class. So, it was I thought the catalog this year was really fantastic. >> I I really love when we have the opportunity to hire, as much as I love our staff, but when we have the opportunity to hire staff that have had areas of expertise, like she's taught a class on chemistry, because that's what she teaches normally. And she We didn't think she was coming back this year, and we were thrilled, but it is one of the pieces that we will always continue to look for, like what's somebody that has a
068strength that we may not have here that we can bring to the program. Good. >> Thank you. >> Anything else to your report? >> I think we've done a good job. >> Mr. Iacobelli. Mr. Iacobelli. >> Well, after all the detailed reports, I I don't have much detail here. Um it's really just getting the year started and seeing where we did we miss anything over the summer that need needed to be taken care of? Did something fall through the cracks? Uh it's really tying up the loose ends from the summer. Uh making sure that all the supplies that came in that the teachers are now signing off on their blues that they received everything because their supplies come in at different earlier in the year and if they're not always uh sometimes they're not here
069yet. They could be some of it could be coming in July. So, we make sure that everything's signed off so we could start for the next bill cycle to pay those school specialty, most of them are, uh bills. That concludes my report. >> Thank you. Moving on to minutes, we have a review of August 19th. Any questions or comments, please email Mr. Iapelli. We have approval of July 22nd. Do I have a motion? >> I'll make a motion. >> Second by Mrs. Walker. Any questions? Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutting. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >>
070Yes. Committee reports, buildings and grounds, Mr. Del Greco. >> Um we had our meeting I think I discussed it at the last board meeting. So, for today, I just want to bring forth um B1, just school facilities. >> I'll second. >> Second by Mrs. Genchi. Any questions? Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >> Yes, curriculum Mrs. Norian. >> Uh yes, um there was a meeting on September 2nd and I think pretty much everything that was done at the meeting was covered in the presentation. Uh so I appreciate that since I was
071unable to attend it, but I encouraged you to go ahead with meeting even though I had an emergency. Um but with that, I would like to present approval of revised curriculum, existing curriculum, walking field trips. Actually, C1 through C4. >> I'll second. >> Second by Ms. Moran. Any questions? Anyone want to fill any any um anyone who was at the curriculum meeting want to add anything to to our presentation tonight or I think it's pretty >> I I was I had some notes and I had to cross out everything except um I don't think we talked about unit zero, did we? >> Yes. >> We did? Ah, see, I missed it. We did talk about everything. >> Any other questions? Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey.
072>> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >> Yes, finance Mr. Darian. >> Uh yes, the finance subcommittee has not met since our last board meeting, so I'm no nothing to report there. On tonight's agenda, I have D uh D1 through D5 to introduce. >> I'll second it. >> Seconded by Mrs. Norian. Any questions? >> Quick question. >> Mr. Del Greco. >> So D3, uh since it's in red and new, um so these are just people we sent checks out that they never cashed that we're just basically saying, "Hey, we're reissuing you a check." >> Well, they lost them. Um it was three checks, but two of them
073were to Bergen County Special Services and Technical Schools. Um they had a number of checks back in March. They said people paid and they never received those payments. So, when we were starting to close out everything, I said, "Well, where are we with this?" And they said they were still trying to figure out what checks came in. They seemed to have some issues there with regarding missing checks. Uh so, it turned out they were never cashed. And so, we just you know, voided those, blocked those, and just reissued those. >> And there was one check for $55.02 regarding a vendor that it went to the wrong address. And it got lost in the mail. Didn't So, it wasn't cashed, so we just canceled that. >> Thank you. >> You're welcome. >> Any other questions? >>
074Call the question. Roll the roll, Mr. Delgreco. >> Yes. >> Mrs. Downey >> Yes. >> Mrs. Gencarelli >> Yes. >> Mrs. Moran >> Yes. >> Mrs. Norian >> Yes. >> Mr. Nutley >> Yes. >> Mrs. Walker >> Yes. >> Mr. Darian >> Yes. >> Mrs. Nichols >> Yes. Delegate report, Mrs. Norian. >> There is no report at this time. >> Personnel, Mrs. Walker >> Uh yes, I'd like to present F1. >> I'll second it. >> Seconded by Mrs. Norian. Any questions? >> I just wanted to say that um sitting on both the Personnel and the um Curriculum Committee, that meeting we had last week that was very very comprehensive by Mrs. um Cummings and it's it's amazing all the things that you are doing. It really is refreshing. So, thank you for that. >> I
