Board of Education Meeting - Public Session - 8/28/25

001here. >> Board President Nubia Duval Wilson >> here. >> Board member Regina Ecker >> here. >> Board member Bill Gford. >> Board member Bimal Kapadia >> here. >> Board member Will Meyer >> here. >> Board member Shaina Saki Gable. All right. Hey, please stand for the pledge of >> allegiance of America. Please take notice that adequate notice of this meeting has been provided in the following manner. That written notice was sent from the office of the secretary of the board at 2:30 p.m. on January 3rd, 2025. That said notice was sent via email to Maplewood in South Orange Township clerks and the editors of the news record, Star Ledger, Tapendoma, and the Village Green. I'd now like to motion to enter into executive session at 6:36 p.m. to discuss attorney client matters, personnel, and hip

002reporting. The length of the executive session is estimated to be 75 minutes after which the public meeting of the board shall reconvene. May I have a second? Thank you. Board member Callahan. All in favor? Okay, let's go. Yeah. Good evening everyone. We are now back in regular session. Um, do we have any students here tonight? Are there any students like CHS students or Yes. Okay. Would you would you like to do Oh, well, sorry. Sorry, I should have specified students students for public speaks. Are you planning to do public? Okay, please come up. Um, public speaks does not start yet, but we always allow our students to speak first. Uh, you can come sit. Do do you mind letting our students sit down and have a public speaks? Thank Thank you. >> Yeah, you have

003you have three s um three minutes, please. >> And if you can uh turn on your microphone there. I think there's a button down in there. There you go. I think you're a hot mic. Good evening, board of superintendent Bing and board of ed members. My name is Liam Maris, rising junior and point guard of the CHS boys basketball team. To start off, I would like to say growing up in a predominantly Jewish community, I've come to understand how important mutual respect and cultural understanding truly are. As someone who isn't Jewish but has many Jewish friends, I want to make it absolutely clear anti-semitism has no place in MAPSO or anywhere else. We all have a shared responsibilities to stand up against hate and to support one another. Now, I'd like to talk about Kyrie

004Irving and what he's offering to do for our student athletes. Yes, he made a mistake years ago with comments that were hurtful and unacceptable that should never be ignored or excused, but he has publicly apologized, taken accountability, and now is in a position to give back to the very communities that helped raised him. He's offered to provide new gear and equipment for both the boys and girls basketball teams. Something that could truly change the game for our student athletes. The reality is our high school does not fund new gear, updated equipment, or overall development of these sports teams. Everything is funded through constant fundraising, booster efforts, and out-of-pocket contributions from families and volunteers. That's a heavy burden to carry year after year. Kyrie's support would significantly relieve that pressure and ensure that every student, regardless

005of financial background, can access the same high-quality gear, feel like a part of the team, and represent our school with pride. I know that in a few weeks, my Jewish friends across Mapso will be welcoming in the new Jewish New Year, a time of renewal and repentance. What better way to acknowledge one's errors than to give them the opportunity to write their wrongs through good deeds. Seems counterintuitive to deny someone that opportunity while we acknowledge their past mistakes. This is more than just a donation. It's a chance to bring equity, morale, and opportunity into our athletic programs, which are a critical part of many students schools experience. Now, the fact that the district doesn't financially support these programs in any meaningful way is a serious issue and it deserves its own focused discussion. But tonight,

006I simply ask that we recognize the good that can come from this moment and remain open to a thoughtful communitydriven conversation about what's best for us, the kids. Thank you. >> Thank you. And sorry, what was your name again? >> What what was your name again? >> Liam. Thank you so much, Liam. >> Appreciate it. Were there any other students here tonight for public speaks? Just want to make sure before we move on. Okay, great. So, next um we are going to approve the board minutes. I'd like to make a motion to approve the board minutes from July 23rd, 2025 special board meeting and minutes from July 24th, 2025 executive session and regular board meeting. Do I have a second? Thank you. Board member Brown. All in favor? Great. Board minutes have been approved. And

007next we will have the superintendence update. Uh real quick, we do want to take a moment of silence uh in honor of the uh shooting in Minneapolis uh at the Annunciation Church and and those victims and families who lost loved ones um and uh had to endure a horrific tragedy. So, if you don't mind, Thank you. Appreciate you. Our hearts and prayers go out to the families and friends. Superintendent Bing, do we and also board president uh Nubian, do we want to swear in our our new student uh board members prior? >> Yeah, take it over, Mr. Moody. We've got some uh new folks representing CHS. Uh for those of you who are new to these meetings, we usually have two uh high school representatives at our at our board meetings. Uh, our last two

008graduated and are on to college or university and now we're swearing in our two new ones for the 25 26 school year. I'm going to ask both to step up to uh Mr. Moody so we could swear you both in. >> Welcome. Please come over and perhaps stand right here. Um, you actually here and here ladies first. So um, welcome. We have uh as our new student board member, we have the required oath of school board members. What I'm going to do is give you this copy and then I will ask that you repeat after me. So, uh I state your name. >> I Scarlett Stroggov. Actually, if you would speak into there and do solemnly swear or affirm >> Do solemnly swear >> or affirm >> that I will support the Constitution of the

009United States >> that I will support the Constitution of the United States >> and the Constitution of the State of New Jersey >> and the Constitution of the State of New Jersey >> and that I will bear true faith and allegiance >> that I will bear true faith and allegiance >> to the same >> and to the governments established in the United States >> and to the governments establish lished in the United States >> and this state >> under the authority of the people. >> So help me God. >> Great. Congratulations. We'll sign the forms. >> Thank you so much. >> Pleasure. Welcome Scarlet. And now we will also welcome Pen Shapiro. [Applause] And now uh pen will be doing the same thing. Um I will read off and you'll state you know repeat after

010me. Okay. The required oath for school board members. I state your name. I, Penuel Shapiro, >> do solemnly swear or affirm >> that I will support the Constitution of the United States >> that I will support the Constitution of the United States >> and the Constitution of New Jersey >> and the Constitution of the State of New Jersey >> and that I will bear true faith and allegiance to the same. >> And that I will bear true faith and allegiance to the same. and to the governments established in the United States >> and and to the governments established in the United States >> and this state >> under the authority of the people. >> So help me God. >> Congratulations. Welcome. >> Thank you. >> Now you can take uh if you can take this

011and Scarlet if you could take this and then you guys can sign them and I'll witness them uh after. Okay. Thanks. All right, welcome everybody tonight. Just real quick reminder, uh memo correspondence and uh phone call went out uh in regards to South Orange Middle School. As you know, uh they were the last school to be done for our capital 5-year capital project. um they will be ready to open September 2nd to receive students and staff. However, our staff haven't has not been able to get in uh uh early like they usually do. Uh some got in today, but uh there are a majority that did not get in. So, we want to allow our staff to really get all their classes and everything set. So, uh, we're doing early dismissal on that Tuesday and

012Wednesday. Coming up only for South Orange Maplewood School District District, South Orange, >> South Orange Middle School. Again, early dismissal only for South Orange Middle School on Tuesday and Wednesday. Transportation stays the same. If you're out, uh, you will still be transport transportated by bus. Uh but again, only South Orange uh middle school on Tuesday and Wednesday early dismissal uh just so our teachers can do get their stuff ready. Um they were the last school now to get the upgraded fire alarm system, a new safety vestibule, uh and also a new clean air HVAC system. Um that pretty much finishes off our 5-year project. There are a couple little things I think at CHS that still need to be done or almost finished, but the major construction is now done. Um, also very quickly, August

01327th, I want to do a big shout out and they're going to be doing a presentation soon to our curriculum and instruction folks, uh, who just put on a wonderful professional development day. Uh this is the first year that we used a district-wide professional development committee with with teachers with administrators uh and they really came up with a a great concept of ed camp. Um we had great attendance uh some really great uh reviews and responses. So uh big shout out to them for organizing the event and big shout out to everybody who participated and also who facilitated uh the workshops. Uh also congratulations to uh ASCA or administration association. Uh they've ratified their contract on August 27. >> All right. >> 26th. Uh so I just wanted to give them a big shout out.

014Um it was great to work with them collaboratively. Um Columbia High School will have a new drop off and pickup procedure developed by Maplewood Township. Hey Keith, can you just pop that up real quick? Uh, as you know, Maplewood Township did pass a bike lanes uh that will go in effect in the spring of 2026. Uh, however, uh, they are working on uh better ways to uh, drop off and pick up students in front of Columbia High School. For those you for those of you who have participated in drop off a pickup, it is a bit convoluted. So, we're going to try this new 6 to8 week uh strategy that uh the town uh and this district put together. It is on the website. You have some road closures. You have some new oneways. So,

015we ask that you do visit the website just to take a look so you can see the new drop off and pickup procedure. Uh CHS schedules are out just so everybody knows. Uh, as you recall, we may have a little hiccup last year with Columbia High School schedules, but we are on on task this year. Um, also big shout out to uh extended school year staff. Uh, just wonderful work this year uh all around. Big uh extra shout out to Melissa Butler who hosted uh a lot of students and just again her, the teachers, everyone. Um, wonderful job with ESY this year. Uh, big thanks and big props. >> Do you want to have Mr. Moody do this update and then go into >> Okay, Mr. Moody, do you have any updates for us before

016we go into the presentations? >> Well, yes. Uh I'll just uh elaborate a little bit from a construction standpoint on how we've brought things to completion with uh with work at South Orange Middle School and uh several other schools. I'll just cover a few points. So at Seth Bdon School, uh final payment was approved, stair repairs were completed, and we're just looking for architect approval. Um the stair repair was it was not accepted and then a new repair was issued um or was requested but that's also now completed and waited approval awaiting approval. Tuscan school final payment was approved. The work is complete there at Tuscan school. Marshall school the sprinkler flow switch will be wired and programmed into the fire alarm panel next week. Work has been coordinated buildings and grounds. Uh we're waiting

017for final inspection. Uh and a change order for roof work is scheduled to begin on July 16th. Uh and that's now completed. Montro school work at Montro School is also now completed. As the superintendent mentioned, uh there's continuing work at the Columbia High School. PA system is underway as well as an emergency responder system. IT connections underway. There's renovation of the existing guidance area that that was in fact completed. And there's uh awaiting a little bit of furniture to be delivered. Fire alarm in the A-wing is tested, completed and inspected. Door hardware replacement continues. Uh D-wing new doors, we added a new scope scope of work and that was ordered. Installation of permanent cores 98% completed in those doors. Cores for the new guidance area are received and are scheduled to be installed. The new

018locker area pricing is submitted by the contractor, but that has yet to begin work. PA clock and speaker uh over the summer were definitely completed as well and it's uh in function this week. Now South Orange Middle, the superintendent mentioned that work was continuing and underway there for uh HVA systems uh and uh alarm systems. The building keying was reviewed in the school and the work orders were released. The received the door cores uh and that installation is underway. Plumbing in the new bathrooms is completed. Framing inspections completed. duct work installed, tile and fixtures installed. Um, so now at South Orange Middle, essentially we're powering up the uh VUVs, which are the HVAC system. Uh, and they're completing out work. There are crews in place over the next several days to complete out the cleaning

019in preparation for the opening of school. And as the superintendent mentioned, uh, that's going to make four half days on, uh, the first two days for that school. That's pretty much it. Thanks. >> Received the email. Uh Columbia High School gym uh will be ready on Friday, 9:12, and Maplewood Middle School gym uh will be ready for use on uh September 15th. >> Thanks. >> Thank you, Mr. Moody. Um, when you talked about the locker room bid, I assume CHS girls, is there any sort of timeline? I think right before Tom departed, there was this kind of soft like completion by I think it was early next year. Are we still on track for that? >> We're on track and moving forward. The work is going to begin or not begin, but um sort of

020get into full swing during the fall. Okay. So, I don't believe that there's been any impact to that target. Got it. So, >> okay. >> We're we're uh trying to move forward on that. It's a high priority. >> And then, um I I don't know who wants to say, but just with the school year starting just on Tuesday, is there anything you want to just say about transportation? >> Uh bus passes have gone out. I believe they went out Monday night, Tuesday. Uh we're in a good place with uh buses. Uh we did we did hire I think uh we did let everybody know a new director of transportation uh who has just hit the ground running and and done a wonderful job. Uh so we're looking forward to a fresh start this year. Um

021same as last year I'll be riding some roots. Uh I think Mr. Moody also volunteered to ride some roots uh as well. Um, >> I didn't know that, but >> no, I would I would only add to that that uh, you know, we'll be doing some review of the writership to be be certain that, uh, we're addressing all of our capacity utilization requirements and optimizing the routes. So, um, you know, we're aware of, uh, perhaps challenges that were experienced in the prior year, but we are, uh, we've been very preemptive and, uh, the the actual drive-throughs of the routes have been have, you know, proceeded very well over the course of this week. So, we're we're optimistic and we'll be we'll be monitoring. >> Yeah, I think the two largest issues we've addressed that was

