001I'd like to call this meeting to order. Mr. Darien, would you lead us in the flag salute? Sunshine Law statement. All requirements of the open public meetings act have been met for this meeting of the board of education of the bureau of Oriel. Notice of this meeting was filed with a record and town news and all persons requesting such notice. Mrs. Norian, would you read the mission statement? >> Certainly. Um, the Oridel 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, and 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. Delg Greco
002>> here. >> Mr. Darian >> here. >> Mrs. Downey >> here. >> Mrs. Moran here. Mr. Nutland >> here. >> Mrs. Walker >> here. Mr. Walsh, Mrs. Norian >> here, Mrs. Nichols >> here. Open to the public at this time for agenda items only. >> Not seeing any, we'll move forward. I just wanted to um thank our new employees and staff for coming in this evening at 7 o'clock to meet the board and taking time out of their evening. We appreciate it. Thank you for the admin for setting it up and for the OEA for bringing some food. And also um we just received a thank you note from the OA for their How was the ice cream? Good. Hope you enjoyed it. So I'm going to pass this to you, M. Mrs. Morian. Just
003pass it down and around. Everyone can read it. And oh, I didn't even see this. And one from the OEA thanking us for the ice cream treat. So it was a success, a successful first day. I'm sure you're going to talk about it later, but I will pass this around to that. With that, we will move to the superintendent's report. >> Um, the bulk of my report will be a presentation on the work that was accomplished this summer in the district. However, I would be remiss if I didn't take a moment to speak specifically about today. Um, it was a successful opening day. I'm always amazed at how seriously we take opening in Ordell. Uh, I drove by the sign at 7:50. There were people on school property. There were people lined up at the
004sign. A couple of very smart parents were here this weekend taking their back to school photos, beating the rush. Um, a very special thank you to our staff. I don't think you can truly appreciate what opening is like as a teacher if you haven't been a teacher. uh you are so used to what students are like in June and all of a sudden your little first graders show up and they can't do what those big first graders could do at the end of the year. And I walked past one first grade at dismissal today and the teacher looked at me and said, "We're running a little behind." And I said, "It's absolutely okay." uh what we tell our staff and what we tell our families the first week of school is we take every day
005as it comes and we just try to do the best that we can because it is a transition and just like transition is difficult for our children it is also difficult for adults whether they be teachers or parents. So um as I at our last board meeting I did say thank you to the admin team for all their work that they did this summer. Um they along with me will speak a little bit about our summer work. I'm going to begin our summer updates today by speaking specifically about facilities, which is something I really never thought about as a teacher, and I can't tell you that I thought a lot about it as a principal, but it's quite amazing how much of my job as superintendent has to do with facilities. And those of you
006who know me know that I specifically live in an environment where I pay a very high HOA, so I never have to think about facilities. And now I get to do it every single day. So we know that the big projects we worked to accomplish this summer were the Airdale projects, which was funded by a Rod grant, which I will go into a little more later. We upgraded some lighting and painting. We did some safety and security upgrades and some general maintenance. So that Airdale project, I speak about Airdales like I'm speaking about cats and Oreos. It's just a natural part of my vocabulary at this point. Airdales are eight um we have eight of them in the building and as you know Ordell public school is the we have three different HVAC systems. We
007have rooftop units, we have unit ventilators and we also have eight classrooms that have these air dales. They supply both heat and air conditioning to those classrooms and they are linked to our building management system medicine. So they are controlled along with all our other units. They had been working fine with heat however been having significant issues over the past three years with the air conditioning. So if you enter one of those rooms right now you will not just see the air you'll actually see the window air conditioner we had to put in because the air dales weren't working. So, those window air conditioners will come out as soon as the Airdales are officially tested. Um, 40% of this $778,000 project was funded by a ROD grant. And that's part of what took a little
008bit of time. As soon as you're dealing with a grant, you're dealing with a much longer process. And as we know, after um COVID, lots of districts took on HVAC projects. And so, there was a list and a waiting list to get that work done. I have to give props to the um the not just our architect that oversaw the project, but also the people from the company. Each one of those rooms that has an airdale has different colored paint around it. They matched every single one when they did masonry work. I actually was shocked because I thought I was going to have to go in and have the custodians match the paint in the blue room, the yellow room, the tan room. They matched every single one perfectly and did a beautiful job um
009with the masonry work around it and um the painting. We also uh this is a very big building. There are some parts we know we did an ESIP project with our lights um several years ago. However, we do have some hallways that while they may be efficient, they were very dark. And so one of those hallway hallways was the sixth grade hallway. There is no um external windows in that hallway. So, we did upgrade the lighting there, and that really came from the improvement we saw when we updated lighting in bathrooms last summer. These are really amazing lights, and this is a project I'd like to see us continue through the building. Our fourth and fifth grade hallway is also quite dark. Um, we also added one, as you walk into the school, you will
010notice a little bit of a brighter look right there. We added three um new lights fixtures there as well. And it's a really big building and for many years we tried to do as much painting as we could internally. But what we learned is the amount of time and effort that goes into that takes away from other projects where if that's a project that we say we're going to outsource for, it allows our team to do other work and this just gets done more quickly. So you will notice that the bottom parts of the first grade hallway, the second grade hallway, the kindergarten hallway, and the NPR hallway were done. And the entrance way um of this grade this hallway of the kindergarten entrance was also repainted. Um it was the admin chosen color. They
011uh not taking responsibility for it. Um there were we put all different paint swatches up there and they said it made them feel very happy. >> Thank you. It's my favorite color. Linen white. >> No, the yellow >> yellow. >> The yellow linen white actually is our official white of Oriel public school. Now it is in the bathrooms. It is in the hallways. We're not you going going anywhere else right now. We also did some additional safety upgrades. Mr. Werner, can I have you go do a quick demo up there? >> Sure. So, every classroom in the building used to have a pull down shade um on the door because it is protocol that during an active shooter drill or when you are not in the room that this gets closed. You can imagine we
012we are so serious about this and is a really big safety protocol that people don't understand. If a teacher goes to the bathroom during their prep period, we expect their door closed and their and their window covered because if we were an emergency situation, we would want every classroom to look the same. So pulling down blinds and pulling pulling them up over time made them not work well. So these have been great. I have to be honest, every once in a while we do a project that it's like a little project to me. The staff is ecstatic about them because they believe that we are taking their ser safety seriously. They love to see that. Um Mr. Kelly came to me today. He found another window. He said, "Can we do this one too?" And
013I said, "We'll call the company because it needs a trifold." We also are in the process of installing two additional cameras. One will be on Memorial Field and the um second one will be at the kindergarten entrance. And we have been in talks with the company. The purchase orders are out. We are just waiting for them to schedule because that camera memorial field will go um on a pole there which takes a little bit of coordination. Some additional summer projects as Mr. Delg Greco spoke about at our last meeting thanks to the little league. Our softball field has been revamped. Our gym floor has been rewaxed which is something we learned last summer should not be happening every summer which is something we had been doing every summer. They actually recommend it being done every