075have I have a question on the substitute teachers. Is that a new rate this year, the 135? >> No. >> It was last year, too. >> Yes. >> Any other questions? Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >> Yeah. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nicklas. >> Yes. Policy, Mr. Nutland. >> Yes, I'd like to introduce for a first reading G1 and uh first for uh board approval uh of G2. >> I'll second it. >> Second by Mrs. Norian. >> The uh policy that was added tonight is in your um packet. It was added today. It's only a first reading. Any
076questions or comments, uh please email Mr. Nutland, Mrs. Bozius, and um me. >> Any questions? Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nicklas. >> Yes. Public Relations, Mrs. Moran. >> We had a meeting tonight finally um Um, and we looked at the technology survey that Ms. Bozios presented. Um, the parent responses and input. We talked about some ideas for parent academies, um, the upcoming newsletter and back to school night, um, and the communication protocols. And we're going to meet again next month. >> Special Ed, Ms. Stoney. Open to the public? Any old or
077new business from the board? Mr. Nutland. >> Um, you know, this Friday is, uh, 25th anniversary of 9/11, and, um, I just want to acknowledge all the first responders 25 years ago when I was a very young teacher, um, the role that they played in preserving our country, and, um, also remember the teachers who were young teachers at that time who did everything they could to comfort, console, and to care for the most vulnerable in our country, our children. And, um, not a 9/11 goes by that I don't remember what it was to be a young teacher, and, um, for whatever reason this year it it hits me a little harder. I don't know. Maybe because it's 25 years. But, um, I just, uh, I'm going to keep them in my prayers. >> Do we
078do anything for 9/11 in school for like especially this year? I don't know. >> Yeah, we we always ask staff. We give them a plethora of resources that are grade appropriate. Um, we do have parents of primary age students that ask us to be very gentle about it. It is not one of the um, holidays mentioned in the policy about memorials and ceremonies. However, we do ask staff and we ask them to tell us what they've done that day. >> Mr. Darian? >> Yeah, I guess this would be new business. Um, we are approaching our 100th anniversary of this building. Now, I know it's not for about a year, but um, I think we should start thinking about figure out a way to celebrate it or at least acknowledge it other than just you know,
079saying something. I thought I don't know if that's going to be a PR thing or or what. If the if it's not the board, it will be the school, but um, you know, 100 years is is pretty significant, you know, uh, teaching in one building that's still ongoing. So, I think, you know, my personal opinion, I think we should throw a nice big party out on the lawn like, you know, >> Get the grills. >> And and >> [laughter] >> and invite the community. Now, I I don't know, you know, maybe we have to contact the borough to see, you know, what is the date. I I just know it's 1928. I don't know what day. So, if it was in the summer, if it's in the fall, I don't know when they completed the
080school when school actually started, but we should probably, you know, think about or putting together a special committee. I don't know, but I think we should make a big deal about it. Just my opinion. >> We >> [laughter] >> We we also celebrated the 80th, so there was a big celebration at that point in time. So, maybe we can use some of that as a model for going into the 100th. I agree. Yeah. >> I think the other piece that we would need to decide, and I don't know what you did on the 80th, so now I'm curious, is are we celebrating the building or we celebrating the school? So, while the building was built in 1928, the school wasn't open till 1929. So, that might be an important piece to decide. And now you
081have to go back into the memory books cuz I know that 80th is in our old memory books, which are in the library, and see what you celebrated then. >> Put a time capsule in the cupola. >> [laughter] >> There is a time capsule. I mean, it's just it's notes. If you go up there, there's tons of so-and-so was here during World War II. I mean, it's really if you if if you can muster the uh courage to to climb up there um because it is scary to get up there. There's the first 10-15 ft, there's nothing. So, you have to get past that to get to the bottom of the ladder. And then you can go up to the top of the cupola. But uh it's filled. I don't know how they did it.