022capacity of buses not being filled and also length of some of the routes. So, we we did a lot of work around that this summer. So, we're hoping we'll see quite an improvement around that. We still have some work to do. We know that, but I think we've done a pretty nice job. >> Absolutely. >> Uh for the new school year. >> Okay, great. Thank you so much for those updates. Um next, we will have our NJ GPA results from spring 2025. Miss Bodner and Miss Carrera, please come up. Um they're going to be sitting They they need Yeah, they're they're going to be sitting there with the mic. Thank you so much. >> You got the keys to success over there, I see. Huh? >> It's to my office. I realized when I put

023it down, I was like, "Oh, hey, my key is with me." Good evening, everyone. How are you? Hope you had a wonderful summer and raring and ready to go for the new school year. We're very excited about it. Um, Dr. Korea and I are here to present our NJ GPA uh data. Okay. Do I have to point it at the computer behind me? >> Just press the button. >> Oh, thank you. Yes, we're going to just press the button. We're not going to get fancy. Okay. Thanks, Keith. Okay. So, as you know, um, our NJGPA overview, the state graduation proficiency test, um, I'm going to is administered to all of our 11th grade pupils and any of our 11th or 12th grade pupils who have not students who have not um, previously who have previously

024failed to demonstrate mastery on the NJGPA. Um, NJPGPA is to is designed to measure the extent to which students are graduation ready for English language arts and mathematics. And the ELLA component is aligned to the grade 10 standards. And the math component is aligned to algebra 1 and geometry standards. Okay. On the left, we have our data for all students. This is our uh 11th and 12th graders. We only had nine 12th graders retaking the test this spring. So, we did add um a chart with all of our uh 11th and 9th graders. You can see um the number of students over the past three years and also see the data compared to the state, but compared year-toyear for our students. On the right hand side, we decided to really zero in on our 11th

025graders because they really are the ones who were mostly taking that assessment. Um, and you can see where the green is who's passed and the red is um is who did not this first time around. And then we break down into subgroups. Um, as we always are looking at our subgroups and ensuring that we are meeting their needs. In these graphs, you can see that we need to continue to focus in especially in our math um in with our um black and Hispanic students. Also, there is a discrepancy in our ELA, but our math tends to stand out a little bit, a little bit more. Okay. Some noteworthy um information that we have based on the data um are in ELA, our language arts, um students have demonstrated exceptional skills, achieving a proficiency of 90.6,

026surpassing our state average of 80.7. In math, um, our students have achieved a proficiency rate of 78.2. Once again, we have exceeded the state average, which stands at 58%. Um, and also we are continuing to see a a trend upwards in our math, which is great. Um, over the last two years, we've increased 6.7%. So, we're excited about that. Obviously, we still have a lot of work to do in our math and which is exactly why we made those decisions to two years ago. add and do a lot of work in our K5 math and then this year we're working with our 67. We should soon very soon start to see the reap the benefits of that work that we're doing at K K8. Okay. So, there are some automatic measures that go into place

027when a student does not pass with the 725 on either subject side. Um, first of all, we the CHS administration has already determined which students did not pass. Um, and we did already, they already took the NJGPA assessment over the summer. This is something different that we haven't done in the past. We've offered it in the summer. So, we're waiting on those scores. We could see a bunch of kids already passing and and meeting those graduation requirements. Um there are currently 55 students that that um that are uh who did not pass the first round. Um second, we students can also pass through um a score on their SAT and ACT scores. So, we are in the process right now of looking at each individual student, finding out who weeding out students who made the

028um gradu graduation requirement through SATs and ACTs. And then finally, if we need to um our seniors, they there is a third pathway that um they will be scheduled to take an additional course focusing on a portfolio. And um this is great for especially for students who don't test as well. It's it really looks at all of their work which is you know we have there there are people who definitely don't test as well and need a different a different form of assessment and I can say um from last year just a little bit of information we get have to give a shout out to our CHS staff all 100% of our um students passed the graduation requirement from last year. So we anticipate that that's going to happen again this year. we we really

029don't think there's no reason for it not to, but um so I just want to give them a little bit of shout out because they really focused in and honed in on our kids who needed the support and help and got them to make that requirement. So what are we doing? Some intervention strategies that we're putting in place and that we can will continue to refine as the year begins. Um we or continues we have um we are analyzing our NJGPA data to identify any trends um and areas where students are struggling. Um we will continue and really focus in our NJTSS um implementation process. Um we have been working on it for the past two years and we're getting better at it. Um and really targeting our where our students are struggling. Um we

030will also do that in collaboration with our Rucker's report recommendations under the curriculum and instruction. We will use um we have been building automatic interventions using data. So as we see a student who is struggling in a certain area, we've put in place automatic interventions that the students will participate in. We are going to continue to work on them, refine them and f and create more automatic interventions as the year goes through. Um as you know we've purchased um adaptive learning technologies I excel I ready um that has provided personalized learning experiences and practice opportunities to meet our students where they are. It has been giving us data that has been incredible for us to make plans to make um programming to really ste drive into um what the students needs are on an individual

031basis. um brings us to need-driven decision-making so resources reach appropriate students um again I I can't explain how just in five years the different even less than that the difference between five years ago and now how we have dramatically changed our datadriven decision-m um it has been the best thing that we have had is really had this adaptive data and to make really good decisions um and I think we're going to really start seeing the benefits of that also work um we are working closely with department of special service and the office of assistant superintendent to support um populations even during um Mr. Bing talked about our professional development day yesterday. Our special ed department um there were some teachers and there were some um and the supervisors worked specifically with all teachers to work

032to look at IEPs to understand them and to put implement different strategies that they could use in the classroom. And also our ML um Dr. Robas and um one of our Columbia High School um Katie Simpson, one of our teachers, they work together to also work with our gened population uh teachers to help support ML students. So, we're really trying to tap into all areas to make sure that our teachers feel most prepared to support students and that will continue to happen. >> And a shout out to Mr. Bing presented at our PD four sessions. sessions and he and he and he got good good feedback too. >> But yes, it was it was energized yesterday. >> So we are open to any questions you may have >> and just so you know um there

033is the in the presentation there's full summary so you will have >> oh >> a full development of all the data. >> Yes. >> Um >> this is pieces >> for your viewing. >> Great. Thank you so much for um the abridged version being very mindful. >> Keep it short and sweet to the point. >> I think we have some questions. Uh I saw Will's hand first and then Dearra and then if if the question wasn't asked then I'll go last or next. Great. >> So thank you so much for this presentation. Uh really helpful. I love seeing some of the uh the the link uh integrations there. I'm sure it's it's hopefully easier to pull all of this data together now. Um I know that this is a shortened presentation. I appreciate that in

034light of everything we're doing and not getting out at midnight hopefully. I know that in prior years we've had uh report outs looking at the data by gender as well as by economic opportunity and by IEP. I'm wondering specifically what you can tell us about that IEP data year-over-year and how we're looking right now. >> A lot of our IEP students often uh do the second pathway or third pathway specifically to NJGPA. So we work very closely with the case managers. We don't want to bring any kind of stress to our students with IEP. So we make sure that they review whenever student of that has an IEP for special ed, they definitely sit with their with their student to make sure that it's not a testing thing that they're comfortable testing or should they

035do a portfolio which really explains who they are as a whole student rather than just a test um in a school. So we definitely work with department of education and last year I have to say the department of special services was so great at really helping our students create those portfolios and look at other avenues. So we do work with them. That's the first thing we do. Same thing with our ML population. We need to make sure we work with Dr. Robas and his department to make sure that our students that need that extra support in the classroom um the 10th grade standards whether it be algebra 1 is it a language issue is it something. So the minute we see those special the different populations, we work with those departments to zero in on

036the students. It was about 50. This year it was about roughly 90 I think Mr. Sag says. Last year overall and it could include students that are coming in from other other districts, right? >> So we worked really hard at just making sure that we're analyzing not just if they passed or failed, but more like what do they need as an individual to be graduation ready because that's more important than just a test score, >> right? And do you know this year versus prior years whether the student took the NJGPA or had that portfolio assessment have we seen any uh changes up down as far as the level of readiness right now >> for our special population >> right? >> Yes. So you can go in and just so you know review everything but yes

037there is a trajectory of still achievement gaps that are clear with students with IEP specifically and 504s but the 504 students have a higher percentage of passing. Um, but there is a there is still an achievement gap that we need to zero in. And that's why it's more it's I hate to just look at it as a number because it's more about is the test right for this student. Not all students test well. >> And and one thing I wanted to even mention, one thing we're states getting right finally is we're going to an adaptive NJSLA which will help I think also in these assessments. Correct. It's we're finally catching up to what we should be doing at a state level. So I think that data will also help us with our special populations to

038really zero in and see where what standards what what where we can support and how we can support. So you know the NJSLA gave us and same thing with the NJGPA they give us data but if we can drive down and and zero in more on each individual student which is what this the adaptive is going to do we're going to be able to help a whole lot more students with the with the data that we're collecting. So for those of you who may not know the the state test used to be standardized. So whatever the grade level was that's what they were tested at. Now it's going to give us information adaptively. Are they at a third grade reading level, fourth grade reading level? So it's going to be able to give us more

039robust individual language that we can really work with the students. So we already have moved in that direction with I Ready. So this is just going to help us correlate who the student is as an individual learner. >> And I'm excited for that for the NJTSS process and as well as just classroom instruction. good tier one instruction >> and they'll be used to this type of assessment, right? They do it three times a year, but they're working on it all along. But the assessment piece that we do is three times a year. So hopefully the type of assessment will feel very familiar to them and we can um we can see some more success. >> The confidence I think will be greater too because as a student is scoring, if they're scoring below grade level,

040the the test starts to shift to a lower grade level assessment. If they're succeeding, it'll shift to an a greater level assessment. So the student sometimes imagine being in a test and not understanding any of the language and the fear you probably start to give up and just say you know what I already failed who cares right where this might be like oh I could do this one and then it'll lower it if they got it wrong and then they'll start to feel maybe success so I it's interesting to see the dynamic and what that's going to show us but I'm excited to really I think that it'll help the students with their confidence level as well >> moving in the right direction. >> Thank you. Hey Deodra, >> thank you so much for this

041and um yeah, I am it's it's nice to see that we are making progress, you know, that's that's wonderful. >> I was just thinking about um you know the middle school math and this natural now fifth grade checkpoint that we have now that the district is kind of looking across these criteria and making recommendations as to which kids should take um accelerated math or not. And I can't help but think, you know, these disparities that we're seeing in 11th grade, they start so much earlier, right? Right. So, I think it's a perfect opportunity for a district if we are seeing, you know, in order for the district to recommend a kid taking accelerated math in sixth grade, they have to meet four criteria. And so, do we have proportional representation of our students from the

042various groups that meet those four criteria? And if not, let's dig into deeper. Why not? And I think on the on the flip side, >> how many kids are only meeting one criteria by fifth grade? Right. Right. And what do the proportions look look like there in terms of race or socioeconomic status or special services? So I think, you know, on top of just providing more parents information in fifth grade, which I think is parents have appreciated, I think that's also going to be a natural point for us to look back and say, what can we do earlier to help these kids? >> Absolutely. And I think it's going to be really interesting to see how putting this time into and really focusing in on our math, which we hadn't done in so long, how

043it's going to reflect in the recommendations and in, you know, these types of scores. I mean, it it I they say it takes five years to see change that our third graders now who are going into third grade will have had the new math program when they get up to the middle school. So, just a few more years. So, I really think that when we have that group come in to sixth grade, we'll see some shifts all around. And it's it's really exciting because we know it can't you can't help but improve, right? It's a it's a very the program is incredible. It is um the teachers are really liking it. I think I think we'll start to to really reap the benefits of the hard work everybody's putting into our teachers are really working

044hard. They had a full day of professional development yesterday at the middle school. So, I think we're going to really start to see some shifts going. >> I definitely want to add that although we have loved sharing the information with the parents, the data is more for us to make instructional decisions. So, absolutely are we looking at the demographics where they are in grade levels in and honestly that's more important to us. We love to share with parents where they're at and where their child is because that's always important. But we're this is data driven decision making and that's what's been so amazing how we how we look at students holistically and not just one test or one thing. Yeah. So yes, it's giving us a plethora of data and that's it's it's exciting to

045us because I think we can really zero in on that instruction because of the data that we have >> now. And it allows us to progress monitor. >> You'll see that stop doing what's not working and continue doing what we're doing and find other interventions that support the work that we need to do. >> Yes. Thank you. Um, everyone has said a lot of what I was going to say or ask, but I'll I'll just add on two things. One is um to all the things that you just said about the tracking and and all of the improvements that have been made, which is really exciting, and all the data. I think um one of the things we talked about in our retreat was how we are going to continue to track progress over the