014other summer so you don't get layer upon layer upon layer. Our basketball court has been leveled, repaved, and this weekend it will officially get a key and four square on it. And the library, the world language room in this room is an area that we have chosen to start using professional cleaners for because we just can't get up high. And one of the things we learned in the library is the top of those those um pipes were just never getting clean. And then we did some little things like plumbing and moving air moving um bottle fillers. We have a bathroom upstairs that for the first time in 10 years will never leak into the assistant principal's office again. Miss Bosios, just an aside, the water cooler, the original one that were put in, I don't
015know if it was one or two were donated by Rotary back in the day. And that's something I'm quite proud of, and I'm sure, Catherine, that we initiated that safety precaution. >> This It's actually this one right here, Mrs. Walker. It has a plaque next to it. The other five were donated by the PTA, but this one right here that we gave you main gave you main hallway real estate with that plaque. Right. >> I'm going to turn over to the >> and it was with the Wizards. >> Yes. >> That we raised the money part of the money for that water cooler. So, the Wizards have done a great deal for the school. >> Okay. And I am going to move the presentation over to our administrative team. >> Good evening. It's wonderful to
016see everyone. Hope everyone had a great summer. Um, I'm going to bring you up to speed on how active our curriculum writers have been as well as the administrative team. I can't thank them enough for all of their due diligence in all that we've done. So, during my portion of the presentation, I'm going to talk to you about some curriculum updates, some report card revisions that we've done, and then I'm going to turn it over to Mrs. Holly, Mr. Warner, as well as Mr. Francado to talk about some scheduling changes, talk about GoG Guardian as well as some assessment updates as well. So, we started our curriculum updates in June of 2025. Our ELA curriculum writing team began revising the reading and writing curriculum that was originally developed in the last summer. So during the
017initial meeting, the committee reflected on curriculum that was implemented across the grade levels and as a result of those, the team completed vertical articulation for grammar instruction and they utilized the New Jersey student learning standards that focused on grammar. So throughout the subsequent meetings that followed that, the curriculum writers reviewed and refined units by incorporating additional tier 2 vocabulary to strengthen students academic language comprehension and communication across content areas as well. So they also developed resources such as graphic organizers and integrated additional mentor text into specific units to further support teaching and learning. So as we focused on mathematics, what we did was we continued our implementation of amplified desmos math as our primary resource in grades K to three and we continued to implement open up resource and K to5 math centers to further
018our math instruction. In June, myself and Mr. Warner, we met with our grade five math team to talk about just the implementation of amplified desol math to see how everything went. They were really excited. It was a successful implementation. So what we wanted to do is to look at the whole scope and sequence of the program. And with that we just made some minor revisions by combining some lessons that were suggested by the program as well as to include some further supplemental in resources to make sure that it was what all of our students actually needed for the upcoming school year. As far as for our grade level assessments, we're going to continue those this year. Of course, we're going to administer most of them primarily for the fall, winter, and spring, three times a
019year. But I would like to just highlight a few that have some asterisks by them, which are going to be the OPS math assessments, which is going to be comprised grades 2 through five. It's going to be the happy numbers progress monitoring which we're going to administer for fall, winter, and spring. And that's going to give us some more analytics to really support our win period as well as for a new uh class that we're going to actually talk about later on in the presentation. For grade six, we're going to actually introduce the big ideas math benchmarks and those are also going to be administered three times a year as well. So, we're all very familiar with the NJSLA. However, they want to continue to tweak the assessment. So they're going to be transitioning to
020the NJSLA adaptive and that's going to be for ELA as well as for math. NJSLA science will definitely remain the same. So what does this adaptive assessment look like? What's going to happen is is that it's going to adjust based on the students ability. So say for example a student gets a correction student gets a a question correct it actually levels up in difficulty. If they make an error or they in they have an incorrect response it adjusts based off of their response. So, what's going to happen is is this fall they're going to administer a field test and they're going to do that. They're going to do that as far as the state of New Jersey and Cambrium Assessment Inc., they're going to provide a field test for students in grades four through six
021in order to evaluate the quality, the clarity, and the fairness of the assessment. So, we most likely will not be able to get any an analytics from that test, but they want to make sure that everything is okay for when they go live this spring. >> Okay. I figured you were going to see what >> the description is conflicting to what I understand for assessments. So assessments is you know we have standards you write curriculum the students have to be able to reach a certain bar it's like a hurdle you know and as long as you reach the hurdle that's good an adaptive assessment now is going to tell you okay I can understand that it's going to figure out what you know and what you don't know but in terms of you've you're over
022the hurdle so what's the point like why is it going to make it more difficult even though I was able to jump, if I'm going to use this analogy, jump over the hurdle very easily. It's going to give me a hard time with more difficult questions. What's the point? I mean, the whole point is you have a set standard. The curriculum is designed to get you to that standard. And now all of a sudden, it's not going to be good enough because you seem to know too much, right? I don't understand. Like, it's not a learning tool. I So, why are they doing this? >> Probably because the um they went out to our state the state. >> Yeah. >> And this is the test they chose because the SATs are also moving to an
023adaptive test and you're seeing all these other ones moving to an adaptive test. There is so little information out about it. The first training that we were allowed to go to is September 22nd which we will know more. One of the pieces that they haven't released and I'm kind of just curious about is are they changing the scoring guide? are they possibly not going to use meeting and exceeding anymore and almost try to give you a different you're at this grade level or something but we know abs I was to be on vacation it was a Friday I got the broadcast from the state I thought I hadn't been paying attention >> and I I texted the entire admin team and I said did I miss something and no one knew NJSA NJA they have
024all been on fire about this because We really hadn't gotten any notification. So until we see this training and the field test, we're in the dark about why >> other than is it possible they're trying to be more aligned with some of the other testing out there. Cambri does do a few states testing. >> This is for the entire state. >> This is for the the field test will be for all students grades four through six. My prediction would be that in the reason they're doing fourth through six is they're going to give fourth graders third grade content >> because they're not going to try to see how good is a fourth grade question on a fourth grader in October. And that's probably why we're not testing third graders. >> Let me rephrase that. Our
025fourth through sixth grade students will be administering the test, but students it from fourth through 12th in the state will be actually be tested. It's not even like we've gotten a lot of information, which is why we normally if there's a virtual option for something, we jump on it. I was like, "Oh, no. We're going in person." >> Yes. >> We'll be in Parkridge the morning of the 22nd. Yes. >> Because I I want to have the opportunity to maybe not be muted and actually um ask some questions. Every day I've been checking the website that's available to us and everything except for the registration for our in-person and virtual um training sessions. It all it says is just coming soon. I checked it again before we got here. Coming soon. >> So if I