082The kids did it, but everybody wrote tons of stuff up there. So. >> Ms. Walker? >> Just a quick aside, I I think the school has never looked so good. And coming back to the school and walking around and even outside, the little pencils hanging that are not real pencils from the bushes and things. It was just it's just very very heartwarming and everything is very neat. Which I have a thing for. >> I have a question. Who was the I know she said we use a vendor for opening day speaker for the staff. Who do we What was our opening day speaker? >> I don't remember the name of the company. Con- Conscious. >> It's Conscious Kids, K Y D S. It was Conscious Kids stands for >> And I actually have to give
083a shout out to River Edge because they presented at River Edge a few years ago and that's actually where we um got the idea. And And that's why I think it was um staff up. >> Conscious Youth Development Services and they're out of Asbury Park. >> What did they speak about? >> So we talk all the time about um teachers need to form relationships with students and that's one of the ways that you move learning forward. And then you also talk about that you need routines, right? You can't have you can't have just the love without the structure. And so they really talked to staff about combining those two. If you're going to have an effective classroom, you have to have both. You have to connect with kids, they need to know that you care
084and you are there for them and you're going to push them, but you're also going to support them, but you also have to have the structures and routines in your classroom >> [snorts] >> that are going to make things run. And so that was specifically what we were looking for in a speaker and we spoke to three different um presenters and they felt like the best match. Um they will be coming back later in the spring. The staff were very receptive. And on the first day, I never know if that will happen because in their mind, I'm taking time away from their classrooms. >> What are they coming back in the spring for the same thing or >> We'll build on it. They've they're very receptive based on our feedback, so we'll look at what
085we're seeing in the classroom and ask them to target that. >> Tomorrow is I guess the first back to school night of the year. Um so does anybody want to be at the Board of Ed table? It's going to be from 7:45 to 7:50. Is anybody available? You want to do part of it? Do you want to do some of it? You can be there. Anyone else want to do it or just >> I'll be floating around as a parent, but I'll be in and out, so >> Okay. So we'll have some people there and go from there. Any Do we have the brochures that we've used in the past that we can Okay. >> The key we need is the mints, right? That's what people come for. >> those mints. We need the good
086ones, you know, the big ones. Any other old or new business? >> I do. >> Mr. Gorto. >> Um yeah, just uh piggyback on Ms. Walker. Um building looks great. The playground looks awesome. You know, the fresh um mulch and everything, the new swings. You know, insurance said, "Yeah, we're good." Um you know, the grass with all the um rain that we received looks pretty good. Uh so, everything is, you know, the custodians, I believe, did a really great job, you know, getting the building in order. I am looking forward to back to school night. I'll be able to sit in this room and listen about sharp. So, that'll be fun. Um and then also one um note aside that I forgot to bring up during buildings and grounds. Um in just passive conversation with
087Mr. Torres, the recreation director, he asked about um the fee for next year. I told him I could not comment on it. Um so, to reach out to you. I don't know if he has. And then also um piggybacking on that, I know that, you know, we've had, you know, pictures and list of items that we needed to repair. Was there anything about a carpet in the music room? >> That was brought to my attention after, and I can't 100% confirm that it happened during that program, so I will not charge them for that. The carpet's being replaced. >> Okay. >> Um however, I I don't know why it's dirty and mildewy, and I >> So, I >> Everything else I photographed during exploration during summer rec. If there was something that I saw that
088needed to be replaced, it was photographed. That came to me like the day the schools was starting. >> The prevailing theory on the water is a bin of water um being shoved around with water balloons or something during the summer program. Um so, either way, I I know I'm just mentioning it out there that if we were kind of tallying and if it was a result of lack supervision that I hope that, you know, >> What carpet? >> them as well. In the uh I think music room. >> Like the whole room? >> It's an area rug and it was rolled up in the corner of the room because we kind of prepped the rooms before rec comes. However, um I at that point wasn't sure if we had washed it and it was rolled
089up and maybe that made mildew and again, because I was so Everyone was told this summer throughout the program if something is broken, whether it's a ceiling tile or a table or whatever, it needed to be photographed so we could charge uh the rec department appropriately and that just came out after the bill and everything. So for this year, we're going to eat that cost and then um next year we'll maybe photograph car- carpets, too. >> Thank you. >> Any other old or new business? We do need to go into a closed session. So Mr. Darian, would you like to make a motion? >> I make a motion that we go into closed session. Second. >> it. Seconded by Mr. Del Greco. Roll call. >> Roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >>
090Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutting. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >> Yes. We are going to closed session. It's going to be a while. We may come back and take action. I don't know, but there's a possibility we will be coming back to take an action on an item. >> Mhm. >> Roll call. Rita's got to sit. >> Are we on? I'd like to uh would you like to make a motion to come out of closed session? >> I'll second. >> I'll you make a motion. >> Uh yeah, I'd like to make a motion we come out of closed session. >> Second. >> I'll second by Mr. Nutland. Roll call. Are all
091in favor? >> I. >> Mrs. Walker, would you like to present your resolution F2? You want to make a motion for F2? >> Absolutely. The resolution for F2. >> F2. >> I'll second. >> Second by Mr. Del Greco. Any questions for F2? >> Call the question. >> On the roll, Mr. Del Greco. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Genchi. >> Yes. >> Mrs. Moran. >> Yes. >> Mrs. Norian. >> Yes. >> Mr. Nutland. >> Yes. >> Mrs. Walker. >> Yes. >> Mr. Darian. >> Yes. >> Mrs. Nichols. >> Yes. >> Anything else anyone has any other business? Motion to adjourn by Catherine. >> Second. >> All in favor. >> I.