046year. Not just looking at these tests, right, that we have to do, but looking at what's going on in the classroom throughout the year. and it gives us opportunities for you to come back and share some of that data in the lower years, K through K through 8, which I'm excited for. Um, and then also being able to track year-over-year will be nice since you said that there's this >> at least 5-year trajectory looking in the next three years, that'll be great. um in this for this test NJGPA um definitely since 2023 our black and Hispanic students those numbers have increased of not passing but it's great to hear that they actually did you know at the end of the day they did it just was this test that showed that they were struggling um

047and so I think in addition having um when this is reviewed again uh next year it' be nice to see year-over-year a year-over-year slide um just so we can see from that perspective, but realizing that it's not the end all be all. >> That's right. That's right. And and with using Linkit, they give they have years worth of data for us now. So, we are now making really seeing trends, seeing where we're we're struggling where we might need to put some more interventions in place. We're sharing that with principles and with teachers. This year, teachers will be um will be trained in link. It was year one was administrators and really get honing in on it. And now um our teachers will be trained in and be able to jump in and look at their

048their students and over the course of I think it's three years now they have data for three years. >> Yeah. So it's exciting. >> So absolutely I mean and just the working in collaboration like seeing the professional development from the department of special services providing for all teachers and not just special education. Usually we work like in silos but our we've been working so hard together as a team in central office that they were excited to present to all teachers our ML department to to um present to all teachers in all content areas not just math and ELA. So it's it's just really exciting what this data has given us to really shift how we do education. And one of the things that I love about our specific district is that we're not just remedying

049the top. We're starting a systematic change from the beginning. So, I think it will take years, but I do feel that we're going to see the benefits of this dedication from the board of education supporting all our efforts, but also the teachers really coming in and helping us with that. >> Yeah, >> great. Thank you. >> Excellent. Thank you so much. Have a good night. >> Yeah. Next, we will have our superintendent give a presentation on our long range facilities plan. [Music] All good, Keith? >> All good. >> Thank you, Mr. Bones. Uh just want to take a little time to present our long range facility plan that we will be submitting to the state. There we go. Uh real quick, I just wanted to make sure everybody understood the purpose of a of a

050district's long rate facility plan. It is a fiveyear plan uh that the district must put together and develop uh and submit uh to the state in regards to its uh facilities and its needs. Uh for us, it's an interesting uh time because we just, as I noted, finished a five-year capital project, and now we're going into uh a bonding project uh for our fields and really having a chance to take a look uh at our buildings closely. Uh so to that end, the long-range facility planning committee has developed a master plan for the district for the next five years. has noted, I want to really point out uh district-wide themes or focuses. Uh one, improving safety and accessibility. Uh two, modernizing infrastructure, three, classrooms and technology. Uh for student health and wellness, and also grounds

051improvement process. real quick on the process. Uh for us it was an information collection stage uh for quite some time. We did administrator interviews. We interviewed uh representation from ASK and Sumea board of education interviews, senior leadership team interviews, a very robust community survey, uh student interviews, school tours, review of facility records, review of current building conditions by our architect and subsequent meetings with architects and engineers. This was a very comprehensive process that's been going on for the last year. If you've attended any of our board meetings, you are bound to hear the word LRFP at least five times in those meetings. Uh that's due to the amount of work we've been doing. I also want to give a quick shout out to our facilities and finance and technology committee that really did a yman's

052job in regards to uh developing this and pushing this through uh information evaluation. So we then prioritize district necessities, share with the finance and facilities committee, review the budget implications of proposed solutions, update and report conclusions to the board and community. Step three, approvals and submission, present to the board, which is tonight. Uh entered approved plan into state website for submission to NJDOE. Receive uh the long-range facility plan acceptance and approval. In essence, if you can picture an Excel sheet, it is about a 125 page uh pages worth of Excel sheets really noting everything that needs to be done with facilities. Uh there were intricate walkthroughs throughout the district in all our buildings. We are lucky enough to have the same architect for now going on six years, maybe seven years. They started this capital

053project. So they are quite familiar uh with our buildings and our grounds which was a great advantage to us uh and knew our buildings quite well. So uh we were very happy with the results when they went through the buildings when we interviewed folks. Everything really seemed to correlate quite well. Uh we then would bring that back to committee and really prioritize. What I do want to point out because I've had this conversation uh with a few folks, it is important to note uh that our projects are not binding to the district. The approval of this plan does not mean we're going to launch into a multi-million dollar uh project or two over the next year or so. It does not impact taxes or debt. Um really unless uh to the degree that the state

054would agree to provide debt service for the proposed projects. But this acceptance by the board and then submission to the state uh does not trigger money being spent right away. Uh we have a new director of facilities. That individual still has to review uh our our long range facility plan. So you might see some adjustments along the uh five-year cycle. Um it has been an exhaustive process. We we looked at everything, talked to hundreds of folks including including our students. Uh we do have confidence that this LRFP is up to date. Uh so tonight hopefully the board uh will adopt that. Again we want to point out the adoption of the long range facility plan does not trigger any costs uh does not trigger uh the start of any projects. Our partner I did want

055to point out Architectural Group. They've been wonderful to collaborate with. If you've uh attended our uh budget presentations, which I know you do and did, I don't want to call anybody out. We had packed houses, thousands of people on virtual. Um you are familiar with these slides. I will sum them up for the purpose of the long range facility plan. You're seeing enrollment numbers. Uh I'll totals out on this slide. So if you take a overview of our district facilities, uh you will see our buildings on the left. That is Clinton Elementary, Columbia High School, Dileia Balden Elementary, uh Maplewood Middle School, South Orange Middle School, Marshall Elementary, Montrose PreK, Seth Bdon Elementary, South Mountain Elementary, the South Mountain Annex, and also Tuscan Elementary. Uh you'll see the square footage associated with each. You'll also

056see the current enrollment as uh noted by the state. Obviously, our largest building uh and also our largest population, Columbia High School at close to 2,000 students. As noted, and we talked about this in the budget, you'll see the bars representing our enrollment. Now, for those of you who aren't familiar, we use the uh DOE standard cohort survival enrollment projection. Uh we also had a demographic study done for the district. That study, one of the formulas used in that study correlated almost to the tea with the department of education standard cohort survival enrollment projection extremely close. I think it was off by one student. So it's quite reliable. Uh you know the enrollment projection is provided by the NJDOE every budget season for the use in the district's LRFP. uh one projection year three to

057five years in the future should be entered as a proposed enrollment uh in the enrollment section of our LRFP which we already have done. Um, quick note, you will see this. This is what's presented to us on the New Jersey Department of Education software every budget year. This is what we have. This is what projects um our student cohort. It projects it over. We have 10 years worth of data on this sheet. Uh, projecting all the way, I believe, till to 2030. Um, so it's it's great data for us. Obviously this could change um but it's been pretty reliable if we look at our past data. So uh as recommended by the state we will rely on this uh standard cohort survival enrollment projection. So enrollment projection as noted it goes all the way out

058to 2930. If you take a look at our total numbers you're looking at 2526 currently at about close to 3,000. Uh 2627 uh goes up slightly. 2728 again increases slightly. 2829 another slight increase and another slight increase in 29 30. If you're looking at grades 6 through 8, you'll see a little difference than grades K through five. Uh for 6 through 8, 256, you see starting at 1483. Uh then you will see again small declines in our middle grade population ending us up at around 1,315 students in the year 202930. And if we're looking at our projected enrollment for grades 9 through 12, our high school years this year starting at about 1896. If we're looking out to 202930, you're seeing a drop uh of a little more than 100 students at dropping us down

059to around 1766. Again, this does not take into consideration new builds. Um obviously, it's a 5-year projection. Uh if you're using this cohort uh and enrollment projection, it does not take in consideration new new builds in in either town. Uh also overall enrollment projection as noted we are currently at around 6347. Uh if we're projecting out to 2930 uh the projection number is uh 6167. This is also part of our budget presentation. You'll see our revenue slide. This is already on our website. Um also our expenditure slide. Um we had a very robust budget season. Uh we facilitated I believe around close to five to five public presentations uh including board presentations. Uh Mike >> yeah I would say about five but then if when you include the uh uh budget advisory council >> then

060throwing on top of that the budget advisory council which was a >> town hall meetings >> first initiative for us this year. uh which is really a community advisory committee uh that we really uh just brainstormed with around around the budget. It was very helpful and fruitful for our work. Our bond issuance uh as you know the district h some very old buildings including the oldest high school in the state which is Colombia. These are the bond issuances over the last few years. A lot of this uh has to do with roofing work. uh also corridor and hallway work and also some uh small additions over the years as well. Um if you were a part of our budget presentations, you all know that the district will be undergoing uh a partnership with the state

061around an energy savings plan. uh looking to do an energy audit for all of our schools and seeing where we could utilize solar panels to lower energy costs as well as LED lighting. So that work uh will start this year and hopefully construction will start in next school year. Here are diagrams of our elementarymentaries. The green sections are really the uh conclusion of our additions to our buildings. So, the last big capital project uh added 12 classrooms. It removed four portable classrooms. If you're familiar with the district a decade ago, you will know portable classrooms were distributed throughout. Uh the additions to the buildings help remove those portable classrooms. Dileia Balden added 10 classrooms. Marshall Elementary added 16 and removed two portable classrooms. Seth Bdon added six classrooms, replaced two classrooms, and removed six portable

062classrooms. South Mountain Elementary added nine classrooms. Southbound Annex added four classrooms. Our Tuscan Elementary added four classrooms and removed four portable classrooms. Columbia High School added seven classrooms. Uh our next big bond project uh going out this year will be our Ritzer and auditorium project. Uh our last few board meetings have been spent a lot of time talking about this. I did want to put a quick summary on here. Uh the board will be going out for a new resolution over the next couple months. Uh we'll then be passing that resolution on to the board of school estimates for their vote. Uh hopefully that'll be a positive vote and then we will it will go on to a process and I'll show you the timeline in a second. But I did want to review what

063the richer auditorium project encompasses. If you look at the richer field phase one, you're looking at synthetic turf multi-purpose field for soccer, lacrosse, and softball. You're also looking at a separate synthetic turf softball field at a total of about $6.5 million. Soft costs we always put in for allowances. uh that total out to close to a million. When we go to the auditorium part of the project, South Orange Middle School phase one stage rigging the main auditorium around $583,000. Stage rigging in the auxiliary auditorium uh close to 100,000 also lighting in that auditorium around $70,000. You will note that Columbia High School is not part of this. We took that out of our operating funds. We are in a wonderful spot right now. I want to knock on wood. Um, with Columbia High School, our

064rigging crew has just been great. They've been installing the rigging all summer. Expect it to be done within two weeks. Uh, Mr. Bonds will then jump on the electrical side of the house and start installing uh our electric work that he's been working with a another action committee around making sure that the lighting system really reflects the real world and what the kids are going to see when when they go out into the field. Uh we're then looking at Maplewood Middle School phase one which is stage rigging again around $218,000. Uh if you look at the entire cost of the bond and project, it is 8,377,71. We're very excited about the project. If you've attended any of our last board meetings, you've heard many of our students also just um really exuberant about the possibility

065of having a first class athletic complex uh for our kids right outside our high school. So, we're very excited. If you look at our timeline for uh the retro auditorium project, uh our schematic design has been completed. Uh and again, this is all after it's been approved. Uh site investigation takes about six weeks, October to November 2025. Additional survey week, survey work around 3 weeks. Storm water test pits four weeks to schedule field work and receive lab results. Uh preliminary environmental assessment, limited site investigation, 6 weeks, 6 to8 weeks. design development around three months November through January. Uh also permitting three months uh for permitting portion concurrent three months January to March 2026. Maplewood Planning Board capital review earliest feasible would be around December 9th uh or their January meetings that's to be determined. Um

066and again part of our project is we want to bring in as many collaborators as possible. Uh so we're working with the Maplewood Planning Board. uh around a review of our plans. Timeline also continued here. South Orange Planning Board capital review uh DOE submit application with Maplewood Planning Board submission. Essex County Planning Board around one month. Uh Hudson Essex Payic Soil Conservation District about two months. NJDP uh they filed online. Um construction documents about one month which takes out to March 2026. bidding for about a month. It'll be open takes us to April 2026. The award in contracting will be in May 2026. Uh construction, we're looking at about six months. Uh so a targeted notice to proceed June 2026. And we're hoping for a substantial completion by December 2026. So our commitment uh and