026if I can sorry >> go ahead. >> If if I could just reemphasize I'm going to use a different analogy. You know I think of moving the goalpost. If we create standards and we teach these standards and that goalpost is in concrete and at the end of the year all of a sudden now it's it's it varies. You know I have an issue with that. So just fundamentally I have a problem with >> by leveling up what if the test is now no longer 40 questions. What if the child who gets three right and levels up to the next level and gets three right and then levels up and gets three light. They're like done. You've proven it. you are exceeding the standard and also for students who struggle >> set up the basel >>
027they go a little bit farther down a little bit further down to make it less of a frustrating experience but again until we see like we know with the SATs exactly how it's set up how many you have to get right to go to the next level we know nothing about this yet >> it it certainly seems like it will skew all the data collecting >> just tremendous Seriously, >> my biggest concern and when and I shared this at the last meeting is when this district um began using link, it was partially for its predictability. It was aligned, it would let us know this student performing here on link in December is likely going to perform here on the NJSLA in May. Well, linkit's predictability is going to very likely go out the window because
028it's a brand new >> test. And um one other point, Cambrium, who is the new um testing vendor, did not is not the science test. So Pearson will still be doing the science test. So, from an operational perspective, now we have two different portals that we're going to have to check our results and two different portals our staff members are going to have to be able to log into and two different portals that we as um a district admin team are going to have to put all our students with all of their modifications if they have 504 or special needs into. Um I think when you speak about the state and not getting much information and so on that can go way back and I can remember uh New Jerseyes ask and go way back
029and I just think that >> they just aren't equipped enough to or or learned enough who would think after all these years to be able to convey before these things really hit the market. But isn't this more a test of seeing how the kids react to the test and they will modify it? >> Well, the modify the content. Yes. So, it would get so >> easier or harder based on how they perform. We just don't necessarily know how that will translate to showing that you're meeting the standard. >> Right. I'm just a little frustrated that we have to take another academic day to be guinea pigs to a test where they basically they're still I think they're litigating even the validity of them moving the contract over to this company right so with all the
030testing that our kids have to do like is there an opt out like do we have to do this >> we have we have to do indiv individual parents can choose to act out opt out I do think that legal case has been settled yes >> not in Pearson's favor >> right >> um I will tell you the one that was slightly comforting is it we our students will not take a full test. They will be given a collection of questions. Again, they're checking validity of questions. So, they haven't said it's a half hour. They haven't said it's an hour, but it they have given the impression that it's a short period of time, which >> I just feel like that company should be compensating the kids or the district or something because we're basically
031they're making $45 million on a contract where we now have to guinea pig test for them and see if it's valid. Like I I just just it's frustrating. >> Okay, so where are you going? >> Okay, take it to court. Okay. So, continuing on. So, this summer, our curriculum writers as well as the administrative team have revised the OPS standardbased report cards to align with the 2023 New Jersey student learning stands standards, both ELA and mathematics. These updates will help OPS teachers um effectively and in more detail communicate to families what students are expected to learn across all of the grade levels as well as how students are actually progressing throughout the school year. So yesterday we were able to give all of our teachers during professional development a small snippet of what they're going
032to actually be working with. And tomorrow we have follow-up opportunities for them to actually dive in a little bit deeper so that they can look at them and begin their planning. And as far as for GoG Guardian, so we're going to expand the use of GoG Guardian to grades four through six. And what this program, this platform is able to do is it helps teachers to monitor student online activity and to manage digital classrooms more effectively. So what does it allow teachers to do? In short, it's able to create digital learning environments for differentiated student groups. It can provide the teacher the opportunity to view all as you can see here. This is what the teachers platform will look like. It will give a snapshot or a thumbnail view of what all the students are
033working on. >> If one second we always assume that everybody has our knowledge base. So those student numbers right there that is the individual student screens. >> Okay. >> So guardian allows the teacher to see all their screens at the same time and also up so that maybe they can't go to this website, they can't do this even more than our normal um safety software. >> Yes. So what can happen is is while the teacher may be monitoring their activity, perhaps working with another student, teachers will be able to have uh inapp messaging capability to check in with students just to make sure if they need some other assistance. Um or a student may also be able to message the the teacher and say, "I'm unclear as to what I need to do as well."
034Another thing, if you see the screen on the right, hey there, looks like you've reached the website. Your teacher doesn't want you to actually browse right now. What a teacher can do is they can set up some lock screens that you don't want them to actually visit during a certain part of the lesson or even during the entire instructional block. This is something that I used to love to use when I was in my classroom and it really helped students to really focus in onto the learning environment as well as it really enhanced um student digital citizenship. So, this is something that I know that all of the teachers in grades four through six are excited to be utilizing as well as I know that Mr. Werner has provided some professional development. Um, was it
035yesterday, today, and tomorrow? >> Yesterday and today. No, yesterday and tomorrow. >> Yesterday. Okay. And now what I'm going to do is I'm going to >> Before you leave, I have a few questions for you. Um, you may have said this in your presentation, but for math, uh, we use Amplify Desmos K to3. Are we looking to expand that to four to six or they're just not ready to do it as a company? Is that our plan? So last year we had it implemented in just grades four to five already. We had the students come and present and play with you and we had that implemented just for them. And then we're going to have it fully rolled out in grades K to five. Grade six is going to continue with their implementation of big
036ideas math. >> Okay. Yeah. I just I just read this wrong. I just said K to three. Okay. And then um >> go Guardian. We brought that in this past year. >> Just fourth grade, >> right? >> So, what grades was Gold Guardian before? >> Grades five and six. >> And now we're going to get to grades four. Yes. So, we're going to have it in grades four, five, and six. All teachers that service those grade levels. >> Okay. And the new report cards, I would assume, were going to curriculum first before >> so they're already being trained on them. So, they're already set, I guess. >> I know. Okay, as I shared at the curriculum committee meeting, the reason I hadn't shared them yet and they will go to board approval um is they
037are at real time and until real time does the formatting, it's not going to make sense to you. >> Okay, >> it is not a the biggest change is something the curriculum committee has already spoken about using um >> mile marker benchmarks instead of end of the year benchmarks, right? uh evaluating a student about where you should be in December, not against the this is the standard in June benchmark. >> Any other questions for Miss Cummings? Yeah, Mrs. Downey. >> Um so the GoG Guardian um how much time are the fifth and fourth graders on computers that the teachers need that >> go ahead. >> Okay. It's it's not to the point that we need to have a monitoring software. It's more so to the point that we need to set up certain filtering capabilities.
038So like a great example is AI and we want to make sure that we develop this understanding for students that there might be times where that's allowed and that's not allowed, you know. Um so kind of making sure they understand there's certain limitations, right? When you're taking an assessment on a computer, you shouldn't be able to access Google, right? right? You shouldn't be able to look up answers when you're taking a link assessment. So, this allows that capability. Um, and also there's other features that Miss Cummings mentioned were the ability to direct message students on a computer. So, another goal that I have this year is kind of working with our teachers on what is meaningful technology and kind of developing that understanding. This will kind of help drive that conversation. And a lot of
039the training I'm working with the teachers on is what is meaningful to them, right? what when should we be using a computer when should we not because substituting things with technology is not really meaningful right sometimes like if you wa watch a video on YouTube it can be meaningful right depending upon who you're watching right but if you're a teacher you probably can just teach them that material you don't need a person on YouTube to do that so there's training that needs to be involved with this um but the teachers aren't utilizing it to the point where it's like every single second of the day they're on the computer I don't see that at all. It's balanced. But we're trying to also help them understand and keep that balance, especially in the upper grades where
040I know especially in middle school, they're on the computer in Riverdale all day. I have friends who work at Riverdale and it's a lot. I don't want my students on the computer that much. I prefer them doing hands-on activities. And some of the things Miss Cummings will talk about like math explorations, which we'll talk about in a second, is more about multi-ensory, hands-on, center-based learning. It's not about using the computer. So, >> okay. I don't really feel like that answered my question, but I get what you're saying. But I guess maybe >> maybe it could be provided to us at a later time. The amount of time that the grades four and five. Yeah. Like I was like a minutes. >> Okay. Oh, I don't have the exact minutes. >> Yeah, that's um however, we
041did speak at curriculum of that being an additional district goal this year because we need to put some pro protocols in place to gather that. I don't want to just say how many minutes do you think you're on and today is different. >> I don't need it to be like 59 minutes and 60 seconds. Just like if we could get a better idea of how often that those cuz >> fourth grade I know that they use computers, right? And I know my older one's in middle school and high school. They're on computers all day. But I guess the fourth grade to me seems >> does go Guardian would it allow us to do a minute check >> on usage. >> That would actually be a really um objective way to collect that. So we can
042look and see if the platform allows for that. >> I don't know. >> Any other questions for Miss Cummings on her section before we move forward? So each year we look at our schedule and we try to figure out how best to use the minutes that we have within our day to get the most bang for our buck for academically for for our students. So, we've gone back and forth, as you know, when we had a focus period and then we we transitioned to um what I need in ELA and math. And what we found, especially when we talked about our tiered systems of support, which happens during our what I need time, was what was happening was students weren't all who would go out for our tiered three supports. So that small groupoup support
043and there were times where they weren't working with math centers or there were times when they weren't working um on word study and we wanted to make sure that the what I need time is very strategic to our tiered systems of support. So, we um kind of leveled up our protocols with what we're putting into place for our win cycle. So our win cycle is our tiered systems of support and that now is 40 minutes a day and 3 days a week in the classroom students focus on ELA during the win cycle. So if they're in a tier one support they are working independently or with the teacher. If they're with a tiered two support during that time, they are working with a teacher in small group. So one day the teacher might work and
044facilitate the whole classroom and the next day she might use a a small group. And then we also that also gives us the opportunity to do pull out for our students for both ELA and math. So that 40 minutes is a lot more strategically done. and we've used the time in the rest of the schedule to be able to look at ensuring that we are doing everything that we need to do in teaching ELA and math. So, we wanted to make it a little bit more a little bit clearer as we move forward for our community. So this is our wind cycle flowchart that we created this summer and it has information for the overall wind cycle. So when we've presented about our tiered systems of support when our students go out for tier three
045support, we typically move them into tier three support based on some of the benchmark data that Miss Cummings showed you. We use dibbles. We're going to be using happy numbers. We use link it, we use ecam uh and we use teacher feedback and uh and and their observations. So that data review is always at the start of the cycle. We're in that date of review right now. We're reviewing all of the data. We are also currently getting ready to launch a se September boost program for our students who we worked with in April, May, and June. Some of them we worked with over the summer. Some of them have INRS plans. Uh they will start with September boost a week from this Monday. their parents will be notified um I believe by Wednesday next week.
046So that boost is ready to go. The teachers, the intervention teachers are making uh are putting together their lesson plans right now. So Mr. Mr. Werner and Mrs. Broncado were able to put together that data over the summer based on the teacher feedback from June and our data that from all of our s sources at that time. After that we look at tiering our students. So again it just kind of explains that in the classroom teachers work with students on tier one or tier 2 supports. So, a tier one support is something like a how-to sheet or a step-by-step chart. It's something that you give all of the students to use so they can be successful as they work independently or in group work while the teacher may be working with small group or walking
047around and facilitating the classroom. It is something that we provide to differentiate for all of our students. I like to think of it as um a wheelchair ramp. So when IDA put together um the and said that all governmental properties had to have wheelchair access, it's not just wheelchairs that use those ramps. Those ramps can be used for parents pushing a stroller. Those ramps can be used for a principal who's very tired at the end of the day and doesn't want to take the stairs. different people can use those ramps. So it opens up it while it's there for accessibility for certain students, it opens it up for everyone. So everyone who gets that type of differentiation, that's a tier one support. Tier two is is more of that small group strategic instruction. So that
048happens in the classroom. Tier three is um outside of the classroom with our interventionists or with a teacher who will teach MSI. During the tiering part of the program, the administrators work with our interventionists to determine what data what the data shows us and what the points of um weakness are and where we want to focus. After that, we move into our instruction and our progress moni monitoring. So, this is all happening during the win cycle. Tier one and tier two the instruction and progress monitoring is being done by the classroom teachers and tier three it's being done by the interventionists and then after that we do data review. So there is progress monitoring and data done throughout that time, but at the end of the cycle, we really look at the data for our
049tier three students to be able to make sure that they have shown progress and see what our next steps with them are. So we've outlined this for the teachers and for us to always use as a protocol. So, if you have ever taken a defensive driving class, there's always great reminders about the way we should be on the road, right? And even if you've been driving for 60 years, there's typically something that you can be reminded of. So, this is one of those anchor protocols that we are going to use. Our goal is to be able to take this and make it parentfriendly so we can help the parents understand what happens during the intervention cycle or the wind cycle. I Yeah. So, I'm going to skip this one. This is what we put together