067I can speak for the board and our SLT is to break ground uh sometime around June or July. And we're we're extremely excited about that. As noted previously, the long range facility plan is really just a a a large amount of Excel sheets. This is an example of one. You will see on the right side, we prioritize by year 1 to two, uh 3 to four and five plus. I do want to note and just highlight some of the priorities so we have a better understanding of what we're talking about when we when we mention priorities. So, if we're taking Clinton Elementary for an example, you're going to see some themes throughout our schools and accessibility is a big one. Uh due to the age of our schools, there's a last lack of accessibility uh

068for our kids and also our adults with disabilities. So, uh that's going to require a significant investment through all our schools. What you'll also see is ceiling replacement and class hallway uh work. Most of that will be ceiling replacement, painting, and also floor work. uh amongst all our schools. Lighting replacement in the classrooms and hallways as noted. Uh we're hoping to get some of that bonded some of that money from the state through our energy savings plan. Uh also we have to do some minor things in Clinton such as uh enclosed gas meter fencing and also uh student areas. You want to put some fencing around there for safety purposes. Again, some examples of what's going on in Clinton. But I do want to point out you'll see drainage grading uh throughout most of our

069schools. If you've gone to our properties, you've noted that our exterior grounds need a lot of work. Uh so that's a big theme for all our schools. You'll see additional playgrounds in many of our elementarymentaries. Also, a lot of concrete work. That's a common theme. And also a big uh project for all of our schools is either the restoration or the complete renovation of our bathrooms. And I think our two Colombia High School students can attest uh to the work needed in our bathrooms. Uh and that's not only at Columbia High School, that's throughout the district. Also, our roofing is an issue in many of our our uh schools. So, you'll see that as a theme as well, and window replacements. Another example, our Columbia High School. These real this slide is really just highlighting

070some of the big ticket items such as ceiling replacements and hallways, our graining and our drainage, lighting replacements, our plumbing infrastructure, especially at Columbia High School being it's the oldest high school in the state. Uh that is a ne necessity. Uh also some others restroom renovation as I noted. Uh and also we only have two schools at this point as I recall which is uh Mapwood Middle School and also Columbia High School that does not have a safety vestibule. For those you aren't familiar with safety vest vestibules. It enables guests to walk in to a smaller room before they can get into the main building infrastructure. So all our schools currently have that. SAMS is getting it currently and that will be ready for September 2nd. Our last two schools left are Columbia High School

071and Maplewood Middle School. Dia Balden some examples as noted. You'll also see through our elementarymentaries the auditorium projects and again those center around rigging and lighting. Those are our focus so the stages can be used. We're we haven't even gone into but you will see it uh on the long range facility plan online. uh the finishing parts of this like the flooring, the seating, the walls. Our focus currently is really the rigging and lighting so those stages are safe and can be used. We have a robust arts program. We want to make sure we're supporting that. If you look at our total project cost for our schools, Clinton Elementary, you're looking at about 24 million and a half. Again, to the right, you'll see some highlighted for each of the schools, auditoriums, learning spaces for

072Clinton. Columbia High School uh 138,673,438. Again, learning spaces, hallways, and corridors are a big one. Also, our arts departments like the music labs and also as we noted the replacement and renovation of our plumbing. Dia Balden, you're looking at about 27 million. Again, you'll see auditorium as as a theme and also media center classrooms and corridors. Marshall, you're looking at close to 25 million. Uh oh, you're looking at again gym, media center, classrooms, corridors, auditorium. Maplewood Middle School comes in at about around 45 million classrooms, corridors, oldest part of the building renovation as well. Montro, you're looking at about 13.5 million auditorium and restrooms. I do want to point out, as I pointed out previously, we are not spending this money that I am going over right now. That is not what a long range

073facility plan is. It's just charting out possible expenses moving forward, specifically dealing with our facilities. We have to make a choice uh as a district and as a community, what projects we want to prioritize and then balance that with our budget. And as you all know, uh after this last budget year, um budget's going to be very tight over the next three to five years. uh you have read the headlines in regards to whether it's West Orange, East Orange, Monontlair, uh the many many cuts that are going on in those school districts. Uh I am extremely proud to cite that we had no reductions in the force uh in South Orange Maplewood School District. Uh we we did a zerobased budget. Uh the board was extremely supportive. Our business department uh really worked their high

074knees off. I want to give a big shout out to our budget advisory council committee that also really helped us develop this budget, but it's going to be very lean years over the next three to five uh years unless something changes at the state level. South Mountain Annex, we're looking at about uh $5,700,000. Big projects there are upgrading or renovating the restrooms. South Bdon, you're looking at close to 22 million. again, classrooms and corridors, auditorium, parking lot at Seth Boyd needs work and as well as the restrooms. Uh, South Mountain, you're looking at about 11.5 million classrooms and corridors and auditorium. South Orange Middle School, you're looking at $70 million. Big ticket item there are the lockers, similar to Columbia High School. Also, the classroom and corridors, parking lot as well needs a lot of

075work and our restrooms. And also Tuscan Elementary at about $18.5 million. Again, you're seeing the same themes. Classroom and corridors, media center, restrooms, and auditorium. Central office, which is the building we are currently sitting in, you're looking at close to $14 million of work needed. A lot of that is around accessibility uh and fire safety. And then at Under Hill, you're looking at 7,764,000. Uh the track needs to be resurfaced. Uh we need to upgrade the complex and its fitness center as well. Uh also a lot of grounds work at Underh Hill. Districtwide, if we're totaling the 5-year long range facility plan, uh we're looking at about $423,255,000. Again, I do want to go back to the main slide here, which is very important. [Music] This long range silly plan does not trigger any large

076expenses or projects. It is a five-year plan. It is a map uh that we will continue to look at and continue to update and continue to balance with our budget to see uh what we need to prioritize in regards to student and sa and uh staff safety. Obviously that's going to be first questions for me around the long range facility plan. >> Okay. Yeah, Regina and then um Jeff, >> thank you for this um question on the timeline for Ritzer. I am a very visual person and there's multiple pathways right now that are running parallel to each other. So I think the the one question I'm going to ask now and then the rest is kind of more for future FFT is trying to understand you talked about the board voting on a new resolution.

077It's not on here. Where does that fit in? >> This is all triggered by the Boseies approving. >> Right. >> And then that's when the timeline starts. >> Got it. Okay. Yeah. I think I mean this is just kind of how my brain works you know from a project management perspective there's always those colored timelines that kind of overlap and >> Todd is working on one >> that would be really helpful >> he's working on one >> I think for everybody because there's a lot on this and and within the presentation um and then I think I had already spoken to Bill about this as FFT chair but just ensuring that this is on as a standing item for FFT uh just moving forward forward. >> Also, as is as you recall, we we plan

078on having a community action committee also oversee the project as as we move forward as an advisory group. >> Thank you. >> Um I just kind of have an overall point and then a question on a different topic. I think when the board of ed worked on the last R LRFP back in 2018 and 2019 like a major theme was that the district's enrollment had grown by I think about 900 students over the previous decade and you had hundreds of students in trailers which is not a very comfortable space. So like the theme of like working on the last LRFP was how do we accommodate all these new students we have and if you look at it today like the situation is the opposite like the projections that you just gave us actually show us

079falling to under 6,200 students which would be like the fewest students we've had since I think like the first decade of this century. I don't think our enrollment will fall that much but it will fall and you know we are a bit actually like overhoused in a way. So something I think like the board and the district should consider actually is like how to adapt to you know shrinking enrollment. And I think like you know the most common sense thing to do is actually to try to move some prek um into our elementary schools. Um we might get a better geographic coverage of the town. Um if we do that um that's just like my point I wanted to point out to the public. Um my question is when I look at the cost of

080the individual projects here they're very expensive. Like renovating a classroom cost as much as a nice house. Like improving drainage costs as much as a mansion. Like would you admit that like I know we have to do this like you're not making anything up. I know how much public sector construction costs. Like would you agree that like we are spending a whole lot of money like for this much more money than the private sector would spend. And why is our construction so expensive? question. >> Well, that that we have a accounting system called the GAP system. >> Um, which no other industry utilizes except the education system. I'll let Mr. uh Moody go a little deeper into that, but yeah. >> Yeah. I I mean, just to to jump in with that. >> I would

081actually comment more on the requirements of open public and fair purchasing, right? uh we have to engage in a process that is competitive and open and so uh in so doing we're at the mercy of the the folks that come to submit their their bids. Uh and you know uh it is actually important that we engage in this process in an open and public and a fair way but it can can make for some some more expensive costs. Uh now, uh talking about what Superintendent Bing is speaking about, we do have a a gap-based accounting system that's standard actually in in corporate and in uh public entities, but it's a a unique kind of gap that's applicable specifically to to school districts. Um, so yeah, we're at the mercy of the contractors that come and

082actually uh provide the bids for the work done and and also there's increasing material costs and supply chain issues and things of that nature. So, and we've been in discussions, Jeff, to really start trying to leverage our foundations a little better because they could make purchases at about probably a 50% less price than we would be paying for. Uh so that's the work we're currently doing to try, you know, things like supplies or music instruments really going through them, let them making the purchase, making a donation to us, uh because they can get us such uh so substantially less than us. Um yeah, I mean that it's it's it's one of the items that comes with being a steward of the taxpayer dollar. It's making sure everything's transparent and in the public. I had a

083followup um based on board member Bennett's question. So, we have had conversations in FFT about the potential to use some of our existing elementary school spaces. I know we had discussed the annex at one point. Um but that does require quite a bit of work because there's regulations around what you need to have available in a prek classroom. So, I guess what is you know the exploratory or phase that you're in regarding those considerations? thinking about this as a five-year plan where our enrollment stands, is that something we are seriously considering? And if so, is that something we might consider making an adjustment to this current plan to reflect? >> So, we did our building walkthroughs last year with the architect and we did them again in June, uh, literally with a page counting classrooms.

084Um, we found one to two buildings that would really be nice for uh, prek programming and also their locations would really be perfect for pre-k programming. So, we're having our first meetings with those principles uh, next week. We've had preliminary discussions with them uh, last last week because they just got back. We're going to start formal discussions with them next week. All right, I'm up. Okay. Um, I had a follow-up to I know we had talked a bit about playgrounds in the context of some of our elementary schools. Um, and also accessibility. So, just wanted to see, are we considering any playground features that would support a wider range of needs if you go to most of our playgrounds? I don't know that we have equipment that's designed for students with mobility challenges or those

085tools like communication boards for some of our non-speaking or um students who have alternative forms of communication. Are those things that we would consider including in the plans for those playgrounds? >> You just threw a softball. The principal Melissa Butler, if she was here, should be talking for the next hour. Yes, we've been working with Melissa around that. Exactly. And then using that model throughout other uh schools as well. >> That's great to hear. Thank you. Okay, that's it then. Thank you so much, Mr. B. >> Uh, okay. So, I will read the board president update following with the president's statement and then public speaks, which I know many of you are excited for. Um, so the board had a busy August with a second retreat to discuss board and district goals which will be

086finalized between now and the September 25th board meeting during which we will vote on them. We are also awaiting a contract from NJSBA to work with them to produce our strategic 5-year plan for the school district. Um, this will be an integral tool that will define our district's future and I look forward to the process beginning with the board, our superintendent, school leaders, and our community. Speaking of contracts, I'm pleased to share that the board will be voting on the Association of Supervisors, Coordinators, and Administrators, aka ASCA, contract, which was ratified by ASCA members on Tuesday, August 26th. As our superintendent shared earlier, reaching this agreement provides important stability for our district and ensures that our supervisors, administrators, and coordinators are recognized and fairly compensated for the vital work they do every day. These contracts

087strengthen a supportive and collaborative working environment, which is key to maintaining the highquality education our students deserve. I want to extend sincere appreciation to both the ASKA negotiating team and our team for their commitment throughout this process. Tonight, the board is also voting on our district's long-range facility plan, as our superintendent just presented, which is essential to ensuring we align with the New Jersey Department of Education's mandate to update facility needs, enrollment projections, building capacities, and building conditions at least once every 5 years. I'm going to reiterate what Superintendent Bing said because in my world, in marketing, you have to say it five to seven times before people actually listen or or or take action. Um so uh with that said um Superintendent Bing has been evaluating the needs of our school district with key

088stakeholders since he joined us last year to create a list of priorities which were initially shared publicly in April 2025 during our board of school estimate meeting. By approving this plan, we also enable continuity in scheduling capital projects and securing a necessary state approvals. The LRFP serves as the universe of identified needs, but as he stated previously, it does not mean that every item on the list will get done. The actual projects that are implemented depend on a variety of things such as board priorities, available funding, state approvals, and board of school estimate action. Lastly, policies 512, 5124, and 912 are up for vote tonight and are especially important to me as board president. Policy 912 ensures fairness in elections by preventing sitting board members from using school resources for personal campaign advantage beyond what