050for the teachers to help them. And then, um, since we are doing 40 minutes of win each day, we were able to build in a word study period and a math explorations period. So, as you know, when we teach reading, we want to really focus on fluency, comprehension, phonics, and uh sound fluency and sorry, sound fluency, phonics, fluency, comprehension, and vocabulary. The word study we've been doing in K to3 is our foundations program. The word study that was being done in grades four through six was a little bit more homegrown and we wanted to make it consistent. So, we've put together resources over the summer with the curriculum team based on word study that sticks, word connections, and some digital resources such as developing a literacy classroom and teaching phonics and word study. The word
051study in the upper grades is going to be more of a focus on word structure and vocabulary. So, it's not going to be the traditional vocabulary instruction that we had when we were students like where we had we got the 10 vocabulary words and we had to figure out what's what sentences they went into. But it's also not going to be just vocabulary that's taught when we're reading. So, it is uh there are assessments for the students. the teachers will look at what they need for their word study work. So it will be differentiated. So if you have students that already understand structure, patterns and meaning, they will go and move on to some more challenging word study work. If you have students that are still working on really understanding phonics or looking at meanings
052from I always like like like what we call like the level three words like science and social studies words that will be um what those students work on. So it's ju just a way for us to strengthen and formalize a lot of what was happening in the classroom and make sure it's consistent across grade levels. Our math exploration time is time during the day where students can work on problem solving. So if you look at this problem down at the bottom there that says 3 6 8 and 12, which one doesn't belong? This is an activity that we do. Um there are thousands of which one doesn't belong problems. This is not necessarily in our curriculum, but it strengthens math talk. And if you ever read anything about people who are good at math, they
053are strong problem solvers who can talk about the process behind and explain their meaning. So if you look at the numbers up there 3, 6, 8, and 12, you can think which one doesn't belong and there might be multiple answers. So, I might say three is the only prime number. Somebody else might say >> Eight is not a multiple of three. That was a good one. I didn't think of that. >> 12 doesn't belong because it's a two-digit number. >> 12 doesn't belong because it's a two-digit number. I also went to um three is an odd number. So problems like these are really important in a math class because students who may be developing math phobia or don't feel as strong get a chance to talk about math. So there's also um we invested in
054some Tang math which is math that's been around for the past what 20 25 years. Um they're puzzles. They're all puzzles that you can level up. So it um when did we oh we did them with fourth and fifth grade parents last year. >> Um we had parents come in when we presented on amplify desmos. There's also time for us to continue the work that we're doing with K to5 math teaching resources which is now called mathometry and that we have worked with Ashley who is a consultant who's come in for the last couple of years to do training in that. There's a number of other resources that we use and it's a time for students to really get into not just using the manipulatives but doing some extended problem solving. So I was talking
055with third grade teachers today that they might give a problem and the first day a long word problem and they might just say to the students I want you to write down just the information you see and the next day it might be well what do you think the information you're going to do with the that information? How are let's create some steps to solving the problem. So that way students who don't love word problems it kind of chunks it for them. So, this is a way for us to just really get in a little bit deeper into our math teaching and learning. Now, I'm going to give you some operational updates. Every year, we revise our family uh handbook and our um the last four years we've re revised our our code of conduct.
056So, we start typically at the end of September putting together a document that says these are some things that we need to add to the handbook. So, we've added real-time absence reporting for parents this year. That's gone into the handbook. We've updated for one second. What that means is our parents will no longer use a Google form to report absence. It will go right into the student management system. It's going to be a little bit of a learning curve because parents are going to have to log into the parent portal and that's at first going to be uncomfortable where Google form was so easy. So I anticipate in the beginning we will see an uptick in phone calls for a while but I think eventually um what this will do for us operationally is we
057don't have to go from the Google form to the student management system. everything that will already be in the student management system and the the teacher will see the absence of the student management system >> as well and know the child is sick, the child is this, the child is that. So it will find you know better. >> Yeah. And if you if you were here during co you remember we went into the student absence system or into our student information system every day to do the attestation. I forgot that word. Can you imagine? I forgot that word. the attestation each day to say that your child was healthy and could come to school. So we that it is something that we have done regularly as a community before this weekend when I send out
058my community blast there will be directions um on that right now. Um it has to be changed a little bit on the website. We don't have a lot of absences currently. So um I figured that was information that could wait to come out to the parents this weekend when school has settled a little bit. Um we the other thing that I'm very proud of is how we have updated our code of conduct this year. So we have been in talks about discipline and code of conduct for the last couple of years. And as we've been talking and with our admin team, we realized that we really needed something different for different grade levels. So we now have three codes of conduct that build on each other. There's one for K2, K1, one for 24, and
059one for 56. So that was in the handbook that you received when you board approved it at the last board meeting. It is a continuum of behaviors because understanding what behavior looks like in the in school in CA in kindergarten and first grade is very different than in fifth and sixth grade. I'm gonna give one specific example because I think it's they know this is a really big one for me. Um, racist language. I know in fourth grade every year we teach a very specific lesson on the power of words. And if a language is used prior to that, I might say a child doesn't know. And the first infraction might be a warning, a lesson, a call home. But after that lesson happens, so when you get to fifth grade and you have your
060first infraction, there is no warning. You have clearly and explicitly been taught. So there is no So the actual code of conduct references that in grades five and six. We also thought it's really important for our students to understand what's in the code of conduct and what it means for them. So we have created these studentf facing codes of conduct that every teacher has in their classroom. So these will be posted. They have images on them to help the students. And what the teachers are working on this week is you know each teacher in elementary school typically at the beginning of the year they know what they want their rules to be but excellent practice tells us that we should sit with our class and have them make the rules. So they started doing that
061today. They started talking about like what do you think school should look like? They are then going to take the rules and they're going to compare them to the codes of conduct to their grade level code of conduct and say where do these rules f fall and in our classroom if you forget or choose not to follow a rule what are the consequences that should happen. So sixth grade has already started this. They were in the NPR today. um the whole group and they did focus groups where they asked the students what they needed from their classmates to be successful learners. So, it was kind of cool. Like some of them were like you should only bring two snacks because you you can't eat and distract everyone all day. Um others I also heard no