089is required and typical for board service. Policies 5120 and 5124 protect the integrity of our intentional integration plan while also giving families facing real hardships a pathway to request student transfers in a way that is SCS neutral to sustain integration. Looking ahead, revising the current regulation and rubric for policy 5124 will be a critical step toward creating transparency and accountability to the transfer process for both the board and our community. Now, I'll read the board president's statement. The school board meeting is a business meeting in public and not a meeting with the public. Oftentimes, it might appear to members of our audience that the board of education takes action with very little comment and in many cases a unanimous vote. Before a matter is placed on the agenda at a public meeting, it has thoroughly

090been reviewed by the administration, the superintendent of schools, and the board of education, after which it is placed on the agenda for board discussion and action at a public meeting. Hearing of individuals and delegations. Thank you for coming in person and joining us online this evening. The South Orange Mapwood Board of Education values public involvement and respects that you've taken the time to address the board at tonight's meeting. As this is the board's business meeting, a friendly reminder to please be respectful as we take into consideration your viable input, which will inform future deliberations and work by the board of education and its committees. The board does have time limits by policy, and it will be enforcing those to enable as many people to speak as possible this evening. Each individual will be given three

091minutes to speak. Let's check and make sure. Actually, >> you're right at 20. >> Right at 20. Okay. So, um, please remember to say your full name and town where you reside. Oh, sorry. The first public comment period is usually limited to 1 hour with priority given to items related to the meeting agenda, meeting things that we are voting on tonight. And the second public comment period may be limited to 30 minutes. Please remember to say your full name and towns where you reside before you do your public speak. And now I will look at who's first on the list, which is uh are you are you Tom Giblin? Yes. Okay. Would you like to to slide or have the mic slide over? Thank you so much. >> Is that all right? >> Yeah, it

092is. It's all right. Good even good evening. Uh thanks for the opportunity to address the South Orange Maplewood uh Board of Education and to Superintendent uh Bing. Uh you certainly have plenty of work to do and I appreciate what you do on behalf of the students in the school system and I know the residents of the surrounding surrounding communities appreciate your volunteerism. I'm here uh as the business manager of local 68 international union of operating engineers. My name is Thomas P. Giblin. I live in Montlair, New Jersey. Our union's office is in West Cwell and Atlantic City, New Jersey. I'm here as the bargaining representative for the PAR professionals uh who work for your subcontractor ESS that you engaged uh some time back uh through a competitive bid. uh the board made a decision I

093guess about 10 years ago to subcontract the par profofessionals. Since that period of time there's been several different vendors that you've utilized. Currently it's ESS. There are over 200 uh power professionals presently working for ESS. Their pay range annually is somewhere in the city of about 26,000 to about $30,000. Uh I know the original decision of the board uh was to reduce costs. I think you've more than reduced cost. You've cut into the bone so to speak financially and it's affected the morale of the par profofessionals. They don't receive compensation for holidays. They are not in any state pension uh plan. Uh and they uh really uh in line what was approved several months ago. the uh board uh come up with a recommendation as far as par profofessionals one and par professionals two as

094far as their hourly compensation is concerned. The vendor ESS is offering uh wages for the upcoming school year at a lower rate than what had previously existed in the prior school year. This is very detrimental. It will result in uh additional turnover because people will be simply forced uh to go somewhere else to you know maintain a decent standard uh of their livelihood. We know that exist a bond between the students uh and the par profofessionals uh you know it's important uh for their benefit and I know that your parents and guardians also are pretty much satisfied uh as far as that's concerned. Uh you know we have a job to do as far as our uh union responsibilities uh you know trying to make sure that the par professionals are receiving a combined compensation

095that's close to what other surrounding areas are getting. Some school districts in the immediate areas are still working directly for the board of education. I know that to go back to that method might be cost prohibitive, but we asked you to look at the original amounts. Uh >> thank you, Tom. I just want to know you're you're at time, but I'd like to let you finish. >> Okay. the original amounts that you had put out uh in your agenda a couple months ago and make sure that that the uh same employees uh get an adequate salary increase and you know get as much as they can to improve their morale and be 100% productive for the interests of the students in the South Orange Maplewood School District. >> Okay. Thank you so much. Thank you.

096next we have Mary Paul. >> Um yes uh good evening um board members, board president and also good evening um superintendent Bang. My name is uh Marie Paul Florestto and I serve as a business agent for power professional rep um represented by IOE Local 68 in the South Orange Maplewood School District. Uh Local 68 has proudly represented these dedicated employees since 2016. Uh PAR professionals are the backbones of special needs classroom. Their support enables teachers to effectively manage classrooms and provide students with the instruction in the attent in the attention they need. Yet despite their vital role, par profofessionals contribution are often over um undervalued and overlooked when the district seeks to balance its budget. PAR professionals are among the first to be targeted. Unlike many other staff, they do not receive paid holidays, spring

097break, or recess period. Nor do they receive health benefits or retire uh retirement contribution. At the same time, as cost of living continues to rise, the contractor providing the par profofessional services has cut their hourly wage even while the district has increased the contractor's hourly rate by approximately $33. These cut directly harm the power professionals and their families while allowing contractor to profit from their hard work. This is unacceptable. You know, just take a look at these people in the back and who do you see? These are the people. These are the, you know, the par professionals. There are dedicated workers and yet these contractors of ESS wants to profit off their hard work. Additionally, last school year, the district reduced paraprofessional hours, which created serious challenges. Many students rely on buses that frequently arrive

098late. Yet, PAR professionals are required to leave at 2:28 p.m. As a result, children are often left without adequate supervision, placing both students and staff in unsafe uh position. PAR professionals deserve respect, fair compensation, and the security needed to continue supporting our most vulnerable students. I urge you to recognize the gravity of these issues and take immediate steps to ensure that par professionals are treated fairly and that there that the well-being of our students remain the district top priority. I thank um thank you for your attention and support in this critical matter. Thank you. >> Thank you. >> Lisa Lewis. Lisa Lewis. >> Is Lisa Lewis here still? >> Yes. I'll give my time to local 68. >> We cannot. Unfortunately, that's not allowed. So, if you'd like to come up and speak, you can

099speak. that. >> Okay. Next, we have Eva Vosiac. >> Eva. >> Yeah. I was supposed to put my name, but I didn't know. I >> Okay, that's okay. Eva, thank you for coming here. Sarah Castano. Okay. >> Okay. Janice Thomas Ferrier. >> Yes. >> Okay. You can go away. >> Thank you. [Music] Good evening. >> I'm Janice Thomas Ferrer. I'm here representing myself and joining with my colleagues to express discontent about the discree the about the decrease in wages and the motion in job status. It's a shame that we exert all of our energy into our job but don't receive recognition. To add more insult to injury, the email states total compensation 2479 an hour. Positions title par one. We are all demoted. Our pay is decreased. How can we maintain our families and the

100economic situation is rising? Many par professionals have been here multiple years and pay rates should move every year. Parat twos employed in that position because of a degree should not enjoy more pay than par ones who have been on the job years and perform exemplary well. Power ones should move up and receive higher pay since their performance speaks for itself. withstanding all of the above, there needs to be an increase in wages accordingly across the board. Thank you. Thank you, Shauner. Shauner Wilson. >> No. >> Uh, Victoria Bond. Good evening. My name is Vicky Bond. I live in South Orange. My son, who has autism, will be a fifth grader at Dillia Balden next week. He's benefited from both classroom and onetoone paras outstanding among them, Miss Jackie at Marshall and Mr. Kai at Dillia

101Balden. And that's why I'm here tonight to speak about our par profofessionals. When their pay is cut, it's not just a budget line that's trimmed. The very support that allows teachers to teach and children to learn is weakened. Soma families with special education students care deeply about our paras. Not just the support they give our children, but their own well-being and their famil family's well-being. Their livelihoods being threatened matters to us because they are lifelines for many children like mine receiving special education services. And this cut doesn't save money. It costs parents and the children they serve. Underpaying experienced parents drives turnover. Every time a pair leaves, it costs student consistency and classroom stability. When we fail to value experience, our students pay the price. I don't know what ESS's contracts look like in other

102districts, but why is ours letting them run the table by proposing to pay the very staff who matter most to disabled kids less? But here's the opportunity. This board can stand up for Paris who are being devalued and bullied by this cut, helping to reinstate fair pay as proof of budgetary insight. Foresight, the ability to see that human value, not churn, is what sustains a district. In the long run, this decision won't be remembered as a budget line. It will be remembered as the moment you put children's learning and the dignity of those who support them last or first. Do the right thing. Thank you, Beth Constantino. Okay. Hello. I'm Beth Coantino. I live in Maplewood. I have two children in the school district. Both will be at Maplewood Middle School this year. My son

103is an eighth grader and my daughter is a sixth grader. Since February 2017, when my daughter started at Montrose Early Childhood Center, she has required a pair professional to help her get through her day. Next week, when she goes to her first day of middle school, she'll be introduced to a parah whom she's never met before, who will be tasked with escorting her around the building, keeping her on task, morally supporting her, and keeping her from running down the hallways looking for a way out of school when she ultimately will want to leave and go home. Middle school can be frightening for any student, but my daughter isn't any student. She requires a level of support that comes from years of experience and training, which is what her previous paras in preschool and elementary school

104had. They were all designated level two paras, meaning they were paid a higher rate thanks to their education and experience. This year, there are no designated level two paras. Even though paras who have been here for years and were previously level two, but as of last week they received a letter to tell them that they are now level one and all paras will be paid at the same lower level level one rate. It clearly states in last year's 2023 letter to them 23 24 letter title level two parah but this year's letter says title level one parah there's no explanation given that raises a lot of questions in my mind I have personally reached out to ESS and asked them to shed some light on why the change and I've asked if this is happening

105in other school districts they provide Paris do and I've received no response. So, I'm here tonight to request that you all reach out and try to get some answers. My daughter and many other disabled students in our district have it in their individualized education programs that there will be school personnel, including paraprofessionals who will be trained specifically for their disability. If ESS doesn't provide them with the appropriate pay, they will leave. And the district will continue to be responsible to uphold the law by providing well-trained professionals for the students that need it. Thank you. Thank you, Joselyn Ryan. Hi, Joselyn Ryan, South Orange and South Orange Maplewood Community Coalition and Race Schools Committee. As you know, because I've written to all of you, I have we have issues with the transfer policy and thanks to

106those of you who have reached out to talk um since then. Um I know it's up for second read and it's going to go ahead tonight, but my last remaining concern I guess is um that when parent choice is increased in transfer policies, typically what ends up happening is that a school that parents request into becomes known as a good school and good is typically synonymous with white. And I worry that that will happen in the future. I know it's not happening now. I know that our transfer requests have all been so far uh to the closest school, but I worry that that will happen in the future. And I would ask you to consider instead of transferring to a school that you allow people to transfer from a school for a reason. And the

107request that we grant is to uh address that hardship, whatever that may be, and not to give people their choice of school. Um, also just very briefly on the athletic competition policy you have, I think it's for First Fur Street tonight. I'm not sure, but in that policy and in any policy where it is possible, I would ask that we always include language that says no student athlete will be prohibited prohibited from participating or competing due to financial inability to pay dues, uniforms, whatever that reason may be. And on our paras, we talk a lot as a community and a school district about the importance um and the need for hiring and retaining teachers of color. And that's been a struggle for us forever. Our numbers of teachers of color is still really low. We

108also talk a lot about uh the importance for our kids of racial mirrors, of adults who look like them, of um trusted adults in classrooms and in school buildings. And the biggest number of adults of color we have um are our paras in our schools. And they are our kids racial mirrors. They are the role models. They are the racial mirrors. They are the trusted adults in many, many, many cases. And if we are not going to bat for them with ESS, then we are not who we claim to be. Thank you. >> Thank you, Dearra. Dear traers, hi. Um, I'm Dedra Ays. I live in South Orange and I have been a member of this community for over 14 years. Um, I am here today on behalf of the CHS Boys Basketball Booster Club

109because it has come to our attention that the SOMD BOE, specifically the finance committee, denied the incredible donation opportunity from NBA player Kyrie Irving to provide both our girls and boys basketball teams with merchandise for the upcoming season. As a parent of a boy's basketball athlete and co-lead of the CHS boys basketball booster club, I'd like to understand a few things. Why was this donation denied? Did you reach out to any members of the basketball or Jewish community to come to your decision? Why did one committee and not the whole BOE get to make this decision? Over the last 24 hours since I heard this disappointing news, I have conducted my own small focus group outreach. I have reached out to both the CHS basketball and Jewish community here in Soma and the Jewish community