062rough housing. So, and they just they took them all and they put them up on posters kind of in each level or um category for the students. So, they're going to take those and make them into the five rules and from that they will then map it to the code of conduct and really help the students understand what we are expecting of them in the classrooms. We also will be sending a letter out to grades fifth and sixth so parents under understand what the expectation is that we may go immediately to detention or suspension if a student is creating an unsafe environment. We also revised the staff handbook so we have clearer expectations around cell phone usage. We have more structured family visitation and communication policies. This staff will start using a communication tracker because
063it's easy to know, especially for our kindergarten, first and second grade, and even third grade. It's easy to know the parents that you talk to because they're the ones who are there at pickup. Sometimes we need to be able to look at that data to say, "Oo, I haven't spoken to Megan's mom in like three or four weeks. She hasn't been at pickup. The babysitter's been there. I better just reach out um and touch base." So, we're going to be doing a little bit more strategic data collection on that so we can look at what the patterns are. It's going to also give us some patterns of why we're calling home. Is it mostly behavior? Is it mostly academic? How many positive phone calls are being made? This way, we can just kind of again
064like deepen that practice just like you would do if you were taking defensive driving. We have updated lunch and recess. You should see the charts that the APS have made for where people should stand on each playground, where the staff members should walk depending on what what table they are assigned to. Just to make sure again everything has a protocol and we are making sure that we are adhering to those protocols. Third grade will move once again back to Memorial Field. We were able to successfully use Memorial Field last year when we had to move out there for the grass seating. It did work well. And while we do believe that second and third grade had plenty of space, there were some conflicts that were coming across grade level. And right now it just seems
065that it's better to have second graders play with their peers and third graders play with their peers. And it helps that we will have the the camera system over there as well. Okay. This is no longer mine, right? This is you. Okay. Good. Do you have any questions for me before I sit down? >> Um um just to clarify, what are the rules at OPS for cell phones for the use? Do the kids carry them? Excellent question. Students are allowed to have their cell phones at school. They should be off and in their lockers or off and in their backpacks. They are allowed to have their smartwatches as long as they are off. If a student and it's it's um specifically in the handbook that if a student uses a smartwatch during the school day,
066then they lose the privilege of wearing their smartwatch and it has to go into their backpack when they get to school. I get very torn with this because I have grown up in my child. I'm already grown. My child has grown up in the same world that we've been living in for the last 20 years. Um, and when Parker got a cell phone, I felt better about them going on the bus and being in school. Um, so I understand how that feels, but we do know how distracting it can be in school. So it there is the expectation that it's off. They may not get use anything at lunch and recess. Um but it is there in case there is an emergency. The sixth graders or fifth graders who are on their phones outside can't
067come into the building until they're off their phone. And they are not supposed to go on their phone until 3:00 when they're out of the building. >> Thank you. Just to clarify because I'm new to the smartwatch thing with my son. Um, but there is like a school mode, but it has to be off, not in school mode. >> So, we tried school mode last year and we found that students were going to the bathroom and texting their parents because they're turning it off of school mode. >> Yeah. >> Um, do it for like a minute or something, right? >> So, I'm a little torn with school mode. >> That's okay. I'm just I just want to clarify. But I had another question too. Going back to the boost, the September boost that's new, right?
068Is that So is that all tier three students from last year? Not necessarily. It could be um students. So we did a June do we call what did we call it? Was it It wasn't a boost, was it? >> I don't remember the name. June was a very long time ago right now. Um I've been in the building for oh almost 14 hours. Um so in June we worked with students that we felt that they weren't finished that third cycle that spring cycle. We also looked at our students who are in INRS which is our intervention and referral services. So when a teacher feels that what's what she's doing in the class in tier one, tier two or possibly tier three is not working, we come together and we create strategic smart goals for the
069student and the teacher to do to see if we can move that student. So those are the students who are really identified. Um we also looked at our June linket uh to see who needed to be picked up right away. >> Okay, thank you. All right. So, I'm gonna say first, Mrs. Holly was so excited that she took my slide. So, Mr. Mr. Warner is very he's my partner, so he's allowing me to do this slide with him. >> I was all prepared for lunch. >> Here's lunch. >> So, this is a big this is a big passion project of ours. Um it's a goal for ours this year to really get the clubs um expanded. So you gonna talk about the clubs a little bit and I'll show why. >> Yeah. So la uh
070some of these clubs have existed last year. We're just trying to have more of an opportunity. It's it's our goal for this year, right? To to build that club those clubs. We had library club and we had the clubs running in uh second through sixth grade. Students signed up for the clubs. They were very excited. Um Mr. Mangle did a library club. Miss Garcia did a culture club, Miss Slesinger did an art club, and u Mr. Kelly and Miss Myella did not do a physical education club because they were doing lunch duty, but we're hopeful that we can incorporate that this year as well. >> Yeah. And and the real reason for this, so they operate during their recess period. Um, and I feel I I coach my kids soccer team, so I love physical,
071you know, I think it's very important for them to go outside and run around and get some energy out. But there are some kids that have interests that I feel like they need to be promoted a little bit. I had a student last year who had a lot of social issues and did not like going outside for recess. So I said, "Why don't we try art club?" She really liked art. She met so many friends in art club and then her social skills improved and that she was an INS for socialization skills and then by the end of the year she was great. So there is definitely a need for clubs. I feel extracurriculars are so important even at an elementary level. So the goal this year is definitely to try to expand them even
072to PE because in as we know being outside at recess kids tend to argue a lot when they play sports together. So it gives an opportunity for the PE teachers to kind of be like let's talk about how to make teams. Let's talk about how to develop rules together outside at recess. So giving them a little bit of structure not all the time. It's only going to be occasionally, but I think this is a big help to the kids >> and we would we would run it on a rotating basis. So, you know, a child might be in for, you know, say six weeks and then not for the next time. So, there's an opportunity for um a variety of their choice with the clubs. >> Think that's it, right? >> All you got was
073clubs. >> I love clubs. I I think they're great. I think they're awesome. Can I ask you a question on the clubs? Sure. >> So, the kids would still eat in the lunchroom. >> Yes. >> And then they And how much time do they actually have in the clubs? It's pretty quick our lunch period, I think. Right. So, >> about 22 minutes, I think, for when we divide it. Yeah. >> In there. >> Especially because if you're in a club, once you finish lunch, you can go to your club versus like outside when you need that transition time. So, actually, I think you probably get more time at club >> than you actually do. >> So, as soon as you're done eating, you can go up and >> Yeah. while while the rest of the