110at large. And do you know what I heard? Initially, the take on Kyrie isn't great. But once they hear what he is offering and are reminded of the fact he apologized for his actions and words, they are more curious as to why our school board wouldn't be looking to offer a second chance or at least bring this decision to public discussion. why the BOE wouldn't be open to a local community member learning from his past mistakes and doing a social good to make amends. The Jewish community has in fact reminded me that their faith is based on atonement and second chances. Just Google what the upcoming high holidays are about that this district recognizes and celebrates. In addition to what I stated above, the decision is also perplexing given the incredible lack of funding that

111our sports teams get from the SOMD budget and CHS specifically. Our understanding is that the CHS basketball team has just $2500 for the year, which if you don't know, won't cover much. This leaves all funding having to come from our booster club. And right now, given given we pay for fall leagues, the end of year banquet, senior night, food for away games, any fees that lower income families cannot afford, and merchandise, we are likely looking at maybe getting only the varsity team a warm-up jersey if we are lucky. But what's really disappointing is the lack of transparency. By having these types of closed door meetings where decisions are made without speaking with the community, it impacts where we have to find out through hearsay that decisions are being made with no actual community input. Imagine

112what that is teaching and showing our kids. So, let's have the discussion. Let's make a well-informed decision that benefits the people that this is meant to benefit the most, the kids. This could be an incredible opportunity for our district, our school, and most importantly, our athletes. They are deserving of at least that. Thank you for your time. Thank you. Jessica Miller. Good evening, Jessica Miller. Um, South Orange. I I want to begin by saying that certainly as customers of a very lucrative contract, we certainly have pull to um demand what our paras deserve. Um and in regards to the long range facilities plan, am I too loud? I'm sorry. Okay. Um what is the total for health and public safety improvements that are tied to code compliance? Um, last month following the vote for Ritzer

113Field, a new a few board members spoke about the reasoning for their plan selection. However, not one person mentioned the price tag. The Ritzer plan has now ballooned from $2.2 million in 2019 to 5 million earlier this year to $6.4 million in June to now $7.4 million. And yet, according to the district's architects, they can't know the storm water calculations until they dig the test pits to determine the depth of the water table. That sounds like Pandora's box to me. On June 24th, the board also approved a $1.3 million change order for the Columbia High School girls locker room, previously approved at a cost of $2.5 million. Asbestous abatement was mentioned, but it sure seems given the age of Columbia High School and the six years of ongoing construction, the data should have been that

114data should have been explored and known at the initial costing of the project so that stakeholders would know they were actually approving a $3.8 million girls locker room renovation. Stakeholders have a right to well-considered estimates before approving funding. Many of SOM's stakeholders are increasingly concerned about the escalating cost of living. SOMD's current debt is 190 million, nearly equal to the annual operating budget. That breaks down to a debtto student ratio of over 27,000 per student. That is double and triple that of neighboring districts. For comparison, Milbourne is 11,000 and Livingston is 8.5,000 per student. Continuing to bond more and more funds without anything rolling off is not sustainable. Tonight we heard a presentation of the long range facilities update detailing much of the work much of the work that is ahead of us in the

115next 5 years. This plan was not posted ahead of the vote transparency but I would ask you to consider the work ahead and the continue and the continued expansion of the Ritzer project. Careful decisionmaking is needed to balance safe facilities for our students with the affordability of the tax burden. Even non-fiscal conservatives have to be able to pay the tax bill. >> Thank you. >> Next we have Jane Conrad and then we go on to online. All right, let's see. [Music] So, I'm going to talk about Ritzerfield, of course, but I just wanted to say that education is about people, not stuff. And I hope you'll pay your paras fairly. The board of ed has never approached Ritzerfield by asking how can we redesign this space in a way that will best serve the whole

116school community. It has been a process that has been reactive, not proactive, that has responded to only the athletic committee community. And within that subgroup, only those athletes that play extracurricular field sports and within that subgroup, there are only four CHS teams plus marching band that regularly practice and play on Ritzer. It's a process that process that is never seriously considered just taking care better care of Ritzer's grass at least by a hose so we can water the field. This process is not being driven by demands from fizzed students. If you look at what fizzed students really want, which you can tell by looking at class enrollments for the last 30 years or more, it's project adventure. More Project Adventure. Colombia's Project Adventure has a national profile covered by CBS News when it was refurbished

117in 2012 as the most elaborate course of any public high school in the country. In the words of a former superintendent, our on project adventure, students work together to foster communication, decision-making, risk-taking, trust, and teamwork. This is an amazing opportunity for our students to develop the attributes that they need to be successful in college and career and in life. That's what students want. And yet, in this turfing frenzy, Project Adventure has been an afterthought. You didn't notice that a whole section of the course was there until we pointed it out. Plan D's design clearly shows a chainlink fence will chop through the center of the low ropes course. Some of it will be moved. Where? We we don't know. Not important. Apparently, the zipline is Project Adventures culminating activity. Instead of flying across the field

118to the oldest, grandest tree on the campus, Plan D shows that once you chop down some trees, kids will fly a shorter distance behind a chainlink fence. not the same feeling. A second consideration which this turfing frenzy has obscured in this community which is famous for the performing arts. Perhaps it would be wise to preserve some outdoor performance space. Not talking about anything fancy. All that is needed is a large enough grassy lawn. There are many more kids in the performing arts at CHS than play field sports. even when the auditoriums have been fully functional. >> Just want to let you know you're at time. >> Thank you. Do you want to just last thought? >> All right. With all the ensembles at CHS, there has never been enough space to rehearse or perform and

119talk about fundraising opportunities. This community would turn out for a choice to sit on picnic blankets and watch outdoor Shakespeare or hear an outdoor concert. >> Thank you so much, Jean. >> One sentence. Okay, perfect. >> In conclusion, grass fields are flexible in ways that turf fields are not. Please re revisit this design and this time consider the whole community. Thank you. >> Okay, now we are going online and we have Jonathan Castro if he's Oh, >> okay. Great. Come on down. Well, my name is uh Jonathan Castro. I am a proud Latino father of two kids in this district. Uh both attending Seth Bordon Elementary this fall. Um my initial intent was simply to come and ask the board to compel the district to fulfill its legal obligation by issuing the legally required prior

120and written notices for two um independent evaluations that we requested one on February 28 and one on July 23. The district has ignored both of them for one of them for over five months. Um, so over the weekend, uh, this situation seems to have escalated. On Saturday, August 23, around 1:30 a.m., her family received a series of frontline documents from the district, including a two-year-old blank time sheet from a case worker who was on vacation and that we have been repeatedly told she has she is no longer involved in her son's case since February. These documents and the circumstances surrounding them seem to be designed to retroactively create a paper trail. On August 14, a federal judge issued a settlement establishing that the state and by extension this school district cannot use creative interpretations to

121circumvent the spirit of special education law. This mean that the legal loopholes that are being used to avoid our children's uh statep put provisions and treat IE as re-referrals as new separate issues are not just unethical. They are now in direct violation of federal court order. This is a powerful irrefutable indictment of the legal loopholes or family and many families in the special education system are are enduring and continue to endure. For the last 5 months, we have been given evasive non-answers and contradictory falsehoods. Just this Tuesday, August 26, after we put the district on notice when we sent an email that I'm sure you all uh received, um we received an email once again avoiding providing that one single mandated document by law, a prior written notice. These emails is full of self-inccriminating admissions.

122In one sentence, it claims that her son is disc declassified via settlement agreement, meaning it did not we did not challenge it and the case is now closed. In the next breath, it claims that the the IE have been granted, which means that the that both these cases are ongoing and open dispute. This is uh indefensible contradiction and it puts our family in a legal limbo where for over 5 months, email after email, we're waiting for an answer. Thank you. >> Thank you, Jonathan. [Applause] >> Next, we have Aziza Alexander, either here or online. Hello. >> Hello. >> Hi. >> Yes. Can you hear me? >> Yes. Thanks. >> Okay. Thank you. Uh, good evening. Uh, my name is Aziz Alexander and I'm a resident of South Orange. I am also a parent of a

123player on the varsity basketball team and I'm the co-lead of the CHS boys basketball booster organization. uh South Orange and Maplewood, the South Orange Maplewood community takes great pride in the diversity of ethnicities, religions, and thought in our community. And it's this commitment to inclusivity that has made South Orange Maplewood such a wonderful place not only to grow up in, as I did, but also to raise my own children in today. It is because of these shared values and the importance of ensuring that every student has an equal opportunity to participate that I'm speaking today regarding the recent decision to decline a generous donation from Kyrie Irving to our basketball team. The cost associated with high school athletics can be significant. For a single season, sneakers alone can cost $100 to $150 per player. Warm-ups

124may run another $75 to $100, and jerseys can cost upwards of $100 per athlete. For many families, these expenses create a real financial burden and can even limit participation for some students. The donation on the table would help to alleviate this burden, allowing students to fully engage in the basketball program without worrying about how to afford essential equipment. I also recognize that in this meeting we've heard about pay increases needed for paraprofessionals, funds needed for long range facility plans, and other initiatives requiring financial support. Given these discussions, it is perplexing to understand why such a beneficial donation was refused, especially when our athletics program operates on a dismally low budget. This rejection seems particularly concerning as it appears to have been made without open discussion or input from the community. In addition, I think this

125donation would directly benefit our student athletes who dedicate significant time and effort to representing our school and community by enhancing their their experience, their pride in the program, and their ability to compete. Um, I just want to say that the the the lack of dialogue is is disappointing and in my opinion another reason that the decision should be revisited. I strongly urge the board to reconsider the donation or to at very at the very least open it to broader transparent discussion that includes input from parents and the community. If accepted, the donation can and should be managed with full transparency, ensuring it aligns with the principles of our the principles our community prizes. Our basketball program reflects values of diversity, respect, and those values will guide us in making the most of any generous support

126provided. I also want to stress that time is of the essence. Delaying this decision risks our student athletes missing out on this opportunity entirely, which would be especially unfortunate if the delay is avoidable. Thank you all for your time and consideration. >> Thank you. Next, we have Lindsay Stone. >> Hi. Can you hear me? Yes, we can. >> Hi, good evening. My name is Lindsay Stone. I am a resident of South Orange and I am the parent of a fifth grader at South Mountain. My son is autistic and has had the same onetoone par profofessional, Miss Cunningham, since kindergarten when his grades started elementary school virtually during the pandemic. In our district where we experience a high amount of staff turnover, my s and my son struggles with inconsistency. She has been his one steady

127source of support. She knows him better than anyone else in the building and her presence is what allows him to navigate and succeed in an inclusion class alongside his peers. Their relationship comes from years of her showing up, being patient, and building trust. Par professionals like Miss Cunningham are being told their pay is being cut. These are already some of the lowest paid staff in our district and now they are expected to do this critical work for less money, no job security, no benefits, and a lack of recognition from the administration. The district says that this is between ESS and its employees. But let's be honest, ESS only has this power because the district outsourced these jobs years ago. The district can't wash its hands of its responsibility. Now, you rely on PAR professionals every

128single day to support our most vulnerable learners, to keep classrooms running smoothly, and to ensure student safety. By standing by while while ESS profits at the expense of its workers, the district is signaling that par profofessionals and by extension the children they serve are not a priority. That is unacceptable. Allowing these cuts to stand is a choice and it tells families like mine that our kids and the people who support them most don't matter. I urge the board and the administration to intervene immediately, to demand accountability from ESS to give the par prof professionals the raise that they are entitled to and to explore bringing paris back in house where they belong. Our children cannot thrive without them and our community cannot stand by while they are disrespected and underpaid for their essential work. Thank

129you. >> Thank you, Lindsay. Next we have Virginia Lamb and then only one more after that. >> Sorry. Hi. Uh Virginia Lamb, Maplewood resident. Um, I'm here to speak about Ritzerfield, but I just did want to say that I do remember the the days when parro were in-house and it was a completely different climate in the classroom. It was a different kind of community and it was a much better time I can say. Um, anyway, I recently read an article in the news record. It was entitled coaches rave about Ritzerfield upgrades. And one of the tiny paragraphs said, "The plan for the new turf field has met with opposition from some residents who cited environmental issues including plastic draining into the water supply, a lack of permeability contributed to local flooding, loss of natural green

130space, and the need to replace a turf field at the end of its lifespan. Each of these items are critically important, and yet they're being framed as the complaints of a few cranky tree huggers. A plastic turf field will have negative impacts on the public and environmental health long into our future. These very real impacts have been documented by scientific experts and are being stifled by the turf industry, which is suing experts for speaking up. The Newsrecord article talks extensively about how amazing the new turf field configuration will be, but it completely ignores the fact that a quote worldclass sports complex can be achieved with grass. It's not plastic surface dependent. And as you've heard from many of the members of the community, not just a few, um, and yet continue to ignore, grass would

131have many positive benefits. A cooler surface, water percolation, storage, flooding mitigation, etc., etc., etc., and most notably, no plastic toxin toxic exposure to students or the or the environment. and it would not cost anywhere near the outrageous sum of money being proposed for this field. This is money our community cannot afford. Lastly, the fact that the long-range facility plan is not inclusive of residents who no longer have kids in the district like me, that doesn't seem right. The entire community will be impacted by these decisions and should have the opportunity to comment. It speaks to the affordability of our community and its composition going forward. So, the priorities and needs of the general public should be considered since in Maplewood 56.5% of our property taxes go to the district. I'm astounded by the dollar amounts

132itemized here tonight and I urge you to use common sense when it comes to this field. Thank you. >> Thank you, Virginia. Final public speaks is Kevin Filimon. that committee member is not online. >> Okay. So then that completes public speaks for this portion. Um we will now move on to committee report outs. Um we'll start from this side. Thank you. The records and implementation committee met on August 18th. Those attending for the board were President Dval Wilson, second vice president Eert, board member Sacket Gable, and myself. Those attending from the administration were Mr. Bing, Dr. Gilbert, and Dr. Wel. Among the issues discussed in committee were the following triple transfer requests and policy 5124. The district presented information on transfer requests and decisions as of mid August. When making decisions, the district placed hardships

133into two priorities. Priority one are hardships the district was considering prior to conversations with the board about updating policy 5124. These include, for example, house fire, serious in illness in the family, and military service circumstances. Priority 2 hardships include, for example, transportation difficulties, child care difficulties, and distance to school, among others. There were four categories of decisions made with regard to transfer requests this year and letters sent to parents. The first category is approved which meant that a family met priority 1 hardship criteria and were transferred. These families were sent a letter indicating approval. The second category is that a family met priority one hardship criteria but because of class size capacity and there was no tier tier match they were placed on a waiting list. Terto tier match means that another another student of

134the same socioeconomic status is request requesting the opposite transfer so that the match can be made without exceeding the 5% variance limitation. These families were sent a letter saying that they met the criteria but the school was at capacity so they were placed on a waiting list. The third category were families that met priority 2 hardship criteria but again no tier tier match so they were placed on a waiting list. These families were sent a letter saying that they met the criteria but the school was at capacity so they were placed on a waiting list. And then lastly, the fourth category was denied. The family did not meet the hardship criteria, though they are automatically placed on a waiting list. These families were sent a letter indicating denial. As more transfer requests come in, the

135district will continue to see if they can make more tier-to-tier matches using the waiting list. The waiting list order will be one, those that meet priority one hardship. Two, those that meet priority two hardship with distance to school, so those that are more than 2.5 miles away, a priority within that group. And then three, those did that did not meet the hardship. Requests can be ongoing from families, especially because the district has a number of new families registering now. Typically, requests stop in October. And in terms of reviewing the request, Dr. Dr. Wayel leads the hardship review committee. Then the decision goes to Dr. Wilbert and then Mr. Bing. So there are several people that review the request. The second topic discussed was continued review of the triple eye. The district provided updated information from

136our consultant, the Alves Group. The Alves group modeled changes and variance. They found that there was not a great difference in the number of students getting first, second, etc. placement with uh of schools. There was not a different great difference in racial balance or in distance to school between five 7.5 and 10% variance. The district will continue to review these data. It was also discussed that the district is working with Alice to look at the SCES tiers for the tiers. The district will confirm when updated ACS data are available when dividing families into the tiers. So families are placed into low, medium, and high tiers. the district is simply breaking them into thirds. So a low SCES tier in our towns does not necessarily equate to low income. The district will talk to ALS about

137this and possible other approaches, especially taking into account our town's changing demographics. When using the older data, there has been correlation between SCES tier and race. As there is new ACS data, it will be important to examine if this correlation remains or changes. Alves provided preliminary data on initial kindergarten placements for 25's 26th school year. ALS compared placements using the original or random number approach that we had been using prior to this year in our algorithm versus our new proximity placement approach and they uh looked at data as of May. So that it's preliminary data. With the new proximity approach, there was a 5% increase in students who received their first or second closest school. But there was also a six 6% increase in those that were assigned their sixth closest school, so their furthest

138school, which was especially the case for South Mountain students. South Mountain students this year had a reduction in kindergarten class. So they were offering three kindergartens this year and they were also added as a multilingual language hub and had added an inclusion class. So as a result of that, there were only 12 kindergarten slots available using the algorithm for placements. So a number of those families were placed at their furthest school. The district is trying to have all schools have 25 sections for efficient use of teachers time. So that is why South Mountain lost a kindergarten class. South Mountain will still not be a 25 section. So the 26 27 school year. The district also anticipates South Mountain having three kindergarteners kindergarten classes to right size. Finally, there was discussion that the district will present

139on the triple eye and its evaluation of it sometime in the fall. The district is still working through modeling with ALS separately with regard to the recorders recommendations. The district was to present on that those today. Um but that presentation has been pushed to September, the September public board of education meeting. So that should occur then. Lastly, the district provided an update on meeting with Judge Wallace which occurred on July 30th. During that meeting, it was discussed how the district can make some modifications to the recommendation tracker to to more simply indicate how close a recommendation is to completion and related time frames as that would be helpful for the judge and Dr. Fergus to see progress. Uh there are a number of recommendations that have been or are that have been or are being

140addressed and by updating the tracker hopefully the district can show this uh better can better show this. And uh that was that's a recap of the discussion. Our next committee meeting will be on October 8th. There is more detail on our committee discussion in the written notes. So please go to the district website for full recap of the meeting in the board committees section. Does anyone have any questions? Um I appreciate Oh gosh, I'm loud. Sorry. Um, with regard to the 5124, I appreciate getting a clear understanding of how they're being evaluated as we try to phase in those new parameters. Do we have a sense of when the regulation and then that corresponding hardship rubric would be disseminated? >> No, I Right. But I'm just thinking like it sounds like they've got a handle

141on how they're doing it. So it's seemingly they're not working off of blank papers. So, I'm just curious when we might all see that work. >> Okay. But what can can the full board see kind of what you're operating off of because seemingly that was reviewed. It would be helpful for all of us to have that. >> Yeah, we didn't look at it. >> They just told us. >> Okay. But I would assume they probably have something written down that we could look at preliminarily. Absolutely. And also, there was data that was referenced that you all were looking at that Dr. Gilbert had said and that has not been sent around yet. Do we have any sense of when that will be sent to the full board for review? >> He I I asked him

142again today and he said he should have it to the board the full board on uh Friday tomorrow. >> Okay. >> And I and part of the policy is that the district is to update the the website within a certain amount of time to explain all of this as well. So I think that naturally will happen. Sorry. Uh, the personnel committee met on Monday, August 25th at 6:30 p.m. In attendance were board members Sacket Gable, Gford and myself along with Mr. Bing and Mr. Adoyan. Uh, much of what was discussed is confidential. However, the public facing minutes are on the district website. Just a couple of things I wanted to highlight. Um the district provided a general update on vacancies with some discussion around some of the recommendation on the resolution this evening. We did

143review the monthly data and I wanted to pull out that as of August 20th it was the lowest number of vacancies only a week out from the start of school in recent years in part of in part due to all the right sizing work done by HR in the spring. Um, as of 8:20, there was 13 total vacancies, two within special education, seven leave replacement vacancies, um, three of which are special education. And just for reference, in late August of 2024, there were a total of 25 vacancies um, and 15 leave replacement vacancies. So, um, just a quick shout out to I don't he might still be here, Mr. Edoyan and his team and uh all those involved in doing all that work in the spring. Uh we discussed some of the updates from some

144of the 2425 personnel related goals that are spilling over into the current school year. Um of note in September there will be a meeting with internal stakeholders for a deeper analysis of the staff survey that was sent out last spring. This will help drive future priorities including targeted marketing materials. Um and launching the affinity group program is still on track to kick off in the October November time frame. We closed off the meeting with a discussion on the proposed personnel related district goal for 2526 school year. committee provided feedback to the district and as Nubia mentioned in our update, we will be voting on the goals that I think we need to narrow down a bit, but uh in our September meeting, uh the next committee meeting will be Monday, September 22nd at 6:30 p.m.

145Any questions? [Music] >> Great. Thank you. >> I'm going to be doing double duty this evening. Uh I'll discuss first the policy and governance committee. Uh the policy and governance committee met on August 6th and we have a few different policies stemming from that meeting that are on the agenda for passage tonight. On for second read, we have three policies. Policy 5120, assignment of students, policy 5124, internal student transfers, and policy 9120, public relations program. Those first two policies read together uh are uh what's been discussed uh in the prior committee minutes and in the board president's statement regarding changes to the ability of students to transfer between schools uh and uh the impact that can have to identify additional uh circumstances that can qualify as a hardship and specifying how students can move around

146in the district as long as they meet within the criteria. the variances that are in place for our intentional integration initiative. Uh, and those were discussed on first read last month. And policy 9120 is being modified in the piece that discusses uh restrictions on uh mentions and uh depictions of uh sitting board members during elections to indicate a few expanded ways uh in which board members cannot access uh district communication. except uh for items that are strictly within board business. Uh we have a couple policies that are on for first read this evening. Policy 5710 on student grievances. Uh this is an expanded policy uh recommended by our vendor Strauss Esme that puts some more specific uh uh practices in place for when students can uh bring a grievance and how they appeal that up

147the line. And uh our uh board is proposing a version that has more expanded timelines, the amount of time a student has to take appeals from what was in the uh the proposed strame version. Uh policy 2431 on athletic competition makes clear uh that as we look to expand our athletics into middle school uh that students who are placed in out of district programs as well as homeschooled uh are able to have access to those as well. uh and uh structures that process to ensure that students have access to our athletic program. We also uh reviewed policy alerts 234 and 235 from Strauss Esme, a number of different policies there to update our policies in light of changes to state law. Those are currently in progress. Uh we reconsidered policy 8600. This is our transportation

148policy. It was going to be up for first read last month uh upon request from a couple board members. It was brought back to committee for the question of whether a piece should be inserted into that policy that would eliminate courtesy transportation for prek students in the 2627 school year. Uh that uh was handed off to the FFT committee for further review. uh no specific recommendation to implement that was put in place at that time and that policy has not yet been brought back up for a first read. Uh and finally the policy and governance committee spent some time working on the development of certain board goals in preparation for our retreat which happened last week. Any questions? Hearing none. Uh >> I know. All right. Did you you want you have something? Think about

149it. >> All right. >> Exactly. >> I do. >> Of how many? I'm going to now sit in for board member Bill Gford, who is hopefully somewhere better than this. I love being here though. Uh the finance uh facilities and uh and technology committee met on August 20th. Uh, first, the FFT committee welcomed new team members, assistant BA Tiffany Renault and facilities director Henry uh Boutiglieri. And I am sure I'm butchering both of those names and we're going to get used to them. The committee reviewed the long range facilities uh planning document which lists projects including both small repairs and major renovations that we all saw an extensive presentation on tonight and was then uh reviewed in the meeting this evening. In parallel, we had to update our bond issuance request related to Ritzer and

150the middle school auditorium upgrades. An updated bond issuance request totaling approximately 9 million is needed from the board of school estimate. The currently authorized uh 2.031 million uh that we currently have uh approval for debt service aid on is insufficient. Additional authorization is needed. Uh, the FFT also received a presentation from athletic director Winstead on a potential high school basketball sponsorship from the company Ant and its Kyrie Irving brand. The committee discussed the merits and implications of the proposal. The the district is now following up with additional research and vetting. The committee and board will further consider the results at a later date once that process is concluded. Lastly, the committee covered future health benefits and insurance strategy. The state health plan cost increase is projected at 32% from around 20 million to around 27

151million which exceeds expectations. A potential self-insured plan is being evaluated with a projected increase of only 11.2% bringing us to around $22 million uh with a potential savings of around 5 million including stop-loss measures and reinsurance to manage risk. Further discussion with brokers, the collective bargaining unit and district leadership are planned to finalize this strategy and the next FFT meeting will be on September 17th. Questions? >> Yes. >> So, just to clarify, I think especially for the public, there was no decision made on the high school basketball sponsorship and the full board will have some say some discussion about that as a whole. That is correct. There there is no final determination that's been made. It is currently being uh vetted further with additional discussions taking place internally. >> Okay. >> Yeah. All right. So,