074class is lining up to go outside. >> Yep. >> Um the question I have the teachers that are in charge of the clubs, are they compensated in a way? Do how as we know they all want to be compensated? So um is it financial? >> This is built into their schedule I believe. >> Yep. >> Is it into their schedule? >> Yes. when you have um an A to F schedule. So remember, we don't like go to music every Monday, right? You go to music every B day. So because of that, five of the six days, the special areas have an extra prep period. >> Oh. So that extra prep period can be used for lunch duty or for a club which for some of them is actually more exciting because the club is related
075to their content area that they're teaching. >> Do they they make lesson plans for these clubs or how does that work? Is there somebody >> they have they have activities like over the years they've kind of developed like units kind of um like in culture club they do different countries every other month I believe. Um, in art they kind of help out with like concerts and I actually had the art uh club make the program for the sixth grade awards ceremony. So they are very helpful for things that you know we need to do around the building. Um, if you want >> Yeah. And it's not lesson planning the way teachers lesson plan. You know it's not directly ti tied to the standards the way our lesson plans are. It's um a little bit more
076free flowing. >> It's activity based lesson planning. What's the activity we're going to do today? But there is definitely an activity. It's not just let's go in and socialize. Yeah. >> Mhm. >> So you have them doing programs working for us basically. So maybe we should start like a cleaning club. >> Actually >> just outsource everything to the club. >> Mrs. reading club outside. >> Um is art club where the students were able to >> use the throwing wheel? >> Yes. I didn't know what it was called. >> They also sewed too. They they did a really good job sewing. >> So, um the PTA donated throwing wheels, which I guess now I know is what it's called. And that's really hard to do with a full class in the beginning. And so club was
077a good way to start introducing it so that if you do want to bring it to a class, now you have a couple kids who already know how to do it from art club. >> Any questions or comments on this huge presentation which was amazing? It was it was a great presentation. I'm just thinking maybe sometime in in December or so we could have just a quick update on how these clubs are working with maybe a little of that. >> How many people sign up? How many kids sign up? >> Exactly. Exactly. We'd appreciate. >> How do they sign up? They just tell somebody or is there an actual sign up? >> Sign up now. >> Or maybe they could come and present to us some of the things that they they have done because
078that is always fun. That concludes my report. >> Thank you. Um Mr. I Pell is not here so we will if you want to. >> Um I can serve as business administrator for a small moment. I I do think it's important that I give you an Airdale update since that was a major project for us. Um all of the Airdales are in um they are not on yet. this weekend. They will be in they will be on site Saturday um putting the outdoor le louvers up and then at that point the airs will go on. However, balancing and testing will not actually occur until the 22nd of September. Once balancing and testing is done, the last part of that project is they actually will take those window air conditioners out for us. And now we
079will have eight extra window air conditioners in the building to move around to classrooms that um are not working as efficiently. Okay. Um moving forward, we are missing pages, we just realized to the to the agenda in our folders this evening. So >> if do you have your old do you have the ones that were delivered to us? Okay. So, I'm going to move to minutes quick and then we're going to go kind of section by section to see what we have going on. So, let's move to minutes. We have the review of August 20th. So, any questions or comments on those, please email Mr. Aelli. And we have approval of the July 23rd minutes. Do I have a motion? >> I'll make a motion. >> Second by Mrs. Walker. Any questions or comments? Call
080the question. Mr. Delgreco, >> yes. >> Mr. Darian, >> yes. >> Mrs. Downey, yes. >> Mrs. Moran, >> yes. >> Mr. Nutland, >> yes. >> Mrs. Walker, >> yes. >> Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. So, on your old agenda, we're going to move to committee reports. There are no administrative uh buildings and grounds. The first part of it is on the old one. The second part is on the new one. So, Mr. Delg Greco, that's yours. >> Yes. Thank you. Um, first I just want to make a comment of, you know, thank you to again the custodial staff and everybody. This building looked great. Thank you to our buildings and grounds supervisor for giving me a tour of the building. Um, that was wonderful. Um, Miss Bosios is correct. The boiler
081room is fascinating. Um, yes, as a technical person, I'm like, "Oh, this is nice." Um, but either way, um, thank you everybody for the hard work. Appreciate it. Um with that like to bring B1 use of facilities um up. >> So the first part of it yeah second by Mrs. Norian. The first part of it is on the one we were we received over the weekend and then the second part has things have been added. >> So it looks like we're added seven and then there's modification 7 8 9 10 11 >> right >> I think they were added also. Well they were added. Yeah. >> Yeah. >> So any questions? Call the question. Mr. Delg Greco, >> yes. >> Mr. Darian, >> yes. >> Mrs. Downey, >> Mrs. Moran, >> yes. >> Mr. Nutland,
082>> yes. >> Mrs. Walker, >> yes. >> Mr. Walsh, >> sorry. Mrs. Norian, >> yes. >> Mrs. Nichols, >> yes. So, curriculum is interesting here. >> We have Okay. Do you want us approving the curriculum, the existing curriculum? Do you want that? >> Yes. And then the field trips on the one that we were which was delivered to our house. >> Yeah, we're missing page is a full a much more full list. >> Correct. It's Yeah, it's >> Yeah, we're missing pages. So, >> we're missing that much >> from that and then and then this whole first part. >> Yeah. >> So, does everyone have their old curriculum to look at? >> We can um look at your can. Yeah. Can you can you hear my computer? >> Mrs. Down, you have a question. >>
083It it does line up, but weirdly, not easily, not by page. Um, so, uh, I would like to present C1, approval of revised curriculum. C2, approval of existing curriculum, C3, the approval of walking field trip destinations. And that should take care of all the things that are under that. >> And that's all on your old one pretty much. I would use the old one. >> Yeah. Everything is on the old. >> That's all I need. understand. >> Oh, >> well, there's walking ones and there's the there's walking ones and the next page is another one, the trip destinations. >> Oh, yes. Okay. So, so then C4 as well as approval of trip destinations and that's what's on the second page of >> Yeah, I'm missing part of it. >> Okay. Yeah. Do we have Do
084I have a second? >> I'll second. >> Second by Mr. Darien. Does anyone have any questions? I just have one question on the walking um field trips for the Blauvelt mansion. What grade is that? >> We actually have never walked to the Blaw Belvelt. We approve it every year just in case. The only group that has ever walked to the BL belt is actually the art club >> and they did it after school. >> Okay. >> Um and I think in many cases their parents just drove them and we met them there. >> That was just it felt a little ambitious. We um we put it on every year because it's always been there and just in case. Okay. Honestly, Riverdale High School is a hike >> for our students. >> Yeah. Okay. Any other
085questions? Call the question. >> Mr. Delg Greco? >> Yes. >> Mr. Darian? >> Yes. >> Mrs. Downey. Mrs. Moran? >> Yes. >> Mr. Neland? >> Yes. >> Mrs. Walker? >> Yes. Yes. Mrs. Norian. >> Yes. >> Mrs. Nichols. >> Yes. Finance. Mr. Delgero. You're going to have to use the old one also because we're missing a page again. >> Oh, no. Mr. Darien. >> Mr. Darian. >> We're missing D4. >> Oh, okay. >> We're missing a page. Well, we're missing. >> So, just use >> I got it. >> Yeah. >> Okay. So, um it's ironic. Okay. Um so, for finance, we haven't we haven't had a meeting since our last public meeting here. Um, and uh, all I have tonight here is looks like housekeeping items. So, I'd like to introduce items D1 through D4.