152I'm also doing double duty tonight. Um I am sharing this update from uh on behalf of my colleague and CNI chair board member Saka Gable for the curriculum and instruction committee and share her sentiments. So while this committee did not meet this month I wanted to take a moment to acknowledge the loss of our ELA supervisor Dr. Jane Beanfolks. Dr. Beanfolks had a remarkable impact on readers and writers in our school and her passion and leadership will be deeply missed. Her legacy will live on in the students and educators she inspired. As we look ahead, we're eager to continue our committee work next month with updates on the freshman academy, uplift program data, student pathways, and other exciting initiatives. These conversations will help us build on the strong foundation already in place and keep moving

153forward for the benefit of all students. I'm going to transition right into our special services committee readout. We met on August 21st from 6:30 to roughly 8:15, but I admittedly didn't write it down. Um, the special services committee was myself, board members Meyer and Sake Gable, as well as Superintendent Ping, and Miss Jess Maria. We began with our CPAC check-in with CPAC president Nicole Josie. She cited that CPAC was encouraged by the communication around ESY this year, including clarity around who to contact over the summer and excitement about the progress on our standard operating procedures for the 504 process. This month, we discussed with CPAC the new New Jersey IEP law, which is intended to enhance IEP transparency by mandating that schools share key student information with parents at least 2 days before meetings. The

154district shared that it will be reviewed with case managers during pre-ervice, which was this week. um and that they will use this year essentially as a pilot to address challenges before the full implementation is required in July 2026. CPAC and the district are partnering on disseminating that information to families. Miss Jess Maria created a list of this year's requirements and that will be shared by CPAC through a parent survey to distinguish between what is going to be legally required from any additional family requests that they might have in terms of what information would be helpful for them. Finally, CPAC and the district are also going to collaborate this school year to engage our twice exceptional families, gaining a clearer understanding of their experiences and identifying areas of strength and opportunities for growth for these students

155and families. Next, the committee discussed our progress on our current district and committee goals. And we also reviewed potential goals for the upcoming school year, which included ideas to build on the collaboration between CNI and special services, which Miss Bodner spoke to earlier in an effort to bolster our inclusion model and build capacity at the school level. Next, we discussed staffing where, to board member Eard's point, um, we had the fewest vacancies that we've had in recent years, including on our special services team. Um there's currently looking for a BCBA or a board-certified behavior analyst and four instructional leave replacements that need to be filled um with urgent positions likely to be supported through staffing from contracted providers. Next, we had a range of instructional updates um both academic intervention and EBR. So, the district

156will be sending a communication about academic intervention or AI services ahead of the school year. To recap, our AI staff have been reassigned to existing vacancies. Our title one schools, Clinton, Seth Bdon, MMS, and SAMS will retain their AI positions using those funds. Students at non-title one schools who previously received academic intervention will now participate in small groupoup instruction three times a week using the magnetic reading model. The upcoming communication will also provide additional details on the provision of supports with the goal of ensuring that all of our students receive the supports they need to succeed. Additionally, the curriculum and instruction and special services team collaborated to provide um professional development on Orton Gillingham to support intensive reading interventions and our EBR services remain unchanged for students this year, though the staffing was reduced through

157schedule consolidation. As was touched upon earlier, our extended school year was incredibly successful. There was a ton of positive feedback received through CPAC. Um, notably, our progress reports, which had previously been a painoint, were described as both wonderful and informative. Um, fi almost finally, we had two middle school updates. Um, so following discussions and a review of CPAC recommendations, the district is looking at how to better incorporate executive functioning skills within our middle schools. Um, one of those steps is migrating fully to Google Classroom as opposed to having multiple modalities that can make it challenging for not just our students but often our families to navigate through with assignments. Professional development was beginning uh this week for principles continuing for teachers throughout the year. and counselors are reviewing lessons within Wayfinder, which is our SEAL

158uh platform, and also adding a chapter on note-taking with new resources and support for eighth graders that over the next few years will flow down to seventh and sixth grade. Finally, in terms of instruction, um, Effective School Solutions, um, not the ESS that is attached to Paris, separate ESS, has expanded their contract to include PS for the 2025 2026 school year, and we look forward to what that support will do for our kids there. Um, and then I did want to touch on PAR professionals as well. So, the district recognizes the vital role that our PAR professionals play in supporting our students. Having started my career as a PAR professional, I deeply understand the impact that those staff members have and I'm sensitive to the importance of their work as families and community members described

159tonight. We appreciate the advocacy and concerns that were expressed by CPAC and all of our community members and parents and caregivers this evening. So while the district as noted only negotiates with ASCA and SOMEA, we are closely monitoring the situation between local 68 and ESS and have engaged in contingency planning and the district did meet with ESS on 825 to review next steps and get an update. Offer letters were to be signed by 8:26 and as of the last update, 193 of 195 professionals did sign. In an encouraging step, some of our district principles also invited those PAR professionals to join and participate this week, though that was voluntary. And I also wanted to include that this committee um we and the board and the district are going to remain engaged and provide updates to

160the community as the situation develops. And additionally that we have also begun discussing and evaluating the possibility um which was also raised by community members tonight of bringing PAR professionals back in house. As a first step, consideration is being given to starting with PAR professionals that are assigned to our self-contained classrooms. Uh though this is still in an early and exploratory phase. Our next meeting is scheduled for September 10th. A full recap can be found on our website under the board committee section and I am open for questions. >> Thank you. >> Great. Good job everyone. Oh, sorry. Yes. Go on ahead. Um, uh, sorry for not saying this after the FFT update. It just took a little bit of time to absorb, but I think you said that our health insurance costs were increasing

161from 20 million to $27 million, a 30% increase approximately. Um, we're not the only district going through that, but you know, it's still a huge problem for us. um you know a lot of that increase can be um offloaded onto the taxpayers who are ourselves of course um through the tax cap adjustment but um you know it's not free money like and it certainly like would offset our ability to like ask the board of school estimate for you know additional opex money which we had considered or even like um it might even impair how much we can ask the bos for bonding money like you know I don't know what the solution is but it is something that we'll definitely like crowd out like other things we need to do like even if it can

162partly be you know baked into the tax increase for the next school year. So >> thank you Jeff. So now we will go to the action portion of the meeting and first we'll have our superintendent read um the memorial resolution that is part of our uh voting agenda tonight for Dr. Bean folks. >> Thank you board president. So as part of uh 4837 uh the South Orange Maplewood School District uh certification of recognition and memorial tribute to Dr. Jane beaten folks uh colleague friend who we lost uh this month. Uh whereas the South Orange and Maplewood School District and the entire school community are profoundly saddened by the passing of Dr. Jane Beanfolks who left us on August 11th, 2025. And whereas Dr. Jane Beanfolks dedicated six years to the students and staff of our

163district serving with distinction as a supervisor of English and language arts. And whereas Dr. Gan Bean Folks was more than just a staff member. She was a beloved colleague, a mentor and a friend whose dedication and spirit touched the lives of countless individuals within our schools. And whereas her unwavering commitment to our students and their positive impact on our school community will be deeply missed and forever remembered. And now therefore, be it resolved the South Orange and Maplewood School District Board of Education hereby recognizes and honors the legacy of Dr. Jane Bean Folks for her exceptional service and lasting contributions to our staff, students, and community. And be it further resolved that this resolution be adopted and entered into the official mo minutes of the board of education as a permanent tribute to her memory.

164And be it further resolved that a copy of this resolution be presented to the family of Dr. Jean Bean Folks as a token of our deepest sympathy and respect. Thank you so much. Um, are there any severs before we begin? Yes. I want to sever 4837F. 4837F. Okay. Any others? Yep. I would like to sever 4843B. 43B. >> Okay. No worries. I was making sure. Okay. So, um, Mr. uh, we'll have him read the other resolutions into record and then we'll have open discussion. Mr. Mitt. >> Yes. The resolutions presented for action uh, in this action 4837 through 4849 excluding 4837F and 4843D. >> Okay. So, just for all those others, any discussions, comments? Oh, yeah. Thank you. Uh I'll just jump in for a moment to discuss a few of the things when we

165we take these votes. We have so many different resolutions packed in and I just want to highlight a few of the things in here uh that we haven't talked about so far. Uh resolution 4840Q notes a donation from the Achieve Foundation of $7,500. These funds are donation from the Nathan Cummings Foundation made possible through the helpful donation coordination of South Orange resident Laura Campos as well as James Mano, our supervisor of fine arts. The donation aims to support SOSD summer music enrichment program. Uh resolution 4847 is a partnership with the connect for freedom nonprofit regarding human trafficking awareness and prevention training which provides free professional development materials, lesson plans, parent presentations, and other resources. uh which are curated from the uh Department of Homeland Security's blue campaign in coordination with the National Center for Missing

166and Exploited Children and aligned with New New Jersey student learning standards and state laws and 4848 uh we are entering into a partnership with Rutgers University's engaged science or CARES program. This collaboration will provide our students with hands-on learning opportunities, exposure to Rutgers facility and labs, and pathways into STEM fields while also supporting inclusive research that reflects the diverse experiences of our community. So, all great things. >> Thank you. Anyone else? I just wanted some comments on uh 4840K, which is approving a contract withholding spaces to facilitate restorative practice professional development for preK through 8th grade teachers in the to uh teachers and district administrators for the cost of $92,900. Um I think we we all know that having restorative justice practice training in our district is important and it is a priority. It was

167in our budget for fiscal year 2526. I just want to bring up the fact that it was in our budget for $60,000, not 92,900. I was told that we don't necessarily have to uh use all of this money. We can take out options from the contract to hopefully meet our budget and or there might be um other pockets of PD we could pull from if indeed we do want to use all the fun or spend all the funds that we have approve we're approving here in this contract. But just given our budget situation, I want us to be just fiscally prudent and aware of kind of what we budgeted versus what this cost is and be transparent about that. Thank you. >> Thank you so much for that. >> Okay, let's vote. >> Thank you

168for that. Um, and so I'll conduct a vote on the other items in the consent board. Uh, board member Bennett, >> yes. Board member Brown, >> yes. >> Board member Callahan, >> yes. >> Board President Duval Wilson, >> yes. >> Board member Eert, >> yes. >> Board member Gford, board member Kapadia, >> yes. >> Board member Meyer, >> yes. >> Board member Saka Gable. >> All right, we have it. Okay. So then next we'll do uh policy 4837F which is excuse me not policy but resolution and that is personnel so we actually cannot discuss that publicly. Um so >> I'll just say that we discussed it where we could and I think people understand >> an exact Yes. Exactly. Um so if there are no questions or clarifications needed we can vote. >> Okay. Okay,

169we'll proceed with the vote on the resolution 4837F. >> Uh this is not the vote on the sever itself. It's the actual substance, right? >> Yes. >> Okay. Just sorry. >> Okay. So, we'll proceed on the uh vote for resolution 4837F. Board member Saka Gable, board member Meyer, >> yes. >> Board member Kabadia, >> yes. Uh, board member Gford. Board member Eert, >> yes. >> Board President Duval Wilson, >> yes. >> Board member Callahan, >> yes. >> Board member Brown, >> no. >> Board member Bennett, >> yes. >> Okay, with that we have >> Okay, great. And then the next one is um 4834B severed by uh board member Kalen. would you like to uh speak? >> I'll say something quickly. Thank you. Um so I did I voted no on first read for this

170and I will be voting no on a second read of this policy 5124 on hardships. Um because while I am not opposed to updating this policy, I just am not convinced that we took the most comprehensive or thoughtful approach in designing the policy. I was heartened to hear some of what the district developed. Um I just remain concerned that the draft runs the definition of hardship in ways that could, especially in light of the potential increase in our variance number and other potential revisions to triple eye that will be discussed at a later date, erode the goals of integration, if not now over time. Um and I'm concerned that we're making significant potential changes without allowing sufficient time to evaluate the impact of each variable. So for those reasons, I'm voting no on that tonight.

171Thank you. Okay, with no other comments, we will vote. Thank you. >> All right, we'll proceed to vote on 4843B. Board member Bennett, >> yes. >> Board member Brown, >> yes. >> Board member Callahan, >> no. >> Board President Duval Wilson, >> yes. >> Board member Eert, >> yes. >> Board member Gford, board member Kapadia, >> yes. Board member Meyer. >> Yes. >> Board member Saki Gable. >> Okay. That completes the action portion. Um I'm going to check online. We don't have any new public speaks there. Um as did anyone see if they you want to Okay, we'll check the >> No. Nope. Okay. Great. Thank you. Board member Eard got some extra steps in. Um so next we'll go to new business. Again, um new business um is for items that require immediate attention

172at a vote tonight. Are there any new business items? No. Okay. So then I will read future meetings and then adjourn. So um the board of education will meet again in public session for our regular board meeting on Thursday, September 25th, 2025. Action will be taken and now I will adjourn. Mr. Moody, I would now like to make a motion to adjourn this meeting on Thursday, August 28th at 10:21 p.m. May I have a second? Thank you, board member Eert. All in favor? Meeting is adjourned.