086D4 being uh, since it's not available tonight on this version, the approval of a donation of our old truck to the Portell Fire Department. Do >> you have a second? >> I'll second it. >> Second by Mrs. Norian. Any questions? Call the questions. >> Mr. Delg Greco. Yes, >> Mr. Darian. >> Yes, >> Mrs. Downey. >> Mrs. Moran. >> Yes, >> Mr. Neland. >> Yes, >> Mrs. Walker. >> Yes, >> Mrs. Norian. >> Yes, >> Mrs. Nichols. >> Yes, we don't have a delegate report. Uh, personnel, you're going to have to use the It's not We're missing the page. >> It's just the >> I know. >> Sorry. >> Personnel is on the old agenda and the report is updated in our folder. >> Excuse me. The one at this podium was correct. That one
087had before on it. >> I know, but I have to give you the ones from the >> So, I'd like to present F1. Um, there was no meeting. So, on the agenda, you'll see all of the appropriate headings. >> Do I have a second? I'll second it. >> Any questions on the personnel report? >> Sorry to see uh Derek, our custodian, go after how many years? >> Um >> 2025, right? >> 99. >> I I don't think he's sorry to go. >> Yeah, probably not. Yeah, he looked a little happy the other day. Call the question. >> Mr. Delgreco, >> yes. >> Mr. Darian, >> yes. >> Mrs. Downey, >> yes. >> Mrs. Moran, >> yes. >> Mr. Nutland, >> yes. >> Mrs. Walker, >> yes. >> Mr. uh Mrs. Noran, >> yes. >> Mrs.
088Nichols, >> yes. >> Policy, Mr. Nutland, it's on the one that came to your house. >> Yes. And I I don't have that one here. Um, there was >> you want to look at this >> on the bottom and then on the back of that page. >> Oh, yes. I'll present U G1 and >> Yes, sir. >> Do I have a second? >> G1. I'll second. Any questions on these new policies? Call a question. >> Mr. Delg Greco? >> Yes. >> Mr. Darian? >> Yes. >> Mrs. Downey? >> Mrs. Moran? >> Yes. >> Mr. Nutland? >> Yes. >> Mrs. Walker? >> Yes. >> Mrs. Norian? >> Yes. >> Mrs. Nichols? >> Yes. Public relations? Mrs. Downey. We should probably have a meeting to talk about the red, yellow, and green thing and also the website.
089Um, how it's running and where certain tabs are and whatnot. You want to do that? Okay. Um, at this time we will open to the public. Not seeing any any old or new business. >> I have new business. old or new business. Mrs. Wala, >> I just wanted to uh thank the admin team for their wonderful presentation tonight. A lot of effort went into that and looking forward to seeing some of the great results that come from it. And also to um thank all the new teachers that made it here after a very long day. So, um, I mentioned to my daughter who's a teacher at Riverdale that the new teachers were coming back and she said, "What? You actually asked them to come back?" I said, "Well, I didn't do it alone." But anyway,
090we thanked them because it's not been in a a a fast day for them and it's certainly a long next two days. So, thank you. >> Any other old or new business? >> Just a comment. >> Yeah, of course. It's open for anything. >> Yeah, it's it's my hope and my prayer that the uh the administration, the students, the parents, and the teachers have a phenomenal year filled with joy, lots of learning, and uh just a wonderful experience. I I have something. Um Megan, when you go to Park Ridge, I think it is for Cabium. Cambium, is that how you pronounce it? So I, you know, I did some little research here because you guys can't prevent me from using chat GBT and you know, Cambium is a um private company. So you know, I
091I got these 23 and me vibes all of a sudden, right? So while the student data is supposedly private, yeah, okay, we'll see how private that turns out to be. And then secondly, uh this private company is owned by Veritas, which is a um asset management company that's also private. So that kind of makes me even more worried. And uh you know, they they are in uh other industries, not just educational, you know, like defense. So that's really interesting. And um you know right now they're claiming they're in more than half the states across the country except they won't list them. So the ones they do list is Arkansas, Oregon, and Texas. So you know that's another doesn't make me feel good. So when you go to these presentations or this one presentation, can you
092get some information from that perspective about who and why and what was the motivation behind this in addition to, you know, what this does and how this impacts us and how we need to move forward because, you know, I'm not getting a warm and fuzzy on this at all. >> When you mean what is the motivation, what was the state of New Jerseyy's motivation to choose them over Pearson? >> Yeah. I mean, I don't know if it's going to come up, but you know, I I'm going to ask these questions, you know, when you come back. So, um, >> who's who's presenting the workshop? >> The state of New Jersey. >> Great. You'll get the answer. >> Oh, yeah. >> They should be able to answer a question like that. They should also be able
093to talk about student data. The privacy of student data I'm sure will be part of and one of the trainings that is happening Rammy will be at from a technology perspective. So I would suspect that that information will come out. Why Cambium was picked over probably the other 20 vendors that or however many vendors put in that I'm not sure about. And I also have done the same research and I was interested because I kind of at first was like oh we're kind of going back to a park place and lots of other states are choosing the same test which when you think about something like NAPE does that then let people compare stateto state but actually many of the states they're in they are not actually in doing benchmark testing they do other types
094of testing also. So when they give you that information about we're in all these states, that doesn't mean they're in all their states for benchmark grade level testing. They have other types of testing they do as well. Any other comments, Mrs. Nor, Mrs. Norian? Okay, so we do need to go into a very quick close session and it has to be quick because BNG is meeting after this. So, we don't want to be here till midnight and I know our new supervisor, buildings and grounds is coming to it and I'm sure he has to be here early. So, I need a motion to go into a close session. >> Move that we go into a close session. >> I'll second. >> Second by Mr. Dariion. Roll call. [Music] >> Mr. Delgreo. >> Yes. >> Mr.
095Darian. >> Yes. >> Mrs. Downey. >> Yes. >> Mrs. Moran. >> Yes. >> Mr. Nutland. Yes, >> Mrs. Walker. >> Yeah, Mrs. Norian. >> Yes, Mrs. Nichols. >> Yes, we will not be coming out and taking any action afterwards. Have a great year. Sure. We'll see you again. Go home and get some